Leaving Yorkton on a High Note (Having a Great Day)

Posted on May 23, 2013 by

I’m writing this as I sit in my hotel in Stockton having arrived a few minutes ago thereby completing the rare Yorkton-Stockton, same-day double. (As an aside I’d love to hear if anyone else has ever done that trip.) I had an awesome morning in Yorkton with an energetic, enthusiastic, large audience of committed educators looking to ensure the year winds down with positive outcomes for their students and themselves.

I shared with them the notion of choice and how we need to take responsibility for the decisions we make. I spoke of waking up in the morning determined to have a great day and then taking the steps to make it so. Beginning with an enjoyable early morning run through the streets of Yorkton where I greeted people I met and continuing through the breakfast at the hotel where I swapped travel stories with some seniors who were also on the road, to getting to the auditorium and greeting people as they arrived.

You can start to feel the energy that emerges from these interactions and quickly see the contrast that appears with choosing to have a bad day. I am convinced that there are folks who get up in the morning and decide to do just that – and guess what happens? They have a bad day! From the person who cuts them off in traffic, to the colleague who jams the photocopier they needed at the last minute, and on to the person who only left three sips of coffee in the pot. The world is conspiring against them (or so their mindset suggests).

No, today was going to be a great day and I’m thankful to colleagues who made it that way. Their feedback on Twitter (follow me @thierck), via e-mail, and in person lifted me and reminded me how fortunate I am to get to do this work. The behind the scenes work of Kelly Lambert well in advance of my visit and ongoing effort during my visit was awesome. Retired Principal and current board member Richard Haake giving up time to pick me up and drop me off two hours down the road in Regina meant we had four hours to swap great stories. The ongoing Tweets buzzing off my Blackberry made arriving late for my departing flight almost inconsequential. In fact, reading some of these messages made me want to turn around and do some more work with the group:

Chad Lechner ‏‪@wmm67‬
“don’t lower the bar, just create steps for the students to get there” ‪#heartoftheteacher‬

Jason Payne ‏‪@MrPayneYRHS‬
Really enjoyed your presentation today. Thanks for providing some inspiration to finish the year strong.

Nicole Marie ‏‪@nicoletherrien4‬
Thanks for the inspiration this morning ‪@thierck‬ as I finish up the last six weeks of my first year as a teacher! ‪#lovemyjob‬ ‪#gssd204‬

A return to Stockton was becoming an even more viable option because it was possible that the stern face at the airline counter in Regina was not going to let me board my flight. Therein lies the moment of truth in making a decision and sticking to it. My great day was not going to be sidetracked. I was clearly late and I understood the consequence of that. I would not have traded the last 20 minutes of the morning session or feedback nor speed up the drive with Richard. My choice was to continue to enjoy the day. I apologized for my lateness and let the person at the counter know how much I appreciated them extending themselves for me. I did explain that I was not a regular traveler through the Regina airport and the importance of getting to my next site that evening. I didn’t think this was the time to get negative or louder or blame someone else. My desperation must have worked as I watched a phone call occur, permission be granted, and a boarding pass printed. The folks at security were delightful and gave me a smile as I raced through to get to my gate. The people at the desk graciously accepted my apology and let me know there was still time before boarding. Off to Denver I flew.

Clearing Customs in Denver was a breeze. The Officer asked how I was doing and when I said “fabulous” she wanted to know why. I shared with her how great my day was going, the neat people I had met, and the good friends I was going to work with. The great day was on a roll! I picked up a paper in the airport and decided it was time to get some food. I have a confession to make – I have never eaten a Philly Cheesesteak sandwich (or I had never eaten one until that moment). I saw the restaurant advertising them and a huge line so I figured they must be good. I got in line and struck up a conversation with the fellow in front of me. He told me he grew up in South Africa but now resides in Houston where he does high-level security. We swapped stories about kids and travel and then I confessed my secret. He was dumbstruck for a moment and couldn’t comprehend someone reaching my age without indulging in the Philly Cheesesteak. He motioned for me to come to the counter with him and bought me my first Philly. Awesome! We headed to our gates without ever exchanging names but both sharing a view that great days are there for the making and the taking.

I checked in at the gate hoping to get an aisle seat but there were none available. I thanked the person for checking and waited to board. I got to my row and middle seat (ugh) but thought, “if this is the low point, it’s a great day”. The window seat person arrived as I was reading through my newspaper and she was interested in the stories. I offered her the paper and she was so happy she offered me some chocolates! Awesome again! To make it even better, our aisle seat person never arrived and we were the only row with two people in three seats. Does it get any better than this?

As I read this over it seems like I got pretty excited over some little things and may have made more out of them than necessary in my determination to have a great day. I know I’m not always this “Pollyanna-ish” but here’s the point. How often have you let the same little things make for a bad day? On the marathon that is the road of life sometimes you just have to stop and take the pebble out of your shoe so you can enjoy each successive step. Having a bad day begins with the choices we make. So does having a great day. Which choice are you going to make today?

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And she thanks me…

Posted on May 13, 2013 by

Regular readers of this post will recall a recent column where I shared some of Barb’s story (you can check it here: http://umakeadiff.blogspot.ca/2013/04/and-we-wonder-why-homework-is-not-done.html) and remarked about the powerful impact teachers have on the lives of their students.

In sharing her story with me, Barb has grown in her confidence and desire to be a change agent in the lives of the students she works with. I remain in awe of the strength she has displayed and the challenges she has overcome to reach a stage in her life where she is a respected educator, passionate Mom, and an advocate for the welfare of kids in crisis. In the midst of all this, she took the time to send me a message.

I just wanted you to know I’ll be presenting at Mikisew School for the Youth Conference. I will be sharing my story with Mikisew students. I am sure that you would want to know that u have motivated me by sharing what would be helpful to others, especially the children. That is why we keep doing what we do; we are the voice of the innocent! Thank you again Tom.

And in that last line, I was left stunned. She wants to thank me? No Barb, thank-you! Thanks for taking a bold step and opening yourself up to kids who may be going through some of the same painful experiences you did. Thank you for letting them see the impact of the choices you made and the capacity that exists to rebound from those choices. Thank-you for showing that vulnerability can occur despite the best of intentions and that a teacher can be the best lifeboat in a sea of turmoil. Mostly, thanks for your willingness to be that teacher to the next group of students.

As we move to the end of another school year and we wonder if we’ll find the reserves to get there, remember the impact you have in and on the lives of the students before you. The change may not happen before your eyes or on the time you have with the student. Plant the seeds of inspiration, remind them of their strengths, nurture them to grow beyond their limitations, and trust that they will come back to the lessons learned.

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A Challenge for Us All – Boston Heroes

Posted on April 20, 2013 by

Many of you who know me know I like to run. I run marathons and have completed over forty and have every intention to keep running two a year for as long as my body holds up. One of my most memorable races was the 100th anniversary run of the Boston Marathon. As I watched the recent events replay on my television I was saddened. The bombs erupting just as runners were completing their last steps, draining their remaining energy stores, and their supporters yelling with every ounce of energy they had left. I recalled that moment of triumph during my own running of the race as I completed the last steps along Boylston. Pure joy was etched on every face around me. To see that taken away and replaced with horror was awful.

As I watched the various clips I also saw something else. I saw that same joy and encouragement normally reserved for the race completion spring into action to offer assistance to those most hurt. I saw people running towards the explosion not away from it. I saw humanity at its best when someone had tried to reveal its worst. I read a poignant piece by Patton Oswalt who reminded us by reminding the perpetrator of this act that “the good outnumber you, and we always will.”

On my flight home a runner sat down beside me. I knew this because she had her Boston Marathon jacket on. She shared a little of her experience as she was completing the great race. She was half a mile from completing the race when officials stopped them. The panic set in as various reports were received on various devices and people were completely confused. Bombs at a marathon? As the reality sank in she worried about her husband who was to meet her at the finish line. Fortunately he had moved away and was making his way to the 26-mile marker when the explosions occurred. The joy of the race was taken away from so many. She also spoke of the overwhelming humanity as people came out of their houses to offer items to help runners get warm as the chill set in, or offered a place if they couldn’t get back to their hotel.

I thought about what ends up being a real challenge in horrific incidents like this one. We want so much to know the truth and who might have perpetrated this heinous act that we use a lot of ink and airtime to publicize their deeds. I understand the importance of exposing evil and putting a name and a face to it. Ultimately it reduces their power and reminds us of the wisdom of Oswalt’s comment. But I want us to learn the names of the heroes just as clearly. I want to know about the courageous acts of the runners and spectators who turned to face danger, the first responders who acted unfailingly to treat the injured without any certainty of the presence or absence of other explosives, the medical teams who worked diligently to save lives, reduce fears, and offer hope.

Yes, we learn the names of the monsters throughout the history of our existence. Every time the names of those who performed this act are mentioned, there ought to be a ten-fold mention, or publication, of the names of the heroes. It’s a challenge I’m willing to take up. Names like Jessica Sexton, a nurse who sat by a child’s bed for hours after the bombing, or Carl Hauser a trauma surgeon who was on call that day and had to assess the 25 patients brought in and determine need during the 33 hours of the shift he put in, or Eric Goralnick an ER doctor who was one of the first responders at another hospital that treated 31 patients. I want to remember little Martin Richard as no 8 year old should have his life end so tragically moments after embracing his father who had completed the run

As this story continues to unfold and the world hears about another couple of names masking as evil, I hope you’ll also take up the challenge to remember and promote the helpers. They are all around us and deserve far more time in our memory banks than those who set about to create fear.

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Seven Reasons to Attend Seven Keys in Seattle

Posted on April 16, 2013 by

I recently tweeted out seven reasons why educators should join Charlie Coleman and I in Seattle (http://www.solution-tree.com/authors/tom-hierck/pyramid-behavior-intervention-wsf481.html) as we facilitate two days on our book. It’s been a very positive outcome for others who have participated and we believe the work is the stuff schools ought to invest time in. Here are the seven reasons (aligned with the 7 Keys):

Reason #1 Common Expectations will be achieved + you’ll create a matrix that describes and defines what you value most at your school.

Reason #2 We’ll create positive outcomes that all staff can deliver, model, and explain and all students learn. ALL means ALL!

Reason #3 Positive Reinforcement (4:1) that is authentic + meaningful (personalized) is the goal. EVERY student deserves our respect.

Reason #4 Support strategies will be developed and implemented that allow specialists to max their impact and kids to max their learning.

Reason #5 Collaboration is King! We are infinitely smarter together than we can hope to be individually. Teamwork trumps solo effort.

Reason #6 Data – a good word when used for the right reasons. Should inform our instruction and student learning. The conversation is key.

Reason #7 School-wide approach drives how “we do things around here”. What’s your rally cry? How is your school defined?

Unknown

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And We Wonder Why The Homework Is Not Done?

Posted on April 9, 2013 by

When I get the opportunity to present on the topic of school culture and building relationships I often conclude with a personal story that ties together many of the concepts I’ve presented over the one or two days. I share my story with the participants neither for their sympathy nor their admiration as it’s just a part of who I am. I haven’t always been able to share the story and it is still a visceral experience for me but I share it because of the connections it makes for others and the responses I’ve had shared with me. Of all the moments in this work those are the ones I treasure the most and feel humbled that individuals would share some very personal and heart wrenching stories with me. One of these moments happened recently and Barb took it a step further by inviting me to share her story with others in the hope that it would serve as a reminder to both kids and adults about the infinite possibilities that lurk inside each of us. As you read this make the connection to the title of this post. Here is Barb’s story:

As a child, growing up was hard, we had lived in poverty. I am also a twin, and had lived with my dad and other siblings. With my mother gone and out of our lives, it was hard not knowing who and what she looked like. Our house was known as a party house, where there would be a lot drinking and there would be all sorts of people hanging around all the time. A lot of times I would wake up from under the bed from hiding because of the fighting going on. I would listen for people talking, if it was silent, then I knew that they had left or were passed out, I then would come out of hiding. I was pretty much scared of everyone that came to drink there. A lot of times we’d get hungry due to the fact Dad had drink up the Allowance or Welfare money, which came once a Month. I experienced a lot of negative things during the times when they would come and drink, especially one thing I would not mention that would have a negative impact for the years that followed. At 14, I had dropped out of school because, as a teenager, I thought I didn’t need it. I was sure I knew it all.

At 15, I ran away from home, being tired of everything and everyone, never changing routine at home. I ended up in Thompson, Manitoba, roaming around but I never touched alcohol or even smoked. I’d just do babysitting, in order to get room and board, or even crash with friends. At 17, that’s when the hurt and anger surfaced because of my past experiences as a child. I had started to smoke, drink, and do drugs, this was to numb the pain, I was experiencing. The anger I felt was targeted on everyone I met and that got me into a lot of trouble, including jail time.

At 18, I had my first child Walter and still, I was having a hard time, knowing I had to give him up. Due to the fact I was not educated and what kind of life would he get from a dropout. It made me think back during my time at school or what I vowed before, that’s when I had to try and support myself and to try and send money to my son, who I had given up for adoption. I found my first job, as a waitress at Ponton Service Station. I worked there for 2 years. It was okay for awhile then again, my past had resurfaced again. My pain and anger, was due to the fact I couldn’t forgive and forget. It was the same routine, using drugs, smoking and drinking, anger that would come with would land me in jail. During my time in jail, I thought of my life and how I messed it up so.

At 20, I had my second child Precious, and then along came Shawn. This time, I thought about my past, what I went through, reminding myself what kind of life would I be able to give them. I had lived in an apartment building in Thompson, Manitoba. I remembered my times, I had spent hiding under the bed as a child, thinking I would not let my children live and experience what I went through that I would provide for my children and reach my goals I had dreamed of doing and having.

A drop out at 14, I would have to start from scratch but I intended to no matter what for my children. At a grade level 6th grade, I started to attend night school at Thompson Friendship Centre. Even though I had a hard time with babysitters I would try my best to attend. When I moved back to Cross Lake, I was accepted to College Preparation level1, which was a promising start. At 25 I attended Brandon Friendship Centre, this time at a grade 10 level. Then came Brandon Adult Learning Centre, which was a grade level of 11 and 12 in one year. After I graduated, I had done 6 grades in a two year span. I had set out a goal, I had always had in me but those things that had happened to me as a child had smothered those dreams I had within.

Barb is quite a success today. She has a four bedroom house of her own, a vehicle and a skidoo. She works both as an Education Assistant and an On-Call Worker for a local agency. She credits her elementary school teacher, Judy Halcrow, for teaching her to believe there is hope and that dreams can be realized no matter what background you come from. It’s a reminder of the amazing capacity we have as educators to light the fire within every student, to help them become the success they were intended to be. The final words go to Barb:

There are things that will hold you back to accomplish your dreams, if we don’t learn to forgive and forget; we will be stuck in that kind of life, the kind of life where we go or run to, to numb our pain within. Today I work in the same field as her and I’m sure she would be happy to know that the love and compassion she had given me has been passed on to so many others and I am sure will live and be passed on for years to come.

Let’s stop wondering why the homework’s not done and return to the focus of helping kids become the wild successes they are destined to be.

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Pride and Respect

Posted on March 15, 2013 by

Before taking a mini-break this past week, I had the pleasure of visiting two northern communities in two different provinces. My time in Terrace, British Columbia and Cross Lake, Manitoba provided some great learning for me and both visits were instances where I felt I received more than I provided. In both these situations my learning had a First Nations focus. I am indebted to the young “teachers” who reminded me of the brilliance that resides in all of our students – a brilliance that doesn’t always shine brightly but is evident once a student is given the chance to glow.

I visited Caledonia Secondary as part of a schools tour in advance of an evening presentation I was to give. I had hoped to gain a few insights to connect my session to local context. Within minutes of arriving at the school Vice-Principal Jane Arbuckle and I were talking and she was sharing the great successes of the work the school was doing with their First Nations students. Later she introduced me to Randal Wesley who she described as a talented artist. Her description was very accurate as I stared in awe at one of his nearly competed paintings. Rather than remaining open-mouthed, I took the step to ask him about his work. That’s all it took. He was so proud of his work and so appreciative of being asked to explain it, his thought process in creating it, and what each section meant, that he kept me engaged for the next five minutes. His depiction of the eagle and its personal connection were amazing to listen to. My limited time at the school was the only imposition on our time together.

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I was hustling to get back to the main office and engage in some further conversations when Jane let me know that another student, Blake MacMillan, wanted me to see his painting. This was another one of those times where a student request was more pressing than my schedule and I was honored that he wanted me to see his work. Once again, the talent level of this young artist struck me as did his willingness to explain the personal connection the work held for him. When I asked why he chose the blue color for an aspect of the moon he explained that it just came to him and represented a personal context on a traditional portrayal. How we acknowledge this level of skill and capacity for personal connection along with the ability to effectively communicate that information may help to alter our traditional view of school success. The two artists have a clear path to a viable future that will see them enrich the lives of many.

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I left Terrace and made the multi-stage flight to Cross Lake, arriving the following morning and being greeted by my very enthusiastic host, Connie McIvor. She was excited to share with me what her students and the students of the other two schools had done to welcome me and help to set the tone for the two days of work I had the pleasure of facilitating with the educators in the area. They had designed posters and narratives built on my theme of “The Heart of Education”. I took photos of all of their work and was so impressed by not only their levels of talent but also their thought processes. This was one of my favorites:

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The students embraced the notion of role model, motivator, friend, and embracing differences as we build better schools. I was very touched by a number of the personal narratives including this one that spoke to the value and importance of education:

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Some very powerful words shared by a middle school student who sees value in her education despite some of the familiar influences that might detract her from reaching her goals. I couldn’t help but be reminded of the significant role all educators play as leaders for positive change that can drastically improve the life chances of students.

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Thanks For the GPS – I Hate My GPS

Posted on March 4, 2013 by

Travelling to new places is an amazing aspect of the work I do. The only downside is that I’m terrible with directions and do not possess even a modicum of spatial awareness. (When I run in new places it’s always an out and back to void getting lost.) The best gift I received recently was a GPS. I know there was a reason behind why my wife got it for me. She grew weary of the calls as I was driving down some incorrect road trying to find the hotel I never stayed at previously. It has been a lifesaver, as I get into my rental car and just type in the desired address. I never question the directions “Mandy” provides, and that has become the problem. A recent trip highlighted my dependence. I was pulling into the small town of Santa Nella (population 1,380) and could see the bright sign of the Holiday Inn on my right as I was approaching the lights. Mandy said, “Left turn ahead”. So I turned left and proceeded down a dead-end street arriving at a truck lot. Mandy said, “You have reached your destination” and I’ll be darned if I didn’t think for a moment that I had! Fortunately, logic took over and I reversed my direction and went back to the hotel I initially saw (cursing Mandy all the way, as if that made a difference). A little reflection after getting settled in provided the following insights.

TomTom GO 510 GO 910 - full front white - hi res“Turn left….”

I am not good at directions and need to work on that to get better – it is possible. My lack of comfort is remedied by investing in the directions provided by an authority – even a technology-based one. Since this authority is right more often than not, they get the benefit of the doubt even overriding logic and facts. I am prepared to deny the other senses. When this authority is wrong, it’s still not my fault, as “she” ought to know better (no matter how illogical that sounds). Mandy and I need to work out the kinks in our relationship, and I need to contribute more to it.

The translation to what we do in schools is clear to me. As new changes emerges, it is quickly followed by a request to “get us more information” or “tell us what to do”. We look for the comfort that comes with a defined plan and series of steps. Except when the steps appear to run counter to what we know is best, we run the risk of arriving at the wrong place and having our students also not get to their destination. The best plans are the ones we co-create and own. They are the plans achieved by listening to the wisdom of the ages, the addition of new practice, and the collaboration of brilliant individuals to achieve an even more brilliant collective.

I hate my GPS when it’s wrong, but I need to own the fact that I expected it to be right more than is logical. I need to understand that I’m better at directions than I give myself credit for and that I can override the suggestions by following my own intuition and obvious facts. I also know I can help colleagues overcome the stresses and fears about change and wanting security in things that also might not provide a guaranteed answer. I’m looking forward to my next road trip.

Now don’t get me started on my cellphone, which is directly responsible for my loss of ability to remember phone numbers!

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A Teacher’s Impact Lasts A Lifetime

Posted on February 26, 2013 by

In the book “Pyramid of Behavior Interventions: Seven Keys to a Positive Learning Environment” (http://www.solution-tree.com/authors/tom-hierck/pyramid-of-behavior-interventions.html), the authors speak about the impact teachers have. It’s an impact that lasts a lifetime. They ask the reader to consider these questions when recalling a teacher that they remember fondly as having made a difference in their lives: What qualities did he or she posses? What did that teacher do to make a connection with you? How did that teacher make your learning meaningful? What impact did he or she have on your life?

I often ask this question at staff development sessions and regardless of the school, district, or jurisdiction, I get a lot of responses that speak both positively and negatively about the impact educators have. The authors provide this list of the most common impacts attributed in a positive sense:

• Cared about me as an individual
• Brought learning to life, made it real
• Took extra time to help me learn
• Was always fair, reasonable, understanding
• Inspired me to do my best

They also provide the list of traits most commonly associated with educators who made learning miserable:

 Did not know me or care about me
 Made the subject material dry and boring
 Was often unfair or arbitrary
 Yelled and screamed, put kids down, belittled students
 Seemed more interested in the subject than the kids

A recent event reminded me of the severe negative impact that can occur when educators don’t think of the power of their words and actions. Bear in mind that the sessions I facilitate generally involve highly trained, highly skilled, successful adults. Yet, there was a teacher recounting how his teacher humiliated him by publically mocking his inability to stay inside the lines while coloring. This event occurred forty years ago and still has emotional impact. Some might say this teacher ought to “get over it” and let it go. I would suggest he has and has done so in the most positive and proactive way – he became a teacher to ensure that students left feeling inspired and capable not humiliated and questioning their ability. If this type of impact is felt by highly capable people what happens with the student who does not possess the resiliency, support, or belief, that they can overcome the negativity? We don’t teach subjects, we teach kids! If the role of the teacher is to simply disseminate facts and mark assignments, it would be much more efficient doing nothing more than on-line correspondence. Fortunately much more is expected, and delivered, in classes and schools all over.

Lest anyone think that only negative stories become the end product of this activity, let me be clear – the positive recollections far outnumber the negative (which should make the negative easier to let go of). That does not surprise me, as innumerable visits to schools have clearly demonstrated that fact. Here’s one of the best ones that was shared: A teacher got up to provide a personal anecdote about her struggles as an elementary school students and how she was at the crossroads as another school year was coming to an end and high school was beckoning. She was fairly convinced that school and/or success were not part of her future. Her teacher at the time had taken it upon herself to write every student a personal note about their strengths and what she saw as part of their future. As a young student who was at the crossroads, the letter inspired her and reminded her of some strengths she had forgotten. While not the sole reason, the letter served as a catalyst to get her back on track. While the room was already pretty quiet as she shared her story, her next words created a stillness I have rarely seen replicated. She said, “I never had a chance to thank that teacher and I am so happy that she is here with us today.” She then identified the teacher to a tumultuous round of applause and not a dry eye in the place.

In both of these examples, I am convinced that neither teacher did what they did to create a lasting impression. The teacher who wrote the letter was simply sharing her belief in the capacity of children. Unfortunately, so was the teacher who made an example of coloring outside the lines. They both serve to remind that educators do make a difference. It may not always be obvious in the moment, but it’s there. This compels us to ensure that our students receive more positive than negative, and that they learn to build off their unique strengths.

Schools are not factories producing things. Schools should be social places where students and staff learn together. The goal is to become a community of learners, where students develop socially and emotionally as well as academically. Teachers who do this very well or very poorly both leave a lasting legacy on many individuals.

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“Everything Looks Like a Failure in the Middle”

Posted on February 12, 2013 by

I always struggled with the halfway point of the school year. It seemed like we were in that place where the early gains on our goals for the years happened so long ago and that the true fruits of our collective labor would never arrive. I knew as a school leader that was the time where we needed to re-energize our collective commitment and find the passion that reignited our work for the next months of the school year. Rossabeth Moss Kanter coined a Law about this and she phrased it thusly: “Everything looks like a failure in the middle”.

It’s a great reminder for us that we need to celebrate the growth we have achieved and recall why we embarked on the work we have chosen. Although the temptation to return to the past (not so) glory days is strong, it’s important to remember why we moved forward and re-defined our WHY. A recent article that came across my Twitter feed was a fabulous piece on the importance of what we do, and especially so at this time of the year. The author spoke about a school in Union City, NJ (you can access the complete article at http://www.nytimes.com/2013/02/10/opinion/sunday/the-secret-to-fixing-bad-schools.html?smid=tw-share&_r=0) that has clarified their purpose. From the outset the WHY is clear: “everything is tied to a single theme — pride and respect in “our house” — that resonates with the community culture of family, unity and respect.” Schools, like this example, that thrive do so because they don’t lose sight of the end goal nor do they lose their enthusiasm and energy for getting there. They remember that the journey can also be enjoyable.

Schools and educators sometimes lose sight of where they’ve been on the road to becoming what they can be. It may seem easier to turn back rather than continuing to navigate the unknown and uncharted road to success. If everything else remained unchanged there might be some rationale to pursuing that route. However, we all know that the only constant in the life of an educator is change. It’s today’s students that we need to educate, with all of today’s challenges and all of today’s advantages. In the end educators will always need to address the needs of the kids they have and not the ones they used to have or wished they had.

I always appreciated the analogy that you can’t leap across a great chasm in two jumps. It takes commitment, and a firm belief that, not only can you make it, but that the leap is worth the effort. Mid-jump is not the time to have any doubts but instead it’s the time to hold your form and prepare for an excellent landing.

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Learning From the Wisdom of Others

Posted on January 29, 2013 by

I am writing this post as I fly from Denver to Birmingham and my next opportunity to work with colleagues. Denver was the site of Colloquy 2013, which is the event that HMH organizes for the team that does work for their Leadership and Learning Center. It was a great opportunity to connect with fellow educators who traverse the United States facilitating the various topics that the Center is known for (check www.leadandlearn.com for more information). It was an equally great opportunity to connect with the sales team and the staff that work in the Denver office and some of the leaders from the Boston office. I was open to learning when I arrived and I was not disappointed. On the contrary, I was mentally exhausted from the three days.

I am fascinated by why people choose the type of work they do and explored that with many of the people identified above. From key educators whose books I have read and that have helped shaped my views, to colleagues still practicing at their day jobs while occasionally facilitating the work of others, through the thought leaders at the organizational level, to the sales and support team who create the opportunities for all of the professional development associates, one thing ran through as a common thread – passion for the work they do. This caused me to explore my own reasons for my work and reflect upon the changes I’ve experienced as an educator and I’ll be darned if I didn’t get to the same conclusion – passion for the work I do.

It was a real treat to be asked to give an opening keynote on the final day (and to be honest, a little intimidating with an audience full of folks who do the same work I do and many for a longer time) and I decided to speak about passion and emotion. In my mind the former is key to making change, inspiring others, and loving what you do. I spoke of passion being attached to beliefs and emotion being attached to feelings. To be clear, I am an emotional guy when it comes to family. I shed a lot of tears when I left the middle school after eleven years. I still get weepy when I watch “It’s a Wonderful Life” every Christmas. I just think that emotion in my work life skews the rational decisions I often need to make. It decreases the time between a stimulus presented and my response.

I also spoke to the group about feeling like part of something bigger when I work with them. It’s a highly collaborative group that supports each other tremendously when any of us are out working with educators. That’s an important factor in ensuring the best possible results. The work is also more transformational than transactional as we try to change the outcomes for students and do so in a long term, meaningful fashion.

Ultimately, my flight to Birmingham has been filled with numerous positive recollections, scribbling notes to remind me of commitments I made to send information, and e-mailing appreciations to those who taught me over the three days. John Quincy Adams said, “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” I clearly spent time in the company of many leaders and am better for it. Thanks!

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