Are you a TRUE risk taker?

We often ask our students to take risks and dig into the unknown.  We encourage and support the idea of “failing forward” and see a fail or an error as an attempt towards moving successfully towards the goal.  As educators we do the same to each other; “Let’s try this”, “That didn’t work, let’s explore it another way.”

Don’t get me wrong, I’m all for that.  I do the same the things.  I encourage and support risk taking in my classroom.  I’m the first to offer suggestions to others. I’ve recently thought deeper about this though.  As educators, are we truly “risk takers”?

I’m talking the vulnerable, put yourself outside your comfort zone, risk taking. Nothing to do with education.  We’ve got that.  When’s the last time you really tried to do something new?  Something you were afraid of doing?  Something that looks like you’d like to try, but never have done?  What’s holding you back?

Many people speak about the benefits of yoga, and my running coach even suggested it to me.  I never thought that I would physically be able to do it, so I never tried. People kept talking about and how much they enjoyed it so I let myself be very vulnerable, went in early, talked to the instructor and found a way to make yoga work for me. I now go to classes four to five times a week!  Had I not tried and taken the risk, I would never have known how much I enjoy it.

It’s time for us to really take risks, to put ourselves in the shoes that we ask others to do daily.  Is it taking an art class?  Cooking class?  Karate?  Sky Diving?  What is something new that you can learn to do?  What risk are you willing to take?  

I want thank Sean Wheeler @mrwheeler for the inspiration for this post.  At an EdCamp just this weekend he prompted us to think of what “learning” truly is.  What are we willing to learn?  Thank you Sean for encouraging vulnerability in your building!  I encourage everyone to attend an EdCamp at some point.  Perhaps this can be your future risk!

"I Can't"...."I CAN!"

“I Can’t”

Growing up these were two words that I wasn’t allowed to say.  It would have been extremely easy for me to say them too.  “I can’t tie my shoes.”  “I can’t swim.”

But I had a father that said, “You will, you’ll just have to work harder than everyone else.”

I learned that for most obstacles that I face, I truly can do them if I work hard and think outside the box to make things happen. It may take more effort, it may be messy, it may look different, but I get it done!

It’s a lot like differentiating instruction for our students. We all agree that not all students learn the same way. Some are visual learners, some auditory.  We all have the movers and shakers that just need to move and touch to learn best.

Unfortunately, at times we hear “I can’t” from teachers.  

“I have a class of 30 students.  They’re all over the place.  I can’t possibly meet all their needs.”

“He just can’t keep up in my class.”

“I can’t change the curriculum.  It’s what the students will be tested on.”

It’s true, meeting the needs of all our students is difficult, but it’s not about changing curriculum or trying to help someone keep up, it’s making the lesson accessible to the student where the student is at the current time. It’s going to be messy, it will look different, it will take a lot of time and a lot of effort, but it’s what we must do.  Students will never be successful if don’t meet them where they are. We must embrace the “I can” attitude for the sake of our students.

It’s exciting to see educators embrace the “I Can” attitude. A perfect example is @ohawk04  & @JasonSavage22.  These two rock star teachers worked together to allow students that would typically not work in the school store, and made it happen. They found ways to make it work.  It may be messy, it may take extra effort, but every Friday, our school store is filled with smiling faces of students that CAN. They CAN help other students purchase t-shirts and snacks.  They CAN use the cash register. They CAN because their teachers believed they could.

I think back to my internship site last year when I was able to observe an English class. There were two teachers, the general education teacher and the intervention specialist.  The students were in two groups and a group of us left and went to another room.  Not being part of the staff I had no clue what teacher I was with.  These teachers worked with all the students.  They believed that all students CAN. They worked with students on IEPs, students identified as ELL, but as an outsider I didn’t know this until the end. These rock stars worked together to meet the needs of their students as they studied Shakespeare.  Did it look different? Yes.  Did it require extra planning and time? Yes. But it worked, and worked well!

Our students are worth the “I Can”. Roll up your sleeves and dig into messy!

Yours? Mine? No, OURS!

“That boy who wears all the eyeliner and dresses in all black.  Do you have him this year?”

“Jessica is one of Kyle’s students.  I just have her in my inclusion math class.  Ask Kyle what you should do.”

“It was those ELL students that sit in the back of the cafeteria.”

“Did you see that girl crying in the hall again last period. Who is she?”

“He’s one of the new foreign exchange students.  He’s from Japan or China, I think.”

“You know, the girl in the wheelchair from Kathy’s class.”

“They just can’t keep up in my class. I don’t know why they’re placed in my class with no support.”

“Hey, Jenny, 'your boy' was just sitting in my class listening to music and drawing again.”

These students all have names.  They all have stories. Do you know them?  

They aren’t just Kyle’s or Kathy’s or Jenny's.
Not just yours.
Not just mine.

They’re OURS.

ALL MEANS ALL

High Fives and Hugs

Last year my intervention class wasn’t worth any school credits, although a required part of each of my student's Individual Education Plans.  I quickly learned I had to find ways to motivate my high school students.  I started weekly trivia that earned them points towards semester pizza parties and then everyone earned “Candy Fridays”

I worked hard last year advocating for my students, and now they get a well deserved credit for my class. This year I decided to eliminate “Candy Friday” for two reasons.  

1. They’re now getting their credit
2. Selfishly, I don’t want the candy around me.

This week a student, J, walked in said, “It’s Candy Friday!”

“Sorry J, we’re not doing Candy Friday this year.  How about High Fives and Hugs instead?”

After a little stare…

“That’s cool.  You know, I haven’t been hugged since, like, elementary school.”

“Yeh, most teachers don’t hug after elementary school, huh?”

J laughs and says, “No, I mean by anyone.  You know my dad doesn’t do that stuff”

J is an 18 year old student who struggles with reading and writing.  He lives with dad, uncle and twin brother.  They moved here when he was in 8th grade from Kenya.   His mother is still there. J struggles with making the right decisions and he makes some pretty bad ones unfortunately.

Yes, J needs the educational support that we provide him, but he needs so much more.  He needs support, care, and someone to guide and cheer him on. There are many students in our buildings exactly like him.  Are we doing EVERYTHING we can to ensure that we’re meeting their needs? What will each of us do to look for and support the Js in our buildings?

Yes, J got a hug as he left on Friday.

What THEY are saying!

Building relationships with my students is a #1 priority for me. As an Intervention Specialist, I am fortunate to get to have my students over multiple years. I thought I knew my students really well, but I was blown away the last two days getting to know my new freshman and the upperclassmen even better!

I started my first day with a large bag of M&Ms. We went around sharing highlights of summer, our goals and unknown fun facts!  It was a fun way for my groups to get to know one another.  

On day two I asked them to fill out a survey for me as I met 1:1 with the students. I was amazed with my student's openness and transparency about school.  Please keep in mind that these are all high school students who have some type of IEP.

Survey Takeaways we can all benefit from:

“When taking notes, it’s sometimes hard to keep up.  Once a teacher stared at me and told me to write faster - I was trying!”

“I want to succeed this year.  Graduation is close.”

“I wish teachers would talk with one another.  It’s hard when I have more than a couple of tests on one day.”

“I wish teachers would make class more interesting like they did in elementary school.  I need to move around.”

“I wish teachers knew how hard reading was for me.  I’m not like most high school students.”

“I want to prove to everyone that I CAN be successful at school this year.”

“I wish principals would enforce the dress code more.”

“I’m looking forward to getting on honor roll this year!”

“I sometimes feel like I am bothering teachers when I ask questions.  I wish teachers would try to explain things in different ways.”

“I wish school started a little later in the day.”

“The hardest part about school is getting back on track missing something or being absent.  As hard as you try it keeps getting harder and teachers just keep moving on.”

“I know it’s hard for me to stay focused, but I don’t like it when teachers say something to me about it in front of the whole class.”

“A great teacher is one you can always go to and ask questions to even if you’re not in their class.  You just trust them.”

“I like hands-on learning.  Why don’t we do more of that?”

“A great teacher will help me with my goal of getting good grades and being eligible for sports.”

“I wish teachers wouldn’t call on me in class, I’m shy.  I wish they would talk to me on my own.”

“I feel like we try to cram a lot of stuff in a period sometimes.  It makes it hard to focus when we do that.”

“I like the teachers that I have this year.  I’m excited!”

“I wish teachers knew I have really bad anxiety.”

AND…  just because I do teach high school… “The best part of school is all the cute girls!”

"The Edge"

I was born and raised in a suburb of Columbus.  I did both rounds of my graduate work at The Ohio State University, so suffice to say, I’m a HUGE Buckeye fan.  So yesterday, when Urban Meyer stated that the motto for the 2016 Football Buckeyes was going to be “The Edge” I wanted to learn more.

“The Edge is where the average stop and the elite begins.” The Edge is intended to symbolize a point where the work in practice becomes very difficult and great players persevere while average players give up.

As educators and school leaders we need to push ourselves to “the edge” as we start this new school year.

• We must try new things and take risks.  Don’t be afraid of failure, but rather afraid of what you may miss if you don’t try.
• We must set goals for ourselves, both personally and professionally.  Have accountability checks with people you trust.
• We must meet new people.  We learn and grow from others.  Meet the new staff in your building - all the staff, not just the teachers, and really talk to them.  Grow your Personal Learning Network as well.
• We must be present - give 100% to the students and building you are serving. Leave the negativity behind.
• We must define our “why” and revisit this often.  Don’t ever forget why you chose education as your profession. Make it your passion.
• We must have fun.  Take time to laugh and truly enjoy what you are doing.
• We must be kind.  Even on the hardest days, take a step back, take a step outside, but be kind.

Make this the year you find your edge!

OH….

School Leaders -- I'm Hiring!

I just finished my school administration master’s and the ink is still drying on my license. Sure, I learned the pedagogy behind school administration, school law, human resources, etc. I was so lucky to be able to complete a wonderful internship at both the elementary and high school level and had great mentors.  But now I’m done, well, with the requirements. Now what?

I can tell you I’m not done.  I crave learning and will continue to seek out learning opportunities.  This is my passion and a future goal that I will continue to strive for.  As a connected educator I am fortunate to be connected with other educators and leaders. I read blogs, books, and participate in Twitter chats, but I’m sure there is still a lot that I am missing. So, I’m hiring school leaders who will continue to help me grow as a future school leader!

I recently saw Tom Peters’ quote “True leaders don’t create followers. They create more leaders” as I was scrolling through my Twitter feed.  As a school leader I challenge you to the following:

• Find the aspiring leaders in your building and offer sound advice. Have conversations with these staff members and share your experiences with them. Tell us the good, the bad and the ugly.  It’s really the only way we’ll know if this is what we truly are passionate about. Message me - I want to hear it!
• Share resources.  Find a great article? Find a great blog?  Know of a great book? Share!  We want to learn and grow.  Yes, we learn in school, but the “real” is what we will benefit from the most!
• Have a great conference or PD opportunity that you know about?  Please tell us.  We don’t hear about the opportunities in fields that we aren’t a part of yet.  Same with EdChats - invite us!  We may lurk, but again, that’s how we learn.
• Let us join you in presenting or allow us to present at staff meetings.  Can we assist or lead on a project?  Ask us our ideas, maybe we have an idea that we would like to try to implement.  
• Be a mentor!  Seek out teachers going through their admin program in your school or in your district and ask “How can I help?”.  Even better - contact a local university that is working with aspiring administrators and ask to present or mentor a student! Again, many of us want to see the authentic side to school administration.

We’re the next generation of school leaders.  We look up to you.  We can only be as great as those who guide and teach us.

Are you willing to accept my job offer - will you help me grow and learn? I’m ready to hire!

What Did I Do??

What did I do?!?!

The best thing I could possibly have done for myself.

This month my #compelledtribe friends are sharing personal “ooops” that they made in their career that they have grown from. Here’s my twist on the theme.

Last year I found that I could be eligible to get my principal’s license to cover K - 12.  Having spent most of my career at the elementary level I asked for a transfer to the high school.  My request was granted and my dear friends asked “Are you crazy?”  “Why?” “What did you just do?”

I began to panic and think “I just made a HUGE mistake”.  I’m leaving great friends/colleagues, students and parents that I have formed great relationships with, and a job that I was quite confident in doing.

Then I started my new job.  I met my new teammates. I met my wonderful students.  I started to get to know them and their families. They trusted me with their stories and invited me to their activities.  How could these people EVER be a mistake?

I learned a lot last year.  I learned that it’s not a mistake to take a risk, but in fact very important to do so! This blog, being on Twitter, and being a connected educator are all a result of that “mistake” I thought I made last spring.

Do I miss my elementary students?  YES! Do I miss my colleagues?  EVERY SINGLE DAY!  But I can’t regret all the good things that came out of my move!  So to all the wonderful people that I have met in the past 12 months, THANK YOU for making me realize that "mistakes" don't really have to be that after all!

Being Connected -- And Being Like "G"

Within the past year I have grew as a person and as an educator by being connected. I have met wonderful people with whom I value their opinions, thoughts and dedication to education. I can’t imagine where I would be without my PLN.  A year ago I knew nothing about blogs, EdChats, and Voxer groups. I am better because of these.

This past year, through being connected, I was able to visit schools and see great things other leaders were doing.  Jacki Prati and Craig Vroom opened their schools to me and allowed me to see another aspect of school leadership.  These connections were simply made through Twitter and being connected.

Being part of the Compelled Tribe under Jon Wennstrom’s leadership has encouraged me to take risks and write about the wonderful things I see happening in education.  Watching a Periscope video of Jennifer Hogan and Craig Vroom encouraged me to give this is shot and it has been one of the best things I could have done.  The great friendships that I have formed through this group is unlike any other.  Allyson Apsey’s blogs and tweets encourage me to be better weekly!

Derek Oldfield, Reuben Bellisario and I must have a mile long strand of messages to each other in Twitter. The relationship and support team that the three of us have formed has been extremely encouraging and helpful.

I know the importance of being connected and the value it brings.  I joke with Bobby Dodd often about some of the crazy things I have heard recently after interning with him last year, but a recent Voxer chat made me reflect on those who are not connected.  Is not being connected bad?  Does that mean a person isn’t innovative and successful?

I do come from an area of my state where there are very highly recognizable connected educators. I think it’s a misconception that all people are socially connected where I am from.  Sure, we encourage it, but some people just aren't there.  They may never be.

I think of my teammate “G”.  She is two years from retirement and by far one of the best teachers I have ever worked with in my life. Her dedication to her students and the others in our department is like none other. She will never be a “socially connected” educator.  You won’t find her on Twitter.  You won’t find her on Facebook.  You will however find her doing the most amazing things with her students.

“G” teaches direct instruction English classes to special education students.  Not the easiest gig.  What she does with these students blows my mind.  She was one of the first to use Google Classroom, having students submit their work that way to her.  She had her students writing blogs, and their final was producing a podcast!  They read from Nooks and produce Prezis. When you walk into her room, these struggling kids are enjoying Of Mice and Men and Shakespeare. These kids are writing pieces that brings tears to my eyes.  These kids are learning!

So, is being connected important?  Yes, I will stand on top of my house and give you a thousand reasons why a person should be, but I also encourage us all to find the hidden “Gs” in our schools. These educators know their “why”. We need to share their stories for them.

Are you a Bucket Filler?

When I taught at the elementary level we often often used Carol McCloud's book Are You a Bucket Filler with our primary students to teach kindness, respect and understanding.

As I often do, I think about children's books and how they can relate to our jobs as educators. The concept of bucket filling shouldn’t be limited to what we teach our kindergarteners.  Are we, as the teachers and leaders in schools, bucket fillers or bucket dippers?

A healthy school culture is crucial today.  Students are watching and observing everything we do and say from elementary schools to high schools.  Are we supporting each other and our students?  Are we encouraging each other as well as our students?  Are we helping each other grow?  Are we filling each other’s buckets?

The idea of bucket filling is simple.  We help, we encourage, we support.  We make sure those around us are happy and feel needed and included. Bucket dipping happens sometimes without people even knowing they’re doing it.  We have to be more cognizant of this. Our students definitely cannot see this.  Some students go home and have their buckets dipped on a continuous cycle.

As educators and leaders in buildings we need to remember our “why” of entering this field.  I’m sure we all would say it was to help students learn, grow and flourish.  As leaders, it should be to help grow the district, building and staff.  We need to focus on filling buckets, other's buckets, and make this our priority as we head into the next school year.  

Are you a bucket filler?

10 surefire ways to keep your cup of MoJo full this summer

Mojo is the moment when we do something that's purposeful, powerful, and positive and the rest of the world recognizes it.

-Marshall Goldsmith

Summertime is the perfect time to fill your cup of mojo! Here are TEN surefire ways from the Compelled Tribe to keep or get back your mojo this summer.

Exercise - @Jennifer_Hogan

I find that when I get to exercise, it keeps me motivated, energized, and confident. Exercise is a time when I can disconnect from the world and just be “inside my head.” It allows time for ideas to percolate without interruption... time that I value and appreciate. It also provides the whitespace I need as an introvert. For me, it encourages creativity and problem-solving while the endorphins are being released! Done consistently, it’s a true mojo-maker!

Connecting - @jon_wennstrom

For me, I draw energy from being around positive people. Connecting with educators during summer learning sessions, sharing and learning from others on Twitter about books we’ve read, and of course blogging and reading blogs. I’m definitely an extrovert and being around other educators helps inspire me and always leads to new ideas to implement and helps me keep my mojo!

Theater- @sandeeteach

I love Broadway musicals, plays, and other theatrical productions. It’s a way for me to escape and immerse myself in a story. One of my favorite theaters spoofs popular shows. For example, this year two of the shows will be “Indiana Bones Raiders of the Wal-Mart” and “Captain American Fork The Worst Avenger”. (American Fork is the city where I grew up.) The actors and actresses are masters of improvisation which makes for a night of laughter. Another favorite theater performs in the round which is always a delightful experience. There are beautiful theaters in downtown Salt Lake City for Broadway musicals and outdoor shows in many local communities. For a few hours, I can lose myself in another world. But upon further reflection, I always relate the experience to teaching because that’s just what teachers do. We get ideas that benefit our students from everywhere.

Find a good read, or two - @Vroom6

There are lots of ways to find joy and rejuvenate during the summer months. And, I am all about work hard, play hard. With that, one of the greatest joys I get from the summer months, and a way in which I keep my mojo running full steam ahead, is by catching up on some of that much needed reading that took a back seat during the school year. Often times the days we are in session with students and teachers are filled with more scripted reading and writing. So for me, it is the summer months that I get to find that much anticipated new release on best practices in our field. Whether striving to become a better leader, or a better learner, it is the books that I carry with me to the beach, the pool or the park that I enjoy the most.

Dream big together - @allysonapsey

When my mojo needs a pick me up, I dream about what could be for our students, but I don’t do it alone. Just like everyone else, I find myself focusing on the trees rather than the forest from time to time. When monotony sets in, I push back by collaborating with the amazing teachers I work with. I am astounded after each conversation--we feed off each other, we divide and conquer, and we multiply our creativity for the sake of our students. Through these type of conversations this year, we came up with an amazing service learning project, we started plans for a Makerspace, we piloted new

reading initiatives, we shared professional reading that has inspired us and so much more. While we are dreaming big together, we are building stronger relationships, laughing, and challenging each other.

Pause and Reflect - @KarenWoodEDU

When my mojo needs some rejuvenation, (and it sometimes does), I first take a few minutes to reflect.  I find that sometimes my initial desire to “rejuvenate my mojo” may have my efforts focussed in the wrong areas or in areas which may not be productive for educators or students in the long run.  Reflection leads to focus and clarity.  From clarity goals can be set and then the fun begins!  Once my goals are established I jump in full force and do so with collaborative efforts.  It is very important that the shared vision of success is truly understood by all.  The last strategy I feel is essential for rejuvenating mojos is time to step away from work.  I admittedly do not do this well, however I find when I can clear my head (by going to the beach, going for a walk, kayaking, swimming, or practicing yoga/meditation, etc.) I return refreshed, focussed, and ready to ramp up my mojo and the mojos of others around me.

Get into some music! - @PrincipalStager

I was a music major in college and a music educator prior to becoming a principal. Whenever I need to get my mojo back or need to decompress, I find a piano and PLAY. I play in a group at my church so I have the opportunity to play rather often. I understand not everyone has the ability to sit down and play a musical instrument, but when I don’t have a piano to play, I drive in my car or just put my headphones in and JAM! There is nothing like a great playlist of uplifting and energetic music to get your energy back and your cup overflowing! This is my sure-fire way to get back on track.

Make a “bucket list” - @jodiepierpoint

I decided to make a “bucket list” of things I wanted to accomplish within a year, but I’m finding summer is a perfect time to accomplish them.  Things such as volunteering and baking cookies for friends have been real pick me ups!  Training for a quarter marathon has led into a half, simply because I’m out with great friends chatting while I’m doing it.  I check my list all the time, call a friend, and pick an activity to do - it’s a great way to rejuvenate not only myself, but others too!

“What if People” & Quiet Time - @Debralcamp

I do my best thinking when I am with people that like to say “what if”.  There is something about the words “what if” that allows walls to come down.  When discussions are lead with the words “what if” it takes away the threat of there being wrong answers and allows for brainstorming to happen in a way that doesn’t in a lot of conversations.  I find it very motivating to be pushed and pulled by other people’s thoughts and ideas.  Positive energy comes when people work together and create as a group. There is a collective product that is created as well. I find on the flip side that quiet time and reflection after being with “what if people” takes me to a space in my head where more ideas can be generated.  Revisiting and reflecting again with the same group consistently allows for new ideas to develop and to be tried. (They don’t always work but the process sure is fun and motivating.)

Balance - @Abond013

Often times when I am feeling overwhelmed, I find that I need to prioritize. It is important for educators in any role to find time to take care of themselves. We need to give students our best and that is challenging when we are running on empty. Besides exercising, traveling, and spending time with family or friends, I find that fueling my passion keeps me going. For example, if you are passionate about literacy, continue to take interest and learn more. Surround yourself with people who share your passion.

Involvement - @melsa777

In order for me to be recharged, I must remain involved and be continually learning. That may be through reading professional books, participating in Twitter chats, meeting with co-workers or attending conferences. Through conversations, attending sessions and by doing some good reading, I am able to gain knowledge from others. I gain energy from others, gain good ideas and begin the collaborative conversations needed in this educator's life. I particularly enjoy going to and presenting at conferences and meeting people I have connected with online. Begin involved motivates me to be the best educator I can be.