Teacher/Staff Collaboration

The process of education is a detailed method of teaching and learning with a variety of contributors. The walls and classrooms are just the shell to house the process that should be focused on collaboration to be successful. According to research, collaboration by teachers and staff members is the most effective method of improving professional practice which will ultimately lead to improved student outcomes. Collaborative groups can be called by several names but they all share a common focus. They are all outcome based and promote professional dialog around student achievement.

Collaboration is extremely important to a school as it is very clear that schools do not operate solely with one person in charge. It takes a team of people working together under the guidance of the governing board and through sound policy to meet defined goals. Though it is the responsibility of the principal to listen to all stakeholders, the collaborative process can help by giving others an avenue to improvement.

There are multitudes of ways that collaboration can become deep and meaningful in a school setting and every time collaboration takes place there is likelihood that student achievement will improve. Studies also report that not only student achievement will improve with collaboration, but teacher effectiveness will improve as a result. With the well documented success of collaborative groups, there are five elements that need attention during the implementation process: 1) Staying data centered; 2) Developing trust; 3) Time; 4) Engagement in the process; and 5) Alignment with the District. When collaborative groups are implanted with fidelity, they force a change to standard practice.

Bottom line is when teacher are working together for a common goal, everyone succeeds. Until next time...

Understanding Professional Relationships

Understanding the characteristics of authentic teacher-student relationships is vital to the success of the relationship. In a research study, seven characteristics of quality teacher-student relationships were identified. These were: academic and personal support, showing interest and concern for the student, motivating and attending to their personal interests, respecting the students, valuing their opinions and feelings, being compassionate, and being accessible. Understanding these basic characteristics, teachers find that they have a basic need to interrelate with the students and find a connection. That realization happens when teachers internalize experiences with students and allow that to guide their emotional responses during interactions with the student. 

These emotional responses, whether positive or not, can become the catalyst for improving or diminishing the self-esteem of teacher and student. Therefore, communication plays a critical role in relationship building. One element within our society today is the onset of smart devices and social media. This factor plays an important role in communication and development of both good and bad relationships. Out-of-class communication is less formal than inside the classroom and may be initiated by the student. It is however important to note that whatever the type of communication, the teacher-student relationship still must exist on a professional level to stay authentic. Another factor that teachers must guard against is the thought that they have good relationships with good students. This is not always the case as some students simply are compliant in classrooms because they want the higher grade and the teacher perceived relationship is not authentic. Students report that trust is an integral part of the developing relationship. With trust, caring, and listening as root elements to building the teacher-student relationship, it would be significant to have both the teacher and the student displaying such characteristics. Authentic professional student-teacher relationships are easily established when the characteristics correlate. When students feel valued and connected to their school and teachers, they are more likely to display positive motivation toward learning.

Bottom line is it is important to build healthy relationships so students trust their teachers and school. Until next time...

A Question of Response

One week to go in the semester and I am truly amazed that we are here. Time certainly flies when we are busy and this year has been just that for all of us. From beginning a new school year on distance learning to our cohort model today, everyone has been enduring so much and that includes our students. We all have seen a significant drop in grades this semester and we know the learning loss is severe. Though we do our best to insulate against that, our students are still going to be met with challenges in the future. Once this pandemic is over and we have all received our vaccination, we can begin to recover from this mess. Just as with any situation, it is not what happens but how we will respond. With regard to student learning loss, our response is going to be vital. Not only scheduling students into credit recovery options, but working with them to make certain they get back on track. That is the challenge that lies ahead. With one week to go, let us get them to the fall semester finish line before we tackle the next. Have a most excellent weekend....Go PUPS! (cue Thompson Twins - King For A Day).

Until next time...

Global Education Systems

There are several challenges faced by the global education system as schools have been long defined by the test scores of language arts, mathematics, and science. For students to compete in the global economy, schools however, will have to graduate students that are much more employable. Therefore, the basic education is going to have to include a curriculum that includes the global challenges we are presented with such as poverty, climate change, war, extinction of species, harnessing energy, and access to clean water. Schools are going to have to teach students to be problem solvers, system-changers, and critical thinkers to be contributing member of a workforce that is tasked with creating a sustainable world for all. In order to address this type of curriculum change, education systems will have to address the biggest challenge of all: resistance to change. We can no longer be comfortable with the status quo. Schools must address the needs of the technologically advanced world no matter how resistant educators are to the new information. Change will not come easy as the education systems worldwide have been focused on student attendance as a primary measurement. The time honored measure of how many students are enrolled, how many attend, and the number of years of schooling completed has to be left behind for mastery of certain primary skills comprised critical thinking, creativity, collaboration, and communication.

With the onset of the technological age, came the ability to share information across vast geographic areas instantly. This concept of sharing knowledge was basic to the philosophy of Aristotle. It was Aristotle that thought the greatest endeavor for human beings was the pursuit of knowledge. Both Aristotle and Plato believed in the concept of lifelong learning as well as, the idea the knowledge was to be shared. These ancient philosophies are still relevant in our world. Knowledge is shared on multiple levels and learning is enhanced through the use of technology. Plato defined his philosophy of lifelong learning by saying education cannot be easily done by ‘putting sight into blind eyes’. Education takes work and a lifetime of effort, giving credibility to the fact that education is constantly evolving.

That evolution, at a very rudimentary level, includes the ability to access global information through technology. Technology has changed the way curriculum is delivered as seen is libraries around the world. The stacks of books in libraries have been replaced by rows of computers. The access has also reduced the geographic boundaries once held and replaced them with global access. An education system that was once Nationalized with the ideology of a Nation, is now composed of different cultures, speaking a common language. The ideology of a Nation is no longer the basis for curricular choices in the era of connectedness. 

Until next time...

Positive Culture: Student Perspective

Though it is important to examine the perceptions of teachers when building school culture, it is much more important to delve into the perception of the student. Though this area is vital to building authentic quality relationships, there is limited information available. According to research, it has been well established that high-quality teacher-student relationships lead to higher student achievement through several avenues such as, greater engagement in work and better work habits. Additionally, students tend to like school more. 

Relationships matter at all levels from pre-school to college. In one study, middle school students were surveyed to assess their perception of how their success was influenced by the relationship with the teacher during their participation in a certain program. The students that had a positive relationship with the teacher felt it was a contributing factor to their success. Furthermore, the stronger the student perceived connection to the teacher was, the more they sensed their level of success was influenced by the relationship. Though different definitions of the teacher-student connection or relationship have been presented throughout years of study, the research is consistent with the finding that there is an association between positive student outcomes and the positive aspects of relationships. 

In an urban middle school study, the research uncovered evidence that perceived teacher caring and support are important elements of the teacher-student relationship and are contributing factors to engagement, which in turn can lead to higher student achievement. Perceived caring and support from the student perspective is positively associated with emotional support and that support leads to better student achievement.

The bottom line is that the students don’t care how much you know until they know how much you care. Until next time...

Parent Involvement

Schools face great needs and challenges on a daily basis. The problems our schools are met with are complex and warrant the attention of all stakeholders to find the answers. As the saying goes, ‘it takes a village’ to build a school that values the collaborative nature needed to involve parents, students, and employees equally. Relationship building is no longer just the responsibility of the teacher, but now the school administrators have to be equally responsible for establishing, facilitating, and maintaining relationships with parents. Part of this process begins with the top. School Boards of Education have to outline a vision and mission that drives the organization by setting the climate and culture of inclusion. Once set in motion the philosophy of inclusion will be developed and a plan for involvement will follow suit.

In the current climate of education today with technology so readily available and accessible, it is not acceptable to proceed without parental involvement. The driving question should not be whether a parent was contacted but instead, whether a conversation was held. Educators have the professional obligation to pursue family involvement and a moral commitment to make certain the follow through is completed. 

Schools across the nation struggle with parent involvement and parent engagement. As students climb in age, the parent involvement diminishes. This is counter intuitive to what should be happening. As students get older and climb in grades, that is when parental support is the most needed. Schools that can develop an engagement strategy to involve families are seen as more equitable, culturally responsive, and definitely collaborative. 

The bottom line is we need parents to be involved at all levels. Until next time….

Building a Positive School Culture

In order to build a positive culture, a teacher must be aware and have an understanding of the connections and relationships that are being built in the classroom. Research describes this relationship as a formalized interpersonal association between a subordinate and an authority figure that have daily interaction. This understanding provides a foundation for further research in the area of perception. Perceptions of the relationship can at times be misleading for the teacher or the student. Teachers can have the perception of a much more positive relationship than what the students believe. In addition, positive relationships can be a determining factor for positive outcomes. Additionally, teachers have the false perception that when a student earns good grades they automatically have a positive connection or relationship. The data however, does not support this supposition. Though grades can at times be a contributing factor in a positive relationship, they are not the factor that makes or breaks the connection.

Several studies report that when students develop conflicted teacher-student relationships they are at a higher risk for academic challenges. The perspective on relationships presented by the teacher is much more focused on the development of school culture through behavior management and high-quality instruction. The perceptions of what makes an authentic relationship also varies with teachers in differing subject areas or involvement. Teachers of the core and elective areas have shown a difference in their perception of the relationship development when looking at the extracurricular involvement of the student. As extracurricular activities contribute to the school culture and the experience of a student, the perception of the teacher is that the connection to school is validated by the involvement however, a positive school culture is a contributing factor in developing the connections and building the relationships. In other words, a positive school culture will encourage and validate extracurricular participation by the student.

The bottom line is that building a positive school culture depends on the people building quality positive professional relationships which in turn further builds a positive school culture. Until next time...

Servant Leadership

In education, we are always trying to find new ways to serve our student population. In philosophy of leadership, that style is called Servant Leadership. The main goal of the servant leader is to serve and is very different from other leadership philosophies. As an educator, I certainly subscribe to servant leadership as one of the leadership styles that should be used the most in schools. Schools should be run as a collective of the stakeholders. The primary leader, or principal, should not be the sole decision maker. As an educational leader, it is my opinion that in order to be a successful leader, I have to work hard to make my subordinates successful. When they shine, I shine. 

In servant leadership, the desire to serve should be the prime motivation for all leaders. Some may see this as a weakness in the leadership model. Through my past experiences and training, I believe this model to be one of the best for schools. Servant leadership informs the group of the positives of being deeply involved with the needs of the group. This fosters a level of unity and connection that benefits everyone and can potentially increase productivity and efficiency. This collective efficacy that is fostered with servant leadership helps to build a positive school culture which can lead to improved student performance.

That being understood, great leaders have always put the well-being of their followers before their own self-interests. That helps to cultivate the level of trust that develops when servant leadership is present. Trust is a vital part of the interpersonal communication that is a basic part of successful leadership. In servant leadership, the followers have to trust the leader and be able to communicate their constructive input without fear of reprisal, knowing that the leader is willing to listen and act. When that type of communication is developed, the organization will benefit.

As a principal of a large high school, I have always worked to make sure my staff has everything they need to be successful. Even without understanding the details of the servant leadership philosophy, I acknowledged long before understanding leadership philosophy that as an educator, I am in the service industry. As a prime motivator, I have to have a desire to serve the students, staff, and community at large. 

A servant leader that understands the needs of the followers will be in a better position to build efficacy and trust in the school setting. Until next time….

Caring School Community Impact

It is undeniably essential to have a parent involvement plan integrated into the school processes and is the responsibility of the leader to employ such a program. Planning on a school campus should involve faculty, staff, and especially parents and caregivers. This is not only professionally the correct thing to do, it is a requirement for many accreditation programs such as the Western Association of Schools and Colleges (WASC) which is the accrediting body in California. It is also one of the requirements of the new Federal Local Control Accountability Plan (LCAP). According to the accreditation programs and the California Department of Education, school planning and development is the responsibility of all stakeholders.

As is the requirement, the research also reports schools are more successful when all stakeholders are involved. Culture shifts happen to the positive when people have ownership of their school. Teachers report that there are three areas that can improve the connectedness of a school community: embracing the role of technology as an outreach to the community; providing time for teachers to develop the social and emotional well-being of their students; and creating a common language centered on the professional best practices. Everyone can be contributing members of the team because it is not only teachers that makes a difference. Before anyone speaks to the teacher, they enter the office and should be met with a team of people that are all working toward the same goal, which is the success of the students.

There are many California community organizations that have outreach programs to get community members involved. Two of them that have a focus on family engagement are the County Office of Education in California and the County Health Department. Other organizations that provide family supports, other than schools, include: Preschool programs, family resource centers, home visiting programs, local behavioral health programs, city recreation departments, and organizational health programs.

The bottom line is that “It takes a Village” is more than just a saying. Until next time...

Loyalty

This morning I was thinking about the word loyalty and what it means to me. Loyalty is something we should cherish and not necessarily just in the workplace. It is important to have loyalty with family and friends, or even with a business from owner to customer or consumer to product. Yes, sometimes loyalty can be assumed to be bad since it is never a good thing to have blind adherence to anyone. This version of loyalty in which people follow wrong behavior is not at all what this commentary is about. 

I don’t know what it is about loyalty. When discussed, some people immediately think the negative. Loyalty however in my eyes is a sign of respect. If for example I’m a loyal friend, I will certainly not allow a friend to make bad choices when I am present and I will not participate in the poor choice as a follower. I however am going to help my friend to make good choices. As far as a colleague is concerned the same would be true. I am going to be loyal and work with them but if presented with the opportunity to make a poor choice, being a loyal colleague, I will help him/her to choose the other.

That is where I believe loyalty and trust are connected. Though the words have two very different definitions in that loyalty is a strong feeling of support or allegiance and trust deals with the acceptance of truth, they are forever attached. Can you actually have one without the other? I believe one must be granted before the other. Trust can lead to loyalty, if the need exists. Many times trust is the only thing that is needed. Trust, for example, is a two-way street that has to be present before one can be loyal. If trust is violated, loyalty can still exist however there is a part of the relationship that has to be mended. Trust itself, however, is very difficult to earn after it has been lost. 

As far as school is concerned loyalty and trust do exist between a teacher and a student. The teacher has got to build trust with the students through outreach, compassion, and service. Loyalty is then extended by the students. That is where I believe loyalty to be a sign of respect. A that teacher earns the trust of the students through professionally meeting their educational and emotional needs, will also be extended loyalty. That loyalty shows up in plenty of ways, but one example is when the teacher happens to have a substitute. The students will behave better in that class out of respect and loyalty to their teacher and the rule set forth. 

I believe loyalty is a sign of respect that is also an obligation to oneself and to another to perform better. Until next time...

Diversity in the Classroom

Diversity in the classroom is not only indicated by race or ethnicity. Diversity can involve preferences, interests, socio-economic class, cultural backgrounds, religion, gender, sexual orientation as well as learning styles and special needs. With each of these forms of difference, students come to the classroom with hosts of experiences, world views, cultural contexts, and sets of experiences that make teaching even more demanding.

In the classroom, teachers need to develop best practices to address diversity. By being aware of the cultures presented and the diverse needs of all students, the teacher will be better suited to serve their needs. When the teacher can embrace diversity, the students will develop a better understanding of cultures and other differences. According to research, teachers that are culturally responsive share five characteristics: 1) They develop a culturally diverse base; 2) They design lessons that are relevant; 3) They demonstrate a caring attitude toward cultural diversity; 4) They develop cross-cultural communication techniques; and 5) They utilize culturally respectful instruction. 

Today, the need for teachers to design lessons that embrace diversity is greater than in the past. Teachers that not only embrace diversity in the classroom but work to incorporate it positively into their curriculum are more successful educators. Students not only have diverse needs and come from diverse backgrounds, but they have diverse ways of learning. Some learn through visual means, others by auditory measures, and some learn kinesthetically. These differences increase the challenges in developing lessons. Teachers need to develop ways to adapt the curricular content and delivery to meet the needs of the students’ individual and cultural differences. 

The bottom line is that by reaching out to the students in an effort to understand them, teachers can bridge the cultural gap, make a better connection to the students, ultimately having a positive influence on their future.

Until next time...

Back to School

We have completed the first week with students and much to our appreciation, our students were as happy to be back as we were to see their faces. As I visited classes this week I realized how much I missed the interaction with staff and students. How important interpersonal communication can be. I have been coming to work since the closure in March, with very little time off. Limited staff has also been on campus with me and it was very weird. Schools are meant to be bustling with students and staff. With everyone gone, it was a ghost town. This certainly doesn’t mean I am glossing over the difficult times with students. We know we have those every now and then however, those times add to the richness of the experience. I am sure you would agree that student behavior, though difficult when dealing with it, can be a bit of a laugh in hindsight. It’s because they are kids and kids do silly things. Our inherent duty is to shepherd the herd. To help develop kids. To get them prepared to take on their world. That duty is not one I take lightly and it is why our actions speak much louder than our words. Take the weekend to rest and recharge. It’s been a tough week. Have a most excellent weekend....Go PUPS! (cue The Police - Don’t Stand So Close To Me).

Until next time...

Clap It Out

Infection in schools is not the best topic to discuss however, it is important. We must acknowledge that not all infections make one sick but are still contagious nonetheless. What is the most infectious thing in a classroom you may ask? The first answer that comes to your mind would probably be the common cold or the flu. Most teachers understand that the viruses that are shared around are certainly highly contagious however, that is not the answer. Some of you may have even thought of a yawn as your first guess. Again, though yawns are highly transmittable, they are not the answer. 

The most contagious, infectious, and spreadable thing in an educational setting is enthusiasm. It will cross the barriers of any personal protective equipment, it can permeate glass partitions, and even be spread through a distance learning video lesson. Enthusiasm breeds an excitement to learn. Though it is not scientifically measurable or quantifiable, it can be observed. We see it when a subject or discussion is interesting and a question is posed to students. Hands immediately shoot up in response. Excitement.

Excitement breeds a desire to learn and in turn, builds more enthusiasm to learn more. This eagerness to learn can build upon itself. This feeling is found within all students or every person, for that matter. The desire to learn is not found only in one subgroup. It is found within everyone, everywhere. Once the lightbulb is illuminated, the fervor to learn is intrinsic. The individual has the desire for knowledge and it will continue until it is extinguished. Most of the time that happens for some extrinsic reason. As an educator, it is vital to understand and identify when the student is excited about learning and help to fan that flame. 

For educators, this is not a great revelation. Student enthusiasm can breed a desire to learn however, the greatest challenge is how to start. Enthusiasm can begin with simply being overtly excited about the subject. I sometimes use a tool that I borrowed from watching countless high school sports. I get my team to clap-it-out. When I start clapping, even though I am the only one performing, smiles begin to happen. I am explicit in my action, loud, and even a bit crazy in my delivery and it works. It is only one of a thousand ways to ignite enthusiasm and enthusiasm is infectious. 

Until next time....

Student Engagement.

It is clear in all the research that when a student is engaged, learning happens. Engagement therefore becomes a critical goal when attempting to understand what drives the learner. For us, the engagement level of the student is an important factor to consider when speaking about a culture of high expectations.

Research reports engagement is tied more closely to the relationship with the teacher than with the subject matter. When the teacher makes the student feel acknowledged, the student will work harder for the teacher leading to improved student achievement. Several research studies show the best settings that were discovered for reaching students were during discussions where the teachers and the students developed relationships and understood the talents of each other. In all the studies reported that a healthy learning environment involves a community of learners and everyone should feel they are welcome. 

When a student fails to feel connected to the classroom, disruptions may occur. It is only natural for all of us to have the desire to feel connected to others. The concept of the human touch is a motivating factor for some. This basic need can be satisfied when a teacher values and respects the student as a genuine member of the group. This approach to accepting all students is the gateway to building better student relationships. People in general want to be physically and psychologically safe and students have that same desire. A positive culture in the classroom where a student feels safe can help to provide a foundation for the professional relationship to flourish. When the responsibility for the relationship lands on one person, the relationship is doomed to fail, according to relationship studies.

It is equally important for teachers to learn about students as it is for students to learn about their teachers. The two-way communication creates the bond that develops a mutual relationship. Most importantly teachers need to be specific regarding the boundaries for the relationship. Knowing this can eliminate potential issues that may arise. Academic achievement, which is tied to student engagement, is about mutual respect. Students will not care about their performance until they understand how much the teacher cares about them. This seems to be a theme that is consistent in all areas of education.

Until next time...

Reopening of Schools

With much apprehension, we are on the verge of schools reopening. This is not just in our local area but in the greater State and across America. Though the challenges of smaller class sizes and social distancing remain, our students will be arriving soon. Like when we used to play the game ‘hide and seek’, the ‘Mississippi Countdown’ has almost been completed and our students are about to yell out “Ready or not here I come.” When they arrive, they will bring with them the anticipation of every first day of school, ever. Along with those butterflies will be a concern brought about by the pandemic. Both emotions are real and must be addressed by all of us. We are not in a position to discount any of their feelings or their emotions. We however, are in a position to build trust by relieving their concerns with our actions. We can show our students that things are going to be fine. We need our actions to speak for us as words can sometimes be lost in the climate. I know it has become cliche’, but we are truly ‘all in this together’. Since that is the case, my challenge is for each of us to go ‘all in’. To borrow imagery from a game of cards, push the chips to the center of the table and go “All In”. Have a most excellent weekend....Go PUPS! (cue The Beatles - All You Need Is Love).

Until next time...

Rule of Awkward Silence

Awkward silence is an effective tool in education. In business, the strategy is often referred to as the ‘Rule of Awkward Silence’ however, in education, we simply call it wait time. As a rule, business people are taught to not answer questions presented until pausing for 10 seconds to gather thoughts. Many times, that 10 seconds of dead air can feel like an eternity and it makes people really uncomfortable. This strategy is employed by some very successful companies such as Apple, Tesla, and Amazon to name a few. Though they use the strategy, they certainly didn’t discover it, though it may have been used on them in grade school. Teachers however, have used wait time for as long as there have been lessons. The wait time creates the awkward silence and many educators are quite comfortable with the idea.

Now the 10 second rule is a general rule of thumb. A teacher will ask a question of the students (not an individual student, but the whole class). Once the question is asked, the teacher will call on a random student and wait for the answer. Many young teachers forget this very valuable part of the lesson. The wait time allows the student to process the question, though it feels very awkward for those around them. Once 10 seconds is past, the teacher will call for the answer. If the student does not know, then another student may be called upon to move the lesson along. When done correctly, the silence is deafening. 

In education, we also utilized the ‘Stop and Count to 10’ strategy when helping students work through conflict. Whether we are talking about actions or just words, we ask students to stop and count to 10 before taking the next step. Oftentimes, it clears the mind, so a better decision can be made. With that in mind, I don’t believe it is awkward at all. It is a valid and important part of our communication process. Just think how great things would be if we could pull back some things we have said, or maybe never said it all. Embrace the awkward silence and always pause before you speak or act. Everything else will take care of itself.

Until next time...

Power of the Positive

In this time of distance learning due to the COVID-19 pandemic shutdown, it is important to note how important positive relationships are for students. Positive relationships contribute to an overall positive school culture and at times can moderate other negative interpersonal interactions. Furthermore, negative interactions that do not get moderated can impact the perception of ability within a student. To use a common phrase, the positive interactions will outweigh the negative. Research shows that strong positive teacher-student interactions promote an increase in student achievement. Additionally, students tend to behave better and have better grades when support relationships are present. Not only does positive interaction impact student achievement, but the impact on scholastic adjustment and academic goal orientation is notable.

The positive effects of relationships at school are not only extended by the teacher. Research finds that when students perceive caring and support from an adult it is positively associated with emotional support. Furthermore, the relationship between a teacher and the student is not only associated with better student behavior but it is linked to increased engagement. Students also concern themselves with their peers. If the peer group demands engagement, then the students will reciprocate with increased academic engagement levels. Moreover, peer groups can increase student motivation to participate, engage, and become a success.

The bottom line in the research is that students are more successful in school when positive relationships exist. Building those relationships is the most difficult challenge educators have in this distance learning environment, but they are up to the task.

Until next time...

Happy Halloween

We have reached the end of October and are looking at the beginning of the holiday season. Cooler days and chilly nights are upon us and the pandemic rages. Let us also throw on the table the fact that this weekend is ‘Fall Back”, and a blue moon. Add to the mix a Presidential election in four days that has been littered with ugliness. With that, you can probably join me in saying, enough is enough. C’mon 2020, give us a break already! That being said, I may not be able to change the world but I can change the lens with which I view it. Now, I know that I have a particularly optimistic view and it could be almost cliché however it is still my goal. If I can view my world through a lens of positivity, I may be able to influence those around me. With just that mindset change, it may be my little part of making incremental change. Isn’t it incumbent on all of us to help those around us. Don’t we all want to strive for a more forgiving and less combative world or environment. I think we all do. So in difficult times, it is important for all of us to come back to the center. I hold on to the optimism and focus on that which I can control for in my own little world. It certainly makes a difference. Have a most excellent weekend....Go PUPS! (cue Howard Jones - Things Can Only Get Better).

Until next time...

Light in the Tunnel

The times are tough. That statement is certainly relative. I am a student of history and I have read about some fairly difficult times for people in the past that would not even compare to today. That being the case, when talking to students they only see it through their eyes. School is distant due to the pandemic, the California fires are raging making the air hazardous to breathe, unemployment is on rise because of both conditions, and social interaction with other kids is limited to the digital environments. Yes, the times are certainly different and can be classified as tough, but there is a light at the end of the tunnel.

Though things are tough, I am choosing to see the bright side. Teachers are learning inventive ways to present curriculum and students are responding. Parents are involved in the education of their sons and daughters. Families are not only forced to spend more time together, they are actually talking more. Yes, we will get through this. There is a light at the end of the tunnel.

It is my hope that the outcome of this mess will be stronger family bonds. Possibly reading levels will increase due to students having to do so. I hold out hope that students will yearn to be in class so much that their behavior will be improved. I hope that the compassion and consideration our teachers have embodied during distance learning they carry into the classroom because so many students will need it. I do believe the future is bright.

I acknowledge that times are tough and a definite struggle for some. I also know that this too shall pass. There is a light at the end of the tunnel, let’s just hope it’s not a train.

Until next time...

Impact of Social Media

The reputation of the public school system has been long defined by the test scores of language arts and mathematics. Moving forward however, education professionals will have to embrace new strategies for teaching problem solving and critical thinking skills, with a focus on the expertise needed for 21st century competitiveness. School districts cannot be comfortable with the status quo and must overcome the resistance to change in order to improve academic achievement. As part of the school reform process, schools must review different programs to increase student interaction with the outside world, as well as implement strategies that improve school culture. Improved communication within the classroom along with the embracing of new technology will help to bring the world into the classroom.

Since social media plays such a significant role in the life of a high school student, it is nearly impossible to not discuss technology as a factor in school culture. As classrooms nationwide become more connected through social media or other tech-inspired programs, there could be a negative impact as students not only have access to global information but must learn to balance their social media activity with their academics. As a leisure activity, social media has become increasingly popular and though many students can balance their time spent with social media, some use is excessive and even compulsory, leading to depression or lowered self-esteem when social media use is interrupted at school. Regardless of social media, with the onset of advancing technology in schools, soon the time will come when a school is not measured by the number of students enrolled and the attendance metric, but by the mastery of essential standards through the use of communication, critical thinking, collaboration, and creativity.

The bottom line is that schools need to embrace the changing world and continue to infuse technology into the classroom.  By developing digital outreach avenues as best practices they can better serve the student population.

Until next time...

Calling Home

One week to go in October. The weather is cooling to the point that we wish we had it back in the dog days of summer. It is simply glorious. Though the weather has cooled, we know school is heating up. We are at the point in the semester when students begin to trail off and they need encouragement more than ever. The semester finish line is off in the distance and anything we can do to support the student is really needed at this time. In a meeting I had with parents, they echoed that call. They want teachers to reach out to them to tell them when their son or daughter is struggling. They want to help and sometimes just don’t know how. Calling home is the most important thing we can do as a school and it is the one thing that we are not the best at doing. Parents are the best advocate for the student and they can be the best advocate for the school as well. We just have to give them the opportunity. Let us all place ourselves in the shoes of the parents. Wouldn’t you like to have a conversation with a teacher if your son or daughter was struggling? Certainly so. These times are difficult for everyone. All the more reason why we should always be asking ourselves if we are part of the problem or part of the solution? I’ll leave that for you to ponder. Have a most excellent weekend....Go PUPS! (cue Beatles - Imagine).

Until next time...

Game of Balance

Life is truly a game of balance.  A balance of work duties, family obligations, and personal time in a 24 hour period.  According to what we all know to be true, life can be broken down into thirds. That means that a third of our day we spend at work, a third we spend at leisure, leaving a third of the time for sleep. When breaking down a 24 hour day, that gives us about 8 hours for each one however, is that a true representation?

I do know that whenever any of the thirds overlap, problems or challenges may arise.  For example, I don’t believe anyone feels it is appropriate to sleep at work.  What about play at work?  Probably not the best way to utilize your time. What if either of the other two infringe on sleep?  When that happens, the result is probably spending the next day very tired. If this situation were to continue, the loss of sleep would have negative physical and/or emotional effects.

Understanding this, I really try to keep my thirds separated. There is a time for work, a time for sleep, and a time for leisure. All are very important and should be kept separated with no blending or overlap.  As a person that enjoys my family, anytime I bring work home, I sacrifice time.  As a school administrator, there are evenings that I am going to spend at school.  Many times, that time extends into time with the family. Most importantly, when those days occur, I am obligated to ‘make it right’. So I chisel out extra time to be with the kids.

All and all, I believe in life as big a game of balance.  Balance of the important with that which is not so much.  Balance of what to eat and what to eat not so much of, and the balance of time.  As the saying goes, the time you enjoy wasting is not wasted time. 

Until next time...

Education Pendulum.

The changes California public schools experience in curriculum, assessment, funding, and accountability, create a shift in thinking that defines the education pendulum and can be a contributing factor in the culture of a school. The pendulum is a perfect representation of conservation of energy in that the potential swing in one direction is returned in the directly opposite swing. The momentum is the greatest at the lowest point and slows as the top of the arc is reached, stopping only for a split second to change direction. That pendulum swing is representative of the education system. New programs are instituted and heralded as the ‘next best thing’ gathering support and building momentum, only to slow as returns are diminished. Soon the ‘next best thing’ is introduced and the pendulum is swinging in another direction. Research has shown that with every shift of the pendulum, there is a disruption to the climate and culture of a school. When the pendulum begins to swing in a different direction, many times, a new accountability system is instituted that revolves around some sort of testing program. Though many studies have shown there is no correlation between high stakes testing and increasing student achievement, the tests remain. 

Though I am not advocating against tests or accountability in any way, I am an advocate for providing a climate and culture that fosters improved academic achievement. With every new program that is mandated by the policymakers, teachers are impacted. Research reports that changes in educational policy and testing can push away good teachers which ultimately impacts students. Additionally, students that may not be excellent test takers, or even proficient at the task, would begin to be left behind. This is why multiple measures are so important and not high stakes testing.

The Common Core State Standards use higher Depth of Knowledge (DOK) questions and are considered more rigorous requiring more critical thinking. Increasing the DOK and the Lexile reading level are basic components and when incorporated are shown in studies to increase student achievement at a faster rate than those students not exposed to that level of rigor. With the Common Core, not only is the level of rigor increased, but the standards are vertically aligned allowing teachers to address individual needs without compromising the learning goals of all students.

The bottom line is we should not follow the swing of the pendulum and instead, understand that reading skills and the DOK questioning will increase student achievement across the curriculum.

Until next time...

Tolerance

We have entered the second half of the month and change is in the air. The end of October usually brings about the Holiday season, many festivities and good times. This year may be a bit different. Since March, 2020 has certainly been a challenge. The approaching holidays will be no different. The more I think about the year, the more I keep circling back to the word ‘tolerance’. Though we all know tolerance, I am most interested in the first words of every definition in Merriam-Webster. Defined as the “ability or willingness” or “the capacity to endure”. Continuing, I am most interested in the third definition: “the allowable deviation from a standard”. So impactful, applicable, and relevant to 2020. Though many of us may not feel we are allowing a deviation, we are. Yes, our response to COVID is merely a reaction, however, it is not the pandemic that I am referencing. All of us have become so beat down by rhetoric and participated through action or non-action. I have always said that we are either part of the problem or part of the solution. There is no in between. Therefore, I choose to be better. To be greater than that which is presented. To not settle for a deviation from decency and respect of my fellow humans. I choose positivity. Have a most excellent weekend....Go PUPS! (cue Bellamy Brothers (1976) - Let Your Love Flow).

Until next time...

What About Luck

We’ve all heard about luck and many of us have wished someone good luck. That being the case, do we really know what luck is? Is it truly appropriate to say “You’re so lucky”? The jury may still be out on this one. The Webster dictionary defines Luck as: a force that brings good fortune or adversity; the events or circumstances that operate for or against an individual. Basically, we are talking about good and bad luck, not just luck. 

The way I see it, there are always two sides to luck. For example, I am a huge football fan. Setting the stage, when a game is tied with two seconds remaining and the team with the ball sends the place kicker onto the field. The attempt will be from 50 yards back. The snap is perfect and the hold is stable. The kicker boots the ball and it bounces off the upright. No good. Half the stadium is feeling so lucky and the other half feels the sting of an unlucky loss. Same outcome with two different viewpoints.  Both are in hindsight.

The crazy thing is that there are plenty of people watching the football game that really don’t care either way. Does that make them lucky or unlucky? I guess that depends on what side they want to take. The way I see it is that in order humans to call luck a factor, it has to matter to us. 

I have two problems with luck: it applies only to past events, and luck cheapens hard work. Luck is never applied to future events. You can’t be lucky on the lotto until you win. You can’t win a jackpot on a slot machine until it rings out a winner. Therefore, luck is our way of applying a reasoning to events that might very easily not have happened. 

Secondly, luck cheapens hard work. I am a true believer that people can create their own opportunities through hard work and determination. Opportunities, viewed through one lens, may seem like luck however, hard work is at the root. No doubt, the harder someone works, the luckier people will see them as being. That is simply because they are relying on hard work and discipline not a game of chance.

Therefore, if luck makes one feel better about participating in a game of chance, so be it. I however, will choose to work hard and create opportunities for myself and those around me. I choose to look forward and gauge future plans not backward and discount the work as good or bad luck.

Until next time...

Authentic Connections

In honor of my 100th post to this blog, I wanted to discuss the importance of authentic connections and the impact that connection has of student achievement.

Research has demonstrated that authentic teacher-student relationships in the classroom contribute to overall academic achievement. If it were that simple, then an achievement gap would not exist, and everyone would be learning on grade level however, that is not the case. Teacher-student relationships are important to the learning process but not the only answer. 

Due to the possibility for disconnection or disengagement with school, many schools and teachers struggle to help students achieve. This is why there must be a broader focus on relationship building in schools. In a one quantitative survey, the outcome of a 60-item survey to middle school students produced a significant correlation between academic growth and student perceptions of the teacher-student relationship. This result establishes the need for teachers to develop positive authentic relationships with students to help improve academic achievement. The focus must shift from methodologies in content areas to interpersonal communication and relationship building skills to help with academic improvement and to bridge the achievement gap. 

In support of this focus, a study was produced in which the students credited their academic achievement to the positive relationship they had with their teacher and the fact that they were more engaged in the curriculum, more motivated to study, and performed better overall due to the relationship. In direct contrast, the teachers reported overwhelmingly that they did not believe the positive relationship with students had any effect on the outcome of their achievement. Research suggests that teacher perceptions of school quality and students are a factor that contributes to the achievement gap. The only way to combat that is to create a teacher professional development plan to improve school culture, climate, along with student outcomes. Relationship building should be foundational, constant, and continual in any plan for improvement.

The bottom line is the students don't really care how much you know until they know how much you care.

Until next time...

Our Greatest Challenge

We are on the cusp of double digits in the month of October and the weather is changing. When students are on campus, we see a change when the cooler temperatures arrive. The change is both academic and behavioral, both trending down. Understanding this, our data today is merely anecdotal because we have no data to reference in distance learning. Throw into the mix that our students are social creatures and being alone is beginning to result in underlying social/emotional issues. My hope is that we can turn the tide when students get ‘back to school’. We need to remind ourselves to be compassionate when needed, responsive when warranted, and empathetic to all. Students will bring to school with them all their academic difficulties and emotional fatigue earned from the months on distance education. All 1600 stories will be different. Pair that with their fears that may exist of the pandemic and we may be on the forefront of understanding. Since March 13, 2020, we have had students at a distance. All have struggled, many have progressed, and some have been left behind. Acknowledging that, perhaps our greatest challenge lies ahead. Have a most excellent weekend....Go PUPS! (cue Simple Minds - Don’t You Forget About Me).

Until next time...

Misery loves company

Throughout my career I have experienced my share of negativity. Negative situations and negative people that have the potential to infect others. Though this is the case, I have always tried to avoid these situations because I believe in the power of positivity. I also understand that misery loves company and I certainly don’t want to extend the invitation.

As an educator of over 25 years, I have observed the idea of social gravity in both adults and students. By definition, social gravitation happens when people are attracted to each other. This phenomena in human physics is the reason why certain people naturally gravitate toward one another while others unknowingly recede. Understanding this, it is not too much of a reach to say that misery will find and gravitate toward misery. Conversely, happy people will attract happier people.

Now, it is important to note that displaying empathy is not accepting of the negativity. Being a supporter of a friend or family member going through a difficult time is and always will be the right thing to do. Avoiding negativity can happen when you are an active non-participant. Complaint sessions by anyone do not have to involve everyone. The most wise decision is to avoid the people that will try to add you to the misery party list.

I have found in life that there are people who will do everything possible to help you succeed and there are also those that are not so helpful. Some do their best to place hurdles in front of you as you are on your path to reaching your goals. Embrace those challenges and be so good you cannot be denied. Just as darkness cannot exist in the presence of the light, negativity cannot compete with positivity. If misery is left alone, alone it will remain. So just remember, misery loves company, so don’t invite misery to the party.

Until next time...

Differentiating School Culture and Climate

School culture and school climate are two terms that can easily be confused or intermingled. They can often be used interchangeably, as climate is a byproduct of culture. The climate of a school is thought to be more of a feeling while the culture is more foundational. Whether used in conjunction or separately, they are vital components in a reform process to improve student academic achievement. School culture when placed in context, is related to everything that happens at a school. Relationships, connectedness, expectations, teaching practices, behavior interventions, and external affects such as education policy, technology, and globalization, are all impactful to students and the culture of a school.

According to research, a school culture can influence everything that happens on a school campus and can positively or negatively affect the way administrators, teachers, and students feel. As stated above, since school climate is a byproduct of the culture, it is primarily the tone and morale of the school. The factors that affect both school climate and culture are the school district, teachers, and the classroom.

As schools move through their reform programs that address technology and overall curriculum, it is vital that school culture is not overlooked. Since the characteristics of a school’s culture are reflective of the community with which they serve, those issues that impact the community will impact the school. The culture simply is a reflection or sub-culture of the community at large. Culture itself can be defined several ways but is representative of a shared mission and vision for academic success. Stakeholders have a vested interest in the relationships, connectedness, expectations, and values that are embraced and supportive of collaboration.

The bottom line is school culture is vital to the success of a school.

Until next time...

Choose the Positive

We have reached the beginning of October and still the shutdown continues. Though this is the situation, I continue to choose to look at the positive. During this time, I get to visit several classes in a day, when I would normally not have the time. What I see is truly amazing. Teachers are presenting lessons in a virtual environment that 6 months ago was foreign to them. Students are trying to interact with the lesson as best as they can, providing a glimmer of hope that we aren’t losing as many as I once thought. Those of us in the office are simply trying to clear a path for both teachers and students. Even though an administrator’s job has always been such, it is even more important now. Teachers and students are working harder than ever before and both are stretched to the limit. At current stress levels, it would be understood if someone were to behave out of character. All the more reason for support and understanding. We all need to hang in there because this too shall pass, and when it does, we will all be stronger because of it. Until then, I will focus on the positive and give praise to that which is still standing. Have a most excellent weekend....Go PUPS! (cue Elton John - I’m Still Standing).

Einstein’s Genius

Albert Einstein once said: Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.

Einstein certainly had it correct and we see it daily in education.  The educators challenge is not identifying the genius in students, but getting the genius to transfer to different subjects. I have seen students do amazing things in one class and then be failing three others.  How does this happen?  It is probably a question of motivation.

Teachers by nature want to see students succeed.  As a matter of fact, I have never met a teacher that wanted a student to fail.  Actually, we have more teachers that want students to succeed so much that they enable learned behaviors.  Teachers will often not allow a student to struggle very long before stepping in to help. We speak of teaching strategies and one of them is ‘wait time’.  Allowing time between questioning.  This provides processing time for students and allows them time to come up with the answer on their own.

Oftentimes, educators see the idea of struggling as a component to eliminate from the learning process. By allowing students to struggle, I am not inferring that we avoid intervening with struggling students.  There is a difference. From time to time, educators will uncover learning gaps that a student will present. The educator must bridge the gap with individualized lessons or tutoring.  The student however, that is struggling to finish a math problem or the essay that was assigned is not presenting a gap in learning.  Sure they want help, but it is sometimes better to pause and allow the student to struggle through the learning process.

I have seen students excel in the music program, athletic program, arts, and other curricular areas.  I am humbled by the exceptional talent.  Things are so easy for them in that particular area.  I guess that would be the meaning of genius.  Natural talent that is developed very similar to how we polish diamonds. A diamond that is uncut or not polished is just a stone.  I see genius as that very stone. In order to shine it has to be cut and polished. That process is filled with struggle, grief, hard work, and practice.  After all the work, a genius remains.

Until next time...

Technology

Blended learning and collaborative online learning through the use of technology allow teachers to engage students at a different level. Technology provides an openness of resources and extends the library beyond the walls of the building. Schools that have not gone one-to-one with technology devices for students due to cost can adopt a ‘Bring Your Own Device’ (BYOD) program to help reduce the costs associated. These, along with the educator having access to an infinite number of resources on the internet, have enhanced education yet, opened the door for challenges to school culture through social media, gossip lines, blogs, and message postings.

Access to technology has also changed education globally. The digital revolution has rapidly changed human behavior. Pictures and text messages are exchanged instantly on a worldwide scale. This interconnectedness within the digital world has not only created new grammar of communication but has led to new environments to share. Cellular or mobile telephones and wireless access has increased at a dizzying pace, and new area codes and regional numbering systems have had to be developed to handle the demand. Video games have eclipsed movies with a greater worldwide economic impact and the internet has changed the way information is shared. The instantaneous world of information sharing has become such a part of developed countries, most take for granted the luxury of connectedness. This, of course, is only the beginning. With every passing year, large companies and private organizations are digitizing print libraries making them available online. With the development of vast amounts of information at the fingertips of a world of students, educators will be compelled to open communication that is constant and direct. The education system that fails to do so will fall farther behind other countries and global education systems.

The bottom line is technology in education is not only the future, it is now.

Until next time...

Time to Reflect

As the end of September approaches, I usually take the time to reflect on the past few weeks and the opening of school. This year it seems as though everything was new and the challenges were almost insurmountable. In hindsight, I realize the challenges we faced were collective. In other words, we all faced the same challenges and sought to answer the question of, “How do we reach students?” Interesting thing is, that question is always our challenge. Reaching and engaging students in the content will always be an educators greatest challenge. As I have said countless times, I do not believe there are ‘boring subjects’. I simply think there are boring presentations of the lesson content. Verteran teachers know that they cannot present a lesson the same way they presented it 15 years ago. Things are different now. My goodness, can you think of life without the iphone? Yes, that was 15 years ago and that lesson doesn’t work with the students of today. That is the silver lining of teaching through the pandemic. Out of necessity, lessons have been rewritten, redesigned, and updated. It is said the necessity is the mother of invention. We certainly see it in the lessons being delivered today. Have a supercharged last weekend in September and join me in welcoming the last quarter of 2020…Go PUPS! (cue Sara Bareilles - Brave).

Paralysis by Analysis

Have you ever heard of paralysis by analysis? It is a term that applies to all kinds of situations in which someone is so consumed by analyzing a situation that no action is taken. In education, a contributing factor to this condition is the fear of failure. When students are worried about failing it can lead to paralysis when it comes to completing their school work. Whether we educators want to admit it or not, we are contributing to this form of anxiety. Though we encourage students to push through their fears and persist, mistakes and failed attempts are not necessarily treated as teaching tools.

Grades and school have always been and will continue to be partnered. Though this is the case, educators must be compelled to look at how the grade impacts future behavior. Yes, the grade should represent mastery of a standard however, it should only be reserved for such. Additionally, if the goal is mastery, shouldn’t the grade reflect mastery when it is achieved? In my opinion, it should.

I believe in the A-B-C-Not Yet scale of grading. We really need to move away from the punitive measure of an ‘F’. I don’t believe there are students that wake up and come to school everyday just yearning for a failing grade. Quite the contrary. I believe we have students that have all kinds of struggles and insurmountable obstacles that contribute to their performance. I believe it is incumbent upon educators to find the reason, or hook, that stimulates their desire to perform.

Many times it can be as simple as giving the student a path to success. If a student has a miserable grade percentage and mathematically they cannot reach a passing grade, then they will not be motivated to do anything. On the other hand, if that same student with the same miserable grade is given a path to success through completing work and performing on mastery tests, then the path is and will continue to be available as a ‘chance’ to improve their grade. Failure can then be used as a learning device.

Anyone can attest to the fact that they too fear failure. Some handle it better than others. Most importantly, we need to see failure differently and address it with both courage and optimism. If we all can do that, we can obtain the success we desire and work toward.
Until next time...

Pygmalion Effect

As the landscape of California education changes and school administrators improvise their plan of action, the importance of testing, accountability, and student achievement never change. High stakes testing on standardized assessment is often used as the only measure of school effectiveness, quality instruction, and teacher-student interaction. That being the case, studies report that students that are engaged in school are much more successful in many areas. As stated previously, engagement can be difficult to qualify and quantify though it is generally represented by a student that is displaying effort, providing attention, offering persistence during the lesson activities, and involved in school activities. This level of engagement in school begins with how the people in the school interact and build relationships. Teacher-student relationships and peer relationships are significant predictors of a sense of school belonging which contributes to school engagement and helps to define the culture of a school.

The benefit of relationship connections is based on thorough psychological theory. The interaction of people and the human support that is provided aligns with the principles of Bandura’s (1971) social learning theory as well as, Bronfenbrenner’s (1977) ecological system’s theory. As a foundation, these theories provide sound support for how a school culture of high expectation can influence the academic achievement of the student. Both theories, in conjunction with the Rosenthal effect, better known as the Pygmalion effect, provide a sound base for the idea that school culture can impact student achievement.

The Pygmalion effect, studied by psychologist Robert Rosenthal, is a phenomenon in which high expectations lead to improved performance. The name comes from the Greek story of Pygmalion. Pygmalion was a sculptor that carved a marble statue of a woman and subsequently became enamored with it. According to the myth, Pygmalion wanted the statue to be human and Aphrodite obliged by bringing the statue to life. The couple fell in love and married.

According to education research, in the same way Pygmalion willed the statue to life, our focus on a belief can do the same. It’s a self-fulfilling prophecy. Whether the expectation comes from ourselves or another, the effect manifests in the same way.

The bottom line is our focus needs to be in creating a healthy, supportive, positive culture for our students in order for them to thrive.

Until next time...

It Can Only Get better

How about this 2020!  When we began this calendar year, none of us thought we would be here. We all had such high hopes.  When COVID-19 introduced itself to us, we were thinking, “it can only get better”.  Just about then, the hurricanes on the East Coast hit and the California fires started. Now, we know it can always be worse. Not only are we all worried about COVID-19, but the air we breathe is filled with toxins and it is unsafe to be outside for an extended period of time. The lessons we have learned during this time are more than just curriculum based and extend into social emotional personal development. We are learning how to be better, treat others better, use patience, and most of all, hold out hope for better days to come. Perfect timing for the Jewish holy day of Rosh Hashanah. In Judaism, Rosh Hashanah is the celebration of the Jewish New Year. Though I am not of the Jewish faith, I can appreciate and accept the idea of a new year at this point. Putting this year away, to me, seems like a great idea. So today, I welcome the year 5781! (It’s at least worth a try to fast forward past 2020). Enough said. I wish you all a healthy weekend…Go PUPS! (cue Dan Fogelberg - Times like these).

Development of a Motto

The development of a personal motto to me is very important.  It embodies the personality of the individual and the goal all in one catchphrase. For years in the classroom I used the motto, “Be a Good Human” to end all of my classes.  Students were so used to hearing me say it, they wouldn’t leave my classroom until they heard it.  At times, during the chaos of class exchanges and ringing bells, I would forget to say it.  My students would make sure to remind me...Dr. Pickle…Be a Good Human!

When I moved from the classroom and into administration, my motto still applied yet things were now different.  I found my new position to be different from the classroom.  Since I was now working more with teachers than students, the daily use of ‘Be a Good Human” faded.  It seemed the teachers didn’t need to hear ‘Be Good Humans’ as much as the students.  Though I still used the phrase when dealing with students, I was on a personal quest to find a new tag line.

My first position in administration was at Sierra High School as Assistant Principal and Athletic Director and it was in this capacity that my new motto found me…which is exactly what I mean.  The motto found me.

In a district struggling with massive declining enrollment, Sierra High was a school in transition.  I was hired to not only lead the transition of the athletic program, but to also work to improve student behavior and support teachers.  I worked very hard with the hope that my impact at the school would be positive for the students. At our first home football game, I was standing on the sideline with my back to the stands, when I heard a parent ask another parent, “Who is the new Assistant Principal?”  The other parent responded with, “Right there...Pickle…He’s the one!”  As I heard this exchange, I smiled.  That’s right, I am the one, I said to myself. 

I am the one wanting to affect education at a different level.  I am the one that was told by my father that becoming an educator doesn’t end when the day is over.  Educators will always be seen by students as their teacher, counselor, or principal.  That doesn’t change whether in the grocery store, gas station, or theater.  Being an educator is a life choice to advise and mentor students.  I wanted to be the one.  My challenge is for everyone to ‘Be the One’ to make a difference, because positive change starts with one.

Until next time...

The Impact of Teachers

A vast amount of literature can be found that presents a compelling case that powerful relationship connections between teachers and students are the building blocks to academic achievement for all students. Students need teachers who care about them and have an authentic belief in them, motivating their work ethic. Teachers can make a difference by affecting the attitudes of students and studies found that when students hold a sense of futility toward school, academic achievement is diminished. It is also believed that learning occurs more frequently when teachers are actively engaged in interaction with students. The research reports inspiring evidence that authentic teacher-student relationships positively impact the school culture that can affect the academic achievement of students.

Professional connections between teachers and their students are too important to be disregarded by anyone. In the classroom, teachers that make connections with students can contribute to their success. In a school, the connection with managers and teachers is also critically important however, the student to teacher connection is one of the most important relationships that can be developed. Though student/teacher connections are an often studied area, there is plenty of room for development in this arena as much of the information is based on older data and focus on just the teacher viewpoint. The lack of data from the student perspective begs the question of future inquiry. Researchers believe that students in secondary programs will take a class because they know a certain individual is the teacher. This phenomenon exists at every high school across the country. Much of this can be attributed to reputation. Reputation however, is developed by the knowledge gained from other students in the course.  That reputation can be either positive or negative.

The bottom line is the impact of teachers and the professional connections they build are incredibly important to student success.

Until next time...

Doctors Orders

Another Patriot Day is here and it is hard to believe that the attack on the World Trade Centers was 19 years ago. That was one of those moments in all our lives where we can remember exactly what we were doing when we found out. Terrifying time. I remember the overwhelming desire to help somehow. Fast forward to today and here we are in the middle of a worldwide crisis. People in our communities are challenged physically and emotionally for a multitude of reasons and they need help. If you are anything like me, you also have the desire to help and just don’t know how. My suggestion is to start with kindness. It can warm the soul, thaw a frozen heart, and make a difference in someone’s life. At this point in all our lives, kindness among fellow humans could be just what the doctor ordered. That being said, take some time to enjoy the outdoors this weekend. The temperature is better and the air is improved. I wish you all a great weekend…Go PUPS! (cue Bon Jovi - I’ll Be There For You).

Didasko

Education is summed up in one word, “didasko”.  This is an ancient Greek word that is translated as “to hold discourse with others in order to instruct them, deliver didactic discourses.”  It is my philosophy that as an educator, I must not only teach but I must also learn.  If I do not continually learn then I cannot effectively teach.  One cannot exist without the other. 

Didasko is being a reflective educator.  I should learn from my lessons just as my students are learning.  The information I am learning as I teach may be different than the information that the students are learning, but I am learning nonetheless.  As I learn, my skills as an educator are improved and my ability to effectively reach my students is enhanced.  

Didasko applied to the administrator means that I am obligated to learn everyday from my situations and surroundings so I may effectively lead.  Most of the greatest leaders in history were great educators and I believe, in turn, to be a great educator it is a necessity to be a leader.  Administrative leaders are educators and learners in the purest sense.  It is the duty of an administrator to take in a situation; reflect; make a decision; educate those around and involved; then draw on the experience for future reference.  Didasko is being a reflective administrator.  

The last part of my philosophy involves the attitude and personality of the subject presentation.  There is no such thing as a boring subject, there are simply boring presentations of the subject.  Learning is fun and exciting.  The American Heritage College Dictionary defines education as not only “knowledge obtained through a learning process,” but an “instructive and enlightening experience.”  As an educator, I am merely a custodian bestowed with the task of turning on the light bulbs in the minds of my students.  That task is neither boring nor dull, but exhilarating beyond belief.

Until next time...

The Importance of Parent Involvement

Schools across the nation struggle with parent involvement and engagement. As students climb in age, the parent involvement diminishes. This is counter intuitive to what should be happening. As students get older and climb in grades that is when parental support is the most needed. Schools that can develop an engagement strategy to involve families are seen as more equitable, culturally responsive, and collaborative. The most effective approach to increasing family engagement is to seamlessly integrate the approach as a basic component of the school program. Successful strategies include decision-making, collaborating with the community, volunteering, communicating, and learning at home. Parental involvement in learning, which necessitates school-home communication and parental engagement is a vital component in student academic success. The goal should be to develop a trusting, welcoming environment for parents to become involved. When schools build this type of environment, parents are much more involved.

In the current climate of education today, with technology readily available and accessible, it is not acceptable to proceed without parental involvement. The driving question should not be whether a parent was contacted but instead, whether a conversation was held. Educators have the professional obligation to pursue family involvement and a moral commitment to make certain the follow through is completed. According to the comprehensive supports for student learning theory, external barriers, such as societal, familial, neighborhood conditions can lead to active disengagement. In order to combat the barriers, the complementary learning theory suggests learning supports from the parents, family, and community can overcome significant external barriers.

The bottom line in all the research is family engagement in the school is a vital component to increasing student achievement.

Until next time...

Brand New Day

September has arrived and with it comes Labor Day.  Often thought of as the official end of summer, Labor Day has another meaning for educators.  It symbolizes the beginning of the grind. The orientations that come with the start of school are past and a large calendar of days lay before us. The difference this year is we are in the midst of a pandemic. Our ability to connect with our students is greatly diminished, not to mention our interaction with colleagues.  This distance and isolation can be a cause for concern and we should all be vigilant with our attention. It is important to note that September is also Suicide Prevention Month. Take the time to reach out to someone and ask them how they are doing. If you are having a difficult time, know that it is never as bad as it seems. Never make a permanent decision for a temporary situation.  Seek help and if you don’t know how, find me.  I will listen. I will help. Believe it or not, no matter how dark the night is, the sun is on it’s way. That being said, have a great Labor Day weekend. I wish you all a most wonderful weekend…Go PUPS! (cue Josh Radin - Brand New Day).

Failing Forward

The times are certainly trying. There are plenty of things in the world today that can lead us to think negative however, I choose something different.  I see people around me showing resilience and innovation as they address some of the greatest challenges of our generation. Many are taking risks, failing from their attempt, learning from their mistakes, and evolving as they prepare to take on the next challenge.  We in education are always a mirror image of the communities we serve so therefore, it is not a reach to say the same exists in education. 

Since schools have closed because of this pandemic, I have experienced some amazing transformations in classrooms.  Teachers, in a very short period of time, completely renovated what they were doing so they could deliver lessons in a virtual environment.  Fast forward to the fall and opening of schools, I see teachers utilizing digital tools in creative ways. Though I am impressed with all classes that have ‘tooled up’, I am humbled by the elective areas.  To watch art class, PE classes, and the shops operate in the digital world simply amazes me.

Though this transformation in education continues daily across the country, educators were not always so skilled.  They were forced into the environment and had to learn on the job.  Many struggled, many attempts failed, however an incredible thing happened.  In order to bridge the understanding of technology, sometimes students became the teachers and teachers became the students.  Students were able to help the teachers with their technology challenges and all made it through.   

The most difficult part of this whole process wasn’t the planning or the lessons, it was failure. When the most anxiety-provoking feeling was confronted, learning happened.  Educators learned from failure and didn’t quit. They pressed on as they tell their students to do everyday.  They failed forward.  They learned. They improved.  I believe some of these changes will remain long after the pandemic is over making us better and prepared to take on the next great challenge. 

Until next time...