Friday, December 13, 2013

Christmas All Year Long?

Christmas came early to me this year.

A kindergarten student, whom I will call Billy (not his real name), came with his special education teacher to read a book to me.  This, in fact, was the first book Billy had ever read by himself.  It was a beginner book, but to be 100% clear..it was a book...a real book.  As you can imagine, the look of joy and sense of accomplishment Billy shared on his face just lit-up my office like...a Christmas tree.  Even more, I could tell his joy and excitment at being able to genuinely share with me was instriniscally motivating him to want to read more.  That moment was the best gift ever...for both of us!

I'm fortunate.  As a school principal I get to experience these "aha" moments all of the time.  And trust me...they never get old.

Kids come to me to share their reading, writing or examples of outstanding work on a test.  Our Specials teachers will highlight great musical performances or artwork.  Our PE teacher and Media Specialist are quick to notice kids who have shown great improvement or extra effort.  Even our noon aides and other ancillary staff share kids and kids' names who have demonstrated great work.  One of the best perks of my job is to be in classrooms with students and teachers.  Just this week, I observed classes learning about landforms, reading strategies, and symmetry, and every class showed progress.  I'm grateful my staff includes me to help celebrate our students' accomplishments, and I'm hopeful these little celebrations with the principal help to instrinsically motivate our students to be successful.

Several years ago I was at home and getting the mail from our mailbox at the end of our driveway.  I vividly remember turning towards the road and seeing a flash coming towards me on a bicycle.  Behind the flash was our neighbor running after his 5 year old son who was riding his bicycle--no training wheels--for the first time--all by himself!   The look on that little boy's face was a look of freedom, joy, confidence, and independence.  It was the same look Billy had in my office.

What's ironic to me is while I remember holding my own daughters' bike seats and running with and behind them, I never got the opportunity to see that look on their faces.  I was, after all, supporting and running after them.  In reality and unfortunately, I'm not sure I ever took the opportunity to see that look on their face.  I remember reading book after book with them.  I even remember them reading to me, but I think I was always looking for something different.  Was I looking towards the next challenge...the next hurdle...the next learning level?  Was I ever satisfied with celebrating...even for just a moment...the current accomplishment and letting them be kids? 

Our girls are happy and healthy middle school aged young women.  We have a wonderful relationship, and I am proud of them.  I love them more than they know--until they become parents and fully understand how parents love their children.  I, of course, hope the best for our daughters.  I want them to do well at school?  I want them to have good friends.  I want them to live their faith...our faith.  I want them to live the Golden Rule.  I want them to have a happy life. 

Along the way, however, I want them to know that I am their greatest cheerleader, and I love them unconditionally.  I will love them when they make mistakes.  I will love them when they are not first in a race or the top of their class.  I will love them when they fall down.  I will love them when they get back up.  To be clear, I'm not advocating we shouldn't challenge our kids, but if I'm always behind my daughters and pushing them towards the next level or the next challenge, what message am I sending to them?  Maybe, just maybe, in my effort to push our daughters and not taking some time to cherish where they are rather than where I hope they will be, I am missing something pretty important?  Maybe I'm missing Christmas...all year long?

Monday, December 2, 2013

A few chores never hurt.

"When you heat your house with wood, you get twice the heat!  First, you heat yourself when you work to cut and split the wood.  Then you get the heat in your house when you burn it."

My dad would proclaim this statement each time we headed to the woods to cut down a tree.

Growing up in rural Wisconsin and in the shadow of the oil crises of the 1970s, my parents took every opportunity possible to save money.  We heated our house primarily with a wood stove.  I'm not talking about a cute, decorative fireplace or ornamental stove.  No, we had a full-fledged wood furnace in our basement.  We used very little fuel for our oil-burning furnace, but I never remember us being cold.

Heating your house with wood, however, is a year-long, multi-stepped endeavor. 

First, you need to have access to wood.  We cut wood on shares with our neighbor who had many acres of hardwood.  We also collected and cut pallets and pretty much anything else that would burn.

Next, you need to have the proper equipment.  Dad had a Homelite chainsaw and a 1966 Ford pick-up truck we named Old Blue.  We had several wheelbarrows rescued from scrapyards.  We even had a sled that we used to haul wood on in the snow.

Finally, you need people to cut, split, haul, and stack the wood.  That's where Dad, Mom, my sister, and I came in.

As a kid I dreaded the time and energy it took to keep our house warm.  While I never fully remember "rebelling" against helping, I do remember wondering why we couldn't just turn on the furnace like other people did.  Neither Mom nor Dad were big into explaining these things to my sister or me.  Rather, they'd dig in and model for us what it took to be a team.  They'd make it a game for us.  How much wood could we place in the wheel barrow without it tipping over?  How many rows of wood could we stack by the back fence?  How many pallets could we cut and stack in one afternoon?  How much wood could we put in our basement?

As I grew older these chores became my job.  We'd all work together cutting the wood, but I had to haul it into our basement.  The games, at least in my head, continued?  How much could I carry in the wheel barrow?  How fast could I fill the basement?  Most of all, how would Dad's face look after a long day of physical labor at his job when he saw I had filled the basement so he didn't need to worry about it? 

I was learning responsibility by being responsible.


After more than 20 years of teaching, I've learned that our most successful students at school have some responsibilities at home.  In fact, I recommend all students have some chores.  (To be clear, I don't always measure success strictly by academic achievement.  Our mission of "growing great leaders" encompasses much more than just academics.)  Even our youngest students can help put away laundry or silverware.  Elementary students can help shovel snow or even vacuum.  Kids can set tables.  Older kids can help mow the lawn.  To keep a family working, everyone must work together.  Clearly, the list is endless.

The key seems to be to teach our kids the value of chores by first doing the chore with them.  CAUTION:  If, as adults, we complain about having to do chores, our kids will complain.  Rather, make it a game.  Share how great you feel when the towels are folded neatly.  Share how much more energy you have for fun activities when your family works together.  Over time you can release some of your responsibility of the chore because your child will be better able to manage it.

While I was growing up I didn't really enjoy cutting, hauling, splitting, or stacking wood.  The funny thing is that now--more than 30 years later--I'd give almost anything to spend a day hauling and cutting wood with Dad.  He made the chore a relationship-building opportunity, and that matters more than anything.  You--we--want long-term relationships with our kids based on working together and being responsible.




Friday, November 15, 2013

Are you wealthy?

How do you measure wealth?


I suppose one way to measure wealth is to look at net worth...the dollars and cents of what we have.  Let's be clear and at the risk of sounding flippant, having a positive net worth sure does make life easier.  Life is expensive!  Shoes cost money.  My wife and I have a mortgage.  We like to go on vacations with our family.  We've never been hungry.

As I'm writing this, my building is about to host a day we are calling Wear a "Hat to Help" The Philippines.  In response to the devatsating typhoon damage in that country, we encourage our students to wear a hat at school (not a regular privilege) and bring a dollar or two to donate to The American Red Cross.  We will probably raise about $500 today, and our students are learning that even the smallest efforts can make a difference in our world.  We've used this model in the past to collect money for different efforts in our community, our country, and around the world.

Statistics show our country is so wealthy, and there's always more we can do to help the less fortunate.  I'm not convinced, however, that true wealth is simply based on how much money you have or don't have.

My Uncle Ralph (actually, my great uncle--my grandmother's brother) was a shoemaker.  Born in the early 1900's on a homestead claim in Oklahoma, he was one of the oldest people I ever knew, and he was a genuine cobbler.  He repaired shoes.  He and his wife, my Aunt Edith, raised three children in central Kansas on what Uncle Ralph earned in his shop and Aunt Edith made as a cook at the local elementary school.  They both worked at odd jobs, as well.  They worked together to clean their church for extra money.  Edith took in sewing and laundry.  Ralph delivered newspapers.  In fact, Uncle Ralph sold any extra newspapers on his front porch.  He attached a small, metal Band-Aid box to his front screen door.  Passersby would take a paper off the porch and put the coins in the Band-Aid box. 

Uncle Ralph and Aunt Edith, by all of the financial standards of today, were not wealthy.  But, they were the happiest people I ever knew.

What they had, they shared.  What they needed, they had.  What they wanted didn't really matter.

After helping Ralph deliver newspapers one early morning (He dutifully folded each paper and placed it exactly where each customer wanted it.), I questioned why he couldn't just throw the papers on his customers' porches like every other delivery person.  His response has stuck with me for more than 30 years. 

"David, you should measure your wealth not by your checkbook but by your address book."

When I was 10 I didn't really understand what this statement meant, but it means more to me today than almost anything I know.

In this Thanksgiving season and with life going by so fast, I am grateful.  I am grateful for my family and faith. I am grateful for friends--old and new.  I am grateful to have a job and career where I get to work with truly remarkable children, parents, and educators.  I am grateful that my "address book" is filled each day with people who enter my life and make me a better person.  Of course, we might not always agree, and sometimes the stressors of the day get the better of me.  Still, I'm grateful.  I'm grateful that I can rely on those people in my "address book" to help me reframe those stressors and learn to find the good in what we have...right now.


Update...Since I first started writing this entry, our day at school has been busy.  We wore "Hats to Help" The Philippines where we raised $1484 to help victims of the storm!  This obviously exceeded my expectations.  In addition, we held a leadership assembly where two of our kindergarten classes presented how to work together.  You can watch that presenation here.  Midway through the song, a colleague leaned over and whispered, "This is why we do what we do!"


What they had, they shared. What they needed, they had. What they wanted didn't really matter.

I am a wealthy person.

Happy Thanksgiving...all year long.





Wednesday, October 16, 2013

What Do You Want to Hear?


"David, what happened?"

"I don't know, Doc. I was doing a few chores in our garage and then snap...I buckled over in pain.  My back just went out…bad."

"It says here you had to go to the ER for muscle spasms.  I don't recall you ever complaining about back issues."

"No. My back has never been a problem for me."

"Well David, you know you're not 25 any longer?"

"What do you mean?"

"Well...I've been commenting to you the last several years that you could afford to lose a little weight and exercise a bit more."

"What do you mean?"

"David, I'm your doctor. We've known each other for almost 20 years now, but you don't pay me to say what you want to hear. Rather, my job is to tell you want you need to hear."


You can guess how the conversation from last summer ended. I walked out of my doctor’s office with several pages of "lower back exercises" from my doctor, and I promised to try my best to follow his directions. In short, I was humbled.  I was humbled by my doctor, my age, and some simple household chores.

I like what my doctor said, however.  I don't really want my doctor to tell me that everything is OK if it is not. My health is something I take seriously, and it's ultimately up to me to make the best-possible decisions. Am I perfect with my exercises and diet? No, but I am getting better. I am being intentional. I do notice a difference.

This incident reminded me about our teachers and how we communicate with our families. Do you want a teacher to tell you what you want to hear about your child or what you need to hear about your child? I expect my staff to communicate regularly and proactively with parents about their students' progress. (We should not wait until parent-teacher conferences if we have a concern now.) Even more, I expect teachers to have difficult conversations about what children need not just about what they want. Fortunately, my staff does a nice job with this, but as you can imagine, it is a balancing act.  You’d be surprised how many times parents will defend a child’s bad behavior or make excuses for poor habits.  You’d be surprised how many times parents will not believe there is a concern.

Like doctors, teachers are not perfect. Teachers (and principals) can always do a better job at communicating what is said and how it is said, but I encourage all parents to listen for what their child needs rather than what they want to hear about their child. This means we (I'm a parent, too!) may need to help our child with flashcards. Or maybe we need to get out and do more reading or writing with our kids. (I was just helping our 8th grader review using flashcards for her Spanish class.)  Sometimes we need to consult other professionals to help us navigate towards success.

As a parent, I would struggle if my child's teacher always told me that everything was fine. Between you and me, I don't want “fine” for our daughters or my students.  I want all young people to grow, to learn, to challenge themselves, to help others, to be curious... Sometimes this growth is academic, but it can also be emotional or social. If your child is commenting that he or she is "bored" at school, ask your child how he or she is taking responsibility for his or her own learning? Work with your child's teacher, but also remember school is not an entertainment industry.

A colleague and I were discussing our concerns about the need for effective communication between home and school. She summarized my thoughts best:

I just think “truth” – parents should be reminded of why it’s important and necessary for teachers to share concerns and teachers are reminded that being proactive on addressing concerns only benefits the student. I think everyone that is a parent can agree that it’s not always easy to listen to what teachers believe their child needs, but it’s necessary to put that aside in the best interest of our kids.

As we approach week 8 of school, this is an important reminder for all of us!

 

PS...My back is great…since I've been following my doctor's suggestions!


Friday, October 4, 2013

Results of the Experiment

"Dad, you don't usually eat with us in the morning."

My experiment was a success!


Regular readers of this blog will remember my previous post was about balance and finding that balance with our jobs and our personal lives.  Specifically, I wrote about being over-connected to cell phones, email, texts, etc.   You can read that post here.

I committed to an experiment a little over a week ago:
  • No school email/Twitter/Facebook once I'm home.
  • No cell phone at church.
  • No email or texting...during dinner or other family activities.
  • No iPad near our bedroom.
I knew I was on the right track when on the very first morning of the experiment our two middle school-aged daughters commented that I didn't usually eat breakfast with them.  My normal habit had been to check email while I was getting ready for the day and then eat a granola bar while I was driving to work.  My daughters immediately noticed that I had time to eat with them!  What a gift...

What other changes did I notice?
  • Although I commented in my blog I would not share my experiement with my family, I did share it with my wife.  I found I needed the support. 
  • I "slipped-up" a couple of times.  When I did, I felt I had let myself and my family down.  Even more, there wasn't really any email that was so pressing I couldn't have handled it in the morning.
  • There were more positive/encouraging comments either online or in person about this blog than I had received in a long time. 
  • Readers seemed to really appreciate my, "Efficient does not always mean effective." statement. 
  • On average, I receive about 45 emails from the time I leave my school at night until I return in the morning.  I was able to respond to or process those emails in about 20 uninterrupted minutes before our official day started.
  • I was pleased that I did not send any emails to my staff at late hours of the night.  In response, I did not receive any urgent emails from any staff members either.
  • I did find I had more time to do important but little things like talk with my wife.  I went for a couple additional, long walks.  Our daughters and I even played frisbee one afternoon.
  • Ironically, I became a little frustrated (albeit silently) when my wife had long hours at work or our daughters were busy balancing their homework with other family commitments.
  • It was very evident to me when a colleague would send a note late at night or at odd times. 
What did I learn?
  • I am more empathetic for other people who are struggling to find balance.
  • Finding balance in our lives is a pressing issue for many of us.
  • The temptation to check email on our tablets or smart phones is really strong...really strong.
  • Balance is a team effort, and it's not always going to be perfect.
  • Ultimately, finding that balance is up to each of us...individually.
I plan to continue my hopes of not being over-connected with technology.  In exchange, I want to work extra-hard to be super-connected with our family.  Is it perfect?  Absolutely not.  Will there be times it's better or worse?  Of course.  Do I probably need reminders every once in awhile when I'm swaying?  Sadly, yes!

Our school teaches students to be proactive.  When I ask even our youngest students what that means, they usually respond they should make good choices and that they are in charge of themselves.  Like all good lessons, teachers (even principals) should learn from their students!


PS:   To be fair, I was not always connected with work. It's play-off baseball season right now, and I intend to be relatively connected to the Detroit Tigers. Technology, of course, has made this easier and easier. (The MLB app makes it entirely too easy to "watch" baseball anywhere!) My problem is clicking from the Tigers to my email. Just one little "peak" can turn into a problem.   I promise my problem will end when the Tigers win the World Series...please. :)



Saturday, September 21, 2013

Guilty...but with a Plan!

I've been accused and caught.  In fact, I've been caught--red-handed--doing what I know is wrong--multiple times.  And...I know I'm guilty...very guilty.

It started simply at the beginning of my career.  There were two IBM desktops in my very first classroom that used 5.25 inch floppy disks to load programs.  The screens were tiny and green, and you had to know DOS in order to make them do anything.  No internet.  No email.  No wireless.  No cell phones.  No tablets.  No Facebook, Twitter, (or even blogs)!  How did we ever survive?

Over the years I became more tech savvy as the revolution moved through more generations of innovation than I can remember.  Along the way I feel like I have adapted about as well as expected.  I've tried to be on or even a little ahead of the curve.  Now, of course, I carry a "smart" phone that has (probably) more computing power than what was used to put a person on the moon.  Our schools and even districts are completely wireless.  Our classrooms have interactive whiteboards, document cameras, and sound systems.  Each staff member has a workstation with lightning-fast internet access, and I even have a tablet which is from our district.  We are clearly connected!

But are we?

Here's where I'm guilty...

Over the course of the last few months our daughters have told me I am "addicted" to my iPad.  When my cell phone buzzes with a text, I feel impelled to check it immediately...much to the chagrin of my wife...even if we're eating dinner...(never driving).  I check my email more times a day and a night than I probably should, and a parent in our school recently politely chastised me for replying on a Sunday afternoon to his simple email request.  He wanted me to be sure to understand that his question could easily be answered on Monday morning, and that I'd thank him later for better prioritizing my life.

It gets worse...

I've caught myself worrying I might miss something if I don't check my email regularly or have my cell phone with me.  Why do I need to wear my cell phone to church?  Really?  Am I going to get a call from.....? I don't think so!  I find myself reading the newspaper, checking email, and scrolling through Twitter feeds before I go to bed at night.  Then...what's the first thing I do in the morning?  You guessed it...I check my email, read the newspaper, and scroll through Twitter.

Here's where it gets really bad...

I've even found myself sending emails and texts at strange times of the day (or night) thinking I'm being "professional" and efficient since I am working so hard.  Sometimes I send a simple note to thank a staff member for helping in a special situation.  Sometimes I send an article or link to a colleague who I know would appreciate the information.  Sometimes, however, I send requests to staff members.  What's unfortunate is many of my staff replies to me at strange times of the day/night!

And now is where it gets the absolute worst...

After I've sent a note or text, I begin to anxiously wait for a reply.  If I don't get a reply quickly, I keep checking or think I might have offended that person.  Of course, waiting for a "quick" reply is relative.  "Quick" 20 years ago meant something completely different than it does now.  The fact is I want an instant reply.  How unrealistic and actually unfair is that?

Some reflection...

I have begun to wonder if my staff thinks it's normal or expected to reply to me 24 hours a day because we are "connected" 24 hours a day.  My hope is they know me well enough that they understand my intent is pure, but they should not feel obligated to be so connected.  And yet, my actions are confusing.  To be clear, I am not concerned when I receive an email or text from a colleague or parent over the weekend or late at night.  I do, however, worry that our need for "instant" communication has left reflective responses in the dust.  Am I the only one who has sent a response via email or text and wished I'd thought about it a little longer?  Don't even get me started on misinterpretations over email.  I know I've sent notes that have "sounded" completely inappropriate once I've re-read them....after I've sent them.

To be honest, I'm struggling.  My iPad has become an invaluable tool in my job.  My cell phone has helped me communicate with more people.  Our instant, electronic communication is efficient, and I see great value in the ability to connect with people quickly.  But is efficient the same thing as effective?  I enjoy writing this blog, and I know our school benefits from our social media presence.  I also know technology used appropriately as a tool has made a difference in our students' learning and motivation to learn.  Most of all, I appreciate I can call a teacher or other colleagues 24/7 in an emergency situation or that a colleague can contact me for help or support.  As a father, of course, I'm  glad our daughters and I can be "in-touch" no matter what. 

But, am I really "in-touch" with my daughters if I'm replying on a Sunday afternoon to an email that clearly could have waited until Monday when I should be playing a game or exercising with them?  Am I "in-touch" with my family if I'm texting during dinner?  Am I "in touch" with my wife if I'm scrolling through Twitter instead of talking with and listening to her? 

At work, am I "in touch" with my staff if I'm constantly sending them emails?  When do we take time to listen...deeply?  When do we take time to dialogue...deeply...for our students?

I can answer these questions for our school.  I am in classrooms each day and share and listen with staff on a regular basis.  I survey staff at the end of the year to make sure I am listening and valuing their input.  We have several committees where we dialogue, plan, discuss, and report how to make our school better.  We have student support team meetings which make a huge difference for our students.  And we meet often with parents during planning times or lunches, before or after school, and at conferences.  Also, our Administrative Council has agreed to "unplug" during our monthly meetings.  Our district superintendent reminded all staff at our opening day celebration that relationships matter more than anything.  Clearly, our school and district see value in clear communication which is not distracted by all that I have shared (confessed??) here, and for that I am grateful.

An experiment...

Our school actively teaches our students to Be Proactive and to Put First Things First.  Like you, my family and the relationships I have in my family are very important to me.  At work, I share this openly and expect my staff to prioritize their lives.  We give 110% for our students and school, but can we truly give that 110% if we are not giving 100% to our families? 

So...I've decided to undertake a personal experiment.  For one week once this blog is posted:
  • No school email/Twitter/Facebook once I'm home.
  • No cell phone at church.
  • No email or texting...during dinner or other family activities.
  • No iPad near our bedroom.
I will still be connected.  My staff has my home phone (Yes, we still have a land line...and an answering machine.).   Those closest to me know our family's regular routine and schedule.  They will understand and know how to find me.

What do I hope to learn?  Since I don't plan to tell my family about my experiment.  I will just see if they notice any changes in my behavior at home.  I'd really like it if my daughters, wife, and I have more time to interact, exercise, and be together...really together.  I will report in my next blog post.

In the future, I could see a few experiments in my use of electronics while I am at school.  I wonder what behaviors I could change to help me better connect with my staff and ultimately with our students and families?  Please feel free to leave me any comments  or suggestions.  I'll take a look...when I am at work.

Monday, September 9, 2013

The "Book"

As a heavy equipment mechanic, it was not uncommon for for my father to come home at night soaked in fuel, oil, mud, or grease.  For over thirty years he worked in a shop and on construction sites repairing earth-moving machines that can literally move mountains.  Whether the company was laying pipe, building a road, or constructing a landfill or waste-water treatment plant, it always seemed like Dad came home each night with a new story about how a machine broke either buried in mud or deep in a hole.  Of course, the machines never broke while on a flat, dry piece of ground or in the shop!  And yet, Dad made sure the bulldozer, crane, or backhoe was repaired and repaired well.

Some of my fondest memories as a young boy were being able to "help" Dad on Saturday mornings whenever he had to go to work to get a machine ready for Monday.  Usually early in the morning, we'd reach the job site and figure out what was wrong with the machine.  I'd pass him tools or hold a flashlight, and after the machine was repaired he'd get a gleam in his eye and say, "Let's see if this thing works!"  First he'd set me in the seat and show me how to start the engine.  Then he would hop down to look for oil leaks.  Once all was clear, we'd dig a hole or push some dirt just to "make sure" the machine was really fixed.  As a 7 or 8 year old boy, I was in heaven.  Who wouldn't enjoy operating machines the size of a small house!  It really was a great feeling, and I cherish those moments with Dad.

Then, the "book" arrived.

Apparently new repair manuals were printed that stated how long replacing a certain part or completing a maintenance procedure should take.  As you can imagine, time is money in the construction business, and Dad's bosses understood the faster a machine could get fixed, the faster it could be working to make money for the company.  The only problem was the people who wrote the books and defined the time it took to fix the machines never talked with the machines!  The writers forgot how much time it takes when you need to walk more than 100 yards to just get to the machine or if the machine is upside down (That's another story.)?  Sometimes the machines were so hot that Dad couldn't even touch the engine.  The "book" became almost a joke during our family dinners because Dad would explain why it took longer than what the book said to fix the machine.  Now, Dad had to explain to his bosses the same thing.  I vividly remember the "book" being a source of frustration for Dad.

I'm lucky.  I don't usually come home soaked in oil, dirt, or grease.  (You just never know what's going to happen tomorrow!)  And while Dad worked on machines that could change the world by moving mountains, I get to work with professionals and young people who are changing the world in their own way.  I love my job as a principal and teacher, and I am grateful for what both of my parents sacrificed so my sister and I could go to college.

Now, however, I'm feeling like a "book" has arrived in my own profession.

Educators are being held to higher and higher standards.  We are accountable for more and more growth of our students.  I need to be 100% clear on this point...I do not shy away from being held accountable.  While I'm not a fan of competition between schools, I will put the emotional and academic growth of students in my school or district up against any school in the country, but I do worry a cloud is hovering over our profession that is forgetting we work with young people who are unique individuals.  In other words, how do we ensure a teacher and principal are held accountable while at the same time recognizing some students come to school hungry, or impoverished, or without support at home?

I work in a relatively economically affluent district, but I still have worked with homeless families and children whose parents are unemployed, have died, or are going through divorces.  I also get informed quite frequently of students who miss school for tournaments, competitions, or even extra-long or early vacations.  I completely understand if a student is absent a few days or if he or she is sick, but we would be naive if we thought regular situations like I listed here did not impact a student's achievement.  But... in two years 50% of my teachers' (and my) evaluation will be based on our students' growth and achievement.

Has the "book" arrived?

I hope not.  In fact, I see hope each time I visit a classroom and see a teacher conferencing with a student so that student can get as much individualized attention as possible.  I see hope when I see my staff working together to share resources, brainstorm solutions, or plan interventions.  I see hope when I hear or our school secretaries-who are balancing answering phones, handling students' bumps and scrapes, and managing the never-ending interruptions from my teachers (or me)-stop to greet and help a new family to our school...with a smile.  I see hope when I see staff members give of their own time and money to pursue additional, specialized training to better help students.  I see hope when I see community or PTO members actively volunteer to help our students.  I see hope when I read regular newsletters from teachers to parents that highlight the activities of the week but also preview the learning targets for the upcoming week and how a parent can help their child be more successful.  I see hope when I see teachers intentionally teaching routines early in the year so they can efficiently use those routines all year long.  I see hope when our school system works together as a school district rather than a district of schools.  Quite simply, I choose to see hope every day.

Has the "book" arrived?

As people who care deeply for young people and the future, I believe we need to continue to focus on students as individuals not as machines and surely not as machines who are broken like any "book."  Let's not shy away from being held accountable, but let's also stand-up tall and do and advocate for what we know is best for students...our students.

Thursday, August 29, 2013

Leadership Makes a Difference

How many phones are in your house?  Really...think about it.  How many cell phones, cordless phones, or even (oh my) corded phones are part of your home?  I did a quick check at our house.  Our two daughters, my wife, and I have 4 cell phones, 4 cordless phones, and 3 corded phones.  Our family of 4...our household---our home...has 11 phones!

The Novi Woods staff, where I am principal, was asked this telephone question last week as part of our district-wide Leaderin Me Implementation Day training.  The facilitator helped illustrate for us the ever-widening gaps in cultural norms between recent generations.  Our daughters, for example, think having 11 phones is normal, but what about our grandparents, parents, or even ourselves?  My grandmothers were raised in homes where they either did not have a phone or only had one phone in the entire house.  My parents each had one phone in their families even though they had many, many siblings.  I, even though it was rare, was raised in a home where we had two phones and a party line (shared a line with three other households) until my middle school years!

While phones may be a simple example, our facilitator's point was very clear; the cultural norms or expectations between our generations are widening.

With such a gap, what can help bridge those generations?  As a school principal, what can tie a school together?  Clearly it's not just technology.  What about content?  Reading?  Writing?  Math?... 

You and I know each subject is important in a school, and the technology we have and use are tools to better help us meet our goals in the 21st century.  But can you build an entire school (or district) just around content?

Of course not.  If you base a building on only content, you will miss the richness of nurturing the well-rounded, "whole" child.  Next, the content expectations are always changing.  Our kids just don't need to know how to use a slide rule any longer!  While I don't shy away from being held accountable for teaching students to high academic standards, you can't build a culture of high expectations by only teaching content.

Novi elementaries, including Novi Woods, have chosen to build the culture of our schools around leadership.  Why leadership?  First, it's  timeless.  Leadership and the characteristics that make great leaders transcend generations.  Unlike technology, (telephones?) leadership can help connect generations, cultures, and ultimately people of all ages.  Next, leadership is empowering.  In other words, leadership and the pursuit of quality leadership engages students to take control of themselves, their life, and their community.  Thus, the book and training is called, Leader in Me!

Three years ago, Novi Woods adopted a vision statemt about leadership.  "Novi Woods...Growing Great Leaders!" is our guiding vision, our hope, our dream.  Growing great leaders in reading, math, and writing is important...in fact, it's critical, but we expect and teach our students to be great leaders on the bus, in the halls, on the playground, at home, and even in their community.  This expectation is so important to us we have it posted over our main entrance.


Fortuately, Novi Woods and our entire district is part of a remarkably supportive community.  Our district works as a system to ensure all of our elementary staff are receiving training in Covey's 7 Habits of Highly Effective People.  All of our students are taught how to:  1.) Be Proactive, 2.) Begin With the End in Mind, 3.) Put First Things First, 4.) Think Win-Win, 5.) Seek First to Understand, Then to Be Understood, 6.) Synergize, and 7.) Sharpen the Saw.  Our district's educational foundation has formally committed to help fund this endeavor, and we are grateful.  I believe more than anything, our efforts to build a culture of leadership in our schools has been supported by our parents.

Our Parent-Teacher Organizations and specifically, our Leader in Me Parent Group, are getting ready to host an evening where all parents in our community can learn even more about leadership and The Leader in Me.  We invite as many people as possible to join us, but we are asking for people to register here.

So...how many telephones do you have?  Do more phones make you a better communicator?   Our school has one vision...growing great leaders, and I know this one vision is making us a better school!


"Leadership is communicating people's worth and potential so clearly that they are inspired to see it in themselves."  Stephen Covey

Friday, August 16, 2013

It's not How you Fall off...It's How you Get Back on the Horse that Matters.

When you fall off a horse, you need to get right back on it!

You know this saying.  In fact, I remember the day our daughter really did fall off a horse.  Over the years, we've encouraged our daughters to try all sorts of different activities.  In one way or another, our now 12 and 13 year old girls have participated in tap dance, gymnastics, basketball, volleyball, Spanish lessons, swim lesson, piano, and...horseback riding. 

All kids seem to enjoy horses, and we are fortunate to live near several stables that offer riding lessons for kids.  The girls started when they were 4 and 5.  It's remarkable how big a horse looks - even a small horse - next to your 4 year old daughter!  Yet, with helmets, boots, and riding gloves, our youngest started riding lessons.  She, of course, had a grin from ear to ear.  I love that sense of immortality that all young people seem to have.  Parents, however, know better.  Let's face it; horses can hurt a kid.  Horses, I suppose, can even hurt an adult!!  (Please, no offense meant to horse lovers!)

Like the rest of the parents, I watched with great anticipation how our girls were doing.  Over the weeks it was actually fun to see their self-confidence grow.  I shouldn't have been shocked, but the horses were really doing what the students "told" them to do.  They walked, stopped, went left, turned right, and even cantered a bit.  Being able to see that growth--in action--was assuring.

I can't remember all of the specifics, but I do vividly remember the moment Gretchen fell off her horse.  She (and the horse) were at the opposite side of the riding paddock.  I was sitting on a bale of hay.  Gretchen and the horse were cantering.  Life was good.  And then...the horse went right while Gretchen went left.  5 year old Gretchen took a tumble to the ground..  The image is still one of those "slow motion" memories in my mind, but I saw Gretchen fall off and land...hard.  I think it took me less than half a second and only 3 huge steps to reach her. 

There were a few tears, and Gretchen was definitely shocked.  I was a bit of a wreck, but the instructor came to us calmly and said something like, "Oh Gretchen, this happens every once in awhile.  Kids sometimes fall off their horse.  In fact, I still fall off every now and then.  It's important now that you show the horse that you're in charge.  Besides, you don't want to give up.  Let's get you back up on that saddle so we can finish the lesson.  Dad, why don't you go back to the seating area and be ready to see how well Gretchen will do now."

And without missing a beat, Gretchen got back on the saddle and finished the lesson.  I went back to the bale of hay.  She finished the lesson.

Over the summer I read a book that I absolutely recommend to every educator and parent, How Children Succeed, by Paul Tough.  The tag of the title is powerful:  Grit, Curiosity, and the Hidden Power of Character.  Tough summarizes recent research on how kids become successful, and he writes in a very approachable manner. 

I can't summarize the entire book here, but think about what you think helps a child succeed.  Is it intelligence?  Talent?  Money? Athletic Prowess?  Tough shares research that identified seven characteristics that could be used to "predict life satisfaction and high achievement"
  1. grit
  2. self-control
  3. zest
  4. social intelligence
  5. gratitude
  6. optimism
  7. curiosity
Grit--a passionate commitment to a single mission and an unswerving dedication to achieve that mission.  Perhaps this is not the most "scientific" of terms, but it says it all.  Don't give up and stay focused!

Carol Dweck, who wrote Mindset, shares her thoughts on the power of "yet"  here.  If we want our kids to be successful, they need to have a growth mindset and not a fixed mindset.  If your child says he/she can't do something, teach "yet."  Try this:
  • "I can't multilpy."
  • "Yet.  You can't multilpy...yet, but if you work hard you will be able to multiply.  In fact, I'd be happy to help with some flashcards."
You get the pattern.  "Yet" seems to inspire hope.

As we begin a new school year, I encourage parents to help their children succeed by focusing on these characteristics.  Your child will get a few bumps.  He/she may fall off a metaphorical "horse" and want to quit or give up.  My hope is that teachers and parents work together to help our children learn that success is not based on what clothes you wear or where you live.  Or, success is not always based on how well we-as parents- can rescue our children.  Rather, success---especially future success--is based on our ability to stay focused, persevere, and work hard.  Grit!

Wednesday, June 26, 2013

What Matters Most?


What do you expect?  No, really.  What do you expect for your child?

As a school principal I get asked quite often by parents what they can do to best help their child be successful.  It is a privilege to work in a community where parents proactively support their child's education and social/emotional growth.  I try to answer parents as specifically as possible whenever I am asked what they can do to better help their child, but the request is often so student-specific that it's hard to not sound prescriptive.

My answer usually focuses on the following:
  • Read.  Read to and with your child and expect your child to read every day.
  • Learn those math facts.  Make counting fun.  Counting silverware, pots, and pans is a great activity when children are young, but old-fashioned flash cards are still a hit.
  • Monitor screen time.  There's a time and place for televsions and computers, but being aware of how much time kids are using electronics is important.  Instead of a computer game, get out some board games or card games.  Have magic markers, crayons, paint available....  foster creativity.  Empty boxes are always fun.
  • Model a joy for learning and being healthy.  Be curious.  Get outside.  Exercise.  Shoot baskets.  Throw a ball or a frisbee.  Not all activities need to be structured.
  • Have your child do chores around the house.  It takes a team to keep a family working, and even our youngest kids can and should help.
Much has been written about what stakeholder should be doing to help their children be successful.  I was reviewing an article recently by John Hattie, an educational researcher, that synthesized over 800 studies about what best impacts learning.  You can read the article here.

Briefly and for parents, Hattie states: 

The home effects are more related to the levels of expectation and encouragement, and certainly not a function of the involvement of the parents or caregivers in the management of schools.

The "levels of expectation and encouragement..." 

I like this.  Plus it's confirmed by research.

Don't get me wrong.  We have parents and families who are able to be very involved in our school, and I wouldn't have it any other way.  Our parent and community support groups and volunteers make a difference every day at Novi Woods, but expectations and encouragement...

The Novi Woods community which includes staff, parents, and students expects our students to grow.  We expect our students to grow academically, socially, and emotionally.  In fact, we have adopted and are living a vision statement that we are "...growing great leaders!"  This vision is so important to us that we have it on our front entrance and in the lobby of our building. 

Truthfully, you can't miss it. Kids talk about it. We celebrate it over announcements and assemblies. We have it on our email signature lines, and it's on our letterheads.  Simply put...our students are growing as great leaders.

And...our community expects and encourages us to meet this vision.  In addition to the PTO, our school board expects and encourages us.  In fact it's common to have a board member meet with me to chat or even visit an after school function.  Our district even has an educational foundation that actively encourages and expects us to be innovative and grow great leaders.

The Novi Educational Foundation has supported Novi schools for over 30 years.  They are a small group of citizens who actively raises money to give it away!  They offer grants for teachers, and they are currently in a campaign to help offset the costs of our 7 Habits of Highly Effective People work with our students and staff.  Learn more about NEF and its work with the 7 Habits here

(Now, if you're like me, I don't often follow the links in messages like this.  Trust me, you really need to read what is in that link!  NEF is a remarkable support organization,and their work often goes unnoticed.  Please follow the link.  In fact, if you're so inclined...offer to contribute to NEF.  Even the smallest amount will help.)

So, what do you expect?  I expect all of our students to be successful.  I expect each student to find his/her gifts and talents and to work hard.  I expect all of our students to persevere, to give back, to empathize, to reach beyond themselves.  I expect each student to learn from mistakes.  I expect each student to grow as a great leader.

The key in Hattie's research is that he clearly says to expect and encourage.  "Expect and encourage" is similar to hoping the weeds don't grow in my garden and actually getting my hands dirty to make sure the plants are nurtured to actually bear fruit.  I'm grateful organizations like our PTO, our School Board, the Novi Educational Foundation, many, many of our parents, and my entire staff are getting their hands dirty to help us grow great leaders at Novi Woods!

(Now, click here to read that link about NEF!)

Friday, June 21, 2013

Designers at Work

As part of Father's Day weekend, our daughters and I went to a classic car show.  We thoroughly enjoyed over 500 cars from the '30s through the mid-'70s.  I'm not sure I have a favorite era, but I am always awed by the intentional design of automobiles from the past.  Take a look:




























Clearly none of these designs would be hot sellers today, but in their day these cars were on the cutting edge.   The engineering in these cars used the latest technology and the most forward-thinking possible.

People occassionally ask what teachers do during the summer.  It's a funny question to me because some of our students think we never leave the building!  In fairness, our teachers need to sharpen their saws.  We are fortunate to be able to recharge ourselves, but I am always reminded how much "work" happens over the summer.

Even on the first week of official summer break for teachers, no less than 15 of our staff were in the building.  What were they doing?

Designing.

Teachers were "purging" old designs and files, but more importantly they were already making plans for the next year.  I saw teachers redesigning their classrooms, making team lesson plans for the first week of school, and dreaming about what the future could be.  They were activley engaged to intentionally design successful classrooms and lessons for the ever-changing needs of their students.

Also, many of our staff are taking classes and workshops this summer.  Either through graduate classes or local professional development, our teachers are constantly learning.  You can see some of the summer options for our teachers here.

I am grateful to work with a staff that gives their own time to intentionally learn, plan, and design for their students to be successful.  And while it's fun to review old designs, I am even more grateful my staff takes the best of what was and uses it create an even better future for what can be...for everyone.  Ultimately, this is our job...our work.

Friday, June 14, 2013

Thank you

"Thank you."

Two simple words, but just one phrase...

One cannot end a successful school year without saying, "Thank you!" to so many people.  At the risk of leaving anyone out of my list, I'm going to try.

  • Thank you to a remarkable staff.  As I wrote in my previous blog entry, you are superheroes.  Plus, we laugh!
  • Thank you to all of those folks who work behind the scenes in our district.  From the custodian who opens the doors each morning to the person who changes oil on the buses...from the tech helper to the college kids who mow our lawns...from the maintenance crew to food service to our bus drivers, secretaries, and paras...we would not be us without you!
  • Thank you to our PTO.  Our PTO is unbelieveable.  From fund raising to fun raising, they are the "glue" that holds us together.
  • Thank you to our parents.  I recently received a generous gift certificate as well as a personalized brick paver at our local, public library.  As I shared at the surprise assembly, "You can now walk all over me when you go to the library!"  I am excited this brick may inspire young people and families to go to the libary and read.  I am humbled by the generosity of our parents who willingly give their money, time, and talents.  Thank you for understanding we must work together in order for all of our students to be successful.
  • Thank you to our community.  Our community is safe.  Our community is clean.  Our community supports education.  We have businesses regularly donate items to our PTO, and our city is amazingly responsive to our concerns.  From the fire department who brings fire trucks for young children to learn about fire safety to our police department who is a familiar presence just so people understand we are working together, I have always felt like schools come first in our community.
  • Thank you to our district.  Our district is not huge.  We have close to 6000 students, but it is clear our district is working together more closely than ever in my time here.  While we might not always agree, we do recognize our kids must come first.  We recognize we must collaborate, push ourselves, and build our capacity to better help each student.  Our district is poised for a bright future, and our students are the benefactors!
  • Most importantly, Thank you to our students who work diligently every day.  As adults we sometimes forget that learning can be hard work, and we've asked you to take risks and smile while you're doing it. We ask you to face challenges that previous generations of students would not even recognize. You have grown and met goals.  You have made new friend and welcomed new faces.  You have opened new doors that will forever change your life.  You understand that becoming a great leader is more than becoming just a great reader, writer, or math student.  You remind me each day about the great hope I have for our future.
Thank you.


Monday, June 10, 2013

Superheroes

It's an exciting week at our house.  Not only are our two, middle school-aged daughters anticipating the end of the school year, I told them we would go to the premiere of the new Superman movie on Friday.  I must confess, I like superheroes.

Yes, I have a box at the back of a closet filled with comic books from my middle school years that I just know (note the sarcasm) will be worth millions someday.  Some of my fondest memories from those years are going to the movies with one of my bachelor uncles.  Indiana Jones (not a "real" superhero, I suppose, but close enough), Superman, Batman...we saw them all in the late '70s and early '80s.  College, marriage, and young children have slowed my ability to get to the movies, but I'm glad to report our daughters (note...not my wife) enjoy a good (even a bad) superhero movie.  The newest Batman trilogy was insightful.  Spiderman was cool, and the Ironman and Avengers movies are still hits at our house on DVD.

But let's be real...

Our school and district honored 6 superheroes last week.  Six teachers representing a total of 176 collective years of service to children are retiring at the end of this week.  Our Board of Education honored all of the district retirees at  a reception and meeting.  Parents and students have held "surprise" parties for homeroom teachers.  We've had special morning announcements, a building retirement party, and wonderful gifts and memories shared across Novi Woods.  Our final assembly on Friday was a moment of tears of bittersweet joy and sadness as over 500 students and colleagues gave a standing ovation to these six professionals.

Leap tall buildings with a single bound?  
  • You should try teaching kindergarten and first grade students that art is more than hearts and rainbows.  Students in our building love Art class, and we have hallways filled with their work.
or
  • Try navigating the "system" to assist a non-English speaking family help their daughter get hearing aids?  Or teach a young victim of abuse that their future is bright and that there are choices to life that do not involve violence.
Faster than a speeding bullet?
  • Think about what it takes to explain to a family that maybe, just maybe, their child might have a learning or an emotional disability and then implement a plan to offer hope and ulitmately success for that child...over and over again.
or
  • Have you ever hugged a former student at his father's funeral knowing that his entire life (and yours) will never, ever be the same.  And then...welcome that same student back as a graduating senior to give him a scholarship from the PTO.  Being that safe place for young people...no matter what...requires super-human physical and emotional strength.
More powerful than a speeding locomotive?
  • Love your students and even cry when when they make serious behavior mistakes, but remain positive because you never hold a grudge and only offer hope.  Hope wins each and every time.
or
  • Help a child who does not fully understand her potential and turn her into someone who believes in herself while building a positive relationship with the child's home that is so strong that this child will always understand that 3rd grade was a pivotal, even life-changing year of  support, high expectations, accountability, care, and sincerity.
Plain and simple, I work with "real" superheroes, and these are just examples from the last 2 months!  Imagine the heroic accomplishments over their 176 years!

The passion, dedication, and sometimes super-human feats all of my teachers and the entire Novi Woods staff undertakes and exhibits every day and every year is remarkable, and this year has been no different.  It is not uncommon to receive emails from teachers late in the evening because they are concerned for a student.  I work with teachers who regularly "close" the building at 11:00 PM or "open" it the following morning at 6:30 AM.  Many times I find my staff members volunteering their personal time and energies before or after school to meet with students or their families to offer extra help.  I am also aware of significant monies teachers spend to make sure their students have supplies, snacks, or even lunch.  The teachers in my building plan and implement highly engaging lessons and have an absolutely undying desire and personal mission to help each student be successful.  This staff works together and moves mountains to help our students learn academic and emotional skills to become great leaders!  It is a privilege to be their principal.

As we close-out this school year and wish 6 of our colleagues the best, I personally thank Mrs. Lazar, Mrs. Ray, Mrs. Wagner, Mrs. Steinway, Mrs. Seidman, and Mrs. Sarnecki for being superheroes and for inspiring all of their students and colleagues to "don a cape and mask" every day and to make a difference in the world.  That's what superheroes ultimately do.


Finally, I would be remiss to not mention my father as part of my "superhero" blog entry since Father's Day is next weekend.  I love you, Dad, and you are my hero.

Tuesday, June 4, 2013

Reading Changes You

Three books.  Just three...
  • Where the Red Fern Grows by Wilson Rawls
  • Roots by Alex Haley
  • Killer Angels by Michael Shaara
Just three books have ever grabbed my heart, become a part of me, and made me cry once I finshed reading them.  I am a relatively voracious reader, and I can count many, many books that have been special or even favorites.  Only these three books, however, are on my short, "made me cry" list.  Maybe you know the stories? 

Where the Red Fern Grows is a tale about a boy and two dogs.  Their journey--together--is heartwarming, but it's the ending that tugs at your heart.  Did the dogs change because of the boy, or was the boy changed because of the dogs?  What changes me?

Roots.  So much has been written and shared about Kunta Kinte, a captured African slave, and the genrations that followed him.  The concept that we are all connected--past and future--inspired me to search for my own family's roots.  Who am I?  Why?  Who do I want to be for my family's future?

Killer Angels is a narrative about the Battle of Gettysburg from the perspective of those who were there.  Joshua Chamberlain, a future medal of honor recipient from Maine, was a simple man who experienced something extraordinary.  He became a hero, however, not just because of his circumstances but rather because of how he reacted to his circumstances.

It's interesting to me that each of these stories deals with loss in one way or another, but I don't think it's just the loss that made me cry.  As I reflect back I believe each of these stories had a common theme about hope and the resilience of humanity.

Perhaps the greatest benefit of being an elementary teacher and principal is helping children learn to read?  We help young people decode.  We help them comprehend.  We help them unlock text and make it a part of them.  Learning to read is magical...truly magical.

But learning to read is not magical because of what we can do.  Rather, I think learning to read is magical because of what reading does to us.  Think about it.  Reading informs us.  Reading entertains us.  Reading opens our emotions and hearts.  Reading connects us to new ideas.  Reading inspires or even challeneges our beliefs.  Reading changes us.

My hope for our students is that each of them finds at least one book or even several books throughout their lives that changes them...more than just a book they don't want to put down...but a book I hope each person can look to that changed them because they read it.  And then each of us can share that story with another person or people.  Maybe...just maybe...we will be reminded about the power of education and the resiliencey of who we are and who we need to be.  In 2013, as I watch the news, struggle with budgets and pending legislation, cope with national and even international issues, a reminder about hope and our resiliency may be just what we need.

Now...I welcome any readers of this blog to comment here on any books that changed you.  Maybe we can create a list that will inspire the world!


Tuesday, May 28, 2013

Me, Stop and Ask for Help?

"David, are you sure you don't need my help?  I won't be gone long, and I can help you when I get back."

"No, I'll be fine.  It's not that big of a brush pile."

"But, you never know what can happen.  Why don't you wait and burn it when I get back?"

"I have the permit.  It just rained yesterday.  The hose is set.  I have an extra bucket of water, and I have a couple of shovels.  I'm sure everything will be OK."

"Are you sure?"

"Yes.  It'll be fine."


(You probably know where this is going.)

My wife, daughters, and I live in a relatively rural area where we collect quite a bit of brush each year.  We also have space to have small burn piles as long as we have an annual fire permit as issued by our township.

I have a tendency to want to handle things by myself, be efficient, and just get things done.  I suppose this makes me more of a stereotypical "guy" than not, but I've always prided myself on being able to handle pretty much anything that comes my way.  This is not to say that I'm opposed to stopping to ask for directions every once in awhile.  I'm just glad that with cell phones and GPS units, this isn't as necessary as it was a few years ago.  :)

Let's pick up this same conversation about 2 hours after it started.  I've color-coded the dialogue so you can better understand when my wife is talking and I am talking.

"Oh my gosh.  Honey, what happened?"

"Nothing.  It's fine."

"David, your forehead is bright red and burned.  It looks like a tomato!  What happened to your eyebrows?"

"The fire just got a little bigger than I planned.  The fire is out, but I'm fine."

"No it's not fine!  Look at your face in the mirror."

"It's just a little red.  It's fine."

"David, you have blisters on your forehead.  Doesn't it hurt?"

"Just a little.  I'll be fine."

"You'd better get to the emergency room.  You could be scarred."

"I'll be fine.  Let me go wash it in the sink."


....a rather long and humbling pause...


"Hey, Kim?"

"Everything OK?"

"Uhmmm...  This really hurts.  It's starting to peel.  What do you think?"

"I think you should have waited for me to help with that dumb brush pile."

"I know.  I guess I just wasn't thinking."

"I'll say.  You need to get to the doctor."

"Isn't there an Urgent Care in town?"


For the next week I wore a 4 inch bandage wrapped around my forehead and had to keep everything extra-clean.  Fortunately, the doctor prescribed special cream (a miracle cure) that helped with the pain and any permanent scarring.  I just wish the prescription could have helped heal my pride!

So why would I retell this story?  It's been several years since it happened, and I can laugh about it now.  I made a stupid mistake, and I paid the consequences.  Most of all, I'm glad it was really just my pride that got hurt.  As an elementary principal, I get to work with students who make mistakes.  Some mistakes are worse than others, but fortunately most of them can be seen as learning opportunities.  My fire incident has helped me listen to the warnings of others more and ask for help.  I'm not perfect.  I still make mistakes.  I'm a work in progress, but I feel like I'm moving in the right direction!  I'm hopeful my students learn the same.  It's OK to ask for help and curcial to heed the warnings of others!

(Also, I really hope I'm not the only person who has done some silly things in his past.)

Many thanks to the 2nd grade students in Mrs. Long's class who helped me edit this piece.  Their feedback was invaluable!  Plus, they laughed with me. 

Friday, May 24, 2013

A Valuable Lesson

I was 15 and with my father.  We were sitting on grass amongst a large group of people.  The crowd was getting ready to watch a parade.  Dad stood up.  I didn't know why he stood up, but I followed his lead.  A man behind us rudely yelled that we should sit down so everyone else could see the parade.

My father turned around and calmly stated, "That's the American flag coming towards us.  I'm teaching my son to stand and respect all that flag stands for.  I was in Viet Nam the day my son was born, and I don't take any of those rights, responsibilities, or liberties for granted.  Perhaps you should do the same."  The entire crowd stood.

As we prepare for Memorial Day, a day our country stops to honor our fallen soldiers, I know the greatest lesson I ever learned about respect and our country did not come from school.  My greatest lesson came from that moment.

To be fair, Dad has faults.  I have faults.  Our country has faults.  But there is absolutely no place in the world I would rather live, raise a family, and work than the United States of America, and I am grateful and proud our students stand (and in some instances enlist the right to not stand) each day for the Pledge of Allegiance.

Happy Memorial Day.

Friday, May 17, 2013

Shoot for the Moon!

Our 4th grade students share "Words of Wisdom" every morning over the announcements.  Each piece is usually three to four paragraphs long, and they include themes ranging from responsibility to kindness, from empathy to gratefulness.  It's a nice way for the entire school to hear a common message and to start our day with a little inspiration.

Last week one message caught my interest.  I won't recount the entire piece, but the quote at the end was, "Shoot for the moon.  If you don't make it, you'll be heading for the stars."

I really like this image.  Set high goals.  Have high expectations.  Reach farther than you think you can reach.

Our district, under the direction of our superintendent, has adopted four goals:
  1. The Novi Community School District will ensure that each student will make no less than one year’s growth in one year’s time.
  2. The Novi Community School District will ensure that all students achieve at a high level. (There will be no achievement gaps.)
  3. The Novi Community School District will evaluate and enhance opportunities for students while maintaining a minimum 10% fund balance.
  4. The Novi Community School District will improve organizational quality and customer service by creating common standards, systems, and principles.
These goals have been transformational for our district.  First, everyone knows they are common goals for the district.  Just having a common languauge about our hopes and dreams is the first step towards greatness.  Next, having common goals has changed our conversations.  In other words, teachers and staff are asking themselves, "What does this goal mean?" or "How can we make sure this happens?"  "Does this align with the goals?"  Finally, the goals are helping us prioritze our resources.  The goals have helped us be honest with ourselves and our community.  While we can't be everything for everyone, there is a place for everyone to benefit from these goals.
 
Have we achieved all of the goals?  Absolutely not.  That's what I think make these goals so special.  They are a reach.  They challenge us to ask the hard questions and to truly reflect on our practice and our system.

To be truthful, there are days when I disagree with some or even just parts of the goals.  More often, I get frustrated how some of the goals are interpreted or how we will measure our progress on each goal.  Occassionally I get down because initiatives to help us meet our goals seem to move so slowly or I even feel like our school or district will never meet the goals.

Our school welcomed and screened incoming kindergarteners this week.  The students spend time with our kindergarten teachers, and I get about 45 minutes with their parents.  As part of my time with the parents a representative from our PTO shares ways to get connected to the school.  During one of the PTO chats, our treasurer commented to the other parents, "Our PTO really helps the school build a sense of community, and we want and need you to be part of that community."  This immediately reminded me that I work for the Novi Community School District, anintentional and even strategic name.  It's clear to me our schools will not meet these goals without the support of our community.

In the end, I realize we really are heading for the stars.  There is no reason why all of our goals cannot be attained.  The journey will mean all stakeholders...school, community, parents, and students...must collaborate, agree to support each other, dialogue, discuss...and sometimes even disagree...to help each of our students be successful.

What role do you play in these goals?
 

Wednesday, May 8, 2013

Lawn Mowing...A Clear Goal?

It's lawn-mowing season.

My family and I have lived in our house for 17 summers which means I have spent quite a bit of time "mastering" how to mow our lawn.  We have a pretty large lawn, and I've developed an efficient routine for where to go, when to turn, and how to make patterns that I like to think make our lot look like a Major League baseball field.   Almost as soon as we moved in, I "proclaimed" to my wife that she should not worry about mowing the lawn.  (In actuality, she let's me mow the lawn so I won't mess with her flowers.)

Now back to those Major League baseball fields...  I think they're awesome.  Have you ever taken time to watch a baseball game on television and seen the patterns?  The parallel lines, swirls, and even logos make for professional ballfield artistry.  Unfortunately and even under the best of circumstances our lawn...my lawn...is absolutely not a professionally landscaped work of art, but Major Leage art is my goal or target.

Remember I mentioned how my wife doesn't really mow the lawn?  Our daughters, however, are old enough to mow our lawn, and we think it's good experience for them to drive our tractor and get used to handling a moving vehicle.  Since we expect our daughters to help keep our entire household running smoothly by helping with chores, I decided to teach my daughters to become lawn mowers.

Last weekend I officially got both of our daughters started.  We are safety conscious so they understood the basics about when to turn the blades on and off and which hills they should leave for me to mow.  My directions were clear...
  1. Be safe.  (i.e.  Don't go too fast and stay away from the hills.)
  2. Don't blow grass into Mom's flowers
  3. Don't drive over any landscape rocks
  4. Don't hit any trees.  (Actually, don't hit anything.)
Each daughter took turns "mowing" (I use this term loosely.) the lawn.  They were safe.  They didn't go too fast.  They stayed away from the hills, and they didn't hit anything.  (Mom's flower beds didn't fare too well, but we were able to hide the majority of the damage.)  The result, however, was predictably humorouse since I pretty much watched them the entire time.  I just didn't have the heart to stop their fun.

With glorious gleams of independence and sheer joy shining on their faces, each girl commenced to driving around the lawn...in no pattern at all.  They zoomed from corner to corner.  They did "360s" (They're wording.) around trees and flower beds.  They did their own version of zig-zags and swirls, but I can definitively state the lawn did not look like a Major League ballpark.  I know now my expectations were not very clear.  In fact, I forgot to explain the "pattern" goal.

Teachers in my building and district have been actively researching and implementing clear learning targets for our students.  In other words, what...exactly...should kids be learning?  Notice, I said learning and not doing.  If we want our students to be successful learners, we must be clear in our expectations.  Even better, our teachers put these learning targets in student-friendly terms.  An example might be, "At the end of this lesson, each student will be able to put a fraction in lowest common terms."  Or, "At the end of this unit, you will be able to demonstrate at least three different ways writers organize information for a persuasive essay."

Being clear in our expectations for our students is a critical first step toward their learning.  Having common expectations/learning goals across a district requires a commitment towards working as a system.  Our district has allocated literally thousands of development hours towards creating clear and common learning expectations for all students in all classes in all grades.  You can learn more about and actually see our work here.  In my opinion, this alignment process has been the most-powerful work our district has ever undertaken in my almost 20 years as a teacher and principal...and it's only getting better each year!

I want to publicly say, "Bravo" to the teachers and educators who have come together to create this system for our students.  Also, I am so proud of how all of our teachers have used this system to better focus their instruction for our students.  The process has been overwhelming at times, but the results have already been amazing.  (On a sidenote, this tool is also a great resource for parents to better understand what their children will be learning.  Even a little pre-teaching at home can make a huge difference.) 

In the meantime, I've decided my daughters and I should make plans to go see the Detroit Tigers play in order to better "understand" the expectations for mowing our lawn!








Saturday, May 4, 2013

Appreciation Should Start at Home

Teacher Appreciation Week in our district starts on Monday.  I am grateful to work in a supportive community where students, parents, and families do so much to appreciate our entire staff.  Of special note, each PTO is remarkable.  Staff luncheons and special, small gifts are so nice.  Our PTO arranges for kids to write notes to each staff member.  Those notes mean more than anything.  I recently shared on morning announcements the best appreciation any student can ever offer is to smile, work hard, ask good questions, and be a great leader.  That's why we do what we do.

While I am preparing ways to personally "appreciate" my staff, I'm also making Mother's Day plans.  I am fortunate beyond belief to be able to purchase cards for my wife, my mother and mother in-law, and both of my grandmothers.  I wish I lived closer than seven hours away from my mother and grandmothers, but I make sure to call them and see them as much as possible.  My time with my grandmothers, especially, is time I never take for granted.  Someday I will write more about these special moms, but I know each of these women have shaped me and helped make me who I am today.  So, is it a surprise that Mother's Day is the final weekend of Teacher Appreciation Week?

I was recently reminded by a colleague that the most important teaching happens at home.  Schools do a fine job of teaching math, reading, and writing, and my school and district are actively teaching leadership skills based on Covey's 7 Habits of Highly Effective People.  I'm not convinced, however, that schools do as great a job of teaching kids how to smile and work hard as our families do.  From my experience in the classroom and in the principal's seat, students' attitudes about learning and a willingness to persevere definitely come from home.

As a parent, I catch myself reflecting how my attitudes are impacting our daughters' attitudes.  When I have chores to do around the house or a project due at work, do I complain about them or do I find the joy in learning and challenging myself?  Do I find ways to involve others, or do I choose to not collaborate or to not learn from other people?  Do I see mistakes as an opportunity to learn something new, or do I blame others for my faults?  Do I push myself to reach farther than I expected, or do I settle for the status quo?   Do I see the good in everything, or do I only see the problems?  I am grateful how I can usually answer (Honesty hurts!) each of these questions because of my wife, my mother, my mother in-law, and my grandmothers!

Somewhere along the way I learned a saying, "We don't raise children.  We raise mirrors."  If you're a parent, you know this when you go to talk but hear your mom or dad come out in your mouth!  I'm not saying we are exact replicas of our parents, but...for better or worse...children and students are watching us.  I'm blessed to have had and still have great teachers at school and in my family to watch.

As we go through this week and next weekend:

Happy Teacher Appreciation Week.  (Thank you, Mrs. Schmidt, Miss Laird, Mrs. Fauerbach, Mrs. Jackson, Harris, and Miss Salzwedel---my elementary teachers.  I will need to mention my specials teachers and secondary teachers at a later time.)

AND

Happy Mother's Day!  (Kim, Sandy, Grandma Ascher, Grandma Mac, and Mom!  I love you and always will.)