Let’s change “Up There” to “Out There”

http://imgkid.com/paulo-freire-quotes.shtml

Mid-March through Mid-June can be a tricky time for educational leaders. It’s a time where the past, present and future continually collide!  Reflecting on what we have accomplished this year, where we are now, and where do we need to go, are a part of each and every day. From the Big Picture panoramic view that pushes us to look beyond our communities toward the vast educational landscape to imagine how to better serve the needs of our students, to the still life painting which helps focus our attention on the needed details of our end of the year events, activities, reports and reflections, our reflections collide.    

This winter I have been encouraging my Lower School Team to reflect on the WHY behind the WHAT of their teaching. Sharing Simon Sinek’s message, Start with the Why, was an introduction to this thought process which includes precise examples to help us consider the Why behind what we do. In essence, this is the panoramic view I am asking educators to contemplate.  

Using the KUD planning strategy (articulating the Know, Understand, Do) and asking teachers to focus specifically on the, Understanding, the Why, of a lesson or unit, has been introduced as a priority. Teachers have been encouraged to review past and present lesson plans under this lens, and to ensure that the Why/Understanding is front and center to all future planning. Simply put, if the Understanding cannot determined, then why bother with it. This process can be seen as the still life of this reflection process, a necessary focus on the details of why we teach what we teach.

When I think about the Why, I am thinking about relevance – how can what I am learning be applied to another situation or context. This is a tough question at times, but one worth always pondering. It is important to look at that context beyond the next stage of one educational journey and toward one’s life journey. Whether we are four and starting our educational journey, 17 and ending our "school" journey, or teachers in our 20s, 30s, 50s and beyond, we all have a life “out there.” Our professional learning journey also must consider our “out there” lives and the “out there” lives of our students.

My present school is somewhat divided into sections, PS-K, 1-3, 4-5, 6-8, and 9-12. This is what I hear often as an answer to this question, Why are you doing this that way?:

• Because that is what they need to be successful “Up There,” pointing to 4^th and 5^th grade floor
• Because that is what they need to be successful “Up There,” pointing to Middle/Upper building
• Because that is what our Alumni say they needed to be successful in College

Let's not forget about their "Out There" lives, their real journey.....

Are we educating students for College or for Life? What will life be like for the Kindergarten students in the division I oversee when they are ready for College and beyond (Class of 2027)? Do we have to wait until our students are ready for college to educate them for life? Are we preparing students for what life is like now, and should we shift our thinking toward what life could become? 

Whether our students are 4 or 17 as we plan and prepare....

Let’s change “Up There” to “Out There” If education is relevant, the Why must answer how we are preparing our students for life "Out There." 

It is only this way that they will be ready to change the world.......

Authentic Learning: 5th Grader presents to the Board of Trustees

In January Andrew shared his story of entrepreneurship and commitment to service with the Board of Trustees at an official board meeting. Being true to his commitment he passed out Smile Train donation envelopes to the Board Members. I have also since learned that Smile Train tripled our donation through their triple match program. What a fabulous example of authentic learning for Andrew and our 5^th Grade!

As an educator, I have no greater sense of satisfaction than seeing the “stars align” through a student-led, authentic, collaborative and compassionate service project that sprang from a conversation between a grandson and his grandmother about the challenges and complexities of our world poverty, friendship, and the need to serve humanity.  Pair that with encouraging teachers who appreciated this student’s interest and were willing to support him through lunch, recess and after school work sessions.  The end result was that this authentic project, a Lower School bake sale, earned $873 to be donated to The Smile Train organization.

Fifth Grader Andrew Renz and his grandmother were having a conversation about poverty in our world – which led to a conversation about the main character, August Pullman, in the Fifth Grade Literature book, Wonder, by R.J. Palacios.  August was born with extreme facial deformities.  Because of constant surgeries, he was homeschooled for much of his life, but thereafter was fortunate enough to attend a school much like Wakefield.  Accepting him was difficult for some of his classmates.  As you might imagine, August’s story has stimulated multiple important conversations in our fifth grade about empathy, kindness and inclusion.

Andrew quickly made a text-to-world connection between children in less developed countries – born with cleft palate and unable to pay for surgery due to their impoverished background.  At that moment, he decided to put aside his upcoming Christmas money to donate to the Smile Train organization, an organization that sends trained doctors to different countries to perform this relatively simple surgery – for free.

That was not enough for Andrew, however.  He wanted to do more.  In Andrew’s words, “Sometimes, the little things we can do to show one another kindness and support are the most important. To help a young child, the same age as the kids right here in our Lower School, have a pretty smile instead of living a whole lifetime with a crooked, incomplete smile is a kindness I would like to share.”  With the support of his teachers, Mrs. Bates and Mrs. Williams, off he went to talk with his classmates to organize a two-day bake sale that was held over six lunch periods.  He divided and conquered – forming an advertising committee to make posters and announcements at our assemblies, a set-up and sales committee, a baking committee, and a committee to count the profits and announce the result - $873.25 for Smile Train. 

Andrew and the fifth grade know the true meaning of the holiday season – a time of togetherness, empathy, joy and service to others.  These are the values that we all, families and teachers in partnership, work to instill in our children.  We do this by providing students with opportunities to collaborate, problem-solve and serve the greater community – there is no greater gift than active, meaningful learning.

Sketching a Landscape for Education Change

In this excerpt from my first parent letter of the academic year I compared the start of my leadership journey at a new school to that of an artist. I saw myself as an artist observing my new school as a large landscape painting, standing back and contemplating how to best understand and contribute to this educational masterpiece.

"The wonderful thing about being new to a community is having the opportunity to stand back, reflect, and look at the School picture with fresh eyes and a unique perspective. Where are the colors the brightest, and the design the strongest, thus requiring no need for change or improvement? Where are the details lacking? Where do the highlights need to be added? Perhaps there are new elements, portraits and sketches to add to the vibrant educational landscape that encompasses the Lower School. As an educational leader, it is my responsibility to formulate and communicate to all of you the “big picture” of the educational experience that we offer to your family." 

It is clear to me, reflecting on this passage, that at that time I saw myself simply as an observer. Seven months later I actually see myself within that landscape, walking around, interacting, “noticing” what surrounds me.  Instead of “standing back,” I have now “stepped into” the landscape and have become attuned to my surroundings. What have I noticed? What have I stumbled into? What rocks have I turned-over or what pebbles have I scattered? Have I changed the scenery?

This landscape and its effect on me are very real – it is not just a metaphor for my leadership.  I work within an incredibly gorgeous landscape. The tranquility and beauty I encounter each and every morning ease my mind and prepare me for the day ahead. Viewing the sun rise and set, the masterful web of a spider, the changing leaves of the fall and frozen branches of the first frigid day –have pushed me to appreciate the little things, look for the wonder, and acknowledge that within a beautiful somewhat defined landscape, change is still constant. I embrace that change; it is a natural and necessary part of the landscape. As I “step into” the second half of the school year and I continue to interact within the landscape it will be important for me to actively point out those appreciated details, share with and encourage others to wonder, and together “sketch” the natural and necessary changes that will further enhance our educational landscape.   

I look forward to sharing these “sketches” with others. I welcome all, those within the community, and those who share in the artistry of leadership and education, to share their observations of the important educational landscape that surrounds us.

Here are some questions I may ponder:

How are other members viewing this landscape?
How are they helping to define and enhance it?
Are we each creating our own picture to add to the gallery of our experiences?
How are we blending, collaborating within and refining this masterpiece?

Reflect - Regroup -Reconnect- Refresh

Reflection has always been an important part of my practice. It is something I promote, provide for others in the form of feedback, and use to connect, ponder, and articulate my ideas. Whereas some folks enjoy reflecting through active dialog, I find it much more rewarding and useful to do so in writing. A lot has happened since July 7^th when I began a new professional role. Although I have spent time reflecting, I have not done so through my blog, which I am disappointed in since I find it the most meaningful and personal way to reflect. But, it’s never too late. I will try to get back in the habit. Although, I have reflected through: a daily tweet, parts of entries on my school site, and through emails and letters to others I work with about topics that are up for discussion.

What are some ways, beyond the traditional blog entry, that help you to reflect on your professional practice? I would love to expand my horizons. 

Getting Started: My View From The Hill

There are no step by step instructions or a logical plan for your first days as you transition into a new position and school. All the professional reading that you do or the research you do on the your new school’s mission, program and people, most likely will not influence your first step, stride or jump into your new community. I did not receive any concrete advice, and I did not have an image in my mind or an outlined schedule of how things would fall into place during my first week on the job as Head of Lower School at Wakefield School.  I must say, not having gone through a big change in 15 years, I truly was uncertain of what to expect or even how to approach my first day – but in the end a week has  passed and I feel settled, comfortable and at home in my new surroundings on the Hill! This is how the week naturally fell into place.

  Day 1 and 2: Creating a sense of space and belonging

The campus was very quiet; teachers away, and many admin on vacation. I sat in my office in awe just contemplating where to begin. I felt the need to be on the move and to understand my surroundings, so my Division Assistant gave me a thorough tour which helped me to quickly feel grounded.

Day two amounted to folks coming in and out, fixing phones, connecting printers, and then moving furniture. I think we flipped the desk around three times – my heart was set on the window view; after all it is what is taking place outside of the office that truly matters in a school setting. I was anxious to be able to see both the beauty of my surroundings as well as the hustle and bustle of the students once school is in session. With furniture in place, I began to unpack my belongings and create a space that would help me, and hopefully others, feel at home and comfortable. By the end of day 2 I felt that I belonged. It is an essential human need to feel that you belong in a community. It sets the stage for engagement, happiness, and productivity. It is the responsibility of leaders and teachers to foster this sense of belonging within the classroom and the greater community.

Day 3: Traditions

When I arrived on day 1 I found two handwritten notes, one from my predecessor and one from a member of the board. The notes indicated that they had each left me an “official Wakefield School coin,” a challenge coin to be exact. There were two immediate issues of concern. First, there was no coin in sight, and second, I had no idea what a “challenge coin” was. Luckily, when I straightening up each corner of my office I found the coins! On day 3 I found the time to read the explanation of this tradition as well as my responsibilities as a “coin holder". Low and behold, I am now 100% prepared for the challenge. I look forward to “uncovering” many more Wakefield School traditions.  As leaders we must integrate traditions, rituals, and symbols into our practice in order to reinforce and support a strong community and culture.

Day 4: Relationships

I already know that at the end of each day someone will walk into my office to say hello; I am guarantied at least this one daily opportunity to speak my second language, a language that I love and appreciate. I know that each and every day I will see a helpful hard working colleague with a huge smile who will happily twirl my desk around 3 times, move my shelves up and down, or simply make sure all is set and up to par in and around campus. I know that I have a patient, supportive Division Assistant who will walk, sit, and talk with me to ensure I am in the know and ready for each daily adventure. I am looking forward to developing many more relationships with faculty, staff, parents, and of course, students! Relationships are the heart and soul of the school community. As a leader I will take the time to build effective, trustworthy relationships across and throughout the community.

Day 5: Integration

A special day! After reviewing each and every file, artifacts and book left for me in the office by my predecessor, today, I was able to interweave and place my own books, files and artifacts throughout my office, creating a special, authentic and meaningful office environment which I hope will be both welcoming for everyone who enters, as well as allow me to engage, learn, grow and support the community as a whole. An effective leader will honor institutional history and program while carefully and selectively integrating new ideas that support the school’s mission.

 Final thoughts of the week

Although I respect and encourage a balance between life at home and at work, I also recognize the value of including family members in one’s journey. It was important to me that my two boys visit my new environment. Both of them made it; Ricardo to deliver all of my books, and Charles to help put the finishing touches to my office. Now when they hear my stories, comments and reflections they will understand the context in which they have occurred. Meaningful connections between our community and families-that is what I hope we all want on the Hill!

Departing Soon: It’s Time To Pack My Suitcase

Departing is not necessarily about saying good-bye. Departing is about carefully packing your suitcase in order to prepare for the next stop along your journey. What you decide to pack; what you leave behind; as well as how you pack your suitcase may define your leadership. When I embark upon a journey, I almost always inadvertently leave an obscure, luckily, non-essential item, behind…which in the end may enable me to say so long, see you later and not good-bye.

So WHAT is it that I am packing in my suitcase as I prepare for my new journey?

• Knowledge gained through collaboration, trust, and hard work
• Diverse abilities achieved and practiced through my interactions with others
• Skills mastered through experimentation with varied techniques, tools, and methods
• Empathy and compassion used regularly as I heard, observed and responded to the stories of students, colleagues, and parents
• Lessons learned through the development of essential relationships across the community
• Connections to people and ideas within and beyond my community that have inspired, motivated and engaged me professionally and personally.

So HOW do I pack my suitcase?

• First, by prioritizing, listing, and organizing the most essential items for the journey
• Second, by deciphering the most versatile elements that can be counted on multiple times along the journey
• Third, by attempting to efficiently place each item for easy access; as well as to leave enough space to add important treasures that I encounter along the way
• Finally, well, I do tend to stuff some favorite items along the sides suggesting perfection is just not what life is all about……… not yet sure what those items will be!

And WHAT will I leave behind?

Only time will tell, but considering all I have learned from my colleagues throughout my stay, some part of me most likely is resisting the departure, and will be left behind. I only hope, whatever it may be, it will be useful to a group of wonderful educators that have been such an important part of my journey. When you encounter that left behind item, please give me a shout, as I will be thinking of each and everyone one of you as I embark on this new journey. I do leave behind a heartfelt THANK YOU for sharing your expertise, embracing my passions and always looking for the opportunity to have some fun!

And little by little I will be unpacking that suitcase and gathering new experiences and expertise for my life-long learning journey……

See you later and THANK YOU.

Some Useful Blog Posts for Departing Employees:

http://leadchangegroup.com/what-will-they-say-when-youre-gone/

http://blogs.hbr.org/2014/05/the-art-of-saying-a-professional-goodbye/

http://www.forbes.com/sites/mikemyatt/2012/12/13/10-reasons-your-top-talent-will-leave-you/ 

(Thanks for sharing @mmreesescott)

http://www.fastcompany.com/3031659/4-ways-to-end-a-professional-relationship?partner=rss    (Thanks for sharing @mmreesescott)

Please add to the list.

Musings on Professional Growth

What surfaces to the top of my mind each day as I ponder upon my upcoming entry into a new educational community is professional growth: my own, my colleagues as well as the organizational climate for professional growth. I believe there are two main reasons behind these consistent and on going thoughts that persist in my head each day.

From my perspective as an individual – I yearn to learn and grow each day; I view professional growth as a necessary component to my success within an organization, and I believe my ability to model and share my professional growth process and thoughts will ultimately contribute to or in the least influence the professional growth of my colleagues. Second, the rapid and continuous changes affecting organizations in general, and educational systems in particular, due to technological advances, globalization, and information flow and processing, requires practitioners to adapt, change and grow professionally. Thus, it does not mater if I am entering a new community or if I continue to be a member of the community I have been in for 15 years – both professional growth and cultivating a learning climate within all educational organizations is needed to keep up with the demands of our global society.

I hope to spend some time, as I read and reflect over the next few months, setting the stage for optimal professional growth and to begin to cultivate a learning environment for the organization and for the individuals within it – me included.

Here are some questions I am pondering:

• How do we create optimal environments for professional growth?
• Is there a correlation between the environment we create and the personal growth initiatives of each individual?
• What are some strategies or processes that would help professionals reflect upon or record their professional growth?

Here are some topics I am pondering:

• Relationship building
• Goal setting
• Reflection
• Risk taking

What do you think I should think about in regards to professional growth for individuals and within organizations?