Tagged: New Admin

August 28, 2014

Regarding School Culture: If You Want People to Know How Incredible They Are…Tell Them

A video about the incredible work of some amazing teachers,

& a principal’s excitement over the upcoming school year!

This week has truly been amazing! We started out in the building, working in our classrooms and offices. Designing and constructing our bulletin boards, moving furniture, shelving books, making name tags. Some of us had to move more than others. Our incredible resource room teachers agreed to relocate to the other side of the building in an effort to enhance integration for their students, and so that we could have a dedicated sensory room. Everyone chipped in. I feel so fortunate to have been hired into such a collaborative and caring community of enthusiastic educators!

Our parents and students came shuffling in by the dozens and the by the hundreds for our “World of Welcome” that morning. The hallways were filled with excitement and our classrooms were a buzz with “back to school” energy. Students were high fiving and cracking jokes, parents were catching up on summer adventures and re-connecting, teachers and support staff were welcoming our community partners with eagerness and joy, our PTA was selling spirit wear and signing families up, and I was moving through the crowd trying to meet and greet as many people as I could. It was exhilarating!

That afternoon we had our first staff meeting. Through story telling and a series of activities, I offered the faculty a peek at who I am, I invited them to share some of their own stories with the group, and we began dealing with who we are as a school community. It’s wonderful when the depth starts to come out. That initial “getting to know you” phase is so exciting. Teachers are interesting and incredible people. I really appreciate the fact that the Meadow Brook faculty has been so willing to open up and give so honestly of themselves. I drove home on Monday afternoon feeling great…excited about the present, thrilled about the future, and proud to be a Meadow Brook Meadow Mouse!

The next morning, in the area of a thousand district faculty members gathered at one of our high schools. It was awesome. Our central office administration delivered a message highlighting their focus on shared leadership and their passion for teaching and learning. They used sincerity and humor to make that message sink in and stick. They did an outstanding job! My excitement about being a part of this team continued to grow throughout as they addressed the group.

Our Keynote speaker, Dr. Adolf Brown, tore the roof off the place. He came in like a lightning bolt and drove his message of understanding, compassion, and the need for genuine relationship building home through powerful speaking, song, dance, and “real talk.” He expressed things like:

“It’s better to be a witness than a judge.”

“Teach the children you have, not the ones you wish you had…every child doesn’t learn the same thing, the same way, at the same time.”

“Don’t enable, empower.”

“We keep raising the bar without leveling the playing field. A marathon is only 26 miles for those who begin at the starting line.”

“Somebody is going through a personal storm right now.”

“Technology must not surpass humanity…a smart board will never replace a smart teacher.”

“Rules don’t govern behavior, relationships do.”

“Holding a grudge is like drinking the poison and expecting someone else to die from it.”

“We live on a rock that travels 800,000 miles per hour around a burning star…keep the faith.”

“Music is the only thing that touches all parts of the brain at the same time.”

“If you’re not having fun your not doing it right.
…and much more. It was all totally awesome (I’m a child of the 80’s)!

I facilitated two breakout sessions on perpetuating cultures of positive progress called “Got Joy?” in which I offered some thoughts, ideas, and strategies for use in classrooms and school communities. Then, I went to an incredibly inspirational session about teaching kindness facilitated by the brilliant Colleen Mestdagh, a second grade teacher at Meadow Brook and the co-author of “Force field For Good” – an amazing resource for k-5 teachers (http://www.forcefieldforgood.com/). Another great day of learning and collaboration!

Yesterday, we split up for informative morning meetings, and then after lunch we all met back at the building for a final afternoon of PD. While the past couple of days had been rich and meaningful, they had taken a lot out of us. Everyone was pretty wiped out, but even on our last leg, we dug deep to ensure value in every moment that we spent together. Genet Haise and Robin Czarniowsi astounded me as they facilitated activities for their colleagues with energy and enthusiasm. Mandy Lyons who walked us through a SMART goals learning journey amazed me with her passion and drive. I was thrilled that the entire staff gave every ounce of effort in every moment that we spent together. I learned a ton. I continued to be energized. I remained proud.

I’m of the belief that if you want people to know how incredible you think they are…you tell them. It’s a strategy that can be used in the classroom, in the school community, in the home, and basically anywhere that two or more people are working together to achieve individual and collective goals. And, I think that if you want other people to know how incredible your teachers are, and how excited you are about your school…you tell them too. If you’re reading this (which you must be), I’m telling you right now…I could not be more fortunate!

I work in a fantastic district, at an incredible school, with the finest educators, and the best students and families imaginable! The video at the top of this post is a tribute to some of the great work that our faculty has accomplished this week. It’s a message to our students and our parents that we’re ready to go with some serious teaching, learning, and fun…and it’s an expression of my genuine excitement for the great things to come at Meadow Brook Elementary School this year and into the future!

Live. Learn. Lead.

Dream Big. Work Hard. Be Well.

August 24, 2014

Trust Me, You Can Trust Me…I Promise!

Guess what, telling people that they can trust you doesn’t automatically cause them to do so. I know…it’s strange. Talking about trust is a good start, but it takes much more than that to earn the trust of those you spend your time with, and in particular, it takes much more than that to earn the trust of those you serve (which ironically, is essential to your ability to serve them well.

I know myself pretty good; I’ve lived with me for over forty years (just over). While it hasn’t always been a pleasure cruise, there have been significantly more good times than bad, and over the years I’ve determined that I’m trustworthy. I’d like my family, my friends, and my colleagues to know that too, and I know that it takes time and focused effort to achieve that end. I need to be thoughtful about my decisions and my interactions, I need to be patient, I need to forgive myself when I slip so that I can correct myself with authenticity. I can’t expect people who don’t know me to start out trusting me…even if I tell them that they can. As a building Principal, I have to show my stakeholders that the things I tell them are true. I need to walk my talk. Integrity is critical.

Yesterday I walked into a classroom in between two tasks (the classroom wasn’t in between the two tasks, I was). One of my goals is to be accessible to my classroom teacher colleagues. I was in a rush, and I truly needed to get to task number two within minutes. I knew that there was a group of teachers congregated in this particular room, and I thought it would be nice for me to offer a smile and a quick burst of positive energy. It might have been, and even though my intentions were pure, that’s not what happened. They didn’t want a smile and a quick burst of positive energy, they wanted an ear and a decision. I had neither to give, and instead I left them with some hurried frustration. Way to go, Seth!

This particular group was working extremely hard. They were helping one another move furniture, brainstorm ideas, make nametags, inventory books, and accomplish some of the endless tasks that teachers have on their plates before the start of school. They were really busy too. Go figure, I’m not the only one! Incidentally, they’re not contracted to be at school until Monday. To boot, many of them have been coming in periodically (and even consistently) for the past two weeks. Their dedication is truly amazing!

Anyway, when I walked into the room they reached out with a genuine concern. I didn’t anticipate that they would. I thought it would just be a “hello.” I was stopped in my tracks and short in my response. I’m sure that my frustration was obvious as I rushed out of the room. They didn’t get an answer, and instead of building trust…I diminished it. So much for good intentions, and so much for telling people that they can trust you as a strategy for trust building.

The interaction lingered in my mind. It was a dropped ball. After task number two was complete I went back to the room. Thankfully the teachers were all still there. I told them that I was remiss in my initial response and recognized the pressure that they were all under to get things done. I thanked them for their patience and asked them to bear with me as I learn and grow…even and especially during some of my less proud moments. They responded with compassion, and even some confusion, telling me that my response was “fine” and that they understand that there’s a lot to do, and that it was “no big deal.” I thanked them, and then I offered a plan of action in place of the decision they were looking for (I truly couldn’t offer a decision at that time). They thanked me again (lots of thanking going on), we had a few laughs over some inside start-of-the-year teacher situations, and then we each moved on.

The forgiveness part of this deal is critical. Just like many of my colleagues in education, I’m pretty hard on myself. While this situation wasn’t as detrimental as it might have been, it did require some forgiveness. Forgiveness from those I was short with was have been nice, but forgiveness from myself was the key, in large part, because I am the only one in any situation that I can control. I know that I’m trustworthy. I know that my intentions are good. If I’m going to learn and grow from my mistakes, I must forgive myself for them as well.

Dwelling causes stagnation. After some deep reflection on this challenge my readiness is enhanced. I’m ready to walk into the next room, with the next group of people who need ears and decisions, at a time when I’m not able to give either. I’m ready to respond to them in compassionate and comforting ways. I’m ready to assure them that they are a priority. I’m ready to communicate that that I value them. Maybe it will be as simple as pulling our my calendar and saying, “What are you doing at 2:10 – can we meet then?” Maybe it will be as easy as saying, “I’m almost ready to chat about that…I just have to work out a few more details.” Maybe it won’t be simple or easy, but I’m ready to do it. In fact, I’ve done it many times. I just didn’t that time. When I do do it…it’s better, and when I don’t…it’s not. I’m ready to remember that better than I did this time.

A sincere apology is a good start, some thoughtful reflection is a great follow up, forgiveness and a commitment to growth is wonderful, but I would suggest that above all else, when mistakes are made that diminish trust, augmented patterns in behavior and communication are both truly essential to the critical rebuilding process.

Live. Learn. Lead.

Dream Big. Work Hard. Be Well.

August 17, 2014

That’s So Cliché (and possibly something to consider)

“They don’t care what you know until they know that you care.” I don’t know who said it first, but I’ve heard it said more times than I can count. Of course, it refers to kids. And in my opinion, it’s something that educators and parents are well served to consider. The thing about Cliché’s is that they stick around. People are constantly repeating them, and other people are constantly rolling their eyes when they do. People say, “That’s so cliché,” as if being “so cliché” is a good-advice-deal-breaker. I think that most cliché’s stick around because there’s something to them. That’s not to say that each and every one should be taken literally and adhered to, but it might not hurt to consider them. It might be wise to take at least a bit of stock in sayings that people constantly repeat over the course of extended periods of time. I particularly like the one articulated at the start of this paragraph.

Yesterday I went to a baby naming. My mom came with me. At the ceremony, she caught the eye of an old friend. He caught her eye too. They were overjoyed to have an opportunity to catch up. Turns out, they were as close as siblings at one time. It didn’t take much to return to that closeness, even after several years apart. When my mom was coming up family, extended family, and people who quickly became extended family, by virtue of living together, almost exclusively populated her neighborhood. Through their shared interests, shared conditions, and shared humanity, people in “the old neighborhood” came together and cared deeply about one another.

When my mom introduced me to her surrogate brother from years ago, they were both almost teary eyed with sentiment and nostalgia. He told me a story about how my grandfather was “like a father” to him. He talked about learning hockey, and not just learning about the game, but learning about passion for the game. He made clear a distinct connection between his relationship with my grandfather (who passed before I had an opportunity to get to know him) and a shared enthusiasm for hockey, an enthusiasm that developed as a caring connection.

My mom told me about his mother, Aunt Nellie. She told me that Aunt Nellie was a businesswoman, and that she owned a shop. With a far-off look she went on to tell me that Aunt Nellie taught her how to “make a package.” I wouldn’t have thought that making a package was much of an important thing until I heard my mom refer to it in her recollection of Aunt Nellie.

The depth of caring, the joy of reminiscing, and the incredibly meaningful impact that hockey loving and making packages can have on a person’s life should not be overlooked as a powerful message as it relates to teaching and learning. The fact is, cliché or not, “they don’t care what you know until they know that you care,” and when they do…when they know beyond a shadow of a doubt that you do, they care deeply.

As we prepare for the start of another incredible school year, I’m thrilled to have had the opportunity to experience the impact of such caring first hand, and several years later. My mom is a grown adult. The man she introduced me to yesterday is a grown adult. They’re both grandparents. They’ve both had decades of full and rich experiences in their personal and professional lives. Yet, I would guess that the stories they told me yesterday were stories of some of the most impactful experiences of their lives.

It’s critical that we put forth high quality instruction that’s purposely connected to curricular goals. It’s unwaveringly important that we design comfortable, accessible classroom spaces, which foster individual and collaborative learning. Our knowledge of best practices instruction is crucial to the fulfillment of our mission and the realization of our goals. However, I would suggest, that to scaffold it all, to build a foundation for everything else we do in our classrooms and our school communities, we must be authentically accessible to our students in ways that show how much we care about them.

I believe that even with everything else going on, we need to make the genuine development of relationships our main priority. Truly, the thing that means the most, and arguably has the greatest impact on teaching and learning, is the caring. Teach about your passion for hockey or making packages if that’s where the caring connections are found…the subject almost doesn’t matter. When caring is overt and authentic, it can be impactful immediately, and for the duration of a lifetime.

Live. Learn. Lead.

Dream Big. Work Hard. Be Well.

August 16, 2014

Repeatedly Repeat…Living a Point of Clarity

This week I attended the first meeting of my district’s Instructional leadership Team. It was wonderful getting together with administrative colleagues, catching up on the past couple of months, and starting to set the collaborative wheels in motion! Our Superintendent, Dr. Bob Shaner, gave an insightful and energizing introductory address. He spoke about providing the highest quality instruction for all children, and framed the charge as our top priority.

He referenced Patrik Lencioni, Robert Marzano, and Jon Gordon, and enthusiastically reminded us that we have the tools to get the job done, that together we will find solutions to the challenges we face, and that we must ever-diligently be articulating words and modeling actions that address our “point of clarity”…again, providing the highest quality instruction for all children. This really hit home. I’m a firm believer that the mission of any person or organization is well served by intentionality and repetition. Even a “point of clarity” can be enhanced by continuous clarification.

I’ve inherited a wonderful motto in becoming the Meadow Brook principal: “Better Because of Me.” To be clear, at first glance, I wasn’t sold. I wondered if it was collaborative enough in nature. I thought that maybe the “me” part should be “us.” I spent a good deal of time deliberating over those four words. I believe strongly in saying what I mean and meaning what I say. I think that a school motto is an extremely powerful tool for developing relationships, driving a culture of positive progress, and fostering accountability throughout the population.

“Better Because of Me.” What does it truly suggest? It’s a personal commitment to enhancing our “point of clarity.” It’s a vow on the part of anyone who utters it. It’s an immutable commitment to those who subscribe to it. It’s a promise to ensure that at Meadow Brook we are all perpetuating and/or engaging in high quality instruction. It’s recognition of awareness on the part of all stakeholders that teaching and learning is our baseline for the advancement of individual and collective goals. It’s a spoken agreement to zero in on consistent development. “Better Because of Me,” is an opportunity for each of us to reflect on our unique contributions as they connect to our universal betterment.

As principal, I can model “Better Because of Me” by frequently sharing my process as it unfolds, and inviting those I serve to do the same. At the start of each school year I overtly articulate my focus, then repeatedly do so throughout the year. I choose one aspect of my own learning and leadership journey to use as scaffolding for achievement and growth. This year, I’ve landed on partnerships. My reflective core, the thing that I’m leaning on to drive my practice forward, and my personal “point of clarity” is, “Partnerships That Perpetuate Joyful Teaching And Learning.”

I’ve printed that focus statement and hung it on the wall in my office. I plan to repeatedly communicate it as a primary aid in my effforts to continuously enhance our school community. I’m going to talk the talk and walk the walk of, “Better Because of Me” through “Partnerships That Perpetuate Joyful Teaching And Learning.” Also, I will ask and encourage all stakeholders to develop, commit to, and reputedly articulate personal, reflective core, “Better Because of Me” focus statements. My thought is, with all of the incredible “Me’s” in our community…that’s a whole lot of “Better!”

Live. Learn. Lead.

Dream Big. Work Hard. Be Well.

August 15, 2014

Follow The Amazing Leader: Learning From My Partners

Yesterday I participated in a second summer reading event designed to encourage/model literacy learning, to provide a platform for new and veteran families to get together in anticipation of an exciting school year, and to introduce new school leadership to students and parents in a fun and comfortable way. The events were conceived, developed, and brought to life by the amazing Kelly Dessey. Kelly is the principal of Long Meadow Elementary School and therefore one of my administrative partners in Rochester Community Schools (RCS).

This is my second year with RCS. One of the most impressive and important ideas that comes from our central office team and permeates through every school and every classroom is that idea of teamwork and togetherness. I’ve been amazed and energized by the level of encouragement and support that consistently comes from all directions.

Each of the twelve other elementary principals has reached out to me multiple times, offering assistance, perpetuating dialogues about teaching and learning, and simply checking in. As have principals and partners at all levels. At the end of the day yesterday I was wrapping things up in my office when the phone rang. It was Debi Fragomeni, our wonderful Assistant Superintendent. I’m quite certain that Debi’s to-do list is considerably lengthier than mine, but somehow, “call Seth just to see if there’s anything I can do to help,” is on it. Great modeling, great support, great stuff!

After talking with Debi for a few minutes, I headed out to the summer reading event. Principal Dessey was there to greet me, snacks were out, parents and students were engaged in a scavenger hunt, and people were strolling around, introducing themselves, and chatting joyfully. Appropriately, the event was held at our neighborhood Barnes and Noble. After a crowd formed, Principal Dessy took the mic. She talked about partnerships in learning, she expressed appreciation and excitement, she shared her passion for reading and for learning, and she welcomed our students and parents with a smile. We read some stories, engaged in a few fun activities, and shared some thoughts about our collective vision. Kelly rocked it!

Having partners who go out of their was to perpetuate a district-wide culture of authentic collaboration, who joyfully invite and include one another in the development and implementation of community events, and who overtly go out of their way to support one another, is wonderful. It’s truly wonderful, and it makes everyone involved better. As educational leaders, it’s our job to bring out the best in those we serve. I could not be more excited and appreciative of partners like Kelly and the whole RCS team, who work hard to bring out the best in me! It’s an example that I intend to learn from and live out as I move along my leadership path.

Live. Learn. Lead.

Dream Big. Work Hard. Be Well.

August 11, 2014

Blame Boosting: Reframing Fault for Functional Forward Flow

I find it extremely easy to turn to blame when I’m frustrated. In fact, learned or otherwise, it’s almost an instinct. When something goes wrong, blame tries to force its way into the mix. But blame doesn’t do anything to perpetuate solutions. It simply distracts from progress. I recently revisit “Hatchet” by Gary Paulsen, an extremely intense, but amazing piece of literature. If you don’t know the story, Brian is a kid who goes down in a plane crash over a remote and dense forest. He’s on his way to visit his father in the North of Canada when the pilot of the small plane suffers a heart attack. Brian survives the crash and is left to fend for himself, hundreds of miles of course, alone, and with only a small hatchet. The book is an incredibly well written account of his thought process through the unimaginable challenge of being isolated in that way for over two months.

One of the most poignant scenes for me was when Brian realized the futility of self-pity. After being nearly killed by a moose and torn apart by a tornado, self-pity tried to work its way into his mind. He let it distract him for a moment, and then, like a light bulb going off over his head, he understood and appreciated that self-pity is not useful. He could see clearly that it simply doesn’t work. He needed to rebuild a shelter, he needed to generate a fire, he needed to remake tools and find food, and he needed to stay alive. It didn’t take long, especially in the predicament he was in, to see very clearly that self-pity wasn’t going to help him do any of that. In fact, at the very least, it was going to slow him down.

I feel the same way about blame. We’re not stranded in the north woods with only a hatchet, but we do have significant challenges that demand solutions, occasionally with limited resources. I don’t believe that blame is going to help us attend to the wellbeing and achievement of the students we serve. I believe instead that blame can be stifling.

I do however understand that every challenge comes complete with people, and that each of those people plays a role in the perpetuation and/or the resolution of the challenges they’re connected to. I think that we can reframe blame/fault if we come at every challenge as an opportunity for learning and growth. As a principal, it’s my job to bring the best out of people. Through collaboration and the intentional focus on joyful teaching and learning I’m charged with the task of supporting all stakeholders along their individual and collective developmental journeys. When blame comes into my mind during those aforementioned moments of frustration, I find it useful to reframe the blame with functional forward flow in mind.

There’s a flow to everything. There’s a flow to the culture of a school community, there’s a flow to the development of best instructional practices, and there’s a flow to the growth of each learner. My job is to do all I can to have that flow functionally moving forward. When I set blame or fault against the process of learning and growth, my ability to facilitate forward flow is enhanced.

Sometimes I’m a manager, sometimes I’m a coach, sometimes I’m a mentor, sometimes I’m a student, and I’m always a learner. Turning to progress in teaching and learning as I work my way through the initial pull of instinctual blaming helps me to move through it ever quicker. Like Brian shaking off self-pity in favor of survival, I’m coming securely into my ability to boosting blame into fodder for understanding next steps toward a functional forward flow. This school year I intend to continue growing in that area. I would suggest that keeping that frame of mind is helpful in multiple capacities. Especially as I partner with the amazing students, teachers, and parents in my school community through our continuous work toward excellence in education.

Live. Learn. Lead.

Dream Big. Work Hard. Be Well.

August 10, 2014

Feng Shui for Partnerships that Perpetuate Joyful Teaching & Learning: Some Principal’s Principles

Why is it that so many people say things like, “You probably won’t get to know Sally very well…she’s never sent to the principal’s office,” or conversely, “You’ll be seeing a lot of Timmy…he’s constantly being sent to the principal’s office.” I’ll tell you why, it’s because traditionally the principal’s office has been known as “bad kid” behavior triage. Even though that perception has significantly shifted from the time I was a kid (a heck of a long time ago), us principals still face some lingering “you’re in trouble if your in my office” energy. In my opinion, we need to band together and squash it!

My focus for the upcoming school year is partnerships. More specifically, I am focused on “Partnerships That Perpetuate Joyful Teaching & Learning.” I’ve spent some time this summer working to design an office space that might help me, and those I serve, to focus on that focus. So far, it’s going well. Of the few people who’ve visited me, two have commented. One said, “Wow, you’re office is so welcome,” and the other said, “What a comfortable office space!” Both comments are right in line with the intentionality behind my vision. I plan to make note of other comments and interactions so that I can adapt as needed throughout the year.

We all know that intentional classroom design is critical for joyful teaching and learning. I’m here to suggest that the same is true for the principal’s office. Sure, I will have some challenging conversations in my office this year. However, I also intend to have many joyful ones. I envision teachers, students, and parents joining me to brainstorm ideas, collaborate on projects, share insights, read, write, think, and reset for forward progress toward individual and collective goals. A principal’s office should be a safe place for all of the above. Here are some of my thoughts/ideas so far (stay tuned for updates throughout the year):

Distinct, Defined, & Purposeful Spaces

Meeting

My office is not that big, but there is enough space to separate the various kinds of work that needs to done over the course of any given day. When I’m meeting with stakeholders and colleagues I prefer not to have physical barriers between us. I’ve put a small round table with three chairs near the window so that people can comfortably talk and work together as partners. I put a box of tissues on that table to address runny noses. I believe that walking around from behind my desk to sit with the people I serve sends a welcoming and positive message…and if there are times when I want to send a different message, I still have the desk to sit behind.

Working

My workspace is separated from the other spaces in my office by this wonderful desk set I’m fortunate to have inherited, and by its placement on the other side of the room. Again, my office is a relatively small space, but with some focused creative thinking even small spaces can be designed for targeted purposes.

Comfort

I’ve set up a lounge/library for informal meetings and down time. Sometimes students, teachers, and even parents might want to join me in the office for some down time while I work, they might want to simply chat, or they might want to get away from the hustle and bustle of the classrooms and hallways. This area is a good space for that kind of stuff, whether or not I’m in the office with them.

Art/Literature

I’m a reading specialist by degree, and I have a deep passion for all things literacy learning! One of the main concepts I used in designing a classroom space to promote literacy learning was to make sure it was literature rich. I love making connections through reading, writing, talking, and listening. I’ve filled my office with books from multiple genres and across a range of reading levels. I’m ready and equipped to share my professional literature with colleagues and parents, and I am looking forward to reading and discussing children’s literature with my students.

Also, I read a lot. Even if it’s just ten minutes while I eat an afternoon snack, modeling my passion for literature as an essential driver of learning and growth is something that I believe strongly in.

And then there’s the art. I’m not finished with that, but I strongly believe in displaying art that is in some way connected to my focus (along with actually displaying my focus). It’s good fodder for discussion. I will also be displaying real-time pictures of learning as it unfolds in my our building throughout the year.

Some Odds/Ends

There’s so much more to think about when designing ideal learning spaces anywhere is your school building. The key for principals is that our job is to bring out the best and most joyful teaching and learning possible in our community. We are charged with constantly building capacity toward that end. I make sure to have some fun and useful supplies, and even an occasional snack (sometimes teachers and visiting parents require the tiniest bit of chocolate). I suggest that we consider our chug in everything we do, even when setting up our offices. What do you think?

Bonus…A Link for Teachers

Teachers, you would be well served to check out http://classroomcribs.com/ if you’re looking for ideas for setting up “brain friendly learning spaces.” Some of my teacher colleagues have been ranting and raving about the resources available there!

Live. Learn. Lead.

Dream Big. Work Hard. Be Well.

August 9, 2014

Compartmental Eyes: A Focus Strategy for Busy People

Parents and educators are faced with a multitude of distractions over the course of any given day. In any given moment, we’re required to be cognizant of lots of people and their many individual and collective needs. Specifically regarding the management of children, I frequently hear the words “organized chaos” and “herding cats.” Not terribly flattering, but sometimes our work can feel overwhelming.

Children are easily excitable, they’re enthusiastic about their curiosities and their interests, and they move really fast. These are all wonderful things when it comes to learning and growth.

Educators and parents are extremely busy people. They’re passionate about development, they’re constantly considering strategies and ideas for perpetuating positive progress, achievement, and joy, and they care deeply about the safety and wellbeing of their children and the students that they serve. These are all wonderful things when it comes to learning and growth.

All of the wonderful things mentioned above (and more) are not only wonderful, but they’re necessary. Also, there seem to be limitless additional wonderful things that contribute invaluably to the course of raising and educating our children and our students. Insomuch as that’s the case, parents and educators must harness the power of each, and in working to do so effectively, we are faced with the potential for significant and frequent distraction…all the time. A good focus strategy can help.

My advice is to compartmentalize using compartmental eyes. In order to do so a meaningful and in connected ways, I would suggest building what I would refer to as a reflective core. Actually, you already have one; it’s the combination of your priorities and your core values. Do you regularly attend to your reflective core? Are you intentional about how you access it? How frequently to do you cross-reference it with your movement toward the outcomes you intend?

Make prioritizing a regular and repeated priority, and to scaffold it on a foundation of your core values. One way this can be done is by establishing, regularly checking in on, occasionally adapting, and framing your ideas, actions, and decisions thought that reflective core.

To effectively view the world through personalized compartmental eyes you should outline the compartments that make sense to you. Make a list of your core values. You might make a mental list, you might write it down. Either way, go back to the list regularly. Maybe every morning when you wake up, or just before you go to sleep; maybe for a few minutes while you’re eating lunch. The idea to keep the list fresh, updated, and connected to your growth and development. My list would include (in no particular order):

Teaching and Learning
Assuming good intentions
Open-mindedness
Optimism
Communication
Reflection
Compassion
Joy
Fun
Forgiveness

There’s more, but it’s a good start if I were to articulate some ideas around which I focus my forward progress, both personally and professionally. Again, the idea of building a reflective core as it relates to a compartmental eyes practice is to be every mindful of what matters to you. Then there are your priorities. Some of mine are:

Family
Community
Students
The teachers and parents that I serve
My administrative colleagues
My own intentional learning and growth

Again, there’s more, and they move and shift at times, but keeping them in minds helps me thoughtfully attend to each one.

After making a list of your core values and your priorities, do something goofy. Visualize creating a pair of glasses with lenses that filter your world through those things. They could be goggles, maybe a visor, how about a telescope or a magnifying glass. You could actually make the thing if you’d like. I was thinking that I might design a box with labeled compartments and literally write brief descriptions of various moments on small slips of paper to help me focus on my reflective core throughout the school year (a really busy time in which I’m more susceptible to distraction and, yes, even frustration). Using compartmental eyes I would identify potential distractors and either set them aside for future reflection or clean them off of my plate with a simple articulation.

For example, educators receive an unbelievable amount of e-mail communications. Because of the nature of digital communication, some of those e-mails read in unintended ways. When I receive an e-mail that hits me wrong, I can turn to my compartmental eyes box, take a slip of paper and two minutes, write something like: received confusing e-mail…seems upset…assume good intentions…suggest a phone call or in-person meeting…enhance partnership…realize that the common goal is joyful teaching and learning! I could put my compartmental eyes glasses on while I’m doing it (and hope that no one’s standing at my door thinking I’m silly – even though I am at times). The practice is intended to change what might be a sleepless night of wondering and worrying into a few minutes of connected reflection, which could potentially lead to the enhanced communication and enriched partnerships that I find so critical to my work.

Overtly developing and repeatedly articulating a reflective core, visualizing a connected lens through which to view the world, and actively combining the two on a regular basis might not be necessary for you. Some people are really calm, reflective, and patient without all the rigmarole. However, this is a fast paced, sometimes loud, always busy time of year for parents and educators. If you could benefit from some strategic focus, I would urge you to adopt and adapt this practice for your needs, and then give it a shot. If it even stands a chance of enhancing your life, and in turn, your students’ learning experiences, it might be worthwhile.

Live. Learn. Lead.

Dream Big. Work Hard. Be Well.

August 8, 2014

Open Hearts, Open Minds, Open Doors: 3 Surefire Steps to Enhanced Communication or Your Money Back

I write a lot about communication. This blog is called Berg’s Eye View because the contents reflect my perspective, and in my world effective communication is critical. Sometimes I get it right, sometimes I get it wrong, but I’m always thinking about how I can improve. My goals with regard to communication are founded on joyful learning and growth; both for me and for those I serve. Here are 3 things that consistently have positive impacts, and seem to catalyze healthy communication more often than not:

Well Wishing

Frustration is really easy to come by in the worlds of parenting and education. As a teacher and a building principal, I’ve experienced many communication challenges with a multitude of school stakeholders including students, colleagues, and parents. As a parent, the exhaustion can sometimes lead to frustration and miscommunication in challenging times. A while back I read some great advise from a researcher/author name Becky Baily (“Conscious Discipline”) who suggested that wishing people well promotes positive communication. I’ve since found that it’s true. Open your heart before each interaction (challenging of otherwise). Always wish everyone well. No matter what situations you find yourself in, maintain the hope that others are having joyful experiences. It helps frame communication as a process by which individual and collective solutions are reached.

Believing That People Mean Well

You’re not going to be the only one running around wishing people well. Unless you’re a mind reader and know that people are seeking negative outcomes, believe that they’re wishing you well too. It feels better, and I would suggest that they probably are. In my experience, people are generally, relatively nice. Dr. Covey is always reminding me to assume good intentions, and I think that he makes a good point in doing so. Most of the people in our homes and school communities are looking for the same outcomes. Our spouses, friends, and colleagues want children to learn and grow, they want to realize progress along their own developmental pathways, and they want to function in cultures that encourage and celebrate joy. Use that to preempt communication challenges. Get in the habit. It works.

Considering Multiple Perspectives

Dr. Covey also reminds me that working hard to understand others, their thoughts, and their ideas, is a really good way to enhance my interactions with them. Again, I think he’s on to something. Dig deep into listening. Consider that it’s actually a practice that begins with hearing, but extends well beyond into processing. When you take time to consider the communication of others with authentic interest and an open mind, you enhance the inherent benefits of collaboration. Whether the outcome is agreement or not, learning and positive progress are boosted though authentic reflection over multiple perspectives.

So, my communication advice for parents and educational leaders from the classroom to the district level is: maintain and open heart and an open mind, and doors will open for you and those you serve. Better yet, when you follow these simple steps genuinely and habitually, others tend to join you. It’s good stuff.

Dream Big. Work Hard. Be Well.

August 5, 2014

Teachers & Support Staff…Amazing People!

I couldn’t be more excited to be quickly approaching the first days of this new school year! Believe me, I’ve really been enjoying every moment of a truly magical summer. The weather in Michigan has been glorious…talk about making up for a rather intense winter (not that Mother Nature owes us Michiganders anything). Plenty of sun for hanging by the pool, plenty of rain for watering our lawns and gardens, plenty of soft breezes and shady spots under elm trees for cooling us down. It’s been a perfect mix. I actually can’t remember such a nice summer in recent history.

But there’s something about the start of a new school year that just gets that tingly excitement going in the belly of an educator. The smell of a new notebook, the feel of a canvas backpack, the neatness of a freshly stocked pencil case, and the sight of classrooms coming to form under the thoughtful supervision of the amazing teachers who bring them to life!

I am a principal for the first time. My plan is to be a principal for a long time, and if all goes well, right here at Meadow Brook Elementary School! For now though…this is the first time that I’m going to experience all of the wonders of the start of a new school year as a principal. I’m totally geeked (and arguably somewhat OF a total geek – but I can live with that)! It’s a new and thrilling lens through which to engage in this process.

So far, I’ve been doing a lot of organizing, both of thing and of ideas. I’m getting files in place, working on a range of communications, finalizing placements and schedules, and touching base with various stakeholders. I’ve had the good fortune of running into a few parents and students over the past month, and a colleague and I have lined up two “story time” events at the local book store. We did the first one in July…it was a blast! Lots of families came, we each read a book (I read “Rufus Goes to School” by Kim Griswell [author] and Valerie Gorbachev [illustrator] – I highly recommend it), we got to see some of the amazing teachers from our schools, and people hung around eating cookies and chatting. We’re looking forward to round 2 in a few weeks.

So, all is well and good. Things are moving right along. I’ve been feeling productive and getting excited, and then yesterday it became really real! Yesterday some teachers came into the building to do some prep! I can’t tell you what a treat it was for me to be able to spend some time with these amazing individuals. It called to mind the incredible work they do, the deep passion and commitment they each have for/to student achievement, and the unending motivation that drives them to give everything day in and day out. Teachers are truly amazing people to be around!

As a principal, I know that I will be wearing many hats on a daily basis, and serving in multiple capacities throughout the year. One of the things I’m most excited about this year is to serve as a partner to the phenomenal Meadow Brook teaching and support staff. I’m excited to continuing building the great connections that we’ve begun establishing. I know that our collaboration and partnership will lead to incredible learning and growth for all involved – especially the students that we serve!

Yesterday, at the building, I ran in to a few veteran classroom teachers, a relatively new classroom teacher who will be working with our first grade team during a maternity leave, a veteran a ASD teacher, and a dedicated paraprofessional. All of these people were in the building a month before school starts because they’re committed to, and passionate about the work they do. They are each already thinking about what they can do to enhance the lives of their students. I suspect they don’t stop thinking about it. In fact, I know they don’t.

Teachers are 24/7 – 365 thinkers. Yesterday, some were organizing, some were generating materials and constructing displays, some were looking to have conversations about next steps, and some just came to say “hello” and check things out. All were thinking about how they can make our school community better. I’m not a mind reader, but I’ve met many teachers, and I know that the switch never turns off! It was great to see them, it was great to chat, it was great to share their excitement & enthusiasm!

Teachers and support staff are the primary links that our students have to their individual and collective learning and growth they experiences each year. These incredible people plan, implement, and adapt instruction to meet the needs of an extremely diverse population of learners. They tirelessly work to refine their skills and strategies. They give of themselves without limits. They do the “heavy lifting” with pride & humility! As a building principal I truly appreciate their work & dedication, and I believe it’s essential that they know it. I’ve been brainstorming some thoughts and ideas about how I can express my appreciation throughout the year.

Here are some:

Being a partner in learning & growth by spending quality time in and outside of classrooms, engaging and processing through connected, ongoing, and authentic dialogue.

Supporting ideas and initiatives by distributing leadership in appropriate ways and encouraging autonomy.

Setting & maintaining high expectations through shared planning, consistent modeling, and the celebration of achievement at every turn.

Listening with an open mind and an open heart.

Seeking opportunities to connect and develop a true depth of understanding through conversations and collaboration.

Recognizing & appreciating the growth process by forgiving myself and others when we slip and/or fall, and concentrating on temporary failures as boons for long term successes.

Putting people first with a focus on relationships.

Using social media to highlight & globally connect around the incredible work of the teachers and support staff in my building.

Spending more time in front of my desk then behind it.

Saying, “Thank you,” and meaning it!

Dream Big. Work Hard. Be Well.

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