Tag Archives: Educational Leadership

Closing Our Eyes in the Pursuit of Innovation

Just as I was finishing a presentation in Minnesota a few years ago, I knocked a glass of water over onto my computer and completely fried my computer.  Even though I had a presentation the next morning, I wasn’t that concerned because I knew that I had everything on either dropbox of google drive, and everything was saved.  What was important at that moment was that I had access to my presentation for the next day.

I went to the Apple store, and was able to get a new computer, and while my hard drive was working, I knew the old computer wouldn’t work for the presentation.  My presentation was over 1gb and as the people and Apple and myself, all comfortable with technology, waited for it to move over from Dropbox to my account, it seemed painfully slow.  We tried to figure out ways to move the file over using other cloud services, such as Google Drive, or other cloud storage sites.  No matter what we were doing, it was not uploading.  As the store was about to close, and my presentation was not completing the upload, I started freaking out.  After three hours of waiting, I turned to the other three people I was with and said, “Do any of you have a USB stick?”  One minute later, my presentation was uploaded and I was on my way.

In the pursuit to be “innovative” and use the latest and greatest, we miss the obvious answer right in front of us.  Sometimes the best way is the most direct, yet we can easily complicate things.  Far too many people in leadership try to overcomplicate ideas, yet the ability to simplify is often the easiest route to success.  One of the most important qualities of being innovative is having the ability to find the simplest route to solve a problem, not the “coolest”.

Let’s not ignore the direct route when it is right in front of us.

Building Relationships Through the Use of Technology

What do you want leaders to do with tech?

This graphic above that I  created with Bill Ferriter is something that I hope sparks conversations, but also stories of how these things are already happening in schools.  I am going to use it as a guide to show how technology can enhance, amplify, and accelerate leadership. I encourage others to share their stories from one of the “better answers” above.

Building Relationships

As I was at an admin meeting as a principal, and listening to something that really had nothing to do with the my own school or building, I remember usually using this time to catch up on email.  Since I had to stay at the meeting, I thought that I would use this time in a valuable way.  One time though, I decided that I would read student blogs since they had just started.  I was blown away by some of the things that kids were writing, so I decided to comment and share some of my thoughts with them.  This was a great way for me to connect with our students while I was out of the building and get a glimpse into their learning.

What I didn’t realize was the impact that this would have on our students.  I remember coming back to school and seeing a few of the students that I commented on their blogs and it felt like they were ready to throw a parade for me.  It was amazing at how excited they were that I simply commented on their blog, but then I thought about it.  I would have been so excited if my principal would have done the same thing when I was a student, but the reality is that when I was a kid that it didn’t exist.  Many of the students appreciated the time that I took to write something simple to them and acknowledge not only what they were creating and sharing, but also how hard they were working.

After this experience, I went out of my way to comment to as many of my teacher and student blogs, no matter what they had shared.  Reading a blog is beneficial to the reader, but commenting actually really connected to the person willing to share their thoughts. Even if it was a simple announcement of something that happened in the classroom, taking the time to read and, more importantly, comment, helped to create better connections when I saw the people trying something new in person. I would not hide myself in my office and comment to student or teacher blogs, but would do this when I had some down time, as I tried to connect in person as much as I could when I was in the building.

What I have truly believed is that technology isn’t meant to replace face-to-face interactions, but if anything, it can enhance them.  Those couple of minutes of commenting, actually created something where my students showed that they appreciated my effort, and I theirs.  Being able to show that you value someone, even from afar, is still showing them they are valued.

Technology used in these meaningful ways can create connections that we might not have necessarily been able to create from afar before.

Don’t Over Plan Day One

Leaders Today

Lately, I have been doing more and more workshops starting with nothing on my agenda.  I have a topic that I suggest we talk about and an idea of what we can work on, but what I have noticed is that we never stick to the agenda as a group, so why am I spending an inordinate amount of time putting something together that we are not doing.  My focus does not start with the learning, but with the learners.  Their questions and thoughts now lead the session, not only what I think they should learn.  Although, I don’t over plan my sessions, I believe that my understanding of the topic allows me to go in different directions.  That being said though, I will never know everything on any topic, whether I am deemed an expert or not, but because of this crazy invention called the “Internet”, and all of the people that are in the room, I know we can figure out whatever we need for that time.

As I thought about this process, I connected it to my first days of school as a teacher, when I first started my career in education. It was basically the exact opposite.  I would spend days preparing my classroom and decorating it, and even though, I would say it is “our classroom”, the items on the walls were my choice.  I would even have each child’s name written down as a welcome on a basketball, because I wanted them to feel welcome.  The problem is, the basketball was about what I loved, not what they loved.  If you hated playing sports, and you walked into a classroom that featured your name on a basketball, you might not feel very welcomed at all.

Then came the icebreaker activities.  If you are an introvert, day one is going to be extremely tough for you, because we are going to make you get up, walk around, ask and answer questions that totally make you feel uncomfortable, because the student being uncomfortable doing something they hate, is not as important as me feeling safe that the entire day is planned out with things to do.

Wrong.

What if you wanted to learn the student’s names, you asked them to create their own art to display it on which represents something they love?

Instead of decorating the room with what you think should be on the walls, ask the students what they would like the room to look like, and plan how you could shape and decorate it, over time.

Instead of planning the entire day, why not create opportunities to talk to them and learn about them, and get a feel for what your year, or even the day could look like?

If I really think about how the year started for me as a teacher, it was more about the students to get to know me, than it was about me getting to know them.  There actually should be a balance.  Trust and respect are reciprocal feelings; they are not earned only from one direction.

This is not to say don’t plan anything, but to really think about the tone you are setting at the beginning of the year with what you are doing.  Is this more about you, or the students?  Looking back at my own practices, the answer was definitive.  I am trying to get better.

The major shift here is from engagement to empowerment.  I wanted to make sure the students had enjoyed their day, but now I see the importance in not only saying that it is their room, but making it their room.  If we want to create the leaders of tomorrow, there is no better time to develop our students as leaders than today.

Change Agent vs. Change Advocate

Change Agent (1)

In 2013, I wrote an article about the “5 Characteristics of a Change Agent”, with the characteristics and descriptions below:

1.  Clear Vision – A “change agent” does not have to be the person in authority, but they do however have to have a clear vision and be able to communicate that clearly with others.  Where people can be frustrated is if they feel that someone is all over the place on what they see as important and tend to change their vision often.  This will scare away others as they are not sure when they are on a sinking ship and start to looking for ways out.  It is essential to note that a clear vision does not mean that there is one way to do things; in fact, it is essential to tap into the strengths of the people you work with and help them see that there are many ways to work toward a common purpose.

2. Patient yet persistent – Change does not happen overnight and most people know that.  To have sustainable change that is meaningful to people, it is something that they will have to embrace and see importance.  Most people need to experience something before they really understand that, and that is especially true in schools.  With that being said, many can get frustrated that change does not happen fast enough and they tend to push people further away from the vision, then closer.  The persistence comes in that you will take opportunities to help people get a step closer often when they are ready, not just giving up on them after the first try.  I have said continuously that schools have to move people from their point ‘A’ to their point ‘B’not have everyone move at the same pace. Every step forward is a step closer to a goal; change agents just help to make sure that people are moving ahead.

3. Asks tough questions – It would be easy for someone to come in and tell you how things should be, but again that is someone else’s solution.  When that solution is someone else’s, there is no accountability to see it through.  It is when people feel an emotional connection to something is when they will truly move ahead.  Asking questions focusing on, “What is best for kids?”, and helping people come to their own conclusions based on their experience is when you will see people have ownership in what they are doing.  Keep asking questions to help people think, don’t alleviate that by telling them what to do.

4.  Knowledgeable and leads by example – Stephen Covey talked about the notion that leaders have “character and credibility”; they are not just seen as good people but that they are also knowledgeable in what they are speaking about.  Too many times, educators feel like their administrators have “lost touch” with what is happening in the classroom, and many times they are right.  Someone who stays active in not necessarily teaching, but active in learning and working with learners and can show by example what learning can look like now will have much more credibility with others.  If you want to create “change”, you have to not only be able to articulate what that looks like, but show it to others. I have sat frustrated often listening to many talk about “how kids learn today” but upon closer look, the same speakers do not put themselves in the situation where they are actually immersing themselves in that type of learning.  How can you really know how “kids learn” or if something works if you have never experienced it?

5. Strong relationships built on trust – All of the above, means nothing if you do not have solid relationships with the people that you serve.  People will not want to grow if they do not trust the person that is pushing the change.  The change agents I have seen are extremely approachable and reliable.  You should never be afraid to approach that individual based on their “authority” and usually  they will go out of their way to connect with you.

What is most important about all of these characteristics, is the last point on relationships.  There is a difference between a “change agent” and a “change advocate”.  If you hold the first four qualities on this list only, you are someone advocating for change, but not necessarily making it happen.  All the vision and knowledge in the world means nothing if we are not able to connect with others; it is the equivalent of shouting into the wind.  Having the fifth quality focused on relationships, is what makes someone a “change agent”.  The only way to help people move forward is by building relationships and understanding where their journey begins, not focusing solely on where you want them to be.

Learning and Leadership

In the day of any conference, the conversations are fast and furious, and I can sometimes get overwhelmed by so much flying at me at once.  I do my best to spend time connecting with people, but sometimes the conversations that are had don’t stick with me at first, but resonate with me after I have had some time to decompress.

One of the things that has stuck with me from one event, was a person in an administrative position, approaching me and saying, “after I listened to you and thought about what you were saying, I realized, I am the barrier that is holding us back.”  I am not sure what her position was, but I was amazed by the honesty of her reflection.  She also shared that she did not want to be that person anymore, and was going to try and create different opportunities for those that she served.  It was a humbling conversation that has really been stuck in my brain.  I honestly can’t stop thinking about it because of the courage that she had in sharing that or even being able to say it out loud.

Something I have been saying lately in some conversations I have been having is the following:

“There are people in this room, no matter how compelling of evidence or ideas that I have shared, or the experiences that I have tried to create, will do nothing different tomorrow.  Are you that person?”

It is a comment meant to challenge and push people out of their comfort zone, while also imploring them to reflect on their learning.  I have learned that ideas and my own thinking changes over time, and by being open to challenge and growth in my learning, is how I model what I hope to see in others.  I am never expecting someone to do exactly what I have shared or even not challenge my thoughts, but I am hoping they take action and ownership on how they can move forward.

But with that being said, I am hoping that people not only think about what they have learned, but also how their learning impacts others.  Every single person involved in education is in some type of leadership position in the way that we serve the needs of others, whether it is students or adults, and our willingness or lack thereof to grow, impacts not only ourselves, but others.  This one administrator reminded me of that in her brave way she shared her self-realization.  The willingness to be able to reflect and to identify how your actions and growth are affecting others, is a powerful trait of a leader who wants to make a difference.

“In education, our learning not only impacts our own growth, but the growth of others that we serve.”

 

Understanding and Removing Barriers

Grant Wiggins, a visionary education reformer who has made a tremendous impact now and will continue to do so even after his recent passing, and was one of the developers of “Understanding by Design” (with Jay McTighe), shared a powerful “guest” blog post of a learning coach mirroring two students for a day each in her school (it was later acknowledged to be written by Alexis Wiggins).  Here was the initial plan for the process from Alexis:

As part of getting my feet wet, my principal suggested I “be” a student for two days: I was to shadow and complete all the work of a 10th grade student on one day and to do the same for a 12th grade student on another day. My task was to do everything the student was supposed to do: if there was lecture or notes on the board, I copied them as fast I could into my notebook. If there was a Chemistry lab, I did it with my host student. If there was a test, I took it (I passed the Spanish one, but I am certain I failed the business one).

The post was telling as it shared how much Alexis struggled through the process of “being a student”, and it led her to the following three key takeaways:

    1. Students sit all day, and sitting is exhausting.
    2. High School students are sitting passively and listening during approximately 90% of their classes.
    3. You feel a little bit like a nuisance all day long.

Now the point of sharing this is not to challenge the ideas that she shared (as this is from the perspective of her school at the time), but to think about the process.  This is not the norm for many students in schools around the world, but as leaders, how do we know this?  Do we often make assumptions in what is happening in our school, or do we actually experience something different?  One of the toughest groups to teach in the world is other teachers, and to go from that viewpoint, some of the expectations we have on our students, is not something we could handle for an hour, let alone, a full day.  The one quote from the blog post that really resonated for me, was when the student was asked about her perspective in class:

I asked my tenth-grade host, Cindy, if she felt like she made important contributions to class or if, when she was absent, the class missed out on the benefit of her knowledge or contributions, and she laughed and said no.

I was struck by this takeaway in particular because it made me realize how little autonomy students have, and how little of their learning they are directing or choosing.

Can you imagine going to a place every day where you felt your voice didn’t matter?  That part shook me.

The power of this post was not only in what was written by the author, but also the comments (there were 285 as of the time that I referenced this article and probably they will continue to receive more), that came from a variety of people, including students and educators.  The comments had a range of stories shared from personal experiences as a student, and struggles to accommodate something different as a teacher.  The reality of the learning environments that happen in our classrooms, are that they are not only created by the teacher, but the entire school.  If this is what school looks like for our students, what are we doing as leaders to help support to create something new?

The Impact of Our Decisions

One of my own thoughts as a central office administrator, was to be in our schools as much as often, to support our educators.  If you really love education, this can never happen enough, but I saw this as crucial to the work I was doing.  If my decisions had an impact on classrooms, then I better experience and see the impact of those decisions.

What I would often do is take my laptop and sit in a classroom in a school for anywhere between three to six hours, where I would get to the point that the teachers and students did not even notice I was there.  That way I could really see what their experiences looked like.  What I struggle with in our mobile world, is how reluctant we are to take our computers as leaders and do some of the administrative work in our classrooms?  I could answer my email a lot faster in my quiet office, but there are so many reasons why I would rather do it in the classroom.

What needs to be clear in this process is that I was not there to evaluate the teachers.  In fact, it was more to evaluate the environment that was created by the school district.  What I had noticed is how much “other stuff” teachers had to do, to make things work.  Whether it was going through an arduous logon process with students, or constant issues with WiFi, they looked less like teachers, and more like magicians.  From an IT department perspective, Internet is often “fast” and the logon process is quick, but times that by 20-30 students in a classroom (if you are lucky), and you have many frustrated educators that go above and beyond to create powerful learning opportunities for our students.

If we want “innovation” to happen in our schools, we have to be willing to sit in the environments where it is going to happen, and be able to not only discuss teaching and learning, but also do everything in our power to remove barriers from those that we serve.  One of the things that I have noticed in education is that we do not need “managers”, but we need “leaders”.

The truth is we need both.

We need leaders to have a vision of where we can go in our schools, but the “management” part is about making sure we have what we need to get there.  Stephen Covey (paraphrased) said that we manage things, but we lead people.  The educators that we serve, need the “things” to work if we truly want to create a “culture of innovation”, and support in creating an environment that we would truly want to be in as a learner ourselves.

Do the best leaders really just leave people alone?

Once you stop learning, you start

I often ask educators what qualities they like most in their administrator, and the following statement really makes me cringe:

They just leave me alone and let me do what I want.

First of all, I understand the needs for both trust and autonomy and how it is essential to motivation, but there is also a larger purpose to what we do in schools.  If we truly believe that schools are greater as a group than simply individuals, simply “leaving people alone” is probably not the best approach.

I think about the best leaders that I have ever had, and how they have balanced this approach of trust and autonomy, while providing strong mentorship.  This is not necessarily in telling you things to do, but often by pushing your thinking and abilities through asking questions, and challenging perceptions, without micro-managing.  I have always craved mentorship in whatever role that I have taken, and find that I do much better when I have someone who is pushing me in my work.  I love the idea that “if you are the smartest person in the room, you’re in the wrong room” (often attributed to Michael Dell).  We only get better when we find those that truly elevate us.  Leaders are meant to unleash talent, not control it.

If you think that you have outgrown leadership, what are you doing to continue that growth? Books and blogs are great to push your thinking, but in my opinion, they never beat the conversations you can have others.  Great leaders not only create spaces where they challenge your thinking, but they encourage you to do the same with themselves.  That is part of what makes them great leaders.

Early on in my career, I remember asking my mentor teacher what I needed to do to meet the highest standards of my internship.  She would give me space to make my own mistakes, but she was also always there to not only encourage me, but to ask questions, and push thinking as well.  It was such a great experience that I can’t imagine doing it another way.

I love the following quote:

“Once you stop learning, you start dying.” Albert Einstein

If we just want our leaders to “get out of the way”, it may suggest that we are either not really open to learning or perhaps, we might be in the wrong room. Neither situation is beneficial to our own development.

Change is an opportunity to do something amazing.

I have had the privilege to speak in Indiana for their “Summer of eLearning” events over the past three years and I have been able to see snapshots of the state, that have given me some perspective.  The growth not only in the conversations, but the opportunities has been significant as a whole.  Years ago there were educators that were pushing the boundaries in the state, but there seem to be a lot more and I know that it is because of the persistence of many levels (top down and bottom up) that have made this possible.

What I have been thinking about how we have to realize that it is not only learning that is differentiated, but at the rate that we are accepting of change.  For some, change is happening too slow, but for others it is happening too fast.  It is the Goldilock’s conundrum that we are facing; how do we make it happen so the pace of change is just right?

Short answer? We can’t.

We have to realize that in educators are not simply educators. They are mothers, fathers, sons, and daughters.  There are so many other things that are happening around them that many of us can’t fathom.  I have good friends that are doing amazing things in spite of the things that they are dealing with at home.  In fact, sometimes they do these amazing things because it helps take away from some of those things they have to deal with.  I know that sometimes when I struggle personally, it is easy to bury my head and drive forward professionally. Sometimes when I struggle personally, professionally I also struggle.  It is dependent upon many factors.

This is a profession where humans are dealing with humans.  The amount of variables that we deal with daily are infinite as a profession.  

So do we give a pass to those that aren’t open to change? Not a chance.  Change will happen with or without people, but it is up to ourselves to evolve, adapt, and thrive.  What is important that we need to recognize when people are moving forward, not necessarily their endpoint.  One of the ideas that I have embraced in my role is that we help move people from their point ‘a’ to their point ‘b’. Movement forward is necessary.

Sometimes it is easy to think education has not changed in the past few years, but if we sat back and took snapshots, I know I have personally seen growth in the profession.  The conversations on assessment, learning-centred classrooms, innovation, and mindfulness are things that were not the norm when I started teaching.  This doesn’t mean that we can’t be frustrated with many of the barriers that are still in the way to help us move forward.  I encourage you to continuously challenge them.  What is important though is that we sometimes take a step back and appreciate some change that has happened.  I know personally that we move a lot further forward when we focus on strengths and show appreciation for one another, than we do when we criticize.

And just so you know, if education is truly learning focused, we will never get there (wherever “there” is).  Growth and change is part of the process of learning, and as organizations and individuals, we will need to embrace that.

Thinking of my dad on this Fathers’ Day, I looked at his actions, and the one thing he always reminded me of through his actions is that change is an opportunity to do something amazing. The more we embrace that notion, the better we will all be.

Change is an opportunity to do something

5 Questions To Drive Personal-Professional Learning

Image created by @GregPearsonEDU using Canva.

Image created by @GPearsonEDU using Canva.

In a world where more and more people realize their voice matters, simply engaging people is not enough.  People need to feel empowered in the process of work and learning.  The shift from compliance to empowerment is essential in organizations today.  With that in mind, how do we help people grow? The question is not, how do we motivate them, which is an entirely different idea.  Motivating others is possible,  but it is not long lasting.  We can only truly motivate ourselves for any sustainable amount of time, this is not something that can be done for us.  Leaders need to look at how we create environments that remove barriers, and support the development of the innovator’s mindset in individuals.  Leadership’s job is not to control people, but to unleash talent.  The environment and processes we create are important in helping people find their own way and strengths.

Yet we too often focus on external “motivators” to be the driver for change or even learning.  One of the biggest shifts in my own thinking in the past few years is how learning is such a personal endeavour, yet we try to package it up and decide the paths and passions for others.  Stephen Downes summarizes this sentiment nicely:

“We have to stop thinking of an education as something that is delivered to us and instead see it as something we create for ourselves.”

With that being said, there is a lot of professional development that is working to “incentivize” learning with the use of external motivators.  Immediately doing this, in many ways says that it is not something that is important to learn without the incentive, or else we haven’t take the time to focus on the “why” of the learning.  If people don’t understand why we are learning something, it will not stick.  They need to make their own internal connection.  I understand though that in some areas, I don’t need to really explain “why”, before we move forward.  For example, if there is a safety plan in school, I would have the expectation that people knew how to do it and spend their time learning any procedures that we have in school.  That being said, I have seen states require “credit hours” for professional learning and have watched people show up so they can check off that they were there.  This is not going to create powerful and deep learning, but is simply a checklist in the “game of school“.  If there is no ownership over our own learning, how deep will we really go?

So what would I do differently?

Daniel Pink talks about the important of autonomy, mastery, purpose in motivation, and with that in mind, we should think about developing long term professional learning with that in mind.  Although growth plans are something that have been prevalent in schools for as long as I have been teaching, I think it is important to ask questions that focus on those three elements, while also helping leadership remove barriers to help learners achieve their goals.  As we develop our own professional growth plans for any period of time, here are some questions that I think are important to include.

1.  What would you like to learn? (Autonomy)

Although this question has driven my own professional learning for years, it is still necessary to set the stage for deep learning.  Ownership over the learning is crucial in this process.

2. What questions will be the driver for your learning? (Autonomy)

Inquiry-based professional learning is a powerful process, which helps you to view yourself not only as a problem solver, but also as a problem finder.  It also helps the learner articulate why this learning is important to them and gives them ownership over the process. Here is an example of how these questions can drive growth.

3.  Why is this important to your? How will it help the school? (Purpose)

This is a crucial element to not only a person’s learning, but also to help them use their strengths to improve learning, while helping leadership understand those strengths to tap into.  The best teams in the world build upon individual strengths to bring people together toward’s a common goal; they do not try to mould people to something that they are not.

4.  How will you know (measures) that you have achieved your goals at the end of this time? (Mastery and Autonomy)

Accountability is crucial in this process but helping the person define their own measures not only helps them to define what “mastery” could look like, but also have autonomy understanding their own point “a” to point “b”.

5.  What barriers will you need removed, or what support will you need to be successful? (Unleash Talent)

This question is crucial and necessary to leadership.  A lot of reasons things don’t happen in schools is because of dumb policies and guidelines that make “innovation” extremely hard and simply “hoop jumping”.  One thing that I used to say to my staff all of the time was, “I cannot solve problems that I don’t know about.” That is true, but perhaps I needed to ask them a lot more what the problems were that I could help with.

 

To have a “culture of innovation”, developing educators as leaners is crucial.  Helping them understand their own passions and interests, and giving them opportunities to use them to further the vision of the school is paramount.  But if we see learning as a truly “personal” endeavour, focusing on the ideas of “autonomy, mastery, and purpose” in developing our professional learning plans is crucial into the development of both individuals as well as our organizations.

The “Sponge” Factor

I learned a lot from my days as a basketball referee.  Although the environment was quite collaborative, as great referees work as a team on the court, there was also a lot of competition in the field.  The best referees would get higher level games, based on their consistent performance in games.

One of the things that I found interesting was the half time feedback referees would receive from evaluators.  Having between 10-15 minutes during a break in the next half, there was no time to mince words.  Evaluators could often be blunt and sometimes brutal in their feedback.  They needed you to correct your work now, and they didn’t have time for you to embrace their feedback.  The feedback given was not to be mean or harsh, but to make you better.

The interesting thing about this is that you could have two refs in a game, with one perhaps being a better quality at the beginning than the other, but what the evaluators would look at was not how good you were at the beginning, but how teachable you were by the end.  If feedback was given in the first half, they expected you to implement in the second.  Sometimes it wouldn’t work for a referee, but what the evaluators looked for was the willingness to take feedback and give the learning a shot.  You may not have been perfect in your first try, but your willingness to learn would surely improve your performance as a referee.  The ability to be a “sponge” was crucial.

This “sponge” factor is crucial for educators.  I have often said that I am much more comfortable working with a teacher that is willing to learn and grow than one who thinks that they have “mastered” teaching.  Things will change in education and society, and one that is not willing to evolve in their practice, will eventually become irrelevant.  It may not be next year or the following year, but it will come eventually.  The person that is willing to continuously learn and evolve will always stay relevant.  Yet there are people in all fields, that will totally listen to feedback, nod their head in agreement, and go back to what they have always done.  There is a difference between “hearing” or being “open” to feedback.

As educators are currently interviewing for positions, one of the questions that I have asked in interviews before was, “Tell me an area where you received feedback, and what did you do to improve.”  This question promotes a vulnerability that is needed to be an educator that we are not  a “know-it-all” but that we are willing to learn.  This willingness to embrace turnaround learning is crucial to growth, which is not only being open to feedback, but doing something because of the feedback you have received.

Change will happen regardless of our own personal growth. Are we open to your own evolution?