Tag: Teaching


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.


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.


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.


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?


Shifting the 21st Century Conversation

Screen Shot 2018-02-03 at 3.47.48 PMIt’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:

  1. Design learning experiences and spaces that will allow students to develop the skills they will need to be successful in careers that will take them into the 22nd Century: Adaptability, Communication, Creativity, Critical Thinking, Collaboration, Relationship Building.

     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.

Screen Shot 2018-02-03 at 3.50.49 PMMaking 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.


In My Humble Opinion – The Best EduBlog Post Ever!

Jon Corippo has done it again!




I’ve been blessed to have Jon as a close partner in my professional learning and always appreciate his ability to get us to think outside the box. I appreciate his ability to bring simple analogies to help us see the folly in some of the Edu practices that our profession has held dear for generations. I appreciate his ability and willingness to call it as it is. I particularly appreciate his passion and dedication to not only focusing on what’s going to be best for kids, but what’s best for our profession. What’s best for our profession, is what’s best for our kids. When we take care of and invest in our number one resource, our people, our education staff will make magic happen with our students. Thanks for this great post via Alice Keeler’s blog Jon –  Top 10 #2016eduwish by @jcorippo


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http://www.alicekeeler.com/teachertech/2015/12/21/top-10-2016eduwish-by-jcorippo/ via @alicekeeler


Be an Edu Rockstar

Screen Shot 2015-10-11 at 12.58.43 PMInterested in becoming an Edu Rockstar? CUE, Computer Using Educators, has been supporting educators in California in doing just this through Rock Star Camps for several years now and has recently taken the experience and the opportunity to become a Rock Star Teacher or Edu Leader to a whole new level. Under the direction of Jon Corippo, Director of Academic Innovation, CUE has introduced Black Label Rock Star Camps, TOSA Rock Star Camps and my most recent favorite CUE Rock Star Admin Camp.

The first Rock Star Admin. Camp was hosted at the Luke Skywalker Ranch, in the foothills of northern Marin County, home of Edutopia, and took attendees on a transformational three day Hero’s Journey.

The learning embraced a collaborative approach that brought innovative educators and those looking to become more innovative together in great discussions and sharing of resources that are guiding inspired practices happening in school districts throughout the State. Tim Goree, Director of Technology of the Fairfield- Suison School District, showed attendees that, “You can’t break the Google,” as he guided Edu Leaders in learning how to manage their district’s GAFE domain and other IT secrets. Eric Saibel, Assistant Principal at Hall Middle School, with his calm, understated style, brought humor, nature and inspiration to question doing business as usual. Mike Niehoff, with his fabulous, slightly offbeat sense of humor, that attendees will not forget, brought his passion for a student’s right to be provided with high quality and engaging learning to the forefront. Jennifer Kloczko, Principal at Natomas Charter School, took her parallel passion for high quality and inspiring staff meetings and professional development and got everyone dancing while also showing them how to run a meeting that keeps adult energy up and engagement high. Ramsey Mussallam, teacher extraordinaire at Sacred Heart Cathedral Preparatory and Ted Speaker, wowed everyone with examples of high interest, high rigor, high success instruction. Finally, Jon Corippo, who pulled the event together with his team and all their behind the scenes work. brought his usual high level of energy and no holds barred approach to introducing the administrators on hand to 21st Century tools that engage learners and develop real world technology skills.

Interested in becoming an Edu Rockstar Admin? If you answered yes, you’re already on your way. To become a Rockstar Administrator there really are only two requirements: 1) be willing to learn outside of your comfort zone, 2) be willing to “fail” (first attempt in learning) as you learn and redefine your professional practice with an infusion of innovation. These two qualities embed what Carol Dweck refers to as an Open Mind Set. With an open mind set, there are no limits on your ability to become an innovative and transformational leader, but you will want to connect with other like-minded leaders, not only in education, but in other industries as well. The 21st Century workforce whether it be business, Nascar or the military are using innovative approaches to redefine the way they do business. There is a lot we can learn from other industries to influence our personal leadership practice and expectations as well as our expectations of how schools are educating students and what skills students are graduating with.

As you begin practicing to become a Rockstar Leader be sure that you’re 1) engaging with others through social media, 2) be aware of what your personal brand online looks like, 3) create and maintain a blog, 4) get on Twitter, 5) participate in chats. As you develop your Rockstar skills and presence be sure to add 1) create a Google+ account 2) participate in a Google Hangout, 3) post to instagram 4) develop a Voxer group to collaborate with. Now that you’ve created these resources for yourself, create them for your organization. Connect, connect, connect and be a Rockstar!

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