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”.

 

 

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.

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.

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.

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.

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.

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.

Remembering Differently: An Alternate Way to Mark Remembrance Day in Schools.

poppyRemembrance Day is fast approaching.  Many schools hold a formal Remembrance Day service, and while this a traditional way to mark the day, there are other ways to achieve this as well.

It is essential that we prepare students for this day by educating them about our history.  Ideally, in the days leading up to November 11, schools engage in activities that help students learn about the sacrifices that people have made for their country.  This often occurs within the context of History and Social Studies, but also presents a meaningful way to engage students in all subject areas, from Language Arts to Math, the Arts, Technology and more.

These lead up activities lend meaning to your Remembrance Day observance.  While they may culminate in a formal and traditional Remembrance Day ceremony, there are alternate ways to respect the spirit of the day.

Here is one idea in which remembrance activities occur over the course of the entire school day.  The following is taken from a script in use at our school.  The content comes from various sources, including the Veterans Affairs Canada website.

9:00      Morning announcement:

“As our way of observing Remembrance Day, we will have a number of daytime reflections that we hope will give staff and students the opportunity to give consideration to just what Remembrance Day is meant to commemorate.

During this week, hundreds of ceremonies and events will take place across the country to recognize the achievements of our Veterans.

There are many ways to show that you remember and honour our Veterans:

  • Pin a poppy above your heart.
  • Talk to a friend or relative who has just returned home from Afghanistan or who served in other areas of conflict.
  • Listen to Veterans talk about their experiences.
  • Visit the Veterans Affairs Canada Facebook fan page, write on the wall and share how you remember. Change your Facebook profile picture to a poppy.

Above all, we must vow never to forget. However you choose to remember, be sure to share with everyone you know. Together, it is our duty to pass on the legacy and keep the memories of our Canadian Veterans alive.  Poppies will be distributed this morning and everyone is invited to wear a poppy as a sign of remembrance” 

Period 1

Poppies are then distributed throughout the school.  Donations are accepted, but not required.  Any student that wants a poppy may have one.

11:00    First Reflection  (In Flander’s Field – 2 students required)

Student 1 reads the following over the PA:

“This is today’s first Remembrance Day reflection

Sergeant-Major Cyril Allinson, the first person to ever read John McCrae’s In Flanders Fields poem remarked, “The poem was an exact description of the scene in front of us both. He used the word blow in that line because the poppies actually were being blown that morning by a gentle east wind.”

When one thinks of Remembrance Day poems and Memorial Day poppy poems it is the words to In Flanders Fields poem by John McCrae that comes to mind.

The In Flanders Fields poem is the world’s most recognized and beloved of all war memorial and Remembrance day poems. It was written on May 3, 1915 by Lieutenant Colonel John McCrae during WWI, while still at the battlefront during the Second Battle of Ypres in Belgium.”

Student 2 reads the following over the PA:

IN FLANDERS FIELDS POEM

By Lieutenant Colonel John McCrae


In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place: and in the sky
The larks still bravely singing fly
Scarce heard amid the guns below.

We are the dead: Short days ago,
We lived, felt dawn, saw sunset glow,
Loved and were loved: and now we lie
In Flanders fields!

Take up our quarrel with the foe
To you, from failing hands, we throw
The torch: be yours to hold it high
If ye break faith with us who die,
We shall not sleep, though poppies grow
In Flanders fields

12:00    Second Reflection – Video. 

  1. Teachers follow the Veterans Week link at the school website and click the YouTube link at the bottom of the left sidebar.
  1. Select any one video to watch with the class.  Discuss using the provided key questions.

2:00      Third Reflection

Student 3 reads the following:

On November 11, 1999 Terry Kelly was in a drug store in Dartmouth, Nova Scotia. At 10:55 AM an announcement came over the store’s PA asking customers who would still be on the premises at 11:00 AM to give two minutes of silence in respect to the veterans who have sacrificed so much for us.

Terry was impressed with the store’s leadership role in adopting the Legion’s “two minutes of silence” initiative. He felt that the store’s contribution of educating the public to the importance of remembering was commendable.

When eleven o’clock arrived on that day, an announcement was again made asking for the “two minutes of silence” to commence. All customers, with the exception of a man who was accompanied by his young child, showed their respect.

Terry’s anger towards the father for trying to engage the store’s clerk in conversation and for setting a bad example for his child was channeled into a beautiful piece of work called, “A Pittance of Time”.

Song is then played over the PA: A Pittance of Time.MP3   (4:35)

 

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.

 

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”?