Since reading Michael Fullan’s book called, Coherence we’ve started having discussions as a leadership team at my school. I really work in a great place, and many of the things we do here align with what is discussed in the book.
We are a team; we have a high level of trust; we collaborate; we use capacity and develop it. Many of the pieces are in place. I think we are in an ideal place to take the next steps.
We are meeting tomorrow to discuss this. Narrowing down our focus to one or two main things is going to be the first step. There have been conversations happening around this already, and I am excited to see where we go. It’s a great team, and I know the potential for excellence is within us.
I’m looking forward to reporting on our progress as we move forward.
Time to be open and honest. We talk about mental health a lot, and the openness to the conversation is getting better. Slowly it is getting better. I’m going to share some of my own struggles.
If you are not familiar with Myers-Briggs Personality Type Indicator it divides people into 16 personality types. Two to five percent of people fall into the category of ENFJ. I am one of those. These people are warm, outgoing, loyal and sensitive.
- Prefer harmony to discord
- Outgoing and Warm Hearted
- Genuinely interested in the feelings of others
- Often have a diverse range of friends and acquaintances
- Great at supporting and encouraging others
- Excellent Organizers
- Seek approval from other people
ENFJ people also derive personal satisfaction from helping others. They are givers.
I am a giver. I LOVE helping other people. I like making life easier for other people by removing barriers to their success and clearing the path for them. I like to help them to find ways to explore and develop their passion. I like going out of my way to help other people. It makes me happy.
But there’s a problem. People who are continually giving, can run out of ‘give’. When you can’t give the things that you normally would, it becomes an inward struggle. However, the lack of ability to share these things doesn’t manifest the way you would intuitively think. They aren’t outward manifestations, they are inward. Not being able to care doesn’t become apathy, it manifests as sadness/depression. When you are not able to love, it feels like emptiness. The inability to be generous with time or resources isn’t displayed outwardly as stinginess, it is an inward feeling of desperation.
You do your best to outwardly display who you normally are, but inwardly you are struggling to find the resources to be that person.
I have had this happen a few times in my life, and generally the bouts have been very short term. Within a few days, the well is replenished. The past few months have been tougher than that. I’ve had more of those days. So what to do?
You keep going, you keep giving in whatever capacity you can. But you also take time. You have to replenish the resources, but you have to realize that there aren’t as many resources to give. You do the best you can with what you have. But there’s one more very important thing you have to do.
Talk! Let at least a few people know that you are struggling. Be honest about your inability to give as much as you normally give. Let the emotions live. It’s okay to be sad, it’s okay to feel empty; it’s not okay to have these feelings and never speak of them. That will only make things worse.
The well can’t refill itself immediately. It takes time. I know that I will have more time in July. I can make it until then by finding time and activities that will help refill the tank; the gym, time with friends and loved ones, time with myself, taking photos, going for walks, allowing others to take up a bit of the slack when I can’t (I have many amazing colleagues who are so capable), and talking about it.
Yes, the well is pretty much empty. I admit it.
It’s taken me a few weeks to get this post written. I’ve been rolling it around in my head for a while.
People who know me know that I love photography. I have my own photography business (that doesn’t make a lot of money), but I love capturing moments in time. In the fall, I did a family photo session for my former vice principal, Kerri.
I photographed the family in their beautiful backyard with different family configurations, and fortunately, the photos turned out quite well.
About a month ago, one of Kerri’s stepdaughters passed away. I had to attend the funeral to support Kerri and her family during this difficult time. When I arrived at the location of the funeral, Kerri greeted me and immediately took me to a large photo of her three stepdaughters. It was a photo I had taken in the fall, and I was immediately struck by the impact that photo was having on the ceremony and the power it had in communicating the beauty of the family and specifically Nicole. It was an emotional experience for me.
I have spoken before about our obligation as educators to help others find their passion. Each student has to have opportunity to discover that one thing that they love to do, and be allowed to pursue it. That fact was really hit home to me during this time, and I was so humbled to know that something I did made even a small difference in the lives of others.
Schools need to be responsive to the needs of their students and community. That involves getting to know each student and giving every one of them opportunities to grow and play and discover. Schools need to be rich environments of learning and questioning and finding answers that lead to more questions. Only in places like that can we be certain that we are doing everything we can to ensure that students will be best placed to make those discoveries for themselves.
And as a side point, let’s not forget the importance of being cognizant of the importance of mental health in our day-to-day lives; both in school and in our daily endeavours. We need to do our best to make real connections and do our best to support those who are dealing with mental health issues. Mental health is being discussed now. Let’s keep the conversation going and do everything we can to keep the awareness front and centre.
Whenever we return from Spring Break, we are always in for a wild ride! Things are happening almost every day – Field Trips, special events, guests, awards, celebrations, etc. This year is no different. I opened up this program to write my blog, and it’s been almost TWO MONTHS since my last post! To me that is the most solid proof that time has been flying.
Every year brings changes and transitions. I will be working with a new vice principal next year. I am extremely sad to see my current vp move on, but I know she is ready for a new and exciting challenge. Having this change occcur is also a growth opportunity for me. I know that I work best with people who I can bounce ideas off of and who will challenge my ‘half-baked’ ideas and help me think things through. I’ll be training a new person to be be open to disagree with me when necessary – not everyone wants to do that.
It will take a bit to tranisition a new admin team, but we are in the business of change here! Let’s make this happen people!
I was asked to participate in a Discovery Education Ignite event last week. The way it works is you prepare 20 slides and plan to speak on each one for 15 seconds. I decided to present on the idea of helping every student find their passion by bringing back an environment that allows for play/discovery built into the day. My slides didn’t necessarily line up with the talk, but I used a number of slides of students working in our makerspace area and completing projects, completing guided math and reading, etc. that showcased a lot of things we do. The last half of the slides were some of the pictures I’ve taken personally that compare the development of my own passion for photography with the developement of students’ passion.
Helping students pursue their passion
Hi everyone, I’m going to be talking about helping students find and hopefully develop their passion, and how my own late-in-life discovery of my passion has helped my thinking on this topic. I stumbled into photography about 9 years ago and it was actually crappy photos like these first two that got me thinking about wanting to improve something that had only been a passing interest. The second half of the slides I’m sharing with you will hopefully show you an improvement in the pursuit of my passion.
We probably don’t need expensive tools or gadgets and neither do our students. We have no way of knowing what that spark that ignites their passion will be. Our schools haven’t traditionally been places where we seek to inspire our students. We’ve provided them with information and hoped they would figure out what appealed to them in the mounds of information we shared with them, and often not caring if they were even interested in what we had to say.
We need to start by setting up environments that encourage students to discover and to play and to feel like they can make mistakes. It’s not likely that one would pursue a passion if they feel they aren’t allowed the freedom to make mistakes. The environments we provide have to allow for out of focus photos that seem to have some tiny bit of potential.
Kids love to play and we know they learn by playing. However, a heavy curriculum has helped take away this important focus, and only recently have we seen a resurgence in the promotion of play and creativity in the programs we offer.
So what happens when we let students play and discover? They might just display some talent in areas you, or their peers, or even THEY didn’t know they had. They may find out that they can improve skills with their own efforts. Sometimes early on, you can tell that there’s a spark of something that will improve with encouragement and nurturing and the occasional nudge in the right direction.
Sometimes you have to seek out that spark of talent hidden there. One of the innovative thing that’s catching on is the idea of Genius Hour in the classroom. In my school, there are a few classrooms doing this. Teachers provide opportunities for students to be creative, sometimes the students bring in things of their own, and often the teacher sets out many opportunities for students to dabble in creative activities that help them to discover.
As we embrace our passions we find that we’ve moved past the tools we start with. We buy an improved camera that helps us to increase our skill and do things we couldn’t do before.
In schools we have to rethink the tools we use and the tools we provide to the students. We allow students to learn from other students and to teach other students. We set up makerspaces that focus on discovery, collaboration and problem solving
We allow students to share their creations and ask each other questions.
Teachers are also changing the way they set up their classrooms, the way they deliver curriculum and the way they interact. Programs like guided reading and guided math, increase the one on one time we have with students and allow for increased group work and cooperation. Celebrating student interests through events like Identity Days help students to connect and share with each other.
So, after a while you start seeing improvement. An interest becomes a talent and a talent becomes a passion. Where would this start if we don’t provide opportunity for it? Some students will discover their passions in sport, some in art, some in dance, some in engineering, you just don’t know what it will be. Undeniably, demographics can dictate the exposure students have to opportunities. But those of us who teach in schools where we have many students who aren’t garnered a lot of opportunities know that if we don’t provide the spaces and places, they may not happen.
So here we are. A school administrator with more than a few grey hairs, and a love for seeing students learn and grow. I’m on my fifth camera since picking up my little point and shoot and discovered I like to try to capture the world around me. Those first photos were not great. Partly due to the tools I had at my disposal, but mostly due to my lack of understanding of things like exposure, shutter speed, focal length, the all important factors involved in lighting and not knowing what even a simple camera was capable of doing.
I got a bit of encouragement, positive feedback, and started to pursue this area with no mind to do much more than post some not bad photos on FaceBook. I’ve now had photos appear in calendars, won a few contests, and now I get paid to take photos of people and places and share my passion with more than just those people who’ve stuck with me on FaceBook and Instagram.
I was at a photo shoot for Heroes Magazine a few weeks ago at the Edmonton Clinic, and interestingly I was photographing the use of robotics in the rehabilitation of children. The idea of using play, discovery, and problem solving aren’t unique to education and can do way more than help them to find their passion. But I think we are all remiss if we aren’t trying to answer the question posed here. What are we doing to help every student find their passion?
Today we did our first all staff PD. We had some PD days before school started, but groups were involved in different activities. Today, we talked about two important things
- NME (Neurosequential Model in Education)
- What we need to look for as we continue our journey as learning educators – which is what I’m blogging about.
We have a number of great things going on in our school. We chose a few to discuss.
- Guided Reading – this initiative developed Division Wide as a program based on research from all around the world about best practices in teaching student fluency, decoding and comprehension. Everyone is trained in this, and it is being implemented in all of our classes.
- Guided Math – this developed from a few interested teachers last year, who asked permission to try it out. This year most of our classes are implementing it, and the original crew will be presenting it at our annual teachers’ convention.
- Technology – Technology has become ubiquitous in schools and in society. It isn’t something separate we teach, but it’s a tool that engages and enhances our ability to increase learning in students.
- MakerSpaces – we have only dabbled in this so far. Our discussion focused on the ability to allow students to engage in problem solving and be creators of their own learning. It definitely addresses the Entrepreneurial Spirit aspect of the Ministerial Order. The MakerSpace was brought in by the division and we were one of the schools to pilot it last year. We are working on getting our own set up.
- Empowering Writers – this program, is admittedly more prescriptive, but it addresses a missing piece of the literacy program. It gives teachers a springboard to a way of approaching the task of teaching our students to become writers and to engage in other’s writing. It could be said this program seeped into our school. Many people have attended PD on it over the last few years, and that has continued to spark interestin the program.
So, those are some of the areas teachers are working on at Landing Trail. The questions are:
- How do we know these are impacting student learning?
- What do we accept as evidence of improved student learning?
I posed these questions to teachers today. We had set up the day so that each topic would have time to meet for interested parties to get together and discuss the questions and decide how they would work together as a PLC. The PLCs will function throughout the year with these in mind. We have to have student learning as a focus, and we have to have data that backs up our claim that what we are doing is impacting student learning.
One other topic I presented to the staff was the list of Principal Quality Guidelines. I felt it was important that they know that one of the roles I and my VP have is to be instructional leaders. We are tasked with the learning that goes on in the school. It’s a big responsibility, but having a staff willing to learn, take risks, and learn from mistakes makes the job a whole lot easier!
In Alberta parents, teachers and students are surveyed annually to determining their thoughts on various aspects of the school, division and overall educational system. These survey results are made available in the spring for the schools to analyze and determine action that needs to be taken.
In our school, only grade 4 parents are surveyed and the number who respond can vary, but generally not many respond. It would be easy to say that because of the low numbers of respondents, that the information is not valid. All it takes, in a small group is for a couple of people with an axe to grind, to skew the results in a negative direction.
This year, we had generally good results. There was one area that came out quite a bit lower than last year. On the report is shows up as ‘declined significantly’. There were other areas that the numbers went down somewhat as well. So, do we blame this on a few disgruntled people?
It would be very easy to do so. However, the data is still data – skewed or not. We haven’t been doing a good job of communicating some things to parents, or in responding to the concerns they have. Even if it is a few people, it needs to be on our radar. We are accountable to all the parents; so that means we have things to think about.
We value communication and involving parents, so we need to think about new and/or better ways to do that.