I Believe the Children are our Future

Whitney Houston’s funeral was being held as I started to write this post. While it serves as the inspiration of the post, it is not the topic.

cc licensed flickr photo shared by Vankuso (Dominik Starosz)

On Friday, while meeting with a group of teachers, one said, “I hear Whitney.” Indeed she did. I had forgotten to silence my phone during the meeting. Part of the lyrics to Whitney Houston’s song The Greatest Love of All happens to be my current ringtone.

I believe the children are our future
Teach them well and let them lead the way
Show them all the beauty they possess inside
Give them a sense of pride to make it easier
Let the children’s laughter remind us how we used to be.

This portion of the song has always been a favorite. As a classroom teacher I started out many school years with this song as a reminder of my belief in my students and my goals as an educator. The ringtone seemed fitting and inspirational just in case I ever forgot to silence my phone!

Each child’s future is shaped by many. Teachers are key figures in this transformation process. Teacher beliefs, expectations and assumptions of potential weigh heavily in the student achievement equation. Research “clearly establishes that teacher expectations do play a significant role in determining how well and how much students learn” (Jerry Bamburg 1994).

Students tend to internalize the beliefs teachers have about their ability. Generally, they “rise or fall to the level of expectation of their teachers…. When teachers believe in students, students believe in themselves. When those you respect think you can, you think you can” (James Raffini 1993).

I believe the children are our future

Children have and always will be our future. Each generation is expected to learn from individuals of a past generation in order to lead the way into the future. Todd Whitaker writes, “Teachers are the profession that make all other professions possible.”

If we believe the children are our future, we must teach them for their future. We are now 12 years into the 21st century. Each day I see teachers embracing 21st century learning skills and becoming comfortable with many new aspects that will transform their classrooms!

Technology is ever-changing. We must give ourselves permission not to know everything. If problem solving and collaborating with others are skills we want our students to posses, we must engage in these skills as educators when it comes to new learning. Goals to integrate technology, collaboration and global connections should be set on a manageable timeline while keeping in mind a sense of urgency.

Teach them well and let them lead the way

Many teachers and/or whole schools are using inquiry based methods, flex grouping and other approaches that allows the child to lead the way. These methods honor the child as a learner. They add rigor and authenticity to learning. The teachers serve as guides. Teachers must have a in-depth knowledge of their core standards – yet understand that letting children “lead the way” is not always a linear process. Building on students’ unique interests and needs is necessary for success.

Curricular changes are happening across the country. Many states have adopted the Common Core. Teachers need opportunities to investigate and plan for curricular changes. In Iowa we are calling this process “Deep Investigations.” Opportunities for teachers to come together by grade levels to investigate and unpack the standards is a great step to ensuring that the standards become a part of the enacted curriculum, not merely the written curriculum sitting on the self or housed online. The basis of any curricular process promoted in Iowa revolves around the 5 Characteristics of Effective Instruction:

S = Student Centered Classrooms

T = Teaching for Understanding

A = Assessment for Learning

R = Rigorous and Relevant Curriculum

T = Teaching for Learner Differences

Show them all the beauty they possess inside AND Give them a sense of pride to make it easier

Todd Whitaker, author of “What Great Teachers Do Differently” share 14 things that matter most (in the first  edition). Many of these revolve around how we show respect and help students believe in themselves. Where do you see yourself with the follow characteristics?

1. Great teachers never forget that it is people, not programs, that determine the quality of a school.

2. Great teachers establish clear expectations at the start of the year and follow them consistently as the year progresses.

3. When a student misbehaves, great teachers have one goal: to keep that behavior from happening again.

4. Great teachers have high expectations for students, but even higher expectations for themselves.

5. Great teachers know who is the variable in the classroom: THEY are.

6. Great teachers create a positive atmosphere in their classrooms and schools.

7. Great teachers consistently filter out the negatives that don’t matter and share a positive attitude.

8. Great teachers work hard to keep their relationships in good repair–to avoid personal hurt and to repair any possible damage.

9. Great teachers have the ability to ignore trivial disturbances and the ability to respond to inappropriate behavior without escalating the situation.

10. Great teachers have a plan and purpose for everything they do.

11. Before making any decision or attempting to bring about any change, great teachers ask themselves one central question: “What will the best people think?”

12. Great teachers treat everyone as if they were good.

13. Great teachers keep standardized testing in perspective.

14. Great teachers care about their students, and understand the power of emotion to jump-start change.

Let the children’s laughter remind us how we used to be

It has been said, laughter is the best medicine. I have the opportunity to see many students in their learning environments. It warms my heart to see students who are enjoying what they are doing and learning – as much as I did as a child.

Yet, there are still children who do not wear a smile. What are we doing as educators to brighten EACH child’s day? A kind word, a compliment, or the time to visit with a child can go along way. The more we show a child we care and believe in them and their abilities, the more they will succeed! Treating all with dignity and respect is essential.

~~~~~~~~~~~~~~

Bamburg, Jerry. Raising Expectations To Improve Student Learning. Oak Brook, Illinois: North Central Regional Educational Laboratory, 1994. 33 pages.

Raffini, James. Winners Without Losers: Structures and Strategies for Increasing Student Motivation To
Learn. Needham Heights, Massachusetts: Allyn and Bacon, 1993. 286 pages.

Teach a Child to Fish …

Give a man a fish and you will feed him for a day. Teach a man to fish and you will feed him for a lifetime. ~Chinese Proverb

I have assisted several fifth grade classrooms with blogging projects. I have watched student engagement increase and the motivation to write soar. Teachers and students have thrived on the authentic writing opportunities. The cross curricular rigor has been another added bonus.

A few weeks ago one of my schools chose to focus a professional learning opportunity around several aspects of technology. Teachers were able to choose which sessions they wanted to attend. I had the opportunity to once again introduce some teachers to blogging. Much to my surprise, the teachers in attendance were primary grade teachers. Knowing that I would have the opportunity to watch very young bloggers develop was exciting!

A second grade teacher recently shared the excitement spreading through her classroom and beyond. The opportunities for extended learning and parent involvement have increased. Several students have started to blog from home and parents are responding to their child’s blog posts.

This week I began working with a group of first graders. First, we introduced blogging and it ties to other forms of communication. The first graders did an awesome job listing all types of communication. Their list really was not much different from the list fifth graders have developed it the past. Their list was complete with various forms of technology driven communication tools proving they were 21st century kids!

Next, I started teaching the students how to use their blogs. Instead of teaching all students, I turned the students into the teachers.  First I worked with five students in my office area. I taught them how to log into their kidblog, write their first post and submit it for publication. They knew their goal was to learn the process so they could teach another student.

Our main guideline was that they, as teachers, were to be the guide on the side. The new learners were the only one’s that were able to touch the keyboard. As the teacher they could point to the screen or keys in order to explain the process – but they could not touch the keyboard. I think they were a little surprised at this guideline at first. But when I asked them who touched the keyboard when they learned, they discovered that THEY did, not me! Soon a sense of empowerment filled the room!

“We are like mini teachers!”

    “I didn’t know kids could be teachers!”

        “I will work hard to be a good teacher!”

“Can I teach them how to capitalize letters?”

About 15 students in the classroom have been introduced to the process. Most have experienced the role of student and teacher. We will continue this process next week. The power of turning students into teachers was the highlight of the process. This allowed for deeper learning. Just knowing how to submit a post would have helped them for that day. Allowing them the opportunity to teach someone else helped to solidify the process. This did not just give them the power  of how to blog, it gave them the opportunity to discover they can empower others. You could feel the pride and sense of accomplishment in the room and the kids loved learning from other kids!  This concept, if continued, will give the students the understanding that they can do things for themselves and they can influence  others around them.

If you have a little time, check out the first graders first blog posts. They would love comments. We plan to get a larger map for the classroom to keep track of where our comments are coming from. We would love to know your location.

A new first grade class will begin this process in the coming weeks! Once we have posts, we would love comments!

“Teach a child a lesson and you teach him for a day. Educate a child to teach others and you empower him for a lifetime!”

Photo Credit:

cc licensed flickr photo by clermontparks: http://flickr.com/photos/clermontcountyparks/5700035223/

A Call for Help …

As an educator I am constantly reflecting and pushing myself. I have mentioned several times my ultimate goal of becoming an elementary principal. I feel my current work as an instructional coach is the perfect training ground.

Several weeks ago, Jessica Johnson (aka @principalj),  a member of my Twitter PLN and co-moderator of the #Educoach twitter chat mentioned that one of her goals was to act more like an Instructional Coach than a Supervisor when observing classrooms and providing teachers with feedback. Her ideas intrigued me. I knew right away that this concept fit my current thinking about the role of a principal.

Jessica and I have decided to collaboratively pursue continuing to research and hopefully publish our learning on the concept.  But we need your HELP! If you are a principal or a teacher, please take a few minutes to fill out one of our surveys.  If you know a principal or a teacher, please pass the survey (or this post) on to them.  We greatly appreciate your help!!

Principal Survey

Teacher Survey

Photo Credits:

cc licensed flickr photo shared by AloneAlbatross

cc licensed flickr photo shared by Ilya Eric Lee

Chase Down Your Passion Like it’s the Last Bus of the Night!

My Journey to Become a 21st Century Principal.

I recently read a blog post entitled 21 Signs you are a 21st Century Principal at Simple K12.  The post could not have come at a more perfect time. Currently I am chasing down my passion to become an elementary principal. View my “About Me” site for more information.

A few years ago I was at a cross roads in my own education. Through the first decade of the 21st century I had immersed my time in higher ed. I had acquired a K-8 reading endorsement, K-12 ESL endorsement, a Master’s degree and a PK-12 Administrative license. I loved the learning path I was on and seriously took a look at continuing. Yet a need for a breather both in terms of scheduled learning and financial restraints was needed. My world changed when Twitter, my daily dose of learning, connections and collaboration, entered my life.

A few of my blog posts have detailed my Twitter journey. (Taking the Plunge, Twitter Buffet to name a few) I have come to realize that the time invested in Twitter and blogging are providing me the additional experiences I need in becoming a 21st century principal. The blog post, 21 Signs you are a 21st Century Principal, outlined so many of the qualities I have been working hard to add to my repertoire.

Looking back, this journey to become a 21st Century Principal, has been exciting. I love learning new things everyday. I am constantly learning from the exemplary administrators I am privileged to work with and the ones in my Personal Learning Network (PLN). As a young child I had a favorite saying, “Every day the thing to do is learn a little something new.” In all the years since uttering that youthful sentiment, I find I still adhere to it as much now as I did then.  But at my current level of maturity and experience, I’d revise my words to something even simpler, “Being an effective educator means continuous learning.”  The exciting and boundless truth is that learning is academic and humanitarian, personal and public.

I consider myself a continuous learner as well as a facilitator of learning. Research in education has never been more appreciated and essential. As a continuous learner, I’ve made a practice of being knowledgeable about what the research offers especially in reference to meeting the needs of all students.  I believe my role, as an instructional leader, is to be a facilitator of learning for all individuals in the school community setting.  This includes inspiring and empowering students, teachers, support staff, as well as parents and community members.

I make it a habit to reflect on my journey. Not only has this journey been one of strengthening my own learning, it has also deepened my understanding of all 21st century learners in general.  I have decided to review the list of 21 Signs you are a 21st Century Principal to determine which areas I have added to my repertoire throughout my journey and which areas I need to  focus my attention.

I invite you to also take a look at my résumé and references.

(The following list is from a blog post at Simple K12 entitled 21 Signs you are a 21st Century Principal. My own comments are in italics.)

1.  You know that PLN stands for Personal Learning Network…and you collaborate with yours daily.

• My PLN is my life-line when in comes to professional learning. They are a constant source of new learning and collaboration. My PLN grows daily. New connections are made. New things are learned! I make it a point to learn from many administrators I admire!
  

2.  You use Twitter to find and share resources, engage in international conversation about education, connect with other educators, and make announcements to teachers, parents and students that follow you.

• Between Twitter, my own blogging experience and reading the blogs of others I have had the opportunity to connect with so many insightful educators around the globe. I continue to learn from administrators who use Twitter, Facebook, blogs, Wikis and Google Sites to communicate with teachers and parents as well as other educators.
  
• I write a weekly newsletter for my schools. Much of the content comes from what I’ve learned on Twitter.
• I was intrigued by a school @DMS_Principal recently described in a Google+ Hangout. He mentioned that several of his staff are on Twitter and they hold occasional chats with each other via Twitter in the evening. They also extend their learning with their larger, global PLN and often speak their learning at school. 

3.  You conduct virtual meetings with faculty and parents using the Google+ Hangout feature.

• I have used Skype as a means to facilitate a learning opportunity for an elementary staff about an hour and a half from my home. Their actual professional development time was going to be less than an hour and it was decided to use Skype rather than having me drive the distance. It worked out beautifully!
• As an instructional coach I work out of two building several miles from each other. The leadership team at one school is studying and implementing a new approach in order to bring it to the staff next year. Each leadership team member without a classroom (the principal, the assistant principal, the TAG coach and myself) have joined with one of the teachers on the leadership team. The teacher I am working with may use Skype as a means co-plan or co-teach lesson if I am unable to get to the school due to scheduling constraints.
• I am the current president for Learning Forward-Iowa. We will be holding a Learning Forward-Iowa board meeting via Google+ Hangout in a week. I am excited to try this format. We have members from across the state. It feels great not to have a 6 hour drive for a 3 hour meeting! It is my hope to use the virtual meeting format more often in the future! Board members have expressed their excitement in learning this form of technology!
  
• Several of my PLN have begun to meet on a semi-regular basis (when time allows) to collaborate. Our last session was on the use of Evernote from an administrator’s point of view. A PERFECT tool with so many uses.
  

4.  You’ve replaced the filing cabinet in your office with Dropbox… and can access all of your important documents while out and about.

Need I say more? Dropbox has been a life saver! I share files via dropbox with administrators, teachers and committee members. I enjoy introducing dropbox to others and watch the gleam in their eyes when they realize the potential that dropbox holds!

5.  Your school has started paperless initiatives to help cut down the costs of printing and copying.

• This would be a goal as a principal. Besides the fact that “Going Green” is much wiser and safer for our planet – paper is a huge cost factor in schools. The more we can eliminate this, the more we have to spend on direct student needs. Besides, I am not a fan of a lot of worksheets! It will be equally important to monitor our use of technology. There are many sites that could be considered online worksheets. We need to continually ask ourselves: Are we using technology to deepen our students learning? The goal is a learning atmosphere that supports “an inch wide and a mile deep” curriculum rather than “a mile wide and an inch deep” curriculum.
  
• I have noticed, as a professional development provider, I use much less paper! In the past I have spent hours at a copy machine preparing for a session. Now, I upload necessary handouts and resources on Slideshare, Wikispaces or a Google Site.

6.  You have a school website, blog, Facebook page, and Twitter account…and they are each updated regularly to keep parents, teachers, and students informed with the latest news, events, activities, and general announcements.

• Communication is KEY! These tools allow for reaching our stakeholders in effective ways, yet we MUST be very mindful of the technology availability in the home. Paper communication (and translated for limit English-speaking homes) may still be necessary.
  
• I enjoy learning from administrators that have school websites, blogs, Facebook pages and Twitter accounts to update stakeholders.  
• I have spent the last two years learning how to use each with the hopes of using them as described. I have felt it necessary to know how to use each effectively. As an administrator I can’t expect teachers to use these tools if I do not understand and USE these myself!
  

7.  You not only allow but fully support and encourage the use of social media inside school.

• I had the opportunity to be on a panel during a local Social Media Conference provided by our Sioux City Chamber of Commence. It was geared toward the business sector, yet applicable for education as well. As an instructional coach and aspiring administrator I certainly support the use of social media at school. We must remember to use these tools safely with students!
  
• I have had the privilege of helping several 5th grade classrooms set up blogging projects. Once comments from around the world started to roll in, student writing accelerated! This would have been impossible without Twitter and the #comments4kids hashtag!

8.  You encourage your teachers to take advantage of all of the free resources available online, especially SimpleK12 eBooks and education webinars.

• This fall I co-planned an #edcampsiouxcity with @lovedrummin. It was the first time a FREE #edcamp was held in Sioux City, Iowa! One of our sponsors was SimpleK12. It was fun to provide a few attendee’s a year’s membership to SimpleK12 (ie Professional Development in your jammies!)
  
• I was fortunate to win this same prize when I attended #edcampomaha and have enjoyed the full version of SimpleK12.
• I love taking part in global conferences, webinars, etc… I will be taking an iPad class from The Principal Center in order to learn more about this venue to develop my own online class for The Principal Center.

9.  You are actively involved in public relations and fundraising to help secure financial support for your school from local businesses and the community.

• I believe ANYTHING is possible! During the 2010-2011 school year I assisted a school in writing a grant to acquire more computers. The end result was 50 netbook computers! I continually keep my eyes out for other grant opportunities.
  
• I have encouraged teachers to use Donors Choose. Many projects have been successfully funded! 
• I have a pretty lofty goal as an administrators. Securing funds to offset some of my salary is important. I feel it is my obligation to give back to a school.

10.  You watch webinars, read blogs, and tweet to keep current on the latest education trends and topics.

• Yes, Yes, and Yes!

11.  You encourage your staff to be involved in the selection of new media and technology.

• I love watching teachers LIGHT UP when introduced to new media and technology. I also feel it is important to continually support them in their new learning. I always end up learning something new myself!

12.  You develop school schedules using a Google Docs worksheet – and have your teachers comment on areas they see as problematic and providing solutions.

• This is certainly an idea I will remember! Google Docs have come in very handy for a variety of collaborative projects.
  
• Currently one school is using Google Doc for the RTI process. We collaboratively developed a template in Google Docs. Intervention data is added to the document. Each document can be viewed by individuals in the school that need access to the data: principal, assistant principal, interventionist, etc…
  

13.  You’ve organized your own EdCamp: a participant-driven, fun-filled day of professional development for teachers (or you’ve encouraged your teachers to attend a nearby EdCamp!)

• As mentioned above, I co-planned the first #edcampsiouxcity in November 2011. The unconference was one of the easiest to plan. Once we had a location and the confirmation of having wi-fi, everything else fell into place. I was amazed at the number of sponsors we were able to find. The generosity of many Web 2.0 tools and area sponsors were appreciated!

14.  You collaborate with faculty members regularly via free web tools such as Google Docs and Titanpad.

• Titanpad is something new to me. I will certainly check it out. If it is anything like Google Docs, I am sure I will find it useful!

15.  Interactive Whiteboards have replaced nearly every overhead projector throughout the school.

• The schools I work at are fortunate to have Interactive Whiteboards in almost every classroom. This is an area I need to continue to learn.
  
• I will be co-planning and teaching with a 2nd grade teacher. When we met last week he already had many things lined up on his interactive whiteboard. I’m excited from the new learning I will acquire in this journey to implement a new literacy approach!

16.  Upon entering the front doors, students make sure they have their mobile devices with them …and that they are turned on.

• Unfortunately I have not personally experienced this. I love learning about all the 1:1 and the BYOD (Bring your own Device) initiatives across the state of Iowa. My knowledge and experiences will definitely come in handy in the future! As an administrator I will support the integration of technology. We must remember we are preparing students for THEIR futures, not ours.
• I did get a taste of a more technology connected environment after receiving the 50 netbook computers via a grant. One hundred fifth graders shared the computers. It was a fascinating process to watch. They certainly were more engaged and motivated to learn at much deeper levels!

17.  You collect classroom walkthrough and observation data via Google Forms (click here to see a great template example!)

• I am trained in a variety of walk-through methods. Google Forms would come in handy with several of the methods. Once the data is collected in an excel format it can be sorted for deeper analysis.
• I recently took the Level II Instructional Practices Inventory (IPI)class from Dr. Jerry Valentine. I have conducted the IPI in several schools. I was thrilled to learn of all the different ways the IPI data can be used in school improvement initiatives!
• I have developed walk-though templates in the e-Walk system. One template was developed together with an elementary staff. During a professional development session teachers generated what could/should be able to be observed during a 90-minute literacy block. Once the template was developed groups of teachers tried it out first, rather than the administrator. Revisions were made based on the teachers’ feedback. This process helped them become more comfortable with the tool and the fact the administrator would be visiting their classrooms more often.

18.  Your technology budget exceeds your textbook budget.

• This would certainly be a goal. The recent Apple announcement of Reinventing Textbooks with iBooks 2 for iPad will be exciting to see unfold. The key will be getting more iPads in the classrooms. Time to look for more GRANTS! I love watching people of all ages become engaged with all the iPad (or other tablets) can do!
  

19.  Computers throughout the school are fully up-to-date and loaded with software, including quicktime, java, etc.

• This would be another area I would support. If we expect teachers to integrate technology we owe it to them to provide the most up-to-date software, etc… As an administrator I would be looking to a strong school-based technology committee to assist in supporting the staff and their needs.

20.  You’ve purchased Teacher Learning Community memberships for all of your teachers.

• Once again, I believe in the power of collaboration. This may be something a school based technology committee looks into. With any school based purchase I have one question – How will this meet the needs of our students?

21.  You tweet this page, blog about it, “like” it, or email it to someone else…  – DONE! Love the journey!

School success begins with the principal. A principal with their sights set on 21st century learning can redefine education so all can LEARN and GROW!

Related Reading:

• Reinventing the Principalship
• Leading 21st-Century Schools: Harnessing Technology for Engagement and Achievement
• 101 Best Websites for Principals
• POSITION PAPER THE 21ST CENTURY PRINCIPAL: A CALL To Action
• The 21st Century Learner
• The 21st Century Principal: Leading, Learning, Building
• The Four Dimensions of Principal Leadership: A Framework for Leading 21st Century Schools

The Action Research “Diet” with SMART Goals

You can’t turn back the clock. But you can wind it up again. ~ Bonnie Prudden

It is that time of year again. Millions of people are contemplating New Year’s Resolutions. Prior to making new resolutions, it is helpful to reflect on past resolutions. What elements were successful? What caused challenges along the way? What will you do with the next five hundred twenty-five thousand, six hundred minutes that stand before you in 2012?

I know I’m not alone in the fact that not all my resolutions have materialize as first planned. I’ve learned that when goals are too lofty or when I make too many goals, I find myself not reaching what I set out to achieve. This year I’m putting a new spin on an old concept.

Spin #1

As an instructional coach and school improvement  consultant I have been fortunate to learn from many outstanding individuals in the field of education. During the first several years in this position I had the privilege of gleaning new learning from Dr. Emily Calhoun. She taught us the power of using data to make decisions. In her book, Using Data to Assess Your Reading Program, she shows how a school or district team can use action research to evaluate students’ progress in reading, analyze instruction, and make changes to improve students’ performance. She introduces readers to a matrix for collectively assessing the variety of factors that affect a school’s reading program. This same matrix can be used for any area a school wishes to help pinpoint strengths and weaknesses and set goals for improvement.

To introduce this matrix I’ve used the analogy of dieting or developing a healthier life style. As I embark into the year 2012, I plan to actually use the analogy to assist with my own healthy life style changes.

The matrix is divided up into 6 cells. Three cells focus on the learner and three cells focus on the learning environment. The process also includes looking at both school-level information and external information. For more information on using the school-wide action research model you can access the full text, Using Data to Assess Your Reading Program and a study guide for the book through the ASCD website. The book itself provides many more tools and examples to utilize in your school-wide action research process. It is a valuable resource!

The matrix format can be used when making any changes. In the case of choosing to develop a healthier lifestyle I have developed a sample of the matrix. Cells 1, 2 and 3 take a look at the individual both from the internal/self status and external information about healthy individuals. It is suggested to use reputable external sources as you do your own research. Cells 4, 5, and 6 takes a look at the individual’s environment. External environment factors play a large role in our life styles. For example, if you eat out a lot, study ways to make healthier choices. If getting enough exercise is a challenge find activities you like. Buddy systems work well. Friends and family nearby and/or social media contacts can be use for motivation and accountability. One in particular is the Twitter Exercise Motivation Team. The hashtag #temt is used by educators to announce their exercise for the day and for ongoing support. Knowing that others are working toward similar goals is motivating. A group blog, by the same name – Twitter Exercise Motivation Team, provides a place for individuals to reflect on their journey, provide tips and motivate fellow Twitter friends.

Besides increasing my exercise, portion control is another area I need to specifically watch. I have found various websites and apps to be helpful. My favorite website is MyFitnessPal. (iPhone and iPad apps are also available) Tracking my daily food intake and exercise has been an eye-opening experience. I have taken a few weeks off of tracking my food and exercise over the holidays and will begin again this week. The app helps me stay focused on both my short and long-term goals.

A sample matrix follows:

Spin #2

Speaking of goals, Spin #2 for this year’s New Year’s Resolution involves using the SMART goal process. As an instructional coach I have collaborated with teachers on the development and monitoring of SMART goals set for students and/or their own teaching practices. SMART goals can be used both in your professional and personal lives. As I set my goals for 2012 I plan to ask myself the following questions.

S = SPECIFIC: What exactly will I accomplish?

M = Measurable: How will I know I have reached this goal?

A = Achievable: Is achieving this goal realistic with effort and commitment? Do I have the resources I need to achieve this goal? If not, how will I get them?

R = Relevant: Why is this goal significant in my life?

T = Timely: When will this goal be achieved?

As I look to 2012, my goals are extensions of what I have been working on over the last few months. I have encountered successes and challenges. I am using my successes to overcome my weaknesses. It is my hope that by working through the action research matrix and setting SMART goals I am not only well prepared for the coming year, but also continually utilizing techniques I need to stay involved along my career path.

What goal setting tools have you found successful? Can they be used in both your personal and professional lives?

It is not enough to take steps which may some day lead to a goal; each step must be itself a goal and a step likewise. ~ Johann Wolfgang von Goethe

A Chair

If you are a school based employee you are accustomed to attending meetings. Staff meetings, building leadership team meetings, professional development meetings, teacher collaboration meetings, administrative team meetings, curriculum writing meetings, study group meetings, grade level team meetings, committee meetings, parent meetings, evaluation meetings, school board meetings, union meetings etc… Where educators gather there is a lot of talk and discussion items. Sometimes these meetings stay focused on the particular agenda and sometimes these meeting wander off topic. Or worse yet, to don’t result in actions.

Time is a precious commodity in schools. Some meetings are valid, yet others  steal time. When time is wasted, frustration builds. When developing the agenda to a specific meeting one question to ask is “Can the focus of this meeting be delivered in any other manner?” In many cases meeting topics can be addressed in writing, rather than a physical gathering. Weekly newsletters, blogs, electronic group calendars, etc… are handy tools to communicate important information.

The sole purpose of a school is the students. When meetings and professional learning opportunities address the needs of students, success prevails. How can meeting stay focused on students?

One idea is to add one simple element to your meetings – An EXTRA CHAIR. This is a chair that NO ONE sits in. The chair represents THE STUDENTS in your school. As the meeting progresses, monitor yourselves. Are you focusing on the students and their needs? Are you creating actions that will accelerate student learning? Are you learning new skills to implement in your classroom that will enhance student engagement and student learning? What actions will take place because of this meeting?  How will the actions benefit students? How will you communicate these actions to necessary stakeholders? How will you monitor the action to determine if they are making a difference? How will you hold each other accountable for the actions? How will you know to readjust the actions? How will you know actions have been successful?

One simple chair may be all that is needed to change the focus of school meetings. Give it a try. I’d love to hear the outcome.

Walk a Mile in My Shoes

I am a child of poverty. Do you know what I’m going through? Do you know the struggles my family faces everyday? Do you know my worries? Do you know my strengths? Do you still believe I can succeed despite my challenges? Can you help me believe in myself? Can you give me the skills to succeed?

Thursday I experienced life in poverty. I participated in a poverty simulation. During the simulation each participant lived for a month in the shoes of a person of poverty. We experienced their joys and sorrows, triumphs and challenges. We walked away as changed individuals, more understanding and empowered to make a difference.

I spent the month as Henry Hancock, a 50-year-old gentleman, who had fallen on hard times. Together with my wife, Hilda, and 16-year-old daughter, Hanna, we faced many ups and downs as a family. We lost our farm and had recently moved due to financial struggles. Our new life brought many challenges.

Knowing that I was the head of the household presented me with a desire to keep my family strong, yet each turn was a difficult. We had hit an all time low financially and the burden was heavy on all of us. I had recently found a job, but my salary would not be enough to support us. Living paycheck to paycheck was a constant hardship.

During our first week Hannah went off to school and Hilda went to find employment to help make ends meet. My intentions were to secure our transportation for the month, pay some bills and buy groceries, none of which actually happened. Instead I fell victim to a robbery and spent time at the police station filling out paper work. I returned home very distraught only to learn of the death of my grandfather, which amounted to more sadness and additional expenses for our family.

To make matters worse, my wife was unable to find employment and Hanna, our daughter, turned to illegal drug dealing to gain money for the family so we could make ends meet. I was unable to provide for my family. I felt like a failure. We did not purchase groceries due to not being able to secure transportation. To make matter worse, the school was asking for school supplies and party treats. During this first week, and subsequent weeks to follow, sending money to school was the last thing on our minds. We had to survive. We did our best just to get our daughter to school each day. During the events debriefing our daughter reported that her mind was not on school very much. It was on her parents. She found herself wondering if we were doing the things that we needed to do to provide for our family.

We barely made it through the next three weeks. We were able to purchase food and pay our bills. We did need to pawn off several of our possessions, some of which were our daughters. This did not set well with her. At 16 she started to rebel even more and was eventually expelled from school. She had been a very good student at her last school. This move and our financial situation was traumatic for her.

As a family we withdrew into ourselves. We didn’t make contact with many others, even if we saw they were struggling. We had to take care of our needs and were unable to help those around us.  As the head of the household I stood up to doing what was right and abiding by rules. Since being robbed once, I lived in constant fear and was not very trusting of others I encountered. Unfortunately, my daughter was exposed to the instant gratification of making money quickly through illegal activities.

Yet, the kindness of others helped use find hope. I wasn’t sure what to do at the utility department, and the clerk provided helpful guidance. The police officer stayed in contact and assisted in locating my stolen items. On my journeys I had found something of value that belonged to someone else. When I turned it in, I was rewarded a few extra travel vouchers – something that was needed to survive!

We were some of the lucky ones during the month. Some neighbors were evicted. Other had major health concerns that were complicated by their financial burdens. Younger families struggled with child care costs and employment was difficult to find. 

During my first years of teaching, in a small Catholic School, I found myself living paycheck to paycheck. Yet, that does not come anywhere close to the feelings of frustration and helplessness I felt during the simulation.

Every thought was on our state of financial despair. How were we going to make ends meet? How would we survive? How can we turn our daughter’s troubled life around?

The simulation started quickly, on purpose. It caused us to have to think fast and stay in the moment, rather than draw upon our own personal experiences. During the simulation I remember feeling frustrated with the various requests from school (supplies, 100 day project money, treats for a party). When we had a little extra money we sent it to school. I wanted to appear to be a good parent, yet there was no time to even think about becoming involved at school. Right at the end of the simulation our daughter had been expelled. At that moment I did want to she what we could do to get her back in school, but the simulation time had ended.

I have played the events of the simulation over and over in my mind. If I could have a “do over” I would have done some things differently. One major change would have been to take my daughter to school on the first day in her new school! We only had three transportation passes to start with, so it didn’t even cross my mind to go with her. My own life’s experiences tell me that would have been the best thing I could have done to get her off to a good start, but our need to survive must have erased that thought from my mind.

Did the teacher think that just because I did not come to school or the fact that it took me a while to act on her requests leave the impression I didn’t care about my child, when in fact I loved her very much. I was doing everything I could to help us survive day-to-day? It was impossible for us to get to school during the day due to our work schedule. Did that make me any less of a parent?

I know that what I experienced in this poverty simulation only touches a minute part of what so many experience everyday. My eyes have been opened. I will continue to help make a difference for those in need. Most importantly, I will believe in the talents and skills of EACH child I encounter. I will strive to provide them the skills they need to succeed in a life beyond poverty. Yes, they need our nurturing spirits, but we are obligated to let their genius shine through!  As Angela Maiers reminds us – we must let them know THEY MATTER!

BE THE CHANGE YOU WANT TO SEE IN THE WORLD!

~ Mahatma Gandhi

WHAT WILL YOU DO?

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I have had a few inquiries about the poverty simulation mentioned above. Here are a few resources.

• The Iowa State Extension Service conducted our poverty simulation at Northwest AEA. To my knowledge they use The Community Action Poverty Simulation (CAPS) kit.
• A few books that may be of interest include:
  • Howard, T., Dresser, S.G. & Dunkelee, D.R. (2009). Poverty is not a learning disability: Equalizing opportunities for low SES students. Thousand Oaks, CA: Corwin Press.
  • Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids’ brains and what schools can do about it. Alexandria, VA: ASCD.
  • Payne, R. (2005). A framework for understanding poverty. Highlands, TX: Aha! Process, Inc.

Photo Credit:

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