At our most recent administrator meeting, we really were able to be honest and open about the direction of our school district. We spoke about educational theory and philosophy, but we also talked about how it could look on the ground floor. Though there is no specific theme in this blog post, I wanted to share some of the ideas discussed at this meeting, as well as some other ideas that have been floating around in my head...
- When talking about interventions to help our students, we must have the discussion about the types and kinds of work we are assigning our students. The best interventions in the world will never help if the work being assigned is of poor quality and little relevancy to students...
- When we consider change and new initiatives, there is value in finding middle ground before any kind of complete overhaul. Getting some change will always be better than getting no change and an entrenched staff reluctant to consider any kind of change ever again...
- Any school or team that is interested in progressing will need dialogue between all stakeholders.
- When educators focus on "winning" against students, we all end up losing. We should never want to defeat a student to teach the student a lesson or teach the student who is boss. Focus on building relationships that can endure setbacks and struggles... remember, we are the adults, and as such we should be above "winning."
- The school or district that can master enthusiasm, empathy, and energy will be the most successful. Enthusiasm is a direct result of high energy, and having high energy is exactly what we need in schools to make a positive and long-lasting difference. Empathy is the piece that connects and strengthens the bond we have with each other. Empathy should never be confused with weakness...
- If a teacher can't tell a student or parent why the student has a particular letter grade, there is no point to having the grade. Even worse, if the teacher doesn't know why the kid has a particular grade, the student will definitely have no idea. "Your child is struggling with the concepts in math," is not an appropriate response to, "why is my child failing math class?" Grades and assessments should provide both specific and useful information that helps to continue the learning process, not bring it to a screeching halt...
- When you continue to do the same thing over and over and expect something different to miraculously happen you are going to get frustrated. When you get frustrated you tend to do even more of the same thing, which will result in you trying to tighten the reins even more. At this rate you will eventually lose all control over whatever it was you were trying to control. Wouldn't it just be easier and more productive to change, evolve, or modify what you are doing...?
- If you aren't willing to share your ideas and success stories with others, then you are telling your colleagues you aren't interested in their success. If you aren't interested in their success, then you aren't interested in the success of your school or district. When you share you aren't giving anything away, in fact, when you share, you are creating value for yourself and for your colleagues. Is that really a bad thing...?
What have you been thinking about lately? What ideas and thoughts would you like to contribute to the conversation...?