Those who know me well know that athleticism is not my strong suit. Sure, I like riding my bike and, when the weather cooperates, cheerfully bike the 5-6 miles from my house to work and back. And yes, I love camping and hiking through the woods. But beyond that? Nope. I don’t play basketball, soccer, rugby, football, volleyball, hockey, baseball, tennis, lacrosse. Nor do I compete in track and field events, figure skating, swimming, running, or competitive cycling. Now, this can be chalked up to several reasons: I am blind in one eye, so I don’t have any depth perception; I likely have exercise-induced asthma, so running is generally a bad idea; no one in my family participated in athletics when I was growing up; very few of my friends cared much about participating in sports; I enjoy being a spectator.
This last bit is an important point, though! Even though I myself do not participate in sports, I actually really enjoy watching others play, compete, perform, etc. This was true in high school, when I was in the pep band and performed for nearly every football and basketball game. This was true when my baby sister was on a soccer team and I went to her games. And this has been true for the seven years I have been teaching fourth grade and asking my students to let me know about any games or performances so I can go and cheer them on.
A few weeks ago, two of my students invited me to come to their basketball games on Saturday mornings. I gladly accepted the invitation. While watching them play, I was reminded of a few lessons you can learn from being on a competitive team and wanted to write them down, both for myself and for those who may be reading:
Cooperation: Watching my students play on a team, I saw many examples of cooperation. Particularly as they were playing basketball, I watched as they got the ball, passed it to others, and worked together to achieve their objectives. What was especially interesting to witness was when those on the other team did not cooperate and took wild shots instead of passing the ball to another. Cooperation is that constant trait of working together for the glory of all, not the glory of one.
Compassion: My students won both of the games I watched. In fact, they dominated. But they showed compassion and kindness to the other teams. There was no gloating or mockery. When someone fell down, one of my boys was the first to run over and help him up and help him across the court.
Focus: There are so many voices yelling at the boys playing on the court. I was impressed as I watched my students focus on listening to their coaches and ignoring all of the other noise bombarding them. I noticed another boy who listened to what everyone was saying and, as a result, he was frequently confused and made poor decisions.
Joy: This may be the one thing that I saw most exuberantly. I am fully aware of the reality that not everything I have my students do in the classroom brings joy to them. As much as I love all of the subjects I teach (and I really do!), I know that my students do not always share that love, that joy. But I have burned in my memory the image of my students’ smiles of pure joy when they saw me walk into the gymnasium to watch them play. That joy lasted throughout the game.
As Spring Break wraps up and we return to the classroom on Monday, I hope to bring these lessons from the court to the classroom. I plan on using the examples I saw as I teach my students to cooperate, to show compassion, to focus on what’s important, and to find joy in the things they do. Many teachers throughout the country have adopted the Hour of Code; maybe it is time to institute the Hour of Joy, where students are given the freedom to explore whatever it is that brings them the most joy and to share that joy with others.
I was participating in a Twitter chat over the weekend when someone made a point I had never thought about before: the walls and halls of our school buildings are just as much a part of the learning environment as everything else; what are we doing with them?
I thought about my own classroom walls. One wall is a giant bank of windows, another has bulletin boards where I post reading strategies for comprehension, accuracy, fluency, and expression, another is taken up by my Promethean Board, and the fourth is a giant mirror with a bookcase underneath it. Not much I can do with those spaces.
But I also have a bulletin board outside my classroom that has not been updated as frequently as it should be. For the past couple of months, it has had some posters the students made explaining different plane figures and geometric concepts. Bo-ring.
So today I finally took it all down, including the faded border with illustrations of apples and pencils. I told the students that this was going to become our new wonder wall. I laid out a large pile of Post-It notes and asked students to write down something they had learned or something they still wondered and then they stuck them on our classroom door. As they walked out, they would read them. There were notes about math, about listening to others, about the importance of reading, as well as questions about college and careers and driving cars. At the end of the day, I transferred the Post-It notes to the bulletin board so that passers-by can read them, too.
I may not have the students write notes every day, but we are going to do this often enough, and with lots of different sizes and colours of Post-Its, that the bulletin board will eventually be filled with the things we have learned and the things we have wondered. Once we get some more content, I will take a picture so you can check it out, too!
Many teachers are familiar with the concept of a mid-year reflection. For those who aren’t, it is exactly what it sounds like: an opportunity for the teacher, roughly half-way through the school year, to look back and what has been working, what hasn’t, and what changes need to be made before the second half of the year starts. For some teachers, this is a requirement of their professional evaluation. For others, this is something that they do on their own. I am a part of the latter group, which, honestly, is likely not a suprise to anyone.
I am writing this sitting in the lobby/breakfast area of an economy hotel about an hour south of Cleveland, Ohio. My wife and I traveled with her dad to visit family in Chagrin Falls and are now heading back home. It is snowy and cold, although not as snowy as it is in Erie, Pennsylvania, where I have extended family buried under more than five feet of snow (yes, friends outside the United States, that is over 1.5 m!), nor is it as cold as it is in Washington, Illinois, where my mother and two of my siblings live. Still, it is cold and it is snowy.
Why do I mention the weather conditions as they compare to other places? Well, I feel like it is an apt metaphor for my mid-year reflection. Far too often, we compare ourselves and our surroundings to others, either to point out how it could be worse or better. But, really, does it matter? What we are going through right now is still what we are going through right now. My challenges are still challenges, even if they aren’t as great as someone else’s challenges, or even my own challenges from a year ago. So as I look back at the first half of the school year, I am going to make an effort to not worry about whether things are better or worse than last year, nor whether or not they are better or worse than the things my coworkers may be experiencing. Instead, I want to focus on what has been happening in my classroom now.
I am using a tool, briefly mentioned above, as I do this reflection. I learned about it years ago from Michael Brandwein, a leadership training speaker who came to the Illinois Teen Institute (now known as the Cebrin Goodman Teen Institute). The tool is called Awareness of Process and it consists of three simple yet important questions: What’s working? What’s not? What will I do differently? As I answer these questions, I use a three-two-one approach in answering. Three things that are working, two things that are not, and one thing I will do differently. This helps me stay focused on the positives while realistically setting goals for how to improve.
What’s working in my classroom this year?
My students are working, that’s for sure! Mathematics, reading, writing, inquiring, engaging, growing, thinking. All of these things are going on. And I am working, too! Planning and leading lessons, guiding students, reading, writing, mathematics, inquiring, engaging, growing, thinking. Yes, my students and I are doing many things together and we are working as we do it.
Restorative practices are working… for most. The majority of my blog posts this year have been connected to the restorative practices we are using. I have written far fewer office referrals this year than I have in the past because I am finding different ways to respond to students’ undesirable behaviours and to coach them in peacefully resolving conflicts so that they can stay in the classroom and stay with their peers.
Tabletop gaming has been working well. This seems like a strange thing, but, seriously, the more I watch how my students interact with one another as they play games, the more I am glad that I was able to acquire these games in the first place. (Thank you, once again, amazing contributors to my Donors Choose project!) Through tabletop gaming, my students are developing cooperative problem solving skills, using peaceful conflict resolution, and learning to take turns, to listen to others, to be encouraging, and to be responsible in using materials in a way that others can enjoy later.
What’s not working for us this year?
Technology management. This has been a huge stumbling block for us. In the past, teachers have had access to web-based software that would let us monitor students’ use of Chromebooks while we were doing other things. This meant that I could have group of students in one corner of the room reading articles online, another group of students in a different corner doing math practice, another group in a different corner writing narratives or essays, another group in a fourth corner expanding their vocabulary, all while I am meeting with a small group or an individual student, but I could monitor what everyone was doing in real time and put into place controls as needed. Due to a host of decisions made by others, we have not had access to this software this year, nor were we given a replacement. As a result, my students have not always been diligent in doing what they were supposed to be doing when using Chromebooks and I have not been as effective as I could be in monitoring them because I needed to do more important things, such as work with a small group or an individual student.
Another thing not working has been how my students have interacted with other teachers in our building, especially our fine arts teachers and our librarian. Somehow the positive behaviours we have been trying so hard to hold one another accountable to are not transferring to working with other teachers. Far too often, the reports I get from these specialists are full of concerns about disrespect, irresponsibility, and unsafe actions. It is frustrating for me because while my students are not 100% perfect, I know they can do better and I haven’t figured out why it is that they aren’t. (This is, of course, speaking of my class broadly and not of individual students, some of whom do an amazing job working with every teacher they have everywhere. The issue is that they are a much smaller percentage of my class than I would like.)
What will I do differently?
I can’t change the decisions made by the district technology team regarding device management, so I will have to keep on trying to solve that problem in a different way, but that isn’t going to be my focus going into the second half of the school year. No, my focus is definitely going to be on how my students interact with other teachers. Specifically, I am going to find ways to bring those teachers into our classroom so that they can develop better, healthier, relationships with the students. Our librarian is an amazing researcher. I will invite her to our classroom to help our students work on research projects and engage in the grand work of inquiry. I will invite our fine arts teachers to our room to help bring the arts to our classroom activities. The goal is for students to get to know these teachers better so that they can build stronger relationships of trust and respect. Hopefully this will result in fewer problems when they are with other teachers. If it doesn’t, well, we will try something else. But if there is one thing I have learned over the years of my teaching, it is that doing something is better than doing nothing!
With just a few days of our winter break remaining, I am going to spend most of my time with family and friends, playing games, watching movies, reading books, taking naps, and trying my hardest to not think about all of the undone work in my classroom, such as my messy desk or my unorganised bookshelves!
There is a movie I have seen more times that I count that was one of my dad’s favourites, probably because it was about fishing and about a father’s relationships with his sons. (It didn’t seem to matter that the type of fishing was fly fishing, which is something my dad never, to my knowledge, did.) The movie is A River Runs Through It and it is a favourite of mine because it was a favourite of my dad’s.
There is one scene that has always stuck with me. It is when Paul is working on writing an essay for his father. Here is a clip with that scene:
What I love about these scene with the writing is that the father doesn’t care about the actual final product. What he cares about is his son taking time to write well, which involves writing, revising, editing, and rewriting until the piece is clean and polished. Paul gets frustrated at times but he perseveres in making corrections until the work is satisfactory. (And, of course, once it is, he is able to go off to do something he considers much more fun, namely, fishing with his brother!)
I was thinking about this movie this afternoon as my students were doing a math review assignment. I gave them five addition problems, five subtraction problems, and five problems that required rounding to the nearest hundred or thousand. Students were given the option of working on their own or working with a partner. As they completed the assignment, they would bring it to me check. If there were errors, I would mark which ones and then send them back to make corrections.
Some students completed the entire assignment the first time without errors. They voluntarily sought out those who were experiencing challenges and helped by explaining (not doing for them). Others needed to make corrections several times. All students were given as much time as they needed to successfully complete the assignment. Once they completed, they were permitted to either help others or use their Chromebooks to do more math on Front Row, Zearn, or Prodigy.
What I found amazing was that not a single student complained if sent back to make corrections. Nobody complained that it wasn’t fair that some got to use Chromebooks for longer than others. All students focused on doing the work they needed to do without worrying about what others were doing.
I’ve mentioned before that my goal for this year is to have a peaceful classroom that is a community of learners helping one another. Some days are better than others. But I can honestly say that this afternoon during Mathing Workshop was a time when I felt so proud of my students because they were working together, helping each other, and contributing to a peaceful classroom.
As we go on a five-day break for Thanksgiving, I am grateful today for the opportunity to work with these wonderful fourth graders who constantly challenge me to be a better teacher!
As it may be apparent from the majority of my blog posts this academic year, I have been focusing a lot on positive social skills that promote restorative practices and changes to my classroom management approach that will help students be more successful members of a community of learners. One phrase that has often come to mind has been that of the peaceful classroom. (If you have the time and are interested in going down a rabbit hole of articles and suggested books, just Google that phrase and check out any one of the 30,500,000 results that appear in 0.54 seconds! Two I found particularly relevant were this blog post and this PDF. )
What is the peaceful classroom? While there are many different ideas about the nuts and bolts of it, I think all can agree that the peaceful classroom is both one where others feel peace and also promote peace. I will be honest and admit that this is still a lofty goal for me; Room 31 is not the epitome of the peaceful classroom yet.
That “yet” is an important caveat, though. We have had moments of peace throughout each day; today I saw a particularly astounding example, which is what I am going to focus on for the rest of this particular post.
During Reading Workshop, many of my students seemed to momentarily forgot our mutually designed expectations for literacy rotations (stay in assigned spot, use appropriate voice levels, respect others by letting them work without distraction, and work the entire time). When our reading workshop block ended, I realised that we didn’t have enough time to start a new task, but, at the same time, there was still a large enough chunk of time remaining before lunch that we needed to do something worthwhile.
I led a brief discussion with students about how well the class had done at meeting the expectations they had established for literacy and they concluded that only about half of the students were fully focused and attentive on their tasks as expected. I observed that I knew that my students could successfully do this, and I knew that they knew this, but they had forgotten. I then suggested that everyone in the classroom read independently for fifteen minutes. I emphasised that “everyone” included both myself and my student teacher.
I turned off half of the lights in the classroom and allowed the natural light streaming through the windows do its job of providing illumination. As soon as every student was reading, I started the timer and sat down and began reading, as well. What happened next has not happened since my second year of teaching. For fifteen minutes, every single person in the room was reading to him- or herself. When the timer went off, nearly every student quietly sighed and asked if we could continue; I gratefully obliged.
When we finished, and just before going to lunch, I asked the students to think about how they felt right then. Words I heard included calm, relaxed, happy, and peaceful. I observed that much of the tension in the room had gone away and that it seemed like everyone felt comfortable and at peace and asked the students to think about how they could keep that going through the rest of the day.
That didn’t happen.
After lunch, some students were agitated about a disagreement during recess, others were agitated about wanting drinks or needing to use the restroom, and others were just not ready to stay fully on task for the afternoon. But we are still working on it and I am confident that my students can indeed learn the skills necessary to be peacemakers and positive contributors to a community of learners. It starts with the desire to do so and builds from there.
I am grateful that today we saw a brief glimpse of this truth and I hope that we can indeed build from here to becoming a truly peaceful classroom.
Today was an elementary inservice day in my district, which means that while students did not have school, teachers and other staff still came to work. Rather than write a post about this day, I decided to do an update on my personal 2017 Reading Challenge, which I blogged about here about 10 or 11 months ago. (And if you really want to read about elementary inservice days, you can check out this post from way back when. While not every inservice day is the same, this is a pretty good summary of what the days are like. Just exchange “Common Core State Standards” with “Illinois Social Studies Standards” and “Safety Net Skills” with “Restorative Practices” and you’ll be good to go.)
My reading goal for this year was 62 books. So far, I have read 45 books. Here is how they align to my unique challenge to read:
- a book published this year: The Leader’s Guide to Coaching in Schools
- a book read in one day: Conscience of a Conservative
- a book on my To Be Read pile for more than a year: A Snicker of Magic
- a book recommended by a librarian or bookseller: CSS for Babies
- a book I should have read in school: A Nation at Risk
- a book chosen by my wife: n/a
- a book published before I was born: The Conscience of a Conservative
- a “banned” book: The Adventures of Huckleberry Finn
- a book I had previously abandoned: Lost at School
- a book I owned but had never read: Meet the Beagle
a book that intimidated me: n/a
- a book I’ve read at least once before: The Ultimate Hitchhiker’s Guide to the Galaxy
- 5 autobiographies/biographies: The Secret Soldier, Phoebe the Spy (2/5)
- 5 selections of classic literature: (0/5)
- 5 fantasy novels: Castle of Wizardry, Enchanter’s End Game, Frogkisser! (3/5)
- 5 graphic novels: The Tenth Circle (1/5)
- 5 selections of historical fiction: The Cay, Timothy of the Cay (2/5)
- 5 mysteries: (0/5)
- 5 nonfiction books (not related to education): The Five Dysfunctions of a Team, Compassionate Conservatism, The Life-Changing Magic of Tidying Up (3/5)
- 5 picture books: Rocket Science for Babies, General Relativity for Babies, I Love You Stink Face, Love Is, I Wish You More (5/5)
- 5 selections of realistic fiction: Picture Perfect, Class Dismissed, The Pact (3/5)
- 5 selections of science fiction: There Will Be Time, The Host (2/5)
So, I am actually doing pretty well with the first half of my challenge, but I am a not doing so well with my genre challenge. Here’s what I need to accomplish before the end of the calendar year:
- a book chosen by my wife:
- a book that intimidates me:
- 3 autobiographies/biographies
- 5 selections of classic literature
- 2 works of fantasy
- 4 graphic novels
- 3 selections of historical fiction
- 5 mysteries
- 2 nonfiction selections not related to education
- 2 selections of realistic fiction
- 3 selections of science fiction
So it looks like I have 31 books to go, even though I’ve actually read 45 books this year! (I guess that’s what I get for reading a lot of work-related books.) If you have any recommendations, I will gladly accept them. As should be apparent, I read a wide variety of books!
Back in August, about two weeks before school started, I managed to get a corneal abrasion on my left eye when I smacked my face into the top of my car door and my sunglasses slipped and hit my eye. To make matters worse, it was over 24 hours before I was able to see an eye specialist who immediately identified the problem and had me begin a round of treatments that involved a corneal bandage (essentially a giant non-prescription contact lens), antibiotic eye drops, and moisturizing eye drops.
The next day, I went back in and was given a new bandage and a stronger antibiotic. The following day, a Saturday, I went in again, got yet another bandage for my cornea, and set an appointment for the coming Monday. That Sunday, I realised that the corneal bandage had fallen off over the night (a frighteningly easy thing to do when I have no vision in my left eye and it occasionally opens while I am asleep and darts around while in REM sleep), and I called the eye doctor’s personal number. He, being an outstanding individual, met me at the office about fifteen minutes after I called him and took care of me, even though I had interrupted dinner with his brother!
Eventually my eye healed and I thought all would be well.
And for about seven weeks, it was.
Until this morning.
I woke up to the sensation of sandpaper being scraped across my left eye. Not much fun, I can assure you! I applied some moisturising eye drops and continued preparing for my day. As I got to work, I realised that my eye was red, swollen, and burning: all signs of a corneal abrasion. I talked to my principal and we tried to arrange for a substitute for me, but no one was available.
So, what did I do?
I did what any teacher does: I made do. My students still needed to go to P.E. and Art. They still needed to read, write, and work on vocabulary. They still needed to learn about a social studies inquiry unit we are starting. They still needed to go to lunch. They still needed to review place value and how to represent numbers in base 10. They still needed an afternoon recess. They still needed to work on personal narratives. They still needed to listen to more of the book Wonder.
In short, they still needed to learn.
Which meant I still needed to teach.
Even though my eye was burning, my eyes were watering, and my head was in pain, I still taught. I pushed through the pain, relying almost entirely on adrenaline to keep me from collapsing.
And it worked. I taught, and my students learned.
Of course, as soon as school was over, I called my eye doctor, scheduled an immediate appointment, and he confirmed that my cornea was indeed scratched again. His sense is that my cornea never quite fully healed from August, so I may have to see a corneal specialist who will remove the entire cornea and work medical magic to make me all better.
At least the abrasion was on my blind left eye!
I love data. I know, it is weird. But, seriously, looking at and interpreting data makes me happy. I can look at a spreadsheet full of numbers and make sense of it in a way that I know many don’t. I don’t know if that is because I am not a visualiser (a condition known as aphantasia) or just because I have been around enough data-minded people that it makes sense to me. Whatever the reason, I really, honestly, sincerely, deeply, passionately love data, especially when it comes to my profession.
Oddly enough, my love for data has also had a positive impact on my understanding of genealogy, or the study of one’s family history. While genealogy has long been a mild interest for me, it increased dramatically after my father passed away last February and I realised I didn’t know nearly as much about my family’s history as I would have liked. I have spent countless hours on sites like Family Search and Ancestry, combing through records that list names, dates, and locations. At first, this information didn’t make much sense to me, but once I realised it was just data, it was as if a light went on, and I found that a quick glance at a couple of US Census report from the early 20th century could reveal that my great-grandmother died when my grandmother was in high school and, as a result, my grandmother became the primary caregiver of her family even as she was finishing school.
When that light went on, another light went on for me. I realised that the data I love about my profession is only loved because the numbers and letters have meaning beyond what is on the page or screen. However, that meaning is only valuable if I share it with others or use it in a way that moves my knowledge of my students beyond the initial understanding of the data.
When others look at summary reports of my students, they may only see racial demographics or raw scores on standardised assessments or current levels of learning. I look at these same summary reports and I see stories of children who love and support and respect one another with no regard for racial or ethnic difference. I see students who persevere in the face of great odds, who try their hardest even when they know they don’t quite get it yet. I see the stories of students who know what their strengths are and use those to their advantage, especially when overcoming weaknesses. I see the stories of students who have lived in the same house in the same neighbourhood for nine years and and the stories of students who have lived in ten homes in half as many states in the same period of time. In short, I see the meaning behind the data.
I spent today in training with other new mentor teachers in my district. We spent much of the day discussing how to collect and share data when observing our protégés and how to use a coaching conversation to guide a discussion about what that data means. Just as I look at the data and see the meaning, or stories, behind them, I know that I will need to do the same when I examine the data collected during observations.
Yes, I love data. But that is because the data tell me a story and that story has meaning to both me and to my students.
Classrooms have a lot of ambient noise in them. I once used a decibel meter on my iPad and found out that the average level of noise in my room was about 65 dB if everyone was present and trying very hard to be silent. Once we add movement and activity, the noise levels increase dramatically.
This can be especially challenging when I am trying to teach my students to engage in different tasks at the same time during Reading Workshop. Some students will be reading independently, some will be doing individual practice on Chromebooks, some will be working on writing, and others will be meeting with me. The size of these groups vary depending on the activities, but it almost always results in an increase in noise, even when we are trying to work as quietly as possible.
Today we added to the mix our Drama teacher who came in to work with the students on an arts infusion project involving narratives and plays. Even though she was only working with a relatively small number of students at a time, the ambient noise was enough that many were distracted and struggled with staying focused on their own tasks.
I realised this afternoon that what may help my students the most is a simple tool to reduce distractions: noise-cancelling ear muffs. I once had a massive classroom supply of these that I picked up at Harbor Freight nearly six years ago. In fact, I had 30 sets, because I had 28 students that year and I figured a few extra would not be a bad idea.
Over the intervening years, however, that collection has dwindled down to just one pair. Some of the original 30 were borrowed and never returned. Some were damaged, either accidentally or, sadly, intentionally, by students. One way or another, I have lost most of my collection. So now I am contemplating devoting a portion of my wonderful district-provided classroom budget to restocking. (I usually use this money to purchase new books for my classroom or to pay for subscriptions to educational websites to support learning.) While Harbor Freight still sells them, I can get them for much less through Dollar Tree where they are, of course, just $1 (although I have to buy them in cases of 12, that’s really not a major concern).
The question really isn’t, “Should I buy them?” though; it is simply, “How soon should I place an order and provide a simple tool for my students to work with fewer distractions?” I am thinking tomorrow is a good idea.
My mother has served on the school board in the grade school district I attended as a child for many years. Far more years than anyone else on the board, actually. (She wasn’t on the board when I was a child, though. I think she first ran for, and was elected to, the board in 2000 or 2001.) In her many years on the school board, she has had the chance to attend the Joint Annual Conference of the Illinois Association of School Boards, the Illinois Association of School Administrators, and the Illinois Association of School Business Officials. (I have had the opportunity to attend with her as a guest for several years now and have blogged about my experiences.) This conference, often called either the Joint Annual Conference or the Triple-I Conference, is an amazing experience, with speakers and presenters and vendors who inspire and invigorate school leaders.
One of the years that my mom went to this conference without me. she got a copy of a book called What Every Superintendent and Principal Needs to Know by Jim Rosborg, Max McGee, and Jim Burgett. She didn’t read the book, but she gave it to me because she knew that school leadership was on my radar as a possible future option for me. (More on this at a later date.) I honestly don’t remember if she told me anything about the authors or not, but I think that Dr. Burgett was a keynote speaker at the conference and she was impressed by his message.
Jump ahead to a few months ago. I was listening to a podcast series on educational leadership and heard a two-part interview with Dr. Burgett, who mentioned writing this book. I found him to be a captivating speaker and was excited to read a book to which he was a major contributor. I could tell that he had had plenty of experience and developed a considerable amount of expertise in school leadership. I also vaguely remembered that I owned this book, so I dug it out and threw it onto my To Be Read pile at home.
This book isn’t bad; it just wasn’t great. I wasn’t excited to turn the page to see what other wit and wisdom and research and expertise the authors had to share. Much of it seemed commonplace; other points are outdated; others I vehemently disagree with (especially their take on standards needing to be entirely local). The advice was sound; I just don’t know if it was groundbreaking. Maybe it was when these gentlemen wrote this book. From the podcast interview, I got the impression that school leaders weren’t trained very well in the day-to-day operations of schools. So maybe I felt like this was commonplace because I have been blessed with great school leaders who model these practices.
There were some points in this book that struck a chord with me. One of them was a suggestion on how schools can be more active as community centers. As I read a chapter by Dr. Burgett, I had this idea: What if school districts partnered with local businesses to hold an annual job fair open to the public? The key would be that businesses would not have to pay to use space or tables; if they are interested, they are given space in the gym and potential applicants can meet with managers or HR personnel, fill out applications, even have on-site interviews. And, of course, there would be information booths about the district (including any adult education opportunities), transportation, housing, parks, service organisations, etc. I could see this as a way of promoting employment, connecting business and school leaders, and generally improving the quality of the community. And it would be all free of charge.
Another point that struck me was how Dr. Rosborg described the role of the school administrator:
“Your job success will be evaluated by such subjects as physical facilities and equipment; the effectiveness of teachers; the school’s curriculum; test scores; public relations; your effectiveness with the media, stakeholders, and politicians; collective bargaining; diversity; changing demographics; school safety; the perception of school discipline; and the monies available to fund programs. Add to this your need to have specific knowledge about transportation, special education, technology, buildings and grounds, food services, diversity issues, union organisations, health issues, and personnel…
“The good administrator helps teachers incorporate a significant range of strategies and a vast array of resources to help each individual child. The administrator helps develop a team spirit among the teachers. The goal is to create an attitude where the entire school exudes a zealous commitment to reach each and every child.”
I have struggled to come up with a good explanation of what it is I think my job as a school leader will be and why it is so important. Dr. Rosborg put it perfectly, though. Being a principal or a superintendent isn’t easy and it isn’t for the faint of heart, but that zealous commitment to reaching each and every child is what makes it all worth while!
Even though I wasn’t super impressed by this book, I am willing to give all three of these authors another chance, but I think I’ll seek out books written individually instead of collaboratively. I think all three authors have a great deal more to share that can influence others, including me, for good and I hope to tackle some of their other works in the future.
For now, though, I think it is time I take a break from the school leadership books and read something delightfully absurd. I’ll be back with another professional book soon enough, though!