Thursday, February 8, 2018

February 7: I am virtually Iron Man


"Sometimes you gotta run before you can walk" 
Tony Stark aka Iron Man


An interesting article the other day reminded me of Champaign County's virtual farmers market. One of only five in Ohio, the county promotes the fact that anyone- anyone- can actually purchase their produce online and pick it up without ever visiting the actual farm or the market. Guess how many users the site has?

Kirk Langer, Chief Tech officer of the Lincoln, Nebraska public schools, remarked recently that people can "buy things online faster than you can change human behavior". In other words, technology is forcing many to learn to run before they've ever really learned to walk! It's come so fast its racing by many of us. If you don't change your behaviors, how can you take advantage of the market?

Technology is so scary to some people. I think that's why movie fans find Tony Stark, portrayed by Robert Downey, Jr., as such a fun, whimsical character. His self-deprecating sarcasm is welcomed and disarms us of his superior tech sensibilities. Ultimately, his use of technology does not alone make him a hero, but the attitude with which he approaches using it: to help others.

I'm encouraged by my new teachers. They've grown up "next gen". They do not even blink at a flipped lesson. They have about as much use for a google primer as my teenagers have use of my early 80's movie lines.

I'm concerned for some of my second-tier teachers who have been around for a decade or more. They know enough to know they need to change and integrate new tools into their delivery, but they feel stuck in a rut at times; intimidated, nervous to change, and in some cases, too comfortable to try. They are forgetting the mission.

I'm scared for some of my third-tier teachers who have over 20 years in the field and don't believe they need a change. They've forgotten who they serve, and why children look to them for guidance. They aren't here to protect their content from the world. They are here to better it for their followers.

I lose sleep over those outside our walls who don't think they see any need for change for themselves or the sake of children. But I unabashedly champion those heroes in the classroom who have found a way to harness technology tools and new methods to ensure the "next gen" has what it needs for success in their lives!

I can say these things because I have been around long enough to have been bold, nervous, and scared to change myself. But I've always believed you have the power over your own attitude, even if you don't have the skills today to execute what you might tomorrow. Dewey said, "if we teach today's students as we taught yesterday's, we rob them of tomorrow". If we remember our mission, each one of us can be just like Tony Stark.


Monday, January 8, 2018

January 8 Uphill Both Ways


"Intense feeling too often obscures the truth" 
Harry S. Truman


Everyone in the education audience- everyone- has a story about what school "is" to them and how tough they used to have it. I can still hear my grandpa now saying, "in my day, we walked uphill both ways to school in three feet of snow!"
 
I'm a proud first generation American. First to graduate college, earn a scholarship, earn a masters. I've learned enough from school and family to know that none of those accomplishments give me the right to judge previous generations, or to generalize about them, or assume my life is harder, because there is an inherent problem with that type of thinking. The truth is, no one walks uphill both ways to school. Our experiences in education are unique to or own generation, and not a window into every generation.

It seems outside the education setting generational changes and differences ensure that the older and wiser the audience becomes, the more myopic they become about education itself. Thus, education becomes generalized, judged. What's lost is the true perspective about what school "is".

Whether it be feelings of entitlement, pleasure, politics, or economics, generational bias impacts all learners in their educational experience. As education has become a national political issue, I think its reaching epidemic proportions. I'm seeing outside bias perpetuated, not extinguished, by some of our very own internal educators where developments like broadband access, open resources, technology, and social media use are concerned, and it scares me.

Our feelings are getting in the way of the truth. Things change, kids can still accomplish anything they set their mind to, and I know this because I thought and felt this way as a kid. Who am I to say they can't now as an adult? Who am I to judge? I've never earned a judging credential.

I have a photo of my German grandmother playing with a gas mask on in her back yard at 12. My Scottish grandmother was once blown down, concussed while running into a bomb shelter. Of course Streetsboro, Ohio was going to be better. I have no idea what that life was like during WWII, and I dont pretend to know the world they grew up in. But for my granparents, Streetsboro mattered. It was enough. Two of the smartest women I ever knew. No diplomas.

Both of my parents were baby boomers. My grandparents emigrated to Streetsboro to work for one of the "Big 3" their entire careers for the promise of a better life. I'm not so sure it was for Streetsboro's schools. Maybe it was their base need for security, health, and sanity after a war that changed them. For my parents, a high school diploma mattered. It was enough. My parents literally never walked uphill to school. They always had food, clothes, and insurance. Two of the smartest people I know. No degrees. 

I like to think that my parents' dreams, goals, and their work ethics helped shape who I am today and that matters to me. I want it to matter to my children. My education has mattered. It has taught me that my educaiton is not enough for them. Not enough to undestand their education. 

Educations change. Schooling changes. Dinosaurs are out and coding is in. Virtual reality is valuable and I don't pretend to know why. My children were typing in 3rd Grade and emailing in 6th. My children live their education, not mine. Who am I to judge?





 

Thursday, December 7, 2017

December 6: Growing up in the Greenbelt




Hong Kong Phooey was one of my favorite cartoons growing up in the mid 70's. The dastardly bad guys were always somehow being spoofed and spoiled in their attempts at world domination by the clumsy, accident prone "master of kung phooey". He was an innocent, confident, yet naive hero to a little boy fascinated by TV. For a black belt, he sure had trouble solving problems!

I saw the same wonder in the eyes of my children as they giggled at the adventures and predicaments of Spongebob and Patrick when they were little. There was always a challenge for the heroes of Bikini Bottom that my children found hilarious! They would talk to each other about episodes for days!

We find challenges full of wonder as children. As adults, it's another story completely. I have found in my time as a teacher and administrator, problem solving became a skill I was not practicing enough, or modeling enough for children. Nor were the majority of my colleagues. The irony was, as a coach I had to troubleshoot all the time. As a father to triplets, it became happenstance. But early in my teaching career, I sought the comfort and security of solid content and tight lessons plans that were defined and time bound. For as many decisions as I was making daily in my teaching, I was missing the opportunity to have students pose their questions. I couldn't see the forest for the trees!

Recently, my principals and some of my teachers have spent time on two very important professional development vehicles:
1. Design Thinking training
2. Lean Six Sigma Greenbelt certifications

Personally, I'm green with envy for the less experienced administrators and those teachers who have been able to undergo these trainings. Seriously though, on a professional level, its crucial that I offer this development training to leaders, and its priceless to watch my team develop the right skills to help students become future ready, and for these leaders to be able to model for staff how to help other staff become ready to help students.

Pros like Marcia Kish and Charity Dodd of  DSD Professional Development make this blended learning training look easy, but its not. It takes courage and growth over time for teachers and leaders to change their views of what a quality classroom looks like. It takes practice to do it. Self-deprecating humor helps before confidence builds!

Expert Six Sigma guru Mike Fedotowsky of the The 5 Disciplines has led us through several Lean trainings now. The approach to problem solving is fascinating, relevant, and timeless. Indeed, the best companies in the world have put their leaders through these trainings. Why not Graham? Why not Graham's students? Everyone says they want graduates who can actually problem solve and do critical thinking. Well, we already have 12 Greenbelts in our high school, and we're just getting started.

Growing our "Greenbelt Mentality" to address problems of practice is the only way for adults to truly model to those coming next! If its good enough for us to demand of our students, its time we learn to model it, too! Growing up in the greenbelt has taken on new meaing for this educator.

Wednesday, November 8, 2017

November 8: Don't Stop Believing

"Don't stop believing
hold onto the feeling" -  Journey, Escape (1981)


Simple mantra, and so easy to let that song get under your skin and feel it sink in. I cannot think of a time in my life where anyone sat still during this song. I can imagine what the live Houston concert must have been like that night in 1981 with Steve Perry and the band rocking this tune out to thousands of shaking, moving, dreaming fans, and hearing them chant that famous verse aloud! Wow!

It's a shame we don't all get to live in the moment like that daily. It's much easier to lose the feelings of inspiration, hope, wonder, or love that cross our minds and flee instantly as we muddle through the myriad of other decisions we make daily. Teachers and principals are some of the worst offenders. We simply forget our WHY! I mean, each day, right in front of us, are twenty or more wonders of the world, every hour of the day, leaning on us to help them believe and feel and discover how to hold onto their own passions in life! What a thrill!

The blaming, complaining, and defending do us no good. The judging and the mundane worksheets and tired lessons do students no good. Cynical rants from disconnected community members fail to do anything good or change the reality of our work. Mandates from state and federal levels loom and do no one any good to keep the memory of a moment of belief at the forefront of your mind!

Recently I discovered the work of Tim Smyth (@historycomics). He's a Philly teacher who loves comic books. He teaches content using tools he himself loves and believes in to facilitate critical thinking among his students. He admits at one point he almost left the profession, but was saved by a renewed energy from a professional learning network (PLN), and a powerful social media tool called Twitter. The passion of his belief that the power of comics and graphic novels through images and quotes could help students believe, was too strong! Today he has almost 4000 followers in his PLN and is thriving, including one new superintendent fan! More important, he has students hooked on themes full of rigor and relevance covering mutliple standards at once- through something they believe in, too.

We all entered this field for one reason...what was your reason? Your WHY? Make it your mantra. Affirm it daily. Don't stop believing that your why can change the life of a young person, or save someone from poverty, or lift someone to elite levels of performance, or even change the culture of a place. Hold onto the feeling that your reason for being an educator is transformative, even if others around you don't believe it and can't see it. When you experience setbacks, don't sing the blues...reflect on your WHY, and hold on to that feeling!

https://www.youtube.com/watch?v=VcjzHMhBtf0



Thursday, October 5, 2017

October 4: One Hit Wonders


"Calling fishing a hobby is like calling brain surgey a job" Paul Schullery

"Take your passion, and make it happen" Irene Cara


Fishermen often have to work very hard to find the right spot, at the right time, to have success. There is a combined momentum of time, space, and climate one must learn to profit from any hole they select. In addition, you've got to be skilled and committed at a certain level to call yourself a fisherman. There is an intentional, routine, and consistent set of behaviors that make sense. The same can be said of leaders.

Wayne Gretzky is Wayne Gretzky becasue he was the most passionate, dedicated, hard working, focused, goal-oriented lover of hockey to ever play the game. He played at the highest level consistently and has set records that have lasted generations because he stuck to his formula for success. 1 Stanely Cup wasn't enough. Neither were 3...

I find it frustrating when leaders go to a state conference, pat themselves on the back, act as if they have "the" formula figured out, and then return to their district with a "One Hit Wonder". To me, a One Hit Wonder is a feeble attempt at hitting a home run with some new program for change or improvement in a fancy wrapper that knocks your staff over and leaves them wondering what is happening to them! Every year, tired adminstrators and teachers bring home one hit wonders and schools never change. Every year there is another Irene Cara! Oh, what a feeling these hits must leave your staff with? U2, on the other hand, is intentional, routine, consistent...you know the program.

Maybe ironic, but I love Irene Cara. Irene's message is actually a timeless value statement. Don't look for one magic formula, or the same fishing hole everyone swears by. Let your passion guide you as a leader. Commit to what fires you the most, take it extremely personally, and teach yourself to be intentional, routine, and consistent with your endeavors. You'll find you don't need to seek the same programs or themes or vehicles everyone else does. You won't go fishing for that one big "One Hit Wonder". You'll become a fisherman of ideas and reel in the ones that matter most because you were relentless, focused, and committed as a leader. Leadership is no hobby. 


Wednesday, September 6, 2017

September 7, 2017: User Friendly?

"Whatever you are, be a good one"
Abraham Lincoln

As the leader of a small, rural Ohio district in a county rife with poverty, I encounter many people who don't know what they don't know. What I mean is this: they don't really know who they are, what they have, or where they are heading. More important, they don't know what children today need and demand in terms of learning.

School communities aren't "user friendly" for kids- at the local level, the regional level, or the state level. At advocacy meetings around the state I am constantly reminded by other adults in political positions that "Ohio has to decide what it wants to be when it comes to public education."

I have the answer: Ohioans leading our legislature and our communities and our education committees and our think tanks need to stop worrying so much about what adults think will make schools more user friendly, and start thinking about how children would define the concept. In fact, they will tell you!

I recently took part in our community's elementary school's ten year anniversary celebration. A 5th Grader performed the emcee duties better than any adult I could have picked, and as she explained the service learning aspirations of the school, she told the audience point blank, "If you want to see what a bunch of ten year old's can accomplish, move out of the way and watch us go!" She wasn't joking. Her words speak to the controls in place over her education that we adults just can't seem to give up.

I was once told there are 3 kinds of poverty we deal with in Ohio:
1. Those who don't know they are poor and wouldn't label it as poor
2. Those who know it but don't want anyone else to know or label them
3. Those who know it and feel entitled to be cared for because of it

While I'm not sure I agree with these general categories, I have seen the cultures around Ohio's small towns long enough to know that the stereotypes exist. Observing school communities operating for decades AS IF they are something they aren't can be mystifying. But kids see right through it! I watch them graciously hand food over to their hungry friends every day in our cafeteria, meanwhile adults across the state can't figure out a way identify every hungry child because the adults' privacy matters too much. What's our problem?

With ever-shrinking enrollments, a lack of broadband access or technology tools, and brain drains of staff and graduates leaving by the hundreds, many small communities are missing out on opportunities they might never get back because they refuse to acknowledge the facts to change their outcomes.Why aren't more schools changing?

Many of the school districts in Ohio- over 430 of them- qualify as small and/or rural by nature. Yet they don't embrace what is around them. The lack of qualified manufacturers, tool and die makers, and precision agriculture employees shines a light on the biggest fallacy that exists in public education: that our adult leaders in communities around the state aren't to blame for the career crisis. It's a simple truth: if you don't make this kind of programming user friendly for students, you won't get these types of future workers.

The generational bias against students the past 10 years has been palpable, as all the sudden the adults have placed blame for this crisis on another generation as they react negatively to the consumerism in education that has sprung up all around us, and that they are responsible for.

Meanwhile, modern students are ready to embrace their learning, and to create the next productive American generation of whatever we actually need, if adults ever let it happen. Adults keep settling for "if it was good enough in my day, its good enough today", and perpetuating the "I walked up hill both ways to school" mentality that has nothing to do with the technology and knowledge explosion these students must navigate, and yet has caused Ohio severe damage over the past 30 years.

The lack of generational change, of reforming to become user friendly for today's students, has caused our communities to lose strength.

The simple fact is, schools are failing because they aren't relevant to their locale, and communities aren't reforming them FAST ENOUGH. We are so far behind in Ohio that one need look no further than the number of alternatives available online or through private charters to know we are asleep in our tiny towns, where conservative trustees and councils and boards tilt at windmills over the color of the baseball unis or the weeds in the parking lot versus the reforms needed to make their schools work - for their current customers.

Graham's journey to Future Ready is about engaging community, strengthening partnerships, and reforming our schools because our number goal is to personalize education for each student. That's always been the answer. Ask them. they'll tell you.

Wednesday, August 9, 2017

August 9, 2017: Get your mind right for the future


"Press Pause. Get your mind right. Step up"  Tim Kight, Founder of Focus 3

I logged a lot of miles this summer. The miles and the learning along the way had my head spinning. I drove across small and rural America and it was inspiring. From Van Wert to Winona Lake, Genoa to Baraboo, Donaldson and the Dells, I got to see much of our country as I traveled by car to Winnipeg to meet my first grandchild, Lucas. The time was too short, my grandson too cute, and the questions that my wife and I discussed about what his future would be like were transforming.

We spent the following week driving to and from Philadelphia, where I attended the first National Principals Conference with my team and several colleagues. The ride was shorter, but as I made my way past Granville, Cambridge, Charleroi and Carlisle, my excitement grew to see our nation's early capital, Philadelphia. I spent time reflecting on the history of our great country, and the Craft Apprentice era that it's founded upon. Men like Ben Franklin were innovative and they were focused on the future. In all my research and readings about our Founding Fathers, one truth has stuck out over and over again: they weren't planning and teaching and writing and inventing for themselves. They were planning for the next generation, for their future.

In my conversations with our principals and innovators like Eric Sheninger and Tom Murray, I sought clarity about what it takes to become future ready, not for our teachers or our bus drivers or our parents, but for our learners. Sitting in sessions with leaders from California and Pennsylvania and Maine, the message struck over and over again was "break the mold".

Recently I had the opportunity to see Tim Kight of Focus 3 for the third time with a group of small and rural school leaders in our county. It was a charm. His R-Factor messages are simple, clear, and deep. For my mission, the message was clear. Adult behavior has to change for schools to change. Simple. Clear. Deep.

We need to "press pause" on what we have been doing the same for over 100 years in education that's not working, and "get our minds right". We need to evaluate our present circumstances and "step up" to change them for children, not for us.

I saw my grandson's future in our past as I walked through the cobblestone neighborhoods of Philly. The era of innovation and craftsmanship so important to Americans of yesterday are truly what we must model again today in schools. Learners need to be able to develop their passions and take a journey. They can't do that if adult behaviors don't change, if we don't give them keys to the kite.
Bridgestone Tires motto says it best, "your journey is our passion". Simple. Clear. Deep. My children deserve it. My grandson will demand it. I will step up.