Posts

My current reading selection is Transforming Schools by Allison Zmuda, Robert Kuklis, Everett Kline. This has been an interesting read and there are many things I’m mulling over. Today, in the mail, I received my monthly copy of Educational Leadership. Guess what the topic is for the month? Giving Students Ownership of their Learning! Well, if that doesn’t just fit in with the whole idea of transforming schools! Even better, two people that are part of my present PLN are feature writers. Will Richardson has a piece entitled Footprints in a Digital Age something that is very close to my own experiences of late and extremely important for our students. The second is the article Working with Tech-Savvy Kids co-written by Sylvia Martinez and Dennis Harper.  For the first time, people who I “know” through my interactions online, are able to discuss important issues that many of us have discussed within our networks. Now, they are getting some great international exposure at a time that is critical in the way education seems to be changing. 

The one thing that I always pre-empt my discussion about students and technology with is that fact that I give no credence to the whole idea of the “digital immigrant - digital native” idea. This whole idea, which I had thought had finally died the death it deserved before it began,  has once again popped up in a few places and a few discussions. As an adult who has been surrounded with technology for a good part of my life, this whole idea that somehow children who are born during the last 10 years or so are more technologically adept is, for the most part, a neat marketing scheme to get adults to part with their money. If the discussions that I have had with colleagues from all over the globe is any indication, the difference seems to be that they have access to many of the new tools while adults don’t. They are less likely to worry about breaking or wrecking the tech tools because they don’t have to worry about paying for them. They have a limited range of skills that does not transfer very well and they need to be taught many things about using technology wisely, effectively and efficiently. They spend more time using technology and their intuitive abilities are related to the amount of time they have access to using the tools. Do I have any concrete scientific facts to back this up? Nope. But I do have 7 children of my own who have friends and my keen observations are that they spend way more time using the tools than any adult that I know, they use a very limited number of tools and they teach one another about various tools that suit a specific purpose. These are children who have access to more technology than most of their friends because their father, me, is keen on using it. I’m thinking they are average students aged 12 to 17 who have been around technology probably longer than most because of the interest that I had in technology. But I digress.

As we begin to see a shift in the use of technology in schools, we must be aware that any use of technology in schools must be integrated with all the learning of the students. It is not an add-on or a revision of what we are already doing. It needs to be part of the learning in the same way that reading is part of learning, writing is part of learning and talk is part of learning. Using various technologies, Smartboards, computers, video, digital cameras, recorders or other devices and tools must be infused with the learning outcomes for the students. 

As my title suggests, we need to use the appropriate tools to give us the desired outcome. I wouldn’t suggest using a grinder to fix a broken fingernail although a grinder does smooth things down. It’s the whole idea that we need to be using tools that fit the context. If the technology being used doesn’t aid in the learning process but adds a “cool” factor, then maybe it really isn’t necessary to use. Having said this, much of what we are doing in schools is suited to using the wide variety of tools that are available. Not many house builders that I know rely solely on a hammer and nails. In fact, someone who is good with an air nailer can do the work of two people. This tech-tool has increased the amount and efficiency of work a person can do. This is also true for many other technological advances that we have seen. Instead of the whole “engage me or enrage me” mantra that I’ve seen, maybe we need to transform schools into centers of learning not entertainment. Much of the “engage me” discussion I’ve seen isn’t about making sure tools fit but just making sure we use the tools, enhancing the “cool” factor but really doing nothing toward the “engage me” part. 

The work of educators like Sylvia Martinez is a great example of what is necessary to get to a point where the tech tools are integral parts of the learning paradigm. They are not add-ons but become essential tools used to help students in constructing their learning through a variety of lenses with a greater variety of sources than they would have had if technology was not available. This does not mean we toss out all we have been doing but instead it means we become more open to asking students how they might demonstrate their learning to us or how they think they might be able to access information. It means that, as educators, we need to be open to using such things like wikis, screencasts, videos, podcasts, ustream and other such tools to enhance the learning opportunities for our students. 

How do we know what to use?

This is where, I think, people become extremely frustrated with technology. You see, unlike students, who have more free time to use the tools than adults (I would like to see the stats that says this isn’t true!), have more access to the tools, and have a greater need for connection than adults. (Do a survey to see how many teenage boys vs teenage girls have a cellphone and text. My observation is that far more girls have a cellphone and text more than boys). We also must qualify that cellphone texting is new - kinda - being only a few years old and wasn’t a major cause for discussion until then. It’s use by teens have driven a market that was very small only a few years ago. Because the adults in the schools do not have that extra time to learn but do have a myriad of responsibilities, they look at that for which they are responsible and their available time and see where they will get the most for their energy. Because many are not familiar with the tools and have been convinced that they are technologically hopeless (get your kid to download, upload, set the DVD clock), they prefer to stick with methods that have, in the past, been successful in accomplishing their goals. It will only be with a consistent and persistent development of ways to integrate technology that we will see more use in our schools. That, and a more reliable system which can handle the internet traffic that will grow as we have more students using the technology. It has come to my attention that if the system cannot handle the internet traffic, it doesn’t matter how tech savvy the teacher might be or how great the planning. A slow connection will kill enthusiasm. So it’s not just the schools and teachers that are part of this technology picture but the whole technology infra-structure must be able to handle the increases in demand. If society wants schools to use technology, then society needs to make sure that the schools can use the technology.

Is transformation possible?

I believe that we are well on our way to transforming the schools. We have begun to examine our schools, not as made up of individuals but as a system that needs to be healthy and accepting of change, examining what ways that the change can be managed, what is needed to make the changes successful and how the changes will affect what we need to do next. Instead of teachers working in isolation, we know have the ability for them to collaborate and work with any number of teachers, if they are willing to develop their Professional Learning Network and look at new ways of collaboration. I’d say that we are not only capable of transformation but we will have to transform to remain valid. It will not be long before students will be able to access all the learning they need online. Schools will need to be better able to demonstrate that they are not only necessary for learning but essential for the overall development students. That’s why we’ll have to know what to use when we break a nail. Especially if it is not completely driven into the wall!

b.gif?host=kwhobbes.wordpress.com&blog=810781&post=148&subd=kwhobbes&ref=&feed=1

As I read through Transforming Schools   by Allison, Zmuda, Robert Kuklis and Everett Kline, my thoughts about school transformation are held by the idea that

 ”A competent system serves the end of enhanced achievement for all students.”

The book goes on to describe how this can be achieved through

systems thinking, collegiality, information-driven reality and collective autonomy and collective accountability.

As I work through the different parts of the book, stopping to reflect on my own thinking about particular things and how the school where I work fits into the picture, I wonder if there are any other people like me out there. I mean, really. Are there people who, for their late night reading, sit back and work through such things, pondering how this or that effects the overall workings of the school where they work.

As a teacher, I would read through different texts or go through different information in order to prepare myself for what I was doing. With the introduction of the internet, I was able to find more and more information that I could go through that was available at my fingertips. Today, I could be drowning in information if I wanted as things progress faster than I can gather and synthesize the information. As an administrator, my focus has shifted. Although I do some reading for my classes, I do more in the realm of school improvement, student improvement, teacher supervision, student development, data synthesis and other such things. Now, as off beat as the above may seem, much of what I read is in fact very interesting. Gone are the days of stuffy textbooks. Instead, the writing is engaging and thought provoking. But, still I wonder, how many people actually do this type of reading for non-credit?

Reading the weather

One of the greatest pleasures that I enjoy with my family is camping. We usually spend a few weeks each summer at a park, enjoying the sun, sand and water. The more time we spend outside, the better able we are to read the signs of weather that come along, like the calm before the storm. Whether it’s bugs seeming to be looking for hiding or the lack of birds and sounds that often preview a storm, one becomes more aware of how the weather affects the world around us and we become more able to read some of the signs.

I find that this is also the case in education. If one takes the time to watch the climate, there may be signs of things that are to come. Like the weather, there are some signs that make one realize that we need to be ready for change is coming. As we become more focused on making sure all students are succeeding in school, we are also becoming aware that the huge amount of testing that has been going on isn’t necessarily creating the results that it was suppose to. Add into the mix the fact that the data we have collected shows us areas of weakness in the broadest sense but not how this can help us to improve and you have some of the signs that things may be ready for change. Finally, as this video demonstrates, we are indeed being asked to engage students who are different in many ways.

With all this taking place, I see that there are changes that might be happening in the future. The subtitle of the book states: creating a culture of continuous improvement. If we are to take this at face value, then would we not be looking at learning that is indeed new and different? Can we have “continuous improvemnt?”

 With all these “signs” around us, it is important, I believe, to be aware of them and begin to make the necessary adjustments so that we are not caught in a storm of change.

Being truly student centered

Many times, as an educator, I’ve heard the phrase “student centered” and wondered if the person or company using the phrase truly understood what they were saying. For many people, this small phrase has lost any type of meaning since it has been tossed around and used in all types of situations that, when the rubber met the pavement, were not truly centered on the student. As I work my way through Transforming Schools, I realize that we have entered a new state of learning in which there is no actual stop to the learning that we must do. We must be prepared and, in turn, prepare our students, to be continuous learners in a much deeper sense than the idea of “lifelong learning”. They must be participatory members of the learning in the constructivist sense of learning. The learning needs to be learner centered but also learner driven and, to some degree, learner specific. Students need to equip themselves with the tools of learning as we enter a time of continual learning and growth. Notice that it is the students that will do the equipping. Teachers are the facilitators of the learning, helping the students along the path and giving them direction and assistance. We’ve eclipsed the point when the teacher had all the knowledge to know. Instead, we’ve entered a time when the information available continues to grow and to know it all is impossible. Instead, we must teach students to be better learners, developing and honing their skills of learning which are different than those skills of needed to pass the test. In this case, the test is ongoing and ever-changing. School is where the basic learning blocks will be established for a lifetime. As we become more aware that it is the “how” of learning and not the “what”, we will become better able to create student-centered learning that will truly make a difference to each and every student.

Back to the beginning

Yes, I do spend my evening reading such books. I find that they challenge me to think in new and different ways and to question my own understanding. That’s what I want for all the students in my school - to be able to learn and challenge themselves to become better no matter what they do and not to see learning as just something you do at school or at work but that, indeed, it needs to be life long.

b.gif?host=kwhobbes.wordpress.com&blog=810781&post=146&subd=kwhobbes&ref=&feed=1

Steve Dembo in his thirty days of blogging suggest that we say thanks to those people who have inspired us and helped us. As I read this I was immediately struck that this could turn into a long list as I have many people to thank for their help and encouragement over the past few years. I then realized that what I really needed to do was to credit no one individual but my entire PLN. 

How do you thank a network?

Over the past few years, my network has grown in leaps and bounds. I now know people all over the world, people who have helped me, guided me, answered my questions but, most importantly, urged me to continue to learn and grow as a person and a professional. This week, well today actually, I once again marched to the gym to begin, again, my workouts for the umpteenth time. I shared this with my PLN and all I received was encouragement and congratulations. When I was looking for a link last week, there were several people who came through and added it to my request. When I check in to see what others are doing, I am reminded that I am not on a lonely quest but am surrounded by like-minded people who are trying to make a difference in this world in the lives of students. It is this group that shares what they know and what they have with whomever asks. They are willing to help and advise, offer a suggestion and a prayer, send words of encouragement and reminders that life will have times of struggle.

My PLN is a necessity

This network of individuals that I call my PLN is necessary for my growth and development as a professional. As an administrator, I get honest feedback from these people, most who are teachers. This is important in my growth and development as an administrator as I try to be cognizant of how things might be viewed by teachers in my building. Because most of these people are teachers, it also provides me with a sense of how they view what is going on in education and how they would like to see things progress and change. 

Thanks PLNsters!

To all my PLN, thanks for all you do and all the help you give me!

b.gif?host=kwhobbes.wordpress.com&blog=810781&post=144&subd=kwhobbes&ref=&feed=1

Steve Dembo, over at Teach42, has challenged other bloggers to the 30 days of blogging for the month of November. Since I just ran across this in my RSS reader, I figure I can still get in on it and maybe just add 2 days at the end. What do you think, Steve?

My biggest reason for doing this is that I’ve been away from the blogging thing for a long period of time and I figure this will give me a good start to getting back at writing, something that I do enjoy doing. My lack of writing of late hasn’t been from lack of topics, it’s been from not knowing what to do now that I have people from the local area reading my blog. You see, when you aren’t being read by anyone local, there is no pressure. It’s not that you go off on a rant or anything but you just have a freedom to express your ideas and thoughts on different topics. For me, that all changed when I became aware that there were a few local people reading what I had to say about education and then investigating what I was saying about things like Twitter and Pownce.  I wasn’t sure how to handle the information since, once you put something in writing, it’s there forever and can be viewed again and again. It becomes part of your digital footprint which will be there regardless of what you try to do about it. It made me wonder if I wanted to take that chance.

Being read by local people also means that there is a chance that a disagreement will take place about what you said or how you said something or what is interpreted. It could lead to some rather interesting things happening and I wasn’t sure how I was going to continue writing, knowing that people were reading what I was saying, since much of what I write about deals with my growth as an administrator and how different situations impact my ability to be the administrator that I want to be. In fact, I was worried that my idea of what I wanted to do, when compared with what I was able to accomplish in reality, might lead people to question my abilities.

You may have noticed that I have used the past tense in the previous discussions because I realize that what I have to say  regarding education indeed needs to be heard. Not because I know so much or because I have the answers. It’s because, as an administrator, I offer a perspective on education that is very hard to find. Most administrators do not put their ideas out for the world to read, digest and use. I like to think of myself of a bit of a pioneer in this regard, blazing trails so that other administrators can eventually feel comfortable sharing their ideas with the public, looking for input without the fear of being raked over the coals because of what they do and generally working with the public to create a better learning community.

It is another challenge

Being an administrator is a challenge all of its own. It doesn’t come with any type of manual and is a new set of experiences every day. It forces one to grow as a person in ways that many people cannot appreciate and requires one to remember to be humble about what one does. My constant reminder is that my main focus is on helping teachers to provide the best circumstances for learning that I can so that all children in the school have the best opportunity to improve. I must be constantly learning and re-evaluating how I go about my job and how I interact with staff, students and community. My role as the educational leader in the school is to demonstrate to everyone that learning is an everyday matter that should never stop. It allows one to grow and improve, changing from day to day. It is not a means to an end but is, in itself, the end which all should strive to pursue, continuous learning.

It’s not about me

As I accept this challenge, I go back to something that I learned a long time ago about teaching; it’s not about me! When anything I do begins to focus more on me than on the students, I must take a step back and re-evaluate what I am doing. It isn’t about me or what I want. It’s about helping students to achieve their best, using the skills and knowledge I have to help them to make connections and links, learning something new or changing what they thought, or questioning themselves or others. I’ve seen many who do not understand this idea. Their lives are, indeed, caught up in the identity they have carved out for themselves as “teacher” and they work, not for the students but for the recognition that it brings them.

I will again begin to write about education and learning. Since the focus needs to be refocused on the students, that will be my theme for the month - student centered learning. I think I already have my post for tomorrow!

b.gif?host=kwhobbes.wordpress.com&blog=810781&post=142&subd=kwhobbes&ref=&feed=1

This year I am again in the classroom teaching classes 25% of the time. I was very lucky last semester as I had been able to arrange not to teach. It allowed me to actually do some things more thoroughly as an administrator. It gave me a chance to be more involved, as the education leader, in the comings and goings of the school. That was then, this is now.

Now, well, I think I hit officially overwhelmed sometime this week but I’m not sure because I really haven’t had time to sit back and reevaluate what it is I’ve been doing. I do know that, for the most part, I am now officially behind in all areas. So, tonight I’m taking some time to think through what exactly it is that I need to do to stop the spiral from going completely out of control.

As an administrator, I believe I am not one of those who is controlling or distant from staff. Because I teach, I spend time planning and correcting, figuring out how to keep the middle years students from going completely hormonal on my watch and keeping the senior students from going completely comatose during the period. I think I am open with staff and encourage them to come to my office if they have problems or need assistance. I’m working on listening more and talking less, at being able to discern when people need that little extra.

I work at making technology available to my staff and encourage them to access the various open web tools that are available. It’s always a balancing act - trying to figure out when someone is ready to try something and when we need to stay the course and not go too fast. My staff using a wiki for communication and I rarely send any paper out, trying to use the tools that are available to save time by not redoing things. I do know it has been a stretch for some teachers but, with encouragement and guidance and persistence, we are moving along. We now have 3 smartboards up and operational in classrooms with the plans for more. We use electronic signs to inform our community of what is taking place at the school and we use an electronic message screen to scroll through messages for students. The school is using distance education for in a few different areas and our teachers are broadcasting to other sites and are committed to the students at those sites.

I am aware that, at this time, I probably have too many things on my plate. I coach volleyball, Sr. Girls and Boys, am involved in football, sit on several committees and have several more meetings each week. But, I feel that students deserve to have access to these and it helps to build the school spirit and creates a sense of belonging to the school. In the four years that I have been here, that feeling of belonging to the school has grown bit by bit until, now, it’s finally really starting to take root and it means something to be part of our school. I haven’t done it alone and give all the credit to the staff and students who have been building the foundation that is taking hold. I believe our School Community Council has had a great impact on the school atmosphere with their work on beautification projects and being interested in what is happening in the school and pushing for the school to get better. Being out in the community to support the work that is being done.

This year there are also 7 new teachers who will have joined staff and are finding their way around. I am lucky to have such a great group of veteran teachers who are willing to take these younger teachers or new teachers and help them find their way around. But it has also added excitement and enthusiasm that comes from new people being around. One of these new staff is a new vice-principal who is new to his position. Some days I not sure where to go first to see how things are going - to the new teachers or the existing staff - as I muddle my way through being the person overseeing this motley crew!

So, where exactly is this post going you may be wondering. Good question. This post, like me, needs to find it’s bearings. To step back and focus on the most important - the students in the building. What is it that I need to do to ensure that they, from K - 12, are getting the absolute best we have to offer? Well, like any good teacher, I work with the strengths with trying to build up the areas of greatest need. With some, there’s more of the latter that needs attention and so it is with teachers and the rest of the staff in the building. I really need to make sure that our school is delivering the best possible programing that it can and that we, as a staff, are doing what we can to bring our students forward in their learning to the greatest degree possible given what we know. If I can do that, then the winner is….. all of us.

Ah, but what exactly are you going to do? the observant one’s are saying. You haven’t really done what you set out to do, which was figure out how the get past the overwhelmed feelings. Your right. Bang on. But, maybe, that’s part of what it means to be an educator now as we live in a time of rapid changes and increasing accountability. So, instead of panicing when that happens, I just need to realize that it will happen and when it does, sit back and reflect about why I do what I do. And if the answer ever changes then I’ll know that it’s time to look for something else to do. So, being overwhelmed isn’t really the problem - it’s being sure to keep the priorities focused on the students and their growth. With that in mind, then, funny enough, things seem to become clearer and all those overwhelming things begin to fall into place. Paperwork can wait - deadlines can be moved - losing a child isn’t an option, not if we can at all help it. We can’t see all the leaves in the forest or possible know all that is happening in all parts but we can make sure that we do our part to ensure that the forest grows and thrives. To try to do all things in the forest is overwhelmingly impossible but that’s not what we are suppose to do. Instead, we have to ensure that we do our best to keep the forest growing and safe by practicing the best methods and using the best tools for the job.

All I really need, I guess, is a bear costume and I’d be complete!

b.gif?host=kwhobbes.wordpress.com&blog=810781&post=137&subd=kwhobbes&ref=&feed=1

As an administrator, one of my main roles is to be an educational leader in the school. Some days I’m not sure what exactly that means. In fact, over the past few weeks, I’m not sure exactly what I’m doing in this position and could have just as easily called this “Is it okay to cry now?”! 

As the new year approached, I was looking forward to having a chance to really make some headway with some of the things that we have been addressing at the school, building on the new Code of Conduct that we have and addressing some areas that needed to be addressed. Instead, I’ve been taking heat over having the gym ceiling painted - it had the names of grads from previous years but wasn’t my choice - and just seeming to be out of align with things. 

I know it’s only just over 2 weeks into the year but, for the first time in my career, I’m not sure I’m up to the challenges that lay ahead. I know that, each on their own isn’t really that big of a problem but things don’t seem to coming one by one. In fact, things are happening much faster than I’ve seen in previous years and by the time I know it, the weeks over and I’m trying to figure out where the week has gone. 

Walking the talk

One of the things that I’ve always tried to do is “Walk the talk”. As an educational leader, I feel that it is important that I don’t just say “Well, this is how I think you should do it” or “Try this or that”. Instead, I want to model different teaching strategies, assessment strategies, the use of technology in learning and having an understanding of student learning. I know that, sometimes, it can be a tall order but that is part of leadership. 

Another part of this is allowing others to lead in areas of their strengths and being able to recognize that, in many instances, you aren’t necessarily the best person to be directing. Instead, you need to allow others, using their strengths and talents, to use them to help build towards the ideal of creating the best possible education for all children. 

The Eye of the Storm

As the days rush by, it seems almost impossible to get any type of bearing on what is happening and where things need to go next. I can honestly say, I’ve stood in my office wondering what exactly I need to do next. It’s not like I don’t have a list that goes out the door but there seems to be a barrage of things that just doesn’t stop and the requests and paperwork are non-ending. With all this going on, I often wonder “When do I get to be that Educational Leader I so desperately wanted to be?”  

No, really. When is it that, as an administrator that teaches, I will find the time to do my walk-throughs, discuss lessons with teachers, meet with teachers about their Professional Growth Plans, discuss with the new teachers (5 in my building this year) how things are going and just simply be present in the school? I made a pact with myself that, to be a leader, I had to be visible and, to be visible, I had to be out of my office. So far, I’m not doing so well. With a new vice-principal, I’m trying to model how you need to be visible to the students and the staff but, some days, well, it’s just not happening. 

Is it possible?

I always have thought that part of what has made me a better administrator is the fact that, each day, I go into a classroom and try to capture the attention of students to help them grow and stretch, to ask themselves questions and question what is going on in their lives and the world around them. As I look at the weeks coming up and ALL the items that are clogging my ical todo list, I wonder if it has reached the time when being a teaching principal may not be feasible if I want to continue to an educational leader of quality. 

Or is it just the beginning of the year madness? Once all the various things fall into place, I’ll see that this was no different than other years and, really, I’m just as able to do the things I see as necessary as a leader as I was before. Or was I? You see, that’s the crux? Would I be able to perform my role better if, in fact, I didn’t teach? Although it would distance me from the students, would it really affect my ability to perform my duties as an administrator? And are these duties different from being an educational leader? Should the two be separate titles or jobs? One where the administration of the school is the focus and the other where the development of teachers is the focus? Or should I even worry about the development of teachers? Is that the role for someone else? But, if I’m doing walk-throughs and classroom visits, isn’t teacher growth inherent in that type of relationship? 

I just don’t know

Really, I don’t. My incredible PLN on Plurk has been there for me over this past few weeks, encouraging me as I struggle through this. They have been offering advice and just supporting me as I ask questions and look for some insights. As an administrator, it isn’t always easy to discuss these things with anyone. In fact, it is darn near impossible to do that without creating a bigger mess. It’s not like I’m looking at throwing in the towel or anything but there is a need to create some kind of balance which isn’t there right now and, given the different things going on, I’m not sure how to find it. 

I want to be the best leader I can be. At times like this, I search for ways to improve what I’m doing and seek out the council of others hoping, that through this, I can continue to develop myself and continue to be an example to those around me of what life-long learning is all about.

b.gif?host=kwhobbes.wordpress.com&blog=810781&post=134&subd=kwhobbes&ref=&feed=1

It’s 1 AM and I just finished going to our school to deal with some kids from town who were bothering the team that is staying at our school overnight. They traveled a long way in order to play a preseason football game with us. What should have been a non-event ended up with me being called by someone near the school to tell me there were a bunch of kids goofing around near the school. 

Turns out, when I arrived, a huge group  of them took off, some toting their cases of refreshments, sprinting into the night and away from the school. I figure some of them could have set new sprint records and should be trying out for the track team or something like that.

When does this job as a school administrator end? Why does being an administrator mean I get the call instead of the police being called? Right now, I’m wondering if this is all worth it. I know that, sometime in the future, in some way, I’ll be made out to be somehow the “bad guy” in all of this. 

I guess this all stems from a few instances over the past few weeks that, if things keep progressing, will have me responsible for global warming, tsunamis and other natural disasters. I know, it’s why I get paid the big bucks and is part of being an administrator. However, I wonder if it’s really all worth the hassle. 

When I began this move in my career, it wasn’t to have to do this kind of stuff. I wanted to make a difference in education, to bring about some of the changes that, as a teacher, I found very frustrating and knew that there was no way I could have any significant impact without making a move out of the classroom. Instead, I’m finding it more and more a very isolating place to be. 

For example, we just hired a teacher to cover a maternity leave coming up. One of our local substitute teachers applied for the job but didn’t get it. Now, instead of having a discussion with me about the reasons for not getting the job, it’s come to my attention that somehow I’m the one to blame for this person not getting the job. I won’t give any details but the candidate that was hired was able to demonstrate to a greater degree what they had done, their areas of strengths and areas they needed to improve upon. 

Maybe I’m just too sensitive to these things lately. I’m not sure but after tonight, I am beginning to wonder if this is what I want to be doing. I guess I’ll spend the long weekend doing some reflecting on the whole situation. It just doesn’t seem like there’s a time where people begin to recognize that there is indeed some great things going on at the school and huge progress has been made in many areas and we are offering students more opportunities than ever with plans for more. Then again, maybe I just need some sleep!

b.gif?host=kwhobbes.wordpress.com&blog=810781&post=131&subd=kwhobbes&ref=&feed=1

Being a school leader comes in many different forms but the most recognizable is the school administrator. This is the person that the community, teachers and students see as being the school leader, in some way or another. Tonight on Plurk, there was a good discussion about whether a principal needs to have teaching experience, how much, in what areas and other such things. My own views of on this subject have come from working with several administrators in different school settings and listening to what teachers have said in relation to being an effective school administrator. 

You have to teach

My own opinion, for what it’s worth, is that you need to be a teacher for some time before making the leap to school administration. It’s through teaching, being in a classroom with students, that you learn and develop the skill and art of teaching. I spent a few years being a classroom teacher, 10 to be exact, before I made the move to administration. During those years, I went from being a mediocre teacher who really didn’t have a clue about what to do to being a good teacher. I never considered myself a master teacher by any stretch. I worked with a few of them in my journeys and can tell you what they do and how they do it. But just as I was honing my skills, I decided that maybe, if I wanted to exact change in education, I needed to move into administration and bring about some sort of change that would help teachers. Thus, I began my admin adventure by beginning a master’s degree while I was a grade 7 homeroom teacher. During this time, I would take what was being introduced in classes and see how it worked in reality, in the classroom. My whole constructivist view of learning took root as I began to move away from the “stand and deliver” and began to listen to what students wanted in their learning and include them in some of what was happening in the classroom. Having implemented several new curriculum, been a pilot teacher, had an intern and held several other positions in the local teacher association and at the provincial level, I realized that bringing about any meaningful change was going to require some changes at the administrative level. 

Some type of world experience

I didn’t get into teaching to become an administrator. Actually, my venture into education wasn’t the normal route or the route that I often hear. I didn’t know I was going to go into teaching until after I had finished my first degree and, because of marriage, needed to find an occupation. As I’ve stated in a few posts, I spent a few years in the work force developing a painting business that was profitable and really helped to put me through school. I realized during this time, that I didn’t want to spend my life painting but wasn’t sure what else to do. After marrying a teacher, I decided that I could do that and the road to today began. 

I didn’t have any teacher that inspired me and I don’t have any moment or story about a teacher that influenced me. However, once in university, I realized that I really did love learning and figured maybe I could help youth to learn to love learning. However, it has been what I learned while carving out a niche for my painting company that I’ve relied upon during my teaching and administration that has been the most unexpected part of what I do. Because I’ve been in the “real world” outside of school and have returned there a few times during summer to paint, I can talk to some of the ideas that students have about work and being away from home. I have experience trying to build a business base and knowing what happens when things go wrong in business that have helped me in conversations with many students. I’ve done more than “just be a teacher.” 

Accept you don’t know it all

Over time, I realized that to be an effective administrator, I need to work with the strengths of the people around me and allow them to use them and develop them. I don’t know it all and won’t, no matter how long I do this job. I’m always learning and I have so many sources to explore in that learning. As an administrator, I’m always looking for learning opportunities. I’ve taken several online classes through Harvard Graduate School of Education, been involved in different division and provincial PD initiatives and just looked for different ways to increase my knowledge in areas that I know I need development. I’ve learned to accept criticism and take on the mindset that if people aren’t happy with what you’ve done then there is something to learn from that situation. “Take the sand and make it into a pearl” is how I look at these things. 

Realize that learning doesn’t stop - EVER

Learning is lifelong. This goes with the above idea. I must be open to new things and new ways of doing things. I need to keep myself up to date on what is being written and what is being discussed in various areas of education, from pre-school to post secondary. I don’t need to be an expert in all areas but I do need to know about them in order to make decisions that are based on some type of information. Whether it’s the use of technology, brain-based learning, Professional Learning Communities or  collaborative teaching strategies, my role as a learning leader is to know about them. Some of them I need to develop my knowledge about so that I can lead my staff while others I need to know enough so that when people begin to discuss it I am familiar with what is going on. I leave it to other people to know more than I do because that is their role. I have to trust them as professionals but know enough to see that something might not be going as it should. 

Not taking myself too seriously

I am replaceable. There will be another administrator come in and take my place when I leave. My time in the position should be dedicated to making education better for the students and helping the teachers to that end. It’s not about me! Now some people don’t see that and will look at situations from a very narrow point of view concluding that I’m only thinking about myself. Hopefully, I can move things along so that it does become apparent that it isn’t about me but come to accept that some people won’t see it that way, especially when they don’t get their way.

It’s all about learning

This took me a while to figure out. I still think many administrators don’t get this part of the equation. For me, the whole thing is about learning - students learning and growing from where they were. This can happen in a number of ways and it manifests itself in an equally number of different ways. Yes, part of it is about covering curriculum but it’s more and, as an administrator, it’s my role to help teachers to do their best to enhance the learning environment in the classroom. Sometimes, it’s praising them and sometimes it being direct and then helping them to learn and develop. It’s being truthful about what I see as leader for learning. 

As this new school year begins, I am once again teaching a whole new set of classes. My teacher side is nervous and worried that I won’t be prepared for this. My administrator side is worried about the overall school and teachers and helping them to prepare for the upcoming school year. I have 5 new teachers in the building, three who are new to the profession. I will have 2 more join our staff in a few months as two of the teachers go on maternity leave. It seems enormous at times. However, as a leader, I realize I don’t face this alone. I have teachers who are experienced and who have many talents. I have support people in the division that can help. In the end, my role is to help all the staff to create a school that is a center of learning, who are focused on student success and who know that there is nothing that can happen that we won’t be able to work through or overcome. 

Life is a journey of continuous learning. In the school, my role is to lead for learning for everyone, including myself. To help those around me, I figure I need to have at least some experience in what it is like to be a full time teacher in order to make decisions that will be the most effective in providing the opportunities for learning. Not all will take advantage of those opportunities, which is very unfortunate, but I’m the person who, when the rubber hits the pavement, is responsible for the learning that takes place. I can’t do it along, and don’t intend to try but, if I don’t accept that responsibility, then there is little chance it will happen. I learned this while being a classroom teacher. From my perspective, you can’t skip steps otherwise you miss out on too much learning yourself. 

That’s why administrators need to learn in the classroom first.

b.gif?host=kwhobbes.wordpress.com&blog=810781&post=129&subd=kwhobbes&ref=&feed=1

Well, my last post has created some good discussion, I always like discussion. One thing that seemed to generate some good discussion revolved around listening to students.  As mrsdurff commented 

“Producing future workers in the economies of our countries who are able to think critically is the point. This cannot be accomplished without the use of the tools. There are many who are concerned about the widening digital divide, or as I like to say the wrinkles.” 

I won’t completely disagree with this although I wonder if school should be focused on producing future workers. If that is what schools are to do, then tools we use need to be much more than just the tech tools because our economies are being driven by more than technology. In my area of the world, we cannot find people who work in the trades - carpenters, plumbers, electricians and such, nor can we find enough people for the service sector to work in restaurants, hotels and other such places. These are the areas where we need people to work and it has been that way for a number of years. 

As for the “widening digital divide”, I’m seeing it kind of like the discussion of the 21st Century Skills discussion that has been making the rounds. From my perspective, we need to teach the youth much more about dealing with people and worry less about them learning to use the tools - they’re already doing it and will grow into using these tools in their chosen area of employment. They’re youth, they will experiment and learn then take what they need for their employment. The divide, from my perspective, is more about socio-economic conditions than about using tools. If we can work on dealing with the human factor, maybe the divide won’t be such a problem. But as long as we continue to feed the narcissism of the youth, getting them to see other’s plight will be that much more difficult. 

Now, we need to listen to the youth most definitely. As one of my new acquaintances points out:

“I think we have to listen to kids….I think we have to listen a LOT. They shouldn’t be totally empowered, but they should be heard. Thinking that the teacher has all the answers is misguided. In fact, some of my best teaching has been a result of asking the right questions and listening.”

Again, I’m not going to disagree because what is said is correct. However, listening to them doesn’t mean you give them all they want. My comments come from the point of view that there are many discussions where I see youth putting their points out and then, when an adult disagrees with them or doesn’t side with them, they are angry, upset, rude and disrespectful. As an administrator I get to see more than my share of this and it isn’t getting any better. When we elevate youth to equal adults, we create problems that go far beyond just the age difference. We create a peer situation that is, basically, wrong. Adults and youth are not peers. Yes we can learn from listening to youth just like we can learn from listening to those older than us or people in different situations than us or listening to someone of the opposite sex or…. the key is learning through listening. However, there is a point where we need to make it clear that although a youth may appear to be wise beyond their years, they are still a youth and guidance from those older than them is required. Yes, I know all about those youth who are like that, I live with a few of them. But they are still youth and need the guidance of parents and adults and need to respect those adults. It is a life skill that will serve them well in their lives!  To invite a youth into a situation where they are discussing as a peer with adults creates a situation that, frankly, I wouldn’t want to be involved and I sit and discuss with youth about various things on various levels. Input, ideas, opinions and the rest are important but cannot be confused with being given the responsibility to make decisions about areas that are not within the realm of the youth. And, if the adults don’t make it absolutely clear that all the youth are providing is input, ideas and the like, then that is misleading. To qualify, I’ve seen what happens when youth are led to believe they will be given the ability to change policy or have ideas implemented and then find out that it’s not so.

This whole area is a bit of a contentious one since educators work so closely with youth and can see that their input and ideas are crucial to the whole educational context but because they do not have all the bigger picture pieces nor some of the life experiences that the adults have, there is just a difference that cannot be ignored. Call me what you will, but I believe that my time here on the planet, my education and my abilities give me an advantage about certain situations in relation to a youth. 

Okay, now here’s another thing that I don’t get. Since when haven’t youth been disconnecting and powering down when they went to school? I don’t get this. Maybe I hung with a different crowd or was abnormal but, for the most part, what we did in school was almost completely disconnected from our lives and we powered down and disconnected at school only to reconnect after. We couldn’t do it via texting or msn so we actually had to plan and get together f2f or talk on a landline, but we were connected quite a bit. We played video games, hung out at each other’s homes, drove around finding places to get away from adults and be, well, kids. We didn’t videotape the time we hung out (for that I am so thankful!!) and post it online and we had to drive to a meeting place. The tools have changed but the fact that youth have been disconnecting from school isn’t new. (See earlier post and reference to Socrates!) The youth finally have the ability to get their message out in a persuasive manner and for some reason it’s bothering adults! 

The important thing is to find a balance between listening to what youth are saying and continuing to realize that some of what they are saying has been said before and is part of being a youth. To frame this as a new problem of youth discounts the past, which has much to teach us. What will be interesting will be what happens when these youth are no longer youth. How will their tune change?

b.gif?host=kwhobbes.wordpress.com&blog=810781&post=127&subd=kwhobbes&ref=&feed=1