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...