![]() In every PD session I have led in the last year, I always talk about the idea that we need to be prepared for students to know more about somethings than we do. I talk about the fact that it may be a scary thought for some, but for me...it's exciting. I talk about the excitement and empowerment when students can own their own learning and share it with us. I also talk about the idea that I learn from others every time I am working in a classroom or presenting PD. Last week was no different...but let me back up. I have been presenting in professional development sessions for about four years now (something I NEVER saw myself doing). My first three years look quite different than this last year. When I first began, my wheelhouse was "engagement strategies". I focused on how to get students involved and excited in their learning. We would practice different hooks, games, tricks. I don't even remember if I ever discussed the reason behind these things, maybe a sentence or two? This last year, I had somehow fallen into presenting mostly on technology integration and lesson design. This is kind of funny, because tech is definitely not my background. In fact, back when I was in the classroom, we had 3 desk tops and my one ipad. I utilized them to the best of my ability, but boy...hindsight. I am quick to tell participants that I am not a "techie", but I am not afraid to take risks, push buttons and try things. I encourage them to do the same. I also now start every session with this picture...and pose the question: "Why do we need to change the way we do education?". I pose the question to them and then we discuss...I make sure to infuse my BIG FIVE into the discussion (more on that later). Anyone that presents on "tech" goes into their session with the hopes that what comes across is: pedagogy over tech. But what seems to happen is just the opposite. People gravitate towards tools, apps, sites...why not, they are cool. But what will you do with these resources? How will you use them to help students move forward in their learning? What I learned was, all I have to do is ask. Last week I had the pleasure of attending and presenting at my first CUE Rockstar Teacher Camp (#rOxnard): At the end of day two, participants chose a "hero group" led by one of the presenters. The purpose of these groups was to allow time and space for participants to reflect on their journey over the last two days (based around Joseph Cambell's: Hero's Journey). I created a simple slide template with three slides for them to reflect on: People, Resources and Pedagogy. How have/will each of these things help them to transform as an educator. They then presented these slides and discussed in small groups. I just sat in and listened. It was cool to see my name in all of their slides under "people", but what gave me goosebumps was what I saw and heard during the Pedagogy slides! I often don't know what I'm saying, when I am in front of a group. It's like I go into a trance. I try not to spend much time talking, but put the focus on the participants doing something. I have realized that I apparently DO get on my soap box during these sessions (but only for a bit). The overarching theme in EVERYONE's slide wrapped around: student centered classroom, student empowerment, differentiation, risk taking and "stickiness". These are the BIG FIVE that I am passionate about! These ARE the things that I try to demonstrate in my sessions. These are the things that will create change, it's not about the tech. *Now I am NOT claiming that I was the only voice that led them to these realizations, they met a plethora of amazing presenters over these two days.*
When I listened to them talk, I could be seen clapping, high 5ing, cheering and who knows what else...because I was so excited. I heard "I need to drop my ego and try things.", "I need to let students drive the lessons", "I need to design my lessons for "stickiness", "I need to meet students where they are.", "I won't break my students or the internet, I just need to try.", "We won't have classroom management problems if we have students engaged and empowered in their learning." "I need to give students choice because they are all different" -Music to my ears AND heart!!! So the messages did shine through! It wasn't about the tech...the transformation wasn't about the tech. It was about a mind shift. But I would have never known (and most likely, neither would they) had there not been that time to reflect, discuss and share. I talk a lot about reflection, but just realized I never give people time in my sessions to do that! I have had them do things like create a comic to show their learning, but I never focused them on a shift pedagogy...just "What have you learned? What would you like to learn more about? What are your steps moving forward?" AHA! I learned that just a small shift in a wording can make all the difference! I guess we don't know, if we don't ask. We need to be intentional with our reflections if we want to grow. I always say "We need to KNOW the people in which we serve." But I missed the boat. But now I know better, and I will DO better. I thank all of my participants for sharing their journeys with me and helping me realize an important missing piece of mine! I thank my friend, Jon Corippo, for adding this important element to the CUE Rockstar Teacher Camps.
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Last night ended a very long two days of dance recital and sweltering heat...my daughter and I were finishing up our dinner at 11:30 when our waitress came to make chit chat. She asked my daughter about how she juggles school and dance and somehow it turned into her expressing her views about Common Core and teaching. I did not reveal to her that I was a teacher, and didn't have the energy to have a discussion, so I just listened. What was interesting was she talked about the idea that we, in the US, are not teaching to one specific kind of kid. That we must figure out ways to reach the many different learners we encounter. She also talked about how she understands the basis of Common Core is to get students to think critically. When she left, my daughter said "You like Common Core, right mom?". My response was "I like that there is not one way to solve a problem and there isn't always one correct answer." She replied "I don't know, I just know it makes so much sense to me." My kid has an incredible abstract mind and can maneuver numbers in her head like crazy. She needs different. This is not a post on Common Core, but a post on teaching and learning. I taught at a Title 1 school for 14 years and encountered every kind of student you could imagine. Both of my former principals believed in meeting kids where they are and moving them forward...in whatever means necessary. This often meant, ditching the textbook (prior to Matt Miller's fantastic book) and figuring out what works for kids. This is something I am incredibly passionate about. One of my favorite TED Talks is The Myth Of Average...it is worth the 18 minutes, I promise. My team uses this often in training, and I cry every time. The premise of the talk is that there is NO AVERAGE learner, so we can not teach to the average, the middle. If we do, we are missing all of those students on the "edges" (where a majority of them lie). I cry because most of my students and my daughter live in the edges. They don't fit into a box and a box isn't going to teach them. They think differently, they act differently, they come with different backgrounds, strengths, weaknesses, passions, personalities. These ALL come into play because it is the anatomy of the learner. We CAN NOT ignore the differences in our students. We need to celebrate them AND play TO them. I cry because I think of all of those amazing students who would have missed out on learning had I just "shot down the middle". I think about the students who struggled in academics, but excelled in performing arts...I used that to their advantage. I think about the students who told me at the beginning of the year that they couldn't do math and were scared of it...only to shine and reflect at the end of the year that they LOVE math. I think about the little girl who struggled to speak in class, but we figured out if she wrote her thoughts out first, she could contribute greatly. Or the little boy who in second grade, could barely read pre-primers but had an amazing critical mind, his door was opened when he could use that gift to discuss read alouds. The list goes on and on. I also cry for those students that are left to hang out in the edges, never getting tethered in. Those are the kids I worry about...those are the kids I fight for. Why change? I don't even think that is a question...we need to change because our kids deserve it. For some, the thought of personalizing learning is overwhelming and an impossible task...they immediately think of 30+ IEPs. That is not the case. So how do we meet those "edge" students? Here are my thoughts... 1) Start with relationships: We really need to know those in which we serve. What works, what doesn't work, what are their passions, their strengths...what makes them tick? This takes time, but believe me, this important time on the front end will offer great rewards on the back end, for students. 2) Teach protocols: This is something I learned from my friend Jon Corippo. If we create a framework that students become familiar with, the content can be differentiated to meet their needs. One of his favorite examples is using the Frayer model. You first teach these protocols with a very low cognitive load, something fun and familiar. Students become familiar and at ease with how this works, and their affective filter is lowered. After a few rounds, the content can be ramped up at the student's pace. 3) Provide multiple entry points and exit points: This is the idea from Jo Boaler's "Low floor, High ceiling". activities. This means your questions and your activities are open ended. Students will enter where it works for them, and take it as far as they can, and with a little scaffolding...they will take it further. They will feel success and valued in their thinking. 4) Give students choice: Allow students choice in how content is taken in, how they process it and their output. This may seem like a lot of work on the teacher, but it really isn't if your tasks are student centered. The students are doing all of the work, you just set up the options. You could use a "choice board" to help facilitate. The choices can stay the same (or add new one in every so often), and the content changes. 5) Honor differences: Acknowledge, honor and celebrate students' differing ideas, answers, solutions and paths. One thing I loved about teaching math was the different ways in which students would come to a solution. When they shared out a new way, we would name it: "Shane's Way" and make a poster that would hang in the math area. This not only empowered the originator, but gave other students new ideas as jumping off points or something to grip on to. The ultimate was when a student would come up with a new idea that clicked with me...I had many "aha" moments from my students.
Those are just a few ideas that come to mind, but there are many. My call to action is to start thinking about the edges...how can you design to them? When you zoom out and think of your students, and their "profiles" you will find many hanging out in those edges...We need to design to the edges, our students need US to meet THEM.
When I looked back over my year of blogging, there are definite themes that I stick to in my writing. In the past few days, a few different people have used those words as encouragement to me: step out of your comfort zone, take risks, fail forward. I appreciate when people use my words on me, because I am big on integrity and I believe that the cornerstone of integrity is to "walk the talk". The thing is...I do those things every day. There is not a day that goes by when I am not stepping (or leaping) out of my comfort zone, taking risks and failing forward. The thing is...no one knows where my comfy zone is; but me. It's personal. I have embraced getting comfortable with the uncomfortable. What may seem like my norm, is actually me doing these things, continuously. This is important. Think for a second. YOU are probably doing the same...trying new things, thinking differently, making changes...but maybe you don't even recognize it. That is why reflection is so important.
I have also talked about the idea that everyone is on their own journey. It is important to recognize and celebrate moving from your own point A to your own point B. (Pretty sure that I borrowed that from George Couros in Innovators' Mindset). One can only do that, when they KNOW their point A. It is also important to note that change or movement do not need to be some grand event. It's personal. I just finished reading UnMapped Potential and am currently reading ShiftThis. Both books discuss the idea of small, incremental shits. This idea is interesting to me. In the past, I have written that "small gestures create big gains." In that, I was typically talking about words, like telling someone you appreciate them, or thanking someone...I didn't think about it in terms of change. The funny thing is, a good friend has been telling me to focus on small changes rather than grand ones...but I didn't actually HEAR him until very recently. We actually had a really good discussion about is yesterday. Before change can happen, there has to be a need for it. We agreed on this point, but the urgency looks different for every person and the change looks different for each individual. For many, the idea of change is overwhelming and fear inducing. It looks like a really large mountain to scale. But what if we look at change differently? What if we first focus on the small changes, risks, moving outside our comfort zone, that we do on a daily basis? Look for them, they are probably there. Gain confidence and strength in knowing that you CAN do hard things. Then...ramp it up. It's personal. Here is a personal example: I am an introvert...beyond that, I am a shy introvert. People are pretty surprised when I share this with them. Why are they surprised? Well, when many people first meet me, I am in front of them, presenting something. What they don't know is that I am pushing myself out of that comfy zone...every time. It's still me, but it's me pushing. When I get too comfy at something, I look for opportunities to stretch. I add a new layer, try something new, present in a different forum. As with any risk, there are opportunities to fail, and I do. And with every fail, there are opportunities to grow, and I do. Whenever a new opportunity or challenge comes my way, I just go for it, because I can't ask others to do these things, if I am not willing to do them myself. So I make changes...daily...some small, some big, but over time they look like one huge leap. So when I say things like: take risks, fail forward, step out of your comfort zone...only you know what that looks like for you. There is no comparing, there is no judging. You know you...celebrate you and your forward movement. Those small changes add up...take a look back every once and awhile and check out your journey, you may be surprised at how far you've come. It's personal. I know you and you know me. We couldn't be more opposite. I believe that I may scare you (or maybe annoy you) as much as you intimidate me. I believe in the realm of education, we both have students at the heart of all we do, we just have different methods to get there. I am writing to you because I care about you and I care about our students. I want to plead my case to you. I have observed you as you get anxious when lessons don't go as planned. I have been the receiver of your comments when you are uncomfortable with learning something new. I have witnessed you put up roadblocks against change and risk. I have seen students react as you off put your need for perfect; on to them.
I know you are a good person, with a good heart...why else would you be in education? Please don't get me wrong, I do not believe that I am any better or wiser than you, I'm just different. I have never tried to seek perfection because I know I can never find it. This does not mean that I don't put full effort into everything I do...it does not mean that I don't care about process or outcomes...it just means that I know that "perfect" is an unattainable goal. I know that every success I have had, was not built on a foundation of perfect, but a foundation of iteration. The process is messy, crooked, bumpy and unknown. If I went into these processes with the goal of perfect, I would have failed and given up right out of the gate. And that's not me, and that's not good for anyone. What does this look like for our students? If we are planning and executing our lessons with "perfect" in mind, where do the students fit into the equation? There is no perfect, when working with humans, especially young ones. We are unpredictable creatures. Zoom out and see who is the focus of the "perfect" lesson. Is it us or those we teach? We very well could execute the perfect lesson, in our mind...but what about the students? Is it the perfect lesson for them? That is impossible because every student is different. Nothing is received or interpreted the same. We must plan to meet our students, not the other way around. So many times I have heard teachers say "Well I taught it...it's their fault they don't know it.". My heart crumbled every time I heard that. Back then, I didn't have the strength in myself to speak up for those students...now I do. If perfect is the goal...think about all of the other goals that fall by the waist side. We need to prepare our students for a future that is unknown. To me, that is the opposite of "perfect". If we plan for perfect, we will be disappointed, every time. We need to be models for our students on how to think...critically. How to turn on a dime when there is a hiccup, a mistake, a fail. OR to run with something that works, that was not a part of the plan. Students need to learn how to look at all perspectives, to plan...risk...try...fail (yes fail)...rethink, redo...and repeat. We need them to not crumble or freeze when they are thrown a plot twist. That does not fit into perfect. I always remember the story of my friend who broke out the watercolors and brushes for the first time at her new school. The students just stared at her...frozen. She had no clue what was going on. They asked her what she wanted them to paint, how she wanted them to paint it. She was stunned. She said "Just paint...whatever you want." Frozen. They were panicked...they asked "What if I make a mistake?" Their paint brushes did not move! (This was fourth grade!). She was baffled and saddened, but she worked really hard with that class to de-program the perfection out of them. We want students that can think for themselves, be creative, solve problems, create solutions...multiple solutions. There is no "one way". When I hear a student say, "But I have to do it the way my teacher does it." That kills me. That closes the door on so many. There is more than one way to solve a problem, there is more than one path to get to a destination. THAT is what makes learning beautiful. So please, I am asking you. Try..try...try to put your perfection aside. Look up and look around at what is happening while you are planning perfection...if you are waiting until you perfect something before you share it with your students, that something will be long gone by the time you think you are ready. Life and especially education is changing so quickly. As soon as we think we have something "mastered"; it changes and I want you to be able to change with it. I'm looking out for you, for your health...but I am also looking out for your students and their future...our future. Love, Unperfect Me I like to think that I have instilled great values within my kids. They both are very kind souls with huge helping hearts. But in all other aspects, my daughter Leslie and I could not be more opposite! When we go away for her dance competitions, I'm lucky if I packed a toothbrush...where she has an itemized checklist of everything she needs to bring. When we get to the hotel, first thing I want to do is relax on the bed, while she hangs up all of her clothes and costumes and lays out all of her makeup.
On a whim, I decided we needed some time away and planned a last minute trip to Sea World (I had tickets for us...a perk of being a California teacher). I secured a nice hotel for a decent price and we were ready to roll! When I pulled up the Sea World tickets, I realized that they needed to be "activated" two weeks prior...change in plans. So I simply Googled "Fun things to do in San Diego" and began making a list of alternative adventures. To me, this was exciting...no plan! To Leslie, this was nerve racking. She didn't want to go. I said "We are going...we have no plan...we are just going to see what happens and have fun." She wasn't buying it. But this was good for her. She needs to be OK with plans changing, the unknowns and being comfortable with the uncomfortable. Anyone that knows me, knows that one of my biggest flaws is I am severely directionally challenged. I get lost, even with my GPS. This trip was no different. The most heard phrase on our adventure was "Route Recalculation". We heard it so frequently, that it just became comical (at one point, she was tallying how many times we heard it). This was good for Leslie. She was learning that things don't always go as planned, but there is always another way. She was witnessing us course correct, in real time. AND she realized that we were OK. We decided to go to a recommended restaurant and after a few "Route Recalculations" we made it. But when we got there, the line was out the door and around the building. We needed to make a decision. We decided to forgo that restaurant and find another. The hole in the wall restaurant we stumbled in to turned out to be fantastic. This showed Leslie that when something doesn't quite go as planned, there is always another option, and often that option turns out better than the planned. Our next stop was the mall (not my favorite). This was really comical. We were looking for the Vans store. We found it on the directory and I followed Leslie's lead as she is the one with the direction skills. Well what we found was, we just kept going in circles. My first inclination was to just go ask someone, or leave. Leslie's response was "No, we can figure this out on our own, let's go back to the map." It was interesting to see her tenacity and grit. Where I was ready to give up and give in, she wanted to continue and figure it out for herself. I learned from her on this one. But, as we were on this mall adventure she turned and said to me "See, mom, there is more than one path to get where we are going." THAT was worth her dragging me to the mall. There were many more such mistakes, route recalculations and a lot of laughing. But in that trip, I believe we both learned and grew. Here are the lessons learned: 1) Things don't usually go as planned. We need to be agile and learn to pivot and continue. 2) Persevere, don't give up...stay the course, even if the course is corrected. 3) There is more than one path, find yours. 4) Laugh at yourself...you just have to. 5) Always look for the learning. These are great lessons that we need to be teaching and modeling for our students. It is important for them to be able to make quick decisions, redirect, go back to the drawing board, try, fail, learn and grow. They are growing up in an ever changing world and they need to be able to adapt to it. They must be prepared for the unprepared...the plot twist...the plan B. In my own life...I have goals, and a path to get there. It has not been a straight path. There have been many "route recalculations". Just when something seems like it is going south, another opportunity opens up. And vice versa, just as things seem to be lining up, plans change. We just need to be open to see all of those different routes. We need to be flexible and willing to take risks, because the gains far out weigh the losses. In the long run, it doesn't matter which path we take on our journey...whatever path we take is the one that is meant for us. "We are all leaders in our own right"- There they are...my words. I've said them, I've written them, but do I believe them? Often times, I write to convince myself of such things. This is one such time. Are we all leaders? Am I a leader? Can one be a leader, without an official leadership title?
As I ponder this, I reflect on what I believe the anatomy of a leader is. I think about all of my friends that I consider great leaders. I think of the many traits and actions, that I admire in them. It is who I strive to be, every day. I believe a leader is someone who rallies the troops, someone who includes others on the journey, someone who encourages and celebrates and walks along side of their people. I'm a visual learner...so I needed to make a graphic to help me hone in on this. What is the anatomy of a leader? Innovator's Brain: This is someone who is always thinking: "How can we make this better?" not just "different" for "different's" sake...but create change for the better. This is an outside of the box thinker, someone whose mind can stretch and see possibilities. Someone who is not afraid to risk themselves and encourage risk in others. Learner's Mind: I love when people call themselves "Lead Learner" rather than "Administrator". That shows that they know the importance of continued learning and growing oneself. Things change so quickly, if we are not in constant learning mode, we will be left behind. A learner's mind also includes sharing that learning with others. Hearing Ears: Another thing I say often is "We need to not only listen to others, but we need to HEAR them." I believe there is a difference. We need to make sure we hear, we understand and we do. We need to make sure to do something with what we have heard. This is how we build trust within others. Observer's Eyes: Our eyes are always taking in information. There are things that we see overtly, but we also need to observe what is happening covertly. We can only do this if we are WITH, really with, those on our team, or those that we support. We need to be watching and learning. We need to know context in which our team is working. We need to also see the strengths and areas of growth in others and use that information to help all move forward. Empowering Mouth: Words matter...a lot! We need to be conscious of not only the words we speak, but the way in which we speak them. As a leader, I believe we should be building others up, growing them, empowering them. This doesn't mean there shouldn't be constructive feedback, this means just the opposite. In order to empower others, they need to have feedback, authentic feedback, actionable feedback. They then need the supports, plan and/or tools to help them grow. Empathetic Heart: In order to lead others, one needs to be able to see things from other people's perspectives. These can't be "guesses", but based on knowledge gained from knowing our people. Before acting, it is important to think through how it will effect all parts of the team. If we don't know, it is important to ask, to have conversations...discussions. Working Hands: The best leaders I know roll up their sleeves and jump in the trenches with their team. They are on the floor with the students, they are in the rooms teaching, they are taking risks along side of their staff. They literally do the heavy lift, if needed. They look at their school staff as a team, no one job is more important than the others. They pitch in when needed, without a second thought...they lead from the middle. Walking Feet: I believe in order to be an effective leader, one needs to BE with those they lead. This means they are in the classrooms...really in them. Not doing a drive by, check in. They spend time with the students and the teachers. They know the students and the students know them. They are a normal fixture in the classrooms, on the playground, in the halls and the parking lot. My friend Tony Sinanis moved up to the Central Office this past year as an Assistant Superintendent. He made it a point to schedule meetings later in the day, so he could spend his mornings in classrooms. It was fun to watch him on his daily journeys via Twitter. What was more amazing to see was at the end of the year, how many students' lives he had impacted. They know him, they love him and they are going to miss him as he moves on to a new district as Superintendent. He works hard to redefine his role...that is the kind of leader I wish to be. So...can someone be a leader without the "title"? Absolutely! I DO believe we are all leaders in our own right. I know I try to emulate all of the above, every day. What does YOUR anatomy of a leader look like? I talk a lot about leading with an empathetic heart AND looking at the circle of viewpoints in a situation. I thought I had that down. I, apparently, was wrong. There have been a few recent incidents in which my actions or words were misinterpreted and there were consequences. I always, always have the best of intentions in everything I do. I try to think things through before I do them or say them. I try to look at how these things will effect others involved. I only have the truest of intentions...I know this. So when things I have done, actually turn out to cause something negative to someone else...it kills me. It literally breaks my heart. My heart breaks when something that I have done, is taken in as the exact opposite of my intention.
It is even harder, when I can't make amends. In some cases, I am still unsure if I am in the wrong, but does that matter? If it is received, perceived that way, I can only try to explain. Sometimes the person doesn't want to hear it. Or they hear it and they don't want to listen. Sometimes there is not an opportunity to discuss...things just are...they just need to be. So what do you do? You take responsibility. You own up to the fact that you didn't think things through completely. You learn, you grow and you change your behavior. My purpose, I have written before, is to support others. THAT IS IT. It is not something I just say, it something that I whole heartedly believe and the code by which I live. But what happens sometimes is something that I believe is helpful, another might see as over-stepping. Something that I might believe is for the good of many, may be looked at as outside-stepping. Sharing something that I believe is a positive, may just be misconstrued as something different. In these instances, when these perceptions are brought to my attention, I wilt. I feel terrible that I have caused uneasiness in others. But I have learned that life and people are unpredictable. We can not control other people's actions, we can not control other people's emotions, and we can not control other people's thoughts. There are so many layers that go into each of those, that makes them so unpredictable. So when I try to see things from the view points of others...I can only guess. My guess can only have roots in MY experiences, MY emotions and MY thoughts. So in essence, I guess there is no "circle of viewpoints" in which to consider. We are a complicated species. This realization has thrown me for a loop. It has caused me to want to recoil, to be quiet and to be small. It has made me rethink everything I have thought. I have no way of knowing how something I say or do will affect someone else. So does intent really matter? I always thought it did. Be intentional...but what does that even mean? So all I can do...is what I always do. Think...deeply. Reflect...deeply. And find the learning...find the growth. All I can say to you (and in this, I am writing to myself)...just stay true to you...keep that focus on the good...continue on the positive path. There may be bumps and unexpected obstacles...but you can handle them and just keep on going. Be cognizant...extremely cognizant of those around you. Our actions and words matter. I have talked before about the sad truth that I do not remember much of my schooling. It is one of the reasons I am so passionate about making school relevant and "sticky" for kids. There is ONE memory that does pop into my mind often. I don't know the grade, I don't know the subject, I can't remember the teacher...but I remember the activity. We were tasked to write a letter to our future self, on the premise that it would be mailed back to us at a later date (I want to say upon high school graduation). Well...the letter never came. It is quite disappointing, because I would have loved to see where I was in relationship to where I am.
Earlier this week, something sparked me to look back at one of my very first blog posts. I don't go back and read my own writings, often...but I sure am glad I did! Before I even began reading, my mind was taken right back to the time and space where I wrote it. I knew exactly where both my head and my heart were at in that moment. I remember that I was at a cross-roads. The purpose of writing that blog, was solely for me. I needed to decide if my current situation was going to lead me down a rabbit hole or be the foundation on to which I could build a sandcastle. The fact that it is chronicled for me, kind of blew my mind: "Rabbit Holes and Sandcastles". I learned a lot from reading that post and reflecting back. The first thing that stood out was, "Boy, I hope I have grown as a writer since then". But what seriously stood out and caused me to pause, was the fact that in that post, I spelled out the kind of leader I wanted to be. I believe in order to grow forward, we must reflect back. Looking back at that post actually made me smile. It helped me realize that even though that "plan" was never looked at again, I tried to stay true to it. I subconsciously must have had those "leadership goals" in mind as I conducted myself this year. Was I successful? I do not know...that would have to come in the form of feedback from the people I support. What I can do, is feel good in the fact that every day...I worked hard to be that kind of leader. Here are just a few of the traits from that post, that I work on daily: -Relationships first -Build trust -Build up others -Be approachable and helpful -Enhance people's strengths and help them grow in their weaknesses -Be a constant learner who shares my learning -Take risks and fail forward -Do what I say and say what I do I read that blog a few days ago, and just can't shake it. There is power in being able to go back, sit back in that moment and be able to then track that journey. I can check myself and course correct if needed. Isn't that what we want to build in our students? But, oh my gosh, isn't that what we want to build within our adults? Imagine the impact of having your team do a similar activity at the beginning of the year? Have them sketch, write, video...somehow record their thoughts, ideas, goals, fears and excitement for the upcoming school year. They then pass it off to their trusted person, to be returned on the last day of school. I would love to see that! I would love for them to be able to track their journey over the year...see their growth. Often times, we don't see the big picture when we are in the middle of it. I have been extremely fortunate to be able to watch many teachers' journeys over this year. I don't know if they realize their growth...but I do! So I share it with them, in the hopes that they can then reflect and see it for themselves. I hope to share another teacher's journey in my next post. So, as the school year comes to an end...I task you with reflecting back. It has power in helping you grow forward. Yesterday was an interesting day, to say the least. My head was spinning...full of many different ideas, projects and thoughts. My heart was was reeling full of many different emotions, feelings and sentiments. When I awoke this morning, the above quote popped to the front of my mind. "Sometimes we need to zoom out in order to refocus." This idea of "zooming out" seemed to be intertwined with a lot of conversations I have had, yesterday in particular.
I had a fantastic conversation with one of my bosses, in which she was reflecting about our past few years in our district. She said "I never realized, until today, how much we have accomplished. When we are in the middle of it, we are constantly second guessing, wondering if our decisions or actions have really had the impact that we had hoped for." My response was "It is really hard to see clearly, when we are in the middle of the trees, but if we just zoom out, and look at the whole forest...one might be awed at what we see." (Well, I didn't say it quite as poetic...but you get the picture :). Interestingly enough, at the same time...I was really struggling myself. I didn't even realize until now, that it was pretty much the same struggle. I was wrestling with the fact that I really want to affect change, I want to create impact. I beat myself up, often, because I feel like I am failing. I feel like I am too small for such a feat. I often feel like I am running on a hamster wheel, going...going...going, but really going nowhere. This is about the time, when one of my good friends usually steps in! Always at the right time, always with the right words. He is always reminding me to think more "big picture", in an essence...to zoom out. As he witnesses things from the outside, he sees things differently than I do. I tend to zoom in...way in. I get tripped up by the little things, that seem so big at the time. But it's when I zoom out, look at things as a whole...the picture becomes much more clear. When I do this "zooming out", it causes me to check myself...check my perspective. I always thank him for these reminders, because I need them to refocus. I need to be reminded to think beyond myself...not much I do is about me (or at least that is my intent). When I remember that, I can re-frame. I can then use that wide frame to regain my focus. If my goal is for the greater good, then I need to put my own ego and my own knee jerk emotions aside. I need to realize that it IS the small things that create big change. I say it often enough...I guess I just don't listen. If we CAN connect the dots of those small things, maybe they actually do line up to help create a wave of change. There have been a few times recently when I have reflected on the amazing impact some of my people have on the greater good. I don't think THEY see their magnitude. This is what I say to them "You need to step back...really step back and look at your reach, look at your impact."...and then I proceed to explain the view from where I sit. I know, for a fact, that I have said it at least three times to three different people in the last week. But why can I not say it to myself? We all have incredible things to offer, but many times we don't even realize our effect. Often times, we are so hyper focused on the here and now. It is important to be in the moment, but it is also so imperative to reflect, and pan out. Zoom out. I know when I do, it is always a huge wake up call that forces me to refocus. So...keep things in perspective...zoom out every once in awhile and adjust focus as needed, so you can view YOUR impact clearly. I have recently realized that I am drawn to water. It is near the water that I am calmed and introspective, with a quieted mind. Some common words used when talking about the symbolism or water are: Life, Motion, Renewal, Blessing, Intuition, Reflection and Transformation. When I review that list, it makes sense that this is where I often find refuge and recharge. One thing I love about the water is when something is put into the it, there is a ripple effect. If you skip a stone, jump in, swim or just simply put your foot in, it causes a change. This change has a radiating affect. This effect is where I am reflecting today. This idea has been in my mind quite awhile, and I will do my best to put it into words and context. I truly believe that "small moments have huge gains", but we are often unaware of those small moments, and miss the effects. I think it is important to realize that we DO have an effect, whether it is positive or negative, we do. That is important. Words: I have said many times, "Words have power". They do! They have the power to lift someone up or tear someone down. It is also important to realize that they have a lasting effect. So many times, I personally have let others' words, affect me. Sometimes in a good way, often times not. Words stick to us and are worse then physical bruises, because many times, they do not fade. That is why I really try hard to use that power for good. In my life, it has been words from others, that have kept me moving forward. To the speaker, they may not even have thought twice about it, nor the effect. People do not realize the reach that words can have. Someone believing in me, when I did not have belief in myself, has helped me to then pay that forward. It is because of this that I am very cognizant of my words and work hard to choose them wisely. My words will affect others and so on. Words change us, which in turn changes how we react, interact, speak, do. THAT is the ripple effect. Think about our students. Often times, we do not know what they are dealing with. Our words to them, may just be THE ONLY words directed to them, that day, week, month. Because of that, our words have a tremendous ripple effect. WOW, just think of the magnitude of that. What were your last words to a student, how might that affect their trajectory? Now let's take it further...this is not only true for students, but for everyone! One of our principals put up students pictures in the staff lounge. The idea was that teachers would add post-its to the picture, if they had spoken WITH that student. What a powerful experience! It was shared that there were days when some students had 0 post its. ZERO! I broke down in tears when I heard that. BUT, think of the tremendous learning. Think about the affect that had on those teachers and the hope that moving forward, they thought about their interactions with more intention. I have a bad habit of "getting mushy" with people by letting them know how much their words had an effect on me. I do this because I want them to know the power of words. My hopes are that they will realize and understand, that they have that power and I appreciate them using that power for good. As I am processing to write this...so many other ideas of this ripple effect come to mind: our choices, our actions, our relationships, our movements. The breath of this idea is overwhelming and I think I will need to explore each of these in depth...at a future time. For now...my call to action is to really reflect on our words...choose them well...they have power, remember that. Below is a video of a man that skips a rock. Each time it hits the water, it creates a ripple. As you watch, think of each of those skips as our words. |
Mother, Teacher, Administrator, Presenter, GCE Level 1 & 2, Encourager of others.
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February 2023
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