tag:blogger.com,1999:blog-34718364276018892762024-03-05T07:44:42.471-08:00dr j's journalAnonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.comBlogger27125tag:blogger.com,1999:blog-3471836427601889276.post-9904801190141871372017-07-07T19:50:00.000-07:002017-07-07T19:50:03.544-07:005+2: Affirmations & Rethinks<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">With the upcoming #npc17 upon us, I’ve done some reflecting from this past year and what I would like to learn more about going forward. Here are my 5 + 2: Five leadership affirmations and two rethinks. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2ohxnEhQsrybKyMFaa-KN-96rt2iE7j9WHXUfFlIOZFkuJuDcookIHHk8NS89tTA4Qiho3xbHWtkCOE7hGB9JNAYPZzYP4PPY-P_rbOWlg_dcAs0sAwdTZ-GJDfgxXN79u-bpZS-ddaY/s1600/relationships.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="169" data-original-width="299" height="112" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2ohxnEhQsrybKyMFaa-KN-96rt2iE7j9WHXUfFlIOZFkuJuDcookIHHk8NS89tTA4Qiho3xbHWtkCOE7hGB9JNAYPZzYP4PPY-P_rbOWlg_dcAs0sAwdTZ-GJDfgxXN79u-bpZS-ddaY/s200/relationships.png" width="200" /></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A1- Leadership relationships, like emotions, are not static. There will be times that you will need to tell people what they do not want to hear, press a cause they do not want to accept, and point them in a direction they would not prefer to go. Preserve your human capital for the right time. Make every deposit you can, because the role of leadership guarantees you are going to make withdrawals. Too many withdrawals and not enough deposits will leave the relationship bankrupt. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A2- Express your ideas and vision clearly enough for those whom you serve, who are consumed with tasks and challenges of their own, will respond. Persuasion through trust of your character will carry a greater impact than your position’s fiat. Work to define your role, but do not be defined by your role.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A3- Realize the majority of the masses act in schools pretty much the way they might with religion. Every doctrine is more or less a matter of faith, received on account of the people’s trust they put in their apostle. The challenge with this is twofold: if they don’t believe in the messenger, they won’t believe the message. The leader needs to beware that going apostate begins when they believe more in themselves rather than in those they serve.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgloIyFHBA4Tz61bxN8MkrNEL21ePqjhXhS-8IpXjcDgTmw9zAWqr1Ui22GqCTK5Dul0uiPj5o02Sj8qfzIqpk3TKidelC5EXMFAUzeVIthLFu8eSyJmUT9cHLrfJrLig8kNuDa9Dq3uoU/s1600/teachers.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="507" data-original-width="750" height="135" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgloIyFHBA4Tz61bxN8MkrNEL21ePqjhXhS-8IpXjcDgTmw9zAWqr1Ui22GqCTK5Dul0uiPj5o02Sj8qfzIqpk3TKidelC5EXMFAUzeVIthLFu8eSyJmUT9cHLrfJrLig8kNuDa9Dq3uoU/s200/teachers.jpg" width="200" /></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A4- Believe in people, and support them through connecting them to their purpose. Believe especially in teachers and educators that are closest to the students. Assume their best intentions - that they wake up each day to change the lives of students. Educators have been charged with doing the nearly impossible, and they do it every single day. Support them, create the conditions needed for success, and celebrate the learning and growth.</span></div>
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<span style="font-family: Arial;"><span style="font-size: 14.6667px; white-space: pre-wrap;">A5- Your example is your best leadership tool. Period. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">My two questions I’m specifically working to retool around: </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">R1- How do I create and support a culture where students take greater ownership for their own learning, and telling the story of their learning? Related: How can schools tell their story? Looking forward to connecting with educators such as </span><a class="tweet-url twitter-atreply pretty-link" data-mentioned-user-id="0" dir="ltr" href="https://twitter.com/ajsanfelippo5" rel="nofollow" style="background: rgb(230, 236, 240); color: #4a913c; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; outline: 0px; text-decoration-line: none;"><span style="background: rgb(230, 236, 240); color: #4a913c; font-family: Helvetica Neue, Helvetica, Arial, sans-serif; font-size: 14px; outline: 0px; text-decoration-line: none;"><span style="background: rgb(230, 236, 240); font-size: 14px; outline-color: initial; outline-style: initial;">@</span></span><span style="background: rgb(230, 236, 240); color: #4a913c; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; outline: 0px; text-decoration-line: underline;">ajsanfelippo5</span></a>, <span style="color: #0b0bb3; font-family: Helvetica Neue, Helvetica, Arial, sans-serif;"><span style="background-color: #e6ecf0; font-size: 14px;"><b> </b></span></span><a class="ProfileHeaderCard-screennameLink u-linkComplex js-nav" href="https://twitter.com/casas_jimmy" style="background: rgb(230, 236, 240); color: #0b0bb3; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; font-weight: bold; outline: 0px; text-decoration-line: none !important;"><span class="username u-dir" dir="ltr" style="direction: ltr !important; unicode-bidi: embed;">@<span class="u-linkComplex-target" style="font-weight: normal; text-decoration-line: underline !important;">casas_jimmy</span></span> </a>, and <a class="ProfileHeaderCard-screennameLink u-linkComplex js-nav" href="https://twitter.com/TonySinanis" style="background: rgb(230, 236, 240); color: #657786; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; font-weight: bold; outline: 0px; text-decoration-line: none !important;"><span class="username u-dir" dir="ltr" style="direction: ltr !important; unicode-bidi: embed;">@<span class="u-linkComplex-target" style="font-weight: normal; text-decoration-line: underline !important;">TonySinanis</span></span> </a> to learn from their experiences. </div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">R2- How might our district blend students’ performing successfully on student achievement tests as defined by state assessments (the accountability system of education; what gets put in the state comparison listings) while ensuring schools are relevant for students and their learning (being accountable to students about what really matters most to them)? I’ve been a learner in <a href="http://change.school/">Change.School</a> with </span><span class="username u-dir" dir="ltr" style="background: rgb(230, 236, 240); color: #657786; direction: ltr !important; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; font-weight: bold; outline: 0px; text-decoration-line: none !important; unicode-bidi: embed;"><a class="ProfileHeaderCard-screennameLink u-linkComplex js-nav" href="https://twitter.com/willrich45" style="background: rgb(230, 236, 240); color: #657786; font-family: "Helvetica Neue", Helvetica, Arial, sans-serif; font-size: 14px; font-weight: bold; outline: 0px; text-decoration-line: none !important;">@<span class="u-linkComplex-target" style="font-weight: normal; text-decoration-line: underline !important;">willrich45</span></a></span><span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;"> , and am looking to connect with others who are looking to truly challenge and change our schools.</span></div>
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I'm looking forward to learning your thoughts - affirmations and questions. What's your 5 + 2?</div>
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Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-13014626818819768302017-03-19T14:55:00.001-07:002017-03-19T14:55:10.363-07:00One Person<span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;">I've always been a proponent of the power of relationships in learning. My recent experiences and learning confirmed and extended my belief to further pursue a greater understanding of others' impacts on my learning. </span><br />
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Steve Gilliland stated: "One person, in a single moment, can change and define direction." He followed with the challenge of identifying five people who changed the direction of your life. Who would make your list? Take a moment, right now... the top five people who made the greatest impact on my life are __________.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Chances are an educator made your list. Or at least, a caring adult from your formative years who encouraged you and invested in your success. Someone who saw some genius/talent/skillset that could be ignited and developed.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBgOIYEAWnPP2MHo_CII7IErw14675-5c2MPs-pu9kHuonwhyphenhyphenIn5kQPGnZzEjyuNEbwEp4pCjc1WJ79STH9HjOBUp5b4MMSJO3PByj0VQ4FESndmslHD3TGb7DHUmtANprvUtgwmR8cZ8/s1600/shoutout.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBgOIYEAWnPP2MHo_CII7IErw14675-5c2MPs-pu9kHuonwhyphenhyphenIn5kQPGnZzEjyuNEbwEp4pCjc1WJ79STH9HjOBUp5b4MMSJO3PByj0VQ4FESndmslHD3TGb7DHUmtANprvUtgwmR8cZ8/s320/shoutout.jpg" width="320" /></a></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Three of my five included influences from my younger years:</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">*Ms. Weber, my first grade teacher, with whom I credit teaching me to read so that the world continues to be open to me because I am literate.</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">*Mr. Haws, my middle school math teacher who taught me that I could do algebra & geometry, despite my learned helplessness in math during my upper elementary years. He also taught me that daily effort pays off - significantly. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">*Coaches Steve Witcher & Jim Nickell (yes- I'm cheating here...2 for 1), my swim coaches who taught me the science of swimming fast. More important, they taught me there was a big difference between being a winner and being a champion. </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span></div>
<span id="docs-internal-guid-48bc027a-e879-a4ea-8040-925ace797e1f"><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">As I reflect on this list, each of these people taught me specific skills. But more importantly, they stood out to me because of the manner in which they taught me. They believed that I could own the content of their teachings and turn them into something amazing. I believed in them, and because I believed in them, I believed in what they were teaching me. In teaching me, they reinforced this lesson: Relationship and content are both important; and so is the order. </span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Consider the reciprocity of this influence list: Who would put you on their list?</span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Recently I heard Dr. Adam Saenz, author </span><span style="font-family: Arial; font-size: 11pt; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">The Power of a Teacher</span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">, state: "Education did not change my life. Educators changed my life." Given my choice of a career is in education, the statement gave me pause for reflection. Saenz is right on. It's not the school system or buildings, the oversight or administration, or any other formalized education structures of "school." My third grade classroom, my high school facilities, or my college lab did not change the direction of my life. But the adults who led me in those settings did, with their planned lessons & experiences, impromptu life lessons, and in the manner in which to developed me. They changed and improved my life. </span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">I was fortunate to have many; three listed here, but there are certainly more. Unfortunately, too many of our students may not even have one</span><span style="color: magenta; font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">..</span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">.one caring adult in their life who changes or improves their now and their future. As Rita Peirson taught us: “Every child deserves a champion — an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.” </span></span><br />
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<span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;">Each of us can be that one person for someone else. One person can make a difference. One person can change the trajectory. One person can influence culture. One person…</span></span><br />
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<span><span style="font-family: Arial; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><br /></span></span>Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-56734439990234539342016-08-07T18:35:00.002-07:002016-08-08T18:18:15.638-07:00Using boundaries to succeed<div style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As part of my summer reading, I came across the 1911 story of the expedition race to the sourth pole between Roald Amundsen and Robert Scott (in both <u>Great by Choice</u> by JIm Collins, & in <u>Essentialism</u> by Greg McKeown). <span style="line-height: 1.38; white-space: pre-wrap;">Scott's team w</span><span style="line-height: 1.38; white-space: pre-wrap;">alked as far as possible on good days; resting up on bad days to conserve energy. Sc</span><span style="line-height: 1.38; white-space: pre-wrap;">ott p</span><span style="line-height: 1.38; white-space: pre-wrap;">lanned for best-case scenario, while </span><span style="white-space: pre-wrap;">hoping for ideal circumstances. </span><span style="line-height: 1.38; white-space: pre-wrap;">Amundsen took a different approach. He stuck to a s</span><span style="line-height: 1.38; white-space: pre-wrap;">trict regimen of consistent progress by walking 20 miles every day, no matter the weather. He p</span><span style="line-height: 1.38; white-space: pre-wrap;">repped for things to go wrong, and b</span><span style="white-space: pre-wrap;">uilt slack and buffers into his plan.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; white-space: pre-wrap;">One common goal. Two very different plans. Which one succeeded?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; white-space: pre-wrap;">The team that took consistent action. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; white-space: pre-wrap;">Scott had a goal, but unfortunately, he wasn't consistent in his dailly must-dos. The outcome was that not only did Scott's team fail, but members of his team also tragically died. Admundson and team successfully completed their journey to and back from the South Pole, the result of consistent action.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; white-space: pre-wrap;">Accomplishments and success come as a result of the daily grind. What are the non-negotiables you will include as a part of your Daily 20? Those individuals that plan and act upon their daily priorities end up defining themselves. Those that don't are most likely defined by their work.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white; line-height: 23.25px;">Much has been articluated and shared about the need to have passion for what you do, as it helps us to push to and beyond limits. But I think there is wisdom in having both a lower and upper limit. Baseline non-negiotables of what has to be done, while recognizing & honoring a daily stopping point to reserve passion, leaving you wanting more the next day. There appears to be great power, focus and healthy discomfort in working within these boundaries. As we are days away from the start of our 172-days school year, I'm excited what this focused approach could mean for meaningful learning.</span></span></div>
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</span></span>Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-60719726827936033692016-07-03T13:04:00.000-07:002016-07-03T14:19:21.546-07:00All In<div dir="ltr" style="line-height: 1.38; margin-bottom: 20pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Most of us who have ever heard of the great American leader Abraham Lincoln will recall what he said of his mother: “All that I am, all that I hope to be, I owe to my Angel mother.” (in </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Abraham Lincoln’s Philosophy of Common Sense,</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> ed. Edward J. Kempf, 1965) But do you know what his mother’s last words to him were? They were “Be something, Abe.”</span></div>
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<span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">Simple but powerful terms, and such wise counsel, “Be something.” She didn’t say, “Be someone.” She said, “Be something, Abe.” There is a significant difference. In the dictionary </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">someone</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> is defined as “conceived or thought of, but not definitely known,” while </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">something</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> is identified as “a person or thing of importance.” Abraham Lincoln’s mother knew her son, his potential, and the rocky roads ahead of him; hence, she wanted him to commit himself promptly to being steadfast and immovable in living and promoting deeds of courage and faith in the lives of all mankind.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Marvin Ashton wrote: "A word of hope is poured out on every generation of people by those who advocate accomplishment, an exemplary life, living up to one’s abilities, and keeping one’s commitments. True happiness is not made in getting something. True happiness is becoming something. This can be done by being committed to lofty goals. We cannot become something without commitment."</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Karate Kid came out when I was a teenager. In the movie, Mr Miyagi provided some words of wisdom concerning commitment. Commitment isn't a "guess so." It really is an all or none-</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2E2-aMhq4jzlle6hnnWw1zi6gOWyxnERKP5yJFCgnLmLMjK-Lnc7fI_p3hjLQaAQin6hUJZ4Kmurk95kpyYIsFrfL12W-N_e-AY0S7xPPGm_YliW0YY02Gs9oxNWE6AbltA5tvUqlqBo/s1600/grape.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2E2-aMhq4jzlle6hnnWw1zi6gOWyxnERKP5yJFCgnLmLMjK-Lnc7fI_p3hjLQaAQin6hUJZ4Kmurk95kpyYIsFrfL12W-N_e-AY0S7xPPGm_YliW0YY02Gs9oxNWE6AbltA5tvUqlqBo/s1600/grape.jpg" /></a></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Commitment</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> as a word cannot stand alone either. We must always ask, “Committed to what?” As all of us blend into education and learning, it behooves us to set goals for ourselves in order to reap growth. In setting our own goals we need to examine our own needs and abilities, which is part of modeling the growth mindset. </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The direction in which we are moving is more important than where we are at the moment.</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Goal setting should cause us to stretch as we make our way. Self-examination is most difficult. Surveys have shown that most people take credit for success to themselves, but blame their failures on external forces or other people. When our progress seems to be at a standstill, it is well for us to ask who is at fault. Is it I? Am I sufficiently committed? Do I have the courage, fortitude, and wisdom to apply self-examination—or will I be inclined to try and decide which of my associates will fail?</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Dale Carnegie once said, “If you are not in the process of becoming the person you want to be, you are automatically engaged in becoming the person you don’t want to be.”</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 14.666666666666666px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I’m thinking of a five-year-old boy who fell out of bed during the night and came crying to his mother’s bedside. To her question, “Why did you fall out of bed?” he replied, “I fell out because I wasn’t in far enough!” It has been my experience over the years that, generally speaking, those who falter are those who aren’t in far enough. They lacked commitment. They weren’t “all in.”</span></div>
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<span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">The difference between those committed and those who are not is the difference between the words </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">want</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> and </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">will.</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> For example, “I </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">want</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> to my students to be successful, but their home lives are so sad,” or “I </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">will</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> support the success of all my students.” “I </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">want</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> my staff to grow,” or “I</span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;"> will </span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">provide meaningful learning experiences for my staff.” “I </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">want</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> to be a good teacher, but the children are so disrespectful,” or “I </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">will</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> be a good teacher.” </span></div>
<span id="docs-internal-guid-9efef771-b237-0f12-adf3-633753db7d90"><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">Please add to the discussion. What words are you expressing as a </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">want</span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;"> that needs to be turned into </span><span style="font-family: "arial"; font-size: 14.6667px; font-style: italic; vertical-align: baseline; white-space: pre-wrap;">will? </span><span style="font-family: "arial"; font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">How will be commit and be all in?</span></span>Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-14034491322806802312016-05-30T20:55:00.001-07:002016-05-30T21:05:42.073-07:00Random lessons<div>
I have become comfortable in being constant in failure. That is not to mean I haven't had successes; I've been blessed in that regards - better than I deserve. Redefining failure may be necessary. It is failure to arrive at a level I am completely satisfied with that I'm driving at. Recognize the beauty in this mindset: it provides a permanent fresh start, a constant revitalization, and a regular newness. While some may say that life is tough enough without seeking challenges and great growth, there are greater opportunities and successes when purposeful collisions are created. In the attempt to enjoy the ride along and between failures and success, I share a few personal lessons I've learned or picked up along the way (in no particular order)-</div>
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*Defeats and victories go hand-in-hand. They are meant to co-exist.</div>
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*Nothing disrupts my comfort zone like being with challenging situations or people. It is the discomfort, the uncertainty and the challenge - all the things that many of us spend time and energy avoiding - that keep me relevant and in the game.</div>
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*Encourage the people you find challenging, and do it sincerely. Your actions say more about you.</div>
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*Few things are as therapeutic as swearing (this purposefully follows working with challenging situations and/or people)</div>
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*There is more to life than my life. Or yours.</div>
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*We are more than our position in our classrooms, schools and work. Define your role; don't be defined by your role. </div>
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*Express your gratitude and appreciation for others. Tell them why. It's a win for them and a win for you-</div>
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*Be kind. Kick ass. Repeat.</div>
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*Be especially kind to our children and students. Besides setting up the future generation for success, one day you are going to be admitted into a home, and you want a good home.</div>
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*When it comes to learning, relationships and content are both important. So is the order.</div>
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*It is not enough to be good; you must be good for something.</div>
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*Know your why. Know you are why.</div>
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Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-5530997686578955372015-11-26T15:28:00.001-08:002015-11-26T15:38:38.395-08:00The 4 Practices of Servant Leadership for School Leaders<br />
The concept of Servant Leadership is something of a misunderstood but very desirable leadership style. Considered to be "soft leadership," Servant Leadership is rather challenging, as it requires fantastic levels of emotional vesting. Many people want to be, and believe themselves to be, a servant leader. If you desire to be a Servant Leader, it must start with having a deep understanding and belief that a Servant Leader is servant first, and focused upon genuine needs versus artificial wants of those within your influence.<br />
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I ascribe to the definition that servant leadership is the ability to influence and connect people to a greater purpose through relationships. And what better place for this to happen than in our schools? For learners of all ages, generous and meaningful learning experiences transform the ordinary person into extraordinary individuals. To grow your servant leadership capacity and influence in others, consider the four following Servant Leadership practices.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAIbNjwTlnGlzl_5zfRj1pCW_NiHLhrhP6wfr6Dgr0ZNvz9pNPHFHwBPElxcxUL46Cn7nAm2vbaxXPDI5qUIHMRHLixopeHPkrZBKo7HugG-cIgrn8oi1jk7-qi8TitaoLJVE4XIDpZ4g/s1600/develop.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="169" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAIbNjwTlnGlzl_5zfRj1pCW_NiHLhrhP6wfr6Dgr0ZNvz9pNPHFHwBPElxcxUL46Cn7nAm2vbaxXPDI5qUIHMRHLixopeHPkrZBKo7HugG-cIgrn8oi1jk7-qi8TitaoLJVE4XIDpZ4g/s200/develop.jpg" width="200" /></a>The Servant Leader <i>Values & Develops People.</i> Trust and respect are generally viewed as linked values, and although generally earned, the servant leader practices them openly. Leadership excellence is caring about people, and leaders respect their people. It comes from leader's ability to first recognize each other's gifts, strengths and interests. While encouragement from a leader is appreciated, it is positive affirmation that people want- appreciation, acknowledgment and praise that recognize people for who they are and what they do.<br />
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The Servant Leader <i>Displays Authenticity. </i>Being open, while accepting others without judgement or need of approval, is a hallmark of being authentic. When we are in touch with our open nature, we exert an enormous attraction to others through vulnerability. This opens the door for mutually collaborative and empathetic relationships. Being present, having your whole self available to to others, as you influence authentically from values that are attuned to people's feelings transforms the relationship, so people move beyond what you do into why you do it.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEcR62GDSrrrT7PiInpXmFuQMJA96T2r20Ecpv32WmI6KaM7_rEHYyJy6xg3EzCjmqbPrsUmOFIIXbIDZujfOABhSM33tzkiPQmU885v1ja9ajxhEisvI2qGkhdenZthyNmzovO6jgnrk/s1600/community.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEcR62GDSrrrT7PiInpXmFuQMJA96T2r20Ecpv32WmI6KaM7_rEHYyJy6xg3EzCjmqbPrsUmOFIIXbIDZujfOABhSM33tzkiPQmU885v1ja9ajxhEisvI2qGkhdenZthyNmzovO6jgnrk/s1600/community.jpg" /></a>The Servant Leader <i>Builds Community. </i>Community means different things to different people. To some it is a safe haven where survival is assured through cooperation. To others, it is a place of emotional support. Some see community as an intensive atmosphere for personal growth. For others, it is simply a place to pioneer their dreams. Whatever the reason, the servant leader recognizes that leadership is a relationship rooted in community, and embodies the groups most precious values and beliefs. Servant Leaders recognize that community building teaches people how to empty themselves, and how to really listen. It teaches how to make meaningful change through increased consciousness.<br />
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The Servant Leader <i>Provides & Builds Leadership. </i>As leaders pay attention, day-to-day experiences trigger promptings that might take followers somewhere important if they allow themselves to be led. Although required to be in the present, looking back and learning from the past is the first step to envisioning and casting the future story for those around them. Leaders model risk-taking, as they provide encouragement and shelter for venturing and risking the unpopular. While providing leadership insinuates followership of others, sharing leadership implies a collaborative effort. As leaders, we would be wise to adopt the term <i>primus inter pares, </i>which translated means first among equals.<br />
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These practices are transforming because they are based upon the human experience - they are engaging, they are relevant, and they are personal. As leaders, may we increase our desire to develop and drive our personal capacity to serve out of love - a love for those we serve and the purpose we are called to.Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com1tag:blogger.com,1999:blog-3471836427601889276.post-27343928125256988192015-07-26T16:30:00.003-07:002016-08-16T17:40:01.705-07:00First day thoughts for principals<div class="x_MsoNormal" style="font-family: Calibri, sans-serif; font-size: 11pt; margin: 0in 0in 0.0001pt;">
<span style="color: #1f497d; font-size: 11pt;">The first day of school is a misnomer. Everyday can and should be considered a first day. This Wednesday is the first Wednesday of the Week. Most will consider this Friday to be the end of the work week, but it is also the first Friday of this week. Everyday is a new day, and as a leader, the daily culture is influenced by the leader’s attitude toward it. </span></div>
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<span style="color: #1f497d;">Having said that, there are a number of practices principals and leaders, novice and experienced alike, to do for the first day/days of school:</span></div>
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<span style="color: #1f497d; font-size: 11pt; text-indent: -0.25in;">1) Avoid the office on the first day, even the first week of school. Be out and about your school. Be visible to students and staff alike. Your visibility will scream so much more than you what you ever say or write at your desk. Establish visibility and being out and about the learning as your priority, on the first day, and everyday afterward. It is difficult to lead a school from behind your principal’s desk.</span></div>
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<span style="color: #1f497d; text-indent: -0.25in;"><span style="font-size: 14.6666669845581px; font-stretch: normal;"><span style="font-family: "calibri" , sans-serif;">2)</span></span><span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;"> </span></span><span style="color: #1f497d; font-family: "calibri" , sans-serif; font-size: 11pt; text-indent: -0.25in;">Make the first week or two about relationships. Rules and curriculum or learning standards certainly don't matter during the first days; relationships do. The learning time that you will get later in the school year is completely dependent upon the quality of relationships that are established those first days of school. </span><br />
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<span style="color: #1f497d; font-family: "calibri" , sans-serif; font-size: 11pt; text-indent: -0.25in;">3) </span><span style="color: #1f497d; font-family: "calibri" , sans-serif; font-size: 11pt; text-indent: -0.25in;">Use their names- teachers and students alike. Nothing acknowledges the worth and value of a person like greeting them warmly, calling them by name, and sharing a positive comment with them. You will never get their heads if you don’t get their hearts.</span></div>
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<span style="color: #1f497d; font-family: "calibri" , sans-serif; font-size: 11pt; text-indent: -0.25in;">4) Learn the power of empathy. Don’t confuse this with compassion, sympathy or being soft. Rather, use empathy on the first day and every day after to serve in giving others what is needed for them to be successful in learning and achieving. (note: this does not translate to giving them what they want- this is a very important distinction)</span></div>
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<span style="color: #1f497d; font-family: "calibri" , sans-serif; font-size: 11pt; text-indent: -0.25in;">5) Focus on the students through the adults. One of my greatest failing forward moments from my first year as a principal was trying to run a classroom of 350+ students. I was focused on the students. I failed miserably. I learned that my role was to be a teacher of teachers- that I needed to focus on leading, supporting and building the capacity of teachers so they would, in turn, do the same with students. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYrmV_-PRqmQu-e_qvAJQGbutYeoDzVtw6Q2nmXnA1NNzQz0D8HG4rF22Q_lXBhfWADRN4JlYVErsKq0H0CwbHwZ7tvLXxzEeUCVhZinlcfcRXVgpThdmhde8JbKPlt9txGcV-9_rcpnM/s1600/repeat.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYrmV_-PRqmQu-e_qvAJQGbutYeoDzVtw6Q2nmXnA1NNzQz0D8HG4rF22Q_lXBhfWADRN4JlYVErsKq0H0CwbHwZ7tvLXxzEeUCVhZinlcfcRXVgpThdmhde8JbKPlt9txGcV-9_rcpnM/s200/repeat.png" width="200" /></a><span style="color: #1f497d; font-family: "calibri" , sans-serif; font-size: 14.6666669845581px;">Finally, develop an understanding that culture and leadership are two sides of the same coin. Their influence on each other is inseparable and direct. When one suffers, so does the other. When one is influenced, the capacity of the other is always directly impacted, and that knowledge prompts action for the better.</span></div>
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Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-2486299309326038202015-06-28T21:03:00.002-07:002015-07-02T11:16:47.456-07:00The Principal of Potemkin<div class="" id="p5" style="background: 0px 0px rgba(255, 255, 255, 0.00784314); border: 0px; color: #333333; font-family: 'Open Sans', sans-serif; font-size: 18px; line-height: 30.6000003814697px; margin-bottom: 20px; padding: 0px; vertical-align: baseline;" uri="/general-conference/2015/04/on-being-genuine.p5">As the story goes, in the late 18th century, Catherine the Great of Russia announced she would tour the southern part of her empire, accompanied by several foreign ambassadors. The governor of the area, Grigory Potemkin, desperately wanted to impress these visitors. And so he went to remarkable lengths to showcase the country’s accomplishments.</div>
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For part of the journey, Catherine floated down the Dnieper River, proudly pointing out to the ambassadors the thriving hamlets along the shore, filled with industrious and happy townspeople. There was only one problem: it was all for show. It is said that Potemkin had assembled pasteboard facades of shops and homes. He had even positioned busy-looking peasants to create the impression of a prosperous economy. Once the party disappeared around the bend of the river, Potemkin’s men packed up the fake village and rushed it downstream in preparation for Catherine’s next pass.</div>
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Although modern historians have questioned the truthfulness of this story, the term “Potemkin village” has entered the world’s vocabulary. And I wonder, how many leaders have ended up serving as the Principal of Potemkin? Some leaders may have lost their way, relying on themselves, failing to connect with other leaders, build their PLN, and grow their capacity. Left alone to maneuver through political pressures and regulations being passed by state and federal officials, often by those least understanding of its impact, many principals find themselves caught in the trap of setting up a facade school, disguised as the next best fix. And because many initial changes generally work due to the excitement and enthusiasm of "school reform", many leaders fall victim to <span style="line-height: 30.6000003814697px;">making others believe they are better than they really are. They put on the dog-and-pony show with all the bells and whistles, but have forgotten the focus.</span></div>
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<span style="line-height: 30.6000003814697px;">I think we can avoid becoming the Principal of Potemkin if we focus on learning: Learning as leaders, and building a school culture that centers on learning for adults and for students. When we have this as our focus, it matters not who passes by with the education reform flavor-of-the-month. </span></div>
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<span style="line-height: 30.6000003814697px;">This is why I enjoy conferences such as #NAESP15 I'm able to connect with other leaders, who expand my learning and capacity. I'm also able to continue my understanding of what learning is, and how I can influence the learning of our greatest gifts - our students.</span></div>
Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-59787723715169314552015-06-26T19:48:00.001-07:002015-06-26T19:48:57.824-07:00Empathy as part of the learning experience<div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Something I’ve been reflecting upon quite a bit lately is empathy. In our quest to help students become learned, strong and capable individuals, it appears our culture might be socializing people into becoming more individualistic rather than empathatic. Beyond the research on empathy, common sense and experience tells us kiddos who are more empathetic do a much better job in embracing failure, because there is little ego involved in their tasks. Setbacks while disappointing are rarely seen as a failures, and viewed as a learning experience about an approach that does not work for the task at hand.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The process of teaching or guiding students towards being more empathetic appears to be a two-fold, creative process. First, we must help students recognize and understand the continuum of how their seemingly ordinary everyday behaviors influence others. This leads to the second part; helping them recognize their ability to become empowered to help themselves and others. Notice the word help with both of these- that falls upon us. A key question for each of us to consider individually: Do I have the ability to parlay empathy into the learning experience? This is the creative modeling necessary by adults.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In the early years, we lay the foundation for responsible citizenship. Children learn kindness, respect, and empathy—internal strengths that connect them to others. You can't just talk about these feelings and expect understanding; kids need to experience them. Many programs like scouts, church groups, and service clubs are places children learn and experience these positive values. But these ideas being reinforced in programs and home may not be enough. These have a place in our school communities.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Character </span><a href="https://www.psychologytoday.com/basics/education" style="text-decoration: none;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">education</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> in the early years helps build strengths like honesty, responsibility, fairness, and compassion— internal assets that lead to </span><a href="https://www.psychologytoday.com/basics/happiness" style="text-decoration: none;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">happiness</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and well-being. These are the kinds of human qualities that foster responsible citizens, children who grow up to donate to food drives, recycle their trash, or help during a times of need.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Just like businesses require </span><a href="https://www.psychologytoday.com/basics/creativity" style="text-decoration: none;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">innovation</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and the ability to respond to change, so do communities. By the time children reach </span><a href="https://www.psychologytoday.com/basics/adolescence" style="text-decoration: none;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">adolescence</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, their brains are capable of understanding complex issues and exploring the root causes of problems. In order for democracies to thrive, citizens must question and respectfully debate how to improve society — how to change established systems that are inefficient or unjust.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Service-learning, particularly as our students progress into their high school years, offers young people unique opportunities to link what they learn in the classroom to real world situations in their communities. Often, these experiences push them out of their comfort zones to see the world in new ways. Opportunities abound to move beyond the school walls to learn and serve together. These experiences are often transformative for youth and teach them how to think critically about the world around them.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In our connected world, it is empathy that may be our most powerful human characteristic. It is wonderful. It is listening with intent. Empathy provides opportunities for experiences to become innovative citizens, people who see beyond surface causes and effect change in their communities and beyond. These kinds of citizens question why people are hungry, debate solutions to clean energy, or investigate the relationship between </span><a href="https://www.psychologytoday.com/basics/race-and-ethnicity" style="text-decoration: none;"><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">race</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> and poverty. This is the type of learning I want in our schools. </span></div>
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<span style="font-family: Arial; font-size: 16px; vertical-align: baseline; white-space: pre-wrap;">If for no other reason, let’s teach our kids empathy for self-preservation. One day, you and I are going to be signed into a home. And we want to be put into a good home :)</span>Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-58280244500889781652015-05-17T19:09:00.002-07:002015-05-27T19:19:50.050-07:00Love & empathy...it's for grown-ups, too<div class="PlainText">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJbBIn0s7WKxxZ5zZ_iypWJ9lqO6Lh_pFxUvqcZxrZp60TulQL49xpn3ukS-YdYjR1cIAQb3348qqZH_6RIUWnJihdtK2-IJstdAlFaPcvEH_GnrqdQzBm1sWPhLSik_dKeJMbvyubOSs/s1600/be+kind.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJbBIn0s7WKxxZ5zZ_iypWJ9lqO6Lh_pFxUvqcZxrZp60TulQL49xpn3ukS-YdYjR1cIAQb3348qqZH_6RIUWnJihdtK2-IJstdAlFaPcvEH_GnrqdQzBm1sWPhLSik_dKeJMbvyubOSs/s320/be+kind.jpg" width="256" /></a>I have come to know a quite amazing person over the past
few years. She is an educator, and one of the best I’ve been around. She has a
heart for kids, and is especially aware of kiddos who have less opportunities
than others. The manner in which she talks about her job, learns all she can and
pursues excellence for those she serves is simply exemplary, and is a model for
how I should be approaching my job. I have simply become her biggest
fan.<br />
<br />
A common statement is to be kind to others, for we
never know the battles they are facing. I think more common than not is we
apply this thinking to those who need empathy that can be seen. But we all have
our own battles. Battles that are real and relevant. Fears that keep us awake at
night, challenges that we don’t know where to start, and feelings of loneliness,
inadequacy and/or doubt.<br />
<br />
My friend who I’m thinking about is going
through a difficult time personally, and experiencing many of the feelings
described. I believe her words in describing herself included that statement “a hot mess.” The
thing is, she wears it well. It appears she leaves it at the door when she
leaves home, and while she may juggle a few unpleasantries during the day, she
focuses on learning and doing what’s best and right by kiddos. She leaves her
role (and as with most educators, takes work home with her) so that she can be
mom, her most cherished and important work, where there, too, she may not truly
be appreciated for all she does. <br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpDV-pO8mttZdXnxOYnxbEzP3HDz6_HLpgzvu6JQCZe661VnS9DC-xJilEoocAeEjeN92n6iXvIF6Il7YRN7JoHyj2oZRpTLyNgAQ1m1zTrsq4iG_6eE5P523T7UITarb2KXwpocNB-JI/s1600/IMG_0896+(2).JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="199" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpDV-pO8mttZdXnxOYnxbEzP3HDz6_HLpgzvu6JQCZe661VnS9DC-xJilEoocAeEjeN92n6iXvIF6Il7YRN7JoHyj2oZRpTLyNgAQ1m1zTrsq4iG_6eE5P523T7UITarb2KXwpocNB-JI/s200/IMG_0896+(2).JPG" width="200" /></a>She’s worn out. She’s tired. She’s
hurt, and she’s even scarred. But no matter how she feels about herself, I just
want her to know that she is beautiful. What makes her that way is the hope in her eyes, the love in her heart, and
the passion in her soul. <br />
<br />
You may know this person, or someone just like
her. I know her. I love her and her heart. She needs to know she is
important, that she is of value and of worth. She has influenced more than students; she has inspired me and influenced all those who take the time to watch and learn from her example. And when you have a chance, please let her know by expressing appreciation and kindness. She needs it, too.</div>
Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-78845452622695479242015-02-18T23:00:00.002-08:002016-11-29T10:25:42.186-08:00The Artistry in Creating Learning<div class="separator" style="clear: both; text-align: center;">
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It's doubtful you have ever witnessed a student become filled with joy and meaningful satisfaction upon completing a worksheet. With the only sense of accomplishment coming from completing such a task, any given student most likely would file the "learning activity" under "things that suck". A simple observation from this simple educator: happy and engaged are students that are given the opportunity and freedom to be expressive, to discover, to create. </div>
<br />
For too many students, school today is filled with redundancy of the abstract. Ideas and symbols, linguistic representations and mental models that are rarely fully developed. We generally learn best when we can actually create something concrete; when we turn an idea or thought into a product. More important, the learning from the process itself is purposeful, creating that "stickiness" that only experiential learning can provide. Every day, our students could and should have the opportunity to develop and test their ideations and prototypes - items that become refrigerator door and counter top masterpieces for the world to see.<br />
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I doubt the same joy & fulfillment referenced earlier is shared by the teacher who copied the generally insignificant worksheet for the students. Where is the brilliance in this? The highest quality<br />
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of life is filled with creative expression. It should include a broader definition of who we think as artists. Barbers, cooks, gardener, and janitors have as much right to claims of creative artistry as sculptors and painters. This includes school staff, teachers and administrators, who are indeed entitled to the same innovation license as designers and architects to model valuable creating and learning opportunities.<br />
<br />
Every learner and educator has a unique contribution to make toward impacting the quality of life, both for themselves and for others.<br />
<br />
These past few years have been an extremely exciting learning time for many in our district I'm fortunate to be a part of. Our district has decided it was time to put action to school reform ideas that have been spouted for years From a diverse group of students, parents, educators, business, and community leaders, we have developed frameworks around what "Learning shouldn't be" and what "Learning should be" (Check out more on twitter at #ImagineSPS). Here are a few shouldn't and should's...<br />
<br />
1. Learning shouldn't be quiet- Given the chance, learners of all ages want to talk and share their learning experiences. Master teacher guidance is important, and given the framework and purpose, learners work to solve a problem and understand solutions. They talk about their personal learning experiences, hopes and expectations. Feedback from teacher and peers filled the room with purposeful energy - a creative buzz.<br />
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2. Learning should be messy- Meaningful learning is not divided into subjects. Outside of school, we rarely find segmented time for subjects; so why do we treat school this way? Life is messy; let's help our prepare them for their future by integrating and embedding authentic learning activities.<br />
<br />
<br />
3. Learning should be fun- I specifically watched adults fabricate mental models to solid structures using various items from a maker-table. The passion of their creation came in building and articulating their experience. They smiled and laughed through discouragement when their prototypes didn't work, and became animated in pressing forward. Interesting side-note here: the adult learners' hands continued to manipulate objects such as Play-Doh, straws, pipe-cleaners, and other items from the maker-space table as they tested and discussed their process. This was not a distraction, even seeming to add to the creativity and discussion process. Yet how many times do we insist that students clear their desk and put things away so they "won't be distracted?"<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSXOtKWMi8OAmtdWw5-92N79t_WXhctGlaf9dbfpAvDBd-bH5h7iN88PqSj4HF-dBkwHZcm1d9kluxREBAfINR_-TrOztvypWqsdr-ojVpOh6C2elyzl-HITttzaZZNn4JjX3QTMGvbXw/s1600/LearningIsPersonal_Verticalsmall.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSXOtKWMi8OAmtdWw5-92N79t_WXhctGlaf9dbfpAvDBd-bH5h7iN88PqSj4HF-dBkwHZcm1d9kluxREBAfINR_-TrOztvypWqsdr-ojVpOh6C2elyzl-HITttzaZZNn4JjX3QTMGvbXw/s1600/LearningIsPersonal_Verticalsmall.png" width="155" /></a><br />
4. Learning should be personal- I love this has become our district mantra, and three words came to mind through this imagining process as we worked to make the mantra real: For learning to be personal, learning needs to be <b>engaging, meaningful, and relevant</b>. Learners today have access to knowledge at their fingertips. This shift means the teacher is no longer the keeper and giver of knowledge. Rather, the artistry of teaching becomes guiding, fostering, mentoring and facilitating how to use and apply the knowledge. For this reason, teachers are more important than ever.<br />
<br />
<br />
It is a critical time in education, and never has it been more exciting!<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-59358159907744735312015-01-04T15:29:00.000-08:002015-01-04T16:31:31.734-08:00The value of work<div style="background: white; margin-bottom: .0001pt; margin: 0in;">
“If you are poor, work. … If you are happy, work. Idleness
gives room for doubts and fears. If disappointments come, keep right on
working. If sorrow overwhelms you, … work. … When faith falters and reason
fails, just work. When dreams are shattered and hope seems dead, work. Work as
if your life were in peril. It really is. No matter what ails you, work. Work
faithfully. … Work is the greatest remedy available for both mental and
physical afflictions.” (Korsaren, The Forbes Scrapbook of Thoughts on
the Business of Life, New York: Forbes Inc., 1968, p. 427.)<o:p></o:p></div>
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What comes to mind when you think or hear the word “work?”<o:p></o:p></div>
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I am not necessarily talking about one’s job, as I hope
people end up working in a field they love and have a passion for. Sadly,
some people will and do say “work sucks,” and “I wish I didn’t have to work.”
Not to be confused with one’s “job,” I’m referring to the process and value of
work. While not working on a rare occasion may be more about self-preservation
or an earned break, work itself brings great value. Think for a moment:
What would life be like without work? <o:p></o:p></div>
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Work is the primary means of both a growth mindset and
self-actualization. Work is honorable. Developing the capacity to work
helps the individual contribute to the world in which we live. It brings an
increased sense of self-worth by realizing one can make a worthwhile contribution
that is for the greater good, extending beyond themselves to their families and
communities.<o:p></o:p></div>
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Aligned to the adage of not being worth it if it’s easy, I
don’t know that anything is supposed to be completely stress-free. Setting high
goals for myself, and being willing to labor to achieve them is the foundation
of my growth plan. A few characteristics are needed and strengthened, such as
develop self-discipline, and being accountable. Continuous improvement is not
related to employment alone, but also other worthwhile pursuits that make me
well-rounded and balanced. Recognizing that we each have gifts and talents yet
undiscovered, and that through work, hidden skills are usually spotted and
developed by collaborating with others, is how we all become capable of
achievement and success.<o:p></o:p></div>
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Charles Kinsley stated “Thank God every morning when you
get up that you have something to do that day which must be done, whether you
like it or not. Being forced to work, and forced to do your best will breed in
you temperance and self-control, diligence and strength of will, cheerfulness
and content, and a hundred virtues which the idle will never know.”<o:p></o:p></div>
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An idea that comes from the previous quote is that work is
the prelude to cheerfulness and being content. There is little to compare
to the feeling of satisfaction when a job is done, and done well. A
completed work, project or task is rewarded by physical, mental and emotional
gratification.<o:p></o:p></div>
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I love what J. Richard Clarke stated: “We have a moral
obligation to exercise our personal capabilities of mind, muscle, and spirit in
a way that will return to [ourselves], our families, and our society the fruits
of our best efforts. To do less is to live our lives unfulfilled. It is to deny
ourselves and those dependent upon us opportunity and advantage. We work to
earn a living, it is true; but as we toil, let us also remember that we are
building a life. Our work determines what that life will be.” Clarke continues,
“Work is honorable. It is good therapy for most problems. It is the antidote
for worry. It is the equalizer for deficiency of native endowment. Work makes it
possible for the average to approach genius. What we may lack in aptitude, we
can make up for in performance.” (April 1982.)<o:p></o:p></div>
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May we ourselves capitalize upon the lessons of work, and instill our future generations with the value of work.<o:p></o:p></div>
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Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-57736001421053749322014-12-07T17:05:00.000-08:002014-12-07T17:05:00.615-08:00Be still <div class="MsoNormal">
I recall the feeling of that first teaching offer, and
stepping into my classroom, and experiencing that feeling akin to being
deity. I knew exactly what I was going to do and
how was I going to do it. Yes, I had it
all figured out. And then the students
came...<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I quickly realized I didn’t even come close to having it
figured out, and 20 years later, I’m not sure that I’m any closer. Yes, I’ve learned a few skills and had meaningful experiences (wonderful & rock-bottom), but trying to figure it out and be
relevant in an evolving world is so difficult. And I don’t think all of the
outside noise and push for collaboration helps me process it.
So what one thing can I make time for every day?<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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Be still.<o:p></o:p></div>
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I recently watched the <a href="http://youtu.be/aUBawr1hUwo">Ted Talk by Pico Iyer</a>, and an interesting
statement stood out to me: It is in stillness that we prepare ourselves for the
realities around us.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
When do we make time for personal reflection and planning? When do we make time to be still, to cut the
outside noise off, and deal with the own noise in our head? A common encouragement we hear from health professionals is take time to exercise 30
minutes a day for our body. We know the value of physical fitness for mental, physical and emotional health. But do we take equal time each day to be process? In this age of constant movement and connectedness, perhaps we would
be better if we joined a mental health club to disconnect from the outside and visible segment of our life, and give some daily strengthening to
the invisible portion of our mindset. I think it’s okay to be a bit more selfish with a small fragment of our own time, which directly increases our effectiveness in our roles
and influence. It may also help us
understand the difference between making a living, and making a life. These are very different directions,
and it is important that we model this difference. We can’t model behaviors we aren't authentically living.</div>
<div class="MsoNormal">
<o:p></o:p></div>
<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br /></span>
<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">So spend some time in stillness. Take time each day to close the door (figuratively and literally) and listen to the voices in your head and figure
things out. The world is changing daily
and there is a need to calibrate accordingly. Then give yourself permission to change for the better, and use your
influence to better the world, or at least, your corner of it. </span><br />
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<span style="font-family: "Calibri",sans-serif; font-size: 11.0pt; line-height: 107%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><br /></span>Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-13871816045939761202014-11-22T11:53:00.001-08:002014-11-22T15:08:23.897-08:00When students tell the school's story<div class="MsoNormal">
One of the opportunities we have as educators is the
opportunity to ferociously browse what other schools are doing. From curriculum to programs, technology to
structure, and learning environments to philosophy/mindset, learning from
others should be considered a wonderful collaborative obligation.<o:p></o:p></div>
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<div class="MsoNormal">
The best measure of any school’s effectiveness is its students;
and I’m talking beyond achievement scores. I’m referring to how the students describe
the school with the words and manner in which they express what they think of their school. This past week I was able to attend an event where the story of how one school was doing was expressed beautifully by their students, who were courageous enough to serve as a panel before a crowd of 250 people to express themselves. Here are a few “from the mouth of babes” key
statements that spoke to me.</div>
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<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLB5VcrNUTF2DxQMVhjCcY-UlKQmITp61Evz0sd01bXIxb1AJ4Kuev8HpPlJmEsu2ad7MvAKqjeTT4aACf6cGJIC8uZNthEI8qBUS2exl2B8ZLwrxeYDIdm1rbfSr3NKidNFIre-4m5ig/s1600/FullSizeRender+(1).jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLB5VcrNUTF2DxQMVhjCcY-UlKQmITp61Evz0sd01bXIxb1AJ4Kuev8HpPlJmEsu2ad7MvAKqjeTT4aACf6cGJIC8uZNthEI8qBUS2exl2B8ZLwrxeYDIdm1rbfSr3NKidNFIre-4m5ig/s1600/FullSizeRender+(1).jpg" height="199" width="320" /></a><i>“I am learning to listen with eyes, ears and heart.”<o:p></o:p></i></div>
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<i><br /></i></div>
<div class="MsoNormal">
<i>“We always need a WIG – Wildly Important Goal – to work
toward.”<o:p></o:p></i></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
<i>“We let the teachers think they are in charge; but really,
we are the ones who are running things.”</i> (I love this one…great indication that
the student has taken charge of their learning & future.)</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i>“I’ve learned that goals are easier to achieve when we know
the steps to get there.”<o:p></o:p></i></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
<i>“My school isn’t just a school, it’s a place that I can call
home.”</i><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
And my favorite…<o:p></o:p></div>
<div class="MsoNormal">
<i>“What I like about my school is that the teachers think I
can accomplish anything.”</i><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
What I found wonderfully refreshing is that I was learning
from students. I was learning that these
statements from elementary students, from grades 2-5, were not just random
statements, but guiding and personal compass statements they were applying daily. Such behaviors generally come as a result related to the last student quote, because there is a teacher that believes in them so much
that they too believe in themselves.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I know there are great examples of exemplary schools all
around that we can look to. This specific
story comes from what I learned from the students at @WYE_Bulldogs. I appreciate that their exemplary principal @RomanaDunn14 and the WYE staff
have turned the telling of the students’ future story over to who it belongs: the
students. It makes me wonder: what story
would your students tell of your school?<o:p></o:p><br />
<br />
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Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-24182839829720599712014-10-25T22:00:00.001-07:002014-10-28T19:32:57.893-07:00Attractive Poison<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaVaZ9_tyNlcx4eqzGXuJJWoIPKMoBhLZHElHlDzjESUzZOHXWvVayEy0-Zrb8BDaqdjMzDGmUy4nxA4PrnYEVE3Qfipqw4CHOJUplNTvolhUkotFMfSklONPUvjyv1pxYGWDi-C092dw/s1600/poison.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaVaZ9_tyNlcx4eqzGXuJJWoIPKMoBhLZHElHlDzjESUzZOHXWvVayEy0-Zrb8BDaqdjMzDGmUy4nxA4PrnYEVE3Qfipqw4CHOJUplNTvolhUkotFMfSklONPUvjyv1pxYGWDi-C092dw/s1600/poison.jpg" height="231" width="320" /></a>Alison Randall recently told the story of stepping out of her front door to pick up the morning paper, and noticed the red mound that had been created by fire ants during the night. Alison, probably like many of us, learned by painful experience that fire ants were not anything to be trifled with. She went to the garage for some pesticide to apply. The instructions on the label read: "(This pesticide) is highly attractive to fire ants. They will carry it into their mound, feed it to their queen, and the colony will die" Alison followed the instructions as listed, sprinkling the granules on and around the mound. A short time later, she noticed a great deal of activity around the mound. The fire ants were busy collecting the granules in their pincers and sprinting to take them inside their home, not knowing yet the fatal consequences of their choices.<br />
<div>
<br /></div>
<div>
I think about this story and its application to our education arena today. It seems with each year, education appears to be an easy target for legislation reform. And while I'm all about improvement, it appears that most efforts are spearheaded by well-funded individuals and groups who have a very limited view of what quality education is and how it should be defined. It is how we got to our current over-assessment of students and cutting of creative opportunities for students. It is what has created the overall belief that our schools are failing (a belief that I don't share, btw). Even in my home state, we are preparing to vote on an education amendment, a piece that has made it on the ballot through the efforts of a well-funded interest group. Ask any given educator, and chances are high this amendment would be considered a poison; and to the individual voter who doesn't take the time to understand the natural consequences, it may appear to be attractive.</div>
<div>
<br /></div>
<div>
Our schools are wonderful places to create learning opportunities and connect students to their future. They are also bound by the limitations that our society places upon them. Part of our challenge and responsibility as educators, and as leaders within our neighborhoods, is to help our communities understand the directions on the label, and that through their votes and voice, they are our greatest partners by the excellence they insist upon, including not allowing the attractive poisons into our schools. Please join me in advocating what is best for our students.</div>
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Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-90360958254835277382014-10-17T20:10:00.001-07:002014-10-17T20:10:11.386-07:00Acknowledging DanTonight one of my daughters told me that what I did was a good thing, and that she was proud of me. I think it was the circumstances of why she made the statement that was remarkable, and also affirming as a parent that our actions are the greatest model of teaching for our kids.<br />
<br />
Our Friday nights generally are as lazy as possible. Wonderfully exhausted from the learning & work week, the routine is to unwind as soon as possible. This particular evening, the older two were enjoying their schools Friday Night Lights, and we took the younger two to Qdoba. As my daughters were yapping away while my overstuffed burrito was falling apart, I noticed a man come in and find a seat in corner. His clothing and condition were extremely poor; he pulled his stained hoodie off of his head and glanced our way. His face appeared hollow. He looked around quickly and laid his head down.<br />
<br />
I tried to return to my meal, and found myself feigning interest in my girls' conversation. I noticed my wife glancing toward the man just as I was. Up to this point, I have become proficient in ignoring the needs of those on a street corner holding up a sign that says "homeless - anything helps - and God Bless." But I felt something different here. I looked a bit longer, and noticed his head; it appeared that patches of hair weren't growing, and skin was blotched. Make whatever judgments, but he simply looked malnourished and neglected. Then he lifted his head and looked around again. I think he was just waiting for a worker to ask him to leave.<br />
<br />
I went over and asked him if he needed some food, and he said yes. I asked what he would like, and his answer was anything please. What struck me as I was talking was the look in his eyes, nearly void of all hope. This person needed food. Sadly- that was his secondary need. More important, I felt he needed to be acknowledged. He needed to know that he was not invisible.<br />
<br />
I went to the counter and ordered him some food. The workers there beginning their conversation about how they were going to get him out of there. I let them know I was buying food for him, and they wouldn't need to escort him out. I took his food to him, got him a drink, asked his name, and shared my name. I invited him to enjoy his meal, and left him with a God Bless. <br />
<br />
Driving home is when my daughter told me that was a good thing I did, and that she was proud of me. She acknowledged me, and my value. And I how couldn't help but think about Dan, and how often he had been acknowledged, and had he ever been told of his value as a human being.<br />
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Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-14181864213725969282014-10-04T19:52:00.001-07:002014-10-04T19:52:08.562-07:00Maybe it's good to sweat the small stuff...<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiS31KL3lziIV51oMf4FjbudTaihyv_D4spAFxHCUPP2S2LbnbKJW1SHEWIiQxKwxUVPRbiTJZ_-aqOMNacFKJ9U1yOptdWOlbT-Xb2ptYzCOTbM0KvYgkIKzL4Iih_bL85agPx5IWz17A/s1600/vanhalen.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiS31KL3lziIV51oMf4FjbudTaihyv_D4spAFxHCUPP2S2LbnbKJW1SHEWIiQxKwxUVPRbiTJZ_-aqOMNacFKJ9U1yOptdWOlbT-Xb2ptYzCOTbM0KvYgkIKzL4Iih_bL85agPx5IWz17A/s1600/vanhalen.jpg" height="90" width="200" /></a><br />
I’m a Van Halen fan. When I hear a Van Halen song on the
radio as I’m driving, I usually grab the seat belt strapped across me, and
enter immediately into an air guitar contest.
I’m sure it’s not impressive, but I rock on anyway. And never would I have thought the artists
behind “Ice Cream Man” and “Jamie’s Cryin’” would teach me a lesson about
details-<br />
<o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
David Lee Roth’s autobiography highlighted how maintaining
control over the little things generally translated to the big things going
well. When Van Halen was hired to play a show, they provided the promoter with
a contract “rider” that outlined specific things the promoter would be
responsible for. From sound and lighting
requirements, backstage area, security needs and personal wishes of the band.
Specific and trivial alike, it was all in the rider. <o:p></o:p><br />
<br /></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKdR43t4Wp7sgzmRVTiX94nLaaxrb1MHfzFZXR38haAFnGJGwyWgD4yJV5SNpb2V2Z5zEb0zDxCMyovt1gBPBisQ1KQf0JMcrbB3vKJ2EMcUW2ftbzWC9liH1FUaSnuAhKcIpbQ5GLmT8/s1600/bowl.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKdR43t4Wp7sgzmRVTiX94nLaaxrb1MHfzFZXR38haAFnGJGwyWgD4yJV5SNpb2V2Z5zEb0zDxCMyovt1gBPBisQ1KQf0JMcrbB3vKJ2EMcUW2ftbzWC9liH1FUaSnuAhKcIpbQ5GLmT8/s1600/bowl.jpg" height="200" width="200" /></a><br />
<br /></div>
<div class="MsoNormal">
Somewhere in middle of the Van Halen rider was the curious
stipulation that a bowl M&M candies be backstage for the band, with all of
the brown candies removed. If any brown M&M’s were in the bowl, the
band could cancel the entire concert at the full expense of the promoter. That
meant that because of a single candy, a promoter could lose millions. Why? In dealing with million-dollar equipment items, pyrotechnics,
and large crowds, concerts are a big deal, and with safety in mind of fans and
band, the magic in making it work is in the details. To ensure the promoter had read every single
word in the contract, the band created the “no brown M&M's” clause.<br />
<br />
<br /></div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
This story intrigued me.
Partially because I’m a big-picture person. I come up with BHAGs (Big Hairy Audacious
Goals) based upon the end-in-mind and get to work, generally without taking the time to play architect. Along the way I come across more obstacles then I had hoped for. As hope is not a strategy, maybe my approach should include more front-loading with the
details, as small as they may be. <span style="text-align: center;">Little details manner. They define you in a big way.</span></div>
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Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-45318252497124342802014-10-02T19:25:00.000-07:002014-10-02T19:25:01.946-07:00Embracing confusion, ambiguity and wonder<div class="MsoNormal">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXs4K5lKCQHmcV2ftwQt3hW7SUjmhjhNYy7aN2AbaoTkznM5_9hPC1Zr6oiihf4tSBNE7a2778DqYMj5cS8Xl-PC2LzE5dZsHbpXD8EU9BysIbQaGoru4bFUlVQDuf2d5uuYXaLPGf5Bg/s1600/wonder.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXs4K5lKCQHmcV2ftwQt3hW7SUjmhjhNYy7aN2AbaoTkznM5_9hPC1Zr6oiihf4tSBNE7a2778DqYMj5cS8Xl-PC2LzE5dZsHbpXD8EU9BysIbQaGoru4bFUlVQDuf2d5uuYXaLPGf5Bg/s1600/wonder.jpg" height="198" width="320" /></a></div>
<br />
It doesn't take much to make an immense difference in
children’s lives…just some kindness, individual attention and acknowledgment, and encouraging them to discover
continuously.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In helping kiddos to become perpetual students, the
challenge usually falls more with the adults. My unscientific general observation is that
too many adults, even within our beloved education field, have arrived at their
final destination, and this influences a false benchmark of what students can
become. I see an embedded belief that as
long as the students are not confused and proficient at what we have taught
them, that they have arrived too.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQ-Kmdf7yuu4o6Hdk7y3SqkSzCuuXFAjn8v1z2zFdqiuSsn4ZPyp1AmhTBZNqqupw12Eub8mfLOEIXNRbt99JvCgAg-r-Gc6hBuZlASuRDGUYlxliOSItIZoD6WfmiJnw4laOOBghh5P0/s1600/ask.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQ-Kmdf7yuu4o6Hdk7y3SqkSzCuuXFAjn8v1z2zFdqiuSsn4ZPyp1AmhTBZNqqupw12Eub8mfLOEIXNRbt99JvCgAg-r-Gc6hBuZlASuRDGUYlxliOSItIZoD6WfmiJnw4laOOBghh5P0/s1600/ask.jpg" height="190" width="200" /></a>Being confused is usually considered to be negative. What if we taught that it’s okay to be confused?
What if we, as adults, embraced this idea that is best exemplified by toddlers:
Be aware of wonder and discovery. Fight the natural maturing tendency to accept
things as they are, and model that the mark of an “educated” person is to be
open-minded, inquisitive, and yes- perplexed.
We should promote that it is desirable to end our understanding and
beliefs with question marks. We should
embrace comfort with ambiguity. Our own learning should be creating school and
classroom environments that are designed to lead students to the edge of our
perceived limits, then encourage them to go beyond. <o:p></o:p></div>
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<div class="MsoNormal">
<br />
Knowledge is marvelous, but wisdom is better. Wisdom comes from experience, and the most
awesome experiences comes from acting upon wonder.<o:p></o:p><br />
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Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-87004219783536061302014-09-07T19:20:00.001-07:002014-09-07T19:20:57.156-07:00A bigger truck...<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxT518OGvcnxHM62-cwYr14nTfX0qNrJIaNPRz2XRJiyKi_Y7Q-nH8d7j2sPrlqxfxbhBh8TWxKuJblsXsaRRv045Kowqm5gh4BICxcMUojch7tLrdosYPCi27PADQ99l14FpvJYu191o/s1600/farmtruck.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxT518OGvcnxHM62-cwYr14nTfX0qNrJIaNPRz2XRJiyKi_Y7Q-nH8d7j2sPrlqxfxbhBh8TWxKuJblsXsaRRv045Kowqm5gh4BICxcMUojch7tLrdosYPCi27PADQ99l14FpvJYu191o/s1600/farmtruck.jpg" height="138" width="200" /></a>A recent story made smile:
Two men decided it was time to make their fortune by setting up a
roadside fruit stand. They made their
plan, and set it in motion by driving out into the field to pick their melons,
pay the farmer who grew them a dollar per melon, and drive their truck to their
stand where they would sell the melons for a dollar each. After a few runs, one turned to the other and
said, “we really aren’t making much money on this, are we?” To which the other responded “Maybe we need
to get a bigger truck…”<br />
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<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGkmxvjas9LCAW7BGfxaMq8h0mJXdluv2tqQK8l8vbG1eS21UtFQOhtw2yX828wQ8IzBTUVybvLfjfqfb8a32qXlotkgpDLkN9K7ZsXKS9tdfvY935EN_Zboipx-M5kRd3Py4R6JMyLQ0/s1600/speak+up.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGkmxvjas9LCAW7BGfxaMq8h0mJXdluv2tqQK8l8vbG1eS21UtFQOhtw2yX828wQ8IzBTUVybvLfjfqfb8a32qXlotkgpDLkN9K7ZsXKS9tdfvY935EN_Zboipx-M5kRd3Py4R6JMyLQ0/s1600/speak+up.jpg" height="148" width="200" /></a>Sometimes we shake our head when others don’t get it…and at
times one of those others is me. What do
I wish for when I don’t get it? The
opportunity to get it. I think this
requires two courageous actions. First,
it requires someone to do more than shake their head – the action must be accompanied by their voice. One that expresses
in a courteous yet passionate manner (a kind smack to the back of the head) “Hey…did
you ever think about _______?”<br />
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The second action is the critical one, and falls solely upon
me. It is the courage to listen (and not
be offended). That’s much more than
hearing what is being said. It’s empathetic
listening: listening to understand, and not listening to reply.<o:p></o:p><br />
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Although I’ve been and will continue to be a lifelong
educator, the changing of my roles often concerns me. I was in the classroom for six fantastic
years. Then I got a bigger truck, and
served as a building principal for 11 years, and loved that role. I’m now in a district truck role, entering my
4<sup>th</sup> year. With each passing
year, I’m a little bit further away from those fantastic years having a direct
impact on students. With the changing
positions, my day-to-day contact with students has lessened, and now my work focuses
on building leaders who influence the adults that have the most direct impact
on students. Being further away from the
students, I believe, increases my chances of not getting it. <o:p></o:p></div>
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A goal this year is to increase my capacity to listen, and
by doing so, keeping the focus on the students and those that have the greatest
impact upon them. The good news is that listening does not require a bigger truck…<o:p></o:p><br />
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Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-41949505108796704852014-08-24T13:33:00.001-07:002014-08-24T13:47:00.192-07:00A Lesson from the "Red Schoolhouse"<div class="" id="p1" style="margin-bottom: 0.8em !important;" uri="/general-conference/1973/04/the-worth-of-souls-is-great.p1">
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<span style="background-color: rgba(255, 255, 255, 0);">I came across a short story from Mt. Kisco, New York, reported in the</span><i>Reader’s Digest </i>that may provide some insightful guidance for today's "education reform."</div>
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<span style="background-color: rgba(255, 255, 255, 0);">“Once upon a time, there was a little red schoolhouse with one big room for 27 children. The teacher sat with an American flag on one side of her and a blackboard on the other. The children sat in rows facing her, the littlest ones in front. The youngest was seven, and she was very little. The biggest was 16, and he was six feet tall. The youngest was smart, and she could read with the other children. The biggest was dumb, but he was strong and could help the teacher carry in wood. In bad weather, he carried the littlest girl across the puddle in front of the schoolhouse. And sometimes she helped him with his reading.</span></div>
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<span style="background-color: rgba(255, 255, 255, 0);">“Then one day the state built a big highway, right past the schoolhouse door. And the State Education Department came by and said, ‘Great things are happening in education. There are special teachers for arithmetic, reading, art and music. If you combine with other schoolhouses, you could have a great big school where your children could have all the advantages. And big yellow buses could carry your children over the new highway right up to the school door.’ So the parents voted to consolidate, and the little red schoolhouse was abandoned.</span></div>
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<span style="background-color: rgba(255, 255, 255, 0);">“At first things went well in the big school. But after a while, the State Education Department said that it wasn’t providing the children with enough meaningful experiences. And some parents complained that the children were not learning to read and write and figure as well as they had in the little red schoolhouse. ‘We will try some new things,’ said the educators. So they tried the ungraded primer, where fast readers were not slowed down by slow readers, and where children who had trouble with numbers did not get moved on to the next grade before they could add 3 and 5. This helped, but not enough.</span></div>
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<span style="background-color: rgba(255, 255, 255, 0);">“‘We will try something more,’ the educators said. ‘We will tear down some walls at the new school, so the children will be working together in one big room. That way, there will be less peer-group competition.’</span></div>
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<span style="background-color: rgba(255, 255, 255, 0);">“Finally, an important educator came along, looked at the school and said, ‘This is good, but it is not good enough. It is too big, and the children are losing their identity. There are not enough interpersonal relationships in the infrastructure. What we really need is a one-room schoolhouse. And since red is a cheerful color, I think we ought to paint it red.’” (From Mt. Kisco, N.Y., <i>Patent Trader, </i>in <i>Reader’s Digest, </i>March 1973, p. 68.)</span></div>
<div class="" id="p8" style="margin-bottom: 0.8em !important;" uri="/general-conference/1973/04/the-worth-of-souls-is-great.p8">
<span style="background-color: rgba(255, 255, 255, 0);">The educator in this story did not mean that the consolidated school, the grade-level teachers, or the updated curriculums were not advantages. Today we could add technology and a focus on professional development. The point of the story is that along with the rigorous standards and inspiring innovation in education, the emphasis must still be placed upon needs and relationships, or in other words, making learning personal. </span></div>
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Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-3116807352488163902014-05-28T00:26:00.003-07:002014-05-28T00:26:30.670-07:00A Listening Walk<div class="MsoNormal">
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Lately I’ve noticed my increasing loss of direction. I used to think I knew exactly what I wanted, and how it would happen. Now, I doubt more. Much more. As I approach what may very well be the
median of my life, this can be unsettling.
It may be from the many distractions due to the variety of roles, and my
desire for each of those roles to be performed flawlessly, at least in the eyes
of others. But so many roles in a day…a
spouse, a parent, an educator, a leader, a friend, a person…how can I reach my
goal of becoming the servant leader I desire to be?</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFN-H7YmVhmuhoxd8sobdhOcBky6HFF5mZ8brSlzD6GtgLch3mWt2RuuVK1iYQRmUX7l4uw7NvwhJndp90wxvMXchBATDwTJjNdumUVhZCJtnojFxGc77VI8pSHLp7uT0Xr0FD06NyOK4/s1600/compass.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFN-H7YmVhmuhoxd8sobdhOcBky6HFF5mZ8brSlzD6GtgLch3mWt2RuuVK1iYQRmUX7l4uw7NvwhJndp90wxvMXchBATDwTJjNdumUVhZCJtnojFxGc77VI8pSHLp7uT0Xr0FD06NyOK4/s1600/compass.jpg" height="200" width="194" /></a>Removing myself from the many roles may be what is needed to
remind myself of my true compass. Not
permanently, of course, but momentarily, if not for just minutes each day. And during that brief moment of
self-preservation, the best action I can take may be to assume the role of one that
listens. A recent quote I heard was “listen
to understand; not to reply.” </div>
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Sure, listening to others may be a part of that. Empathetic listening, just for the sake of acknowledgment,
does wonders to lift the soul of another.
But the listening I’m referring to is setting time apart to withdraw
from the noisy, distracting world. It
requires the need to slow down, and in reverence of your simple being, listen less
of what you say and more of what you hear.</div>
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Discerning an inner guide is not as difficult was we might
believe. And when we take such an
opportunity, we become more aligned with our true compass. The blurred lines become clear, the everyday challenges
become opportunities, and our priorities become evidences of our purpose-driven
existence. The search for meaning and
understanding turns our tacit beliefs to explicit behaviors. With this comes a greater understanding of
servant leadership. To serve others and
to lead others, we must also serve the need to connect and be lead by our inner
voice, our leadership compass.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIwyolow_xLgYbZ1W4v5oT40tm3kBIKppsglhMDq7-bq0HjhYb2jLw1dRvTkBfsIAx2whvlnA4Q5pwhDt0DFcjz2F_0fGO3HatZvXqcJj1mGqVu56OiH8ESW3D_JZ2QUl9BZwOj0Nz7Gc/s1600/listen+to+self.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIwyolow_xLgYbZ1W4v5oT40tm3kBIKppsglhMDq7-bq0HjhYb2jLw1dRvTkBfsIAx2whvlnA4Q5pwhDt0DFcjz2F_0fGO3HatZvXqcJj1mGqVu56OiH8ESW3D_JZ2QUl9BZwOj0Nz7Gc/s1600/listen+to+self.jpg" /></a></div>
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Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-82853354129645064792014-01-10T20:22:00.000-08:002014-10-21T21:23:54.560-07:00Deliberately ExcellentI’ve been reflecting on how schools make an incredible, yet often invisible, difference in each of our communities. In our crazy world, differences between cultures, persuasions and beliefs seem to surface more quickly than they ought to. The natural tendency becomes for much of society to make obscure and overlook the significant ways that we are alike, especially as adults "grow up" and move further away from the magic of school.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy-l9EvNDkPDZFi35Y2lx_a138vkfF_r_iygGhaVWrx6wBpzDdxWXCk-joTOh5FnkHjXuZppNtv6j7pERNs7IaU3lXmx9Qy5SSZAcSyRWG-9ZV4Q_GkYFF_xGUbT-Pa7oy3WHdpHbVODs/s1600/BbJj-pSCEAA3iZ0.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy-l9EvNDkPDZFi35Y2lx_a138vkfF_r_iygGhaVWrx6wBpzDdxWXCk-joTOh5FnkHjXuZppNtv6j7pERNs7IaU3lXmx9Qy5SSZAcSyRWG-9ZV4Q_GkYFF_xGUbT-Pa7oy3WHdpHbVODs/s1600/BbJj-pSCEAA3iZ0.jpg" height="193" width="320" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy-l9EvNDkPDZFi35Y2lx_a138vkfF_r_iygGhaVWrx6wBpzDdxWXCk-joTOh5FnkHjXuZppNtv6j7pERNs7IaU3lXmx9Qy5SSZAcSyRWG-9ZV4Q_GkYFF_xGUbT-Pa7oy3WHdpHbVODs/s1600/BbJj-pSCEAA3iZ0.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>It is in our school years, especially elementary, where critical lessons of respect and civility are continued from the home, and in many cases, first taught. School lessons required us to learn to share, and to demonstrate courtesy in our relationships. It is in our schools that teachers instill in our hearts a desire to empathize with those who are in trouble or in pain. It is where we learn some painful lessons that there is nothing so unfair as equal treatment, and there is nothing fair about unequal treatment (it makes sense if you don’t think about it).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZb98_MSuP0NkDwTNEfyAEosD5B_bcPS_JZ9uchcg9VUpU_5ep-A_U8gNzoOGI0o_m_flv3r9q-cwZjgxmZuT5LyAYdrDkUgCxZb5YfeOs88jsqoFHupktPkgi0oUAh4y_WWFS9tnLiRg/s1600/oridinary.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZb98_MSuP0NkDwTNEfyAEosD5B_bcPS_JZ9uchcg9VUpU_5ep-A_U8gNzoOGI0o_m_flv3r9q-cwZjgxmZuT5LyAYdrDkUgCxZb5YfeOs88jsqoFHupktPkgi0oUAh4y_WWFS9tnLiRg/s1600/oridinary.jpg" height="140" width="320" /></a>“Throughout the march of history, society
has made progress when people have lived together in communities, with respect
and concern for one another. These
virtues are the hallmark of civilization” (Hinckley, 2001). I believe schools, as partners with
parents/families, are the center of hallmark communities. Many individuals, thought not enough, have learned to recognize that service within our communities
is done by ordinary people who have learned to work in an extraordinary way. It
is done by those who apply wisdom from lessons learned. This gives hope to me, as
brilliance is not required to make a difference in this world. All that is required is a willingness to
reach out, make a connection, serve and lead others where they may not have
gone without your influence. <o:p></o:p><br />
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Education Leaders generally and humbly consider themselves ordinary
people, but are indeed extraordinary as they understand that the
learning process is endless. We read, observe, assimilate, and ponder that
which we expose our mind to. We
encourage, promote, expect and even insist on the ideals that expectations
coupled with success will improve the quality of life and growth mindset for
child and adult learners around us. We
have experienced, first-hand, the invigoration that comes from having developed
the capacity to evaluate then solve a problem, to wrestle with a seemingly
unconquerable challenge and then find a solution (these are often called “Mondays”).<br />
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As education leaders and members within our neighborhoods, communities, districts and state, we all have a vision of what we are working toward. Individually, many of us have personal creed that mirror our professional life. A term that that I heard recently was "deliberate excellence." Regardless, or maybe because of our many and varied roles, may we focus upon being deliberately excellent in being a learning leader.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYezeiQodP6lFwU1-yRjQ6QNGfu30Ap5-k5eB93tIjjhna9GJEAAZj9jodax5YtQ5teCzWs1DTX_LUf5xVeaAnFl5YR8WGvroKPU7CJv4Iy9cVSTYkxt3kfofmdS-KV0LBIpzr-yHAuaM/s1600/excellence.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYezeiQodP6lFwU1-yRjQ6QNGfu30Ap5-k5eB93tIjjhna9GJEAAZj9jodax5YtQ5teCzWs1DTX_LUf5xVeaAnFl5YR8WGvroKPU7CJv4Iy9cVSTYkxt3kfofmdS-KV0LBIpzr-yHAuaM/s1600/excellence.jpg" /></a></div>
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There was a very interesting short read in the Jan/Feb 2014 <u>The
Atlantic </u>called An Iron Fish in Every Pot.
It shares the experience about Christopher Charles, a researcher living
in Cambodia studying the mass impact of anemia, especially on Cambodia’s women
and children. Anemia has many side
effects, including impaired growth and cognitive development in children, and
increased risks of premature deliveries and newborn fatalities.<br />
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r9V1+s1B5gg3B4g6LnqsXIyt6swfZ48P2Vd42tx21OnqKG1WVLYhpn/OpgB/52WFQc7O5ldrMIXAmiRWaLk05LgPx0j22+Ec15Zj1ZTrFpBBIIuCDBB5ELK5Hx2LL3HUtXBz8mPqe4egpkHu+9O9ETcj7z/Vc9H0jef8AmG0644vEPj/qt7XiuqltPCP9pteifwllZg8YcsrJ8Xmr9vbSx/I4rfd0huNMyDlaDl146+K79l4akZ3y/kGiZ45m0WPiqmswzvYxbP8AuUq1PzIIVtKmxpBbi8GIymtH+pqqrx+RWfqotnPhtHVkPU0mGSX7pb8IEPIEiDYxvKgmLCLXBz55+C6qmHYc8Xg+6vPHg3mVS44Zp7eLZ0p0q1TwIACJ4+e320H9fFX3ZW8/d1XvR+nMqx+0sG3JuIrH8RZRYf8AxlyoPpHUEjDspUBlNNs1I51Xy7whW4/ict5+rpRk+SxV9duupgXNaHYhwoMOXrJ9Y4fgpDtO8lyVNqtaC3CgsFw6s6PXOHBpFqY/pvlcLHrulxdUcXuOZcSSepNyuHaG1G0my7uaMyeAWxx/j8WHv3LKz87Jl6jpLbu0xRpQPbdIA+Z6BeUwby17XC5Dg6+pBlQq1nVnl78zkNANAFueimC9Zi6I/EHHo2/6LQjtw26h9D2D6U0sTDXfw6vwOyJ/Cdema31jbZ9HKOJkkblTR7bHlvDVZvozj6za7sNVdvhgd2jmN0jXUX1VzmerQkhBBBSSKAEFJKUwEkJSgKVJRCakEkBJCQTTUApSgGnKiE5SDznpNhoeHjJwg9R+3yWIV7fHYYVaZadcjwOhXiqtMtcWuEEGCklEqnBctejIXYoOakbG3nUja7eHDoumjiw7I5Loq0pWbicDq2xVdqLa5NdS0g9Jr7rG/wARUZmJ8irG7VGsjqPoq5hbExPpstepFyy6e0GnUeKt/wAWEHpotqde9RdUC4DjQMyFzVNrMGbh3X+SNwXjLZ9YAl68DVear7d+BpPWw+q4aterVzMDgLDv1RseP7bW09utbIZ2neQ6n9FiBrqrt55k/LkOSuw2AjNaNLDwpRWZ9ozeI9Oejh17j/8AP9nQ59YjIbjepu7yhecweDL3tYwSXGAvqGzcGKFJtNvui54nU+KtrDntbbpqVA0EnIAk9y8v6IUy+rWrH3jA7zvH9F3elWN3KO4PaqW/Lr9F17DwfqaDWn2j2ndSpI/hoISlJMjlIpSkSgjlJBUZQDJSSlKUBWmopqRmmCopoJJNQUpSNKUSoyiUBNZe29metG8z2x/7Dh1WlKcoG3gnCM1Fes2rskVe02A/yd1+q8vXoOpu3Xgg81HSUSqIUHMViSRuWphwVxVtnA6LWUSEtG8/U2UqH7JK9KWo3AozWEovZ5b/AISVNuyuK9IaYUfVpeMH52YlPZoC6WYQBaW6kWqWkZmZcraCtZSmwEngF00MO57g1gJJ0C9hsPYYodp8OqeTenPmnEITOmRg/Rqu2Htc1jswJMjvC7RTx7PeDxz3D8wCvSIlS0j5PO4TZ1atXFTEgAMiBaCRlABy1XoyVGUSmNnKSUolBGlKUpSgGSkUiUpQRylKRKUphCUSoynKaSSFFNBJSnKhKaAlKJUZRKAnKJUZRKAnKqxOHbUEPAPzHQ6KUpykHnsZsBwvSO8OBsf3WPWouYYcCDzC9zKjUYHCHAEcCJS0cWeFShesrbEpOyBb/Sf0K46no4Pdf4j6JaS8oedIQFuO9HH/ABt80h6OP+Nvmlo/KGIVGF6On6NfFU8B9V2UdgUW5gu6m3gEeJTaHkqdIuMNBJ4AStjA+jj33qHcHDN37L01Gi1ghjQ3oFbKfiU2U4LBMoiGCOJ1PUrolRlEpoJSlKjKJQEpRKjKJQDRKjKJTBkpSlKUoBkpSlKUpgyUpSJSlBEEIQhI0IQgGhCEAICaEAk0IQAhNCAEIQgGhCEiMJIQmEkBJCQNCEIBpIQgBCEIAKSEIBIQhACimhMkSkU0IBJIQgP/2Q==" 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href="data:image/jpeg;base64,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" 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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpkhDZobRDnpXds4tAUwkTIE5XO2I-ae5fFI5TeHVcKthWMCl9_6zGvSy8c6z1G56J4k4FKSOvxkvDETzOIpoUQu96pVSCG9bMA5S3seA3sdJNSmi3qoLAHOsKIfy5QeuWXUGyq7XPQNs/s1600/iron+cube.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpkhDZobRDnpXds4tAUwkTIE5XO2I-ae5fFI5TeHVcKthWMCl9_6zGvSy8c6z1G56J4k4FKSOvxkvDETzOIpoUQu96pVSCG9bMA5S3seA3sdJNSmi3qoLAHOsKIfy5QeuWXUGyq7XPQNs/s1600/iron+cube.jpg" height="146" width="200" /></a></div>
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Charles knew that iron-rich foods and supplements were limited for most rural Cambodians. Whilea few acquired the needed iron nutrients through cast-iron pots, those utensils were largely unavailable. So Charles distributed small blocks of iron to communities, telling them to place the iron blocks in their pots for cooking and boiling water. However, he quickly observed that they were being used as mere doorstops.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr-vhXsjKsIDMHQ4SyWjSq1Bq2EXKqQyPnGkt-0Y3l966MxQz8_lMzG3vG7_LJME2lqvgdXcGxi0ysInp3RTEaS5JO95p9d7UWj_u3vZNle-IW5miqfgBtcziGW_N6vymBlnOBtAPflXE/s1600/ironfish.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgr-vhXsjKsIDMHQ4SyWjSq1Bq2EXKqQyPnGkt-0Y3l966MxQz8_lMzG3vG7_LJME2lqvgdXcGxi0ysInp3RTEaS5JO95p9d7UWj_u3vZNle-IW5miqfgBtcziGW_N6vymBlnOBtAPflXE/s1600/ironfish.jpg" height="119" width="200" /></a><br />
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Believing that he still had a remedy, he learned from the
village elders of a fish known as <i>try
kantrop, </i>which was a common meal and considered good luck. When he handed out the iron blocks again,
this time as replicas of the popular fish, the women started cooking with
them. Within 12 months, anemia where the
iron fish was distributed all but disappeared.</div>
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This story has many lessons. One takeaway for me is grasping
something that we know is valuable and beneficial for those that we serve, and delivering it in a manner that is welcomed.
A natural reaction to almost
anything that comes across as “here, take this…it’s good for you” is met by
some level of resistance…the “good for you” opportunities are not always
considered as such. In our schools, the
opportunities can come in many forms: quality programs, improved curriculum,
& effective instruction. But if it is not conveyed in a manner that the
learner recognizes as anything more than a doorstop, the likelihood of it being
associated as advantageous will not happen.
Part of our creativity in leading may include sculpting and repackaging
quality instruction and effective learning so that it is engaging and embraced as worthy.</div>
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<a 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" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>A consequential question naturally follows...what educational block of iron needs to be sculpted?<br />
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I love stories. I
love the power of stories and the capacity they carry to teach lessons. One that comes to mind concerning the school leaders is the story of William Dawes. William Dawes was a peer of Paul Revere, and charged with
the same task to ride out and send word of the British army’s arrival in the
greater Lexington area. While Paul took
one route, William took another. You are
quite familiar with the Ride of Paul Revere, so why doesn’t the Dash of William
Dawes make it into the history books?<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVZukK7RDmqhgg4bbnQL5XkW435OQE9LEJzD_YRNfRwOxqMpiyw7lhtRiza6Pc9kk8-5kUMFQEN_GF0axRhJoTYjhLDKDpIB2LrO9WbCIYI7Hd7IbZoTjl9BrzygguoK2mWNydu9N7slU/s1600/note-important-message-md.bmp" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVZukK7RDmqhgg4bbnQL5XkW435OQE9LEJzD_YRNfRwOxqMpiyw7lhtRiza6Pc9kk8-5kUMFQEN_GF0axRhJoTYjhLDKDpIB2LrO9WbCIYI7Hd7IbZoTjl9BrzygguoK2mWNydu9N7slU/s1600/note-important-message-md.bmp" height="193" width="200" /></a>In his book <i>The
Tipping Point, </i>Malcolm Gladwell points out the message the two individuals
was exactly the same: it was a critical message that would influence the length
and outcome of the war. The difference
was not in the message that was being sent, but in the connection of the
individuals to the greater community.
Revere was very well connected: He was a member of a number of civic
organizations, active in the community, was well-versed in a variety of topics
and could have a conversation with almost any person about anything (usually in
a pub). Dawes, on the other hand, was
not connected to the community. While he
was a patriot and knowledgeable individual, he simply was an unknown and not
connected to the greater community. As a
result, Dawes message was largely disregarded.<o:p></o:p></div>
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As education leaders, it is important that we are not only known to
our immediate school community, but that we allow our influence to grow beyond within
our district, into the state, and even nationally. Today’s leaders are not only charged with
taking care of their own backyard, but using their influence concerning the
entire landscape of the education at the local level and beyond. That is why being active learners ourselves is so important, and we do it best through connections, #edcamps, and learning networks. It is also why we should join professional associations. I'm a proud member and past officer of the Missouri Association of Elementary School Principals (<a href="https://twitter.com/MoAESP">@MoAESP</a>), and have been a proud member of National Association of Elementary School Principals (<a href="https://twitter.com/naesp">@NAESP</a>) during the tenure of my school leadership.<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzmxB1qNf7bSymIBufQmFrfFe4_Jehzg1dtMDY1kWXW9JTrI15AayfvMUPbjU2GxDd6XWyknxxSu3kD4adCXDd8XZKevNCIuGexSN1X95rPeflfhcTEVYJA-eTeanXBkuNCWkL8PFiP3o/s1600/making-connections-2-tagxedo.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzmxB1qNf7bSymIBufQmFrfFe4_Jehzg1dtMDY1kWXW9JTrI15AayfvMUPbjU2GxDd6XWyknxxSu3kD4adCXDd8XZKevNCIuGexSN1X95rPeflfhcTEVYJA-eTeanXBkuNCWkL8PFiP3o/s1600/making-connections-2-tagxedo.jpg" height="223" width="320" /></a>Belonging to local, state & national organizations is a win-win, both for you as an individual and for the
organizations. It is a chance to
collaborate with principals in your region and across the state. It is a means to connect and communicate with
a greater audience concerning the value and importance of supporting public
education and the impact that leadership has upon learning and culture. It is an opportunity to work alongside leaders from within and outside education organizations to
critically think and work toward a greater common good and increasing the the quality of life by those we impact. And finally, active membership provides learning connections and opportunities from each other, which in turn prompts creative and
innovative solutions in navigating our ever-changing landscape.<o:p></o:p></div>
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The education leader of today has a job description that makes
them, in short, nothing less than a connected marvel who is everything to
everybody. It is a difficult task, but
one that can be accomplished, especially with the support of others in the same
cause. So take a moment to reflect upon
the lesson of William Dawes. How can you
increase your leverage and connection? In what ways can you increase your capacity?
How might you serve your community and tell your story? For me, being a part of something bigger has connecting points for all
areas. Please join me in encouraging fellow leaders to join in our efforts as we connect people to purpose.<o:p></o:p></div>
Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0tag:blogger.com,1999:blog-3471836427601889276.post-6858327672227772212013-04-12T20:51:00.002-07:002013-04-12T20:51:48.332-07:00climate control?<span style="font-family: ComicSansMS; font-size: small;"><span style="font-family: ComicSansMS; font-size: small;"></span></span><br />
<span style="font-family: ComicSansMS; font-size: small;"><span style="font-family: ComicSansMS; font-size: small;"> </span></span><br />
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<span style="font-family: ComicSansMS; font-size: small;"><span style="font-family: ComicSansMS; font-size: small;">Like businesses & companies, there are downward cycles of motivation and productivity in education. Encouraging autonomy and participation has been found to be the best counter. Consider the following story found in Bolman & Deal’s (2008) Reframing Organizations.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZlhVeUTnaRBT71vOoYs65ddDsSUyiHTHuGtPNuxNB-Kyeml6l1Yk6YrOUaIShzlefqxDmehpnidsgw6ElFZE6G7tMtlQcNtFh8uwwKEhMcfWzt_0bf-t87NKp42EkJLrEQy1ZYh18Q3o/s1600/Doll-factory-in-China-_ttb9.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="128" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZlhVeUTnaRBT71vOoYs65ddDsSUyiHTHuGtPNuxNB-Kyeml6l1Yk6YrOUaIShzlefqxDmehpnidsgw6ElFZE6G7tMtlQcNtFh8uwwKEhMcfWzt_0bf-t87NKp42EkJLrEQy1ZYh18Q3o/s1600/Doll-factory-in-China-_ttb9.jpg" width="200" /></a><em>A group of manual workers painted dolls in a toy factory. In a reengineered process, the worker took a toy from a tray, painted it, and put it on a passing hook. They received an hourly rate, a group bonus, and a learning bonus. Although management expected little difficulty, production was disappointing & morale was worse. Workers complained that the room was too hot and hooks moved too fast. </em><br />
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<em>Reluctantly, the foreman gathered feedback from the workers. After hearing the complaints, fans were brought in. Although no benefit was expected by the foreman, morale improved. Discussions continued, and the workers proposed a radical idea: let them control the belt’s speed. This was met by opposition as the speed had been calculated for optimal performance. However, it was agreed to give it a try. The workers developed a complicated production </em><span style="font-family: ComicSansMS; font-size: small;"><span style="font-family: ComicSansMS; font-size: small;"><em>schedule: start slow at the beginning of the day, increase speed once they warmed up, slow down before lunch, and so on.</em></span></span><br />
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<span style="font-family: ComicSansMS; font-size: small;"><span style="font-family: ComicSansMS; font-size: small;"><span style="font-family: ComicSansMS; font-size: small;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5GtUsnf-NWmnOSWKG0Lrz-7Ka0vUPDWCKlVQxiPOvw25-JYcMQw2rfOU4RMkcYxOSH3kVZJ60238itOjncGoHhR4Vg0ljczkoItip-9Et1Fce4crulO-HnlnlaqZDBGWyK_2NoK-o2IM/s1600/imagesCAJKM0S7.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5GtUsnf-NWmnOSWKG0Lrz-7Ka0vUPDWCKlVQxiPOvw25-JYcMQw2rfOU4RMkcYxOSH3kVZJ60238itOjncGoHhR4Vg0ljczkoItip-9Et1Fce4crulO-HnlnlaqZDBGWyK_2NoK-o2IM/s1600/imagesCAJKM0S7.jpg" /></a><em>Results were stunning: Morale skyrocketed; production increased far beyond the most optimistic calculations. Bonuses escalated to the point that the manual workers were earning more than skilled/experienced workers. And for that reason, it ended. The manual worker’s production and high pay became a problem as other higher-skilled workers protested. To restore harmony, management reverted to earlier practice: a fixed speed for the belt. Production plunged, morale plummeted, and most of the manual workers quit.</em></span></span></span></div>
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There are many things that can be taken from this story. Here are some of my take-aways: (I’d love to hear your take-aways).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvb9YeMrOeJvqsFxWX-PX4qvI_PvEp5wV1gTypYJf0qBuhn3Ayypi-0-VA-jrAiIto-auTFUcovCmhZxse89aUe5CjBtsaN49ORdjPLCaIrSejrpnf4sM7PBEptIt8N6d1Iv6lU0vpnsk/s1600/Happy_Meal.jpg" imageanchor="1" style="clear: left; float: left; height: 151px; margin-bottom: 1em; margin-right: 1em; width: 160px;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvb9YeMrOeJvqsFxWX-PX4qvI_PvEp5wV1gTypYJf0qBuhn3Ayypi-0-VA-jrAiIto-auTFUcovCmhZxse89aUe5CjBtsaN49ORdjPLCaIrSejrpnf4sM7PBEptIt8N6d1Iv6lU0vpnsk/s1600/Happy_Meal.jpg" width="161" /></a>*I’m wondering how we really do with asking staff about their ideas. They are closest to what works and what doesn't, and probably have a great many ideas that would work. Consider this example - McDonald’s best known combination is the Happy Meal. The Happy Meal was actually an idea from an front-line worker, not a manager/leader. I believe most of any organizations' great ideas potentially go untapped, because the frontline workers aren't in a position or welcomed to share their innovative thoughts. Do we open up our staff, team & grade level meetings to innovation and creativity? This would not only make teaching & learning more effective, but fun, engaging and participation-focused.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhLStNJQ3LgM1Q3VmG_dUyWn5vRJIfgvSOq6VljBFZQhEjAWeN7FvN23vA1RmAHS8f_EgOZj2ghsmiUab-z1lWAvBDC6y7lESmJP0uEbLiIEPKn7caZwZp3Dd3V2QIViMiAmyakpGl_9w/s1600/03-28-06_assembly-line-schools-from-a-bygone-era_original.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhLStNJQ3LgM1Q3VmG_dUyWn5vRJIfgvSOq6VljBFZQhEjAWeN7FvN23vA1RmAHS8f_EgOZj2ghsmiUab-z1lWAvBDC6y7lESmJP0uEbLiIEPKn7caZwZp3Dd3V2QIViMiAmyakpGl_9w/s1600/03-28-06_assembly-line-schools-from-a-bygone-era_original.jpg" width="123" /></a>**We have a curriculum scope & sequence for content & standards, but the timing, intensity & delivery is part of the artisty of teaching. The master teacher uses effective feedback from the students, formal and informal, as evidences that learning has taken place. </div>
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***Our schools are certainly not production lines. Let’s be cautious in producing packaged learners that don't have opportunities themselves to be active paricipants in their own learning. These opportunities include developing the capabilities of Communication, Collaboration, and Critical Thinking. For more, consider Sir Ken Robinson's <a href="http://www.youtube.com/watch?v=zDZFcDGpL4U">Changing Education Paradigms</a><br />
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****Finally, why do we feel vulnerable when others do well and surpass us in performance? While healthy competition should be encouraged and welcomed, it shouldn't be used as a measure to maintain the status-quo. Think of the implications for our under-resourced learners. Placing superficial standards of allowing them to learn up to a point where they only match learners at the higher-end of the performance spectrum certainly limits them. Why clip their wings? What if, in the right system, they could move beyond that? What if we all worked collaboratively to move beyond any reeenginered & predetermined benchmarks of success?<br />
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<span style="font-family: ComicSansMS; font-size: small;"><span style="font-family: ComicSansMS; font-size: small;">Studies lend themselves to show participation is a powerful tool, both to increase morale and productivity. Even with just a few weeks left in this school year, increased contribution by students and staff alike could impact the learning climate. Give it a try; we may be surprised by end product.</span></span><br />
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<span style="font-family: ComicSansMS; font-size: small;"><span style="font-family: ComicSansMS; font-size: small;"></span></span><br />Anonymoushttp://www.blogger.com/profile/05398541497554271398noreply@blogger.com0