Out of Africa

Staff at the American International School of Abuja.
Many of the teachers in this photo will pursue
other teaching opportunities in the next 2-3
years. Their good efforts will transcend their time at AISA.
  

     My recent trip to Nairobi and Abuja provided some wonderful travel moments, which I’ll treasure for a lifetime. They are one of the value added pieces of being an educator and a great reminder of how fortunate I’ve been in this career.

     As an educator I was really keen to find out what would be different, better, worse, or common to my context. My context has been derived from 29 years as an educator in British Columbia in a variety of roles (teacher, vice-principal, principal, university sectional instructor, president of a provincial organization, Ministry of Education project manager, assistant superintendent, and executive director) and locations. But, it’s my context and it’s continually shaped by interactions with fellow educators.

     The AISA conference in Nairobi, Kenya brought me in contact with educators from at least a dozen African nations. That seemed like a good sampling and I set out to ask many questions during the seven-hour sessions I facilitated. I thought the student body at these schools would preclude any of the challenges I might have encountered. That was my bias borne out of the notion that if parents were paying large sums of money to send their children, it was likely that very few serious challenges would emerge for the teacher. Here’s where context plays a role again. The teachers described similar concerns and a range that exists in most schools I’ve visited. The pyramid of behaviors we describe in our book (http://www.solution-tree.com/authors/tom-hierck/pyramid-of-behavior-interventions.html) exist just as clearly. I was also regaled with many stories of student success and breakthroughs. If I had closed my eyes for a moment, I could have imagined myself in many of the schools I have visited.

     The school visit to the American International School in Abuja, Nigeria provided further evidence that schools are schools, kids are kids, and great educators practice their craft everywhere. The two days we spent on assessment practice yielded similar questions and successes to any I’ve conducted on home turf. In fact, what drove the point home of the effectiveness of pursuing the right outcomes came as a result of a relatively unique challenge the international schools face. They have a significantly high percentage of staff turnover annually. While my belief and much of the research I’ve read suggests a five to seven year window for effective leadership to emerge and take root, these schools hardly ever see anyone approach the lower end of that scale at the principal or assistant level. Teachers that stay beyond the two year initial contract are rare and those that stay beyond three are almost unique in their schools.

     You might ask how the school can gain an identity or have a vision with such turnover. That’s where attaching yourself to the right things becomes the glue to hold things together. Schools that pursue effective assessment practice and engage in ongoing formative assessment while providing descriptive feedback do so not because this is the passion of certain individuals on staff but because it’s the right thing to do. Having everyone fluent in this means that there are always some individuals that bridge those entering the staff and those leaving. It becomes something that is transmitted in the effective dialogue teachers engage in as professional learning communities. Rather than answers being derived from the well of “that’s the way we’ve always done it”, the answers need to make sense to those coming in as being the best way to do things. 

     Despite working with numerous groups over the last few years on assessment and professional learning communities, the obvious benefits of these initiatives in an immediate way had escaped me. I was stuck in my old paradigm that it took time for these to take route and become effective and that meant having committed people stay for long periods to ensure the work survived. Thanks to my colleagues in Africa, I was reminded that these things work because they are the right pursuits for educators to follow.

Time Is On My Side (Yes it is....)

     I was inspired by a recent post by Chris Brogan (http://bit.ly/pVGHWN)  "The time we're losing" that Darcy Mullin (@darcymullin) brought to my (and others) attention. In it Brogan argues that we have plenty of time to accomplish our goals but get caught up in other people’s “urgent and emergent” or get distracted by time wasters that prevent us from reaching our goals.

     I’d like to take the notion a little further by suggesting that time is our most precious resource in schools today.  How we use that time says a lot about our priorities and, in essence, defines what our school is all about.

     Think about your last staff meeting.  How much time was devoted to professional conversation compared to “administrivia”? When you get together with your colleagues is more time spent on the “great late debate” or on improving outcomes for students? It becomes apparent very early on in my visits to schools when I hear the nagging conversations focus on hats, food in class, and tardiness that a shift needs to happen if we are to move forward with the real reason we’re in the education profession. I’m not suggesting that these items should be blithely ignored but that they need to be addressed and then monitored (but less frequently than academic and social-emotional outcomes). Consider the discussion on tardiness. In essence this is a time waster focused on devising a consequence that will eradicate this problem. As if 150 years of public education and the educators over that time have never discussed the issue or found the silver bullet. Over the years the conversation is rendered moot when I ask any gathering of educators if there is anyone who has never been late to a staff meeting. It’s the rare occasion when I see a hand raised, and that individual is usually challenged by their colleagues on the veracity of the notion.

     I like to start my work with groups off by asking people who or what inspired them to become teachers and to recall a positive moment in their careers. I love watching how animated the discussion becomes and how positive and alive people are during the five minutes. Inevitably I end the sharing far too early which reminds me of a couple of things. First, teachers like to talk and share good news. Second, we don’t get enough time to do that. While I agree with both these sentiments, I conclude the activity by reminding the group that, more often than not, they have not taken even five minutes nor shared with a colleague a positive experience that occurred in recent memory. Yet, most will have spent considerably more time than that on things that did not generate have the excitement the five-minute activity did.

     The challenge for us is to keep the focus on “the main thing(s)” and not get distracted by all of the background noise. If the starting point is to create a five minute chunk , what’s holding you back?

Moving Forward (With a First Step Back In Time)

You can't connect the dots looking forward; you can only

connect them looking backwards. So you have to trust that

the dots will somehow connect in your future. You have to

trust in something — your gut, destiny, life, karma, whatever.

Steve Jobs

         I made a career decision to pursue what I am most passionate about and where I might have the greatest impact as an educator. Decisions like this rarely come lightly and the first steps are always the most cautious. My inaugural step away from security was made more comfortable by a return to familiar ground.

         I had a chance to return to the school district where I began my career 29 years ago. I found myself swamped by memories as the plane touched down at the Williams Lake airport and the drive to town only added further color to my recollections. Dinner with former colleagues and a quick scan of a very old yearbook brought a comfort that clearly escaped Thomas Wolfe when he remarked that one can never go home again. It felt like putting on your favorite old sweater. The one that, despite a few holes, always made you feel warm.

         The success of the workshop the next day was fueled in equal parts by my desire to ensure the day was memorable for all of the participants and the support of some of my mentors from those early days as a teacher. That some retired colleagues would come out and spend time in a session spoke volumes of their dedication to their craft and of a relationship that started me on the path to where I find myself today. Words cannot adequately express my appreciation for the support I received as a “newbie” and the support I received as this next phase of my career as an educator gets established.

         What I came to realize at the end of that day is that we all make a different contribution to the success of students and to the success of each other. My circle of influence has shifted considerably in the last five years and I have become a better educator because of the contributions of so many others. There is still so much to learn and my metaphorical classroom (that I sit in as a learner and lead as a teacher) has no permanent home but instead has an ever-changing construct and population.

         My calendar going forward has trips to Kenya, Nigeria, Nova Scotia, Indianapolis, Niagara Falls, and Nunavut. I know there will be expectations placed on me to provide a spark to further engage the good work of colleagues in all of these locales. I also know they will all provide a spark that will ignite further passions in me to ensure that I can make a difference as an educator.  

It's All About Relationships

     The title of this piece may seem trite to some and a well used "catch phrase" to others but the truth  is, the longer I'm in this profession the more overwhelming the evidence that speaks to this being, perhaps, the one universal truth about our role as educators. Two recent experiences brought this home once more.

     I have to admit that high school reunions are not my cup of tea - at least as far as attending with former classmates - and I have passed on being a participant at any of them. However, I am always honored to attend when former students extend an invitation to be a part of their event. The most recent one was another chance to catch up with a wide range of students and see the growth that has occurred over the last two decades. It's always a treat to hear a positive recollection or mention of support and I continue to be amazed at how a seemingly innocent and unintentional act on my part was significant for the recipient. It reminded me of the Chinese proverb that states "the one that plants the tree rarely gets to enjoy its shade", but in this case I did get to enjoy the positive outcomes.

     The second event was more personal as my youngest daughter got married to her high school boyfriend. My new son-in-law also happens to be a former student that I suspended, and the story gets better. I was honored to be asked to be the Master of Ceremonies at the reception and my first question to the assembled crowd was "How many of you spent time in my office?" More than a third of the crowd shot their hands up including most of the bridesmaids and groomsmen. The best man got a big laugh when he mentioned how shocked everyone was to hear the groom was marrying the Principal's daughter. Fortunately, grade nine is not terminal. The kids I had to spend lots of time with and work to effect changes in their lives were now adults exercising (mostly) good choices and were happy to share their updates with me. I was the beneficiary of some personal sharing and positive feedback.

     Perhaps the most fascinating story came from Travis. My recollections were that he and I didn't go much longer than a couple of days between his visits to my office during his three years at the middle school where I was Principal. Most of the time was spent trying to discern what he was interested in and what we could do to engage him more positively in school life. He had his share of baggage but also had a spark that just needed to be fanned before erupting into the flame that would add definition to his life. Travis surprised the happy couple with this painting:

He had created it from two photographs he had and the clarity of his work make it impossible to misidentify the couple. I was stunned by his creation as were most of the guests, and asked Travis about his talent. He confessed to only starting this "hobby" as he was thinking about a gift and that the completed work took him the better part of a day. I was chuckling to myself thinking how it might have been nice to know after one of our lengthy school talks that there was this brilliant light at the end of the tunnel. It was great to see him accept accolades (and orders for future paintings) with a confidence that belied any of the struggles he may have once experienced.

     My mantra over the last number of years has been that every student is a success story waiting to be told. Helping them to discover and tell their story drives me forward. The rewards are numerous and the journeys incredibly satisfying.

Have a Great Day! (The Choice is Yours)

     As educators I think we are all story tellers first and foremost. As a learner I find that I most connect with others who, in telling their story, also reveal some of the struggles they have dealt with. I don't relate very well to those who have an aura that indicates they have never made a mistake. I've also come to realize we are largely responsible for creating the world we live in or at least how we view that world.

     As I reflect on the school year that has concluded I know that I had way more good news than bad and yet I let the bad news consume me for a time. Not getting a job I really wanted knocked me for a loop. The time spent being disappointed detracted from enjoying other aspects of my life and that was a poor choice on my part. Especially when the end result was that I ended up having the opportunity to take on an incredible job that I would not have considered otherwise.

     I know it is easy to see what's wrong or missing but it does little to create forward progress. How we view the setbacks and respond to them is what allows for gains to be made. Research speaks of a 4:1 positive to negative ratio or the need to have four positive actions to outweigh the impact of each negative action. This is where we can exercise choice. Rather than looking at these five math statements  

3 x 5 = 15

10 – 6 = 4

2 + 7 = 9

11 – 8 = 2

12 / 4 = 3

and noticing that one is wrong, perhaps it is more prudent to notice that four are right. This by no means dismisses the notion that one of the solutions is incorrect. Instead it becomes a question of where we spend the bulk of our energy. Do you notice the one student without supplies or the twenty-four with them? Is our attention drawn to disparaging the tardy or honoring those present?

     I know each day I wake up and ponder the issues about to unfold, I have a choice to make. I hope I'll decide to have a great day more often than not. Seems better than the other option. 

10 Questions Looking for a "Yes" Answer! (Book Excerpt)

     I am thrilled to be part of an author team with Charlie Coleman and Chris Weber and happy to see the book will be out this week (http://tinyurl.com/3zj6tns). Here's an excerpt that is timely as our thoughts drift away from the recently completed school year and towards the upcoming one:

     Educators must make a commitment to approach challenges in a positive way, by helping students find their passion as they prepare for a world vastly different than the one we faced. We cannot change the students who come into our schools; rather, we must change our approach to working with them. We must commit to proactively serving students by anticipating their needs.


     We can predict that students will experience frustration, confusion, and perhaps failure in the absence of clearly articulated routines, structures, and expectations for their learning environment. Over the years, as we have worked with many staffs in a number of school districts, our repertoire of strategies for improving student behavior and overall educational effectiveness has evolved. While there can be no complete, exhaustive list of strategies for making a difference with students, we hope that those presented in our book will help you and your school community get to a place where staff, students, and community members can answer “Yes!” to the following ten questions (Hierck, 2009a):

1. Does everyone in our school agree on why we are here?

2. Does everyone really believe we can make a difference for all kids?

3. In terms of making a difference, do we have a common school-wide vision?

4. Are clear and specific school-wide systems in place to make our vision a reality?

5. Are classroom plans in place that match the school-wide systems?

6. Are individual student support options in place?

7. Do procedures in the office support the school, classroom, and individual plans?

8. Does every adult talk about these plans openly, regularly, and systematically?

9. Do we know, with measurable evidence, that the plans are making a difference?

10. If our plans are not making a difference, are we willing to try something new?

     I hope you'll enjoy the book and look forward to any feedback you might want to share.

Descriptive Feedback - Life's a Beach!

     Summer is trying to arrive and most educators are striving to get a break and recharge their energy reserves. Therefore, posts should be short (also a nod to Twitter friend @Nunavut_Teacher who likes short posts) and specific. So here's my first attempt at a shorty....

     Yesterday I was having a great time with my granddaughter on the beach and at the park when I caught myself doing what we some times do in education - giving feedback that was meaningless even to an 18 month old. I caught myself saying "good job" and "nice work" as she was putting rocks in a bucket or sliding down the slide. It reminded me of a brilliant post by Nicole Vagle (check it out at http://www.allthingsassessment.info/wordpress/?p=55) that spoke to the need to go beyond these trite phrases. I committed to trying it out with baby Isabella and gave her specific feedback about the size of the rocks she was gathering and to look for different sizes as the bucket got full. I told her she could go faster on the slide if she pulled her legs together rather than having one out to the side that caused her to slow down. Now, I am willing to admit that the sun was shining on me and I could have been a little dopey but I am convinced that she changed what she was doing based on the specific feedback I was giving. If it works for babies, what a powerful intervention it must be for our students! Just a thought before heading back out for more Grandpa time.