6000 Days of Teaching

GeeseI am approaching the end of my 30th year as an educator.  Let us assume that a school year is composed of 200 teaching days.  Granted, those in the profession know that does not reflect the reality, as a teacher’s school year always starts well before the first day of classes and includes significant commitment outside of the regular school calendar.  However, for the sake of keeping the Math simple, let’s consider it in this way: 200 school days per year x  30 years =  6000 days.

My 6000th day is on the horizon, and it will be my last.

It all comes down to this:

A reflection on such a journey could focus on changes that have occurred over time or enumerate the host of lessons learned.  But memory lane is a meandering path and there is little to be gained from traveling that road for very long.

I have of course given great consideration as to “what comes next”.  There is no reason to expect that the characteristics by which one was defined during the course of one’s career will suddenly change when that career comes to an end.  That indicates to me that life after day 6000 is likely to largely resemble life before day 6000.  I will remain an enthusiastic learner and continue to seize opportunities to build capacity in those around me.

And as I leave it is my hope that at least to some extent, those characteristics will have imprinted on others so that what remains is an enduring and mutually supportive learning community.

Therefore, it is with a high degree of confidence that I can honestly say that 6000 days have taught me that public education really does boil down to those simple words: enduring, mutually supportive learning.

What matters, and what doesn’t:
marble1

Shifting demands placed upon our public institutions have the potential to cause strain to the breaking point.  The above phrase can serve as an effective filter when faced with the flood of initiatives, programs and processes that attempt to find their way into schools.  That which stands up to scrutiny is worthy of inclusion in public education.  That which fails to pass the test must not impose upon the critically important work we do.

The key word of course is “learning”.  What else should schools possibly be about?  Under no circumstances should that be limited to teachers teaching students.  Terms such as “learning community” imply that we are all learning from each other. Certainly, teachers facilitate the learning of their students, but example is the best precept;  every individual concerned with public education must be grounded in a mindset that continually prompts consideration of the question:  What will I learn today?

It is imperative that no one person, group, or ideal exerts so much influence that direction is lost in their absence.  Public education must continually move forward, building on individual contributions and enthusiastically embracing new opportunities.

To that end, I hope I have contributed to creating the architecture within which people are inspired to embrace and share learning and that I have somehow impacted upon the interia that will keep it all moving forward.

If that is all that I have been able to accomplish, I consider my 6000 days well spent.

The Underestimated Power of Reflection

jenue_filleUntil schools moved toward a more sophisticated approach to learning the “3 R’s” of reading, ‘riting and ‘rithmatic served as an apt descriptor of school based learning.   The original triumvirate is generally considered to be outdated, if not irrelevant in this day and age.  Yet the urge persists to retain a modified and modernized version of the “3 R’s”.

One suggestion is that rigor, relevance and relationships effectively capture the essence of the 21st century schools movement.  “Renew, Refocus, and Rebuild” describes the process of redefining the focus of public education. An activity in which most school districts appear to be engaged to one degree or another, these words are less descriptive of daily learning and more about the preliminary steps of contemplating just what public education should look like in the first place.  Or perhaps the new “3 R’s” are resiliencey, renewal, and reflection.  While these are meant to be examined in the context of educator wellness, there are system wide lessons to be learned as well. What students would not reap benefits from a learning organization that built its foundation on such principles?

The most important “R” of all:

Is there any single “R” that is most important – one that without exception must be included in any summary of the essential components of education?  I maintain that there is: reflection.

We live in a connected world. Advancements in communication technology have resulted in corresponding expectations for us to operate immediate-response mode. Contrast reflection with reactivity. How often has it occurred that someone has thoughtlessly, with subsequent regret, reacted to an email message or social media post in an inappropriate way?  Social media outlets recognize this trend.  Perhaps in response to the impetuous nature of a significant portion of its clientele, Facebook is now experimenting with ways to provide a wider range of reactive responses  for its users.

In the face of all this, we must not lose sight of the importance of reflection and thoughtful response. A recent movement to promote mindfulness is both timely and encouraging.  It is also a hardly surprising and perhaps predictable response to the expectation for 24/7 connectedness.

thinking1Learning to reflect, reflecting to learn:

Some individuals are naturally reflective, others less so.  The ability to engage in purposeful reflection can be taught however.  It is a meta skill that involves elements of critical thinking, active listening, empathy and self awareness.  While schools focus on the development of these skills in varying contexts, rarely are they intentionally merged  with a view to developing the capacity to know how and when to stop, think, and decide.

It is doubtful that there is anyone that would fail to benefit from purposeful reflection. Sadly, organizations focused on growth, results and achievement typically only engage in such activities in a largely superficial fashion.   Until pausing to think is equated with moving forward, we face the enduring perception that progress only occurs when we are on board with the latest “big thing”, and will continue to feel obliged to react accordingly.

Time for reflection is far from time spent idle.

 

The Simple Key to Self Renewal

lake2Years ago, in an uncharacteristically profound moment of reflection, I discovered the key to self-renewal. I resolved that every year of my life, I would take it upon myself to learn something new. I was not 20 years old when made that pledge. That winter I embarked on my first endeavour by purchasing a set of cross country skis and teaching myself how to use them.

In subsequent years, I dabbled in diverse activities ranging from orienteering to oil painting, from carpentry to canoeing.

I pursued an interest in languages, learning a little Ukrainian, a lot of French and  a relatively new language called “HTML”.

Those classic pieces of literature and philosophy that “everyone talks about but nobody reads”?  I set out to read them, and I did.

One year I even taught myself how to do traditional embroidery and made a tablecloth for my mother’s Christmas present.  It was a gift that brought tears to her eyes – in a good way.

I tackled the violin (least successful venture) and classic auto restoration (most expensive). My most impactful pursuit involved a return to university to learn about learning, effectively launching my career in education.

Early on in this life initiative, I was very deliberate about selecting a new learning target every year. My only guiding principle was that I had to find it interesting.

As the years went by and life got busier, family, work, and other commitments pushed aside my annual search for a new learning challenge. By then however, I found that it really did not matter. I realized that the will to learn something new was ingrained into my being. What had started out as deliberate and had become second nature.

I know now that the best way to make something habitual is through consistent conscientious engagement. That applies to behaviour, attitude, and disposition.

Would I have been this path had I not made that resolution so many years ago? Perhaps, but there is no doubt that pledge gave me an early start on a journey of lifelong learning.

It is a path I hope I can inspire others to follow.

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.

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.

 

5 Things All Principals Must Do at Summer Break

lawn chairsIt is the end of the last day of school.  The students have left, staff is trickling out the door, and you can hear the school custodians hard at work moving furniture from the classrooms as they prepare for summertime cleaning.

What happens next is up to you.   You must be  fully prepared to provide leadership to make the upcoming school year a success.  To be able to do that, you need to take some important steps which should include the following.  As principal, what do you have planned for tomorrow?

1. Go home.

I know of school administrators who spend the first week or so of the summer break back at the school tending to duties associated with wrapping up the school year.  They will tell you that the lack of distraction in a generally empty building helps them to concentrate and be more productive.  However, I say that those tasks can and should be dealt with in the weeks and months leading up to the end of the school year.

Inefficient use of time during the school year can indeed contribute to a backlog of activities at the end of June.  Working into the summer is a poor solution to this.  Administrators should instead examine their own practice and make the necessary adjustments to ensure that the tasks they need to complete are done so in a timely fashion.

2. Avoid “drive-by” professional development.

Principals will frequently use the summer months to take a university course or attend a professional development seminar on a topic of interest to them.  That is a reasonable use of time as long as it is targeted PD related to their professional growth plan.

We are frequently presented with PD opportunities that are not directly related to our identified needs.  Sometimes, a PD activity simply sounds interesting. Is that enough reason to pursue such an opportunity?  If you are yearning for an activity, consider bringing balance to your life by engaging in something related to your own personal interests.  Never neglect your own wellness.

3. Disconnect.

Do you check and respond to work related email over the summer?  If so, consider the impact of breaking that electronic tether.

At the end of each school year, I respond to any email and leave the workplace with an empty inbox.  I am largely incommunicado over the summer, and when I return to start the new school year, I inevitably find that inbox to have collected an incredible number of messages.  My strategy is to move every single summertime message into a folder without reading a single one.  In each year that I have done that, I may have had one or two people referencing a message they sent over the summer which I then easily retrieve.  The rest did not seem to make a difference.

Consider the alternative of dealing with work related e-mail every other day over the summer.  If they do not make a difference, why would you allow them to divert attention from your summer break and interfere with your personal time?

4. Recharge.

Some people recharge by getting together with family and friends.  Others revel in the quiet comfort of solitude.  Most people fit somewhere along that continuum.  It is important that you determine what works for you and allow yourself the time to replenish your energy and rest your mind.

5. Plan your return.

Prior to the end of the school year, examine the calendar and pick a date for your return.  Be reasonable, and pick a date that is early enough to give you the time to adequately prepare for the new school year, but late enough to allow you to take full advantage of the summer break.  Selecting a reasonable target date helps you to clearly separate your summer break activities from your work activities.

Never underestimate the importance of life-work balance.

Your summer break is yours to use as you see fit, but do not think for a moment that you are more productive if you keep the focus on school administration over the summer.  There is no evidence to suggest working through the summer makes you more effective.  On the contrary, the most effective administrators are those that have established a healthy life-work balance and respect their own personal wellness.

That is an ideal that should be modelled for all.