Learning from a State Leader

I first heard Commissioner Bennett's name in January 2013 when one of the listervs I subscribe to  sent out an introduction video from the Florida Department of Education announcing his appointment. I watched the video and read his bio. I was hopeful that he would be a strong leader for our state. We are moving to the new teacher appraisal system and also transitioning to Common Core State Standards. These are both daunting challenges, and having the commitment to take on both of them at the same time is downright frightening.  

Fast forward to July 2013. Yesterday I got a chance to speak with the Commissioner in person, and I still look ahead with hopefulness that he can lead us forward at a very challenging time in our state. 

I requested a meeting with the Commissioner the day our first school achievement data began to arrive--sometime in May. Weeks earlier, my Superintendent had nominated me for the Commissioner's Leadership Academy. When I saw our data, I thought to myself..."If and when I see the Commissioner, I want to talk about THIS data!" But, being a person who takes action, I decided to email him right then and there. Our clever Superintendent, Bill Husfelt, always encourages us to let our legislators and decision-makers know what we think. To my surprise, when I got to the site where I was searching for a contact address, I located the option to request an appointment. By golly, I filled out that request! And.....they called me about a month later for my appointment. That was truly encouraging.

So....yesterday my husband and I drove to Tallahassee. I had prepared talking points so that I could make certain I covered everything. My husband joked that I would get through the first two and then the Commissioner would have to go to another appointment. I knew he might be right, but I hoped for the best. 

As I sat in the lobby of the Turlington Building, I was apprehensive. I knew I wanted to speak on behalf of several new leaders in my district and capture all the conversations we had shared over the course of the year. I also wanted to be the voice of the students and the families and the teachers at my own school. I wanted to provide the "in the trenches" perspective of the demands and obstacles our schools are facing. What really made me uneasy is that I am almost always Ms. Positivity. I didn't want to sound negative or defeated when I presented my concerns to the person in charge. 

I went up the 15 floors in the elevator, I was greeted by his assistant, and I got to sit in a comfy arm chair. He shook my hand, and I finally got my chance to speak. I think I just overflowed with nervous energy, and I hardly know if what I said in those first few minutes made any sense. Wisely, Mr. Bennett had invited someone else to sit in on our conversation. The Deputy Chancellor for Educator Quality joined us, and I settled into my talking points. She had a very calming demeanor, and I felt she was truly interested in what I had to say.

Mr. Bennett was so gracious. I told him to jump in at any point, and then he explained he was trying to be a good listener. I commend him; in retrospect, he was a GREAT listener. I talked  specifically and broadly about many things. I shared about working in high poverty schools, preventing the exodus from public schools to charter and private schools, improving the instructional capacity of our teachers, the irritating components of our school grading system, and the time required by leaders to create educational impact . 

I also shared how our school had been afforded some "grace" last year due to the DOE's safety net policy. According to the rules of the safety net, no school could drop lower than one school  grade. The new school I had taken over was--by points a C-- with only 9 points keeping us from earning a D. We were precariously close to a D. BUT WE EARNED a score of B due to the safety net. Then, when this year's writing data rolled out, I quickly estimated our school grade would land us in the point zone for an F. On paper, it would appear we had gone from a B to an F. That was and is a hard pill to swallow! In my mind, it would have been better to never have had the safety net OR currently beneficial to have the safety net continue.

As a good leader does, he responded by asking me thought-provoking questions and coaching me to provide him with my opinion about solutions. He talked about the challenges that his team faces in working with our state schools. I think the most meaningful things I took away from his dialogue were that it is imperative to increase rigor and make change incrementally. He also agreed that it was critical to move forward with accountability while avoiding breaking the backs of the people involved. He quoted the Superintendent from Miami-Dade a few times. I will have to look him up next as my friend Tammy says he has his "act together."

Then, he did something remarkable. He handed me two books to read. He explained the details behind both of them and recommended that I use the 8-Step Process in the book entitled Monitoring; Keeping Your Finger on the Pulse of School Improvement. I got a chance to skim the second book today, and it looks very much like the FCIM Model that we used at Bay High School several years ago to move the school from a D to a B. It is called No Excuses; Closing the Achievement Gap.

I can not even imagine the burdens he faces as he worries about 2600+ schools in our state, and I am only worried about my precious little school. Yet, he took the time to listen to my story and to try and empathize with my concerns. 

As the meeting came to an end, he explained that he has this next week to make his recommendations to the School Accountability office as it pertains to the release of school grades. I know he is listening AND thinking about all these things since he just finished taking input from a task force that made recommendations about ways to improve this process.

I got to speak with the Chancellor for Educator Quality for a while longer after my meeting with the Commissioner. I really connected with her and felt she had truly understood some of the things I was saying.

Hopefully, my voice and the voices of all those I speak for will be in his mind as he moves forward with his goals and the state's implementation of initiatives. Whatever the case, he took the time to listen, and I thank him for that. 

Who Is in Your PLN?

Unless you are a technology junkie like me, I think this title probably has some folks scratching their heads. What IS a PLN? A PLN is your Personal Learning Network.

Ask yourself where you would go to learn? A decade ago, your answer would have been the “library” or possibly “a college class” or “buy a book like Paddleboarding for Dummies,” etc. Well, with the internet, we can easily Get Connected  and learn from all of our contacts across the globe. For example, I rely on Twitter, ITunes University, Blogs, Wikis, YouTube, Skype, Facebook, various online news networks, and many, many more connections to do my learning.

Your Personal Learning Network should consist of * n. – the entire collection of people with whom you engage and exchange information, usually online. The usually online part is the best, because you can be a passive learner -- just watching others. I read several BLOGs during the week from other Principals, and EVERY week I learn something new or get a great idea. I also subscribe to several YouTube Channels such as TED Ed and khanacademy. AND, I also have my own YouTube Channel where I post all of my favorite videos so that I can pull them up easily for professional development with our school faculty and staff – any time and any place.

Here is a perfect example of how the PLN works:

I was searching Twitter for info. about first year principals. I located someone I follow, and she had a book recommendation. So, I clicked over to Amazon and ordered the book. I tweeted that I had ordered the book, and the book’s author (sitting out there somewhere in the twittersphere) tweeted me a “thanks” for purchasing his book. Wow. That was waaaay cool!

Another time, I had prepared a presentation for our LOL Academy (leadership academy hosted by our district HR director, Sharon Michalik). I used EdCanvas to host and present my presentation. Sure enough, EdCanvas began tweeting about my presentation, and then other people who followed EdCanvas were able to look at my technology leadership tips, passively and online. It is sooo risk-free. I love my PLN.

But, I can’t forget the face-to-face elements of PLN!  I have several people with whom I engage and exchange information. I have mentioned in a previous BLOG entry the one group I refer to as Team Willis. I rely on these fellow principals to explore good ideas, dump bad ones, to master current educational research and to simply feel the empathy of the challenges we all face. The pictures here are of us digging into the current research on feedback--notice the books strewn all over the restaurant table. I truly appreciate Denise, Glenda, Susan, and Lendy.

Who is in your PLN?

* Definition credited to: onceateacher.wordpress.com/

Smiling Is a Super Power

     

Well, the school year is over, and we all made it safely to the end! As I look back on the many events that occurred, I would have to say it was truly challenging. The thing that saved me again and again was and continues to be my positive attitude. For example, there was a situation that occurred during the school year where I was speaking with some very hostile parents. They were seated in my office, raising their voices, and just plain mad.  I have asked office staff to be sensitive to such situations and to close my door when they hear folks get emotional or upset so that we can respect their feelings. Well, right on cue, Kathryn comes to my door and closes it for me. Can I tell you how much I appreciate my office staff!!!  Later that day, she said something to me that I will never forget. She said, “When I came to close your door, you were just smiling at these parents as they were yelling at you.”

     Well, I have to confess, keeping a smile at such times might be difficult, but I have found that it never fails me. As I recently read in Dan Kerr's blog entry on Connected Principals, “A smile breaks down barriers, it diffuses tense or contentious situations, it fosters positive intent, and it inspires a student’s or colleague’s perception of who you are and how you feel about them.”  Being positive is something I demand of myself and of my staff. School climate and culture grounded in positivity is one of the foundations of a great school.

     We have many more challenges ahead of us with the upcoming school year. AND, school grading and accountability can certainly put a spotlight on things that desperately need attention in the schoolhouse. Sometimes these needs might seem daunting, but keeping morale high and pressing on to positively face every obstacle are critical to surviving this job with a happy and healthy outlook.

     And when it comes to the children, your smile and your welcome greeting might be the only happiness that a student encounters in their life all day. I can walk into classrooms and tell where students are happy and into others where they are not. I can walk into classrooms where students love their teacher, and I can also walk into others where they fear their teacher. Practice smiling and keep everyone around you smiling. Do you laugh during your day? Look around you and find inspiration in the faces of the children you teach. Did you know that 1 smile can generate the same level of brain stimulation as up to 2,000 bars of chocolate? Click here to see a YouTube video about The Power of Smiling.

A smile is something you can’t give away; it always comes back to you.                    – Maya Angelou

                      

Inspired by dkerr’s blog entry, The Power of a Smile, April 21, 2013, Connected Principals

Practice What You Preach

Practice What You Preach
                                                    

As a first year principal this year, I set out with a lofty list of goals to move the school vision forward. Now, as I am nearing the close of the school year, I am beginning to reflect on how close I have come to the targets I set for myself and for the school. We have come very far in a short amount of time. I am beaming with pride about many areas where I have grown personally and where I have seen my faculty grow as well. While it is true, that some goals were not met, I feel confident that growth was made and that we will pick up where we leave off this year and continue to pursue advancement with the ultimate goal of student achievement in mind!

One area where we have ALL grown exponentially is in the area of data analysis. Technology has advanced to the level that I can track and analyze data on just about anything. Through various initiatives this year, my faculty has begun to analyze data regularly to the point of asking for more data on their students and designing student assessments based on student need. Further, many of our teachers are now triangulating data as a best practice. It has been so exciting to watch this growth. I even have one team of teachers who have requested planning days this summer to begin creating common assessments in order to better assess student progress with the newly implemented Common Core State Standards. The great part about this request is that the team asked me for leadership support instead of me asking them to “get on board” with a specific initiative. This is what makes leadership enjoyable…seeing your teacher leaders driving change.

I think the most unexpected growth I have seen this year is in the “thirst” for data analysis occurring all over campus. I have been modeling data analysis at every opportunity. For example, I place bar graphs of diagnostic data and mid-year data in our Cheetah Chronicle (our internal Monday memo) and in grade chair and School Advisory Council Meetings. Next, I embed behavioral data analysis graphs in most every faculty meeting. I also demonstrate to the faculty any time that I make a decision based on data. We had a bus/dismissal situation in the afternoons that I was able to use specific behavioral data collected from bus discipline referrals to convene a meeting with the transportation staff. We plead an effective case because our data was so strong. And…I monitor data on everything: enrollment data, student session results from the computer lab programs, behavioral data, achievement data of every kind, attendance data, lesson planning data, and even energy conservation data (quantitative data). I conduct data chats with the teachers and have them reflect on their own student data. Lastly, I survey the students and the teachers constantly (qualitative data). We just completed a bullying survey and are currently collecting data with a cross-section of teachers in a lesson planning survey. Analyzing the results and making sound decisions based on their interpretation is critical to our success. 

The teachers see me “practice what I preach”. Perhaps this makes them feel empowered that they can also analyze data to make sound decisions. Whatever the case, there appears to be a layer of data analysis on our campus that was not there when I first came to campus. As a matter of fact, I knew we were making progress when one of my teacher leaders asked to train the faculty on the use of reports in the SuccessMaker program. She was conducting her training about analyzing the data, and she said, “You know we are all about data here.” I know I was grinning from ear to ear when she said that.

Where will this take us for next school year? I firmly believe that next year we will begin to closely examine the results of data and make interpretations based exclusively on what works BEST for our students. For instance, the questions should become very narrow: “Is the intervention I am using increasing student achievement?” OR “Is there a better intervention for increasing achievement?” Data is a part of the educator’s life. Data provides powerful tools to help us fine tune our craft, and it is absolutely critical that the leader is examining the data for the school’s progress continually. My advice….PRACTICE WHAT YOU PREACH.

Uncomfortable Conversations

Proverb: short popular saying, usually of unknown and ancient origin, that expresses effectively some commonplace truth or useful thought.

During my devotional  the other day I was struck by the meaning of a proverb and how it applied to my life currently.  The verse was from Proverbs 27:17. It says: “Iron sharpeneth iron; so a man sharpeneth the countenance of his friend.” When I researched what that meant, it did what a proverb usually does…made something that was commonsense very clear to me.

     A good friend is not someone who necessarily agrees with everything you do and say--it's somebody who lovingly challenges you to be a better person. We grow in maturity when we can test our thoughts and ideas against another person, and when we're open to correction when we're wrong.

     I have to admit that right now is not the most fun time to be a Principal. It is appraisal time in our school district, and we are in our infancy of using Charlotte Danielson's Framework for Teaching. The framework stresses that effective teaching is solid teaching. As for Highly Effective, to quote Charlotte Danielson, “some teachers may never achieve it consistently….it is a good place to visit, but don’t expect to live there.” This is a difficult concept for teachers to grasp. Danielson's premise is based on her belief that teaching is so very complex that it is nearly impossible to sustain a highly effective classroom--instead we see glimmers of these traits periodically.

     With that said, I DO recognize that not everyone welcomes conversations about areas for growth. This is just the 2nd year we have been using this Framework, and it causes some very uncomfortable conversations for teachers. Prior to this evaluation system coming on the scene, educators went in their classrooms and taught. Some teachers have not been observed in decades. For those folks, it is important that they know that the leadership's intentions are good and fair. 

     Speaking for myself, I love our school, I am proud of our teachers, and when I challenge them to grow, it is because I want to be the best boss possible. Being the best means that sometimes I must deliver uncomfortable news. I assure you, it would be much easier to rate everyone as perfect.  However, iron sharpens iron and a good boss sharpens their employees. :O)

Keeping the Trains Running

I admit it. I am a sucker for analogies and metaphors. I love to use them, I love to read writing that masterfully employs them, and I am drawn to people who speak with them flowering their language. During the past two weeks, I have heard this phrase, "keeping the trains running," on two separate occasions. I began to explore that metaphor and all its meanings. It caused me to reflect on my job. As a Principal, I have to guard against that feeling that just “keeping the trains running on time” is enough. In education, just making it through the school day is not enough. We MUST ensure that every child who enters our doors is learning at their challenge level. Teaching to the middle is no longer an option. We need to diagnose where a student falls in the learning continuum, and we must provide whatever is necessary to take them to the next level.
This week, I had a conversation about a 6 year old child who was signing her own homework (pretending to be the parent) because there is no parent support at the house. How very sad that this child has no parental guidance, but how very exciting that this child has a teacher who challenges her and gives her the desire to learn and succeed. Teachers are the only bright spot some of these children EVER have. I ask that our faculty capitalizes on every minute we have to motivate a child to learn and to improve their circumstances. That little girl who is signing her own papers (in crayon by the way) may be very successful with the support of every teacher she meets while in school. It is my great desire that she has this support at every grade level while attending our school, Cherry Street. So, while we do want things running smoothly, we want to avoid derailment, our jobs are so much more than just keeping the trains running. It is about the journey that we give to our passengers, the children of this world.

Digital Learning Day

When I set out to write this BLOG, it was with the goal of stretching myself beyond my normal boundaries with technology usage. I have always been savvy with technology, and I consider it a hobby of mine to learn everything I can about educational technology in all its amazing forms. But, I had never written a BLOG, and I felt that if I wanted to move my teachers forward in Digital Literacy, I should model the behavior I was asking of them...I should do something uncomfortable yet challenging and positive. So, the result is this BLOG, and tonight I am creating my 10th post. 

Because I am putting my self  "out there" and harnessing the incredible powers of social media, my district technology team has been extremely supportive. After reading my Cheetah Chronicle (something other principals call their Monday Memo) which contained an article about DLD (Digital Learning Day), several of our teachers signed up to participate in the National Digital Learning Day celebrations. The district technology leadership sent the local news media over to film our students interacting with the technology.

What you see here is the video they posted on the web and aired on our local news station.   I am so proud of our district, our school, our teachers, and our students. My vision for a global technology presence by our school is just beginning. I see the teachers who are excited about technology. I see how engaged their students are as a result of the embedded tech. tools and strategies that teachers are premiering in classrooms. Cherry Street is on its way to celebrating Digital Learning every day and not just one day a year.