This too will pass...

     Lately it seems that there is a lot of dialogue about what needs to change in our education system and what might be the best way to affect these changes. It strikes me that many of these conversations have been going on in similar format throughout my 28 year career and don't progress much beyond the conversation.
     A recent study (http://tinyurl.com/44jj8rd) released by Mussio and Associates looked at the impact of birth month. Their conclusion - December babies are less likely to attain benchmark standards at grades 4 and 7 on time, and are less likely to graduate on time. I don't think I'm the only educator who already knew this. In our province the graduation rate (defined as six year completion) continues to hover around 80 percent for all students and around 50 percent for Aboriginal students. This also is not news. We know that our most disadvantaged learners struggle with a two month summer break and come back for the start of the next school year having lost much of the gain attained in the previous school year. Yet we still run a school system on the agrarian calendar and talk about how this works for the majority. We know about the impact of poverty and of children living in disadvantaged homes and still resist making substantive change to the system that will address these issues.
     Let me insert a disclaimer here before those pockets of brilliance that exist across all systems get riled up and want to highlight their outstanding work. These should be the norm and not the exception to a healthy education system. When one of the schools in our district had an incoming class of kindergarten students who screened significantly below standards for kindergarten readiness, we didn't shrug our shoulders and say "let's hope they catch up". Instead the teacher, with support from district staff, embarked on direct instruction with the intent to close the gap. By the end of the school year, the students were kindergarten ready. They could not be abandoned in grade 1 and so the process must continue.
     The point is that we have a wealth of information at our disposal and we are not using it to create the systemic change that is required for today's learners and tomorrow's community members. We cannot continue to address the needs of the future with the unmodified recipe of the past. I cringe when I hear educators say they are tired of the assessment conversation or hearing about personalized learning. My response to that is simple - you are having the wrong conversation! Instead of dismissing a topic, shift the dialogue to student success. Make it about what we collectively need to do in altering the inputs to improve the outcomes.
     Dr. Randy Pausch spoke of brick walls as indicators of how much we wanted something. If we see them as excuses to stop, we may not have really wanted to achieve the goal. I wonder if he also meant the brick walls of our schools being resistant to the winds of change.

What Wayne Said....

     I love this time of the school year and likely not for the reason that might seem obvious - that it's almost over! I chuckle to myself when non-educator friends talk about the year winding down as they have no idea about how the emotions of staff, students, and parents wind upwards. No, I like this time of year for the reflection that occurs. Sometimes it is at graduation and other times at retirements of beloved colleagues. But it's always a positive experience from my perspective.

     It's also the time I invariably find my self thinking about those who have inspired me over the years and the mentors I have been fortunate to have. Lately, I find myself thinking a lot about my good friend Wayne Hulley. I can't escape recalling a phrase or two that he has used that provides me solace during a challenging moment or simply brings a smile to my face when I'm struggling to find my "happy place". I've created my top ten "Hulleyisms" that continue to inspire me to be the kind of educator he describes and models.

1. What happens to you is very often beyond your control but your response to it is what makes the difference.
2. Parents are sending the best kids they have.
3. Different isn't always better but better is always different.
4. Hope is the belief that all students can learn and that school staffs are capable of turning that belief into a reality. 
5. In school improvement, no adults in the school are unimportant. 
6. To change outcomes for students, schools need leaders who care enough and can express that caring to other people.
7. Our time is now if we choose to make it so.
8. School reform is as much an act of the heart as it is an act of the head.
9. Effective schools are willing to undertake not just restructuring but also reculturing to reach their goals. 

     And my newest favorite (simply because Wayne agreed to write the foreword to the book Coleman, Weber, and I wrote) that demonstrates the ease with which he can synthesize material and bring it to a place that educators can relate to:

1. School improvement will never be easy because it forces schools and teachers to change their behaviours.  However, committed staff, with constructive proven strategies can make a positive difference. 

     I know that all of us can think of inspirational figures throughout our careers and most of us have been blessed with positive role models. Wayne has been all of that and more and I feel very fortunate to have spent time with him over the last fifteen years. If ever there was an educator for whom the Order of Canada was designed, Wayne Hulley would be that educator. Thanks for the encouragement, support, and guidance over the years my friend.

Ch-ch-ch-ch-changes.....

    Ch-ch-ch-ch-Changes 

(Turn and face the strain)

     I read with great interest a recent post by Cale Birk (http://bit.ly/j2HaV5) that questioned if/how often school leaders should be moved. While his query was about Principals and Vice-Principals, the same question can be asked of anyone in a school district leadership role. One of the comments was posted by Johnny Bevacqua who referenced the research we heard at a previous BCPVPA conference where the optimum length of time was suggested to be five to seven years. This has generally been my experience but I think there are some exceptions to the research.

     I should also declare that part of my motivation for this post is my own upcoming move. Leaving the role of Assistant Superintendent after three and a half years to take on the challenge of being the Executive Director for the BCPVPA feels like the right move despite not meeting the optimal length of time to effect change. Part of my thought process on the topic is that sometimes a move occurs because of external factors. The time spent in my current district provided some great personal connections and insights that I felt would allow me to take the district to new heights. The final decision was not mine and this prompted a good period of reflection to determine next steps. The new Superintendent has great ideas of his own to also propel the district forward. I determined it was better to find another spot to carry forward my thoughts and continue to have a positive impact on education in my region. Although I didn't stay for five to seven years, I have been reminded often in recent weeks about the contributions I have made and the long term impact of some of the work. Change, in this case, didn't have a time constraint.

     I was also pleased to see a tweet from Justin Tarte about his new assignment as an Assistant Principal. This is another role that I feel departs from the requirement of five to seven years. I have always advocated for the role of AP (or VP) to be a learning role where having different mentors as Principal provides a rich learning environment. Generally speaking I would consider switching these folks to another school after two years unless a vacancy occurred that would allow them to become a Principal. The role of VP/AP should not be a career move but instead serve as training for future leadership challenges. Working under different leaders and at different sites provides insights that are not as readily available when familiarity settles in.

     As I start thinking about making my move to a new role (and thanks by the way to all who have sent their good wishes) I do so with the premise of being there for five to seven years and effecting the positive types of changes that will be necessary to keep the organization vibrant and forward thinking. I also know that time has a way of bringing forward new challenges, new decision makers, and new opportunities. Most importantly I want to embrace each day with the notion that today matters and positive impact doesn't have a shelf life. The last words (as did the introduction) go to David Bowie:

Time may change me

But I can't trace time

 

 

Yesterday, Today, and/or Tomorrow

     Anyone with a role in education today knows that we don't work in a static environment. Despite that I still hear colleagues that appear to be trapped in one of three places - yesterday, today, or tomorrow. I'd like to suggest that our work (and more importantly the success of our students) demands that we spend time in all three.
     There are those who focus only on the past and long for "the good old days". These folks long for the "Leave it to Beaver" family unit where school was the law and parents and students never questioned a decision rendered. This notion might work if all of the other factors associated with those bygone days were also still in vogue.  Pick any aspect of life today and ask yourself if it is the same as it was during your parents' time. Technology is a favorite topic of folks following this blog. Remember the first computer you saw? Compare that with today where I have a Blackberry that has more computing power than the lunar lander had. Other aspects like the social fabric are also considerably different.  The great Satchel Paige once commented, "Don't look back. Something might be gaining on you." He may not have realized he was giving advice to educators but it certainly fits and serves as a good reminder that our work, while learning from the past, requires us to face the challenges we see today.
     Paige's advice may seem to indicate that today is the most relevant place to devote our energy and I do think that is where I spend much of my time. I've also come to realize that it's not enough when I think about preparing students for what lies ahead. Today is significant in that we need to assist kids and each other with all that is fluid in our world and that appears to change daily. Arming students with a different set of three "R"s - research, resiliency, and responsibility - may connect more with the realities they face than to stick with our traditional areas of focus. The concern with focussing only on today is that it precludes us having an eye on what's coming next. The thoughts of former Secretary of Education Richard Riley that the top ten jobs in 2010 didn't exist in 2004 serve as a reminder that "today" is very transient and needs to include an eye towards the future.
     Before we rush headlong into what's next, it is important to realize that focussing only on the future is a never ending game akin to a dog chasing its' tail. The reality of the future is that it never arrives! We need to assist our students to be able to take on all that might come their way and to empower them with a sense of hope. Fullan talks about hope not as a naive, sunny view of life but instead the capacity to not panic in tight situations and to find ways and means to address challenges. This is the future facing the majority of our students. While we may help them by arming them (or familiarizing them) with some tools, it is ultimately up to them to take what we have placed before them and run with it.
     A recent conversation with my son David gave an excellent summary of this topic. He said, "I look at the past with great humor and the future with great anticipation...it's the present that is wearing me down!" The balance needed to walk in all three views is a challenge but it is essential as we continue in our various roles as educators.

For Whom the Bell Tolls

     I had the opportunity to attend a conference in Seattle earlier this week.  It was a refreshing change to attend as a participant and a great learning experience as I spent time with colleagues from British Columbia, Alberta, Washington, Wyoming, and Tennessee. One of the more interesting conversations centered on what to do with students that have been struggling all year and seem destined for failure.  Depending on the jurisdiction there was anywhere from four to eight weeks left in the current school year.

     An educator let out an exasperated sigh as she reflected on the number of strategies she had tried with the end result still being that her student was hovering around the mid 40's as his grade and only four weeks left in the year. She suggested that her energies might be better spent with those who were responding to the interventions. I asked her to tell me a little more about the particular student and she described a student many of us are encountering. Little prior academic success, no support from the home, poor socializing skills, and a big chip on his shoulder concerning adults. She then added a number of vignettes about interactions she had with the student over the course of the year. These all struck me a positive interactions and I asked her if she thought these were reflected in her assessment of the student. She did admit to the personal growth the student had demonstrated but was frustrated by the lack of comparable academic growth. We talked about the time left in the year and what else could be done to continue the progress being made. It may not result in the student meeting the standard but clearly it should not be viewed as a failure.

     While we are challenged with book ends that mark our school year and are compelled to provide a final grade on the academic achievement of students during that time, this should not be confused with measuring the growth of students.  There is a Chinese proverb that states "the one who plants the tree rarely gets to enjoy its' shade", and that is so true for us as educators.  Clearly we must continue to plant the seeds of knowledge and tend to the garden that is our classroom.  Whether or not I, as the teacher of record, get to see the end result is not as relevant as whether or not the student experiences growth. As we collectively work to improve the life chances of all of our students we should also reflect and build on the work of those teachers who worked diligently before us to move students along the continuum of growth. As we head to graduation ceremonies let's remember the great work done by our Kindergarten teachers.

     You may recall the end to John Donne's Meditation 17 part of which is quoted in the title of this blog. The meditation ends with "it tolls for thee." Remember this as you look at the rest of the school year and contemplate who time is running out for. We are the difference makers and should continue to be just that until the final bell tolls.

Courage to Lead

     I was recently asked to give one word that I felt best described leadership. When asked a question like this I try to clear my mind and let the question find the answer. The word "courage" tumbled across my lips and intuitively it made sense.
  
     The dictionary defines courage as "the ability to do something that frightens one". While this definition touches on aspects of the work we do as educators, it does miss being a complete fit. I've always felt that the balance of being a confident leader is to not be inconsiderate.  It is this aspect of self-doubt that is often a hallmark of strong leadership.  It is the skill that allows for acknowledgement of the good work being done coupled with the ability to confront current realities.  We live and work in an environment that is defined by change and we have a responsibility to respond to that change.  The greatest things I did early in my teaching career have little contextual reference today.

     Positional power can be misused and set the work of a school back. Roland Barth talks about the significance of the relationship between Principal and teacher as being the greatest contributor to school success and the driver for all other relationships in a school ("Improving Relationships Within the Schoolhouse", Educational Leadership, March 2006,Volume 63, Number 6). The balance then, comes in engaging all who have a stake in the outcome in the conversation of why changes need to occur and what those changes might mean.  It's important to have all of the information at your disposal and to be prepared to have your thoughts challenged.

     Courageous leadership is not limited to the formal positions defined in school district but instead, is displayed across the system.  Recent blogs have highlighted great teacher leadership and powerful leadership lessons learned from our students. The power of two students in Nova Scotia to challenge bullying based on perceived sexual orientation spawned a wonderful celebration in schools across our country where we all don pink and think about the impact of our actions.

     Courage should not be used as a weapon to blindly charge forward. Instead, it must be balanced with the perspective that comes from walking in the shoes of others and being open to having their experiences influence the final outcome.  If I have developed any skills as a leader in my twenty-eight years of being an educator, it is because of the contributions of others that have emboldened me to be courageous in the face of significant challenges. Thanks.

Parents - A Positive Attribute of Successful Schools

     I recently had the pleasure of delivering the opening keynote at a parent conference hosted by the Simcoe County District School Board.  The "Circle of Learning" conference (http://scdsb.on.ca/parents-corner/circle-of-learning-conference/) is organized by the parent involvement committee (what a great idea for all districts to have) and part of their mission is to connect parents with student  success. This is the third year they have organized the conference and the goal is to build the participation levels each year. I also had a chance to sit on a panel and hear some interesting perspectives and some common themes that align with my daily work.



     The comments also served to remind me of the valuable role parents have played in many of the successful outcomes I've seen happen in my twenty-eight years as an educator.  Whether it was a commitment to communicating with individual parents about the positive attributes of their children I was privileged to teach or seeing a middle school PAC grow from a small core of fundraisers to a group of 50 or more that initiated change and became the strongest advocates for our school, their contributions have also been precursors to larger positive outcomes.
     Communicating with parents continues to be an important part of my work today. Often times the point of interface is the midst of a crisis where resolutions are not as quickly achieved. Still those moments provide deep insights such as this recent communique I received from a parent:

“He is not the perfect child, if there is such a child, and I'm sure he will have his moments, but I would like them handled with maturity and fairness and with the professionalism that we can expect from the school and the adults who have been trained to deal with these situations.”

The point being made is that parents generally believe that educators have skills and abilities additional to their own and this might provide a deeper insight into resolving the challenges with the child.  Ponder this question - Do you think that your communication with a parent about a problem their child has is a revelation to that parent? More often they are aware of the challenges and limitations as they spend significantly more time with the child.  They are looking for some additional assistance in managing the problem and, in my experience, are much more likely to feel part of a team when invited to co-create a solution.
     Anything we can do to include parents in the daily lives of schools and to remain active participants in the education of their children will almost certainly guarantee a positive result.