Category Archives: Leading a Learning Community

A Fine Balance

I was sitting in Starbucks, listening to music, and reading blogs, when I came upon Amber Teamann’s post titled, “Collaboration…who doesn’t have time?”  I thought about her post, and linked it to my own thoughts on collaboration, and honestly, sometimes our over-emphasis on collaboration in schools. We tend to swing from one extreme to another in education, and I think about my own experience in the profession.

As I have become older, I have become more of an introvert, and my time sitting in a coffee shop, with headphones on, NOT talking to anybody has become pretty important to my development as a learner.  Many schools have adopted “common planning time”, with the idea that it is beneficial to work in teams to learn from one another while also ensuring that we work together to create the best learning opportunities for our students, shifting away from “prep” time alone.  In my opinion, a balance is important.  I need time bouncing ideas off of people and having conversations, but it is so necessary for me to make my own connections to my learning.  If you think about a teacher’s work, you are spending the majority of your time with students, then on the times, you are in meetings or professional learning with others. Where do we have built in time for reflection, connecting, or processing, which are so crucial to our learning?  If we don’t build that in to our own professional time, why would we build it into our classroom time?

Years ago, I heard of a school that actually had two hours a month on a professional learning day where you were NOT allowed to talk to anyone else on staff. No conversations, no phone calls, no emails.  You were on your own.  Some people might hate the idea, but in a time where our lives are seemingly becoming faster, the idea of slowing down seems kind of nice.

I spent the weekend with a friend and he was talking to his son about his “quiet” time later in the day.  It wasn’t a time for a nap (necessarily), but just about having some time to be on his own, for his development, not just for the sake of being alone.  It really got me thinking about our time as professionals,  Would slowing down, having some time to process, connect and reflect on our own be as crucial as collaboration for our growth?  Is that time built into our school year?  I think in an “always on” world, the opportunity to just be on your own for some time is crucial.

An Acronym Leading to Empowerment in Schools (CEE)

There are so many acronyms in education, that it could become a little overwhelming.  Not only because they are so many that educators could remember, but because they are often targeted to a specific area, not education as a whole.  Although acronyms are meant to be simple to remember, they can often lead us to focusing on something other than deep learning.

For example, many educators love promoting the use of the SAMR Model (Substitution Augmentation Modification Redefinition) for technology use in the classroom.  The idea behind it is solid; what are you doing with the technology that you couldn’t do before? But the idea that a teacher that struggles with technology is going to start talking about “redefinition” in their use of technology is unlikely, and might even scare them away.  I also think that it can also push educators to lose focus on students as individuals, as learning is something that is very personal.  For example, if I am the student, and I write a complex novel using a word processing platform, technically that would fall into the “substitution” category, since a student could have simply written the book with a pencil, but would they have done that?  I write more now than I ever did as a kid, but I don’t necessarily do something I couldn’t do with a pencil. Does that model sometimes get us to focus too much on what we are doing with technology, and not enough on the personal elements of learning?

I know there is more to the SAMR model than what I am probably suggesting, but I still think that some of the best learning that can happen doesn’t necessarily need Internet access or “technology” in the way that educators refer to it. With so many initiatives in so many places (assessment, healthy living, self-regulation, and so many others), is something focused solely on the use of technology in the classroom helpful or does it become another “thing”?

So I was trying to think of an “acronym” that would be applicable to all aspects of learning, although not all-encompassing of all it’s intricacies.  I thought about something that would make people think about how we are getting students to a new level of their learning, and in my head popped up these three words; Compliant, Engaged, and Empowered (CEE). Although I see the three as separate, with empowerment being the most crucial part of this process, they are not necessarily exclusive from one another.

Bill Ferriter really got me thinking about this last year when he talked about how “engagement” and “empowerment” are not necessarily synonymous, and I love this visual that he shared:

Engage or Empower?

 

And although compliance has become a bad word in education, there are elements of it that are necessary in education and our world today.  For example, I look back at my childhood and wish that I would have stuck with piano although it did not make much sense why I would do at the time.  You do not get to the “deep” learning without sometimes starting at the surface level.  Even if you look at how some people would consider teaching their “calling”, I rarely hear too many teachers talk about their excitement in doing report cards; we often do report cards because we have to, not because we want to.  If schools build a culture that focuses only on compliance with teachers, it is not going to be a place where students want to be.  Empowered teachers often focus on empowering students.

“What we model is what we get.” Jimmy Casas

In some areas, compliance is never something that a person goes through, as they can be immediately engaged (that was how I felt about learning to play basketball), if compliance is the beginning of learning and maintained throughout the duration, it will also be the end.  It is important to move to the point of engagement and ultimately empowerment, although the two are connected.

To try to make more sense of this, I tried to sort “Compliance, Engagement, and Empowerment” into a few areas to go deeper with the idea.  I wanted to try to write some quick definitions of each area in their connection with learning, understand what it looks like in school, put it on the “Simon Sinek” scale of understanding the “why”, and then put it into an example of learning in a particular area (using Twitter for professional learning as the example).  Here is what I came up with:

Screen Shot 2015-01-07 at 7.59.52 PM

As stated earlier, some of the parts are not mutually exclusive.  You will not be “empowered” unless you are “engaged”, but you can be “engaged” without being “empowered”.  It is also important to note that simply “making” and “creating” does not mean that an individual is empowered.  The process of “making” can still be very compliant if the learner does not connect on a deeper level as an individual or see the process as meaningful to their own work. Creating is not simply “empowerment” unless the learner sees value to what is being created and connects with the learner on an intrinsic level.  Also, being empowered is not necessarily something that is achieved in all areas of learning, but if it is never achieved with a student, then why would they ever want to be in school.  Being “empowered” shows the student they are valued for their strengths and passions.  This is essential to success in all facets of school.

What is also important that this acronym (for lack of a better descriptor), is not exclusive to technology, nor should it be.  I asked a friend to put in their thoughts with the same table on the subject of learning “dance”.  This is what they came up with:

Screen Shot 2015-01-07 at 8.10.35 PM

Remember “square dancing” when you were in school (or was my school the only one doing this)?  That is something that I did because I was told to do, and even though we “choreographed” our own dances, this was not an “empowering” time for us in school.  Looking back, I wonder if this was taught because “dance” was in the curriculum and this was the easiest way to teach us, because I am not sure why we spent so much time every year doing this.  Now with all of the different options that we have to learn different styles of dance from sources like YouTube, from people all over the world, it is more likely that there will be something that our students will connect with, and want to create on their own.  I have seen our students want to dance more than I ever did, and I think options matter when we are looking to empower our students.

This idea is in it’s early stages and I am still trying to wrap my head around it, but with all that we do in schools, I am hoping that this is simple enough to help us think about how our learners feel about their experiences in school and what we are creating.  I am hoping “simple” leads to “deep”. 

Motivation is key to learning, and this table could be used easily in terms of leadership (I am planning to write about that in the near future), but in school, compliance should not be the standard that we are looking to achieve, and engagement is not enough.  A student that is empowered will know that they are valued and are more likely to be successful in so many areas.  That is the ultimate success.

Fresh Eyes

One of my favourite, non-education blog is “Marc and Angel Hack Life“.  It is filled with quick reads that are uplifting and sometimes give me the exact motivation I need to go on with whatever point I am at during life.  I love this story that they recently shared:

“Four monkeys were placed in a room that had a tall pole in the center.  Suspended from the top of that pole was a bunch of bananas.  One of the hungry monkeys started climbing the pole to get something to eat, but just as she reached out to grab a banana, she was sprayed with a torrent of cold water from a hose.  Squealing, she scampered back down the pole and abandoned her attempt to feed herself.  Each of the other three monkeys made similar attempts and each one was drenched with cold water.  After making several attempts, they all finally gave up.

The researchers then removed the water hose and one of the monkeys from the room and replaced her with a new monkey.  As the newcomer began to climb the pole, the other three grabbed her and pulled her down to the ground.  After trying to climb the pole several times and being dragged down by the others, she finally gave up and never attempted to climb the pole again.

The researchers continued to replace the original monkeys, one by one, and each time a new monkey was brought in the others would drag her down before she could reach the bananas.  In a short time, the room was filled with four monkeys who had never received a cold hosing.  None of them would climb the pole or allow other monkeys to climb the pole, and not one of them knew why.”

This is such a great story, especially for any school culture that thrives off of the idea, “but we have always done it this way.”

Recently speaking to a group of principals, one of the challenges that I shared with them was the idea of walking into their schools with “fresh eyes”, no matter how long they had been there for.  What this means is to take a step back, look at what you are doing in your school or even your own practice, and just ask the question, “why do we do this?”  This is not just for the practices that you may perceive as negative, but positive as well.  In fact, this might be especially the things that you may perceive as positives.  “Awards” used to be one of the things that I only thought positively about in schools, but after taking a step back and trying to look at it with “fresh eyes”, something didn’t seem right with the process and I have thought differently about it ever since.

And it is not just about looking at schools or classrooms with this perspective, but also your own habits that you have as well.  Jon Spencer has one of my favourite blogs because he constantly questions both old and new practices, organizationally and personally.  His open thinking helps me to look at my own beliefs and practices and take a step back from myself as well.

Through the process of stepping back and trying to understand “why”, it is crucial that we are willing to be persuaded into a new way of thinking.  I recently saw a tweet that suggested a very useful activity for schools where you would describe the last time someone changed your mind on something, and how they did it and what they said.  If you can’t come up with an example for yourself, what does this say?

One of the hardest things to do in education is to not change others, but to change ourselves.  If we are willing to take a step back and ask questions, just like we encourage our students to do, we might see something that we hadn’t before.

3 Questions To Shift the Focus to the Learner

The teacher evaluation process sometimes seems a little ridiculous.  For many boards, a principal will formally “visit” a teacher 2-3 times, and from those observations (and obviously some other observations throughout the school year), they will write an evaluation on that teacher.  As a new teacher, it is tough to feel comfortable with an administrator in the room so they often get “the show” which is not really reflective of what teaching and learning looks like in the classroom.  I did the same thing as a teacher. Those few observations didn’t really resemble what I did throughout the year, and it was often a reflection of what I thought my administrator wanted to see (kids quiet, sitting in rows, respectful of my dynamic up in the front teaching with my amazing lesson), not how I taught the majority of the year.  I don’t think my teaching was ever a “lie” during that time but often an exaggeration.  It is easy to get nervous during this process.

Although many boards still have to do the three observations, I think that the process needs to focus more on the learner.  For example, instead of telling someone how they taught based on those observations, I challenge administrators to ask the following questions:

What are you strong at?

Where do you need to improve?

What are some things that you are going to do to become a better educator?

The important part of this process is to really let the learner talk.  If the focus is on their teaching, then the learner should be the one sharing what they know.  If administrators started to do this, what would the “trickle-down effect” be in the classroom?  What if you asked the same questions of your students (modified for age level obviously)?  Would this not be the type of assessment that not only summarizes learning but actually an assessment to improve learning?

I would love to hear the practices for teacher evaluation that are happening in schools that go against the traditional model.  What do you got?

3 Assumptions We Shouldn’t Make About Educators

I haven’t had my own classroom of students for a few years, but I always try to remember what it was like to be a teacher, and always try to start from that viewpoint.  It bothers me when I see posts or videos talking about how so many teachers are not willing to do something better for their kids, when every single person that has “embraced change” was at some point doing things previously that they would question now.

I talk a lot about the importance of using technology to enhance learning and relationships, but I didn’t always believe it was important.  It took a lot of suggestions and support from others before I started doing things differently in my practice; it did not happen overnight.  That being said, just like so many other educators, I still have a lot of room to grow in so many areas.  There are so many aspects of education that are important to the development of our kids, and teachers are juggling so many things that they have to do, many of which have little to do with teaching in a classroom, but are admin tasks.  Instead of wondering “why aren’t people moving faster?”, we have to take a step back and get rid of some of the assumptions that people make about educators.  Below are a few that stick out in my mind.

1. Educators are not willing to embrace change.

I think for many educational leaders, this is an easy way out.  It puts the blame others instead of looking at something internal.  Simply telling someone that they should change their practice, and it reminds me of how sometimes people are just bad at selling change in the first place.  I have seen a lot of people talk about the importance of change, but by the end of listening to them, you feel terrible about what you haven’t done as opposed to inspired to do something better.

\Making people feel like crap is not the key to getting them to do something different and will not lead to sustainable change.  What is important is that people experience something different themselves, but also that they are valued for what they do.  If an educator knows that the change is something that will be better for kids, they are more likely to start doing something different.

There are so many things that an educator has to do, so I think it is actually good that many of them are critical about what they put their efforts into.  Have you ever had an initiative in your school that has come and gone and shown no impact on students?  Not all change is good, but I believe if an educator can see the value in it for their students, they are more likely to embrace it.

2. Educators don’t want what is best for kids.

Educators know that they are going into a very giving profession, where the pay is traditionally not that great.  The majority of them want to make a difference.  It is cool when some students get opportunities like Innovation Week, but sometimes kids show up with no food in their stomachs, and making it through their day is a huge accomplishment.  Doing the “innovative ideas” might not be possible for that kid.  There are so many variables to our day as educators, and teachers are rarely ever just teachers.  They take care of kids in so many different ways because of they didn’t, there is no way some kids would be successful in any aspect of their lives.  If every classroom and group of students looked exactly the same, teaching would be easy, although in my opinion, not very rewarding.  The diversity is what makes education so great.  That being said, most educators are doing what they believe is best for their kids.  No one wakes up in the morning wanting to be terrible at their job.  We need to always remember that.

3. That all educators do is teach.

It disheartened me to see an educator friend, who is brilliant and I would want teaching my own children, talk about how they had to get another job to make ends meet.  I have heard this from several people.  To think that a person who would have to work two jobs (one of them serving children all day) would not only have the time or the energy to learn new things, is pretty presumptuous.  Just being a teacher, takes a lot out of you.  We can’t assume that all of our efforts go simply into teaching.  There are so many other aspects of our lives.

It is not only the cases where teachers are juggling another job, but also other aspects of their life.  Many people have so many things going on in their lives, yet we assume that so many should put all of their time and energy into becoming the greatest teacher of all time.  Some people are lucky if they can make it through the day because of whatever is going on in their lives.  This is not only in education, but in all professions.  We want to be great friends, partners, parents, siblings, or whatever, and sometimes teaching needs to take a little bit of a backseat to the other things in life.  Does this mean a teacher doesn’t care about what they do? Not at all.  But I am firm believer that I would rather have a teacher that is focused on being a whole person, than simply focusing on being a teacher.  Personally, some days it is/was hard for me to get up and do my job because of other things going on in my life.  We always have to remember that there is more to a teacher than being a teacher.

Do some teachers not fall in line with what I have shared? Absolutely.  There are bad people in every profession.  I guess my point is that when we make generalized assumptions about others in our profession we are already starting in a deficit.  Trusting someone is doing the best they can before they prove it to you, is an important part of leadership. We have to give trust before we earn trust in many cases.  Assuming the worst of others will not get us to grow as a profession.

The “Want” and the “Way”

In my work with a school in Ontario, I met a teacher who had a story that really resonated with me.  As we were talking about the changes in school, she had shared with me and publicly with the group, how after three years on a maternity leave, she came back to a totally different place (school) from what she had remembered.  If you think about all of the times that we see “school isn’t changing”, in many places, three years might seem like 30.  It is a long time to be away.

The really powerful part of what she shared with everyone really took me back.

She told me that she was teaching “Mitosis” to her students with an overhead projector using transparencies, and Lisa told me, “It sucked so bad that I was bored”.  It bothered her.  You could see it in the way she told her story.  She wanted to do better, but she wasn’t sure how to get there.  I spent some time showing her and others some of the learning that can be done by connecting with  experts (other teachers) through social media, and I explicitly told her that I was the last person to give her tips on teaching science, but I could help her connect with other science educators.  She was amazed by everything that was out there.  You could see her wheels turning and her eyes becoming wide open.

The best part  of this story, is that this was only about three weeks ago.  Then last week, she sent me the following tweet:

 

How awesome is that? I showed her the “Twitter in 60 Seconds” video and in a very short time, she had her students create “Mitosis in 60 Seconds” videos.

In an extremely short time, she was shifting the focus from her teaching to their learning.  I was so proud of what I had saw that I teared up when I saw it.  Can you imagine when a teacher gets really excited about their learning, the difference that makes on their students?  Lisa, in short, is awesome.

This just was a reminder that with so many educators the “want” is there, but sometimes they just need help to find the “way”.  

Talking with Doug Peterson, he shared a story about how no educator gets up in the morning wanting to do a terrible job.  The vast majority of teachers want to do great stuff for their kids, and we need to help each other to show the opportunities that exist now for ourselves and our students to really embrace better learning opportunities.  I really believe that this single step for Lisa, is the first of many leading to some really great learning.  When we want to get to greater heights, every step leads to building confidence and competence, and for many, that first step is the toughest.  Watching Lisa, and feeling her enthusiasm for what she is doing, reminded me why I do what I do, and that change doesn’t need to take forever.  That excitement from her is contagious.

Sometimes, that first step is all you need to go on to do something great.

Questioning Forward

I had the honour of addressing the Trillium Lakes District School Board in Ontario recently, and I was amazed by the culture of learning they have created.  They were an enthusiastic group and seemed to just want to keep pushing themselves to get better and better.  These days are awesome for me as an educator because I feel I really grow through the process even though I am the one “delivering” the workshop.

I was inspired in listening to Andrea Gillespie, one of their superintendents, the night before, and the board’s vision of constantly moving forward and growing as a learning organization.  You could tell by her stories that this was not just something they said, but something they lived.  The feeling I got was that they were not a board that felt they had “arrived” because they know that great organizations never stagnate.  Education will always have a target just out of reach because of the consistency of of change, and instead of being frustrated by this notion, they build upon it.  It is not that they aren’t a great organization, if anything, quite the opposite.  Growth is continuous as is learning and this is something that they are aware of and embrace.  It was refreshing.

One of the ways they keep this momentum moving forward is by starting their professional learning opportunities by stating the following:

“We are a board questioning our way forward.”

EEK!  I love this!

This sets quite the tone and embraces the notion of the innovator’s mindset of constantly learning and creating better opportunities for students.  This phrase really struck me and is something that we need to embrace in our work.

When I thought about it deeply., there is a difference between saying, “we need to ask questions” and “questioning our way forward.”  Often, when I hear questions, they are more like statements about how this won’t work disguised as questions.  For example, I will hear things like this:

“This is great, but what about standardized tests?”

or…

“You showed me some really great stuff, but when we are going to find time for this?”

Both of the above are questions, but seemingly leading to a dead end.  What if we tweaked these questions to ask the same thing but to find solutions instead of looking for problems?

“How do we move forward with these initiatives while still ensuring that our students are doing well on standardized tests?”

or

“What are some suggestions you have to create time to make this happen?”

Again, both questions but they are not dwelling on problems but instead looking for solutions. Simple tweaks that make a world of difference.

Questions are so crucial to our growth, but I think we need to focus on phrasing them in a way to find ways to move forward, not to stand still.  In education, stagnation is the equivalent of moving backwards and in a world where change is the only constant, asking questions to move forward is something we need to not only teach our kids, but embrace ourselves.

 

“Visibility Creates Accountability”

Often when I am doing workshops on social media in education, I start off the day asking how many people are on Twitter in the room.  More and more hands are going up in education, and people are starting to see it.

Without any prompting or even teaching how to use Twitter, throughout the day, I ask if people signed up during the day and usually several hands go up.

So why is that?

I think a lot of it has to do with the beginning of the day and seeing how many other educators are using Twitter and raising their hands.  Those hands create both a pressure and curiosity in educators that they want to check it out for themselves.  As I discussed this yesterday in my workshop, one of the participants summarized it up in a single tweet:

I loved that thought. So simple yet so powerful.

The more we start showing what is happening in classrooms, and the more visible it becomes, the more I hope it sparks that feeling of both pressure and curiosity in educators to keep pushing themselves to embrace improving their practice.

Blog Posts on Leadership Development

I have really focused on “innovative leadership development” in my work, and have written about it extensively in my work.  Because of this, I wanted to collect all of my posts that have really focused on leadership in a time where leadership really needs to change.  Please feel free to use the posts in any way to help you with your own development, or challenge any of the ideas that I have shared.

The posts are organized into two areas: Developing LeadershipandEmbodying Visionary Leadership“.  It is meant to help develop a vision and understanding, and then to talk about what it actually looks like. (For a static page of these posts, you can check out the “Leadership Deveolpment” page on my blog.)

Developing Leadership

Educational Leadership Philosophy – This is the post that leads to all of other things.  I think it is a great practice to be able to write your own leadership philosophy so people understand why you do what you do.  It is also something that I will revisit and tailor since a leadership philosophy should not stay the same for the rest of our lives.  It should change on based on who we serve, and what we learn.  It should constantly be pushing you to move forward. 

8 Characteristics of the Innovative Leader – As we continue to look at teachers, students, and learning becoming more “innovative”, it is important that leadership changes.  As administrators often set the tone for their district or their building, if they are saying the same, it is not likely that things are going to change in the classroom.  Leadership needs to not only “think” different, but they need to “act” different.  This post talks about some of those characteristics.

5 Questions You Should Ask Your Principal – To develop a powerful vision, it rarely starts with answers, but more often with questions. This post focuses on questions in five crucial areas: Fostering Effective Relationships, Instructional Leadership, Embodying Visionary Leadership, Developing Leadership Capacity, and Creating Sustainable Change.  How do you lead in these areas?

3 Questions To Guide Your Vision – One of the things that I feel is important in a leadership position is that you build capacity and create an environment that eventually will not need you. To create a vision, you have to think about your long term impact, and how you will develop people to create a culture that is not dependent upon a person, but on the community.

Want someone to see your viewpoint? Ask them their thoughts first. – When I believe in something,  I used to spend all of my time trying to “sell” that idea to others and trying to get them to embrace what I saw.  If people didn’t agree with me, or my viewpoint, I would often got extremely frustrated and get nowhere closer than where I was before.  I hear this same approach from so many other people who tell me about the countless hours they try to get people to “embrace change”, and what I have learned is to spend less time defending your position, and spend more time asking questions.

Embodying Innovative Leadership

4 Attributes of a Great Assistant Principal – Being an Assistant (or Vice) Principal, was one of my favourite jobs.  As a principal, my AP’s were amazing and they helped to make me a better leader. They were always open to learn and develop; not only from what I would share to them, but from the experiences that they had with staff, students, and parents.  I expect great Assistant Principals to focus on building relationships with the entire school community, are approachable, are change agents, and ALWAYS have the idea of “what is best for kids” driving their decision-making.

The Need for Courageous Leadership – This is a great example of a leader that models risks for their faculty, and leads through actions, not simply words.  Does your school have the courage to let a student tweet on the behalf of your school account? If not, why?

4 Types of Leaders You Shouldn’t Be – Working with many different organizations, I have heard either the frustration from educators within the organization that feel like they are running on the spot, while also working with administrators that are more focused on holding down the fort as opposed leading with vision.  These are some qualities that you or I could be doing, without even thinking about.  It is so important to take a strong look in the mirror and think about the things that we would hate as an educator in our building.

21st Century Schools or 21st Century Learning? – The mass purchase of devices for schools is happening way too much without the crucial conversations about what learning should look like in the classroom.  This is actually frustrating many teachers that I have spoken with; it just becomes another thing that has been dumped on educators, not something that is going to make learning better.  There is definitely some value in playing with a device and figuring out some of the amazing things it can do, but should we really be doing that by buying devices en masse? Shouldn’t we try to figure out what the learning look like and then discuss the device? 

3 Things We Should Stop Doing in Professional Development – There are a lot of things that we have just accepted as “norm” in our professional development, but we should always deeply look at how we spend our time with staff.  Time is the most valuable currency we have in schools so it is important that we get the most out of every interaction we have together.  In this post, I look at three things that we should not accept as simply the norm.

5 Characteristics of a Change Agent – As a leader, it is not just teaching “stuff”, but it is helping people to see the importance of embracing change in our work in schools today.  We often lament at how people are terrible at accepting change, but in reality, many leaders are just poor at delivering why change is important or crucial. All people want to do something better, but what are the characteristics of leaders that successfully move people along?

Hopefully there are some things that you can take away from these posts, or share with others.

Innovation Doesn’t Happen Behind Closed Doors

Whether you are starting off as a new administrator, or you have been in the role for awhile, it is important that you “make your mark” and bring your own style to a position.  Just like your teachers want to make an impact with their students, you want to make an impact with your school community.  Doing something “awesome” is important as administrators should feel that they are contributing to the growth of the school, not simply the management of it.

In my own experience, it is easy to lock yourself in a room, work on some great ideas, and come out with something (you believe to be) new and amazing.  Yet closing yourself off and focusing on being “innovative” often leaves you with great ideas that will get nowhere, because you have not created the relationships needed for people to feel safe trying something new.  If you don’t spend time in the classroom and see what the inner-workings are of what learning looks like every day, your ideas can become great in theory, but unattainable in practice.  It is important to recognize that innovation is a human endeavour, and if you are going to put too much time into something, it should always be people, not stuff.

So what is a great step to help move this forward?  Move your office into a classroom.

Administrators have a lot of managerial duties that they have to get through in a day.  It can honestly be overwhelming.  That being said, it is rare that we don’t have access to an untethered device that we can go sit in a classroom and be a “fly on the wall”.  This helps not only with visibility of students, but will give you a great perspective of what teaching and learning looks like, and what hurdles teachers have to jump through in a day to be successful.  Is the technology working?  Does the classroom have seating that is conducive to different types of learning styles?  Does Wifi work?

Many teachers accept their classroom “as is” and do the best with what they have and they don’t say anything.  This does not make those boundaries acceptable.  By simply spending an hour catching up on emails from a classroom, you will learn a lot more about your school than you would spending an hour in your office.  You don’t have to do this all of the time, but you should do it often.

This isn’t “no office day”.  Although I love the intent behind that initiative, I find the idea of having a solitary day to go spend time in classrooms is not enough.  This should be a weekly process, if not more.  The time you spend just sitting in a classroom builds a comfort and trust level with staff who eventually don’t even know you are there.  That’s kind of the point.  If you don’t have time to go into a classroom, your priorities might be out of order.

Through this process, you might not get as much done, but you will build relationships with teachers in this process that will lead them going over-and-above for you, which in the long run, will not only save you time, but creating better opportunities for your entire school community.

Believe me, the investment is worth it.