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.

The INFJ Principal

INFJprincipalIdealistic. Insightful. Organized. Compassionate. These sound like the characteristics of an effective school principal.  On the surface that may very well be true. However, to what extent to the qualities typically associated with an “INFJ” person translate to successful school leadership?

Readers are no doubt familiar with the Myers-Briggs Personality Types Index, which characterizes people according to 16 categories on the basis on where they fall on these continua:

  • Introversion (I) vs Extraversion (E)
  • Intuition (N) vs. Sensing (S)
  • Feeling (F) vs. Thinking (T)
  • Perceiving (P) vs Judging (J)

Some combinations are more common than others. The least common is INFJ, representing about 1% of the population.

Literature related to the Myers-Briggs Personality Types frequently makes connections to the careers most likely to appeal to each personality type. Recommendations for INFJs tend to be concentrated in two general areas:  service oriented and artistic.

While it is not out of the question for “School Principal” to appear on the list, there are certain aspects of this role that are at odds with the INFJ’s personality.

Research on school leadership typically cites a broad range of qualities that characterize a successful school principal. While such lists tend to be very general, they largely align with INFJ traits. In fact, many common INFJ qualities can make these people well suited for such a position. As in any situation however, there are components of the role that INFJs will find challenging. These can include things such as:

  • Collaboration
  • Team Building
  • Community Relations

To the principal’s advantage, he or she has a degree of influence over how these things occur and can carry out activities in a fashion that aligns with his or her preferences.

However, there are times when that is neither practical nor possible.  Fortunately, one typical INFJ trait is the ability to build capacity in others.  The INFJ principal will characteristically have had the foresight to build a school team composed of people who possess the very traits he or she lacks.  Where a tainfj_mugsk calls for a skill set outside his or her comfort zone, there will be no hesitation on the principal’s part to expend some social capital and support others as they take the lead in that area.

One unavoidable task for any administrator is attendance and participation at a variety of meetings. From district planning sessions and administrative meetings to site based team meetings, this is simply an accepted part of the role.  INFJs will make their greatest contribution where meetings involve only small sub groups of individuals. In larger district-wide meetings, INFJs are likely to remain largely silent or offer a perspective only upon reflection. This can be problematic if the topic at hand requires an immediate decision by the group.

Effective school leaders are visionary, develop leadership capacity in others, are good listeners, and able to clearly articulate goals and expectations. These qualities are also descriptive of the INFJ personality type.  Positions that provide the opportunity to leverage these qualities toward the advancement of a good cause are sure to resonate with the INFJ leader.

As such, it may be no surprise to encounter them – quietly engaged – in roles related to educational leadership.

3 Reasons I Don’t Follow You on Twitter

twitterfollowicons1Having been “on Twitter” for quite some time now, I feel I have developed a good understanding of the benefits and limitations of this tool.

In a recent post, I questioned why anyone in the educational system would not actively leverage the professional networking power of Twitter to build upon their skill set. Properly used, this tool can be a game changer in terms of professional networking and collaboration.

It takes time to build a meaningful network of associates. This can happen in a number of ways, but the end result is a cadre of colleagues with whom one can exchange ideas and seek support.

Having said all of the above, I do find that there are occasions where I have elected not to follow a particular colleague, or simply dropped someone from the list of people I follow. While I truly do want to know what people have to say, there are a few practices which will discourage me from following some individuals.

The line between personal and professional is blurred

I don’t like to “unfollow” anyone, but if my professional twitter feed is peppered with comments from someone about their personal life I tend to end that particular social media connection. Tweets about hobbies, pets, or random observations should be confined to one’s personal account.

It is important to delineate between the personal and the professional. I use my professional account to connect with colleagues in the field. My personal account is used to follow and comment on topics related to local news and personal interests. Those that try to do both from a single account may find followers within the profession driven away by tweets that are primarily personal in nature and that do not advance the professional conversation.

It is not difficult to toggle between two accounts or more if necessary. Tweetdeck allows one to manage multiple accounts. Those interested in both your personal and professional life may elect to follow both accounts.

You re-tweet too much

Selectivity is important. It is not necessary to retweet everything that one find useful. Give careful consideration to what is shared. If it enriches the ongoing professional conversation, then by all means, share what has been discovered. I find however that I do tend to reconsider following those whom I find are making a disproportionate contribution to my twitter feed.

You don’t post original tweets

I am very interested in what is on the minds of the people I follow. At the outset, retweeting may be how many people participate the conversation. However, we all have our own thoughts and opinions. I want people to weigh in on current topics. The information they share can enrich and inform our professional dialogue. Everyone’s opinion matters, and social media sites are the ideal places to make statements, solicit responses, and engage colleagues in meaningful dialogue on current issues.

I consistently promote the power of social media and seek new ways to leverage this resource for professional growth. As it rapidly becomes common professional networking practice, it is important for all of us to avoid practices that may detract from our voices being heard as they should.

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.

A Career’s Worth of Advice (In 140 Characters)

geese_flying001I recently participated in a twitter chat where participants were asked to respond to the following question:

“As an experienced educator, what advice would you give to those who are new to the profession?”

While this is not an uncommon question, I had never considered how I might respond in the context of 140 characters. I wanted to state something profound in that limited space, and before I knew it – and practically without thinking – I had posted the following:

“Find the joy in teaching. Ignore cynics. Celebrate small victories. If you lose the passion, move on.”

The fact that this was my immediate response tells me it came from the heart. There was no second thought or reflection to muddy the waters.   I am a contemplative person who tends to over think questions and I possess a tendency to formulate my best responses a half hour after they are required. In this case however, I have to admit that given the chance to rework that particular response, I would not change a word.

Find the Joy in Teaching

When I refer to teaching, I am referring to all of those functions related to public education, from teaching to administration to student services. There is something in these fields inherently related to that altruistic desire to make a difference to a person, a group, a community or beyond. The exhilaration can come from many places and may look different to each person, but there is no doubting you will recognize it when you find it.

Ignore Cynics

I am fortunate to be surrounded by an enthusiastic forward thinking team of educators who tend to focus on possibilities, not obstacles. We know that there is an element out there that tends to see things in a negative light or is quick to point out why things will not work. There is little point in allowing such people to consume your time.

I have a theory about cynics:  these are people that are happy being unhappy. If you address their unhappiness, it puts them off balance, and they seek to restore that balance by finding something to be unhappy about.  Perhaps that in itself is a cynical view, but my point is that there is little one can to do satisfy the cynics, so stick to your vision, focus on possibilities, and move on.

Celebrate Small Victories

To be able to celebrate victories, one needs to be able to identify them. This is really a matter of being present and paying attention to the little details that may otherwise go unnoticed. Sometimes, we get caught up on the one little thing that went wrong for us rather than reflecting on all the things that went well. Be deliberate in identifying and savouring your victories.

If You Lose the Passion, Move On

In a perfect world, everyone in education would be pursuing their passion and that would translate into extraordinary learning experiences for all. The reality is that people and passions change. There is nothing wrong with that, and no one is to blame if one loses the passion for teaching or whatever role one happens to fulfill. However if it happens, it is critically important to acknowledge that reality and makes the appropriate life adjustments. Anything less would be unfair to everyone.

I suspect that without realizing it, I articulated the four principles that have guided my career as an educator. For those entering the profession and following in my path, consider it sound advice.

Why Good Ideas Die

Idea_BulbYou have a good idea.  You clearly see what your organization could gain from its implementation.  You feel that the benefits are so obvious that acceptance should be a  simple formality.  Yet when the time comes for you to formally share your idea, you find it is met with resistance, loses momentum, and fails to move forward.

We often encounter initiatives that do not have the legs to move beyond the conceptual stage.  This does not necessarily occur because the initiative did not merit consideration; it may simply be a result of poor promotion and failure to understand how to best navigate the political landscape.

The word politics is derived from the Greek word for citizens, and has to do with matters related to decision making.  Understanding the politics of an organization means understanding just how decisions are made.

We work in complex systems. A degree of political savvy is required in order to successfully navigate the road one must travel in bringing an initiative forward.  Having a keen sense of internal politics and organizational culture enables one’s ability to exercise influence and promote a particular agenda.

On the surface, it may appear that some ideas immediately establish traction and gain support.  A deeper analysis will reveal that it is rarely that simple.   Invariably, steps have been taken to do groundwork resulting in an environment in which the idea can flourish. Establishing support for an initiative typically involves the following:

  • Building Alliances

Organizations are driven by relationships.  How we interact with others sets the tone for when we, in turn, look to others for support.  That reality should come as no surprise, yet it is not uncommon for there to be a disconnect between what is put into a relationship vs what one expects to get out of it.

Building good will, establishing an emotional bank account,  creating connections; these euphemisms all speak to the same thing; maintaining a balance between what we ask of and what we offer to our colleagues.

  • Anticipating Obstacles

The worst thing one can do in bringing a new idea forward is to be blind to the potential obstacles to making it a reality.  Not everyone will share enthusiasm for a new idea.   If it threatens established practice or requires new learning, anticipate encountering an element of resistance.  Do not underestimate the possibility that obstacles may be less related to the idea and more related to the people behind them.  Failure to build alliances will minimize the likelihood of success in bringing an innovation forward.

A good innovator will recognize potential obstacles and plan accordingly.

  • Combating Resistance

Perhaps combat is too strong of a word, but that is the reality that the innovator faces in the absence of thoughtful advance planning.  Consider the source of resistance.  What pre-emptive moves could potentially lessen or eliminate opposition to the new idea?    Often, the road can be paved simply by doing a “soft sell” in advance.  This involves working the grass roots, sharing information and responding to concerns at the individual level.  A benefit of this approach is that one encounters resistance in advance and is provided an opportunity to either modify the proposal or develop sound counter arguments prior to putting the idea forward at a more formal level.

  • Showing Grit

The term “grit” has evolved to include a somewhat nebulous definition that encompasses elements of persistence, resilience, will, and a host of other characteristics that have at their root the notion of seeing something through to completion under even the most difficult of circumstances.  Anticipate the need to rely upon these qualities when bringing forward a new idea.  This is critical to building momentum and gaining acceptance.

Countless “good ideas” have died on the meeting table for lack of preparation.  Just as seeds grow best in fertile ground, so will innovations only take root when preliminary groundwork has been thoughtfully carried out.  Understanding the politics of the organization is key to being able to do this to greatest effect.

School Mental Health: Not Just About Students Any More

mental_healthWe appear to be turning the corner in terms of societal perceptions of mental health.  Though it is still not uncommon for those struggling with mental health challenges to be viewed in a significantly different light than those facing physical health challenges,  there is an emerging focus on the importance of mental health, particularly as it relates to one’s ability to be effective in the workplace.

In schools, we tend to chiefly focus on the mental health of students.  Nearly all professional development opportunities for educators tend to primarily concentrate on youth mental health.  Yet adults working in the school system are not immune to the forces at work in the population at large.  Canadian Mental Health Association statistics reveal that 20% of adults will encounter mental health challenges in their lifetime.  That means one of every five staff members in your school will face such a challenge at some point.

Educators stoically forge ahead to ensure the wellness of students, often at the expense of their own well-being.  I maintain however that we cannot hope to foster the positive mental health of students in the absence of mentally healthy adults.

What is the role of the principal in creating a mentally healthy school?  Before even beginning to address issues at the student level, and effective principal will take steps to ensure a healthy workplace.  Here are some key points on which to focus:

Address the Stigma:

Though the tide is turning, there is a persisting stigma attached to seeking adult mental health supports.  A school principal can address this by openly speaking to the matter, highlighting the resources available to staff (such as employee assistance programs), and making conversations about mental health part of the norm.

A particularly powerful approach – one to which I can personally attest – is to share one’s own experiences in seeking mental health care and speaking about it to others in a matter-of-fact fashion.

Promote Balance

Much is expected of principals, and we in turn expect much from the people around us.  However, it is incumbent upon the principal to become keenly aware of the degree to which adults in the school maintain a positive work-life balance.  From time to time there are significant demands that we are expected to meet.  That is part of what we do.  It is when the adults around us are consistently engaged in work related activities that we need to step in and have a conversation about priorities, and how seeking to achieve balance is not only important for us, but also serves as a healthy example to our peers and to the students with whom we work.

Shine the Light

Principals may exercise influence, both within the school and in the context of the larger school system, to bring this topic to the forefront.  Consider strategies to bring awareness activities into the school.  Seek out professional growth activities for school staff.  Embrace opportunities to advance the mental health agenda.

Workplace mental health is an emerging topic in Canada.  Voluntary standards for workplace mental health have now been developed and with the growing awareness of the associated costs  – there is bound to be an increasing emphasis of the importance of mentally healthy workplaces.

Above all…

Principals – indeed all educational leaders –  must not forgo their own wellness in the misguided view that making sacrifices in this regard can possibly result in a healthy workplace or learning environment. At the root of all of this is the notion of self-care.  Action speaks louder than words, and it is though our example that we can truly make a difference.

Warm Hearted Leadership

warm heartOver the course of a day one deals with so many people and encounters so many stories.  Each one those stories, and the resulting behaviours, elicits in us an internal response. It may provoke anger, compassion, anxiety, sympathy, and  a host of emotions.  What we feel is beyond our control, but it is our ability to look beyond the behaviours and deep into those stories that is the sign of a warm hearted leader.

The term “warm hearted” is associated with qualities such as compassion, caring, understanding and empathy.  We all possess those traits to some extent, though any one of them can be more or less developed in some individuals than in others.  It is the warm hearted person who, equipped with these qualities, has a keen ability to look beneath the surface -beyond a person’s actions and into their underlying intent – and see the world with compassionate eyes.

How often, when we encounter someone who is displaying an inappropriate response, do we  deliberately ask the question: “what is their intent?”.  Is anger more a means of defence than attack?  Is judgement a way to curtail being judged oneself?  It is surprising how focusing on the intent can quickly re-frame the situation and help one to understand another’s actions.

I intentionally referred to understanding a response, not necessarily accepting or tacitly supporting it through silence.  Understanding the rationale for a behavior is the first step in confronting it however.

I believe that warm hearted people are specially equipped to respond to even the most difficult situations – those that provoke anxiety and distress, that negatively impact on interpersonal harmony and that have the potential to harm the mental health and wellness of themselves and others.

Warm hearted leaders have a responsibility to do even more:

  • They are obliged to not only temper their own responses, but empower those around them to do likewise.
  • They have the special ability to look beyond and beneath – beyond the walls that individuals might build or defences they may employ, and beneath the surface behaviors to which we often react.
  • They have the ability to affect climate and foster a culture of compassion.

To do any less is to squander the gifts that have been bestowed upon them.

 

Is Your School Lockdown Relevant?

lockdown2The signal is given.  Doors lock. Students huddle in the safest possible location.  The building goes quiet.

We live in a world where school  lockdown drills are a fact of life.  A response to violent incidents of which we are well aware, their purpose is to prepare people for an event we all hope never occurs.

Of course, these sort of activities can cause anxiety on their own, but how we conduct these drills is often left to the discretion of the school.  An unannounced drill will most certainly induce some level of panic and urgency, just as in a real emergency situation.  But is that the best way to prepare people for the real thing?  A surprise drill where staff and students are inadequately prepared is a poor way to equip them to respond to a safety threat.

An effective school leader will, at the very least, do the following to make an emergency lockdown drill a relevant learning experience:

Make it meaningful

Give staff and students ample time to prepare in advance of the drill.  At our school, I advise staff a week in advance of the event, specifying the date and time, and encouraging them to review the procedure with the class.  I will usually provide links to relevant articles to serve as a discussion point as to why we have emergency lockdown drills.  This puts the activity in context and demystifies some of the reasons for practicing it.

Teach the response

During the drill, I will inform staff and students over the school’s public address system as to what is occurring at each stage of the drill.  They need to know why it is important for them to sit in silence and to know what is going on in other parts of the building as they participate in the activity.

Transfer the learning

Following the drill, I will typically go to each class for a debriefing.  One of the questions I will pose to the students is “What did you learn from this drill that you can apply to other situations?”  I suggest to students to consider how they would react if they were in a dangerous situation in a shopping mall or movie theatre.  What did they learn in the school drill that would keep them and others safe in those situations?  Students generally provide some insightful answers related to minimizing their exposure to the risk and to helping others to remain safe as well.

Providing staff and students with the opportunity to go through this type of exercise in an open, informed and structured way builds their capacity to respond appropriately in an emergency.   Subsequent drills typically involve a less guided approach requiring a more independent response.

People can learn how to stay safe when confronted with a potentially dangerous situation.  Our role is to educate and these types of drills give us the chance to teach some important lessons.  Schools must seize the opportunity to make them meaningful.

The Permanent Bookshelf of Your Mind

3booksI do not keep many books in my office.  While I like to read for professional growth, nearly all the books that I read enjoy only a temporary stop on my personal bookshelf en route to the staffroom.  It is there that I have established a small professional library for all staff, an expanding resource located in a prominent spot and arranged in a fashion so as to serve as a tasteful focal point in that room.

My office bookshelf typically includes books I am currently reading as well as a few prospects that I have on deck.  However, there are three particular titles with which I simply cannot seem to part.  In fact, I have given away copies of them only to later purchase another so that I could have it on hand.  I have found these particular books to be invaluable in helping me define my role as principal.  They are resources I turn to when I am looking for direction and they have helped shaped my reflective practice.  These three titles enjoy a permanent spot on my personal bookshelf:

  • The Power of Servant Leadership, by Robert K. Greenleaf

The subtitle of the original 1977 book Servant Leadership is “A Journey Into the Nature of Legitimate Power and Greatness”.  The key word in all of that is “legitimate”.  People enjoy power by virtue of their position, but true power is characterized by situations where people are willing to work with and for you because they have a genuine desire to do so.  I have concluded that people cannot become servant leaders.  It is either within one’s nature or it is not.  However, there are lessons for all within these pages which highlight how the greatest leaders are those who have genuine empathy, wisdom, and an authentic sense of service to others.

  • The Prince, by Niccolo Machaiavelli

Such has been the impact of this book that the author’s surname has evolved into an adjective, albeit a somewhat undesirable one synonymous with deception and unscrupulous deeds.  However, what Machiavelli offers is a pragmatic view of how systems operate.  His keen observations are as relevant today as they were in the 16th century.  Is it a stretch to think that they apply to school administration?  I certainly don’t think so.  The lessons in this book have helped me to clearly understand many of the processes I see around me and I would be lying to say that I have never exploited that knowledge in navigating my way through the mine field of education politics.

  • Focus: The Hidden Driver of Excellence, by Daniel Goleman

It seemed as though there would only be two books I would keep within arm’s reach during my career.  Then I read Focus.  We live in a world where diverse elements compete for our attention.  It is impossible to respond to every demand, but how are we to react to the expectation to always be on our game and respond to competing requests for our time?  What choices should we make?  Goleman addresses this by encouraging us to take a mindful approach in which we genuinely attend to others, balance our goal seeking with a sense of empathy and strive to focus on what is truly important in the grander scheme.  The impact of our actions ripples far wider than we imagine.

Various factors  shape our character.  We all learn in unique ways, which means that while people like me prefer the printed page, others are impacted by different experiences, a handful of which will undoubtedly earn a prominent place in their consciousness.

What is on your “permanent bookshelf”?