Believe in the Magical, Not Magic

At the heart of every school lies a certain kind of magic. One that isn’t spun from spells or enchantments but from the everyday moments of wonder and connection that make our work truly special. Let’s take a moment to reflect on the "magical" rather than the "magic" in our classrooms.

I believe in the magical, not magic. Forget wands and potions, I don’t need or want them because I am an educator. There is a kind of magic happening in our schools every day that doesn’t require any sorcery. It’s the everyday wonder of learning and teaching that turns ordinary moments into something truly special. Specifically, just take a moment to think about the little victories in your day with students. How about the moment when the light bulb truly goes on inside the head of the student as they finally grasp a concept. The sparkle in their eyes is magical. These aren’t the results of enchantments but rather the product of hard work, dedication, and the belief that extraordinary things can happen in the classroom. They happen because you meticulously plan for them. The trick is to stay motivated everyday and keep the magic alive. I think it starts with embracing the magical moments. It’s okay to high five a student, or just the air for that matter. Pump your fist at the small achievements and you will feel your energy rise. This will also help to build the connections with your students that will ultimately lead to more magical moments. The cycle can remain unbroken with your enthusiasm. It will breed excitement for learning. Most importantly, when the day is done, reflect. Talk to colleagues about the magical things we witness every day. By focusing on these moments, we can find inspiration in the familiar and celebrate the remarkable journey of learning. So, let us all believe in the magical, because we have witnessed it. The next time you experience it, give pause, smile, and perform a little champions dance. It is what inspires teaching. So dance like nobody's watching, and if they are, smile and wave. They just witnessed the magical.

Until next time...

Grace

This past weekend my oldest son became engaged. If you are anything like me, all I want for my kids is to be better than me. When I say that, I am talking about their character, not the money they make. I try daily to be a better person than the day before. I am far from perfect and I know I have made some big mistakes in my life. I challenge myself daily to be better than I was yesterday. For my children, I want the same. I would always tell them to just be better tomorrow. So back to my son and his engagement. When asked on a video that he produced for the engagement announcement, he said, “She shows and gives me grace. She makes me a better person.”  Grace, in its simplest form, is the quality of being kind, understanding, and forgiving. It is elegance and refinement of movement and action. When I heard that, it was hard to hold back the tears of joy. My son said it so well so I decided to write about it. I wish all educators grace and the ability to identify it. In the classroom, it means extending patience and empathy to our students as they navigate their educational journey. It’s about recognizing that each student comes with unique challenges and strengths, and meeting them where they are, rather than where we expect them to be. Grace also plays a vital role in our interactions with each other. As a team of educators, we will inevitably face challenges and moments of stress. It’s important to remember that each of us is bringing our best to this work, and sometimes, despite our best efforts, things don’t go as planned. In these moments, offering grace to our colleagues, through understanding, support, and encouragement, helps to build a positive and collaborative environment. Moreover, grace allows us to be forgiving of our own mistakes. As we strive to provide the best for our students, we must also recognize that we are human and will encounter setbacks. Embracing grace means allowing ourselves the space to grow from these experiences without harsh self-judgment. Grace. It doesn’t get more impactful than that. May you have a wonderful weekend. (cue Sheryl Crow - Soak Up The Sun)

Until next time...

Gold Medals

Wow, can you believe we’ve already wrapped up the first week of school? It feels like the week just blew by us. This week has been full of fresh beginnings, laughter, and the wonderful energy that accompanies a new year. I loved seeing the joy in our students' faces and witnessing the amazing work each of you has put into making the start of this year fantastic. As we celebrate the end of our first week, I must confess, there’s another excitement that’s been capturing my attention—Paris 2024! Yes, the Olympics are ending this weekend and I am a bit sad about it. I’ve been absolutely enchanted by the coverage, like I will be again when the Winter Olympics start in 2 years. The blend of athletic prowess, national pride, and the sheer spectacle of it all has been a delightful distraction. Isn’t it fascinating to watch athletes from around the globe compete with such dedication? There’s something incredibly uplifting about their stories of hard work and perseverance. Plus, the Parisian backdrop adds a touch of charm and elegance that makes the whole event feel like a grand celebration. The whole thing is a reminder of how special our world is. Though the Olympics have given us much to celebrate, let us not forget the small victories we have achieved this week. Yes the big victories may happen that make us want to pump our fist or high five the air, but it is the small victories that really make our day: students walking into class silently, becoming quiet the first time you ask, and maybe just doing what they are supposed to do without redirection. For a teacher, those are the gold medals. Carrying on into next week, let us continue to inspire our students and support one another with the same spirit we’ve seen in our Olympic team athletes.  Here’s to a fantastic start to the school year. Wishing you all a relaxing and joyful weekend. (cue Jason Mraz - Have It All)

Until next time...

The Importance of Tradition and History

Sometimes when the workload piles up, it's easy to overlook the significance of tradition and history for the administrator. Yet, these pillars form the bedrock upon which educational institutions have been built and continue to thrive. Let’s delve into why honoring tradition and history is crucial in shaping the future of education.

Tradition in education encompasses a myriad of practices, beliefs, and customs that have been passed down through generations. I'm not talking about the "used to bes" that we all hear from time to time. The idea that "We used to do this" or "We used to be so much better". That is not tradition. That is someone's desire to be better without a plan for how. Many times however, I would have to agree with Neil Diamond in his duet with Barbara Streisand when he sings, "But used-to-bes don't count anymore, they just lay on the floor 'til we sweep them away".

Though that may be the case Neil, there are some traditions and history that should remain. Take, for example, the rituals surrounding graduation ceremonies. The cap and gown, the solemn procession, the handing over of diplomas. These traditions evoke a sense of accomplishment and continuity, connecting today’s graduates with those who came before them. Such rituals instill a sense of pride, belonging, and respect for the institution and its values.

History, on the other hand, provides context and perspective. Every educational institution has a story to tell. It important for the leadership to be good stewards of the story because this narrative shapes the institution’s identity and sets the course for its future.

Knowing and understanding this history allows students and educators alike to appreciate the challenges and triumphs of the past. It instills a sense of responsibility to carry forward the values that have guided the institution through decades or even centuries. Values like integrity, perseverance, and a commitment to excellence can be rooted in that history. 

Recently I became the Superintendent of one of the oldest school districts in the State of California. That history was unknown to those around me. When I talked about my discovery, there was a sense of pride that began to develop. We are now caretakers of that history that started before the Civil War in 1857. This history creates an opportunity for students and staff to connect with those long since past that walked the halls and faced similar challenges becoming ambassadors for the institution. 

While tradition and history provide a solid foundation, they should not stifle innovation. Education, by its very nature, must adapt to meet the needs of a changing world. Innovations in technology, pedagogy, and curriculum are essential to preparing students for the challenges of the future. In a phrase, we are either expanding or contracting. There is no in between. By understanding what has worked in the past and why, educators can build upon that foundation to create new and effective approaches to teaching and learning.

I love the history of education. I guess I am a nerd in that way. I see tradition and history as guiding lights that illuminate the path forward, not just relics of the past. It reminds us of our roots, anchors us in shared values, and unites us in a common purpose. Let us learn from the lessons of history and honor the legacies that have shaped our present. By doing so, we ensure that future generations will inherit not only knowledge and skills but also a deep appreciation for the timeless principles that underpin a truly transformative education.

Until next time...

A Continuous Cycle of Improvement

At the core of sustained school leadership lies a commitment to a continuous cycle of improvement. Effective leaders understand that the journey to excellence is ongoing and dynamic. The leader should place importance on fostering a culture where feedback is not only welcomed but actively sought, creating an environment where both leaders and educators engage in reflective practices to refine their strategies and methodologies continually.

At the most basic level, of course, is data. As a leader, it is crucial to collect data points that have meaning. Collecting data and developing reports take time away from other tasks. Therefore, thought should be put toward what type of data you want to see and be able to interpret. 

Data that was always important to me as a high school principal were attendance, discipline, and grade data (though this is very subjective). These are the Big 3 as I call them. If you are not looking at these, then you should. 

First, if kids are not in school, then achievement will drop. Look at chronic attendance rates. If they are high, then your school has a challenge. Begin parent meetings to make a plan for how to get the students to school. When students are in school they will achieve more. 

Next, look at your discipline reports. If certain students are having challenges, find out why. Get to the root of the problem and interrupt the cycle. 

Finally, look at grade data. Look deep into the progressions. Compare the grades to achievement on local benchmarks. What I have found many times is that grades do not align with achievement. 

Of course, there are plenty of data points that can be collected, but the Big 3 are the most important place to start. These should be regular reports that are reviewed by the site leadership team. 

Until next time...

Stand in Your Truth

To "stand in your truth" means to lead with authenticity, honesty, and integrity. It entails staying true to your values, beliefs, and principles, even in the face of challenges or pressure to conform. Authenticity fosters trust and respect among colleagues, staff, students, and the broader school community.

"The Emperor's Club" (2002) is another excellent movie that aligns with the theme of "Stand in Your Truth." Directed by Michael Hoffman, the film is based on the short story "The Palace Thief" by Ethan Canin.

In the movie, a teacher, William Hundert, played by Kevin Kline, imparts important life lessons to his students at a prestigious all-boys preparatory school. The narrative explores themes of integrity, morality, and the consequences of one's actions. It provides a compelling example of standing in one's truth and the impact it can have on personal and ethical development.

School leaders who stand in their truth are transparent in their actions and decisions. They communicate openly about their intentions, rationales, and expectations. This transparency helps build a culture of open dialogue and shared understanding within the school environment.

Authenticity enables leaders to build genuine connections with others. By showing vulnerability and being genuine, school leaders can relate to the diverse needs and experiences of students, teachers, parents, and stakeholders. This connection fosters a sense of belonging and unity.

A literature reference that aligns with the concept of "Stand in Your Truth" is "The Secret Life of Bees" by Sue Monk Kidd. In this novel, the protagonist, Lily Owens, embarks on a journey of self-discovery, facing her past and confronting truths about herself and her family. The narrative emphasizes the importance of acknowledging and standing in one's truth for personal growth.

Until next time...

You can’t apply Logic to Illogical Situations

Leaders often find themselves faced with challenges that defy the bounds of conventional logic. The complexities of educational institutions, coupled with the dynamic nature of human interactions, create an environment where illogical situations can become the norm rather than the exception. In these moments, the adage holds true: "You can't apply logic to illogical situations." This section explores the nuances of such scenarios and provides insights for leaders on how to navigate these uncharted waters.

Illogical situations in the realm of education can manifest in various forms. Whether dealing with conflicting stakeholder interests, navigating bureaucratic obstacles, or addressing unforeseen crises, leaders must recognize that not every challenge can be solved through linear, rational thinking. These situations often involve the human element, emotions, and unpredictable variables that defy straightforward solutions.

A movie that reflects the concept of "You can’t apply Logic to Illogical Situations" is "MAS*H" (1970), directed by Robert Altman. The film is set during the Korean War and follows the staff of a Mobile Army Surgical Hospital. The characters often face illogical and absurd situations, and their responses reflect the challenge of applying traditional logic amid chaos.

While logic is an indispensable tool in a leader's toolkit, it's crucial to acknowledge its limitations. In illogical situations, the straightforward cause-and-effect relationships that logic relies on may be disrupted. Leaders must resist the temptation to force a logical framework onto every problem and instead embrace a more adaptive and nuanced approach.

Illogical situations often evoke strong emotions among stakeholders. Leaders equipped with high emotional intelligence can navigate these waters more effectively. Recognizing and empathizing with the diverse perspectives and emotions at play allows leaders to build trust and foster collaborative problem-solving, even in the face of apparent chaos.

In illogical situations, rigidity can be a leader's worst enemy. A successful leader must be flexible and adaptable, willing to pivot strategies as circumstances evolve. While logic seeks consistency and order, adaptability enables leaders to thrive amidst uncertainty, responding to the dynamic nature of educational environments.

A literature reference that aligns with the concept of "You can’t apply Logic to Illogical Situations" is "Catch-22" by Joseph Heller. While not directly related to education, the novel is a satirical exploration of the absurdities and contradictions in wartime bureaucracy. The phrase "catch-22" itself represents a paradoxical and illogical situation, illustrating the challenges of applying conventional logic in certain contexts.

Effective communication becomes paramount in illogical situations. Leaders must not only convey information clearly but also inspire confidence, address concerns, and navigate through the emotional landscape. Communication strategies should be tailored to the specific context, acknowledging the unique challenges posed by illogical scenarios.

In the journey of school leadership, leaders will inevitably encounter situations that defy logic. Recognizing the limits of logic, embracing emotional intelligence, staying adaptable, and mastering strategic communication are key components of successfully navigating these uncharted waters. By doing so, leaders can transform seemingly illogical challenges into opportunities for growth, learning, and positive change within their educational communities.

Until next time...