Summer Reading: The Principal

Always great to go back to my favorite author of Educational Leadership! No regrets, I feel charged up and ready to build on the Professional Capacity Framework that yields results in supporting a dynamic and successful learning culture at my school. In summary the PCF includes effectively building human, social and decisional capital to strengthen a professional team, working in unison toward specific, strategic, learning goals. If you want to know how, well, you may want to read his book! It was very reassuring to me and speaks to how our Lower School team functions, grows, and succeeds! A few takeaways:

• Build the capacity of the group.
• Lead the team to commit to a unified vision.
• The leader is a part of a team that is constantly learning.
• Instructional leadership is not solely about instructional expertise; more important is knowing how to involve the team and its members toward achieving a dynamic learning culture.
• A strong learning culture, and quality day to day interactions within the culture supports professional growth and instructional programs; this is the DNA of a Professional Growth System. 1:1 professional growth initiatives, to be effective, are strands of that DNA.

Lastly, Fullan outlines important characteristics of change agent leaders. To be an effective leader of change one must build relational trust, develop confidence within the group, know when to move forward, and be alert and responsive to feedback. Collaborating, problem solving and innovating as a team is key. In my humble opinion, in our interconnected world where ideas, insights, events and experiences are in constant motion, can you even be an effective educational leader if you are not a change agent?

Summer Reading: How Children Succeed

Very timely read. Two of our end of year meetings revolved around increasing the “visibility” of our character education program as well as ensuring it is woven into the culture and climate of our Lower School. Our second meeting focused on our 2016-2017 school year initiative titled Slow Start Leads to Success. Two of the goals under this initiative include: getting to know our students and families in order to increase opportunities to support and encourage them; and instilling the act of student reflection in our practice to include “thinking about thinking.” This fits nicely into the mold revealed through the research presented in Paul Tough’s book How Children Succeed: Grit, Curiosity and the Hidden Power of Character.

Interestingly enough, the main point is that character education must be tangible and visible. We must articulate, define and explain our characteristics and virtues, model them, and strategically integrate them into the culture and climate of our schools. I emphasize tangible, visible and strategic. Our school has always put character education front and center. It is simply time for us to dust off the character education shelf, and display some new frames that acknowledge it, name it, and showcase it. In essence be able to demonstrate how and why it is working in our community. We agree it is powerful and that it gives power to our students in order for them to be successful, so we don’t want it to be “hidden.” Let’s see what the year holds for us!

The characteristics from which I refer to above, virtues and values, for example, respect, responsibility, compassion enable us to both understand and interact with others. Tough, referring to a study by Seligan and Peterson puts the above mentioned values into character education that focuses“moral values.” And then considers other values as “performance values.” These are, for example, zest, optimism, social intelligence, curiosity, and grit.  From my point of view the “moral values” help us understand others, while the “performance values” help to move us forward to succeed as individuals. As educators we need to understand these “performance values” in order to plan and infuse them into our lessons.  Strategic activities and language should build upon these values that help strengthen performance. Our two Slow Start goals will help us to a). Identity the strengths and interests of our students, which will help us to look for pathways to strengthen the “performance values” and b). Help students reflect upon, understand and articulate their strengths, challenges and interests as they “think about their thinking.” When educators  intertwine these  moral and performance values students have a strong rope to hold onto helping pull them toward academic and personal success.

Tough also emphasizes the necessary influence of parents and caregivers in helping to form and support children specifically to build up these characteristics. Focusing on identity and character is a difference maker for academic advancement. A student who is confident and has a strong moral character will make a bigger difference than a strong student with a high GPA, multiple AP courses and high SATs (my bias). I have experienced this first hand, and it is long lasting. Mid way through my primary schooling, it was clear that I struggled. I went through a full battery of psycho-educational tests. Nothing “precise” surfaced. That was over 40 years ago, and not all learning differences were yet known. I could easily speculate at this point, what was going on in my brain. Nevertheless, I had parents who believed in me; acknowledged every positive step I made no matter how small; encouraged me; provided opportunities to follow my passions and interests; put me in environments that supported my success; and were always satisfied with my personal best. This all created an inner drive that pushed me to succeed in academics and beyond. I used to call it persistence;  Duckworth and Tough call it grit. I encourage you to take the Grit Test.

(On another note, my experience as a child, student, teacher and administrator has been in privileged environments. I fully respect and acknowledge the challenges that surface in more challenging circumstances and applaud the research/push to facilitate this work in ALL environments.)

In summary, character matters, performance skills matter, adult and caregiver support all matter - each serve as a knot upon the intertwined rope that students pull on to gain success. It is a hard tug of war at times, but worth the pull - as a student and educator - it has supported my success. Paul Tough’s book How Children Succeed: Grit, Curiosity and the Hidden Power of Character, will help us win the tug of war within our schools.  

Summer Reading: Daring Greatly

What is my biggest take away from Daring Greatly by Brene Brown?

While in my PhD program I clung on to theory espoused values vs. values in action coined by Chris Argyris. It taught me, as a leader, to identify my values, articulate a concrete action plan, and consistently reflect and revisit that plan throughout a school year to ensure that my values were truly “in action.” This theory influences my leadership vision, and helps me to outline my professional goals each year. In essence it serves as my personal and professional road map for the year and beyond. The process is private as I reflect, plan and propose, and then shared among my leadership team in the form of goals. The process is thought provoking and valuable but I can’t say it pushes me out of my comfort zone.

After reading Daring Greatly, I believe to be a great leader, or a full human being for that matter, you have to push yourself out of your comfort zone and embrace vulnerability. I do so in part, but not fully to the point of embracing discomfort as a means toward growth, my own, or to encourage the growth of others. As Brown notes vulnerability includes “feeling” instead of just thinking, and “being” instead of just knowing. I need to make that leap, and push myself to fully engage, question, feel, be and most importantly articulate, communicate what I am “feeling” and demonstrate what I “being.” By doing this I will be more present, more available for new ideas, and possibly more in tune with the needs, fears, and ideas of others. How does one do this? I believe one way is by listening in a different way. Being fully present anytime one is engaged with a person whether listening or interacting within a classroom is also essential. Empathizing more and trying to understand the why behind a position one has.This will open up the lines of communication, enable me to give feedback and help others recognize the gifts that surface when one embraces vulnerability. When modeling risk taking, or introducing a new idea, it is important that I explain the why behind it. As an advocate of change I tend to think that incremental moves will lead folks toward a guided path. From my experience that does occur. However, if I explain the why and/or embrace a bit of unknown, maybe more ideas from others will surface as well.  If I embrace discomfort, help those I interact with to embrace discomfort - creativity and innovative ideas may surface. I want to be a courageous leader and a wholehearted person.  What are your thoughts?

Reflections in the Mirror: Ponderings that will Guide my Year

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I spent the summer looking out the varied windows of my life to ponder, reflect and contemplate. It was not a summer of intense learning, instead my thoughts and observations revolved around refocusing, improving upon and redefining things that are important to me both personally and professionally. Opportunities, interactions, conversations and simple experiences have enabled me to articulate the following thoughts that will guide me through the school year. This was not at all an intentional process. Perhaps the flexibility of time and structure and the willingness to just “be” served me well. My window has now turned into a mirror where I will see and remember the valuable thoughts of a summertime of reflection.

Ponderings that will guide my year:

• When receiving feedback sometimes a simple thank you is all that is needed.
• There is nothing more genuine than to hear: What can I do to support you?
• Assertiveness is an important component of my leadership style and should be consciously practiced.
• Take time to wonder. Be a Wonder Woman. Be a woman who wonders…….
• Take time to listen. Be a conscious listener. Listen to yourself, your students, your colleagues, your loved ones.
• Pause and  embrace the silence.
• Be intentional: intentional with your words and your actions. Intentionally guide others to think, do, act.
• Remember the power of connection for you, your students, your colleagues. When we see the connections within our world - our world makes a lot more sense.
• When you inspire and trust teachers, they feel empowered, become engaged, and great things happen!

What thoughts will you see in the mirror this year?

Ready to Go with My Leadership Vision!

Prior to initiating my leadership at Wakefield School in July of 2014 I wrote my leadership vision. My professional goals for the year were based on this vision. I see my vision as my map and my goals as the directions that lead me in the proper path to deliver the mission of the school I represent. My vision is a guiding light that leads the way. I waited until the end of the year to share my vision with the faculty I work with. There are mixed messages as to when, if and how to share your vision with your colleagues. I wanted to ensure that my vision, and the direction I was taking was aligned with both the mission of the School and its strategic initiative. More specifically, could I point to specific actions that aligned my vision to the school's mission and strategic vision. Indeed I could!

I have asked the Lower School faculty over the summer to write both their professional vision statement and a vision statement for their classroom. When we return in August we will add the goals (more goal posts later). It will be interesting to see how all of our visions intersect and provide the unified direction that will move us to deliver the mission of our wonderful school!

Margo’s Personal  Leadership  Vision

My vision as Head of Lower School at Wakefield School is to cultivate and support a responsive and authentic learning environment where  members are understood, cared for and challenged.

In order to be responsive I will incorporate opportunities into my practice that will help to understand the backgrounds, needs and interests of all community members.

In order to cultivate  an authentic learning environment, members should have opportunities to develop and practice skills that will help them to navigate and succeed within and outside of the school community. Experiences  that explore and practice collaborative decision making, ethical leadership, interconnected and effective communication, global citizenship, and responsible stewardship will facilitate this authentic learning environment.

I believe that a challenging learning environment includes opportunities for community members to: generate questions, problem solve, take risks, make mistakes, have choice, and have fun.

Although personal reflection is a huge part of my professional practice, this past year it remained just that “personal” or “behind the scenes.” I hope to return to this public space in order to reflect with, collaborate and learn from educators around the world. I look forward to another great year of learning!

Preparing Our Students for Childhood

Before departing for the summer I shared with my educational community a video by Dr. Heidi Hayes Jacobs. The two questions she considers in the video are: Who owns the learning? and What year are you preparing your students for? No matter where one is in their journey as a professional educator or no matter what lens one uses to view the educational journey of the “students” who will be competing, collaborating and leading within our society, all of us should be contemplating these questions. All of us have unique societal roles;  educators benefit from the guidance of our parent community and our community supporters. Their roles as entrepreneurs, and members of the workforce are essential in helping us understand some of the needs our students will face in their future.

As an Educational Leader with the interests of society's youngest students front and center, I ponder these questions:

Who owns the learning?

• Choice of product and process should be a consistent part of the learning journey.
• Content should be engaging and should tap into and extend the interests of the students.
• Students should establish the norms and identity of their classroom community.
• Students need opportunities to pose and solve problems.

What year are you preparing your students for?

• As educators of elementary school students, we must acknowledge that “College or University” will look a lot different than it does now, therefore, isn’t it our job and responsibility to imagine, predict, plan for and provide diverse and unique learning opportunities that will be relevant anytime and anywhere?
• We do know that our students will face multiple challenges, will interact with a variety of people across continents, and will be expected to innovate, therefore shouldn’t we ensure that the educational journey includes creativity, collaboration, and cross-cultural understandings?
• Regardless of the year we may be preparing our students for, let’s remember that we are guiding them through their childhood. “Childhood” is a time to imagine, play, experiment and interact within the world. “Childhood” is a magical time. There is nothing more authentic, timely and satisfying than to help students discover and grow through the most marvelous learning journey of all - Childhood.

We are preparing our students for Childhood and they own their learning! It is our role as educators to guide and support them through their learning journey.

Looking Out for My Students' Wonderful Summer Adventures

To All my Wonderful Students,

I wish you a fabulous summer full of fun adventures that spark your interests, follow your passions and engage your minds!  Please be in touch:

• Have you found the perfect reading spot?
• Have you gone on a walk, observed nature or history unfolding before your eyes?
• Have you doodled, created, put together an artistic creation?
• Have you baked, cooked, or otherwise experimented in the kitchen?
• Have you written a story, made up a puppet show, or used your imagination?
• Have you taken a trip to a new place - five miles down the road or on the other side of the globe?

Whatever your summer learning adventure is, I want to hear from you! WRITE ME A COMMENT ON THIS BLOG OR….

• Send me a tweet @drmisabel12
• Send me a postcard or letter to my school address at PO Box 107, The Plains, VA  20198
• Send me a photo or a drawing
• Send me an email to my school address

Have a fantastic summer. I will miss you up here on the Hill. Sincerely,
Dr. Isabel