Reflections of an Educator

After three years as a middle school assistant principal, I am heading to a new gig in three weeks - to become the principal of Manchester-Essex Regional Middle School.  I am super pumped, and as I start to make my transition, I am taking some time to reflect upon lessons learned about PD while I was an assistant principal.  After participating in a lively #satchat on June 8, 2013, I feel inspired to crystallize what effective PD 2.0 looks like.  I look forward to shaping opportunities for adults to learn effectively and with purpose - all in the name of student learning. A few conclusions about PD effectiveness: Time is key.   If we want enact change in schools and bring about movement, we mustn't just provide a quick overview.  Time in schools is the most valuable resource, and how we choose to divide it up matters.  If we want not just understanding, but implementation and effectiveness, protect time, focused on your topic: provide time for explorati...

Today's #satchat, as usual, has left me feeling inspired and motivated.  Folks from around Massachusetts, the nation and world chimed into a fantastic conversation about sometimes-dry School Improvement Plans (SIPs).  Co-faciltiated by @bcurrie5 , @ScottRRocco and @billsterrett , a few main lessons emerged for me: Create a unified vision.   Provide tight-loose leadership to provide vision and structure, and then allow folks to do their best work.  Encourage all constituencies to revisit a school's vision and SIP - if it is clear and unified enough, it will be easily accessible and relatable to all we do in our school. Administrators cannot just talk the talk - they must be ready, willing and able to walk the walk.  SIPs can easily become an exercise in jargon, acronyms and only philosophy.  For staff, students and parents to be inspired to work outside their comfort zone, try something new, and reach for goals, leaders must be ready to not just say it...

As adults, we feel helpless after a tragedy such as the Boston Marathon Bombings.  There is so much pain, grief and anger that we feel even as adults, it is important to stop and remember how these same feelings may be impacting our students.  Two big questions I've been considering are: How should I speak to kids about this? What can I do to help? Below, you will find some resources and suggestions to help answer both of these questions. Resources to speak with kids about the Boston Marathon Bombing Tragedy : National Association of School Psychologists - Helping Children Cope in Unsettling Times   NC Department of HHS: Helping Children Deal with Tragic Events - advice from Mr. Rogers Center for Social and Emotional Education: Talking to Children about Violence and Terrorism Dr. Gail Saltz - via The Today Show: Talking to Your Kids about the Boston Marathon Bombings National Association of School Psychologists: Tips for Parents/Teachers - Talking to C...

This weekend, I attended the Adaptive Open House at the Lynch van Otterloo YMCA in Marblehead, MA.  A fabulous event for many reasons, one of which was meeting some amazing people.  As I witnessed a wheelchair-bound guest be lifted out of her chair and proceed to climb the rock wall in the lobby, I thought about school (to where my mind often wanders). I had seen many people climb that rock wall in the lobby, but had never seen someone without the use of their legs climb the rock wall.  The accomplishment was the same, and I found myself overwhelmed watching the accomplishment in the lobby.  Holding the expectation the same, the athlete had spotters and climbing rope assist her, which allowed her to make the same accomplishment as all other rock wall climbers.  Truly, the Y had provided the scaffolding required to allow the athlete to accomplish her goal.   I wondered, Do we always provide the proper scaffolding to all of our students, so they are a...

This week, I had a conversation with a first-year teacher about a student who plagiarized.  The student had pretty closely adapted a cartoon, and handed it in as his/her project.  Unsure of its true author, the teacher did some research and found the cartoon, nearly word-for-word and image-for-image (is that a thing?).  The teacher asked me to discuss the scenario with her, because she had never before encountered a student plagiarizing.  Our conversation was a fruitful one, and she asked great questions: Why did the student plagiarize? Did the student know that he/she was plagiarizing? How will he/she learn from his/her mistakes? How do I grade the student? What about consequences?  What message gets sent to the student and fellow classmates? Do students know what plagiarism is? Ultimately, when students make a mistake, they should be permitted to learn from their mistakes; a consequence should be separate from the learning and the grade, which shoul...

A big happy birthday to Dr. Seuss, Theodor Seuss Geisel.  Dr. Seuss was an inspiration to many, and on his birthday, I thought it would be fitting to reflect upon lessons we can learn from Dr. Seuss' books*.  In so many ways, he was insightful and ahead of his time; his simple messages permeate education still today.  Ten lessons for education from Dr. Seuss' books: Schools should help students take ownership and responsibility of their learning process, to help them become lifelong learners and discover their own passions. ( You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. You're on your own. And you know what you know. And YOU are the one who'll decide where to go... Oh, the Places You'll Go! ) Students must find their own voice and their own identity.  Embracing the growth of the whole child is essential to success in our world today.  ( Today you are You, that is truer than true. There is no...

The pace of schools today is frantic.  So little time is left in a child's 24 hour-day to play and explore - both in and out of school.  Unintentionally, we may be pushing students to think and learn at high levels when more basic needs are not met.  For a student to be available for learning, basic needs need to be met - in both school and at home.  We need to shift our paradigm from student supports as "extras" and "add-ons" to prerequisites for a student to be available for learning.  I created this Maslow's Hierarchy of School Needs to highlight the need for other pieces to be in place for students to be available to learn (and to learn at high levels, reach their potential, and increase their potential). Any thoughts, feedback, edits, subtractions or additions?

How can social media help make me be a better leader?  Let me count the ways: Exposure to new educational research. Awareness of educational trends. Sharing (and stealing) of best practices. An increased ability to connect staff members with relevant resources. Pro-active (not reactive) school PR: instead of waiting for a parent/guardian to reach out to inquire, I can share relevant pictures, quotes, ideas and videos of learning occurring - usually in real time! Support on my personal journey to be a lifelong learner and expand my horizons. Empower staff, students and me to be creative with ideas and make new connections. Differentiate staff professional development. Exposure to web 2.0 tools that students and staff can and should be using the classroom. Collaborate with folks by having ideas challenges, expanding my PLN and connecting with educators out there with similar (and different) philosophies. Daily, I am humbled by how much I don't know, and how endless the p...

If we want our students to possess, practice and utilize 21st century skills, then we must support the implementation and practice in our administrators, staff, classrooms and school structures.  Not only must classroom teachers keep 21st century skills in their forethought of planning, administrators too must be cognizant of how their words and actions support (or don't support) staff development and how the structures of their schools promote and encourage (or don't) the utilization and practicing of 21st century skills in the classroom with students.   After reading the National Academy's study brief of "Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century," I was inspired to think about how administrators must support teachers, so they can support students.  Let's model with staff what we want implemented with students.  According to the National Academy's study, deeper meaning occurs when students can take i...

This quick and easy Google search function will allow you to search for content by reading level.  What incredible potential to easily provide differentiated reading levels for students.  Go ahead, try it now and provide content to students based on their reading level!  Here's how: Step 1 : Go to http://www.google.com, enter your topic and hit the search button. Step 2 : Just below the search field, click on "Search tools." Step 3 : After clicking "Search tools" in Step 2, a new toolbar will show up.  Click on "All Results," which will open a drop-down menu. Step 4 : Click on "Reading level."   Step 5 : After clicking on "Reading level" in Step 4, a new field will show up with three hyperlinks.  Click on "Basic," "Intermediate" or "Advanced" to sort results by reading level. Below, you can see the difference in the first three results, organized by reading level: Ba...