Tag Archives: high school

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Spirits Of A Silent School

Silent_School_01This is the text of my address to the graduating class of 2016.

Every year, I prepare a graduation speech, and every year I face the same challenge.  I want to say something appropriate to the occasion of course, but I want it to be memorable, relevant and ideally strike an emotional chord with the listener.  My greatest hope is that when I have concluded, people might pause for a moment and think: ”That was nice. He spoke some good words there”.

I was looking for inspiration and I found it the other day when I was walking through the empty hallway of the school. The 3:30 bell had rung long before and everyone had gone home for the day.  In fact I may have been alone in the building at the time, as the only sounds to be heard were my steps on the crisp clean tiles.

A silent school is a very unusual thing.  Typically a hub of activity, one of the first things you notice when you are standing there alone, is that a school echoes in a funny way.   Walk down that hallway when classes are in session and you will hear students talking and laughing; you will hear abbreviated choruses of harmony emanating from the music room, the crisp crack of floor hockey sticks off of the gym floor, the squeak of a locker door followed by the deep thud of books being tossed inside – a humming microwave over here, a churning photocopier over there.  Above it all you will hear elevated “teaching voices” which inexplicably rise above everything else as they challenge students to solve an equation or respond to a short story.

And the smell…the smell of a busy school – that is hard to describe.  Imagine a mixture that included scented hair mousse, day old lunches, the sharp smell of washroom deodorizers, and the musty odor of sweaty gym class t-shirts.   At one end of the school, exhaust fumes from idling school busses seep through the cracks in the window casing, while at the other, some delightful cooking project in the home ec room fills the air with the aroma of fresh pizza dough or the sweet scent of cinnamon.

But in an empty school, it all changes.  It is silent.  No sights, sounds or smells compete for your attention.

Standing there in that empty hallway I paused, closed my eyes, and let my imagination re-create all the activity that occurred there.  I pictured the hundreds of people who walked those halls over the 55 years that building has been in existence and I swear that just for a moment, I felt myself standing there amongst every single one of them.

When you think back to your high school days, I suspect that what you immediately recall is not the ceremony, like this one, that marks the end of a your high school education.  I believe that most people think about those times that were largely unremarkable.  I believe they recall the sights and sounds of those busy school days that formed their routine, and where they were surrounded by the people they grew up with in the town they called home.

That is the school experience you carry with you.  But schools and communities evolve and ours are much different than they were 10 or 20 years ago.  They will be at least that much different 10 or 20 years from now.

However, just as I could sense the presence of those who at one time graced that empty hallway over the last 55 years, if you listen, you too can hear their echo.  It will ring in  your head and in your heart, as your experiences during these formative years  are reflected in your values, in your attitudes and in your actions.

I urge you graduates to take a moment at some point during the evening to step back and purposefully survey the people here in the room.  The group here on this stage is not likely to again be together in the same place at the same time.  With that in mind, take in everything you can to fuel fond memories upon which you may someday call when you are sitting in a quiet room and the excitement and emotion associated with high school graduation has faded.

You will soon have your diplomas in hand, and with that, you are leaving your grade school years behind you.  For some of you that might also mean leaving this little town as you move to your next stage in life.

But there is one thing I can tell you for certain:  Your school and your home town will never leave you.

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Show What You Know: When tests and assignments don’t work

OneSizeI am principal of a combined middle / high school.  This configuration results in an odd combination of reporting periods that sees us generate reports at one level or another at six different times of the year.  That makes for a lot of report cards for a principal to approve, but I intentionally make time to review every one.  I look for patterns, anomalies, and use the reports as one of the many data sources to track school progress.

     Report cards comments can provide important insight into a student’s learning, provided that teachers use that limited space to concisely capture some key observations.  As a principal, it is my job to work with teachers to develop their skills in this area.

     Some comments are utterly useless.  “Good work” or “this student is a pleasure to have in class” provide no insight into learning.  Fortunately, I do not normally observe that sort of commentary on the reports.  However, I have most definitely seen a shift in the types of things that have been written over the last few years.

     I was particularly inspired when I read one particular comment on the recent reports.  I know what you’re thinking:  Who but a school principal could possibly ever be inspired by a report card comment?  But here is what it said:

“In collaboration with his teacher (name of student) needs to seek out opportunities where he can verbally explain his thinking to meet outcomes and show evidence of his learning.”

     What struck me was how this reflected a particular segment of our teaching and learning journey; the shift from compliance to learning.

     It was not all that long ago that marks were largely influenced by how many assignments students completed, whether they showed up to class on time, and the degree to which they did precisely what they were told to do.  Without diminishing the importance of demonstrating responsible behaviour, those things did not necessarily indicate the degree to which a student met the outcomes of the course.

I am satisfied that we as a school have long moved away from compliance to a focus on learning outcomes.  But the teacher’s comment provides an indication that we are progressing even further in that direction.  Not everyone is best able to demonstrate their learning through writing.  For those, pencil and paper tests are the wrong vehicle.  If a student is able to fully accomplish via speaking the same thing that another student is able to accomplish through writing, why would we withhold recognition of that learning? 

     Yes, students need to know how to write, but we ignore the diversity of our learners if we only accept limited ways of showing knowledge of learning outcomes.  Inviting a student to verbalize his understanding of the course outcomes, and accepting that as evidence of learning in the same way we would accept a test score demonstrates a sophisticated understanding of assessment and respect for each unique learner.

     Our journey will continue, but I am encouraged by the progressive thinking of educators who acknowledge and respond to diverse learning styles and invite students to travel meaningful paths to “show what they know”.

 

 

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Education is not Classic Rock

rockThere are a lot of radio stations that play classic rock.  Catering to a demographic that grew up with that music, their popularity indicates that the target population continues to strongly support that format.  I am not sure to what degree those same listeners are hip to what is trending on DJ Booth or the content of Billboard’s Hot 100, but I suspect that the typical classic rock fan makes only the occasional foray outside of his or her musical comfort zone.

The same applies to technology.  Most people enjoy a comfort zone largely established during what I refer to as their technological formative years.  This time period varies from person to person but can typically include anything between adolescence and adult mid-career.

As adults become established in the workforce they tend to become proficient with the technology they need to carry out their jobs and build on that only when required to do so.  Outside of work, people will only adopt new technologies when there is a clear, immediate, and meaningful rationale.

Some of us have had the experience of attempting to introduce cell phones to elderly parents.  One does not have to ask too many people about this before encountering a story steeped in frustration.  Some seniors simply do not have a personal connection with such technology and as a result often resist efforts to help them adopt it.

Macintosh_Classic_2Likewise, mid career Gen X’ers and mid to late career baby boomers became adept at common technologies of the day, and are generally skilled at e-mail, texting, and recreational social networking.  But in many cases, emerging information and communication technologies have the potential to create anxiety and meet with resistance.  Unless a meaningful connection is made, this group is less likely than subsequent generations to be enthusiastic users of virtual meeting software or to actively engage in professional social networking.

In nearly all cases, there should be no pressure for people to step outside their comfort zone and engage in emerging technologies unless they realize some personal gain from doing so.  However, there is one field in which resistance to emerging technologies is completely unacceptable: education.

As educators, our chief responsibility is to build capacity, both in our students and in those around us. As learning leaders, we need to model lifelong learning. As teachers, we must prepare our students for a rapidly changing world.  We are not likely to inspire our students to engage with new technologies unless we ourselves set the example.

monitorWhile there are some self-motivated individuals who will find ways to consistently integrate current ICT into their learning, we do a disservice to students when we allow ourselves to be satisfied with our existing skill set.  We cannot require anything more from our students than what we ourselves possess. As educators, we must remain progressive, forward thinking, and never be satisfied with the status quo.  Contemporary, forward thinking educators do not consider technology in isolation from good pedagogy.

Education leaders at all levels must realize that they have an obligation to build capacity in their colleagues with the intent to driving growth at the classroom level.  They must commit to using their influence to continually move the school system forward, adopting and exploiting new information and communication technologies to benefit student learning.  Those who are not willing to make this commitment need to reconsider their role in education.

Classic rock has its appeal, but educators cannot remain rooted in classic practice.

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The Inseparable Nature of Pedagogy & Technology

innovateI am a member of a disappearing group of teachers. Our numbers are dwindling and we will never be seen in the school system again. What makes this group unique? We began our teaching careers in the pre-internet age.

For those whose journey has not paralleled mine, it is difficult to truly understand just how technology has revolutionized education over that period of time. We know that teachers have shifted from being those who impart knowledge to those who facilitate the acquisition of knowledge. We know that schools look nothing like they did even a few short years ago. But it is hard to fathom the degree that technology innovation has impacted upon not only pedagogy, but upon every aspect of schools and education.

PossessBuilding Capacity

It is critically important to embrace the use of technology to accelerate learning for students and staff alike. We cannot underestimate the importance of building capacity in staff so that they can, by extension, build capacity in their students. As Michael Fullan stated in “Coherence”: “We cannot give to others what we do not possess ourselves”. To that end, I have been very deliberate in maintaining a contemporary skill set and fostering the professional growth of those around me.

By way of example, we maintain a school blog at our school website. Every teacher is invited to make at least a single annual contribution. The intent is not to force teachers to write a blog – certainly, there is nothing to be gained from that in itself – but simply to give them the opportunity to take part in this experience and gain an understanding of how this tool can be leveraged to enhance the learning experiences they design for their own students.

As with any initiative, there is a varying level of uptake. However, it is encouraging that this initiative is now part of our professional school based conversation. It is on the table, so to speak, and ideally is something that teachers will increasingly consider as a tool in support of student learning as well as for their own professional growth.

Technological / Pedagogical Evolution

Remarkable changes have occurred in schools over the years. Classroom space was given over to computer labs that have since become obsolete. There has been a transition from desktop computers to laptops to hand held devices that were unimaginable just a few short years ago. Textbooks and binders are giving way to e-readers and OneNote. All through this, I have forced myself to get on board with those innovations that appeared to have the potential to impact on student learning. Just as importantly, I also gained a clear understanding of my obligation to foster the growth of the teachers with whom I work as well as my colleagues in educational leadership.

I understand that this is not an easy road for some. However, even when that is the case, at least some measure of forward progress must be evident. We do a disservice to our students when we fail to push our own boundaries or rely on what may be comfortable and familiar instead of keeping abreast of latest practice.

We do not live in isolation, and students everywhere are benefiting from innovation in technology implemented within the context of sound pedagogy. Who will foster this growth in your own students, if not you?

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Thank you, John Dewey.

Ripple_HallwayPutting Assessment in Context

It is at the conclusion of the semester that teachers are asked to make some of their most important decisions of the year. After months of creating engaging learning activities and working with students to provide them with opportunities to demonstrate knowledge of the learning outcomes, teachers must determine not only if the student has been successful in that regard, but also identify a grade which represents their level of achievement.

In most cases, it is a matter of identifying an accurate (albeit subjective) number that reflects where students stand relative to their peers. In others it involves a failing grade and accompanying commentary to justify that assessment. The world of assessment is far from black and white, and teachers often engage in an internal dialogue about what counts and what doesn’t, and wrestle with the how their assessment of the students’ abilities truly reflects what that student is able to do.

In some instances, the stakes are higher. A failing grade in a particular course can put a students’ graduation at risk. Rightly or wrongly, entrance into some post-secondary institutions is screened on the basis of high school marks.   The assessments that teachers make and the grades they assign can cause ripples well beyond the classroom.

The Big Question:

Some jurisdictions recognize a final mark must reflect teachers’ informed professional judgement. Where that is the case, there will be those occasions where one faces a dilemma, best captured in this question:

  • Has this student demonstrated a satisfactory understanding of the learning outcomes?

When I pose that question, I prefer to qualify two key elements:

  • Has this student demonstrated a satisfactory understanding of the learning outcomes?

Assessment must be considered on a case by case basis. We need personalize student achievement by looking closely at the student whom we are assessing, and putting the learning outcomes in context.

John_Dewey

Inspiration from the Past

When confronted with such a task, I take my inspiration from a trusted source. In “How We Think”, John Dewey articulated a number of concepts that resonate across the years. These ideals continue to have relevance and certainly have influenced my own responses.

Dewey writes about context: how a poor performing student may, when confronted with a different set of circumstances may achieve quite well. The point is that our assessment of a student is only relevant within the context of that particular learning environment. It is imperative that this reality is reflected in our assessment. We must know “this student” for this to occur.

Dewey also warns us about preoccupation with external standards. It is paramount that we help students learn how to think. Process, not product, should be our focus. In that sense, our evaluation should reflect more upon the journey toward achieving the “learning outcomes” rather than on whether or not the student ultimately reached the destination.

Teachers have the difficult task of determining pass or fail, or identifying a letter or number that somehow reflects a student’s level of achievement. This can only occur when they have a sound knowledge of the student as a learner and can exercise their professional judgement in assessing achievement of outcomes.

The evaluation of student achievement is an imperfect process and the grades we assign have implications well beyond our schools and classrooms.

Our assessments of students must consider these realities.

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Outside The Comfort Zone: Helping School Systems Embrace Technology

????????????????????????????????Each year, our school division holds a “Summer Institute” for teachers, the purpose of which is to provide two days of professional development just prior to the start of the new school year. In examining the topics the Institute was considering last spring, I detected a lack of activities related to current learning technologies and, with a colleague, offered to fill the void.

Our offer was welcomed and despite the end of the school year being a very busy time, we managed to do some collaborative planning. My colleague is skilled at locating and implementing new learning technologies in the classroom. Selective about what she uses in the classroom, I suspect that for every app, program, or device that becomes a part of her teaching, many more fail to make the cut on the basis not doing enough to improve the learning of her students.

Take The Risk

I envisioned my role in the presentation would be less about new technologies and more about encouraging people to step out of their comfort zone. Changing our practice is rooted in risk taking. That can provoke a measure of anxiety in anyone, but even more so for teachers; the risks they take have the potential to impact on the students for which they are accountable. There is comfort in staying with the tried and true. What is to be gained from stepping away from that?

  • I often consider why, in this day and age, anyone in the educational system would not actively leverage the professional networking power of Twitter to build upon their skill set.
  • I wonder why they would not embrace powerful new communication technologies instead of relying on traditional but less effective technologies.
  • I reflect upon classroom practices rooted in traditional teaching which, while still valid, can be transformed through the use of common and easily accessed technological resources that are typically available in practically every classroom.

What’s Stopping You?

In all of these cases I believe that at least one of two conditions exists, which can be summarized by these statements:

  1. “What I am doing is working for me, so that is good enough.”
  2. “I don’t have the time learn all of this.”

Regarding the first statement, finding what works is important. But simply leaving it at that is not enough. We should expect more from people at all levels within the school system. A community of learners will continually seek out new and improved ways of doing things. From time to time that will mean changing long standing practice, as uncomfortable as that may be. Sticking with the status quo is simply unacceptable.

Regarding the second statement, it is true that time is at a premium. The challenge is to help people see how investing time in learning something new can lead to greater efficiency and actually save some of that precious time in the long run. Professional educators, of all people, should understand this. It is also not a matter of learning “all of this”, but selectively investing in those things which may yield the greatest return.

Inspiring Change

As I prepare for our Summer Institute presentation, I will need to focus on both of these statements. My task is to inspire people to look beyond the status quo and instill the confidence they need to make the leap to the next level. Professional development sessions like our Summer Institute are critical components in facilitating the system wide cultural shifts that are required for this to happen.

Some time ago, I wrote about exploiting technology for effective school administration. The barriers we faced then still exist today, but I am encouraged by the progress I have observed. That progress has only occurred where people have embraced the message I hope to bring to the upcoming PD session:

Take the risk, and leave your comfort zone behind.

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The Shortcoming of a High School Diploma

Graduation_icon

The following is the text of my Principal’s Address to the High School Graduates of 2015.

To receive a high school diploma in this province, a student must complete a minimum of 30 credits and meet the graduation requirements in one of the four recognized programs. That means the student must have successfully completed a certain number of credits in English, Math, History and so on.

That’s it.  That is the basis on which a high school diploma is awarded.

For various and largely historical reasons, our society has structured the educational system in such a way that one is expected to start school at a certain age, develop abilities to read, to write, to understand Mathematics and have some knowledge of Geography and History and various other subjects. One generally completes the public education program within a prescribed number of years, at the conclusion of which a high school diploma is presented.

So what does it mean to have a high school diploma?  Does it mean that the recipient would be a good employee? No, not necessarily.  Does it mean that the person is likely to be successful in post-secondary study? No, it is no guarantee of that.  Does it mean that he or she is dependable, hard-working, responsible, or possesses the characteristics of a good and compassionate friend? No, it doesn’t directly mean any of those things.

Of course, the habits and personal attributes that help a person successfully navigate through high school may very well transfer over into helping achieve success in whatever the next stage of life might bring. That much is true.

But make no mistake; a high school diploma, by our own Department of Education’s definition, simply represents that the recipient has demonstrated knowledge of particular learning outcomes, and earned the prescribed number of credits.

That’s all.

The reality however is that the educational process is a lot messier, and far richer, than that.

Grad_graphicLater in this event, we will be distributing high school diplomas. That has traditionally been the high point of our graduation event. Like an exclamation point at the end of a sentence, it punctuates the graduation ceremony with a crescendo like ending. Understand however that the diplomas we hand out are really not the focus of this event. I say that because high school graduation is less about the paper and more about the person.

When guests walked into this banquet hall today, they may have noticed the names and pictures of each individual graduate posted on the wall. The name of every student is prominently listed in the graduation program. When the Valedictory address is given later in the program, I suspect it will reference the unique characteristics of each student, and how those people enriched the social fabric of the school.

Therein lies the shortcoming of high school diplomas. They fail to tell the stories of how they were achieved. It is those stories and each person’s experience that brought them to this point that is really the focus of this celebration.

In this province, high school diplomas are created and distributed by the Department of Education, and each school in turn prepares them for their graduates. This gives us a little bit of control over how they look, and I want you to know that I consciously chose to have them prepared so that the item in the largest font – the one thing that stands out above everything else – is not my signature, not the name of the province, and not the name of the school. It is not even the words “high school diploma”.  It is the name of the graduate.

Your name is the most import thing on the diploma, and your individual stories are what we are celebrating here today.  That is what graduation is all about.

It’s not about the paper.

It’s about you.

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The Dress Code Dilemma: Navigating to a Solution

clothes_closetControversies related to school dress codes continue to be on the public radar. Educators are being asked to make judgments and enforce rules to which clearly not everyone can agree. What constitutes appropriate dress at school, and why is this issue a regular media focus?

Rules = Values

Rules reflect values. Any time we attempt to formulate a rule, regulation or guideline, the process is going to be flavoured by our own perspective. Variety within the school community tends to result in rules that reflect a wide range of perspectives and an attempt to respect the generally accepted values of the community. Yet at some point, a judgment is made as to what is appropriate. Whoever is ultimately responsible for making that call is susceptible to criticism from those with conflicting views.

Which path to choose?

One approach is to establish a code that clearly articulates what is and is not acceptable. A strict code typically appeals to those who view things in black and white. While this approach may address matters to some degree, it falls short in two areas. First off, things are rarely as black and white as they seem, and matters which land in the inevitable gray area still require someone’s interpretation. Secondly, this approach requires that people buy into a particular set of values which they may or may not share. When conflict arises, who is in the right, and on what basis?

Another approach is to be intentionally vague about what constitutes appropriate dress. This allows one to view matters in context, provides flexibility, and leaves room for negotiation. The potential drawback to this approach is related to consistency. It is imperative that all those charged with monitoring an informal dress code of any sort have a shared understanding of what is permitted and what is not and are prepared to support that standard.

Who owns the “problem”?

students_hallwayRecent incidents related to student dress codes violations have focused on the question of just who is at fault if one student’s clothing causes a distraction for another. On the one hand, there is an argument that students should not be permitted to wear what may be considered by some to be “revealing” clothing at school, while on the other there is the contention that the problem is instead related to the how a person views others who sport such clothing. Is this a dress code issue or is it a societal issue related to a sexualized view of individuals based on their attire? What about other attire that some may consider distracting, such as T-shirts emblazoned with words or images that some view as inappropriate? Those hoping for a clear and simple resolution to this quandry are likely to be disappointed.

The best response

In the face of all this, what is a principal to do? First off, it is important to acknowledge that regardless of one’s position, one is going to be operating from a personal perspective that will not necessarily be shared by all. However, schools are not separate from their communities and as such, the values promoted by the school should be reflective of those generally accepted by the greater community. Anything else would be hypocritical.

It is not unreasonable for schools to articulate that students dress in a fashion  reflective of the typical community workplace standard. That expectation allows for reasonable flexibility and is unlikely to face significant opposition. In fact, that expectation alone should be enough of a “rule” to cover practically any circumstance. Where that is contravened, the wise educator will seize the opportunity to engage the students – and others, as appropriate – in relevant dialogue and seek a resolution that leaves everyone with a greater sense of understanding.

Regardless of whatever decisions are made, one must always expect them to be challenged. Evolving societal standards make that a certainty.

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Failing to fail: Why Youth Need to Face Adversity.

CliffFrom time to time, I hear former students share the observation that the post secondary world is nothing like high school. Frequently they will state that the “real world” is much less forgiving. Perhaps that should come as no surprise, as school systems pride themselves on creating positive, nurturing learning environments.

This real-world shock is more profound as we shift to outcome based education and the corresponding decreased reliance on marks and due dates. Schools are more concerned about a student’s ability to demonstrate knowledge and less concerned about that occurring at a particular time in the school year. As a result, there has been a softening of the demands around due dates and deadlines. On the one hand, that would seem to be a reasonable offshoot of a competency based focus. On the other, this is frequently identified as a factor that contributes to the difficulty of adjusting to a deadline oriented post secondary world.

Can we really trace students’ accountability struggles to a decreasing emphasis on high school due dates?  While that may be a contributing element, it is likely only one piece of a much bigger picture.

To what degree do parents bear responsibility in preparing their children for the post secondary world?  Some parents realize that rebounding from failure builds resiliency. Yet others feel compelled to shield their children from failure by playing a more protective role than they probably should. This is the generation that yielded the term “helicopter parent” to describe those parents that, rightly or wrongly, plan and organize their children’s lives and largely navigate the challenges on their behalf.

This well intended but ultimately misguided approach to parenting does little to build the child’s ability to respond to adversity and instead enables dependency on the parent.  When the post secondary world arrives at the doorstep – whether that be college / university study or entrance into the working world – it should come as no surprise that these young people will learn some hard lessons about what it means to be a responsible adult.

We do no favours for our children when we shield them from adversity. Part of our shared school – community responsibility is to help them learn from this experience. Truly, failure is not something from which we need to protect our children.

Life will always present it’s challenges.  It is how we respond to them that builds character.

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Professional Libraries: Old Fashioned or Underrated?

Bookshelf1I have very few books in my office. Other than a shelf where I keep three particular books that have guided my career and the one or two professional reading selections I have on the go, my personal workspace is devoid of the rows of books one might expect to see adorning the shelves of the principal’s office.

I do a great deal of professional reading. In fact, that is my preferred way to learn. To me however, a book loses its value after I have read it.  Once consumed, it has little function beyond serving as a decorative accessory.

But for those who have not yet turned those pages, the value remains. For that reason, it is important to make this resource available to others. That is not likely to happen if it occupies a permanent sheltered spot upon a dusty shelf.

Every principal has a responsibility to meet the professional learning needs of staff. With what we know about learning and learning styles, we should know that it is important to establish even a small professional learning library in our schools.

Getting up and running

Where does one start? I feel it is important to have a mix of current titles related to teaching and learning, books on health and wellness, inspirational essays, as well as some standard classics.

You will find your own essential titles but from my perspective, here are some “must have” books:
• Servant Leadership – Robert Greenleaf
• Emotional Intelligence – Daniel Goleman
• On Death and Dying – Elizabeth Kubler Ross
• Classroom Instruction that Works – Robert Marzano
• Quiet – Susan Cain
• Multiple Intelligences – Howard Gardner

Whenever I am at an educational conference, I will make a point of stopping by the vendors’ table where one finds books authored by the keynote speaker. When possible, I will get the book signed by the author with a brief message for our school. It is a simple touch but has the potential to create a small connection between the author and professional library borrower.

From time to time, staff members will request certain titles. I try to ensure they find their way into an upcoming book order and a place on our library shelves.

Circulating and (sort of) managing the material

I believe in the honour system to circulate material. I invite not only staff to borrow anything that may appeal to them, but invite visitors to our school (clinicians, consultants, etc.) to treat this resource as their own.

Borrowed material practically always finds its way back to the shelf.  If it doesn’t, it is usually because it had a profound impact on someone that they elected to retain it, or perhaps it found its way further afield. Either way, the resource is in the hands of someone that values it, and a replacement copy is easily acquired.

Location, location, location

reading_chairEndless shelves of professional reading material serve little purpose if housed in a private office. There may be an ongoing invite to others to help themselves, but to make things accessible as possible it is important to create an appropriate location to house the collection.  It might be in the school library, the corner of the staff room, or any other location that staff can peruse the collection on their own time and their own terms. It is important that it is a public area that accessible to all staff. Consider taking a page from libraries and bookstores and install a comfortable reading chair or two.

What example do you set?

I usually have a professional reading selection in my briefcase for those moments when I have the opportunity to get through a few pages and I encourage all staff to do the same. Where appropriate, I will share my thoughts on what I am reading and reference these sources in my discussions with teachers. Just as we encourage teachers to model reading to students, so should principals find ways to model the importance of professional reading to teachers.

Sometimes a book is a pretty good resource!

In our connected world, it is easy to rely on electronic resources to feed our hunger for professional reading material. Blogs (such as this one), web sites and other such resources provide bite sized pieces of information that can whet our appetites for more in depth sources. A balanced approach is most likely to contribute to building sound knowledge base. Without question, a current and well stocked learning library has an important place in the professional growth of staff.