Category: Admin Reflection

Reflection and Growth: The Bad News Is the Good News [(a)IQ]

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When I think about reflection I typically think about looking back on something. I think about a blanket analysis of something I had previously thought, said, or done.

Why?

Why do I think of reflection as a simple backward-looking act when I know what the word means? A reflection is an image of the present. It’s essentially an aura of the moment in which it exists, and in that, it’s a powerful tool for considering growth and next steps.

While the incorporation of pathway and progress are essential to planning and forward thinking, it would seem that those next steps should be the critical focus of a meaningful reflective practice.

Hank Procee refers to Frank Serafini’s outlining of reflective practice on the foundation of both “reflectively” as dealing with “profession-related issues” and “reflection” as stressing “critical social issues.” He summaries Serifini’s distinction between “three critical dimensions” or reflective practice as follows, “The first dimension in purpose (what is the goal of reflection); the second is process (how is reflection exercised); and the third is focus (what is the central event or experience to reflect upon)” (p. 238).

I’m beginning to consider that my conventional reflective paradigm might have something to do with a type judgment that lays outside of the scientific lens that Serifini constructs, and in that, has the potential to restrict meaningful and progressive outcomes.       It is through that consideration that I have been further contemplating shifting my paradigm in favor of a more real-time conception, solidifying a new reflective paradigm that better aligns with my intended purpose, process, and focus, and framing each reflective stop along the path with forward progress always in mind.

In doing so, I’m also bearing in mind an effort to reframe and enhance my perception of judgment as a function of learning and growth indelibly connected to reflection.

Visualize your own reflection in a mirror. What do you see? Do you not see yourself as you are right now?

Arguably, in this moment, within your reflection, and given the knowledge you have of yourself and your past, you can see how that past has impacted your progress toward this moment.

As I reflect right now my thoughts are with what has led to this moment, professionally and personally, and with what I might think, say, and do to continue becoming what it is I’m aiming at. This would be a process focused on real-time growth with the purpose of learning and enhances practice…process, purpose, and focus.

In reflection through this lens I would be forced to think on a foundation of the moment I’m witnessing and asking how I can bring my best and most thoughtful personal and professional qualities to each consecutive moment, even as I change along with an ever-changing understanding of myself within both a personal and professional context.

Another critical aspect of understanding my best and how to tap it in each moment is reflection around best practices in others. Sometimes it’s difficult to see and understand our own best. It often seems less difficult to recognize others at their best or to pick out best qualities in others. If that is the case, scientifically reflecting on the thoughts, ideas, and actions of others as potential models of effective practice (whether through a “what to do” or a “what not to do” lens) could contribute to progress in meaningful ways as well.

In doing so it is critical to avoid negative or personalized judgment, while focusing in on growth-producing judgment. What if I were only to pull only the very best from every situation I see or hear about? What if my reflective practice was only about the positive? What if even the instinctively negative aspects of reflective judgment were forcibly viewed holistically as opportunities for advancement?

Inside of a growth mindset, even challenges and mistakes are to be considered positive opportunities for learning. Through this lens, even the bad news is the good news because the bad news is fodder for contemplation of connected development.

I would suggest that thinking about reflection as a scientific act in which purpose, process, and focus set the stage for growth allows us to separate from the arguably reflexive potential for negative judgment, and to connect our personal and professional practice to the meaningful growth patterns we would inevitably then discover in ourselves and in others. I would further suggest that the same has the potential to help reflective practitioners see those patterns with enhanced clarity and use them as drivers of continuous and positive progress.

Live. Love. Listen. Learn. Lead. Thanks.

And I Quote: Immediate Written Reflection Might Make Even The Best Teachers Even Better

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Teachers have loads of pencils, shelves overflowing with books, buckets of paper clips and pushpins, and they have drawers that are jam-packed with construction paper. They have magic markers and they have paintbrushes to match their plethora of vibrant, plastic, circle-basin watercolor trays. They have computers, they have printers, and they have copy machines. They have chairs and they have tables. They have colorful carpets and they have decorative wall art. They have expertise and they have one another for collaboration when additional expertise is required. Teachers have many of the things they need to create comfortable, safe, and engaging learning environments for the students they serve.

What’s the one thing that teachers might highlight as something they don’t have? Enough time. The business of education is multifaceted, enormously demanding, and fast-paced. It often seems that there isn’t enough time in a school day to include intentional reflection along with the many other things teachers have to do, most of which present as urgent and important, while reflection might not, even for those who value it as important to their learning and growth.

David Purcell wrote about his exploration of “post class reflective notes” (p. 5) in a way that suggests consideration of time management with regard to ongoing and intentional reflective practice for connected, real-time learning and growth for teachers. Engaging in the practice took time, however, Purcell found the return on that time investment pointedly beneficial for him, and moreover, for his students.

Purcell suggested, “The cumulative effect over time of incorporating reflective practice is that I have increased my sense of mastery as a teacher (p. 14).” Again, time is critical in this equation. We don’t see the impact of reflective practice immediately, but rather “over time.” Ironically, for that impact to be maximized, Purcell suggests we engage in the reflective practice immediately.

While the challenges and triumphs of a class session or a school day are fresh in mind, a teacher’s immediate reflective notes can be invaluable to future learning and ongoing reflective growth. Keeping a daily reflective journal, even if only jotting down a few sentences or bullet points for further consideration, can be powerful in insuring a connectedness between professional learning and professional practice.

Whether as a foundation for any of Camburn’s three phases of reflective collaboration, as a tool for reference within a professional dyad as outlined by Gladwell and Dicamillo, or in connection with other intentional reflective systems or structures, immediate “post class reflective notes” are likely to serve as reminders of potential, and genuine areas of focus for driving progress in best practices instruction.

Regarding his use of regular and immediate written reflection Purcell further submits, it “has likely had a positive effect on student learning through (his) improved effectiveness as a teacher” (p. 14). He equates an “increased sense of mastery” with “improved effectiveness as a teacher,” as well he should. We know that one’s self image is a influential force in one’s progress. When teachers regularly remind themselves of their own challenge areas and growth patterns they energize themselves with the consistent cue that improvement is indelibly connected to critical and targeted processing.

Immediate written reflection is a professional learning practice that has the capacity to shift a traditional (and valid) time-deficient paradigm into one where connected perceptions of importance are capable of overriding those of urgency, even and especially in the busy day to day of teaching and learning.

Live. Love. Listen. Learn. Lead. Thanks.

 

*The foundation of this “And I Quote” post is an article called, “Sociology, Teaching, and Reflective Practice: Using Writing to Improve” by David Purcell.

And I Quote: Professional Learning As Guided By Professional Learners

Learner Guided Learning

One viable approach for school administrators seeking to support the fitness of a collaborative professional learning culture with reflection as a foundation is through a structure described by Gladwell and DiCamillo as “professional dyads,” in which teachers organically find their way to one another as partners in progress. Regardless of reflective phase or content, Gladwell and DiCamillo suggest that teachers, students, and school communities are well served when administrators are supportive of teachers as the primary determiners of their own developmental pathways, and more specifically, as functionally best-suited to decide with whom they will move along those pathways.

Gladwell and DiCamillo outline professional dyads as partnerships formed over time, born out of genuine interest that leads to the formation of trusting relationships between sets of teachers who support one another in self-selected learning because they’re excited about it, because they each connect to it, and because they’re genuinely seeking to support, celebrate, and learn from one another. It’s a structure that might seem removed from the collective learning paradigm of a school, but for the passion of teachers with an all-inclusive view of school culture and the support of administrators who recognize the value of, and stand committed to a shared instructional leadership standard.

Professional dyads work “because each teacher possesses unique strengths,” and because teachers drawn to this type of partnership are likely to “encourage each other to pursue their unique interests in and outside of the classroom (p.7).” While remaining steadfastly aware and attentive school administrates can take a relatively hands-off approach to encouraging this structure by noticing as various partnerships are forming, encouraging those partnerships to mature and thrive, supporting those partnerships by listening and seeking guidance from teachers as they define progress on their terms, and celebrating outcomes with genuine enthusiasm.

Administrators can value the critically important voice of the teachers they serve by maintaining that teachers are well suited to guide progress in school communities. They can scaffold the reflective learning process by entrusting teachers as learners to follow dedicated, if adaptive routes to shared outcomes of their own volition, and empower them to lead the way for others. Even as Camburn’s three phases of reflective learning unfold in whatever order and over any number of potential schematic possibilities, professional dyads give teachers command of their learning in a way that promotes individual and collective progress with sensitivity.

As we anticipate another great school year, consider ways in which you might support the teachers you serve in designing their own learning pathways, and then get excited about the impact that might have on student well being and achievement.

Live. Love. Listen. Learn. Lead. Thanks.

Two-Phrase Principal Leadership

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I’m now in the third month of my second year as the Principal of an incredible elementary school. Reflecting on my first year I’ve realized that my tail was wagging extremely fast (as tails tend to do at first). Everything was super exciting and I wanted to be involved in all of it. During that first year I thought that “involved” meant sitting at the table and being in the mix.

I’m now learning that “involved” has many different looks. I’m learning that each one of those looks has an important place in development, growth, and positive progress. I’m learning that “involved” leadership and shared ownership are not mutually exclusive concepts, but rather that they’re indelibly connected through trust, support, and collaboration in a genuine partnership-centric organizational paradigm.

So, at the beginning of the school year I announced to our staff that 15/16 would be a year driven by two critical phrases with regard to principal leadership at Meadow Brook: “Sounds awesome!” and, “What can I do to help?”

I work with some of the most skilled, knowledgeable, and capable teachers in the world. Together we serve some of the most intelligent and dynamic students around. Each of us is supported by the astonishing, value-driven dedication of the outstanding families who live in our school community. When I’m not at the table or in the mix I can rest assured that a group of my many adept partners are. Consequently, I know that it’s all good.

The past couple of weeks have been filled with reinforcing examples that support the viability of this two-phrase principal leadership approach here at Meadow Brook. In addition to the many incredible instructional pathways that unfold each day as a result of our teachers’ passions and commitment to student achievement we’ve recently experienced four unique events: a spectacular creative arts award ceremony, a super cool rocket launching, a remarkable Veteran’s Day celebration, and an outstanding Family Literacy Night.

Each of these events was truly awesome. Each was driven by the vision and persevering aspirations of individuals and small groups who took charge and led the way. Each was grounded in teaching and learning. Each was masterfully planned and collaboratively implemented.   Each was a representation of a collective voice and shared ownership.

Stepping back is not always easy, not for me anyway. However, stepping back doesn’t mean stepping out. I’m always thrilled to be invited into any process with calls for support or requests for assistance. I enjoy and appreciate when my input is asked for and when my skills or knowledge are tapped. I celebrate opportunities to contribute in any way I can.

That said I’m learning more and more each day that being involved through sharing enthusiasm, offerings of support, and intentional availability can lead to the unfolding of wonderful progress that I might not have otherwise imagined. This two-phrase principal leadership style is opening my eyes to a world of possibilities.

I couldn’t be more excited about rounding out an incredible week of learning and growth with the knowledge that another is about to begin. I couldn’t be more proud of or confident in the incredible people I serve.

Live. Learn. Lead.

Dream Big. Work Hard. Be Well.

I “Love To” Do The Mediflection Groove

I’m a sculptor, and not a very good one at that.  But I “love to” do it.  Not like I love to eat pizza or jump on a trampoline.  It’s different kind of “love to.”  It’s the kind of “love to” that I don’t exactly realize is a “love to” unless I really think about it.  It’s the kind of “love to” that I get lost in.  Actually, I haven’t sculpted it in years, but I came across a box of my sculptures while cleaning the garage yesterday, and instantly, without trying, I remembered the “love to” part.  I felt it.  It felt good.  It made me want to sculpt.

Then, in that same moment (and in the ones that followed it), I realized that that “love to” isn’t exclusive to sculpting (for me).  I feel it when I’m painting; something I haven’t done in a long time either.  Upon that realization, I wanted to paint.  I thought about driving up to the art supply store for a box of clay and a canvas that afternoon.  But then, again in the connected moments, I realized that the “love to” I was so excited about also happens when I’m landscaping and gardening.  Hold on, landscaping and gardening are things that I do all the time.  I could do them right now if I want.  Well, not right now, but soon.  I might just do them later on today.

And hold on again…that same “love to” happens when I write!  I know, because I am doing that right now, and I am “loving to!”  Holy macaroni (as my three-year-old would say), maybe it’s not the sculpting, the paining, the landscaping, or the writing…maybe it’s something else.  Maybe it a side affect of those things.  The common thread between all of those activities is that when I do them I tend to get into a groove.  You know, I nestle into a zone of hyper-distracted focus (goofy, but you know what I mean).  It’s the groove!  It’s the groove!  I love the groove!  Maybe I’m groovy.  Maybe I’ve taken it too far.

Maybe the groove is my meditation.  I’m not in the lotus position, and I’m not focused on breathing, but I am relatively comfortable, and I am hyper focused on something.  When I’m in the groove I’m so focused that I often don’t know what that something is.  When I come out of the groove I feel revitalized.  My thoughts seem streamlined.  I have new ideas.  I’m excited about next steps.  I think that in the groove, I unintentionally reflect.  I think I get lost in reflection.  When I’m really in it good, time goes away.  I think that it’s my mediflection groove.  When I’m doing a “love to” thing like sculpting, painting, landscaping and gardening, or writing, and when I get lost in that thing, I’m also meditating and reflecting.

Here’s the rub, I sat down to write about reflection this afternoon.  I did so because I find reflection to be indelibly tied to effective learning, and as an educational leader I’m terribly interested in thinking, writing, and talking about effective learning.  I’m always looking for ways to understand and foster a culture of it.  I didn’t know that this piece would become about my mediflection groove.  But it did.  And composing it remained me of something very important…one man’s nonsense is often another man’s logic.  While I’m exploding with thoughts about how my mediflection groove is tied to my effective learning and growth, and how I might be able to translate that into a deepened understanding of others’ effective learning and growth potential, the whole thing might be meaningless drabble to you.  You might unsubscribe from this blog after having read it.

Even if that’s the case, I challenge you to at least consider your own mediflection groove.  What is it that get’s you lost and focused?  What activity inadvertently drives you into a state of meditative reflection?  What do you “love to” do?  Maybe it’s cooking, maybe it’s walking your dog, maybe it’s flossing your teeth, and maybe it doesn’t matter.  Maybe what does matter is that we can each recognize our “love to” activities, feel comfortable taking the time to engage in them, and then allow the mediflection groove to work its learning magic.  Maybe educators can know the learners they serve well enough to recognize, support, and encourage each one’s “love to” activities with intention, and incorporate that knowledge into their instructional design.  And…if this is a bunch of malarkey, and if there’s no such thing as a mediflection groove, trying it still could submerge you more deeply into the things that you “love to” do.  Not a bad side effect to hogwash.

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Dream Big.  Work Hard.  Be Well.