Create an Experience

It is been well over a year since my last blog post. However, I feel compelled to write about our beginning of the year faculty meeting. A few weeks ago I sat in “faculty meeting” with fellow administrators. Material was distributed and everyone took turns telling us what we needed to know or reading PowerPoints. Hear me when I say this. It was information that we needed to know. It needed to be shared. In no way am I being critical of this meeting. I listened. I was interactive when I needed to be. I did check and respond to e-mails. I did think about all the things I needed to be doing at school. I scrolled some social media sites. As I sat there I could not help but think…is this how my faculty feels on the afternoon that I discuss all the things that they need to know to start the year?

I concluded that was a definite “YES!” I know that they are bored. There are blank stares looking at me so that they think I am listening. There are people on computers doing tasks that I know that they need to do. I know they are checking social media. In their heads I know that they are thinking, “Carmen, do you know how much I have to do to get ready for my students? But, here I am listening to pretty much the same things you said last year.” And in my head I justify it by saying, “I have to go over all of this! It is a requirement. Just like you have to teach your standards. These are sorta my standards.”

I could not shake the dread of reading power points, discussing duty stations, reminding them that they cannot allow sugar in their classrooms, they cannot show PG movies, be here on time, here are the rules for handling money…yada yada yada on their first day back faculty meeting. Then it hit me. I go into to classrooms and evaluate and observe teachers. I look for engagement. I look for creativity. I look to see if they are meeting the needs of all of the learners in their class. I look at the classroom environment. I will check for understanding from their students. I look to see excitement in their students’ faces.

Then it slapped me right in the face. What if someone was evaluating my “lesson” the day of that faculty meeting? I sure am not modeling what I expect. If I were observing and evaluating me, I would have myself in my office the next day setting some expectations for what needed to be done next time. Now, I will say that we have very engaging PD. But, that 2 ½ hour faculty meeting is torture! So, what can I do? Can I jigsaw it? Can I affinity map it? Can I record things and let them reflect on it. Can they work together on projects? All things that we know are good strategies. It still did not feel right. So, I slept on it.

Then it punched me in the face. All of our teachers have visited the Ron Clark Academy. We all had huge “take aways” from our visit. The main “take-away” for me was “create an experience for your students.” That was it! I needed to create an experience for them.

What could we do to make an experience for the teachers? I began googling. I found on Teachers Pay Teachers an Amazing Race activity. That was it! We can make our own. If you know my faculty…they are very competitive and I know they would eat this up. With my leadership team, we created stations that contained all of the information that I would have given them via “talking at them” and by reading them a power point. Photo Stops, Detours, and Roadblocks were all included.

Some tasks were just for fun like the Photo Stops. The Detours and Roadblocks contained the important information such as: lesson planning, handling money, duty stations, nutritional guidelines, making sure everyone knew our school cheer, and leave procedures… just a few examples. I loved including my staff and administrative team at each stop. At each station, the teachers were engaged. They had to show understanding before they moved on. The station captain would not sign their checklist if they did not all master the tasks presented to them. At the end they had to find me by solving a riddle. The winning team received jeans passes (teachers will do anything for these) and gift cards that were all donated.

Was it a lot more work than just creating an agenda/PowerPoint and discussing it? Absolutely! Was it worth it? Absolutely! When I go into a classroom, I want to see the students working. The teacher should not be the hardest working individual in the room. The teacher’s hard work comes before the lesson-in the preparation.  Students  should be the hardest people working in the classroom and they should leave the day exhausted from the tasks they completed, not the teachers. Today, the teachers were definitely the hardest ones working, not me.  Our 2nd grade team won. As I saw them running to me after they solved the last riddle, I could not help but think: I want classrooms where students are running to them because they are so excited to see what will happen in their class today…just like these teachers.

I hope this experience carries on to our teachers’ classrooms. Teachers can take the most boring lesson or concept and create an experience that their students will never forget.  If it can be done with the boring material that I had to deal with…anyone can do it. The question is: Are you wiling to put the work in to do it? My answer is YES! This is not something that can be done every day, but it can be done with each unit.  I hope our teachers never forget this experience. I never will! Next time, I will have water for them at the end.They were tired, hot, and thirsty. But, I know they know the expectations for the year!

 

 

 

 

What is hidden in your data?

Picture it. The Monday after Easter..and this principal has a data meeting. As each grade level entered, we shared the latest assessment data. We looked at each grade level as a whole. Then we looked at individual teacher data. Where were their students? Were they above benchmark, at benchmark, on watch, or needing urgent intervention? My Instructional Partner and I shared raw numbers, we shared percentages, we shared growth, and we shared declines. I watched a mixture of reactions from the teachers. Some were extremely excited and some sat in silence. All teachers and administrators can relate to this scene.

After a time of reflection as we looked back, assessed where we were, and discussed next steps the teachers in the room began to put names to the data. Beyond the colored coded charts, beyond the percentages, and beyond all the speculations about the data, they talked about the students that were “hidden” in the data. Sometimes the students can get “hidden” in looking at the bottom line number and percentages. I listened as teachers shared success stories and sought advice for those they knew still needed help. We never want to lose sight of the reason behind a data meeting. Look beyond the numbers, the graphs, and the charts…find the students. They should not be overlooked and hidden.

 

In preparation for this meeting,  I met with my Instructional Partner  last week. We discussed and planned the focus of the meeting, which reports I wanted to share, and what we wanted to do with the data. He shared with me a nugget of wisdom that he came across while meeting with other Instructional Partners-“Data meetings should be treasure hunts, not witch hunts.” I could not get this out of my head over the weekend as I thought about the meeting. After all, don’t we all get stressed out just hearing the words “data meeting?”

 

As I mentioned above, it is the Monday after Easter.  I just watched my youngest son hunt eggs this weekend. He found the hidden eggs. Some were harder to find than others, but he did not stop until he found them all. The eggs were hidden in grass and in trees, just as our students are hidden in those colored charts and numbers. As I listened to teachers today, I know that they are not going to stop until the end of the year. They found the students hidden in the data and they know their stories. As I listened today, they have been on a treasure hunt this year also, following the map that leads to success.

 

What kind of hunt are you on as you look at data? Are you looking for those hidden eggs or treasures or looking for someone to blame? Keep the main thing the main thing…the students.

 

Connected Educator-The True Meaning

 

Connected Educator? These days that means you are connecting with other educators using social media. I consider myself a connected educator. There is not a day that goes by that I do not connect with someone on Twitter or Facebook. I participate in Twitter chats, moderate Twitter chats, follow posts on Facebook, subscribe to Scoop.It, search Pinterest, and am member of LinkedIn. So many colleagues add to my repertoire of educational resources and knowledge. I could not live without my PLN of educators across the nation and the world. I love learning from them and connecting each day. But…being connected means so much more!!

However, recently….”connected educator,” means so much more to me. In January, I will begin my career as a principal. This is an opportunity leaves me extremely humbled. As I begin the journey, I think of the Bible verse “To much is given, much is required.” (Luke 12:48) I understand the value of being a connected educator. Being a connected educator goes so much further than the World Wide Web.

Being a connected educator to me means:

I connect with our students. I greet them at the door each day. I know where their struggles are and when they need a high-five or a hug to celebrate an accomplishment. These accomplishments and struggles can be inside the walls of our school or outside.

I connect with teachers. I know their struggles. I empathize. I am in classrooms. I know the good things they are doing and where they need support. They are the ones truly making connections with our students. A connection that is extremely important to me. I still have close connections with many former students. In fact, it is rare that a day goes by that I do not get a hug, comment, or message from a former student. Those connections mean to world to me.

I connect with our staff. A school building cannot function without them. They are part of the backbone of the building. Without their support, teachers and administrators cannot do their job. They are often behind the scenes, but deserve all the accolades in the world.

I connect with our community. The community has so much to offer our students. They offer real world opportunities for our students to succeed.

I connect with parents. Parents trust us to keep their children safe and to educate them. Keeping them informed of the inner workings of the school in essential. Educating children is a partnership.

I connect with other educators by collaborating. We all need to work together in order to make the best decisions for our students.

I connect with other educators by networking face to face and via social networking. We all have something to share and something to learn.

In order to have a true connection, there must be trust. As I begin this new chapter of my career, the one thing I want people to say about me is “Mrs. B…she is connected.”

Do Leaders Really Want Teacher Buy-In?

From the time that I stepped out of the classroom five years ago, I have heard about “teacher buy-in” from other leaders. Whenever there is a discussion of a new initiative or change, inevitably, there will be discussion of leaders that centers around “how are we going to get teachers to buy-in”? Now, being the compulsive shopper that I am…I am all about buying stuff. However, what does “buy in” really mean? Well, of course, I went to my friend, Google:

Buy-in

1. a purchase of shares by a broker after a seller has failed to deliver similar shares, the original seller being charged any difference in cost.
2. a purchase of shares in a company by managers who are not employed by it

 

The first definition refers to failure. The word “failure” and the association of “buy-in” immediately turns me off.  The second definition also concerns me. “a purchase of shares in a company by managers who are not employed by it.” Ok, if someone is not employed by it, then they have no real vested interest in it. See my quandary with using this term?

 

Now, let’s just go to the word, buy. Why do leaders want teachers to buy something? I admit it. I am shopaholic!! I have no problem with the word buy. However, there are some things that I associate with this word too. Buyer’s remorse and impulse buying. Have you ever seen something in a store or on display, with it immediately seems appealing? I know I have. It seems like a really good purchase at the time. You get the item home and then…you regret it! It does not quite do what you thought,it does not make you quite as skinny as it did in the store, or it immediately breaks. There goes your “buy-in”.

 

Ever bought something because it seems like a quick fix to your mood? I know I have. I am the first to go shopping if something doesn’t seem quite right. I impulse shop and I admit it. I am looking to feel a void or looking for a quick fix to my emotions. Have I really dealt with the issue? No, I made a quick fix.  Are leaders looking for quick fixes too?

 

In order for someone to buy something, it has to be sold. I for one am no salesperson. I come from a family of salespeople. I love them dearly. I could never do it. What often comes to mind about salespeople are the smooth talking folks. You know, the ones at the mall that want to ask me question at the kiosks. They make their living doing everything that they can to get you to buy the flat iron, helicopter, or lotion that they have. I for one as an educational leader does not want be thought of in this light.

 

When we talk about teacher “buy-in” what is it that we really want? Eric Sheninger says it best. We need teachers to embrace change. How does our friend, Google define embrace?

 

Embrace
verb

1. hold (someone) closely in one’s arms, especially as a sign of affection

2. accept or support (a belief, theory, or change) willingly and enthusiastically.

 

First of all, I like that embrace is a verb. I really like the second definition: to accept or support something willingly and enthusistically means that teachers believe. I also like the concept of embracing change because I love an embrace.

 

Anyone that knows me knows I am a “hugger” and I am usually not the one to let go first. How do we get to the embrace? Before I embrace someone, I have to trust him or her and I
have some kind of a relationship with him or her. I really love my embraces from former students who yell across stores “MRS.B!!!!” and then run to me for hug. Educational leaders need to establish that trust before there can be an embrace. Teachers have to know that the educational leader will not be the first to let go. Teachers need to know that leaders will be there with them during the time of change until they are ready to let go. Then to the real magic happens. Once they let go, that is a sign that they are ready to go on their own. They make the change happen.

 

As I begin this new venture in my career. I am challenged with asking teachers to embrace instructional technology. I am not selling anything. However, I will embrace them and not let go until they are ready to “share they love” on their own.

Careful: Road Construction Ahead

 

“Life is a like a highway, no matter what they say, the construction is never finished. There’s always gonna be bumps in the road and detours every now and then.”- Unknown

 

Life on the road for me usually consists of driving to or from school. This is the life of an educator. However, most educators’ drives are probably a lot smoother than mine. I travel down a road that filled with bumps and potholes. This road has need repairing for years. I often joke that driving down County Line Road is a lot like playing Frogger. Last week, construction and road repairs began! Thank goodness!! Whereas last week, I was avoiding rough spots in the road, I now face detours and delays.

How smooth has the ride been for you this school year or have you hit some bumps and potholes? What has been your response to these rough spots? Did you avoid the issue by playing Frogger? Did you get stuck in a permanent delay? Did you take a detour? Or did you take the bumps head on and keep going? Bumps and potholes for an educator can come from a variety of sources: parents, students, and colleagues.

Recently, I avoided a bump that I hit. The issue was just avoided. This did nothing for me. It wasn’t until I faced the pothole head on and faced the issue did it get resolved. The construction began! Repairs began! My journey could continue. During construction and repairs, detours will happen. Detours often take you down a road you have not explored yet. You see different sites and you can find different solutions when you take the different route. Construction of bumps often cause delays. Delays either stop us or simply slow us down. It depends on what you do during the delay. Delays can cause anger. When people get stuck, they sometimes give up. If you take the delay as a time to slow down and reflect, delays are very productive.

Education is a journey. Sometimes it feels like I am on an interstate where everything is moving so fast that I just have to go with the flow. Sometimes, I get the chance to travel at a leisurely pace down a scenic country road. Just like in any trip down any road, there is often the question, “Are we there yet?” Bumps and rough spots help remind me that I am never there yet. I will never have the answers to all the questions I am asked. Detours, delays, and maps will help me with my journey.

One Size Fits All-Yeah Right!

Lessons from a Kindergartener and a Mayonnaise Jar

 My son, Braylon, just began kindergarten. My husband takes him to school each day.The conversation on the way to school turned to jobs. Craig, my husband, was explaining to Braylon all about his job as a realtor. Braylon then responded, “When is Mommy going to get a job? She is still in school.” At first I laughed, I shared this story in a professional development session I was facilitating that day. I love the fact that he thinks I am still in school. He sees me as a learner!  Many times at night, he see me reading professional books, working on professional development, connecting with other educators on Twitter, on the phone discussing ideas with colleagues, or looking at data. He thought this was my homework for school. Well, in fact it really is. I love learning! I love sharing what I learn. I love finding instructional strategies to share with other teachers in professional development! However, as an educator, I don’t believe in tons of homework. I believe that students need time to be kids…to play ball or to work on a hobby. However, most nights, I sit on the couch working on my own “homework”.

On this Labor Day weekend, I ran across the mayonnaise jar story again and it made me sit back and think about how much time I am spending on homework.  Some of you may have read it, but it is worth a read again.

            MAYONNAISE JAR LESSON

A professor stood before his philosophy class with some items in front of him. When the class began, wordlessly, he picked up a very large and empty mayonnaise jar and proceeded to fill it with golf balls.

He then asked the students, if the jar was full.  They agreed that it was…

The professor then picked up a box of pebbles and poured them into the jar. He shook the jar lightly.  The pebbles rolled into the open areas between the golf balls.

He then asked the students again if the jar was full. They agreed it was….

The professor next picked up a box of sand and poured it into the jar.

Of course, the sand filled up all the space between the pebbles and golf balls.

He asked once more if the jar was full. The students responded with a unanimous ‘yes.’

The professor then produced two cups of coffee from under the table and poured the entire contents into the jar, effectively filling the empty space between the sand, pebbles and golf balls.  The students laughed.

‘Now,’ said the professor, as the laughter subsided, ‘I want you to recognize that this jar represents your life.  The golf balls are the important things – family, children, health, Friends, and your favorite passions – the things that if everything else was lost and only they remained, your life would still be full. The pebbles are the other things that matter like your job, house, and car.  The sand is everything else –The small stuff.

‘If you put the sand into the jar first,’ He continued, ‘there is no room for the pebbles or the golf balls.’ The same goes for life. If you spend all your time and energy on the small stuff, you will never have room for the things that are important to you. So…

Pay attention to the things that are critical to your happiness.  Play with your children. Take time to get medical checkups. Take your partner out to dinner. There will always be time to clean the house and fix the disposal. ‘Take care of the golf balls first — The things that really matter. Set your priorities. The rest is just sand.’

One of the students raised her hand and inquired what the coffee represented.

The professor smiled. ‘I’m glad you asked’.  It just goes to show you that no matter how full your life may seem, there’s always room for a couple of cups of coffee with a friend.

Educators, you have already spent so much time on things could be considered just the sand. The first two weeks of school are often the most hectic. On this holiday weekend, I will be taking better care of the golf balls in my life and less time on the sand. I will spend much less time on homework (remember, I am still in school and I have no job according to my son ).  As I end this blog, I look across the den to see my husband. We both have our coffee on the end tables and computers in our lap. That professor is wise, it is time to have a cup of coffee and nice conversation.

Why I lead… A six-word memoir

          

  As I reflected over my last year as an assistant principal, I realized the need to blog. I wanted to be a reflective learning leader. While perusing Twitter one summer day, I saw a tweet from George Couros, a well know instructional leader and blogger. He was beginning a virtual mentoring program for administrators. Being the learner I am , I decided this was for me! Especially since he was strongly encouraging blogging. Here I sit, five blogs to my name. Our first challenge is to write a log about “Why I lead”. What a writing prompt!! I began to list all the reasons I decided to become a leader. One thing I quickly noticed. My list items had one thing in common, almost all of them all six-word statements. Immediately, I thought about two outstanding English teachers from my former school. Ambra Johnson and Jane Haithcock . These teachers always begin their year by having students write Six-Word Memoirs in order to get to know their students.  This is a powerful writing strategy and a wonderful way to get to know your students. So, I decided this would work for my blog.

How did six word memoirs become popular? In November of 2006, writer and editor Larry Smith issued a challenge to fans of his Web publication, SMITH magazine. Inspired by Ernest Hemingway’s legendary short story, “For Sale: Baby Shoes, never worn.” Smith asked his readers to describe their lives in six words. The Six-Word Memoirs contest ended, but stories kept coming and they still do today.

My six word memoirs on “Why I lead”…

I want to make a difference.

To empower others to achieve greatness…

Because someone once believed in me (Thanks, Sally!)

Leadership challenges me to grow daily.

Leading by example is the key.

Listen. Listen. Listen. Listen. Empathize. Speak.

My tombstone will be my diploma. (Ok…not original…but, my motto.)

Risks foster growth. Jump without parachutes. (Thanks, Alyson, Angie, Sandy, Missy, and Jackie)

Leadership rejoices in others success stories. ( I love being a cheerleader to others.)

What would your six-word leadership memoir be? At first it can be hard, to limit your words. Just like using Twitter was to me. I just thought it was hard to limit my thoughts to 140 characters. Six words?? Whew, those must be chosen carefully. As a reflection tool for me, I want to add to these as I lead this year. It will be interesting to see how much I grow and change.

Rearview Mirrors and Windshields

Quote that inspired this blog : “By leaving behind your old self & taking a leap of faith into the unknown, you find out what you are truly capable of becoming.” Via @Inspire_Us on Twitter

            I began my career as a teacher twenty years ago in an amazing middle school. So amazing that is has been a National Blue Ribbon School of Excellence twice. The most recent honor came for the 2011-2012 school year. This year, I am making a change. I am leaving the familiarity of the middle school world to enter the high school realm. As I facilitate professional development, I encourage teachers to step out of their comfort zones and take risks in order to grow and learn. I emphasize the power of allowing students to do this too. I can say that I am definitely stepping out of that comfort zone. I am practicing what I preach.

As I drove out of the parking lot with twenty years of memories, I looked in my rearview mirror. In my mirror I saw what I was leaving behind. Looking in the rearview mirror was a power reflection tool for me.  I saw that 22 year-old teacher walking in her classroom for the first time with four preps and the promise to take over cheerleaders.  I survived! I saw the number of students who I had the pleasure to teach. I saw the number of teachers who I consider to be dear friends and colleagues going above and beyond each day. I saw mistakes I made and ways I grew!  I saw administrators and teachers who challenged me and believed in me. Those twenty years made me who I am today.

I quickly glanced back to the windshield, to see what lies ahead for me. I see experiences and chances to learn and grow!  I see chances to work with students for longer than just two years…. I have four years to develop and foster positive relationships.  I have a chance to learn and grow with other educators who want to make a difference. I see innovating teachers who are not afraid to take risks and chances.  I am excited about the opportunity I have been given!

Thinking about looking forward and looking back, I realized that time is best spent looking forward. In the car, I spend the majority of the time looking at the road ahead of me instead of what is behind me.  My windshield window is larger than my rearview mirror! As this year school year begins, I know I will often glance back. I need those experiences and people in my life.

What things have you learned that will help you as you reflect and look in your rearview mirror? How will they help you as you move forward as you look in your windshield? Are you stepping out of your comfort zone in some way this year? If not, why aren’t you? Are you holding on to those things in your rearview? Look ahead, just as I am. Looking forward to new places to go and new things to see and do!

Move Those Chains!

Move those chains!

            If you know me, you know I love football. My son plays it and I plan my fall Saturdays and Sundays around it. You will hear me being the loudest in the stands cheering on the James Clemens Jets high school football team, the Auburn Tigers, and the Tennessee Titans. I love football.  One weird thing I watch is the chains. I love seeing the chains move as a team progresses down the field.

Ok, so, I love football. I also love helping educators grown and learn. A huge part of that is a Professional Learning Plan, a document where educators set goals for the year Let me pose this question. Are you an educator who settles for 1^st down and 10 yards and quits and the chains quit moving? Are you putting something on your yearly plan to please the administrator or the district that requires you to have the plan or are your really making plans to reach your goal and score that touchdown? Are you excited as you see the chains move down the field as you work toward your goal?

If every offense settled for 1^st and 10, then the team would get nowhere. As you think about what you want to accomplish this year professionally, think about your goals. You can reach them by grinding them out 10 yards at a time. When you take things slowly, you can really be persistent with attaining your goals. However, nothing is more exciting than stepping out and taking a risk with a 45-yard “Hail Mary” pass in order to reach your goals. Whatever you do, don’t quit. Don’t turn over the ball just because thing get difficult and other things begin to take up your time. Even if no one is looking, your professional goals are for you and your growth (and for your students, of course).

My son is an offensive lineman. You never hear his name over the PA system on game night. Yet, there he is, in the trenches, doing his job with each play, making his block, and helping his team succeed. Don’t make professional goals for the glory. Make them count for yourself and your students. Someone is always watching even if you don’t know it. While the fans in the stand watch to quarterback roll out to pass, I watch the line to see that are making the blocks.  I notice the teachers in the trenches progressing to move the chains!

As you develop your Professional Learning Plan for the year. Think about those around you who can help. Your teammates (fellow educators in the building) and your administrators (your coaches) are there to help you. Lean on them, just as a football team leans on each other and their coaches. Think about learning from others. Twitter has become my PLN. I really on relationships I have built as a part of the Instructional Partner Pilot in Alabama.  Every coach and player looks outside his or her team for growth. You should do the same. Find an EdCamp near you. Talk about ownership in learning and growing. EdCamps are a 99-yard touchdown!

Bottom-line; don’t set small goals this year. Your students deserve better than a 1^st down and for you to stop.  Go for 1^st and goal and cross that line. Take chances. Gamble on 4^th down and 2. Let your kids see you take risks with their learning they will take them too.

To sum it up, be passionate about your learning goals, just as I am passionate about mine and about football.  Score the touchdown. It may take the whole year to drive down the field. But, progress is progress! Reward yourself with every step you make.  Seeing the chains move as you progress is evidence you are moving in the right direction. Look to the sidelines as needed for coaching and never give up.