What Does Five Minutes Really Mean? #SAVMP

In the grand scheme of things, what does five minutes really mean?  As we are nearing the end of the first semester, subtle distractions start to appear.  Students begin to focus more on Winter Break - if they are elementary age, students are most likely focusing on Christmas and Santa Clause. :-)  It is at this point we all tend to fall prey to lapses in focus.  This is not uncommon, but does raise a good question.  What does five minutes really mean?  

My wife and I had this discussion about a month ago.  My wife is also in education.  She is a Library Media Specialist at an elementary school.  I joke about her being too detail oriented and fixated on time.  However, when it comes to teaching, she is efficient.  She practices a "bell to bell" approach to teaching in which students are engaged in whole group, small group, brain breaks, independent work, etc.,all within 60 minutes each day. To her, five minutes means a lot!

It is time that a students can get lost in a book.  It is time that a student can seek out new information.  It is time that a student can seek out information to provide support or argument.  It is time for a student to review, practice, and apply an new skill.  Five minutes is a lot!

When broken down, here is what five minutes equates to: 5 minutes wasted per day over 180 school days equals 900 minutes.  Yes, 900 minutes!  That's 15 hours, or two entire school days, of wasted opportunities to learn .  Now, if we apply 5 wasted minutes to each hour of the school day, we waste 35 minutes per day.  Factor 35 wasted minutes to 180 school days, we effectively loose 6,300 minutes, or 105 hours!  This loss of time amounts to 15 days of school, or three weeks of instruction!  

I am reminded by a quote from Benjamin Franklin, "If you fail to plan, you are planning to fail!”  Most of our wasted time comes from unexpected problems (technology issues, need to make copies of an assignment, an unexpected conversation with a student or colleague, etc.).  Yes, these things do occur.  However, as professionals, we need to make sure we are paying attention to every detail (checking websites for compatibility, making copies prior to class, asking to follow up with students or colleagues later).  I know as a principal of an elementary school, I am guilty of stealing time and am working on changing this habit.  After all, I don't want to be responsible for wasting anyone's time, because five minutes really means a lot.

It Takes a Village... #SAVMP

   The old adage, "It takes a village to raise a child," is often used in education.  We take this perspective, as it exemplifies how the school community works together to do what is best for children.  Recently, I have witnessed this adage in full display, as our school district worked with local businesses, churches, parents, community members, and high school students to renovate our elementary school play ground.

   This project began over 10 years ago, with a very passionate PTO.  They wanted desperately for their children to have a new playground.  At that time, district administrators encouraged the PTO to begin raising funds to see the project come to fruition.  However, 10 years later, the project was still in the fundraising stage. 

   Last summer, the PTO made a substantial donation to the school district in the amount of $10,000 to be used to purchase a new elementary playground, complete with an ADA transfer location, various climbing options, slides, and the ability to serve all students in PreK-5th grade.  This donation, along with district capitol outlay dollars, purchased a wonderful state-of-the-art playground for our students.  However, the generosity didn't stop there.  In a three week span, local businesses and patrons donated money, concrete, excavating, labor, machinery, and food to see a "Community Build Day" happen for our students.  On Saturday, October 26, nearly 40 parents, staff, community members and high school students gathered at the elementary school to build this new playground.

   

   People from all walks of life, various levels of income, board members, district administrators, parents, grandparents, and most importantly students gathered for over 16 hours to install this amazing playground.  While it was awesome to see the community come together, it was seeing the high school students, who came back to work on their elementary school, that was most powerful.  These high school students will never play on this equipment. However, the pride they have in their community and school allowed them to build a playground for students 10 years younger.  They are part of this nurturing "village."  This one day in time will last in my memory for a lifetime.

Evernote is Awesome!!! #SAVMP

This past August, I was able to attend #edcampks in Wichita, KS. It was a wonderful opportunity to learn from other educators, to expand my professional network, and to meet those I converse with on Twitter. One of the most beneficial sessions I attended was on the use of Evernote. I have to admit, at first, I was very skeptical of Evernote. I mean, on the surface, I thought Evernote was essentially a glorified version of Apple's Notes or Google Drive. Oh, how wrong I was! I've totally bought into Evernote and have been able to benefit from it each day. More importantly, I'm seeing it's value for student use.

While I was sitting in the Christian Brothers Automotive waiting area, patiently wondering how much it was going to cost to fix my wife's car, I decided I would use this time to work on my grad school book review assignment. I decided to use Evernote's checkbox option to begin my review outline. As I continue to read the book, I will add items to the checklist. I will then use this checklist to ensure my thoughts are included in my essay.

I've attached a screenshot of my "note" to give you a visual of what I am talking about. Just imagine, this app could essentially replace the note cards use we've all used in the past when writing essays. Additionally, this app can be accessed on the phone, tablet, and computer. Students/staff can easily have access to their work, anywhere there is an internet connection.

On Monday, September 16, 2013, I led a professional learning session with district staff regarding Evernote. We discussed the student use of this product. It is my belief that this tool could be valuable for all students, in this capacity. They would need an email to start up an account. Our secondary students have a district Gmail account as we are a Google Apps for Education District. The potential for student use is there, just waiting to happen. I can easily see our students buying into trading their three ring binders and spiral notebooks for Evernote. The technology component alone will trigger their interest.

Yes, I am still sold on Google Drive. However, I am making room for Evernote!

 

 

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Social Media, Friend or Foe? #SAVMP

Boy howdy, has technology changed the way I do things! As a first year administrator, 7 years ago, I carried around a notebook (not a computer, but a spiral bound paper filled device) to keep my notes organized. Additionally, I was just beginning to understand how to use the Outlook Calendar feature in my email to schedule my events and meetings. To think, in less than a decade, I no longer carry around a notebook. In fact, I've exchanged pen and paper for a phone and tablet. Yes, I've evolved. Technology has not only changed how I keep myself organized, but it has also changed how I communicate with the public. Twitter and Facebook have become my first layer of public relations -- once again, I have put pen and paper aside.

Seven years ago, I found myself relying on a weekly newsletter to promote the wonderful things taking place in my building. I would work to gather some "feel good" stories to mix in with our important parent messages, combined with tips for parents to help make school as successful as possible. My secretary would compile this information and work diligently to have copies printed to send home and post to our school website. Eventually, we transitioned our newsletter to an online resource only. Paper copies were only printed for those families who didn't have access to the internet. At the time, we felt we were being "cutting edge."

Despite all of our efforts, we still had parents and families who were not getting our messages. On average, we would spend anywhere from 4 to 6 hours putting the newsletter together. This included several revisions and last minute additions, resulting in format changes. When parents, and even staff, continued to approach the office with questions indicating hey hadn't read the newsletters, we began to wonder if we were spending our time wisely. A lot of work was going into this, with little perceived benefit.

Fast forward seven years. I am now a major proponent for social media in the schools. When used appropriately, Facebook and Twitter can be an extremely valuable tool! Case and point, we are approaching our annual Grandparents' Day Luncheon and Cookie Social at my school. Last Tuesday, I met with the PTO to discuss the details of the event. We discussed the need to have volunteers to help the Food Service staff sell lunch tickets. On the spot, I posted a need for volunteers to help at our event. Within three hours we had enough volunteers! These additional volunteers came as a result of a Facebook posting.

Facebook and Twitter have become the first source of information for our families. In my opinion, we have two ways to approach this. A) we can dismiss this reality and put out fires after the fact. Or, B) we can jump on the bandwagon and use Facebook and Twitter. I choose to go with choice B and get the word out before someone invents their own version of reality. While I still work with my secretary to publish a weekly newsletter, I rely on social media to promote our deeds with the public as my first "go to" option. The community is generally buzzing about what is going on in our buildings. I believe it is best to give families positive and factual information to buzz about. In many cases, we can directly answer questions or concerns of public nature in a quick, factual, and professional manner. Twitter and Facebook allows us to do so, much more efficiently than a weekly newsletter.

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I Believe... - My Philosophy of Education #SAVMP

I believe all students can learn. Not only can students learn, but they can apply their learning. Not only can students apply their learning, but they should be able to apply their learning. Not only should students be able to apply their learning, but they should be able to apply their learning in a way that connects to the real world.

I believe in providing all students with opportunities to learn. Not only should students be provided opportunities to learn, but they should be given opportunities to demonstrate their learning. Not only should students be provided with opportunities to demonstrate their learning, but they should also be required to justify and defend their learning. Not only should students be able to justify and defend their learning, but they should also be presented with differing points of view.

I believe students should be exposed to technology. Not only should students be exposed to technology, but they should be allowed to explore and create with technology. Not only should students be able to explore and create with technology, they should use technology in a manner which enhances their learning. Not only should students use technology to enhance their learning, they should use technology in a positive and respectful manner to improve the world around them.

I believe all students should be cared for. Not only should students be cared for, but they should be told they are cared for. Not only should students be told they are cared for, they should be held accountable for their behavior. Not only should students be held accountable for their behavior, they should be taught how to meet our expectations. Not only should students be taught to meet our expectations, they should be praised when they exceed our expectations. Not only should students be praised when they exceed our expectations, they should be taught how to set and achieve goals.

I believe students deserve adults who believe in their students!

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Why Do I Lead???

Why do I lead? The answer is fairly simple. I like to be a part of making things happen - it's fun. I've never been one to sit on the bench or be content to let others do the work. I want to be part of the action. More directly, I want to have an impact on what happens. I've always been this way.

About seven years ago I had called my parents to inform them I was hired for my first principal position. My mom spoke through tears, telling me how proud she was. As any proud mom would, she shared stories with me in which she recalled my leadership as a child. She spoke of lists I had made, organizing pick-up football games at the local high school. These lists included names/phone numbers of my friends, with "yes/no" columns indicating their ability to join the game. As a twelve year old, I took the role of compiling competitve footbal games very seriously. Leading led to fun.

As I matured into my high school years, I seemed drawn to various leadership roles in athletics. In football, wanted to be the quarterback. When called upon to serve as our team's captain, I did so with a great deal of pride. As a junior in high school, during the half time of my first game as the starting quarterback, I eagerly praised our team for a great first hallf and wanted to set the tone for the rest of the game before Coach Kahl had a chance to discuss adjustments for the second half. He echoed my comments and prepared us for the second half. We played with energy and we won. Leading led to fun.

While a junior in college, I had worked for the Shawnee County Parks and Recreation Department, in Topeka, Kansas, as a Summer Camp Counselor. I led groups of twelve boys and girls, ranging from age 5 to 12. We played games, went on hikes, participated in team building activities. The following summer, I was asked to serve as a Summer Camp Director for up to 60 children, ages 5 to 12. I supervised five Camp Counselors who led groups of children in summer activities. We served as mentors and role models, while helping to create memories. Leading led to fun.

As a Physical Education and Special Education teacher, I took a great deal of pride to organize and create highly engaging learning activities for elementary students. Whether we worked on locomotor skills or learned about lifetime sports, I was driven to help students see the joys of physical activity and fitness. When working to with students to improve reading fluency, I found it very rewarding when a student was able to fill in their fluency chart with a "personal best." Leading led to fun.

Finally, as a building principal, I am in a constant state of reflection. I believe in being effective and efficient in everything we do. When a student is able to move from Tier II to Tier I support (Response to Intervention), I explode with pride and excitement for the student and the teachers. I love creating and thinking of new ways to present to staff, regarding effective instructional strategies. I enjoy participating in passionate dialogue as we look to challenge our students and staff. I am motivated to work hard when I see our teachers come to tears when a struggling students exceeds his or her expectations. I look forward to celebrating with students when they meet our Quarterly Celebration Effort Goals. So, when I'm asked why I lead, the answer has been there all my life. For me, leading leads to fun.

 

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My Top 10 Tips for "The Job Search"

This summer, I have spent quite a bit of time screening candidates for licensed and classified positions. This is a task which I enjoy. The "Human Resources" component of administration has always been my one my favorite aspects to my job. However, as of late, I've become somewhat frustrated as I look to hire quality staff in the summer months. So, with some reflection, I have come up with ten suggestions for future and current applicants to consider when looking for a job. This is not an exhaustive list, but rather some tips that will hopefully help teachers with their job search.

1. When providing your list of references, please include their home or cell number. While I understand you may not want to "bother" your reference with your job search, but you have to bother them. When a reference signs up to vouch for you, they are taking on the responsibility of being bothered. The background process is hare enough, I do not want to spend unnecessary time searching for home or cell numbers. If your references cannot be reached, your opportunity for employment decreases.
2. Always include a past administrator in your list of references. Wether it is a Principal, Assistant Principal, Instructional Coach, or even Superintendent, it is best to have someone who can speak from a "supervisory" position. This tells me how open a teacher or candidate is to feedback and change. Additionally, a supervisor can speak to your ability to be a leader. Not every administrator is the same. Some prefer innovative staff, who challenge the norm, while others seek out teachers who "toe the company line." We are pretty good at judging what our buildings need. It's okay to have your admin speak to your abilities.
3. If things didn't end well at your last employment, be open, honest, and willing to accept responsibility. Placing blame solely on your prior administrator is a major red flag. It says that you are not willing to own up to why things didn't work. In some cases, the fit might not be the best. That is okay. Some teachers are best suited for large districts, while others are most comfortable in rural communities, ELL/Title 1, inner city, etc. We all have our niche. Be honest and show that you have reflected on why the fit wasn't the best, as well as what you are doing to see that your next placement is a better fit.
4. Make sure your employment timeline is correct. Please do not leave gaps in employment, without explaining what took place between jobs. It tells me that you might be hiding something. This may not be the case. It is not necessarily bad to note that you took time to seek out a different career path before returning to your passion of teaching. However, when all I have to go on is your application and resume, I need more information to proceed. Also, make sure your timeline of jobs is in order. This attention to detail on your resume tells me that you are taking the process seriously.
5. Make sure to proofread all of your application documents. Again, this points out your attention to detail and indicates to me that you are working hard to impress and stand out from the others. Also, it provides some academic credibility to your name. :-)
6. Be sure to list any talents that the district might find appealing, beyond the classroom. If you are licensed to provide CPR/AED/First Aid training, licensed to teach drivers education, fluent in a foreign language, Google Certified Trainer, etc. be sure to mention it. In a day when districts are looking for ways provide students and staff with innovation and training, any talent or skill you have that the district would be able to benefit from will help you to stand out from the other applicants.
7. Answer all of the application questions. Skipping questions indicates a lack of attention to detail. In many cases, a skipped question will often lead to your application being skipped altogether.
8. Be honest. All employers will do a background check. If you have a record, acknowledge it. In some cases a mistake in college can be understood. If owned up to, the mistake can speak to your ability to recognize a need for a change and your ability to improve. However, dishonesty will never be understood.
9. Return phone calls. If you are applying for a job and you list your cell number, keep your phone with you. Your current job may not allow you to answer at the time of call, that is understood - we've all been there. Make sure to check your voicemails. Making yourself available over the phone does not indicate desperation, it indicates your desire to be gainfully imployed. Also, if you have accepted a position in a district, but have applications out with other districts, provide a courtesy call to remove your name from their candidate list. If you have several applications out, rather than call each district, return calls from districts seeking interviews to inform them of your hire. Again, this is a professional courtesy.
10. Lastly, show your ability to form relationships. The saying, "kids won't care what you know, until they know you care" is timeless and true. Show your ability to form lasting relationships with students, parents, and your colleagues. We are not robots; we are people. We have lives, families, interests that make us appealing and dynamic. Don't hide this from others. Remember, it's important to take your job seriuosly, but please don't take yourself seriously. Showing a passion for life inspires our students to want to grow up.

 

 

 

 

 

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Time to Play!

Making the switch from MS Office is a very interesting and tough decision.  As a teacher, my first thought is, “how am I going to switch when I’ve not had any professional development on Google Docs?”  I then asked myself the same question I would ask a teacher looking to implement a new app on their iPod, iPad, or phone - “have you just sat down and played with it?”

On occasion, my response is generally treated as a joke.  In many cases I am joking.  However the reality of it is, technology seems to be evolving into a user friendly, intuitive product.  When downloading an app on a device, there is no user’s manual, much like the books that I generally tossed aside when I unwrapped a new Nintendo or Sega Genesis, game - I guess I am revealing a little about my age.  Even then as a kid, I didn’t rely on the user’s manual to learn the game, I just played with it.  On occasion, I’d read a Nintendo Power magazine to learn various tricks, shortcuts, and tips for the games I found interesting.  Oh my, I’m starting to see how the technology metaphor in my life has evolved!!!

As I return to my dilemma of giving Google Docs a try, I remind myself that I don’t need a professional learning workshop or a user’s manual - I’d just toss them aside anyway.  I just need to sit down a “play with it.”  The same goes for technology in the classroom.  While I’m sure I’d love to know exactly how to use the technology - this would be very useful should a student have question.  However, I’ve come across a novel concept... ask a student to help!  Or, better yet, search YouTube for instructional video.  My recent favorite way to learn is to post a question to Twitter or Facebook, where I can get solutions or tips from others in a matter of seconds.  Could YouTube, Twitter, or Facebook be my modern day Nintendo Power magazine?  

In any case, I think I’ve just proven a point to myself.  I’ve written this entire blog session using Google Docs.  No, it wasn’t fancy, nor was it difficult.  The skills I’ve learned in the past using MS Office have pretty much transferred to Google Docs - even the copy/paste shortcuts are the same!  In any case, I think I’ve just taken a large spoonful of my own medicine.  Becoming familiar with today’s technology doesn’t require a workshop, high priced presenter, or even an entire day of training.  Becoming familiar with today’s technology just requires the adults to take time to act like a child, and just play!

You Know What They Say When You Assume...

Trying to teach empathy is one of the hardest lessons I've faced as a school principal and father. Trying to help children, and in some cases adults, understand or acknowledge the feelings or perspectives of others is a daily effort. Most importantly, as a principal, getting all the information before making a decision, especially when behavior is involved, is crucial. So, reflecting on the perspective of others and recognizing how someone else is feeling, are an important life skills. It is through empathy and reflection that we avoid the temptation to assume.

Assumptions often lead to a great deal of misunderstandings. Thinking we know what took place, when we do not have all of the facts, can often lead to hurt feelings, arguments, and in the area of discipline, unnecessary reactions. When a student or staff member comes to administration with a problem, taking time to listen, ask questions to gather more information, and most importantly, think, is critical. Doing so allows time to process and determine the best decision. Relying on fast answers, while timely, may often lead to future problems.

It is my stance that relying on policy driven, assumption based, fast answers rather than taking time to make a well informed decision is very similar to the education perspective, "teaching content versus teaching students." As an educator, it is my belief that I am to ensure that student learning takes place - it is not good enough to simply provide the opportunity to learn. When a student doesn't learn, my first response is to ask, "why did he or she not learn?" Through this process, I can gather more information regarding the proper next step. In asking why, I want to know what processes (instructional strategies) were used, what did the instructional delivery look like (whole group/small group/1:1), where in the demonstration of learning did the student make his or her error (error analysis). The answers from these questions drive the next steps instructionally. I view discipline in the same manner. What caused the behavior? Who was involved? Is this a repeat offense? What method of reflection/consequence was used in the past, if the student had a prior office referral. Yes, consequences are important; however, helping a student understand what went wrong and how to correct the behavior for the future is better in the long term success of students. We take this approach with reading and math, why not give behavior the same opportunity?

So, as the school year winds down and the office referrals start coming in greater numbers, my goal is to remain focused on the big picture. Remaining level headed and open to hearing everything is critical. While it is temping to assume the facts and make a fast decision, I owe it to the students, teachers, and parents to exercise due diligence and collect all of the information prior to making a decision. Failure to do so will cause undue confusion and frustration for students, parents, and teachers. We've worked so hard to have a great school year. Now is not the time to assume anything and make fools of ourselves or others.

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What Would Jim Collins, Rick DuFour, Robert Eaker, and... Jesus Do?

While I do hold my religious values close to my heart and try, as best as I can, to be a model of compassion and understanding based on the teachings of my faith, I still work in public education. It is in this institution that a "separation of church and state" must be followed. However, I received a devotional reading on my phone last week which indicates a direct link between successful entities and the Bible. Hang on for a moment as I head down this path. The message is simple: building bridges of relationships is crucial for success in life, business, and education.

The verse is from Matthew 18:15. It talks about how to respond when another person commits a wrong against you. You should be be honest with this person and work towards a mutual understanding. It is through this honesty that a relationship is formed. In order to deal with conflict in your life, you must address it quickly and honestly, while working towards common ground. See where I am headed with this?

Jim Collins conducted a great deal of research in his book, Good to Great, as he studied the characteristics of very successful companies. In order for "good" corporations to transcend to greatness, they had to engage in very intense and honest conversations. He termed these talks as being, "brutally honest." At the end of the day, if one's practice does not lead towards positive results, a conversation must be had in order to move in the right direction. Granted these talks might not have involved the addressing of corporate wrong-doing, but rather they addressed those practices that were standing in the way of ultimate success. It is through these open, respectful, and direct conversations, relationships of trust were formed. Still with me?

Another example involves Professional Learning Communities. Rick DuFour and Robert Eaker became famous by sharing their work regarding a culture of "whatever it takes," and establishing change in how American schools function. "Whatever it Takes," became a widely-relied upon tool for leaders, to help their staff view education practices differently, by holding all staff accountable for the success of a student. Whether you are working a team through a stage of "storming," or aiding a team that his highly functioning, all parties must be honest. At the end of the day, this collaborative and reflective process requires teachers to, once again build a relationship bridge of trust and support, in order to do what is best for kids. In order to do this, conflict or differing opinions must be openly addressed in an honest fashion to, work towards success. Honest conversations regarding disagreements lead to positive results. It might not occur immediately, but once a relationship is formed, trust creates a bond. Am I making sense?

As I try to tie all of this together, the common thread here is "honesty leads to relationships."  Honesty is a character trait all students are bombarded with by parents and teachers. How well do we model this trait when times are stressful or when we have differing professional opinions? Do we encourage others to be honest? Do we really promote that we care to see things differently? Are we really trying to advocate for others? Or, are we falling prey to the adage, "it's just easier to agree, than have a disagreement." So, I have to ask, what would Jim Collins, Rick Dufour, Robert Eaker, and Jesus do?

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If You Want the Truth, Just Ask...

When I think of gathering input for the sake of reflection, a certain movie comes to mind. There is a scene in "A Few Good Men," where Tom Cruise is grilling Jack Nicholson. Tom Cruise's character demands the truth. In response, Jack Nicholson's character shouts, "You want the truth? You can't handle the truth!" There in lies the internal dilemma with staff climate surveys for administrators. We want to know how things are going. However, we are very nervous about what we might learn.

In reality, as administrators, we work hard to provide the best possible balance we can. We conduct walk throughs, monitor the halls, supervise the cafeteria, attend various meetings, and serve to provide the front line approach to public relations. That being said, do we really know what is going on in our building? Do we really understand the needs of our teachers? Are we really listening and responding?

I think the answer to these questions can be found through a staff climate survey. Is a survey the "end all, be all?" No, but you are only leading if others are following. A staff climate survey can easily point out a focus area for an administrator. I do not want to fool myself by thinking things are going great, if there are needs I'm unaware of. I do not feel the survey is the evaluation. Rather, it can provide an administrator with a direction for professional goal setting. Just as teachers set goals for their own professional growth, administrators must do so as well.

This week I have issued a staff climate survey. Yes, the anxiety is high - I just want to live up to their expectations. However, the reality is I'm not perfect. I have room to grow. So, when the results come in, I will review each item. I will celebrate my successes. Most importantly, I will reflect upon my weaknesses and work to develop a plan to address them. Like Tom Cruise's character, "I want the truth!" Additionally, I am ready to handle it. I owe it to my teachers and students.

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If I Don't Try, I Won't Fail

Last night, I had a very good conversation with a secondary level teacher and coach.  I love it when he stops by, because our conversations are always philosophical and engaging.  We frequently discuss sports and their connection to school and life.  I find this teacher/coach to be very passionate and connected to not only his students, but also their futures.  Yesterday,  our conversation eventually steered towards speculation as to why some people (students, children, and teachers) find it easy to walk away from challenge.  We settled on seven short, but very scary words: "If I don't try, I won't fail."

While stunning as this might be, there is a sense of comfort some students find with this statement.  Whether competing for a starting spot on the team, integrating technology in the classroom, working hard to earn an A+ in Biology, or decoding words in an elementary reading intervention group, students and teachers often find themselves at a crossroads.  Do they persevere, ask questions, seek help, or do they quit, shut down, drop out of school?  For some, fear of failure is debilitating.  So, giving up means he/she doesn't have to deal with insecurities or embarrassment. 

How do we respond to this?  Or, more importantly, how do we plan ahead to prevent this possibility from becoming a reality?  These are "million dollar questions" and I will remain broke, as I do not have the answers.  Rather than providing canned responses to answer these questions, I want to pose more questions for reflection.

In our practice as a teacher, coach, administrator, or parent, how do we talk about challenges?  Do we invite them as a chance to learn something new?  Do we discuss the endorphin rush we experience when we've accomplished something we've set goals for?  Do we set goals and talk about them with our students/children/colleagues?  

As stated before, I don't have the answers, just questions.  However, these questions have me motivated to be more active with regards to challenge.  As leaders, we can easily share stories of celebrities overcoming obstacles to find greatness, such as Michael Jordan being cut from his high school basketball team, the Wright Brothers and their efforts to fly, or Henry Ford and the Model T (models A-S weren't all that impressive).  However, the real power in helping our students, children, and teachers make connections to avoid the plague of quitting lies in our own actions.  It goes beyond the actions of doing.  It must be a dialogue we seek with others.  We must be willing to expose ourselves and model a sense of perseverance when faced with challenges, in order to shift towards a new statement:  "If I try, I will learn."

Beg, Borrow, and Steal...

As a preservice educator, I can remember being told by the late Dr. Cook, to think of my student teaching experience as a time to soak up as much knowledge as possible.  He encouraged us to always seek out opportunities to ask questions.  He wanted us to take as much away from our student teaching experience as possible.  Dr. Cook referred to this as begging for more information, borrowing those strategies/lessons that were engaging and effective, and stealing the ideas that will make students successful in school and in life.

It is with this in mind that I embark in a new level of professional growth.  Over the past few months, thanks to some advice from a former high school classmate and current elementary principal, Joey Sagel, that I have stepped out of my little professional bubble and return to my roots of begging, borrowing, and stealing.  While I am no longer a preservice teacher, I feel I am never too good to stop looking for growth.

With this in mind, the past two months have brought upon a great deal of change in my professional practice.  I have taken to Twitter to join a Professional Learning Network (PLN).  The ideas and knowledge that I have been exposed to has been outstanding.  In some cases, the best professional learning I've engaged in has taken place on my couch with my phone. :-)  I have been motivated to want to learn more and provide my teachers and students with a better academic role model.

Now, my next step has been to model professional reflections.  So, with much thought, and a great deal of courage, I have decided to start this blog.  Brainstorming ideas with staff (or even peers on Twitter) is one thing.  Posting my thoughts and allowing others to critique them (for the good and bad) is an entirely different thing.  However, it is this level of risk taking that I need in my professional life.

Now, if this blog is only read by my wife, several educators, or nobody at all, I will still benefit.  Keeping my thoughts inside does not provide as much clarity as putting those thoughts in print.  I plan to beg for help and seek advice on Twitter.  I will borrow the great ideas from my PLN (so keep those ideas coming, Joey:-) ).  Finally, I will steal the constructive feedback I receive from others in order to improve through this blog.  Thank you, Dr. Cook!  I will follow your advice to "beg, borrow, and steal."