Tag: education

Recommendations

We Respectfully Advise the California State Superintendent of Public Instruction to Use His Authority…

Up at 3:30 a.m. Shower. So tired, I barely remember the shower, but I do remember the moment I realized that I was spraying deodorant in my hair rather than hair spray. That moment woke me up.

“Do I have time to stop by Starbucks?” I wondered as I left at 4:10 a.m.

Screen Shot 2019-06-08 at 4.37.20 PMI drove by the front door of the Starbucks. Joy! The lights are on and there are two women behind the counter. I can taste that grande, nonfat hazelnut latte with an extra shot and see it sitting in the console of my car available for me to sip on as I drive to the airport. Wait, what!? The sign on the drive-thru window says they don’t open until 4:30 a.m. 4:30! There’s no way I’ll make my flight if I wait. I hit the road. I’m on my way to the airport to catch a flight to Sacramento.

Screen Shot 2019-06-08 at 4.39.26 PM.pngCalifornia State Superintendent of Public Instruction, Tony Thurmond has convened a committee of educators from throughout California to inform recommendations for educator professional development. His team has provided 12 focus areas for short- and long-term goals.

Short-term Goals

  1. Equity and Access (UDL, MTSS, differentiation, etc.)
  2. Alignment/collaboration across levels, including teacher prep
  3. Research, identify and disseminate best practices
  4. Content-specific PL/PD
  5. EL Roadmap
  6. Literacy PL/PD

Long-term Goals

  1. Alignment from teacher prep through continuous PD
  2. Best practices/Models
  3. PL/PD Focus: Cultural Responsiveness
  4. Skills teachers will immediately employ in the classroom
  5. State Plan for PL/PD
  6. PL/PD Focus: Project Based Learning

My 3:30 wakeup call was the result of being invited to serve on this committee. I serve with curiosity and trepidation that our presence at this meeting and our efforts won’t really make a difference. I worry that this is another convening of a well-intentioned committee following which nothing will change. I also serve with excitement and a humble feeling to have the privilege of being a part of this conversation.

I arrive at the Sacramento County Office of education, check in and see several of my colleagues from over the years will be here as well. These are folks I know are not afraid to push the envelope. They have strong voices. They are strong proponents of supporting teachers and all educators to give them what they need to be successful with students. This is a power group of integrity and dedication.

The afternoon is well organized with clear priorities set forth. “Ooooh,” I think, “I don’t know how I feel about this. I feel an inkling of being guided into conversations that are designed to be safe and maintain the status quo.” Then Table 7 is announced. Other. Yes, other! “If none of the 6 categories align with your passions, you can go to Table 7, Other.” That’s me!

To be fair, the equity table is really tugging at me, but my vision for the changes we need in education is bigger than a single category. My vision and my passion encompass all the other categories that are available, and I do not want to address them in isolation. Great conversations around equity, cultural responsiveness, project-based learning, and developing multi-literate students are about to happen. But I like “other.”  I am all in.

I hustle over to Table 7, “Other.” I grab the blue marker and am  ready when I  notice there is only one other gentleman at the table, “I’m not sure,” he said, “that this is the right table for me.” My heart sinks. “Stay,” I say, “let’s see what we come up with together.” A couple of women wander over, kind of hang out, eye the sign, “other,” hesitate, but stay. Slowly but surely, a few more people join the table. We have representation from the California Department of Education,  data and assessment, a school district CTA president, legislative action, and environmental science.

“Other” was the best group to be a part of.

We shared the values and beliefs that informed our passion to serve on this committee. As a group, we created three large post-it pages of suggestions to empower personalized professional learning for educators. Ditch the sit and get model. Fund teachers on a per diem basis for professional learning on non-student days. Provide the technology and professional learning required to support students in becoming creators rather than consumers of digital content. Align skills-based instruction in schools with the skills industry is looking for. Plan for future skills-based instruction by referencing the World Economic Forum Future of Jobs Report. Support the whole teacher. Support teacher wellness!

A brief but insightful side conversation ensued, “Why do so many districts start the school year by pulling teachers out of their classrooms for professional development?” It’s not good for the kids. It creates more work for teachers and they certainly don’t have the time to implement new learning of their own in August and September. Teachers are planning lessons, getting to know their students, giving structure and stability to children from trauma-informed homes who missed the safety of school all summer. September is filled with more after-school meetings than any other month of the year. Do we really need all these September start-up meetings? Let’s be more efficient and give each interested group ten minutes to summarize their goals for the year at one staff meeting and call it good.

Well, back on track. The group listed suggestions to invest, truly invest, in new teachers during the first 3-5 years of their careers when they are most likely to decide to leave the profession. The group strongly believed in providing educators a living wage that allows educators to buy a home without having to get a second job. Let’s create structures that allow for true collaboration and implementation of professional learning into lesson planning design. Let’s structure the work day so teachers have the first part of the day to do this. Let’s stop asking educators to do heavy mental lifts and application of knowledge after they’ve been working with anywhere from 30-280+ students at the end of the day.

We put a heavy demand on educators to work on achieving long term goals at the time of day during which employees in all organizations are most tired. This is also the time of day when educators are focused on short-term goals such as planning instructional adaptations and preparation for the next day, supporting students in need of extra time and attention, calling parents they want to connect with before going home.

The suggestion that received significant support from the full committee as the discussion opened up to the full group was “take care of the whole teacher, their mental and physical wellness, financial security, and life balance.”

image 0Each participant was given black sticky dots to put on the idea they felt was most important from all the suggestions in the room and the “other” group, the group that recommended “Let’s take care of teachers” saw black sticky dots all over the recommendation. The applause after the group’s presentation was loud and the basis for much discussion during the break.

There is so much that needs to be done within the education system to create the knowledge base and learning structures that best support students. A loud and clear message came forth though. We are stuck and we are going to continue to be stuck until our educators, teachers, support staff, and administrators are taken care of in workplaces that have the resources and mindset to focus on the health of the whole person.

The neuroscience behind learning already exists. The research-based practices that support student and adult learning already exist. Yet, the truth about the greatest struggle in the implementation of the learning science came forward through the placement of black sticky dots and loud applause. We need to take better care of our teachers. Then and only then will we have the bandwidth as a profession to engage in developing the structures to support the implementation of the most effective learning designs.

Finally, the ask of the day was to create a single statement with the sentence starter, “The superintendent should…”

Thus, we respectfully advise the California State Superintendent of Public Instruction to use his authority to work with Governor Newsom and the California Legislature to fund schools so that the resources are in place to provide for the needs of all students within structures that allow for educators to live balanced lives. 

 

 

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We Light a Candle for Everyone to Grow

img_0946“Here in Singapore, we don’t compete. We help each other,” commented a Singaporean principal as we shared a table over lunch at the World EduLead Conference. She was with two other colleagues from their cluster who were preparing to excuse themselves for a promotion ceremony from assistant principals to principals. Still, they took some time to visit, talking about how they get together every month, “…to learn together, have lunch and conversation.” They shared knowing looks and laughed as they spoke of having support conversations with each other . As educators, we know the importance of the cathartic conversations with colleagues, about the moments that bring us joy, make us laugh, or that we just can’t believe.

Slowly but surely during this conversation, an understanding starting taking hold of one of the concepts my friend and colleague, John Miller, shared with me during the first couple of days of my Singaporean visit. “The teachers meet in clusters and there’s no admin there. There’s no product you have to turn in afterwards. It’s wild.” “Hmmmm,” I’ve spent several days now wondering just how this works in this country of high PISA test scores and a growing emphasis towards educating the whole student.

As we wrapped up lunch, the topic came up again. It was extraordinary to hear administrative colleagues from different schools comment, “…we don’t compete. We help each other.” As it turns out there are local, cluster, and national learning networks led by a master teacher that educators choose to join. There is an agenda, attendance is confirmed, and “the food is good.”

Networks may be subject specific, grade span focused, interest supported: art, music, game-based learning.

Freedom to learn and connect through our professional passions could be very rejuvenating. What if we, in the United States, systemically, stopped comparing schools on test scores and culturally embraced investing in the success of all schools by investing in all educators by passion and self-identified growth areas? What is we created networks for professional learning that aren’t bound by geography or a specific time frame? What could happen if flexibility in professional learning became part of the supported professional practice?”

I am ready to embrace the advice of my Singaporean colleague and lunch partner and as she commented, “…light a candle for everyone to grow.”

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Societal Barriers to Equity in Education 2019

2080 toddler retirementThis young man doesn’t talk yet, doesn’t walk yet, but he and his friends will be in classrooms across the United States in just a few short years. They will arrive familiar with how to use a smartphone and a tablet. They will likely look at desktop computers with interest at such a novel item. Will every classroom, every teacher, every lesson be prepared to engage him and his classmates with an education that uses the tools and technology of their generation? The tools that they are growing up with and that are already fully integrated into their personal lives?

Despite the fact, that the smartphone and similar technology are as commonplace, if not more so, than the crayon and pencil to today’s toddler and incoming kindergarten student, there continues to be significant debate about the integration of modern technology in the educational process. Nevertheless, the technological shift that is part of the Fourth Industrial Revolution is moving forward. Unsettling is the fact that education lags far behind private industry in its adaptation.

The full implementation of digital and cloud-based curriculum that is in alignment with the required shift in pedagogy to keep pace, not to mention a full grasp of the skills today’s student needs to be successful for a career that will take them through 2080, continues to elude much of the policy, legislation, and pedagogical practice designed to prepare students for life as a contributing national and global citizen.

It is with this in mind that discussions about the much-needed education revolution takes on increasing urgency. The required systemic shift lags too far behind what the workforce requires as evidenced by the World Economic Forum’s 2018 Future of Jobs Report. It is predicted that in as early as 2022 as part of the New Economy and New Society of the Fourth Industrial Revolution up to 54% of the workforce will require significant reskilling and upskilling in order to remain relevant. While automation will increasingly take over more mundane tasks, 38% of companies report that they expect to grow their workforce with new positions that correspond with the creativity and support that will be required to underpin new products and industry growth.

All the while a disparity continues to exist among gender and race as well as equitable access to educational opportunities, career entry and salary.

In 2016, before equity became a buzzword, a leader in the education community was preparing to facilitate a workshop that would explore tools and discussions around a district’s vision for modern instruments in education. The participants would be district and site leaders of a predominantly Hispanic community. In conducting a Google search for images of  “Mexican toddler using technology.” Here’s what popped:

picturehispani

Now full disclosure, the author of this article was the leader of this workshop. As both an educator and the parent of a mixed race, Hispanic son, I was shocked! The educator in me in 2016 was stunned, the parent in me could hardly breathe.

The same search in 2019, yielded this result:

Hispanic2.png

As both an educator and the parent of a mixed race, Hispanic son, I was shocked again! 

A 2016 search for “white toddler using technology” yielded these images. Notice the distinct differences.

white toddlers

“Okay,” I thought to myself, “be politically correct with your search term and see what happens with ‘Hispanic toddler using technology.”

picture1

I’m thinking, “Better, but do my eyes deceive me or are most of these images still of white children?”

A 2019 search shows some improvement. However, notice the age of the children, the number of non-Hispanic children, the outdated television set and image without any device present.

picture2

The next set of images of the same search bring real concern. Notice the activities, ages, race and captions that pop for “Hispanic toddler using technology.”

screen shot 2019-01-05 at 12.05.04 pm

 

My next thought in 2016 was, “Well, as long as I’ve started down this path…” black toddler using technology.”

pictureblackpng

2019

pictureblack1

2016 “Asian toddler using technology”

Asian Toddler.png

2019

asian2019

The 2019 search added gender.

Male toddler using technology.

male

Two of fifteen images clearly depict girls and there is a clear bias in race.

Female toddler using technology.

female

The first three images are of boys using technology. Seven of fourteen, 50%, of the images clearly include boys. Again, there is a clear bias towards race.

What began as quick Google search in 2016 turned out to have a far more profound impact on an already strong belief regarding the importance of the work educators do in breaking down stereotypes and providing equity in education. The images in the Google search speak loudly. Societal perceptions and expectations are clearly captured.

This “quick Google search” brings light to the call to action to support equity in both education and society as a whole. The cultural biases embedded in the everyday task of “googling” information continues to build on traditional stereotypes, reinforcing cultural biases that place clear limits not just on equitable opportunity but ensuring that society is empowering the intellect and skills that will allow for successful navigation of the Fourth Industrial Revolution.

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Preparing Ourselves and Our Students for an Automated World

 

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.

 

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Remember to Feed Your Soul

      “Let my soul smile through my heart and my heart smile through my eyes…”                                                                                                                             Paramahansa Yogananda

FeedYourSoulDoes 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.”

…and remember

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

 

 

 

 

 

 

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Love Never Stops

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“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.

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Leading During Times of Trial

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:

 

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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.

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Leading Courageously

Screen Shot 2018-02-17 at 2.21.19 PMACSA’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! 

Screen Shot 2018-02-17 at 2.28.53 PMUpon 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.

Screen Shot 2018-02-17 at 1.39.43 PMThe 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.

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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?

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A Powerful Personal Moment

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.

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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.

Screen Shot 2018-02-10 at 10.37.58 AMI 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.”

Screen Shot 2018-02-10 at 10.09.23 AMBack 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.”

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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.Screen Shot 2018-02-10 at 10.02.23 AM

 

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.

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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.

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