2018 has been a wonderful year of learning, connecting, growing, and being inspired by the many great educators who I am blessed to work with. Thank you to everyone that I get to work with on a daily basis, through professional organizations such as CUE, ACSA, Future Ready/Alliance for Excellent Education and EIAK12. As the year draws to a close, here are the books, movies, and music that made me think, brought me inspiration, peace of mind, or that I just simply enjoyed. A few of these I just keep rereading as they sit by my bed or by my favorite chair in the living room. They weren’t all released during 2018. They are simply the books, movies, and music that found their way into my heart, my soul, and my intellect this past year.
*Becoming by Michelle Obama
*The Time of Our Lives by Peggy Noonan
*Little Dreamers – Visionary Women Around the World by Vashti Harrison and recommended to me by a wonderful 3rd grade student.
*GMorning GNight by Lin-Manuel Miranda
*The Leadership Lessons of Jesus by Bob Briner and Ray Pritchard
*Wit and Wisdom from the Yoga Mat by Rachel Scott
*You Are Doing a Freaking Great Job -Workman Publishing New York
*The Inevitable by Kevin Kelly
*The Right Kind of Crazy by Adam Steltzner
*Transforming School Libraries by Ron Starker
*Mindset by Carol Dweck
*The Art of War by Sun Tzu
*How Great Leaders Think by Lee Bolman and Terrence Deal
*The Book Whisperer by Donalyn Miller
*Truly Madly Guilty by Liane Moriarty
Mowgli – Legend of the Jungle
The Incredibles 2
Looking Forward to Watching:
Won’t You Be My Neighbor
If Beale St. Could Talk
Blame it On Me by George Ezra
Budapest by George Ezra
Catch My Disease by Ben Lee
Lost in My Mind by The Head and the Heart
Home by Phillip Phillips
Wish I Knew You by the Revivalists
What Are We Waiting For by Leslie Odom, Jr.
I Can See Clearly Now by Jimmy Cliff
Hey, Hey, Hey by Michael Franti Spearhead
The Sound of Sunshine by Michael Franti and Spearhead
Island Style by John Cruz
Island in the Sun by Shwayze and Cisco
Simple by Florida Georgia Line
I got to spend a whole day teaching!
Yes, a whole day. I’ll admit when I got the text Sunday evening letting me know that none of our subs were available, I had mixed feelings about spending the whole day teaching. I loved the idea of teaching, but I have a full inbox, board policies to review, a facilities plan that needs updating, two community meetings to prepare for and facilitate this week, contracts to move forward…
However, I had the best day and yes, while teaching is definitely a demanding position, I found that current technology has changed the modern student’s knowledge base, and that can make teaching a lot more fun and interesting than it use to be, and I’ve always loved teaching.
Somewhat serendipitously, I came across this post from Eric Curts’ on Twitter feed this weekend and sent it to myself thinking, “This would be fun to do if I got the opportunity to guest teach.” Yep, it was fun to do and the students had as much fun learning about me as I did about them.
For more great lesson ideas from Eric Curts check out: https://www.controlaltachieve.com/
The top ten items that made teaching today more fun, interesting and dare I say easier than what I remember from back in the day:
*Bonus Item (because this is education and even if bonus points are a flawed grading practice, we all like our bonus points!) Formative Assessment and Immediate Feedback embedded digitally and immediately throughout the entire day. Wow, just wow!
Here’s to you Teachers! You have a great job and I was thrilled to be fully among your ranks again today.
I had the wonderful opportunity to attend ISTE18 in Chicago where forward-thinking educators and vendors come together to learn, network, dream, and reflect. The experience was an occasion to be surrounded by the innovative, those who are iterating on current practices and tools and those who are creating the completely new. The enhancements to personalized and interactive learning through virtual and augmented reality are noteworthy. The tools to develop early learning skills such as sequencing through basic coding applications for K-2 students are inspiring. The shift that has already happened in private industry and the systemic disconnect with pedagogical practices was astonishing.
There continues to be a draw to the “shiny.” We like app smashing. We like tools that save time. Yet, we struggle to connect these to creating knowledge among adult and child learners that shift us from consumers to creators of content that is relevant to building contemporary skills, fluency, and meaningful learning applications that align with what our students need to be successful in the workforce. There is a continuing struggle to simultaneously develop these skill sets as well as those necessary to perform well on the standardized tests our society values as a measure of a student and school’s success.
With that in mind, presentations by Carl Hooker and Brianna Hodges and Eric Curts were noteworthy for their focus on enhancing pedagogical practices, empowering struggling learners, and inviting educators into planning processes to both enhance and empower the student learning experience.
We have pockets of excellence with educators like Hodges, Hooker, and Curts happening in schools and different classrooms happening in schools and districts across the country. However, we struggle to create the conditions in which these practices become systemically ingrained across all of learning including the professional learning of educators. As the world continues to become increasingly automated, the necessity of preparing students with the foundation that prepares them for an automated world for behind the scenes careers focused on design, experience, personalization, and technical knowledge continues to grow as a moral imperative to society.
Heading to San Francisco via O’Hare, a series of events struck me that drove home the urgency there is to prepare our students for jobs in a largely automated world.
I checked in to my flight on the United App the evening before from an Uber ordered through the app while heading to Hamilton. I paid for my luggage on the same app in another Uber on my way to the airport the next morning. I weighed and printed out the sticker for my luggage at an automated kiosk, scanned my boarding pass from the app as I went through security and boarded the plane. Along the way, there were a lot of travelers, but my experience was largely automated and self-driven as well as very different from school environments.
Even refilling a water bottle and flushing the toilet was automated.
I came home to find that I had received a paper check in the mail. I opened the Chase Bank app on my phone and within moments, the check was deposited. I noticed we were low on some non-perishable items in the cupboards, opened the Amazon app and reordered the items with a few taps at a lower cost than our local stores and home delivery.
The implications of these experiences for student learning demonstrate the urgency to hire personnel who are adaptable, who stay connected to the contemporary and connect their own learning to private industry as well as education. It is imperative that all schools, regardless of size or location are provided with the expertise and funding levels that allow students and communities to experience the shift to modernization before it surprises them or they aren’t prepared to navigate and compete in a world with tools that require creativity and critical thinking skills to fully access what is becoming ubiquitous in some communities while remaining novel or unknown in others.
Not only will our students need the creativity and critical thinking skills to access the automated world, but they will need the critical thinking skills to design, communicate, and work collaboratively in a world that will require this of them to be successful, contributing members to society.
Our challenge as leaders grows to invite the politicians who make crucial decisions regarding funding and assessment of education success criteria into a shared understanding of what is needed to prepare this and the next generation of student to be successful in careers that will take them into the 22nd Century.
“Let my soul smile through my heart and my heart smile through my eyes…” Paramahansa Yogananda
Does what you’re doing feed your soul?
Spring brings reflection and opportunities for change, particularly in the field of education. College students wonder about changing majors, changing schools. Teachers and professors wonder if they are in the right place, right grade level, right subject matter, on the right team. Leaders wonder if they are in the right organization, are they leading their teams well, have they empowered others to be their best?
“When do you sleep?” “You look so happy.” “You must love what you do.” “Are you going to quit?” “I feel in limbo.” “Should I really change majors?” “I was told I could make more money…”
There is a dichotomy to these questions and statements every one of which I’ve heard this past week. Each question, each statement allows for the same responses, “What is it about what you’re doing that feeds your soul?” “What is that you think will feed your soul about the change you are considering?” “What does success look like and feel like to you?” Success is not defined by what others think and feel about your decision. Success is defined by how you feel and think about your decisions when you lay down to fall asleep at night.
Ask yourself, “What my feeds my soul?”
Do what energizes you. Do what makes you smile. Do that which makes you feel vibrant and causes others to ask and comment, “Do you sleep? You look so happy.”
Character cannot be developed in ease and quiet. Only through the experience of trial and suffering can the soul be strengthened, ambitioned inspired, and success achieved. Helen Keller
“Love never stops being patient, never stops believing, never stops hoping, never gives up.” 1 Corinthians 13:7
As educators of faith, let us remember that, love never stops…
…being patient Help us to remember to be patient with our students who struggle, with colleague’s who we may not see eye to eye with, with parents whose support we don’t feel, and community members that we work in partnership with.
…believing Help us to remember that every child, every student, can grow and learn. Help us to remember that we do have the patience and the ability to support them. Help us to remember that everyone has the same goal of doing good work for children.
…hoping Help us to have the energy and enthusiasm to always bring our best, to know that we are making a difference in the lives of children and the direction of their futures.
Love never gives up. Help us to remember that through the challenges, You are by our side and the side of every student we serve. Help us to remember that when negativity comes our way, to stay true to the work of helping and teaching children, to supporting and accepting support from our colleagues, parents, and community. Help us to keep an open mind when listening to those who don’t agree. Help us to do work in the interest of all children unconditionally, to forgive, and give the gift of grace to ourselves and to others.
I was given the book The Time of Our Lives by Peggy Noonan by a community member with a note that read, “May this book bring you inspiration during times of trial.” Remember, sometimes doing the right thing is hard!”
The gift and the note were timely. I had just been on the receiving end of some strong criticism. I was challenged in a public a meeting with statements of, “I don’t care what the law says,” and “I don’t care if there isn’t money in the budget. Make it happen,” and finally, “So, what are you saying? We’re not going to get our way?”
This reminded me of a popular cartoon in education circles:
While satirical, the cartoon has become well known among educators because it is often how we feel things are. It was certainly how I felt as those comments were called out.
But, back to the book…
As I read the introduction, I was struck by the opening quote, from Laurens van der Post “We live not only in our lives, but, whether we know it or not, also the life of our time.”
Noonan writes of being a pioneer. Initially, as a part of the “first great wave of women” to enter the field of journalism during the 1970s, then as a female speechwriter for the President during the Reagan years, and finally as one of the first internet columnists for the Wall St. Journal. She writes of a society looking for a “shock to the system” in the last presidential election.
As I read her words, I was struck by the “shock to the system,” the changes in education have brought over the past ten years to what once seemed very standard and therefore safe. There was a perception that grandparents, parents, and children would ultimately have pretty similar school experiences and stories. It may not have been exciting, but it was safe.
The past ten years have brought significant changes to the standards that are taught, to the methods used to teach them, to the technology that is still being experimented with, to keeping children safe and emotionally regulated, to the classroom and furniture design, to the way schools are funded or underfunded. Our children’s classroom and play experiences no longer look like those so fondly remembered by past generations. To some this is exciting; to others this is frightening. When we become afraid or nervous about something it is because we sense danger. What is unfamiliar or unknown can bring forth strong reactions.
It can be scary to not understand a once familiar system. It can be scary to not understand the changes. Statements such as, “I don’t care what the law says,” and “I don’t care if there isn’t money in the budget. Make it happen,” and “So, what are you saying? We’re not going to get our way?” can come from a genuine place of seeking what one believes is in the best interest. It can bring genuine frustration that while the concerns are heard, they are not changing a course of action.
Changes to our education system, the way students learn inside and outside of classrooms are going to continue. We will either adapt or we will risk becoming irrelevant. It does not feel safe to move forward into the unknown, but it is clear that we must nevertheless move in that direction.
Even with this knowledge, these statements have continued to make me uneasy.
In a homily, given by Father Kelly Vanderhey at Mission San Luis Obispo, he stated, “Freedom against the law is freedom against humanity.”
“Freedom against the law is freedom against humanity,”
The sermon continued with the reflection that there are seven really difficult years in everyone’s life. Seven years of pain that we all struggle through. Those seven years are from the ages of 13-19. These are the years during which we most struggle for freedom. We struggle for freedom from our parents and from rules. We seek independence. Yet, we are not ready to accept the full responsibility and accountability for those freedoms. We also seek to avoid the consequences for not following the rules.
It seems we may be in the teenage years of transformation in education. We seek independence from a system we know wasn’t working for children. We struggle with the transition. We want the freedom to explore and experiment to truly meet the educational, social, and emotional needs of every child. We have to be strong because it can feel easy to give in to the pressure that is loud.
While laws, rules, policies, and regulations can be boring, it turns out that these are what ultimately do keep us safe during times of change, struggle, and disagreement.
In her book, Noonan also quotes Pope John XXIII:
Do not walk through time without leaving worthy evidence of your passage.
Continue to lead during times of trial for it is when we are out of our comfort zones that the magic will happen.
ACSA’s Superintendent Symposium recently brought together leaders from the forefront of California’s schools. The symposium provided the platform for sharing the vision, learning, and successful practices that are moving the State’s public schools forward. While California’s public schools rank 41st in the nation for per-pupil funding, the State’s superintendents contributed successful practices that are bringing creative and visionary leadership to the challenge of being underresourced. The goal – to provide rigorous academic instruction highlighted by preparing students for rapidly changing workforce skill sets while instilling a strong foundation in local, national, global, and digital citizenship. The methodology – putting structures and systems into place in cultures of support and caring for students and the adults who serve them.
Achieving this goal comes, first and foremost, with an investment in people. An investment in the professional learning of the people who work with students every day. An investment in the teachers who design lessons. An investment in the support staff who keep things moving behind the scenes. An investment in all those who are supporting the learning and the social/emotional development of the children who attend our schools. Students come to school each day with a variety of needs. Some students show up from strong, supportive homes ready to be challenged. Some students show up for the only two meals of the day they will eat and a safe place to spend their spend time. Others show up needing social/emotional support, extra help to work through the challenges of a disability, or trying to learn English while also keeping up with grade level curriculum. Our schools are filled with caring staffs rising to the challenge of serving every child.
Calfornia’s school superintendents gathered to share successes and strategies on how to lead and support this very important work. These leaders were inspired as they focused on what it takes to prepare today’s student for their future within the structures that are being defined by rapid change and a need for adaptability. Keynotes by Thomas C. Murray of the Alliance for Excellent Education and Future Ready Schools, as well as Travis Allen of the iSchool Initiative, were energizing. The messages and resources provided forced deep thinking about how we are engaging our students in classrooms right now while simultaneously being tasked to prepare them for the world they will live in as adults.
I left inspired!
Upon coming home from this week of professional learning, I, like the rest of the attendees, needed to catch up with mail, bills, email, laundry, grocery shopping… One of my first stops, as I embarked on catching up on the home and work fronts, was at Albertson’s. As I shopped for the upcoming week’s groceries, I noticed how engaged a three-year-old was with his grandparents as they too did their grocery shopping. I began gently “stalking” and eavesdropping on them.
I first met them in the meat department, where the full of life and personality three-year-old showed that he has great taste in the type steak he would like to eat – top sirloin. His grandparents were far more partial to the hamburger, but he had outstanding self-advocacy skills and, ultimately, the top sirloin made its way into the grocery cart.
As his grandparents hesitated to buy the steak, he took it upon himself to look around for and connect to other resources to help himself get what he wanted. He received support from unsuspecting customers in the meat department who responded to his requests for assistance. The first customer he reached out to, grabbed a plastic bag for him. He took the package of steak he wanted and the next customer he approached helped him to get the steak in the bag. All this, while his grandmother’s hand rested on his shoulder as she perused the hamburger options with her husband. I became cognizant that in this brief moment, the child had shown me that the at the age of three, he is already able to identify his preferences, speak articulately, advocate for himself, and collaborate with those around him to assist with problem-solving. These are expectations that are addressed specifically in the standards and strategies taught in our schools. Yet, there continues to be discussion and pushback in some circles on giving students voice and flexibility in their learning.
The final stop of the shopping trip was at the Redbox. As I was selecting a movie, this toddler stood at the machine to my left while his grandparents watched him from the check-out line. As his grandmother paid for the groceries, he tapped through the prompts to get to the video game he wanted.
I watched and listened as his grandfather approached and asked him what he was doing. The young boy, confidently responded that he was renting a video game. His grandfather responded that they couldn’t rent the video game. “Why not?” asked our clearly well-developed consumer. Grandad replied, “Because the machine isn’t working.” Without skipping a beat, the gentleman‘s grandson responded, “Yes grandpa, the machine does work. Here, let me teach you how. Can I have your credit card? All you have to do now is swipe your credit card and confirm your email. It will give you the game. The machine is working.”
I thought,”What an incredible spirit of generosity ready to teach, not to mention, great use of the word ‘confirm’.” I saw the beginning understandings of financial literacy. I saw the medium that is most engaging to this young man. I saw that he wanted to share this knowledge and was excited about his ability to do so. I saw self-advocacy skills.
I also saw that despite being told no twice, his spirit continued to remain positive, his ability to problem solve on his own continued to remain strong, his confidence to speak up continued to remain intact,
I kept this in mind as I thought of the research and data that Tom had presented from the “Engaged Today: Ready for Tomorrow,” Gallup Student Poll, 2015 during his keynote. It is disheartening to see how students respond by grade level to the prompt of whether they are having fun learning while at school.
The graph clearly shows the rate at which the level of enthusiasm for learning at school declines.
Travis Allen, college student, and entrepreneur shares a story about the skills he learned through video games that serve as the foundation for his successful business. I appreciated his encouragement that as adults we should sit down and play these games with children so that we can see the skills they are learning from gaming. Games such as SimCity, Diner Dash, Roller Coaster Tycoon, and the Angry Birds series are only a sampling of games that develop skills such as urban planning, creativity in problem-solving, managing a budget, paying attention to details, pulling information and details out of situations.
This wonderful three-year-old boy, grocery shopping at Albertson’s with his grandparents, made sure that the learning and the thinking that happened at ACSA’s Superintendent’s Symposium solidified an understanding of what our call to leadership is. We must support our public schools with adequate resources and the freedom to explore how to engage students. This boy will come to us with some understanding of financial literacy. He will come to us as a child who is curious, creative and a problem solver. He will come to us with strong verbal communication skills, already applying critical thinking to come up with solutions for real world day to day challenges and problems.
It is up to us, as educators, to put structures in place that allow for the freedom and flexibility needed to change a system in which data points demonstrate a decline in student engagement the longer they attend school. It is up to us to continue to engage this little boy with the learning tools he has already started developing during his toddler years. It is up to us to provide him with an education not just from the point of view of adults, but also from the point of view and expectations of him as a learner. It is up to us to capitalize on the skills he is already bringing with him
He will be in one of our classrooms in a year and a half. Will we be ready?
As I tried to leave work, one thing after another kept coming up that, moment by moment, began putting me behind schedule. I was heading to an ACSA Personnel Academy in the same town that my son attends college. My hope was to grab a quick Starbucks Frappuccino for some caffeine to help me get through what would end up being a 14 hour work day and to be able to stop by to get a quick hug from my son, while also getting to the Academy on time.
I finally got on the road. One slow vehicle after another kept getting in front of me. Driving along the 101 in California, there were several construction sites and thus rightfully slower zones. These had been planned for in the original departure time goal.
I pulled into the Starbucks drive-thru to discover the line was longer than expected. Orders were being filled slowly. Another car had pulled in behind me and I couldn’t back up and skip the stop. I started taking deep breaths and texted my son, “I’m running behind schedule. Not sure if I’ll be able to stop by.”
Back on the 101, the two cars ahead of me drove side by side at 55 mph in a 70 mph hour zone. I couldn’t pass either one of them and could feel myself getting frustrated. Yet, all of a sudden a very calm feeling came over me. The words, “I’m protecting you,” came into my mind. The calmness was so sudden and out of the blue. It really caught my attention. I took a deep breath and said a prayer, “God, thank you for slowing me down and protecting me from whatever it is that I may never know. I trust that You are taking care of me.”
Ten minutes later, I drove past a six-vehicle accident. Several volunteers had already pulled over to assist, but emergency personnel had not yet arrived.
Not only did I stop to get and give that hug to my son, but I took some extra time to buy him dinner and tell him the story. I ended up getting 5 incredible hugs during those twenty minutes, was able to hear some wonderful stories from him, and am now looking forward to a bonus Monday night dinner date with him.
Yes, I arrived late to the Academy. When I got there though, I found the session was just getting started.
I thank God for the gift of faith He has given me, for protecting me, and for helping me keep what is really important in perspective.
It’s 2018 and we’re still having conversations about what it means to be a 21st Century Leader and Learner in education. We are still having conversations about what a 21st Century education should like. Nearly one-fifth of the way into the 21st Century, it’s time to shift these conversations and focus on the actions needed to ensure that we are providing a relevant education to today’s student that will prepare them for their tomorrow.
What exactly does this look like:
2. Understand that National, Global, and Digital Citizenship can all be rolled into one. Citizenship. Being a person of good character stands the test of time.
3. Engage each generation’s student in learning with the tools that are being used by their generation.
Making the commitment to being an educator is making a commitment to the future. It is making a commitment to empowering each generation with knowledge and skills. The responsibility for educating children and students of all ages has always been an important one. Yet, our generation has been given the gift of living in a time marked by rapid shifts technological growth and in how the world does business.
The education system is still in its infancy in responding to the needs of the globally connected, digitally literate student. Courage is needed by educators, parents, community members, legislators, and students to move from accepting the transferring of past practice to digital formats towards practices that enhance and accelerate learning that is engaging and relevant.
We must bring an open mindset to our roles. We must embrace innovation and lead by investing in people. Teacher leaders invest in your administrators. Site and district office leaders invest in your support staff, classified staff, and classroom teachers. Educate parents, community members, school boards and legislators to bring an understanding of what it looks like to prepare students for their tomorrow. Share resources and professional learning that support the growth and adaptability of the education profession and the system that supports it.
Preparing students for their future is a call to action. Whether in a small school district or a large one, whether in a small school or a large school, whether in a small community or a large community, invest in, learn with, and educate. Shift the conversation. Embrace what is possible and make it happen.