Reflections

I watched as she just stared at the present. This young lady, invited to an after school Christmas party for her and some of her classmates, was mesmerized by the bows and glitter. She took in every moment of all things beautiful. She methodically moved the packages on all sides and smiled at every turn. She said something about not wanting to unwrap it. It was all so pretty and she was looking to keep it in tact. She eventually relented and peeled away the papers. She smiled the biggest of smiles at every present found within. Her head lifted and she watched as the invited classmates had already enthusiastically opened their gifts. She smiled with them. She smiled for them.  She must have thanked the adults in the room at least ten times with her own quiet words and thankful glances.  It was in these moments that the adults gathered in that room were reminded of the true meaning of Christmas.  She prompted us to take in the memory before us without regard for all...

When I was still a teacher, many years ago, there was a book series for students where they could choose "their own adventure".  Readers would read to a certain point and then depending on what they thought the protagonist should do, they would skip ahead to certain pages and continue reading.  I remember them being wildly popular for some of my most voracious readers. My mind has been skipping back to thoughts of this series as I process recent conversations with colleagues in district and beyond. Some of these conversations are sound bytes from my current role and some are sound bytes from networking sessions outside my formal role. In some ways, the words blend together as I think about the collective work "of school" and evaluate my own contributions within. In my mind, I see our protagonist as the school leader, district leader, or even a teacher. Someone who is juggling way too much on one plate and works desperately to keep children at the center of the d...

In my position, I have the opportunity to sit in on a number of conversations that turn to the topic of school improvement. These conversations are with a variety of stakeholders including teachers, support staff, parents, principals and even colleagues in other schools. The topic is often handled differently. For some, improvement can be stated in terms of the new. This might be new positions, new reading materials, or new policies. All of these actions happen outside the organization and are brought in. The chance for improvement is postponed and dependent on outside influences. For others, improvement is stated in terms of purposeful change and coordinated efforts within a building. An example of this approach can be found within a solid Child Study Team. Some CSTs have this process down pat.  Identify a concern, create an intervention plan which is developed (with teachers) and implemented by a team , and then monitor for progress or lack there-of. Re-meet and readjust. M...

When I was completing coursework to become an administrator, I saw leadership (and its inherent responsibilities) in an incomplete way. I was certain I was cut out for the job and could do things differently than I was seeing them done around me. If only I could secure that just right position! I will forever be thankful to the first administrator that took a chance on letting me jump from the classroom to a district level position coordinating elementary special education services. I made many mistakes those first few years and still, to this day, remember two of the many lessons he taught me. I had the opportunity to pay forward his advice by sharing it with newer administrators (and administrators in training) this week. His advice from 15 years ago still works. Lesson #1 This work is a marathon, not a sprint. I remember lamenting out loud to anyone that would listen to me in my new role about "all I had to do" and if only "there were more hours in the day...

It was day full of back to back meetings in one of our buildings. I noticed a message pop up on my phone from a teacher asking if I was still in her building. I was and I responded that I would find her when this meeting ended. As we approached each other in the hall, I wondered what she would ask me. As the Assistant Superintendent, I receive a plethora of questions. They range from professional development, policy, our new high school Flex program, special education, enrichment and more. I wasn't fully prepared for this question though. "How do we do it? How do you keep doing it?" With tears in her eyes and a sincere worry in her voice, she shared a personal story about a student she was trying to help. She needed to share what she had done that day to support him and wondered what more she could do. Wondered if what she was doing was enough. Wondered, I suppose, how the work we were requiring him to do within a school even compared to the real work life was ha...

When schools first began the move to all things Google, I challenged myself to try new tools from the suite through the lens of leadership. I tried to model the use of different apps and was even able to find a way to use Google Classroom in my work as a Principal. I also used (and continue to use) Blogger frequently to publish my reflections and observations as a leader. As part of our combined efforts to increase communication and transparency around work we were tackling, my Superintendent and I thought about launching a blog that could capture and share more voice and concrete messages. As we began to build that blog, it became long and felt unorganized. We reached out to our Director of Educational Technology and shared our dilemma. She suggested we look into Google Sites. I remember using Google Sites when it first launched and I was not a fan. So her suggestion met my face of skepticism. She assured me that Google Sites had been updated. I logged in prepared to disregard he...

Recently, I was able to spend time in a new program we have created for some of our most at-risk high school students. The incredible teacher invited me to sit in on part of a discussion and it was something I looked forward to all day. As we read through a document projected on the screen, two of the students began to share parts of their stories. Stories so full of tough lessons and experiences, I wondered how they were able to speak so openly about any of it.  I wondered how they learned  how to show such raw courage in their sharing. I wondered what they thought about our efforts and if it all felt genuine to them. I wondered if it occurred to either of them how inspiring they were.  I wondered if anything we were saying held any fragment of depth comparable to their own words. I wondered how ridiculous we must sometimes look to them, as adults, when we press on about academic expectations within the school right at the same time they are forging through a...