tag:blogger.com,1999:blog-57312218984661132932024-03-05T00:47:34.604-06:00My Thoughts...My Reflections...A Principal's ViewThoughts and reflections highlighting the successes of the staff and students with an occasional post peeking into the mind of an elementary school principal. Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.comBlogger147125tag:blogger.com,1999:blog-5731221898466113293.post-33802320662730142872017-01-07T07:58:00.000-06:002017-01-07T07:59:00.288-06:00"I Don't Need Help"Friday, January 6th was a big day for thousands of elementary aged students and teachers across North Texas and I am not talking about the anticipated release of the "Work-in-Progress" A-F report card system which dropped today. Shortly after noon, soft and fluffy snow flakes filled the skies, shifting any focus students and teachers may have had on learning to an instant obsession with what was happening outside. Students faces were pressed oh so gently up against doors and windows trying to find the best vantage points while others, who were dressed appropriately braved the wind chills to experience the feeling of snowflakes landing perfectly on faces staring up into the snow filled skies.<br />
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While classes across North Texas and more specifically at Sigler Elementary were gawking in awe at the snow flakes, there was one class that was experiencing a separate set of emotions. Earlier in the week a teacher and I had scheduled a time for me to come down and facilitate a restorative circle or what this classroom calls a family circle. If you follow my blog, you will know I recently shared a post about empathy and how we, as educators can play a vital role in developing this awareness among our students. (Miss my post on empathy?) Read it here: <a href="http://matthewarend.blogspot.com/2016/10/building-empathychanging-behaviormore.html" target="_blank">Building Empathy...Changing Behavior...More Questions Than Answers</a><br />
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My prior discussions with this classroom teacher led us to scheduling a family circle with students to discuss how it is completely acceptable to need help, how we help those who may not request the support, how it feels to receive help and what we can begin doing immediately to help those around us. Now, I will be the first to tell you I am a novice when it comes to facilitating these restorative circles but what happened in today's circle took me completely by surprise.<br />
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Prior to the students sharing, we reviewed the agreements they had previously discussed, including the mutual trust and respect needed to speak from the heart during our time together and the option students have not to speak and passing the talking stick (soccer stress ball) to the next student. In my efforts to lay the ground work for responses I was hoping to hear from students I discussed how I need help as the principal and how I have an amazing assistant principal who is able to see when I need help, sometimes before I recognize it myself. I discussed how it was OK that I ask for help and I discussed how once the help was received it would be a tremendous breach of trust if the person who helped me, then went behind my back and made fun of me for needing help. I really thought I had my bases covered. Then the students started talking.<br />
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Most of you know, I am the principal of a Title I, bilingual campus with a high percent of students who qualify for free and reduced lunch. It would be naive of me to think students in schools contrary to this do not have social emotional concerns, but after having spent years serving schools with a variety of demographics, I believe my current students carry the weight of the world and have limited tools to handle the weight appropriately.<br />
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"I do not need help."<br />
"I tend to be independent, so I do not see why I would need help."<br />
"Why would I help anyone? No one is around helping me."<br />
"I will help someone if they ask."<br />
"I lookout for myself."<br />
"I help my sister, but that's my job."<br />
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These are 8-9 year olds you guys. What?!?!<br />
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Each time I heard a statement similar to the ones above, I felt as if I was being punched in the gut. I wanted to defend myself. I wanted to convince these students how wrong they were. Instead, I allowed them to speak and wait for the next person to share.<br />
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It was about this time, the teacher had to excuse herself because the emotion of hearing some of her students feel as if they did not need help, they did not want help and they were not willing to help their peers whether someone asked for help or not had just become too much. It took everything I had to fight back tears. I was jealous of her. I wanted to cry. Seeing her cry made be want it even more. Yet, when her students saw her crying...not a one had a tear in their eyes. Maybe they didn't understand? Maybe the depth of the conversation was to much? I refused to think they do not care. I believe they do.<br />
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I asked, "How does it feel to know your comments, your "I do not need help" statements impact your teacher so negatively? How does it feel to know she cares about you so deeply it brings her to tears?<br />
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At this point most students began passing and did not want to comment. Had it gotten too deep? Had I taken it too far?<br />
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I ended the circle on a soapbox, using some of the statements as a platform to let these students know the adults at Sigler do not see being a teacher as their job. As a staff, the teachers at Sigler make a choice, each day to come to school to help them.. We do not expect students to ask. We will help, regardless if students think they need it or not. We will help students even when it is hard to. It is not our job. It is our calling.<br />
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Finishing with eyes filled with tears, I let the students know if they had something to share, something they did not want the whole group to hear, I would make myself available to talk with them individually. Three students stood up and wanted to speak with me one on one.<br />
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I talked with each of them, saving one young man until the very end. To be honest, 95% of the "help" talk may have been intended for his ears, but clearly it was a message we all needed to hear. As I got down on his level, he broke. The tears fell from his face and he simply said, "I get it. I understand what you are trying to do. You are trying to help me." The tears that are filling my eyes now are the same tears that we shared together in the hall. Tears falling in the hall, while the snowflakes fell outside.<br />
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A breakthrough? Maybe. Are we done? No way. We still have work to do.<br />
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All the work teachers have to do weighs heavy on their minds, daily. Who has time to stop the instruction and have "family circles"? Y'all...these family circles are the instruction. I learned more about this group of students in 30 minutes than I had learned all year. If we do not take the time to learn about our students, build empathy and help them build empathy for others, we are failing them.<br />
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I need them to "get it". We need them to "get it". We cannot fail.<br />
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In closing, I want to share a quote that was shared with me this week that is a call to action. It reinforces this work and the work of so many other teachers who refuse to fail their students.<br />
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"Welcome to success. Say goodbye to failure because you are not going to fail. I'm not going to let you fail." - Marva Collins<br />
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<br />Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com4tag:blogger.com,1999:blog-5731221898466113293.post-6742415892863014092016-12-30T10:32:00.001-06:002016-12-30T10:32:55.343-06:00Did I, Can I, Am I Making an Impact?<div class="separator" style="clear: both; text-align: center;">
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It was 2002 and I was a first year teacher greeting 5th grade students as they entered our classroom for the very first time. I was probably more nervous than they were. Thinking back, there is no "probably" about it. I was so nervous. My first year. My first class. So many ideas. I wanted to do my very best for these students. I did not want to let them or their parents down. Knowing what I know now...I should apologize profusely to each of the students and their families for that first year. I do not need to apologize for a specific event or anything like that, I'd just like to do my first year over again. Can I do that? Can I get a mulligan? Can I do the first couple of years over again? I want to ensure I made an <b><i>impact</i></b>.<br />
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16 years later, that first class of students has now graduated from college and from time to time I cross paths with one of them. Within the last year, three of my former students reached out to visit and discuss their futures. All three had aspirations to enter the field of education and I am happy to report, two of these young ladies have started their teaching careers. It begs to question..."Did I make an <i><b>impact</b></i>?"<br />
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This word,<i> "<b>impact</b>"</i> is one I reflect on often...<br />
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"Did I make an <b><i>impact</i></b>?"<br />
"Can I make an <b><i>impact</i></b>?"<br />
"Am I making an <i><b>impact</b>?</i>"<br />
"What can I do differently to make a greater <b><i>impact</i></b>?"<br />
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While on Christmas break, I received the following email:<br />
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<span style="font-family: "georgia" , serif;"><i>Hi Mr. Arend,</i></span></div>
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<span style="font-family: "georgia" , serif;"><i>I hope you’ve had a good first semester at your school and that everything is going well with you. I know it’s been quite a while since I saw you this last summer, a bunch has happened since then. I managed to find a job (finally!) before my graduation and had to move out here to Plainview, it’s a small town about 45 minutes north of Lubbock in the middle of nowhere where my mom was from. And I’m teaching 5<sup>th</sup> grade reading. It’s been really eye-opening and stressful and fulfilling and I’m loving it.</i></span></div>
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<span style="font-family: "georgia" , serif;"><i>But I kind of wanted to thank you for when I was in your 5<sup>th</sup> grade class you read to us the Among the Hidden series, I don’t know if you remember this, but that was easily the highlight of my year that grade. But I decided to pass it on and read it to my own classes and they <b><u>love</u></b> it, they’re completely enthralled every time I read it. We’re already on the second book in the series and they’re constantly begging me to read to them every day. Some have already went out and bought the series or are asking for it for Christmas, just like I did all those years ago. It’s also amusing how stupefied they are when I tell them those books I have are from when I was their age.</i></span></div>
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<span style="font-family: "georgia" , serif;"><i>So, I thought it’d be fun to share this with you, and again thanks for reading it to us. I’m hoping to make this a tradition and read it to my new classes every year. Hope you have a good last few days of school before break and have a happy holidays!</i></span></div>
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Wow! Can every teacher receive an email like this? This is what it's all about. I had to read this twice and then share it with my wife. Now, I would still like my mulligan, but how reassuring to know, all these years later that I was making an impact. I was making a difference. I recall exactly what she is taking about, although I hadn't the slightest idea she was so enthralled with the books at the time. (Let me take advantage of this moment and encourage all educators to take the time to simply read to their students.) Without hesitation, I can say I made an <b><i>impact</i> </b>in this young ladies life. My hope is that she can be just as impactful for the students she is teaching. Imagine the ripple effect as the <b><i>impact</i></b> continues. There very well could be a teacher in the making in her classroom today.<br />
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<b><i>Impact.</i> </b>Whether it's my "one word" for 2017 or simply a goal for the new year, it is what I hope to make. Through being intentional with my actions each day, I hope to positively <b><i>impact</i></b> my family, students, teachers, parents and other educators I come in contact with. If I can positively <b><i>impact</i></b> just one person who is able to pay it forward and <b><i>impact</i></b> another, I feel I am paying it forward and honoring all those who have positively impacted me on my journey.<br />
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As I think back on and sort through the memories of my first year of teaching, I believe I was able to make an <b><i>impact</i></b>. How big? I may never know. What I do know, is the students and families I served during my first year of teaching and each year since have made a tremendous <b><i>impact</i></b> on me.<br />
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Here's to 2017 and making an <i style="font-weight: bold;">impact</i>!<br />
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<br />Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com3tag:blogger.com,1999:blog-5731221898466113293.post-33721243240134996732016-10-30T17:11:00.001-05:002016-10-30T17:11:45.781-05:00Are We Reaching Them? A Story about Growth Mindset<div class="separator" style="clear: both; text-align: center;">
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Often times I sit in my office after students and teachers have gone for the day and wonder;<br />
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"Are we doing the right thing for students?"<br />
"Are we making a difference?"<br />
"Are we reaching them?"<br />
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Yes, I admit, often times it is hard to see the forest through the trees, but as the leader of a campus, those are the questions I ask myself to help hold me accountable. Do I doubt myself? Sometimes. Can I answer the questions honestly? I better. If I cannot answer them honestly, I am cheating our students out of the best experiences and opportunities I can provide them.<br />
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Lately, I have been enamored with what students say. Working with students between the ages of 5-11 I am reminded daily of just how much our students absorb even when we do not think they are. As the saying goes...kids say the darnedest things. <br />
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Growth mindset is one of the many things we share with students as we strive to empower our students to persevere and overcome obstacles they may encounter in school and in life. As the school year began, we welcomed many students who were not with us last year, and with that, considered it an opportunity to begin discussing growth mindset with a group of students that may not have been exposed to it yet.<br />
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As the weeks went on, it was obvious I had a student in a lower grade level (KN-2nd) who would benefit from spending some time with a student in an older grade (3rd-5th) as we continue to set some expectations and continue to discuss growth mindset. You see, this young many we will refer to as Franklin did not have a growth mindset. I knew that. He had no idea. More importantly, he did not want to know...yet. Franklin did not have anyone to look up to in life (according to him) and as I got to know him better, I quickly realized he would benefit from a mentor. (Even though, he did not want one) While I worked to secure an adult mentor, I knew just the student in 5th grade who could serve as a role model for this young man.<br />
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<i><b>The following is the exchange that occurred between Franklin and the 5th grade student as I introduced them for the first time.</b></i><br />
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Me: "Franklin, this is Joe (for the sake of this story). Joe is a 5th grader who is a great role model."<br />
Franklin: "I know him. He goes to the Boys & Girls Club. I do not need a role model."<br />
Me: "Fair enough. He is not a role model then, just a 5th grade student who can help in letting you know what is expected of students at Sigler."<br />
Franklin: "I know what is expected."<br />
Joe: "What do you like about school?"<br />
Franklin: "I do not like school."<br />
Joe: "Why don't you like school."<br />
Franklin: "I do not like to read. I am not good at it."<br />
Joe: "That is a fixed mindset. You need to have a growth mindset. With a growth mindset you could have said, I am not good at it yet."<br />
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They continued to talk back and forth after that, but to be honest, I do not remember what was said.<br />
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We were doing something right. This 5th grade student...we reached him. He got it. He was modeling a growth mindset right before my tear filled eyes.<br />
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The moral of the story...often times we do not realize as educators just how much our students are absorbing. We do not realize we are reaching them because we do not give them the opportunity to demonstrate and model what they know.<br />
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My intentions were pure when I sought out this opportunity and I was not thinking, not even for a moment this 5th grade student would make me as proud as he did.<br />
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While I was seeking an opportunity for one student to positively impact another, I received a gift that reminded me, "we are reaching them" we just need to be reminded of it from time to time.<br />
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<br />Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com4tag:blogger.com,1999:blog-5731221898466113293.post-5974435110012784962016-10-23T17:22:00.001-05:002016-10-23T17:22:09.120-05:00Building Empathy...Changing Behavior...More Questions than Answers<div class="separator" style="clear: both; text-align: center;">
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Man it feels good to watch these letters and words appear on the screen. It has been way to long since I have been able to share my thoughts and learn from you. In all honesty, I have many thoughts or potential posts in the "que" but I have either not taken the time nor found the time to articulate my thoughts well enough to post them. I am reflecting. I am making notes. I will share. I promise, I will...<br />
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So, why this one? With so many thoughts just waiting to be shared, why did I decide to share this one? I suppose that answer is an easy one. Complete transparency...I am sharing and writing about this because I do not have the answers. In fact, I have more questions than I do answers and I am turning to you, my readers, my PLN, to help bring clarity to my thinking.<br />
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If you have spent any amount of time in education, you realize you spend 90% of your time dealing with 10% of your students when it comes to addressing unwanted behaviors. In fact, it may get to the point where you feel all you are doing is addressing "the behavior". While it may feel that way, the reality is, the majority of students are meeting...or in many cases exceeding expectations and we simply are not paying enough attention. How do we fix that? How do we spend more time focused on the positive, moving away from focusing on the unwanted?<br />
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I realize the unwanted behavior, if unaddressed can quickly interrupt the learning experience of the student exhibiting the unwanted behavior, but as we know, the unwanted behavior also interrupts the learning experiences of other students who are simply bystanders, trying to do their best to maximize the opportunity in front of them. Keeping in mind, the relentless pursuit many teachers embark upon in attempting to do their very best to instruct all students, balance behaviors, implement accommodations, work to strengthen relationships & keep parents informed of progress (or lack there of) well knowing the behaviors of the few can negatively impact the instruction/success of the majority. So, how do we address the unwanted behavior in an attempt to change it?<br />
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Traditional practices would suggest the unwanted or undesirable behavior be stopped or redirected. Got it. Easy enough. A teacher can redirect behavior, change a seating placement, provide engaging activities and even activities that empower students, but what if the behavior does not change? A parent conference can be scheduled. Teachers can collaborate with other teachers and brainstorm ideas to implement within the classroom. Plans can be put into place. The plans can be positive (which I prefer), the plans can have input from the student (prefer this as well), the plans can be catered to meet the student's specific needs. Mentors can be assigned. Counselors can be utilized. The list can go on and on. What if all of this does not work? At some point the positive behavior supports wane and consequences turn from positive to negative and words like suspension begin to enter the conversation. In-school, out of school...alternate school setting. Yep. All forms of suspension. Does it work? I suppose it depends upon the individual student and their needs. Does it work for all students? I know that answer. No, it does not work for all students. So, what do we do?<br />
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At some point over the last nine to ten weeks, I had an epiphany. We keep running our students through all of this well intended "stuff" to address behavior, but we are not addressing the root cause of why our students are doing what they are doing. They are serving their time or doing what we ask and then we are sending them back to class as if they should "have it figured out" or we think things will change. What we are forgetting as the adults is "for things to change, I must change." I wonder, "Is the cause of the student's misbehavior linked to something they may not completely understand?"<br />
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Do students understand empathy? Have we provided them with the supports to do so?<br />
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How do we grow and develop a student's ability to be empathetic? How do we get students to feel? How do we get students to feel how someone else is feeling? Do students realize their undesirable behaviors make other students feel a certain way? If they did, would they continue to act in that way?<br />
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I told you I have a lot of questions. I am seeking some answers. I am not one to sit around and just wait for the answers to come to me. I am actively seeking out answers on my own and I hope you will contribute to my thinking. Familiar with restorative practices? You may be, but what I am finding is that most educators are not. There is a lot of research out there behind the effectiveness of restorative justice or restorative discipline in schools and guess what key word is positioned at the center of this research? You got it. Empathy.<br />
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As I have learned more about restorative practices and met with colleagues within my district and within my PLN who are also interested in learning more about how we can develop empathy within our students, I am beginning to see how this may change the narrative on school discipline. Less referrals. Less suspensions. Maybe, no suspensions at all. The sky is the limit with restorative discipline.<br />
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Have you ever participated in a restorative circle? Whoa. Powerful. Talk about getting to know your students. Restorative circles immediately take me back to my college psychology class and Maslow's hierarchy of needs. As a campus we are ensuring the physiological needs are met, we ensure students are safe and create environments that allow them to feel safe. A restorative circle can reinforce learning in a safe environment. Students feel loved and cared for when they are listened to and a restorative circle provides an opportunity for students to be heard. Earlier I asked, How do we grow and develop empathy? The next level of Maslow's Hierarchy is "esteem". Using the visual to the left, the respect of others is a key ingredient of empathy. How do we make students aware of the respect they are showing others? We have to take action. We have to do something different.<br />
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Are you ready for your first circle?<br />
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Sit your class or small group of students down in a circle and use a talking stick to provide one participant the opportunity to speak, while reminding the others they need to listen. Then provide an open ended question about how students are feeling...<br />
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How did you feel when you walked into the building this morning after the weekend?<br />
How do you feel about not being in school over the weekend?<br />
How do you feel...<br />
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If you are looking for questions and need something more concrete, try these if you are experiencing challenging behavior within your classroom:<br />
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<i><b>To Respond to Challenging Behavior</b></i><br />
What happened?<br />
What were you thinking of at the time?<br />
What have you thought about since?<br />
Who has been affected by what you have done? In what way?<br />
What do you think you need to do to make things right?<br />
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<b><i>To Help Those Harmed By Other's Actions</i></b><br />
What did you think when you realized what had happened?<br />
What impact has this incident had on you and others?<br />
What has been the hardest thing for you?<br />
What do you think needs to happen to make things right?<br />
<br />
See how these questions shifts the focus from a me versus you to a focus of empathy? These questions also remove the accusatory tone used when discussing behavior with students and give a voice to those who may have been impacted by other's actions.<br />
<br />
While circles can be used to discuss a specific incident, circles can also be used to develop community, address a concern or to just check-in with your class. While I still consider myself a "rookie" in this practice there are a couple of takeaways I can share after completing just a few restorative circles.<br />
<br />
Shifting the conversation from "Why did you do that?" to "How were you feeling when...?" is a game changer for students. Ask a student "Why did you do that?" and nine times out of ten you receive an "I don't know." Of course they do not know. If they knew why they did it, they would probably not do it. Ask a student "How were you feeling when..." and the response is completely different. Through my brief experiences, students have shared a plethora of feelings, often times sharing feelings completely unrelated to the direct event, as something made them feel a certain way and this "thing" was a result of unresolved emotions. Insightful. It not only allows me as the educator to learn more about the student but students are learning about one another. Guess what? Empathy is increasing. Mine included. If we do not think empathy in educators needs to be checked, we have another think coming. The first thing to go when a student acts out in "my class" is empathy.<br />
<br />
We think "How dare he do that?"<br />
We think "Does he know whose class this is?"<br />
We think "I am the teacher. I will show him?"<br />
<br />
How often do we think, "I wonder how that student is feeling?"<br />
<br />
Empathy.<br />
<br />
You know what it takes to build empathy?<br />
<br />
Time.<br />
<br />
You know the one thing we never feel we have enough of?<br />
<br />
Time.<br />
<br />
Now compound that by working in a high needs, Title I building where each minute we are not working with students is a minute lost. Who has time to lose when we are trying to support students in scaling a mountain? After all, they have a test to pass at the end of the school year. Who has time to spend on developing empathy? <i>(These questions are smeared with sarcasm...but we know there are educators who are asking these questions.) </i><br />
<i><br /></i>
How do we shift the mindset?<br />
<br />
While I do not have the answers to many of these questions, I do know this. We better find the time to develop our students' empathy. Our students, our future depends on it. We must be raising a generation of students who have empathy for one another. We must raise students who understand their actions not only impact themselves, but they also impact others and not always in a positive way. I believe we find time for what we value. The key will be leading people to understand the importance of valuing empathy.<br />
<br />
Where do we go from here?<br />
<br />
I am going to keep refining my restorative practices. I will continue to facilitate restorative circles with students and yes, I will have some teachers participate in them as well. We will start small...subtle changes here and there. Is there a silver bullet? I believe there is. It is the time we spent developing empathy. Easy? Not a chance. Necessary? Absolutely. I have a million questions and I have yet to find the million dollar answer. Maybe one of my readers has it, but I will not hold my breathe. We will continue to put one foot in the other, knowing that continuing to do what we have always done, will give us what we have always got.<br />
<br />
I am ready to approach behavior in a new, transformative way. I am ready to bring restoration to our students, teachers, classrooms and community.<br />
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******************************************************************<br />
<br />
Are you transforming the way you approach behavior in your classroom, school or district? I hope you will take a moment to share what you are doing. Share what has worked. Share what you have learned. Share where you have failed along the way. Hopefully, by sharing your failures and successes I, along with others will be able to learn from you and share.<br />
<br />
Do you have resources you have learned from? Please share them below.<br />
<br />
Here are a few I have collected and am currently using:<br />
Restorative Questions: <a href="http://store.iirp.edu/restorative-questions-cards-pack-of-100/">http://store.iirp.edu/restorative-questions-cards-pack-of-100/</a><br />
Restorative Practices Handbook: <a href="http://store.iirp.edu/the-restorative-practices-handbook/">http://store.iirp.edu/the-restorative-practices-handbook/</a><br />
The Little Book of Restorative Discipline for Schools: <a href="https://www.amazon.com/Little-Book-Restorative-Discipline-Schools/dp/1561485063">https://www.amazon.com/Little-Book-Restorative-Discipline-Schools/dp/1561485063</a><br />
Better Than Carrots or Sticks: <a href="https://www.amazon.com/Better-Than-Carrots-Sticks-Restorative/dp/1416620621">https://www.amazon.com/Better-Than-Carrots-Sticks-Restorative/dp/1416620621</a><br />
<br />
Are there people online I should be learning from?<br />
<br />
I learn from:<br />
<a href="https://twitter.com/RyanBJackson1" target="_blank">@RyanBJackson1</a><br />
<a href="https://twitter.com/SSchweikhard" target="_blank">@SSchweikhard</a><br />
<a href="https://twitter.com/Mr_Braden" target="_blank">@Mr_Braden</a><br />
<a href="https://twitter.com/brittainka" target="_blank">@brittainka</a><br />
<a href="https://twitter.com/momentous" target="_blank">@momentous</a><br />
<a href="https://twitter.com/edutopia" target="_blank">@edutopia</a><br />
<a href="https://twitter.com/RJCouncil" target="_blank">@RJCouncil</a><span id="goog_282286559"></span><span id="goog_282286560"></span><a href="https://www.blogger.com/"></a><br />
<a href="https://twitter.com/RestoraCircles" target="_blank">@RestoraCircles</a><br />
<a href="https://twitter.com/iirpgradschool" target="_blank">@iirpGradSchool</a><br />
<br />
Who are others?<br />
<br />
Take a moment and share your answers in the comments below.<br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com6tag:blogger.com,1999:blog-5731221898466113293.post-33374409942597009952016-07-12T21:04:00.001-05:002016-07-12T21:04:32.155-05:00Are You Cultivating Passion? My summer goes pretty fast as a school administrator and even faster as a school administrator who moonlights as a summer school principal. I am not complaining. It just goes fast. In the days that I do have, I do my best to spend time with my family, unplug from work & read. I keep a stack of books on the end of my desk that I come across throughout the year, knowing summer will be my best time to dive deep and spend some time reflecting on what I have read. I have yet to find enough balance throughout the school year to really read like I would want to with so many other plates spinning. I rely on blogs, which are much shorter reads to feed me.<br />
<br />
Last February, I was able to see and hear Angela Maiers present at TCEA in Austin, TX. I was so inspired by her message, that her Classroom Habitudes book made its way to the corner of my desk upon my return. After a couple of hours by the pool today, with my book and highlighter in hand, I was able to finish reading Classroom Habitudes. I love it!<br />
<br />
As students across the country return to school in a month of so, we expect so much out of them and we often forget that everything we expect must be explicitly taught. (So is the case for me as an elementary school principal). If I had a nickel for the number of times I have said or have heard a teacher say, "Our students need to improve in the area of problem solving, I would be rich." After reading this book, I am questioning how well I have led our teachers to explicitly teach our students the "habitudes" it takes to be a skillful problem solver. Maybe we do...a little...but at the end of the day, I think we just want it to happen through osmosis. Much like we teach students to read and apply number sense in math, we have to believe these "classroom habitudes" are important enough to spend time explicitly teaching to our students and then embed them into our content and curriculum.<br />
<br />
Classroom Habitudes - Angela Maiers<br />
<br />
Imagination<br />
Curiosity<br />
Self-awareness<br />
Perseverance<br />
Courage<br />
Passion<br />
Adaptability<br />
<br />
I think you would agree, as educators we want our students to develop these habits and attitudes. Do we want them bad enough to explicitly teach students how to go about cultivating these habits and attitudes? It is one thing want it and a whole new level to actually do something about it and make it happen. "<i>Classroom Habitudes</i>" is full of lessons and resources that teachers can begin using tomorrow to further develop these habits and attitudes in students.<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUySkWUpLP_8GgdqSu8P6KZykPMP7PpElXG_urHlXcXkoxYS4FN6QWwTQR-0slhcrCtt8wzIhyMxRnTVey2AKcyNIwQArUseuz1Ryh136bPJZrTnI50WN90UwU23KbNMIRKvOkLCxoEug/s1600/recite-kisrka.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUySkWUpLP_8GgdqSu8P6KZykPMP7PpElXG_urHlXcXkoxYS4FN6QWwTQR-0slhcrCtt8wzIhyMxRnTVey2AKcyNIwQArUseuz1Ryh136bPJZrTnI50WN90UwU23KbNMIRKvOkLCxoEug/s320/recite-kisrka.png" width="320" /></a><br />
As I was reading today, there was one particular habitude that struck a cord with me. Passion. Angela <br />
Maiers defines the passion habitude as follows:<br />
<br />
<i>Passion is the ability to intentionally pursue actions that are personally and socially meaningful.</i><br />
<i><br /></i>
Read that again...<br />
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Now, in the Texas, STAAR results have recently been shared with districts across the state. If you were to poll the students who took STAAR this past spring, how many of them do you think would find the STAAR personally and socially meaningful? I ask that because, I/we are holding ourselves hostage & our students hostage to a test that at the end of the day, is not meaningful to students.<br />
<br />
Do you feel your instruction meets the needs of your students as defined above? Are you creating opportunities for students to "<i>intentionally pursue actions that are personally and socially meaningful</i>"?<br />
<br />
Angela Maiers includes some reflective questions to determine whether or not you are preparing students to be good at school or prepare them for life.<br />
<br />
<ul>
<li>Are we helping students discover & work on things they are truly good at? </li>
<li>Do students go home at the end of the day emotionally charged or emotionally drained? </li>
<li>Will students remember the projects we're working on today five years from now? </li>
<li>Are we proud of the work we do? Are our students proud of the work they do? </li>
<li>Does the cause for which we fight go beyond making the grade or increasing a test score? </li>
<li>Does the cause create meaning in our students' lives?</li>
</ul>
<div>
I am not sure how you honestly answer those questions, but Angela Maiers shares the following:</div>
<div>
<br /></div>
<div>
<i>If you can answer "yes" to these questions, you can be assured that your current curriculum, schedule, and classroom environment cultivate the kind of passion that will enable students to live more fulfilling lives, lead courageously, and engage in work worth bragging about!" </i></div>
<div>
<i><br /></i></div>
<div>
My question is, "What if you answered no?" What if the curriculum, schedule and environment are not cultivating the kind of passion that our students need to develop? If we agree, these habitudes need to be increasingly present in the lives of our students, it is time we look in the mirror and ensure we are cultivating the same habitudes in ourselves as leaders and teachers. </div>
<div>
<br /></div>
<div>
I for one, do not want students leaving our building without being able to live more fulfilling lives, lead courageously and engage in work worth bragging about. </div>
<div>
<br /></div>
<div>
What do you want? </div>
Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com2tag:blogger.com,1999:blog-5731221898466113293.post-82848547242281981132016-06-17T14:38:00.000-05:002016-06-17T15:08:16.054-05:00See You LaterThis past week I was able to spend two and a half days learning from some of the sharpest and brightest principals throughout the state of Texas as we concluded our year long principal's institute through <a href="https://twitter.com/n2learning" target="_blank">@n2learning</a>. When I started this year long journey, consisting of six learning sessions, I had been told from past PIs (principal institute participants) how great of an experience this would be and how this would be the best professional learning experience I would ever have. You know what? They were right.<br />
<br />
The wisdom I gleaned from interacting and getting to know principals, central office staff and superintendents from across the state of Texas was eye-opening and at times overwhelming, but more important than the knowledge I acquired, the networking and lasting relationships that have been established will carry me farther than even the wisest lesson I learned. You see, the principals selected to participate in this institute were not your typical principals. These PIs were not the quiet, conformists who do what they are told. These PIs rock the boat, do things differently and push the boundaries of what public education could and should be. These are the principals you want to learn from, these are the principals you want to work for and alongside of and these are the principals I am honored to call my colleagues and friends.<br />
<br />
As I reflect on the last year's worth of learning alongside these amazing building leaders, I find myself recalling three reminders that served me well:<br />
<br />
<ul>
<li>The smartest person in the room, is the room. </li>
<li>You must go slow to go fast. </li>
<li>If not you then who, and if not now then when?</li>
</ul>
<br />
<b>The Smartest Person In The Room, Is The Room</b><br />
<br />
Let's face it. I am just one person. Yes, there are times I like to think I have it all figured out (which I do not) and yes, there are times I admittedly need support from colleagues. The room is a powerful thing. What I have learned this year is that you have to let the room know who you are, be willing to share what you know with the room and be willing to learn from others in the room. The collective wisdom within the group of principals I worked along side this year (otherwise known as PI5s) was humbling. I learned to ask questions and gain insight. I learned to listen to their feedback. I learned to make connections with colleagues allowing the room to be available to me 24 hours a day & 7 days a week through this powerful professional learning tool, called Twitter. Check it out! ;)<br />
<br />
<b>You Must Go Slow To Go Fast</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiskkvlltdVXRsCylWyONrT-dk5RtIuZZggCxp81Y4cvOLsZlu-o2W62q2y5qoRzfLT14vciq4dGaLYD98JadMH3c_B_Q6MeWEvEzo64aFiur4XNYUYhXE8gDQKvou_URnTIx2iUbFtF9w/s1600/google.com+DiffusionOfInnovation.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiskkvlltdVXRsCylWyONrT-dk5RtIuZZggCxp81Y4cvOLsZlu-o2W62q2y5qoRzfLT14vciq4dGaLYD98JadMH3c_B_Q6MeWEvEzo64aFiur4XNYUYhXE8gDQKvou_URnTIx2iUbFtF9w/s320/google.com+DiffusionOfInnovation.png" width="320" /></a></div>
<a href="https://twitter.com/roz_keck" target="_blank">@Roz_Keck</a> our facilitator from <a href="https://twitter.com/n2learning" target="_blank">@n2learning</a> reminded us of this often. As we gathered for sessions and heard from incredible speakers such as Alan November, <a href="https://twitter.com/globalearner" target="_blank">@Globalearner</a>, <a href="http://www.robevans.org/" target="_blank">Dr. Rob Evans</a>, author of Seven Secrets of the Saavy School Leader or George Couros, <a href="https://twitter.com/gcouros" target="_blank">@gcouros</a> I wanted to run back to campus and share all of the great things I learned right away, but in the back of my mind I could hear Roz repeating, "You must go slow to go fast." Yes, there were some things I could share right away, but building a culture of change or what we referred to as organizational transformation takes time. This shift does not happen over night and coming back excited and on fire can make the change process that much more difficult. After all, just because I was excited about it, does not mean others would be. It wasn't until I was introduced to <a href="https://www.youtube.com/watch?v=MFzDaBzBlL0" target="_blank">The Backwards Bicycle</a> and this image that I better understood change and how teachers in my building took to change. There is a reason we need to go slow to go fast, but this image reminded me there may be a percentage of my teachers who are ready to go faster than others and those innovators and early adopters are there to help support the transformation.<br />
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<b>If Not You Then Who And If Not Now Then When</b><br />
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<tr><td class="tr-caption" style="text-align: center;">"Those Of Us Doing If Differently Are Changing Education"</td></tr>
</tbody></table>
Former Superintendent and <a href="https://twitter.com/n2learning" target="_blank">@n2learning</a> partner Dr. Kathy Bryce would always share these inspiring words of wisdom as a call to action. We as public educators are quick to let our voices be heard when we do not agree with a policy or decision made by someone who may work above us or sometimes even at the state level, but at the end of the day, we are not always ready to be the change we are wanting to see. This call to action is a reminder that we cannot wait around hoping others change for us. If we want something to change, we are the ones who need to make it happen. If we wait around for others, how long will we be waiting? I have this image as the header on my Twitter account and each time the phrase "if not you then who and if not now then when" is shared it reminds me of the work we are doing and the change that is necessary for our students to be empowered learners. The risk we take to do it differently, while not always popular is blazing a trail for others to follow and making a positive impact in the lives of students who deserve education to change.<br />
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If you are interest in learning more about the change I am speaking about and the work done by past and future principals through the Texas Principals Visioning Institute, click here to review the work in the visioning document. I will warn you, it may just make you a better leader, teacher, educator & learner.<br />
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<i>To my PI5 cohort, who taught me more this year than I would have ever dreamed, thank you. You challenged my thinking and your wisdom, friendship and inspiration will continue to serve as motivation to be brave enough to do things differently and challenge the thinking of others. </i><i>We are just a tweet, email, text, phone call or vox away. </i><i>To quote a line from one of my favorite actors, Denzel Washington, in the movie John Q, "It's not good-bye...see you later." </i><br />
<br />
<br />Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com1tag:blogger.com,1999:blog-5731221898466113293.post-52493308818159676802016-05-22T18:19:00.002-05:002016-05-22T18:19:37.604-05:00Finish Your Race<div class="separator" style="clear: both; text-align: center;">
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I read an article this morning about a runner by the name of Georgene Johnson. On May 21, 1990 she stepped up to the starting line and at the sound of the starting gun took off for what she thought was a 10K or 6.2 miles. At mile 4 she realized that she had stepped up to the wrong starting line. Cleveland had two races starting at the same time on this day in May. One was the 10K she thought she was running and the other was a marathon or 26.2 miles. </div>
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While it would have been easy for her to quit the race, realizing she had never run father than 10 miles (and she debated for a moment...even asked a police officer for a ride) however, she made the decision to finish the race. In her mind, it was as simple as putting one foot in front of the other. Yes, she finished the marathon. </div>
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We all started this race (or school year) back in August, knowing what we signed up for. While the finish line seemed so far away then, we are just two short weeks from crossing that line, wrapping up our school year. If Georgene Johnson can make the decision to finish a marathon that she didn't train for and had no idea she was running until she was nearly a 1/4 of the way through it, we can knock out these last two weeks. We signed up for this race. Yes, it would be easy to walk the final miles or stop teaching over the final days, but who finds greatness by taking the easy route? </div>
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I believe that is what sets the staff at Sigler Elementary apart from others. While teachers in some buildings will be taking down wall decor, packing up rooms and beginning to walk the final miles, I know this staff is better than that. Our students deserve better than that and as a staff we are going to #finishstrong and teach to the #finalbell. </div>
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I challenge you to embrace the spirit of Georgene Johnson and finish the race. </div>
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<i>"Giving up is easy. Teaching students and giving them all you have to offer until the #finalbell is what they deserve."</i></div>
Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com0tag:blogger.com,1999:blog-5731221898466113293.post-51362067077359928042016-05-03T21:03:00.003-05:002016-05-03T21:03:53.183-05:00Putting a Price Tag on FundraisingImagine if you will, an elementary school engaging its families in an amazing fundraiser that brings families together, promotes health and wellness and as most fundraisers do...raises a ton of money to support initiatives, programs and brings unique experiences and opportunities to the students, teachers and families within the school. It sounds a lot like my campus, minus the "raises a ton of money" part.<br />
<br />
The struggle is real. Fundraising at a Title I campus can be difficult. While we do our best to find ideas that will appeal to our community, at the end of the day, there are not a lot of extra dollars to be spent or donated to the school or PTA, because frankly, the money our families have is being spent on what it should be spent on. It is being spent on the necessities. Families are spending their money in an effort to provide for their families. Who am I to ask them to spend it differently?<br />
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Often, I gather with other principals from Title I schools in our district and we discuss innovative ways we are making things work within our building. A couple of weeks ago, the idea of fundraising came up and one particular campus shared the success they had been having with a fundraiser called "Penny Wars". I was not familiar with this particular idea, but if it was working for them, I was all ears. Want to know how "Penny Wars" works? Click here for more information: <a href="https://www.smore.com/63y5e-sigler-elementary-thursday-news" target="_blank">"Penny Wars"</a><br />
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After listening to the format of "Penny Wars" I was sold. I immediately returned to campus and shared this idea with our PTA President and before the day was out, we had our next fundraiser.<br />
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Yesterday was our first day of "Penny Wars" at Sigler Elementary. I am not sure how you measure the success of a fundraiser, but for me, as the principal at Sigler Elementary, the following three points are important to me.<br />
<br />
1. It's a family affair - I want our fundraisers to be something the whole family can get in on. Now, I do not mean the whole family goes walking throughout the neighborhood, ringing door bells and selling items. I mean the fundraiser is something the whole family can participate in. "Penny Wars" checks that box. In just two days, I have seen moms, dads and siblings coming together to collect their pennies, nickels, dimes and quarters.<br />
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2. Student excitement - Each morning as students enter the school building, they flock to our "Penny Wars" table to see which grade level has made the biggest contribution or to make a contribution themselves. Students need to have school spirit and when they are in the building having to be reminded to go to class numerous times because they just cannot pull themselves away from "Penny Wars" I believe we have captured their excitement. (Imagine if schools could capture the same level of excitement for learning in the classrooms...another post perhaps.)<br />
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Students are excited about <a href="https://twitter.com/hashtag/pennywars?src=hash">#pennywars</a> <a href="https://twitter.com/hashtag/siglerlearns?src=hash">#siglerlearns</a> <a href="https://t.co/c7U3X5IKSV">pic.twitter.com/c7U3X5IKSV</a></div>
— SiglerStars (@SiglerStars) <a href="https://twitter.com/SiglerStars/status/727477620338642948">May 3, 2016</a></blockquote>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheo0YhRW8fHU3s_EYlsBj_a04hc7ynyzQiaBUWDlymf_G6HPjferBkSSOphrZvGE5dzd1a-Jq71lvO3NoiC43U-xeZLbsQddA-_qWoiDcz24ZAc_aS46shUW3woVL3jtu9Tkw83ZT_4gY/s1600/Chizpe4U0AEy1ZE.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheo0YhRW8fHU3s_EYlsBj_a04hc7ynyzQiaBUWDlymf_G6HPjferBkSSOphrZvGE5dzd1a-Jq71lvO3NoiC43U-xeZLbsQddA-_qWoiDcz24ZAc_aS46shUW3woVL3jtu9Tkw83ZT_4gY/s320/Chizpe4U0AEy1ZE.jpg" width="320" /></a>Maybe their excitement is due to this amazing trophy that travels from grade level to grade level recognizing the "Penny Wars" champion of the day.<br />
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3. Purpose - Often times schools and PTAs host fundraisers because it is what they have always done and the money goes into the same "fund" it always has and no one really knows what the money will be spent on. While we say the money goes towards supporting the Sigler PTA and brings programs and opportunities to students and families...we are being truthful, but it is vague at best. This time around we have a goal. Our Sigler PTA and Sigler Elementary would love to have a digital marquee. While many schools have made the transition from the older marquees to digital marquees, the marquee at Sigler still requires an individual to manually update messages one letter tile at a time, limiting the message to English on one side and Spanish on the other. It is our hope that our clear vision will encourage families to participate not only in this fundraiser, but in future fundraisers as well.<br />
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You are probably wondering, he did not list "Raise Money" as one of his points. Well, you are right. Of course, I want our fundraisers to earn money. We are not going to raise $30,000 doing a fundraiser at Sigler Elementary. We just are not. While, I do want our fundraisers to earn money, I want the points listed above just as much.<br />
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Two days into "Penny Wars" I am pleasantly surprised by the family involvement and student excitement I am witnessing. Yes, I'm excited about the money raised thus far, but we are just getting started. Let's see how "Penny Wars" progresses over the next several days. If the momentum continues, we will be that much closer to our goal, our purpose which is bring a new marquee to Sigler Elementary. Yes, we will purchase it with money, but it will have been earned through the involvement of our families and the excitement of our students...no way you can put a price tag on that!<br />
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What was your moment today?Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com0tag:blogger.com,1999:blog-5731221898466113293.post-89920128603671138152016-05-02T20:19:00.000-05:002016-05-02T20:19:00.521-05:00This Milestone Makes Me NervousAs a father, there are specific milestones I know will happen in my son's life. We have already enjoyed and captured so many; Cooper's first steps, his first word, his first tooth, the first time he slept in a big boy bed, conquering potty training, starting pre-school and his first time on an airplane. The list could go on and on. We are very blessed to enjoy so many moments and with the technology available to us, capture each of them as they are happening. If you would have asked me a few months ago, what the next milestone would have been, I would have answered safely, we have one more year of pre-school and Kindergarten starts in the fall of 2017. I would have shared that answer a few months ago, but if you asked me today, I would have to admit, I was wrong. The next milestone is Cooper's life starts tomorrow and I may be more nervous than he is.<br />
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We have spent the last week hitting local sporting good stores, making sure he has the proper shoes and apparel and just the right kind of bat, glove and balls. It's been exciting. If you have put the clues together, you may have guessed, Tee-ball season is upon us! While I can see how parents can get carried away buying the very best for their children, I am aware of the fact that Cooper is only four years old. I think we have time to buy him the best. Preferably something he will not grow out of in a couple of months.<br />
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We spent yesterday at the park practicing. Cooper fielded some ground balls, played catch (kind of) and hit the ball off the tee. While we have done this a handful of times prior to yesterday, I was surprised how well he did. Yes, he gets frustrated easily, but who doesn't when things do not go as we expect them to.<br />
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The similarities between education and coaching are abundant and with our first practice tomorrow night, followed by our first game this Saturday there are three things I am going to do my best to remember as we embark on our season and celebrate this milestone. I need to be mindful of the same three things between now and the end of the school year.<br />
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Patience - I will need to have patience. Cooper is not going to do everything right the first time. He has never played Tee-ball before. Similar to how our students arrive in our classrooms, students have had different experiences and sometimes have not been exposed to the thinking or learning they need to be successful. It is our jobs as teachers to introduce, allow for practice, guide their development and most importantly exercise patience. It takes time to acquire a new skill. Fielding ground balls, throwing to an actual target and hitting a ball require a certain level of skill and athleticism Cooper will acquire over time. As Cooper says, "Patience means waiting and waiting is hard."<br />
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Celebrate - Cooper is going to make a great play, knocking down the ball, stopping the ball in its tracks and chasing down a ball that is just out of his reach. For each great play he makes, there will more than likely be a handful of plays that are not great. He is learning. It will be important for us to celebrate the great plays and focus on the success. No one needs to be reminded of what we do wrong. Cooper understands what it is "suppose" to feel and look like and he gets frustrated when it does not work out the way he wants it to. Do you have students in your classrooms that know what they are "supposed" to be doing, but struggle to make it happen? I can think of one or two. How often do we get stuck, focusing on what students are doing wrong instead of celebrating when they make a great play? Probably too often. I look forward to the smile that will be on Coop's face when he makes a great play and hear's his daddy cheering him on.<br />
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Listen - With Tee-ball being our first organized sport, it is important to me that Cooper enjoys the experience. If he is not enjoying it, he will let us know. As a four year old, it may not come out as clear as, "I do not like Tee-ball" so I will need to listen carefully. I will listen to Cooper share his experience with others, what he says about his teammates and what he says about how much fun he is having. Cooper has many years to play organized sports and as a four year old, the last thing he should be feeling is forced to play something he does not like. Chances are, he will love it, but I have witnessed and experienced teammates who were pressured to play on a team because their parents wanted them to. Needless to say, if they were pressured to play, they did not enjoy it and did not feel as if they could share that feeling with their parents because the parents would not listen. Listening is something that teachers can do in classrooms as well. Today more than ever, student voice is being highlighted and acted upon. Do you let students have a voice in their learning? In their classrooms? Or are we forcing students to do something they have little input/interest in? If students have a voice in their learning, their vested interest and engagement increases. Right now, Cooper is interested in Tee-ball and tomorrow's practice is all he has been talking about for the last three days. What have I been doing the last three days...just listening.<br />
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With our first practice scheduled to begin in less than twenty-four hours, Cooper is beyond excited and I am nervous as can be. I am nervous that I will be able to exercise patience, celebrate and listen and I am nervous as to how Cooper will do. Regardless of how nervous I am, this milestone is exciting. I remember my playing days and being nervous prior to the first play, but I also remember how quickly the nerves go away the minute the ball is snapped. I am sure the minute we start practice tomorrow night. the nerves will subside, Coop will have a blast, playing and learning and I will be able to be patient, celebrate and listen.<br />
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Stay tuned!<br />
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What was your moment today?Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com2tag:blogger.com,1999:blog-5731221898466113293.post-42470706162597351852016-04-29T18:44:00.002-05:002016-04-29T18:53:58.683-05:00Elements Teachers PossessI entered the school this morning with hope and optimism that today was going to be an amazing day. I entered the school this morning with two elements I would hope each of my teachers entered with as well. In addition to being hopeful and optimistic I was excited and motivated to take advantage of the day. Just like many teachers who walk into buildings around the world in the morning, we walk in with an idea of what we think is going to happen and then we realize we work with children. Children are unpredictable and need our patience, compassion and sincere love as they make decisions that may not be the best and require our flexibility to meet the needs that matter most....the needs of our students.<br />
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As my day was dedicated to meeting the needs of the students who are still learning how difficult it is to make the right choice, I was consistently reminded how important it is for our teachers to possess so many of the elements I would highlight later on in the day. Many of these elements were shared with me, by you. Last week I shared a post titled, <a href="http://matthewarend.blogspot.com/2016/04/the-periodic-table-of-teaching.html" target="_blank">"The Periodic Table of Teaching" </a> asking for your input in reinventing the periodic table to include elements we see in our teachers.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRHkFAAXrw45xcbXbobKGGHxadYgSMkZ0tulGLfSdo7qtUN6f_HFAPcDZql7Jt06d8h5K1clWKpoubxUV3hJ3Hw41RjLmtvQxKYbDFh97gRl9NtYyTFeBjb7rXysa4MPI2gCSwCaC5wUQ/s1600/ChPIKRMUkAAP2HO.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRHkFAAXrw45xcbXbobKGGHxadYgSMkZ0tulGLfSdo7qtUN6f_HFAPcDZql7Jt06d8h5K1clWKpoubxUV3hJ3Hw41RjLmtvQxKYbDFh97gRl9NtYyTFeBjb7rXysa4MPI2gCSwCaC5wUQ/s400/ChPIKRMUkAAP2HO.jpg" width="400" /></a>As my day went on, it returned to a somewhat normal schedule, and I was able to shift my focus to creating what will be our Sigler Elementary "Periodic Table of Teaching" including elements of teaching.<br />
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There may not be another profession that requires so many different elements. Many of which are combined and required simultaneously to meet the vast needs of students that enter their classrooms each day.<br />
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Teacher Appreciation Week is next week and I could not think of a better way to recognize our teachers than calling attention to the very elements that make our teachers simply amazing. As teachers enter the building on Monday, they will be greeted by our Periodic Table of Teaching because #TeachersMatter.<br />
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As the week goes on, I look forward to seeing how teachers respond to the elements and hearing which elements they connect with most.<br />
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Are there elements you desire in your teachers? I know I have not listed all of them. Are there elements you feel are more important than others? What are your favorite elements?<br />
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What was your moment today?<br />
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Need a closer look at the elements of teaching...see below. Hopefully you can zoom in and check them out. If that doesn't work...I guess you will just need to come and visit!<br />
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<br />Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com0tag:blogger.com,1999:blog-5731221898466113293.post-3403768529690519232016-04-28T19:04:00.000-05:002016-04-28T19:04:00.326-05:00Recognizing the Villagers<div class="separator" style="clear: both; text-align: center;">
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We have all heard the proverb, "It Takes a Village to Raise a Child". We have heard it so much that at times it can be cliche, but in our heart of hearts, we believe it really does take a village.<br />
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In many respects, when we say this within a school building we are referring to the vast number of staff members that the child works with, the past, present and future teachers and of course, the child's parents.<br />
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This year, we have been blessed to have the support of some new villagers helping us raise our children/students. Volunteers. Developing a strong volunteer base in a Title I school is part of the unique set of responsibilities that comes as being a leader in such a building. Our volunteer base grew this year through the partnerships with two specific churches and two specific businesses who not only wanted to volunteer, but give of their time and resources. While financial support is welcomed and very generous the best gift our students can receive is the gift of time. The time volunteers spend with our students is truly a gift, but more than a gift, it is an investment.<br />
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Mentoring has been the gift and investment our volunteers have given to our students this year. Every Thursday, during lunch time, mentors embark upon Sigler Elementary, giving up their lunch to spend it with several of our students. They are looking for nothing in return, other than to know they are making a difference. The difference they are making looks different for each student and cannot be measured quantitatively. The difference they make comes through the self-esteem developed, social skills improved upon and our students knowing there is someone else in their life who is not a teacher or parent who loves them unconditionally.<br />
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One of our mentors shared this story with me today. "The first time I met my student, she sat with her shoulders facing me, not making eye contact, just counting the minutes until our time together was over. I set a goal for myself that by the end of the year, I could get her to face me during our conversations, make eye contact and enjoy our time together. I knew I had surpassed my goal a few weeks ago as I sat waiting for her to come down to the library and as I saw her heading my way, she was skipping with a smile on her face that reached ear to ear."<br />
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I will share that story with everyone I encounter who is considering working with our students. That example should fill your bucket. Consider the impact that villager just made and how that will support the teachers working with that specific child.<br />
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We celebrated our villagers, mentors and volunteers today with a Volunteer Appreciation Luncheon hosted by our Sigler Chefs (a group of 3rd grade students who participated in an after school cooking club) and the staff at Sigler Elementary. When the teachers approached me, asking if they can provide the food for the volunteer luncheon, you know they had felt the positive impact of the students being raised by the village.<br />
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Thank you does not begin to cover the gratitude I have and our staff has for the heart, time and compassion these volunteers have given to our students and staff this year. We appreciate you and we thank you for being a part of our village.<br />
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What was your moment today?Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com0tag:blogger.com,1999:blog-5731221898466113293.post-4193986282977086972016-04-27T21:34:00.002-05:002016-04-27T21:34:21.180-05:00Serious Thought and ConsiderationI have spent the last seventy-five school days, being intentional about reflecting at the end of each day, highlighting a moment to share with you all. As today comes to a close, I find myself reflecting or replaying my day in my mind, searching for the one moment to share. Up to this point, I have been able to find a moment each day that I wanted to share. Tonight...not so much.<br />
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As the day replays over and over again, there were a lot of moments I enjoyed. Collaborating with teachers and staff in the building as we continue interviewing for the last of our vacant positions, meeting with my fellow bilingual principals for a working lunch and the time I spent after work with friends, just sharing what is happening in our lives. All great moments, but I am struggling to highlight just one.<br />
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As I was contemplating which moment to write about and really reflect on, I came to this understanding, "reflection is not an isolated event or a thing. it is a process. It would be easy to sit down and just share a moment that happened today so I can "check the box" and say I did it, but that would be wasting your time and mine. Rather, I stumbled upon the realization that some times the mere act of reflecting can be enough. It does not need to lead to a blog or actionable item. Reflection can be just what it is; serious thought and consideration.<br />
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As my day comes to an end, I want to be able to say I have given my day serious thought and consideration through the process of reflection. While I am not able to highlight a specific moment today, it was the moment I realized the reflective process I work through is more than just a thing, I want you to know more about.<br />
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While a moment may come tomorrow that I can share more about, my time tonight was spent engaged in serious thought and consideration, just as reflecting should be.<br />
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What was your moment today?Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com0tag:blogger.com,1999:blog-5731221898466113293.post-72976358589760035642016-04-26T19:01:00.002-05:002016-04-26T19:26:27.566-05:00Smack Dab in the Middle of the SchoolI have often heard stories of a former principal at Sigler Elementary who moved her desk into the middle of the main hallway and sat up shop, smack dab in the middle of the school to better understand who was coming and going and why. Rumor has it the former principal ruled with an iron fist and if teachers passed her desk, set up in the middle of the hall, they were stopped and questioned as to why they were not working with students.<br />
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Today, principals can be seen working in classrooms on wireless devices, laptops and smart phones or seen in the halls using a mobile desk to increase visibility, connect with teachers and students or when needed, just get out of the office.<br />
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Tuesdays at Sigler Elementary, our school store is open. I love working the school store, but this year I have let my schedule dictate my availability to be present at the store. Realizing this, I have already vowed to make that change for next year. Being at the store is a guaranteed connection with students. Students line up and spend their "starbucks" allowing me to connect with them; asking how their day was, what was happening in their lives and just listening to the conversations they have with other students as they wait anxiously to make their purchase.<br />
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Students come to the store during their recess time, arriving around 10:45 and continuing to come off and on until 1:30 or so. This year I have been guilty of trying to do too much. I will be at the store when I need to be and then go back to the office or somewhere else in the building, during the few minutes that exist in between grade levels. I am trying to get it all done and in the meantime, I miss those encounters with students or other parents and teachers who are passing by.<br />
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While I did not move my desk into middle of the main hallway today, I did set up shop using my laptop computer and a chair as a make-shift office. It was great! I was able to connect with teachers who passed by, I was able to talk and greet parents who came in the building to eat lunch with their children and interact, joke and love on the students who passed by and who shopped at the store. I specifically recall a student who went out of this way to let me know tomorrow would be his last day as he was returning to New York to live with his grandma. While I breaks my heart to know he is leaving, I am reminded of the power of being present. Had I not been there, I may not have realized he was leaving until it was too late. These moments, even the sad ones, are what I love about bring a principal in an elementary school and I have not made myself as available as I need to be for them.<br />
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We are inching towards the last month of the school year and reflections such as this are necessary now more than ever. Find a few moments to take stock in what you value, remember your why and determine whether or not your actions are aligned with your values and why. If they are not...fix it.<br />
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Consider this fixed. I am looking forward to the remaining Tuesdays, the school store and setting up shop, smack dab in the middle of the school.<br />
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What was your moment today?Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com0tag:blogger.com,1999:blog-5731221898466113293.post-31943151233199670552016-04-25T20:09:00.004-05:002016-04-25T20:09:33.611-05:00Strategic Abandonment - What's Sliding Off the Plate?I received an email from a colleague today titled "Input". She was emailing a group of her peers, asking for input regarding a committee she was serving on, discussing "strategic abandonment". Interesting term, right? Strategic Abandonment. The district is looking for input from administrators, inquiring what can be taken off the plate. We all agree the plate is full and after some deliberation, my colleagues and I were able to come up with a short list of things we recommended for strategic abandonment. It was more difficult that it originally sounded.<br />
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As the day went on, this term of, strategic abandonment has stuck with me. It reminded me of the leadership meeting I had last week, where we discussed ideas and potential changes for next year. It reminded me of the after school meeting with our AVID site team, where we discussed this year's goals, our progress towards them and how we will continue to find success in newly written goals for next year. As we reflected, brainstormed and started making plans for next year, not once did I consider asking about strategic abandonment or what we should leave behind.<br />
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I and we (public school in general) am/are guilty for adding to the already full plate without considering what can be abandoned. It is a question worth asking. I would like to think that everything we are doing has a purpose, an intention and links back to our why, but that is what I think. Many of the "things" "we are doing" are really "things" the teachers are doing. I'm interested in knowing what our teachers feel needs to continue and what may need to be strategically abandoned.<br />
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Will new things be added to the plate for next year? Yes. It's education. If we are not changing we are standing still and if we are standing still, we are getting passed by. No one has time to get passed by, but as a general rule, for each new thing added or change, something else needs to go...right? If the plate is already full and we add without taking away, the plate is not going to hold. It is going to break. Our teachers are to valuable and dedicate to be broken.<br />
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As the year ends, join me in asking teachers about what we can strategically abandon. Seek their input, allow their voices to be heard and let's agree that for each new thing we add to the plate, we identify what will be taken away. Will it be easy? No way. Will it be worth it? I bet it will. Are you courageous enough to ask the question you may not want to hear the answer to? It may be difficult to hear, but success does not come easy.<br />
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Let's make the hard choices together! I look forward to sharing what we are going to strategically abandon and I look forward to hearing what ends up sliding off your plate.<br />
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What was your moment today? Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com0tag:blogger.com,1999:blog-5731221898466113293.post-10019165618970425292016-04-22T20:53:00.001-05:002016-04-22T20:53:07.918-05:00Valuable LessonsEvery school around the country has one foot on the gas, one eye looking at the rear view and one eye looking straight ahead. It's what great schools do when you are in the last nine weeks. You have to keep your foot on the gas because we all feel this precious thing we call time slipping away on the current school year and we all feel as if there is still so much to accomplish. You have to have one eye looking at the rear view, reflecting back on what has worked well, what you want to keep doing and what you want to try next year. While it seems like an insurmountable task to reflect at a time like this, I believe it is really the best time of year to reflect because everything is fresh on your mind. Then, we have to keep one eye looking straight ahead because before you know it, this school year will be over and the next one will be knocking on your door.<br />
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For me, looking straight ahead includes hiring teacher candidates for the vacancies you know exist for the upcoming school year. Now is the time to find the best candidates. Waiting until it is convenient, may mean waiting until it is too late. There are many things that are principals must do well to be successful, but the most important thing...in my opinion, is being able to hire the right teachers. I have shared a few thoughts this spring about hiring and my opinions about what I am looking for in a teacher, but today I was reminded of some valuable lessons.<br />
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Check out my earlier posts about hiring:<br />
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<a href="http://matthewarend.blogspot.com/2016/04/can-i-get-back-to-you.html" target="_blank">Can I Get Back to You</a><br />
<a href="http://matthewarend.blogspot.com/2016/04/my-moment-day-60-its-interview-time.html" target="_blank">It's Interview Time - What Am I Looking For</a><br />
<a href="http://matthewarend.blogspot.com/2016/02/now-hiring.html" target="_blank">Now Hiring </a><br />
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Today I was reminded of three things, as we were able to hire three teachers for the upcoming school year.<br />
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1. Take Your Time - There are a lot and I mean a lot of candidates out there. Some are amazing and some, well...let's just say teaching is not for everyone and then there are some that fall somewhere in between. I want the best. Sometime you do not know who the best are until you have had something to compare it to. We have been interviewing for a particular position for some time now and while each candidate has strong characteristics that we would like to add to our team, we just were not confident we had found the right one. We did not settle, we took our time. While it became frustrating at times, because we were spending so much time interviewing and finding bits and pieces of what we were looking for, it paid off. Today, we found just the right teacher. The best part? She "wanted" to work at Sigler.<br />
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2. Trust Your People - I do not do interviews alone. Teams are invited to join me in interviewing candidates. I would have a hard time hiring someone who the team is not 100% invested in. Throughout the process of interviewing candidates, I openly seek feedback and input from the team of teachers that is sitting in the interview with me. While they are interested in what I think, I always allow them to share before me. Over time, our interests and vision for "who" we are looking for has aligned, but we still need to seek input. The important part of seeking input is that trust has been developed so our current teachers can speak freely, share their thoughts, and not be worried about whether or not their thoughts align with mine. Most of the time they do, but recently their ability to speak freely and share what they think have led us to hiring some teachers and not hiring others.<br />
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3. Listen to Your People - Along the same lines of trusting those who are interviewing candidates with you comes listening to them. It is one thing for trust to be established, so teacher feel free to share their thoughts, but if you are not willing to listen to them and I mean really listen, the trust will not be around for long. As I arrived at work this morning, we had all but agreed we would hire a teacher today. One staff member had some reservations. Because trust has been established, she was able to feel she could share her thoughts and I listened. Our dialogue led to us bringing a candidate back in for a 2nd interview, asking some additional questions...things that had come up through our discussion, prompted by my willingness to listen and the trust the teacher felt in sharing. The 2nd interview was insightful. The reservations the teacher had became more obvious and steered us clear of hiring a teacher who may not have been in our students' best interest.<br />
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Did you catch those last three words? When schools are making hiring decisions, there are a lot of factors to take into consideration. How will this candidate fit in with the current staff? How will they get a long with the team? Will they bring new ideas? Will they make our staff stronger? The list could go on and on, but the most important factor, we must take into consideration is, is hiring this teacher in the students' best interest.<br />
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What was your moment today?<br />
<br />Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com0tag:blogger.com,1999:blog-5731221898466113293.post-17176370601919872082016-04-21T20:29:00.001-05:002016-04-21T20:29:58.372-05:00Can I Get Back To You...?As the principal of a Title I school, hiring teachers that "want" to work with our students and our demographic is a must. Our teachers and teams spend countless hours, interviewing potential candidates, trying to find just the right person. The right person who has the passion to do what needs to be done each day and the desire to learn how to do it in a way that works for the individuals who they teach each day.<br />
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We search high and low for candidates who we feel may be great fits for our students, teachers, parents and staff. We ask questions leading candidates to thought provoking answers and leave us reflecting on candidates' answers after they leave.<br />
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We do all of this in an attempt to find just the right one. The one that "wants" to work at Sigler Elementary. The one that forces us to run out of the building after him/her after they leave, because we fear they will get a job somewhere else, if we hesitate in our decision. When we find who we believe we are looking for, we offer them the opportunity to work with us, to work with our students and families. The answer I want to hear when we offer a position to a candidate is, "Yes, absolutely!" What I am finding out...there are not as many candidates that "want" to work at Sigler, or at least they want to see what other options they have first. When I offer a position, instead of "Yes, absolutely!", I hear, "Can I get back to you?"<br />
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While there is a part of me that gets it, "Can I get back to you?" is not an answer I enjoy hearing. Applicants today have choices. I get it. They want to be sure they are making the right choice, finding the right school, ensuring it is a good fit. I want all of that too. As someone who is in a position to hire, I do not want to be someone's second option. I do not want our school to be the choice because something else did not work out.<br />
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The students we serve deserve nothing but the best. They do not want or need teachers who "had to think about it" or teachers who ask, "Can I get back to you?" We need teachers who, without hesitation, can make the unequivocal decision to say "Yes, absolutely" because they want to work with our students, teachers and families at Sigler Elementary.<br />
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What was your moment today?<br />
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Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com0tag:blogger.com,1999:blog-5731221898466113293.post-32996608258242745572016-04-20T18:49:00.002-05:002016-04-20T18:51:09.481-05:00Periodic Table of Teaching - #TeachersMatter<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ05ptiKfyHXGFbfHkpG-_sGBgfsgBRjGZ9qT9lBh1zpFdLTS6tbgXiSEaWScR-TgcY9XMD8BQPptXmXMf_r-oGhpADWPZchKQ7AW-NfUCjH8o0cBw7iS7aTCXQuBvYSa03jr58f0lQt0/s1600/google.com+periodic_table_of_elements.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="376" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ05ptiKfyHXGFbfHkpG-_sGBgfsgBRjGZ9qT9lBh1zpFdLTS6tbgXiSEaWScR-TgcY9XMD8BQPptXmXMf_r-oGhpADWPZchKQ7AW-NfUCjH8o0cBw7iS7aTCXQuBvYSa03jr58f0lQt0/s640/google.com+periodic_table_of_elements.jpg" width="640" /></a></div>
This is going to be an awesome opportunity to harness the power of our professional learning networks to create something that (to the best of my knowledge) has never been created before. If it has, I cannot find it and that includes an hour or two of searching the mother ship of all things created for education....Pinterest.<br />
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The first full week of May is Teacher Appreciation Week, which means for the last month or so, our PTA and I have been collaborating on ideas and searching for suggestions. One idea we came up with was harnessing the power of social media and my PLN to create the Periodic Table of Teaching, because as you know #TeachersMatter. Get it...matter...science....periodic table?<br />
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We have started a list and have come up with an impressive list in my opinion, but we need your help. Can you help us develop a Periodic Table of Teaching?<br />
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Use the link below to add your thoughts and suggestions to what terms, character traits or words can be used to describe teachers that will reflect the periodic table, seen above. For example Sn may stand for sensitive. The goal would be to come up with a different term, trait or word for each element. <br />
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<a href="https://docs.google.com/document/d/1ApsHV2Ru4SWT0a-fsSUoCXQO_y_egAIPyAfUmmJ5_jU/edit?usp=sharing" target="_blank">Periodic Table of Teaching </a><br />
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I am excited to see us collectively harness the power of social media to create this powerful reminder that #TeachersMatter.<br />
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What was your moment today?Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com1tag:blogger.com,1999:blog-5731221898466113293.post-61316621551862113982016-04-19T20:09:00.002-05:002016-04-19T20:09:43.923-05:00A Different Kind of NetworkIn the last several years, I have found social media to serve as a platform for my professional learning network or PLN to grow exponentially. Everyday, I am connecting or following folks that I did not know or follow the day before. When folks say it is the fastest way to connect with other professionals, I agree completely. Whether you are connecting on Facebook, Twitter, Voxer, LinkedIn or through a variety of other platforms, I am sure you have experienced how quickly your PLN can grow and the relationships that can be cultivated through just being present in a social media scene. <div>
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My social media presence has led to multiple meaningful relationships with colleagues who I now call friends. It's funny to think you can consider someone a friend without ever meeting them face to face, but when you are engaging in conversations about a shared passion, trust me. It happens. </div>
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Today, I was reminded of another network I belong to. I didn't meet them online and we rarely exchange tweets or voxes, but we are always there for one another. They are an email, text or phone call away and when needed a short drive across town.</div>
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As STAAR test results were released today across campuses in Texas, I was able to connect with my network of principals within my own school district. We exchanged emails and phone calls sharing the results, not to rank ourselves against each other, but to provide the collegial support principals need. We mutually care for one another. We congratulate one another. We pick one another up when we are down and we share what is working in the hopes it will work for the next person. Every now and then, you need to be able to pick up the phone and speak with someone who you know gets it. Someone you know who works in the same district, in the same type of building you do. No disrespect to my colleagues on Twitter and Voxer, because I have learned so much from our tweets, voxes and comments, but picking up the phone and having a conversation with someone who is in the exact position I am in, in my district is just different. </div>
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As the world continues to flatten and social media platforms continue to expand and connect us globally, do not forget about the networks that exist and the company you are surrounded by, right where you are. </div>
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What was your moment today? </div>
Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com1tag:blogger.com,1999:blog-5731221898466113293.post-82264579921599102262016-04-18T19:57:00.002-05:002016-04-18T19:59:23.010-05:00The 7 Minute Staff MeetingSpring has sprung and the last thing any hard working staff desires to do at the end of the school day is march down to the library or your standard gathering space for staff meetings and listen to me or any one else for that matter, delivering information to an already full plate.<br />
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However, just because it is spring, does not mean the information that teachers need to know just magically disappears or can simply "wait until next year".<br />
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It is a dilemma school leaders face. How to balance giving teachers the time they need with delivering information that needs to be shared. While you are figuring out the balance, do not forget to keep spirits up and morale high. Never fear...You Can Do It!<br />
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I introduce to you The 7 Minute Staff Meeting, shared with me by my <a href="https://twitter.com/search?f=tweets&vertical=default&q=txpvi&src=typd" target="_blank">#txpvi </a>colleague and friend Conrad Streeter, Princpal at Colleyville Heritage High School or <a href="https://twitter.com/ConradStreeter" target="_blank">@ConradStreeter</a>. While the meeting it self is more than 7 minutes (27 to be exact) it allows for the delivery of information, in small chunks and keeps the teachers moving.<br />
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How it Works:<br />
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1. Identify what needs to be shared, delivered or what feedback you need from teachers.<br />
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We had three things that needed to be shared this afternoon. A reflective survey asking teachers to consider their proficiency on the different components that make up a guided reading lesson, providing information about our Community and Student Engagement Accountability System and reviewing expectations with the implementation of accommodations for students.<br />
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2. Break teachers into the appropriate number of groups, based on what will be shared, delivered or what feedback is needed.<br />
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Since we identified three topics, we divided the staff into three groups. If you google random group generators, several will come up. I went with this one: <a href="http://www.aschool.us/random/random-pair.php" target="_blank">Random Group Creator</a>. I simply copied and pasted the staff list and viola. I had our groups for the afternoon rotations.<br />
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3. Assign each group a place to start.<br />
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We shared a google document with the groups and a brief description of where to meet and what they will need.<br />
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4. Provide refreshments.<br />
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In the middle of our main hallway was a table with refreshments for staff to grab as they transitioned from group to group.<br />
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5. Identify a time keeper.<br />
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We have an after school program who work in our front office. She made an announcement saying "Your 7 minutes begins now." We would share/discuss and get feedback and when time was up and announcement was made saying, "You have 3 minutes to transition to your next rotation." This repeated until teachers had rotated through each of the three rotations.<br />
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Research supports the use of movement in learning and studies have shown we can only sit and attend so long before we begin to get distracted. While I cannot put my fingers on the exact study, for the sake of The 7 Minute Staff Meeting, we agreed today that we could attend for about 7 minutes and after that, it was time to move.<br />
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Going to give The 7 Minute Staff Meeting a try?<br />
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What was your moment today?Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com1tag:blogger.com,1999:blog-5731221898466113293.post-9334595764062832802016-04-15T18:31:00.002-05:002016-04-15T18:31:51.580-05:00When the Wi-Fi Gets Turned On<div class="separator" style="clear: both; text-align: center;">
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<span style="background-color: white; font-family: inherit;">If you have not gotten a chance to read my blog about my #oneword for 2016, check out </span><a href="http://matthewarend.blogspot.com/2016/01/enjoy-moment.html" style="background-color: white; font-family: inherit;" target="_blank">Enjoy the Moment. </a><br />
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<span style="font-family: inherit; text-align: center;">As I mentioned in my blog, my #oneword is a call to action for me to be mindful of the moments that make up my day. The moments at home, the moments at work and the moments that happen in between.</span><br />
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<span style="font-family: inherit; text-align: center;">I have been fortunate enough to meet and learn from some of the (what I consider to be) forward thinkers when it comes to educational technology and technology integration in the country. While their delivery and presentation styles vary, there is one solid message that comes across loud and clear. We should not be using technology, just for technology's sake. It is pedagogy first and technology second. They go on to share examples of what would happen if a case of (insert device here) arrived in a classroom tomorrow and teachers were not prepared to deliver instruction with true technology integration. Having an (insert device here) show up, is having an (insert device here) show up just for technology's sake. How are we as leaders preparing our teachers to deliver instruction that truly imbeds technology so they are prepared for when the (insert device here) does show up? A more difficult question may be, as a teacher, how open are you to learning how to embed or integrate technology into your classroom while you wait for the </span><span style="text-align: center;">(insert device here) to show up? If it even does. </span><br />
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<span style="text-align: center;">If you are keeping up with recent trends regarding education and/or educational technology one of the hot topics is the access divide. This divide goes hand in hand with equality. How can we have equality among our students, classrooms, neighborhoods or schools without equal access? </span><br />
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<span style="text-align: center;">Recently the City of Plano has taken steps to address equal access by offering free Wi-Fi at all parks. In fact, they will become the first city in Texas to accomplish such. Now, I will be the first to recognize the fact that the vast majority of families today, impoverished or not have at least one device that can connect to Wi-Fi. Mission Accomplished...right? </span><br />
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<a href="http://www.wfaa.com/news/local/collin-county/plano-to-offer-free-wi-fi-at-all-parks/86882310" target="_blank">Plano to offer free Wi-Fi at all parks</a></h1>
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<span style="text-align: center;">Wrong. It is just the first step. What role does a school or school district play in offering free Wi-Fi or access to such? Is it the role of the school or school districts to supply the Wi-Fi or to educate it's teachers, students and families to take advantage of the Wi-Fi, properly creating and delivering instruction and opportunities that allow students and families to do so. If a city or apartment complex knocked on my door tomorrow and announced that families would have unlimited access to Wi-Fi, would we be ready? </span><br />
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<span style="text-align: center;">As the school year slowly winds down and we (as a collective group of educators) begin to reflect on the year and begin to make plans for next year, how do we begin or continue to educate our teachers, students, parents and families on the appropriate use of technology and the effectiveness of integrating technology to support the pedagogy? How can we ensure that not if, but when the access divide closes, because at some point it will, our teachers, students, parents and families are equipped to take advantage? If we cannot grow the capacity in our teachers, increase their level of comfort and empower them to make the necessary changes to their instructional delivery, when the Wi-Fi gets turned on and the access divide is no longer a divide, it will be just for technology's sake. </span><br />
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<span style="text-align: center;">What was your moment today? </span></div>
Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com0tag:blogger.com,1999:blog-5731221898466113293.post-34879454136998389092016-04-14T19:36:00.000-05:002016-04-14T19:36:23.990-05:00One More HugI see it often as an elementary school principal. The student left clinging to the legs of his mother or father, pleading desperately for them not to leave, wanting just one more hug. It's sad. Heartbreaking in fact. I see the emotional turmoil the parents go through as they are trying to escape the grasp of their child. All the parents want to do is leave and all the child wants them to do is stay. It's hard all the way around.<br />
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I see it often as an elementary school principal, but I hardly ever see it from the perspective of the parent...until today. My wife works in the same pre-school our four year old son, Cooper attends. She is accustomed to the extra hug or clinging to the leg as she is taking Cooper to class, desperately trying to get back to her classroom before her students arrive. While that is happening, I am already at work. I miss a lot of those moments. It may be the nature of my job, but one day I will get to officially experience Cooper's first day of kindergarten and anticipate the continual embrace as he tries to get just one more hug. Until then, I get to experience days like today.<br />
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Donuts with Dad.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBqeAogzB6xvsUyrcHp1f8mXR-YB_qWFFDYl5baPSkgikWWgzfIJvww0BkV_Z9_SEs6rMo3kDeBzeC3SqulSyw6JzdkhSAdPwpfpu3ILF21e3p9D8Pj-Gzqq1KB-oHx6UtqmgFmbvW7Pg/s1600/facebook.com+13001279_10207241410725934_4776683391021576874_n.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBqeAogzB6xvsUyrcHp1f8mXR-YB_qWFFDYl5baPSkgikWWgzfIJvww0BkV_Z9_SEs6rMo3kDeBzeC3SqulSyw6JzdkhSAdPwpfpu3ILF21e3p9D8Pj-Gzqq1KB-oHx6UtqmgFmbvW7Pg/s320/facebook.com+13001279_10207241410725934_4776683391021576874_n.jpg" width="320" /></a>It is one of the events I look forward to at Cooper's school. It is just me and him. I pick him up in his mom's classroom prior to the start of the day and hop in line with the other dads who are there to eat donuts with their children.<br />
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We enjoyed two glasses of OJ and two of the best glazed donuts we could find. Just me and him. I was able to wear a designer tie, that was one of a kind and got to read "Meet My Dad" through the eyes of my son.<br />
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I know you cannot read the paper Cooper is holding, oh so carefully, because his fingers were sticky and he didn't want to get the paper sticky, but let me hit some of the highlights.<br />
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What are his favorite things to eat: all kinds of grown up things<br />
How tall is Daddy: 1ft (We have some time to work on measurement)<br />
What is Daddy's hair like: like bald hair, it's not done growing<br />
What is your favorite thing to do with Daddy: play<br />
Where did you and Daddy meet: at Amber's at small group<br />
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I feel I need to clarify the last one. Clearly Cooper took this questions literally, as I meet him and Julie each Wednesday night at our friends Josh and Amber's house for small group. Just so happens they filled this out in class on a Thursday morning. Funny!<br />
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As we finished our donuts and captured a couple of memorable selfies, it was time to walk Cooper to his classroom. As we approached the door, I could feel it. I could feel what I had seen countless times before. His arms were clenched around my legs and he was not letting go. He did not want me to leave. After about five "one more" hugs, I heard myself giving advice to the parents who I had seen in this same position before...just walk away. Terrible advice. If I walk away, this four year old is coming with me. He is latched on tight. As I pried his little fingers from my legs and gave him one last hug, his teacher saved the day and distracted him with an activity that was beginning in the classroom.<br />
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Whew. Not easy. The drive back to work left me wondering how he was doing. Chances are he transitioned just fine and was playing with his friends and had long forgotten about saying good-bye to me. Only problem was, I had not forgotten about it. Eventually, the day went on and the thoughts faded from my mind, but as the day came to an end and I embarked on my drive home, I could not wait to get home to give him a big hug.<br />
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I know one day, the last thing Cooper will want is to hang on to my leg, but in the meantime, I will soak it in. He wants me around and that is just what I want. I need to be mindful of that. I need to be aware of the moments at home. I need to spend the time I have playing, having light saber fights and listening to the stories Cooper has to share. Then at the end of the night, I need to be sure I give him just one more hug.<br />
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What was your moment today?Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com0tag:blogger.com,1999:blog-5731221898466113293.post-33515052481539970942016-04-13T21:17:00.002-05:002016-04-13T21:17:56.097-05:00Reserved for PrincipalI recall my graduate school days and remember one of my professors sharing his opinion about whether a principal should have a reserved parking place or not. Before I go any further, do you have a reserved parking place or does the principal in your building have one? Maybe it's not that big of a deal to you. Admittedly, I do have a reserved parking place. It is convenient for the days I arrive to school long after the staff has pulled in. The days were I have off campus meetings. The days that I can return and not have to worry about scouring the parking lot to find an open place, I know right where one is. It is reserved for me. <div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeD9FsXv189DdSvUksAxJevTvW-BVOsMP3xG325tsDKiRTop_US0LCQyEBtUVXlW2_8aMUSdTQGlhG7IMvsQUs2I5WGKzpweZwJ_qHKC9nW3kD0W0g9ahEcAdATkv-FkhaoV6651X568c/s1600/google.com+embedded+%252812%2529.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjeD9FsXv189DdSvUksAxJevTvW-BVOsMP3xG325tsDKiRTop_US0LCQyEBtUVXlW2_8aMUSdTQGlhG7IMvsQUs2I5WGKzpweZwJ_qHKC9nW3kD0W0g9ahEcAdATkv-FkhaoV6651X568c/s1600/google.com+embedded+%252812%2529.png" /></a>This past March, our staff had the opportunity to compete in a March Madness Bracket Challenge, much like many of you may have competed in. While the prize package for this bracket challenge did not have a monetary reward, lunch and the principal's parking spot were up for grabs. With the national championship behind us, we have announced our winner and it was not me. Just like that...my parking spot was no longer reserved for me. </div>
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I pull into work each morning armed with the task of needing to find a parking space. I pull into work each morning armed with the task of needing to find a parking space, just like everyone else. Do I miss it? Sure. Can I live without it? I bet I can. </div>
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As I was walking out of the building today with a couple of our teachers and our assistant principal, I walked with them to their cars and one of them asked, "Why did you park over here?" Honestly, it is because I can't fill out a bracket worth a darn...or at least one that can win an office pool. I reminded this teacher that for the rest of the year I would be parking "over here". </div>
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I have given up my parking space before as an incentive or reward for teachers on campus. I believe most of them appreciate having a space they can call their own, but I always got it back. It was still reserved for me. </div>
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For the rest of this year, I am parking "over here". I am parking "over here" with everyone else. If teachers do not get a reserved parking space, why should I? I am not special. The work the teachers put in everyday, the work with one another and with our students, that is special. I simply have the privilege of leading a group of teachers who are passionate about educating children. </div>
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As I wrap up this post, I am thinking my car has spent it's last day in "my reserved spot". As a leader, I need to be reminded how hard our teachers work, the passion they possess and the little things they spend time doing. As much as I like to believe I know...I know that I forget. </div>
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If parking "over here" serves as a reminder of how hard the teachers work and sends a message that I am willing to work right along side each of them, removed from any special privileges, I will proudly park "over here" from this day on. </div>
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Where do you park? </div>
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What was your moment today? </div>
Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com0tag:blogger.com,1999:blog-5731221898466113293.post-18993381666833143602016-04-12T19:33:00.001-05:002016-04-12T19:33:26.637-05:00I Messed Up and a Student Saw It<br />
It is day 65. The 65th day of reflection, looking for a moment to share. This evening, as I am replaying my day, I came to a simple moment that made me smile. It was as simple as tying a shoe. <div class="separator" style="clear: both; text-align: center;">
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We all learn this simple task early on as a child, but like any task, it takes practice. As I was standing in the hallway today, I noticed a kindergarten student walking back to class who happened to have his shoes untied. Knowing there was a solid chance he would trip and fall, I stopped him and pointed out the untied laces on his shoes and let him know he needed to tie them. Without hesitation, this young man pointed out, he was not very successful at tying his shoes. He let me know he knew all of the steps, but just could not tie his shoes yet. </div>
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As he put his shoe up on the bench in the hallway, he led me through each of the steps, telling me exactly what to do. He was right, he knew each of the steps and was able to tell me where he would get stuck. He got stuck just as you were pulling one bunny ear through the other. I appreciate he called them bunny ears, because that was the same terminology I used. (Great minds) Lending a hand and following each of his steps, I crossed the laces, made the bunny ears, and as I went to pull the bunny ear through to complete the process, I messed up. </div>
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His reaction, "That is the same place I mess up." </div>
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Thankfully, I was able to try again and prove to this six year old that his principal does know how to tie shoes, but he left me thinking of two valuable lessons. </div>
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First Lesson: Admit What You Cannot Do</div>
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At the age of six, this young man was quick to share what he had yet to figure out. He was transparent, open and honest about what he could not do. As adults, how often are we transparent, open and honest about what we cannot do or what we do not know? Is there something wrong with admitting you do not know how to do something? It may take a certain level of humility, but if you can admit you do not know everything, you allow yourself the opportunity to learn something new. Or in this case, you keep practicing what you cannot do yet, until you are able to do is successfully. </div>
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Second Lesson: We All Mess Up</div>
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Even as something as simple as tying a shoe gets messed up from time to time. You should have seen the look on this students face when he realized I messed up tying his shoe. We all mess up. We mess up simple things and sometimes we mess up major things. Either way, messing up happens and sometimes our mess ups happen in front of others. Messing up in front of this student showed him that messing up is OK. It showed him that we all make mistakes, that no one is perfect, and with practice, partnered with a growth mindset, we can show improvement. </div>
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As educators, we are faced with the challenge of preserving the innocence our kindergarten students possess. How do we let students know it is OK to let us know what they are not able to do and it is OK messing up trying to get better at it? </div>
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Maybe we are guilty of doing what I did today? I did what he could not do for him. Yes, it was only tying a shoe, but let's be mindful of giving students opportunities to express what they cannot do "YET" and making sure they know it is OK to mess up, while they try to improve. </div>
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What was your moment today? </div>
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Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com1tag:blogger.com,1999:blog-5731221898466113293.post-37574474864679974572016-04-11T20:54:00.000-05:002016-04-11T20:54:12.554-05:00Keep Learning or Shut it Down - 8 Weeks to GoI am not one to look at the calendar and start counting down the weeks and days until summer break, but yesterday, as I was working on my weekly memo I send out to staff, I came to a cross roads and looked to see just how many week are left.<br />
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You see, I was recently introduced to a book titled, "<i>7 Steps to a Language Rich Interactive Classroom"</i>, by John Seidlitz. It is full of simple yet impactful strategies to increase language development in classrooms. As the principal of a bilingual, title I campus, you can imagine how important language development is for ALL of our students. In fact, language development has been the focus of our learning throughout the school year. A few of our teachers were able to attend a training earlier in the year and received this book, but it was a small number of teachers. I was ready for the majority of our teachers to see the strategies in this book. But...there are only eight weeks left.<br />
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Hence the crossroads...at what point in the school year do you "shut it down" or stop exposing teachers to ideas that will make them better? At what point in the school year, do you decide that it would be better to "wait until next year"? How do you discern between what be can and should be shared now versus what should wait?<br />
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As I mentioned, language has been our focus all year so I see this book and these 7 steps as a continuation of what we have been doing all year. In some cases, teachers really are, already doing this. With eight weeks to go, I believe we can introduce one step a week and gain exposure to what we will continue to focus on next year. I think that is the key...<br />
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If I was going to roll something out over the last eight weeks of school and never visit it again, then it really is one more thing. This book, these 7 steps and strategies have been our focus all year and will continue to be our focus next year.<br />
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As a principal, I do my best to be aware of what is on our teachers plates and thankfully, I have teachers who can openly remind me when the plate is too full and we need to tap the brakes. With best intentions, leaders can lose sight of just how full the plates are, so I appreciate the trust we have established. I appreciate when they can openly tell me how full the plate is.<br />
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I created a Smore Page to help highlight each of the 7 steps over the next eight weeks. Will each staff member take advantage of them? Maybe. Maybe not. I will focus on the staff members that do and will be able to use their efforts next fall, as we move forward, making these strategies a best practice. <br />
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Check out our Smore Page: <a href="https://www.smore.com/06vy6" target="_blank">7 Steps to a Language Rich Interactive Classroom</a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUXUSAtgIwN4P79ybcgQhHj-AdrYD31WYm_R-EbwGxLFlV5JU2D-SxvTlpce9EwwucqEWOmqvFFag1GYbrD7XBVcfTykj4J3euM8s4I6qo4EQNL-4OBRJFi6XZLpkjAYIaivQvg5fdRYs/s1600/twitter.com+CfxJ9FMVIAElmjc.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUXUSAtgIwN4P79ybcgQhHj-AdrYD31WYm_R-EbwGxLFlV5JU2D-SxvTlpce9EwwucqEWOmqvFFag1GYbrD7XBVcfTykj4J3euM8s4I6qo4EQNL-4OBRJFi6XZLpkjAYIaivQvg5fdRYs/s320/twitter.com+CfxJ9FMVIAElmjc.jpg" width="320" /></a>Being the pleaser I am as a principal, consciously always wanting everyone to be happy about everything, I was nervous about the response to pushing out the first of these 7 steps. (I know...rough character trait to possess as a leader, because its nearly impossible to keep everyone happy) Then this happened! As I walked into a 2nd grade classroom at 9:15 AM, just hours after sending out the Smore highlighted above, I see the following, captured in the image you see.<br />
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I was so proud of this teacher. She printed the strategy, introduced it to her students and had this visual placed on each of the student groups' desks.<br />
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The mindset this teacher possesses aligns with mine. We have eight weeks to go and we are going to finish the year stronger than we started. We are going to teach until the final bell, taking advantage of each day and model for our students that we must never stop learning.<br />
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Just one of the reasons I I love my school on #ILoveMySchoolDay.<br />
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What was your moment today? <br />
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<br />Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com1tag:blogger.com,1999:blog-5731221898466113293.post-76763517596985467542016-04-08T20:29:00.000-05:002016-04-08T20:29:02.183-05:00Where I Need To BeIf you have been following along with "My Moments" you will begin to realize that I have been involved in a lot this year, taking me away from campus often. That's the balance, right? Figuring out how to lead and learn. In order to learn, present and grow I am attending conferences and participating in institutes at both the district and state level. In addition to those amazing opportunities, the regular off campus meetings as a district administrator still exist. I do all of this to lead and learn, but if I am always learning (away from campus) how can I lead?<br />
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What does it all mean?<br />
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I have learned from some of the best minds in education.<br />
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I have connected with educators around the state and nation who challenge my thinking daily.<br />
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I have made lasting friendships with people whom I would have otherwise never met.<br />
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I have been away from campus WAY TOO MUCH!<br />
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I have heard and even used the old saying, "If leaders cannot be off campus, they have a leadership problem." A leadership problem is hardly the case. In fact, it is the leaders and teachers on campus that allow me to be gone as much as I have this year.<br />
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Let's be honest. Research reminds us that the principal is the second most influential factor in student achievement, behind the teacher which is first. If the principal is not on campus, how can you influence student success? It does not "just happen".<br />
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As "What Great Educators Do Differently" or #WGEDD is taking place in Texas, where I live, I find myself peeking at the Twitter Feed thinking how great it would be to be there. How great it would be to be connecting with members of my PLN and learning from the great minds in attendance. Then, at the end of today, after I was able to sit down and talk with each one of our grade level teams, I was reminded, I am "where I need to be".<br />
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All of the conferences, all of the learning and connections will be there. Those opportunities are plentiful and will be there when I am ready to return. For the time being, spending time on campus, surrounding myself with our students, parents and teachers making the final push over the last several weeks of the 15-16 school year I am "where I need to be". More importantly, it is where I want to be.<br />
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What was your moment today?Anonymoushttp://www.blogger.com/profile/14956201846680980660noreply@blogger.com0