Principal's Point of View

Near-Total Brain Replacement, Evernote. The Digital Principal, Part 3

2013-03-17T22:02:00.000-04:00

In November, I gave a presentation (resources to be found here) to a packed ~~room~~ row at Vermont Fest,

<snip>

(For the rest of the introduction and a summary of the first two parts of the presentation, please read part ONE and part TWO.)

So, here is part THREE of my three part summary.

Evernote has eaten my brain. That must be why they chose an elephant for a mascot - elephants love brains. Wait, no. Elephants never forget; that's why they chose the long-nosed pachyderm.

Anyway, Evernote has become my brain, not eaten my brain. I've written about Evernote twice before: "Evernote is Becoming My Brain" and "Evernote for Notes Everywhere." As you can see, this brain replacement has been a long time coming (and a longer time needed, I am told).

It all started back when I started teaching. It must have been the 3000 significant decisions a day or something because my memory starters to go. Then, I had children and became an administrator - kaboom - my memory was shot (at least I think that is when it all started).

Anyway, most of my readers will understand that there is far too much for most of to remember without help. Over the years, I have tried pads of paper, three-ring binders, spiral notebooks, composition books, Palm's notes, Mac stickie notes, and finally Evernote.

To make a long story short, I now use Evernote for nearly everything. I keep a notebook for each staff member, each class, many students, each major area of my job (curriculum, data, assessment, facilities, special education, PBIS, and technology just to name a few). All told, I have about 83 school-related notebooks. Within each notebook there are from one to 79 notes. I have a lot to keep track of.

The thing that I like best about Evernote is the fact that my notes are synchronized among every device I use. Evernote works on iOS, Android, Mac, Windows, the web, Linux, and probably more. Evernote does not yet work on my toaster - if only Steve Jobs were still around.

One last feature of Evernote that is so useful: integration. Notability, I mentioned it in the last blog post, can send notes right to Evernote. Google Drive can as well. I really cool new tool for Evernote is the Powerbot extension for Chrome. Powerbot connects Evernote to gmail and gcal. I love the meeting minutes template that Powerbot creates in Evernote for each appointment in my calendar. I am still figuring out how to really use Powerbot, but I am very impressed so far.

So, with a device in my hands at all times, Evernote has become my brain. Thank goodness that I have finally have a brain that never forgets.

Posted with Blogsy

Wicked Cool Evidence Gathering. The Digital Principal, Part 2

2013-03-10T16:13:00.001-04:00

In November, I gave a presentation (the presentation resources are to be found here) to a packed ~~room~~ row at Vermont Fest, the fall conference of Vita-Learn (Vermont Information Technology Association for the Advancement of Learning - VITA-Learn).

<snip>

(For the rest of the introduction and a summary of the first part of the presentation, please read part ONE.)

So, here is part TWO of my three part summary.

My presentation continued with an explanation of my system for teacher evaluation. This is always a hot topic with principals. We are forever evaluating teachers. There are pre-observation meetings, observations, and post-observation meetings. We give volumes of feedback, but does it usually actually improve learning? Maybe. So much of the feedback we give is our observation married to our knowledge of our evaluation model (my district uses Charlotte Danielson's Framework for Teaching, there are so many good ones out there).

The real feedback that might be useful is the observations themselves, the direct evidence, the "proof." So, I have ~~created~~ ~~borrowed~~ stolen this method of writing feedback and combining it with photographic evidence. I learned of this at the first EdCamp Vermont in April, 2012, from Mike Berry (Mike actually gave this idea to a room full of us).

The way it works is simple. On my iPad, I write notes in Notability. Taking advantage of the iPad's camera, I shoot a few pictures of the scene. I try to take a photo of something I think worthy of comment. While I am writing, I am also thinking. Sometimes, I change the pen color and add a question or a highlight.
I end up with a page or two of hand-written notes with photos.

The secret to making this work for formal observations is the bottom of the page (not visible on the slide here. Instead, click here for the resources and find the sample observation pdf). The text from Danielson's domains 2 & 3 is there with room to make specific claims. Usually, as the observation goes on, I begin to take what I've seen and write about it in the Danielson section. At the end of the observation, I review those parts of Danielson that are blank to try to remember something seen that could fit well.

I usually sit in the room for five minutes after the lesson ends to wrap this up. Then, I send the the whole thing as pdf to the teacher. Right then, on the spot. By the time we have a post-observation meeting, the teacher has already had a chance to read my notes and main points of feedback. We can spend the time talking.

The system is quick, easy, and techy. Using Notability and iPad along with Danielson, meets the contract and my need to an easy to use system.

Wicked cool.

Lightening-Fast Teacher Feedback. The Digital Principal, Part 1 (#vted #edchat #cpchat)

2013-03-03T15:39:00.001-05:00

In November, I gave a presentation (the presentation resources are to be found here) to a packed ~~room~~ row at Vermont Fest, the fall conference of Vita-Learn (Vermont Information Technology Association for the Advancement of Learning - VITA-Learn). I was given the Friday afternoon slot only after the original presenter backed out. The small, ~~dedicated~~ ~~demented~~ mildly interested crowd was obviously drawn in by my work-of-art presentation description.

D. "The Digital Principal"
Want to know how you can REALLY use that iPad you got to make being a principal a tiny bit easier? Looking for other ways to be a Digital Principal? Bring your pad and your questions. We will talk about using your iPad for lightning-fast teacher feedback, wicked cool evidence gathering, and near-total brain replacement. As a bonus, we will cover "Twitter and Blogs: The Principal's Free CAGS."

Regardless of the low turnout, I know deep in my heart that much of the world is, in fact, interested in what I had to say that fateful November afternoon. So, here is part one of my three part summary.

The first part of the presentation was subtitled, "Lightning-fast Teacher Feedback," and described my system for giving, well, lighting fast teacher feedback. The first slide from that section sets the stage.

We all know, as instructional leaders, that giving meaningful feedback to teachers is both one of the most important tasks and one of the hardest to get to regularly. I have gotten better at actually being in classrooms on a frequent basis (still not enough, though). My problem is that I struggle to turn those visits into meaningful conversation about learning (This short pdf article from Kim Marshall summarizes this well). Even in a small school, there are millions of competing tugs on my time. So, while I do not meet Marshall's ideals, I have come up with a system that goes at least part way. E-mail. A decent runner-up to face-to-face conversation.

The trick with any system for principals is to make it totally simple to use (what does that say about us?). Over the last several years, I have been working and tweaking a system so that it finally does just what I want it to do.

I created a google form that I can fill out in the room, the hall, or my office from nearly any device out there. I agave settled on a very simple form that uses these three prompts: "I noticed," "The students were," and "A question to consider." The idea here is not data gathering, it is conversation prompting. Then, when I hit submit, the form puts my completed sentences together into a full email to the teacher. Literally, I can email within seconds of leaving the room. The feedback is instantaneous, dare I say, lighting-fast.

The piece that finally made this work after trying for so many years was the script that I came across a few months ago. There is a great tutorial video from leadminstration.com that shows how to find and install the scripts a form you've already created.

My experience so far has been pretty good with this system. Seem teachers reply to every email, some rarely do. Some emails have led to great conversations, others, not so much. My unscientific survey suggests that the feedback emails that have generated the most conversation about teaching and learning have been those with the best questions to consider. In other words, when I give quality feedback, most teachers want to talk about it. hhmmm.

That's it for lightening-fast teacher feedback. Please leave some regular-speed blogging principal feedback in the comments section. Thanks.

Posted with Blogsy

So I got spit on. #vted #edchat

2012-12-14T21:30:00.001-05:00

It was a tough day. From the minute I walked into the building, I was inundated with challenging discipline events.

To start, three boys were in the office because of some excessive rough-housing right after they got off the bus. All three were regulars to the office; each with a variety of needs and challenges. While I was working with them, I told yesterday's toughest case that he had to wait to speak with me. The parent of yet another very challenging student waited to speak with me, but ended up leaving.

This was all before 9:00 am.

I squeezed in a difficult conversation just before one of the three rough-housers from the morning had escalated and was out of control. Just before I got to him, he left the building and threw a rock at a staff member. I spent the next forty minutes alternating between assisting the Behavioral Interventionist in a variety of holds, taking notes, keeping my office from getting wrecked, and getting spit on. I got spit on a lot this morning.

There was a short lull after that. I spoke with yesterday's challenge, returned a phone call about pushing on a bus, filled in Rule 4500 paperwork (restraint report), and wrote a memo about the difficult conversation from earlier.

Then, another very challenging student lost his #*%^. He calmed down with some help, but at noon, went out to recess. He resisted all calm efforts to come inside like he was supposed to. Fortunately, raising my voice was all I needed to do - no holds or escorts needed.

By 1:00 things seemed to be getting better. With only 7 of 17 sixth graders in school (the rest on a field trip), I scrapped my social studies lesson and let the students play on computers. Then, I made the big mistake of checking my email.

My wife and the commissioner of education both sent me news of the killings at Sandy Hook Elementary School in Newtown, CT. Twenty children and six school staff were killed in Connecticut.

Suddenly, my incredible tough day seemed pretty easy. Everyone of my students and staff went home today. I hugged my own children tonight and tucked them in to bed.

So I got spit on.

Posted with Blogsy

Top Ten Benefits to Being A Teaching Principal #edchat #vted

2012-11-26T09:44:00.000-05:00

During the summer, I described my plans to become a teaching principal here, here, here, and here. Back in July, I knew it wouldn't be easy, but I knew teaching again would be a good thing.

Boy, was I right.

Even though the principalship is an extraordinarily busy job, I love spending time each day with the sixth graders. It helps, of course, that they are a great group of kids who are willing to try out new ideas and usually laugh at my bad jokes.

Teaching this year has, so far, come with some benefits other than my spending time with students. Here is my top ten list of benefits to being a teaching principal:

10. Productive time with children.

9. I get to grade papers (no, really).

8. Gets me out of the office.

7. I get first hand knowledge/frustration with outdated report card system. (I've got to talk to the administrations about this).

6. Frees up a teacher for that hour so she can help some kids learn to read.

5. Forces me to practice what I preach (tech infused, SBG*, student choice, relevant, meaningful, etc).

4. It is not all about student discipline (most days).

3. I get to know just how good some paraprofessionals can be.

2. I am seen as more than just "administration."

And, the number one benefit to being a teaching principal...

1. I love to teach!

So, there you have it. The top ten benefits to being a teaching principal.

P.S. I could not find attribution for the image of the teacher at the top. However, I thought a few points to consider about that image were in order. First, as a teacher, I don't have a desk; I use someone else's classroom. Second, I use Standards Based Grading (*SBG), not letter grades, except on the report card itself, but that is another story. Third, I have five fingers on each hand. Fourth, I have not received an apple from any students this year. Fifth, I have a nose and, often, the same blank stare. Finally, I just recently bought a shirt the same purple, but mine is called French Lilac.

Posted with Blogsy

Technology Gardening #leadershipday12 #summerblog12

2012-08-15T22:27:00.000-04:00

Leadership Day from Scott McLeod holds a special place in my blogging heart. It was Leadership Day 2009 when I posted to this, or any, blog for the first time. I was working on becoming a connected leader. I had opened a twitter account, @fliegs, a few month earlier, and I was reading education blogs (my blog bundle). Starting my own blog was the next step.

Over the next few years I blogged about the goings on at school, my opinion an all sorts of education topics, and summaries of education books. I wrote for Leadership Day 2010, but missed it last year.

So, here I am in August 2012 and the question is: What should a principal do to increase the amount of technology integration in school?

A principal needs to nurture the integration of technology. Nurturing means to provide the right environment for technology integration to grow. Teachers need to feel comfortable taking risks, the students need access to decent (or, dare I say, the best) equipment, the network needs to be robust, and the internet needs to be fast and stable. In other words, we need to prepare the soil.

Once things start to grow, we need to tend to them carefully. Of course tomatoes need different care than potatoes; lettuce is handled very differently than peas; squash and onions need totally different amounts of fertilizer (says my wife). Now, if I were far more ambitious (and did not have a board meeting earlier tonight), I would take this analogy way too far by describing what kind of adult learner compares to each of the aforementioned vegetables. Instead, I will point out that some teachers need only play around with technology to learn it well. Others want some direct instruction then off they go. Still others need step-by-step handholding until they are comfortable. Principals need to differentiate the professional training just like a gardener differentiates the care of the plants.

It is at this point that my garden analogy totally falls apart. Principals need to choose the right moment to shift from nurturing to expecting. While the peas on the faculty have already been integrating tech, often for years, the beets finished some PD and got started. On the other hand carrots take a long time to germinate and then grow (not sure how carrots play into this, told you the analogy fell apart). Anyway, two-thirds or more of the teachers are integrating technology. One way to get some of the remaining third growing, I mean using tech, is for the principal to set the expectation. Sometimes we have to quit nurturing and start expecting. Try telling a row of corn that you expect it to grow without fertilizer this year - this analogy is busted.

Another technique that principals often use to encourage technology integration is to model its use. I and many other principals integrate technology into our practice daily. We demonstrate classroom integration ideas into faculty meetings. I have been trying to convince my wife that the best way to get peaches to grow in Vermont is for her to show the peach trees how to grow here. I'm not yet sure that modeling is going to work in this case (in addition, I'm not yet sure that my wife has ever listened to a single word of my gardening advice).

In all good gardens, harvesting the fruits of our labors is the best part. Watching the cucumbers working on a dynamic lesson using all sorts of innovative technology designed by their teachers is as good as serving a salad of only locally grown students. Or something like that.

P.S. No vegetables were harmed in the writing of this blog.

P.P.S. Future blog post: how to avoid getting blight

Posted with Blogsy

Time to Put My Money Where My Standards Are #Summerblog12 #SBG

2012-08-05T10:00:00.000-04:00

#9 in the Summer 2012 Blogging Challenge, #Summerblog12

Traditional Gradebook

So, I've mentioned that I will be teaching sixth grade social studies this coming school year (Read about it here, here, and here). While I am still preparing to unveil the topics and structure of the class, I am ready to talk briefly about grading.

In the past, I mean the distant past, when I last taught seventh grade social studies, I used a pretty traditional point system for grading. Every assignment was worth points, and students could earn points by getting work in on time, by completing it at all, by following a scoring guide or rubric. Wrapped up in all this was the idea that the grade could show both learning and all sorts of habits (completion, participation, effort, etc.) While I made a big deal about everyone starting off with 100% to encourage a positive start, I took points off for late papers and gave zeros for missed assingments. I rationalized that I gave the students every opportunity to get a good grade.

Now, I've got to practice what I've been preaching since I've left the classroom (I wrote about grading here and here). First to go, the zero. Gone. Not going to give one. Next out is points for every assignment.

Here's how it will work, a new system that I just created. I will call it Standards Based Grading (Full disclosure: I did not create this at all). For this year, I will be using the Vermont Grade Expectations for 5/6 Social Studies and the Common Core State Standards for Reading in Social Studies. I will identify one or more of the standards for every assignment. Then, the PowerTeacher gradebook will allow me to assign a score for each standard used in that assignment. I will report much more about PowerTeacher grade book after I've used it for a while.

Some questions that I still have to answer.

Should the term grade be based on an average of standards, the last assessment of that standard or the last three?
What do I do about missing work (more about a school wide initiative later)?
How will I account for compliance reporting (homework, participation, etc.)?
What are the other pitfalls?

So, I plan to go whole hog into Standards Based Grading; putting my money where my mouth is.

Posted with Blogsy

EdCamp Vermont Reflections #SummerBlog12 #VtEd

2012-07-28T09:49:00.001-04:00

#8 in the Summer 2012 Blogging Challenge, #Summerblog12

In April, 2012, I led the Vermont ASCD's first effort at an "unconference." EdCamp Vermont had its roots in another place and another time.

In the fall of 2010, I was driving to some EdCamp with Dan Callahan, when he brought up the idea of EdCamp Boston. He had come up with a date and a venue with some other folks and was ready to add to the organizing committee. I jumped at the chance. Through the winter, I did my part working with an amazing committee to put together the first EdCamp Boston in April 2011.

Shortly before EdCamp Boston, I accepted the position as principal of Wolcott Elementary School in Vermont. I was thrilled to have the position in place before EdCamp. When I told Dan that I got the job and would be moving to Vermont, the first thing he said was, "When is EdCamp Vermont?" I laughed him off figuring that in my first year in a new state there was no way I'd be able to organize an EdCamp.

As I settled into my new house and job, I was asked to join the newly reconstituted board of the Vermont ASCD. The new president, Ned Kirsch, had been a twitter contact for a while. I accepted.

At one of the first meetings, I mentioned EdCamp. Ned and the board were intrigued, and we decided to make Vermont's first EdCamp part of the VTASCD revival. I was thrilled. Organizing an EdCamp as part of an existing organization is super easy. We didn't have to set up a bank account or search for sponsors. We kept our plans small. You see, Vermont is very rural and spread out.

So, on a Saturday morning wedged between the vacation weeks of various parts of the state, about 40 educators showed up for a classic-style EdCamp. We had participants from all over the state, from as far as Boston, and even over the border from Canada. Even with a small crowd, we filled the session board and even added a fourth room. As usual with an EdCamp, the conversations were wonderful.

Now that we've held one EdCamp, VTASCD will surely hold another. Stay tuned for more information.

Posted with Blogsy

The Tools I Use #Summerblog12

2012-07-15T20:08:00.000-04:00

#7 in the Summer 2012 Blogging Challenge, #Summerblog12

Every once in a while, I read a post from my PLN about what tools they use to do their work. Recently, Dan Callahan did just that.

So, my work consists of principaling, blogging, and reading. For almost everything, I use my iPad 3. I think it might be the best computer I have ever owned. I primarily use the following software: Blogsy, Echofon for twitter, Reeder for rss feeds, Kindle for reading, Toodledoo for todos, Evernote for note taking and storage, and Notability for handwriting notes and marking up PDFs. I tie everything together mostly with Dropbox. In fact, one of the main ways that I have been able to rely on my iPad is that most of my primary software tools connect with either the cloud or a desktop version. With a few small exceptions, all my stuff is available on any platform.

Speaking of platform, I do use a three other tools besides the iPad. At home, I have a 2009, 15" MacBookPro. Still works great because I loaded it with extra ram when I bought it. Since I started using an iPad, I rarely pick up the MBP; in one fell swoop it became way too heavy.

At school, instead of having the district buy me a new laptop when I started, I decided to go big with a 27" iMac. This has been one of the best tech decisions I've made. The giant screen makes working with data a breeze. It's like having two monitors, but way cooler looking. The full computer is still necessary for intensive work, more complex spreadsheets, and a few websites here and there.

To round out my tool collection, I carry an iPhone 3G that works great on wifi. I only get cell coverage in certain places here in rural Vermont, but I still find the iPhone useful.

That's it for tools. I'll write more about how I use the iPad as a principal and how I plan to use it as a classroom teacher in a future blog post.

Posted with Blogsy

Ancient Egypt to Medieval Florence in 80 Days #Summerblog12

2012-07-12T19:28:00.000-04:00

#6 in the Summer 2012 Blogging Challenge, #Summerblog12

A vital part of riding a bicycle is knowing to where you are going. It stands to reason, then, that teaching (see this post for more info on my teaching) will be easier if I know the curriculum (duh!).

Over the past four years, my supervisory union has convened curriculum committees for literacy, math, science, art, music, and physical education. Notice that social studies is not on that list. That is until this spring. Since the committee is just getting started (more on that later), there is no district/SU Social Studies curriculum. Fortunately, one of the teachers in my building was able to find this chart for sixth grade social studies. Written years ago, this outline of the curriculum has only been loosely followed in recent years.

N.b. The standards referred to in the chart are from the Vermont History and Social Sciences GEs (Grade Expectations): Grades 5 – 6.

Please don't get me wrong, I like archaeology, Ancient Egypt, Greece & Rome, and the Middle Ages. The thing is, I'm not sure that these topics are the most important to teach my sixth graders. This is especially true when I think about how little understanding of the world the students have. Will studying early humans and ancient Egyptians really help the children of Wolcott as they prepare to go out in the world?

On the other hand, if I look at the topics only as vehicles to get the students to the enduring understandings and essential questions (or, in my case, the Grade Expectations), it doesn't really matter what topics I choose.

On the other, other hand, kids ought to learn about some of this stuff someday. If not now when? (Maybe high school?) There are really cool things to learn about in each of the topics. There are even some great connections to modern life, especially Greece, Rome, and Middle Ages (not so much with ancient Egypt, though).

So, I am still left with the question: What to teach?

Feel free to offer suggestions. I have an idea brewing that I will present in here soon.

Posted with Blogsy

10 Top Ideas for Social Studies from the Kids #Summerblog12

2012-07-08T18:45:00.000-04:00

#5 in the Summer 2012 Blogging Challenge, #Summerblog12

In a previous post, I mentioned that I would be teaching sixth grade social studies next year. Because we are in the midst of writing district social studies curriculum and there was little guidance in the past, the choice of topics is wide open. Of course, I expect to use the History and Social Sciences GEs (Grade Expectations): Grades 5 – 6, but there is far too much in this to do well in two years, let alone one year. The GEs are created in the style of thematic and understanding/doing standards. There is almost nothing in the GEs that suggests what specific topics should be taught, only specific social studies skills, processes, and connections. I like that style of standards much more than the Massachusetts standards that are only about content. As much as I might like the Vermont GEs, they don't tell me what to teach (or do they? More on this in the near future.)

Since I was encouraged by the fifth grade social studies and 5/6 Language Arts teacher to take a fresh look at what we teach (as long as she has time to gather literature to connect with the social studies), I am taking that fresh look. Since I have been preaching the merits of letting students have choices as a form of autonomy (see my post about Drive), I realized that I better put my money where my mouth is. I decided to go to the kids to see what they want to study in sixth grade.

A few days before the end of the school year, I went to speak with the fifth grade (remember at my small school that the fifth grade is a single class) about their sixth grade social studies curriculum. I asked them a simple question, designed to get a simple response. After a moment to think about what interested them, here are the answers I got with my comments in parentheses:

Rome (been part of sixth grade recently)
Middle Ages (been part of sixth grade recently)
Dark Ages (been part of sixth grade recently)
Native Americans (covered somewhat in fourth and fifth grades)
Greek mythology (been part of sixth grade recently)
The Pilgrims (covered in fifth grade)
African Americans (hmmm... Could be interesting)
1980's (I resisted the urge to suspend the kid who thinks my childhood is as historical as the Dark Ages)
WWI
WWII (Wars are always neat to study)

Well, only some of what the kids mentioned is stuff that I like to teach (does that even matter?). How did the kids' interests line up with the old Wolcott Elementary School 6th Grade Social Studies Map? Hmmm...

What to teach? I needed to take a look at what the map called for and what the retiring teacher had been teaching. Stay tuned for more.

Posted with Blogsy

Knowledge, Hard Work, or Attitude #Summerblog12

2012-07-05T09:00:00.000-04:00

#4 in the Summer 2012 Blogging Challenge, #Summerblog12

On a short visit in Carol's class this past April, I got to participate in an interesting assignment and discussion about knowledge, hard work and attitude.

Carol told her class that she had just read the book, Toilets, Bricks, Fish Hooks, and PRIDE The Peak Performance Toolbox EXPOSED, by Brian Cain. Without explaining too much more, Carol told the class about the really cool thing that she discovered in the book. Although, it is hard to see in this photograph, Carol wrote on the board the following from the book:

"If: ABCDEFGHIJKLMNOPQRSTUVWXYZ is represented as: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
Then:
K+N+O+W+L+E+D+G+E = 96%
11+14+16+23+12+5+4+7+5
and:
H+A+R+D W+O+R+K = 98%
8+1+18+4+23+15+18+11
and:
A+T+T+I+T+U+D+E = 100%
1+20+20+9+20+21+4+5

After explaining how the system worked (you know, letters standing for numbers and all that), Carol asked the students to open their journals and write an answer to the question of which is most important to success: knowledge, hard work, or attitude. Being the type of educators who believe that kids should see us write, Carol, the paraprofessional in the room, and I all wrote our response to the prompt. Once the students shared their writing, Carol read hers and then asked the para and me if we wanted to read. We both did. Here is my first, unedited, draft.

While Knowledge, Hard work, and Attitude are all important ingredients to success in all endeavors, attitude is the most important. Without a good attitude, people see right through your efforts. A good attitude is the hardest of the three to teach. We have many ways to gain knowledge. Hard work can be practiced. Attitude comes only from within and as such cannot be easily "given" to someone else. In fact, when I hire, attitude is the most important factor I look for in a candidate.

Looking at my writing months after the fact, it's clear that this was a journal-write, first draft. The good news is that I still like my thinking from that April day.

*Carol is the same pseudonym I used in this post and this one.

Posted with Blogsy

Just like riding a bicycle, right? #Summerblog12

2012-07-02T10:32:00.001-04:00

#3 in the Summer 2012 Blogging Challenge (two posts each week)

Do I get training wheels?

They say that once you learn something well, it is like riding a bicycle: you can get back on anytime and have no real trouble. In my experience, this seems to be true so far in life. I go years between bike rides with no problem. I return to the mountains and hike 10 mile and 2500' as if I did it last week.

This fall I will test out this theory in a big, scary way. I will return to classroom for the first time sine June 2003! I am not leaving the principalship, I am merely (!) adding teaching to my duties. I am going to teach 6th Grade Social Studies at Wolcott Elementary School. Doing this will free up the 5/6 LA/SS teacher to do some intense intervention work with struggling readers, and it will let me be a teaching principal.

The way I figure it, teaching is like riding a bicycle; I should have no problem getting back in the classroom after nine years. I learned tons in my eight years teaching. Since then, I have learned tons more about teaching and education in general. I know that kids need engaging curriculum, choices to help motivate, high expectations, authentic assessments to show what they a really learning, great options for sharing their work, true standards-based grading, and a technology infused experience since it really is the 21st Century.

Of course, in 2003, Powerpoint was exciting classroom technology. I used Microsoft Publisher, too. I even made my own page of links so that the students wouldn't have to spend time searching irrelevant sites (other lessons covered a little of how to judge sites).

In 2003, I think that I'd heard of standards-based grading. I gave zeros, though. I figured that if the kids wanted to, they would do the work. It was their responsibility to be "enrolled" as Ben Zander would say. I taught, they learned. Or did they?

Back then, I had high expectations, for most kids. Were my goals high enough for all kids? Did I even set reasonable expectations for kids? Oy.

I'd planned on posting student work to my website (I really did have one), but district policy forbade any interaction of student and Internet other than searching. Oh.

So, as I prepare my class to begin in the fall, I will have no problem right? I will just get back on the bicycle of teaching and ride away, right?

After all, teaching is just like riding a bicycle, right?

Right?

Related articles

Posted with Blogsy

Some People Will Do Anything for an iPad #summerblog12

2012-06-28T16:23:00.001-04:00

I had a great experience earlier this school year. You see, Carol*, a veteran teacher who not too long ago swore off technology but had recently joined the district Tech Committee, agreed to go to a state edtech conference, in early November, with a more tech savvy colleague who had an iPad.

They had a great experience and returned to school jazzed about the possibilities. The day after the conference, November 7, Carol told me how cool some of the iPad apps were. I talked with her for a few minutes and added her to my mental list for iPads in the far future.

Little did I know that Carol had a plan, and I didn't stand a chance.

On November 8, Carol came to see me first thing in the morning. You see, she wanted to forgive me for being slow about getting her an iPad. For some reason, I apologized.

A couple of days later, Crol saw me in the morning and told me that she Dreams About Performance Indicators. What was she talking about? When she wrote it out for me, she underlined the first letters as I have done here and told me to look at it backwards. I-P-A-D. Oh, I see.

On the morning of November 14th, Carol left me this note...

I think that she may have enlisted the help of the parents! Maybe I'll move her a little higher on that mental list for iPads in the future.

Two days later, I experienced the biggest regret of this fantastic first year at Wolcott Elementary School. Carol came to see mere morning. I was ready for anything, I thought. I told that she was on the list to get an iPad when I bought some. Instead of saying thank you and going back to class, Carol broke into a cheer -- like a high school cheerleader, yes that kind of cheer -- all about how great it would be to have an iPad. I didn't record it or even get her to write down the words for me; I will regret that omission forever.

The next day Carol came to me with a story about how having B+ blood really meant that she should have an iPad. Not sure what that meant, but I got the point.

On November 18, Carol appealed to my emotions by telling me that buying her an iPad would be a humanitarian effort because it help to stimulate the economy. By this point, I'd made up my mind that I would have to order an iPad soon.

The final straw that broke my back came on November 22. Carol brought me a dollar bill with this letter attached. It is not a bribe. If you can't read the note, she tells me to buy a lottery ticket and use the winnings to buy her and iPad. Fortunately, she trusted me to use the remaining winnings for the good of the school.

To make it easy for me and to sweeten the deal, Carol also handed me an ad from a tech store with the little gem seen below.

I was left with more questions than answers at this point. What is a guy supposed to do? How can one lowly principal resist the intense efforts of a very determined teacher? How fast could I get an iPad on Carol's desk? Would she prefer black or white?

So, you can probably guess what happened next. I called the tech guy and asked him to order an iPad for Carol. To my great surprise, he told me he had an extra one in his office. I would merely have to replace it when I ordered more in the future. I drove over to central office and picked up the iPad for Carol. on the Friday of Thanksgiving week, I came into the empty school and left the brand new iPad on Carol's desk.

To say she was happy would be the understatement of the year. I went to a meeting Monday morning so I missed her skipping down the hall singing.

Later that week, Kim* said to me, "If I do a cheer for you, do I get an iPad?" Uh-oh.

N.b. Before the teachers left for the summer, Kim and all the rest, got iPads to use in preparation for a wider deployment this fall.

*Carol and Kim are the same pseudonyms I used in this post.

Posted with Blogsy

#Summerblog12 Another Blogging Challenge

2012-06-24T18:34:00.000-04:00

Here we go again; another blogging challenge. This time Bill Carozza gets credit for getting us started,

"I have a goal beginning July 1…two blog posts a week. Anyone up for that challenge?"

In related news, @Principalj is right, I have thrown her and @mmiller7571 under the bus for other blogging challenges. In some crazy way, it is my way of thanking them for giving me so many good ideas and motivation during the last few years. Here is how @principalj started her challenge:

2012 Summer Blogging Challenge

Bill Carozza (@wcarozza) over at "Principal Reflections" snuck in a blog challenge in his post "5 Reasons Educators Should Blog." Then my twitter friend @fliegs threw @mmiller7571 and I under the bus in a tweet to get us in on the challenge (now that I think about it, I think he has done this to us every year!) I have a hard time saying no to anything so I'm in (even if it means that this first post is this simple--it is also my first attempt at using the blogger app on my iPad, so I have no idea what it will look like and have found I can't add any links into my post.)

Now I'm off to start thinking of my next blog post...

So who wants to join us? Only 2 posts a week, come on we can all commit to at least 2.

Posted by PrincipalJ.

So, after very little blogging since early February, I am back. I will start now, instead of waiting until July 1. I've got several topics and started posts waiting to be written. Check back soon.

Thanks.

P.S. The image has nothing to do with the post. I include only because my daughter made the sign last week for her first sleepover at our house.

Posted with Blogsy

1 (or 39) Top Idea(s) for Educators from Mindset by Carol Dweck

2012-04-22T18:35:00.001-04:00

Of the many books that I have read in the last year, Mindset by Carol Dweck has caused me to think and question my long held beliefs more than most. According to Dweck, our intelligence and our basic frame of mind can change. We can have either the fixed or growth mindsets.

You have a choice. Mindsets are just beliefs. They're powerful beliefs, but they're just something in your mind, and you can change your mind. Location 308

N.B. I read the kindle edition before kindle included page numbers, so I have included the kindle location number. While reading, I highlighted passages and made some notes. The passages in italics and the main bullet points are direct quotes from the book. The sub-bullets without italics are my thoughts. Those notes proceeded by "Note:" I wrote while reading the book.

The two mindsets will affect a person's approach to any task. A person with the fixed mindset believes that he has a set amount of skill or intelligence or aptitude. The fixed mindset person is just good at stuff and will never get better or worse.

From the point of view of the fixed mindset, effort is only for people with deficiencies. Location 737

People with a fixed mindset will quit easily; they give up because there is no use in struggling or giving extra effort. Many fixed mindset people will not even attempt challenging tasks; that way they can't fail.

The growth mindset on the other hand is filled with possibility. People witht the growth mindset believe that through hard work they can get smarter, better, stronger. Often the effort is the reward for the growth minded. Failure is a sign of just needed to try again only harder. Growth minded people will not give up very easily.

Not only weren't they discouraged by failure, they didn't even think they were failing. They thought they were learning. Location 110
Those with the growth mindset found success in doing their best, in learning and improving. And this is exactly what we find in the champions. Location 1650
Those with the growth mindset found setbacks motivating. They're informative. They're a wake-up call. Location 1671
You have to work hardest for the things you love most. Location 758
Actually, sometimes you plunge into something because you're not good at it. Location 919

In 2011, as part of the EdCamp Boston planning team, I took on the task of creating the logo (from the generic EdCamp logo) when our teen artist fell through. I am not much of an artist and have only a limited skill set in computer graphics. Well, after much trial and error, I came up with a decent looking graphic using only free tools on the iPad. With that success behind me, I once again took on the role of graphic artist with EdCamp Vermont.

In the growth mindset, you don't always need confidence. Location 917

Dweck explains that even the fixed mindset is not truly fixed - it can be broken.

People can also have different mindsets in different areas. Location 825
It's also important to realize that even if people have a fixed mindset, they're not always in that mindset. In fact, in many of our studies, we put people into a growth mindset. We tell them that an ability can be learned and that the task will give them a chance to do that. Or we have them read a scientific article that teaches them the growth mindset. The article describes people who did not have natural ability, but who developed exceptional skills. These experiences make our research participants into growth-minded thinkers, at least for the moment—and they act like growth-minded thinkers, too. Location 816

So what? What does all this talk of mindsets have to do with modern education? The mindsets cut right to the core of why we teach (hopefully). Educators must truly believe that EVERY child can be successful through the right combination of hard work and good instruction. The number 1 Top Idea for Educators from this book is:

Believing talents can be developed allows people to fulfill their potential. Location 840

We are all about fulfilling potential - our students', our school's, our community's and our own potential.

Now that I have uncovered the 1 Top Idea of the fixed and growth mindsets, I want to share more of this powerful book. I've split up a slew of pithy quotes into categories that may be most relevant to educators.

Students

I think by now we're getting the idea that character grows out of mindset. Location 1564

So, by helping students with their mindset, we might be making progress on part of the hidden curriculum. Great.

Praising children's intelligence harms their motivation and it harms their performance. Location 2839

WOW! This flies in the face of so much that I thought I knew.

We can praise them as much as we want for the growth-oriented process—what they accomplished through practice, study, persistence, and good strategies. And we can ask them about their work in a way that admires and appreciates their efforts and choices. Location 2874
- Note: Can we make this part of the way teachers talk to students? Should we have a parent session about this?
- From this time on, I must praise hard work, etc. whenever possible.
So what should we say when children complete a task—say, math problems—quickly and perfectly? Should we deny them the praise they have earned? Yes. When this happens, I say, "Whoops. I guess that was too easy. I apologize for wasting your time. Let's do something you can really learn from!" Location 2894
- Note: Wow! Imagine that in school.

Not trying

Many adolescents mobilize their resources, not for learning, but to protect their egos. And one of the main ways they do this (aside from providing vivid portraits of their teachers) is by not trying. Location 991
This low-effort syndrome is often seen as a way that adolescents assert their independence from adults, but it is also a way that students with the fixed mindset protect themselves. Location 996
John Holt, the great educator, says that these are the games all human beings play when others are sitting in judgment of them. "The worst student we had, the worst I have ever encountered, was in his life outside the classroom as mature, intelligent, and interesting a person as anyone at the school. What went wrong? . . . Somewhere along the line, his intelligence became disconnected from his schooling." Location 998
teaching them this mindset unleashed their effort. Location 1004

Note: Should we teach the growth mindset early and often and explicitly in school?

Bullying

There's a big dose of fixed-mindset thinking in the bullies: Some people are superior and some are inferior. Location 2700

So, will teaching students to be growth minded reduce bullying?

But some schools have created a dramatic reduction in bullying by fighting the atmosphere of judgment and creating one of collaboration and self-improvement. Location 2753
First, while enforcing consistent discipline, he doesn't judge the bully as a person. No criticism is directed at traits. Instead, he makes them feel liked and welcome at school every day. Then he praises every step in the right direction. But again, he does not praise the person; he praises their effort. Location 2763

The combination of building the relationship and praising the positive efforts sounds like a powerful way to approach the "frequent flyers" - the kids with the worst discipline records.

Teaching

Jaime Escalante (of Stand and Deliver fame) taught these inner-city Hispanic students college-level calculus. With his growth mindset, he asked "How can I teach them?" not "Can I teach them?" and "How will they learn best?" not "Can they learn?" Location 1090
- Note: We've got to get every teacher thinking like this about all the kids.
This means there's a lot of intelligence out there being wasted by underestimating students' potential to develop. Location 1097
What any person in the world can learn, almost all persons can learn, if provided with the appropriate prior and current conditions of learning. Location 1122
Remember, test scores and measures of achievement tell you where a student is, but they don't tell you where a student could end up. Location 1127
But some teachers preached and practiced a growth mindset. They focused on the idea that all children could develop their skills, and in their classrooms a weird thing happened. It didn't matter whether students started the year in the high- or the low-ability group. Both groups ended the year way up high. It's a powerful experience to see these findings. The group differences had simply disappeared under the guidance of teachers who taught for improvement, for these teachers had found a way to reach their "low-ability" students. Location 1134
In contrast, when students were praised for effort, 90 percent of them wanted the challenging new task that they could learn from. Location 1214

Schools

Don't judge. Teach. It's a learning process. Location 3021
Simply raising standards in our schools, without giving students the means of reaching them, is a recipe for disaster. Location 3150
The fixed mindset, plus stereotyping, plus women's trust in people's assessments: I think we can begin to understand why there's a gender gap in math and science. Location 1340
The great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning. Location 3158

Leadership

they are constantly trying to improve. They surround themselves with the most able people they can find, they look squarely at their own mistakes and deficiencies, and they ask frankly what skills they and the company will need in the future. Location 1853
"If we're managing good people who are clearly eating themselves up over an error, our job is to help them through it." (Charlie, former boss of Jack Welch, quoted by Welch, quoted by Dweck) Location 2145

Check out my story, A Tale of Two Ripped Papers.

leadership is about growth and passion, not about brilliance. Location 2229

Maybe I do have a chance to be a decent leader.

Herodotus, writing in the fifth century B.C., reported that the ancient Persians used a version of Sloan's techniques to prevent groupthink. Whenever a group reached a decision while sober, they later reconsidered it while intoxicated. Location 2278

I'm not advocating, merely offering up the wisdom of the ancients.

Create an organization that prizes the development of ability—and watch the leaders emerge. Location 2304

Becoming Growth Minded

"You have to apply yourself each day to becoming a little better. By applying yourself to the task of becoming a little better each and every day over a period of time, you will become a lot better." Location 3378
- Note: Wisdom from Wooden...(as quoted by Dweck)
The critical thing is to make a concrete, growth-oriented plan, and to stick to it. Location 3742

So, read the book and then make your plan. You can grow no matter how good you think you are.

The Misstep Two-Step (#14inFeb #5)

2012-02-14T20:05:00.001-05:00

I recently included the following in the Monday Memo for the staff at my school. In a future blog post, I will discuss how the informal principal survey at staff are completing fits into this picture. For now, suffice it to say that I have recently been made aware of some of my own missteps.

One of the toughest aspects of a small group of adults working together is how we deal with our inevitable missteps. Over time, good friends are able to say to one another something like, 'Hey, you messed up. Fix it.' Longtime co-workers often reach this stage without any planning or structure. What about other folks? What do we do when someone new to the community or someone who doesn't have the close relationships messes up? Do we have a structure in place for how to approach the person who missteps?

It is often easier to ignore the mistake, to 'sweep it under the rug,' to avoid confrontation and accept the unliked behavior. It's almost always scary to approach someone to discuss their actions, and sometimes the impact of the misstep is minor enough that, if ignored, the situation will right itself.
In more cases, ignoring the misstep leads to bigger problems quickly. People begin to resent, dislike, fear, or worse the person who missteps. The uncorrected/unchallenged missteps can lead to a difficult place to work or, more ominously, a place where kids can't learn.

It was clear from day one that the staff here cares tremendously for the children, the school, and each other. However, I know that some staff perceive missteps and do nothing about them. I know that other staff confront the person who missteps. I urge you all to screw up enough courage (or whatever emotion is needed) and confront the misstepper (hopefully in non-confrontational ways).

I should be clear at this point - the missteps that I have been thinking and writing about are mine. I make some mistakes. Sometimes, I recognize the problem quickly and can fix it. More often than not, without direct feedback, I do not realize there is a problem, and I do not fix it. During the in-service week, I asked you all to keep me honest - tell me when I misstep so that I can fix the problem. Some of you have come to me to tell me about my missteps. Most of you have not.

So, again, I ask that you challenge my missteps. For the good of the school, for the benefit of the students, for your own well being and mine, come speak to me when you have something on your mind.

So, what do you when you misstep? Is there a process in place among the staff at your school to deal with the inevitable? Are staff members comfortable coming to the principal or to each other to talk these things out?

image from Flickr user Andy.d CC

- Posted using BlogPress from my iPad

I Love Art (#14inFeb #4)

2012-02-12T16:45:00.001-05:00

I am proud to say that my guest blogger has returned for at least one post during the 14 in February Challenge.

Without further ado, here are more words from Maya.

----------------------

I Love Art

by Maya Fliegelman

I love art because I have a really nice teacher. My teacher's name is Mrs. LeCours. She is fun.

I really like the projects that we do. They are really fun!!!! We made clay owls, but only their heads! We also made paper owls to wear around our necks. We can also hang them up.

We also drew self-portraits. Mrs. LeCours taught us a drawing technique: sketch, outline, color-in. Sketch means use a light pencil. Outline means to draw with a darker line on the sketch. For the color-in, we can use paint, markers, or crayons to draw in the inside of our picture.

I really, really, really, really really, really, really like art!

----------------------

Profound, eh?

Hopefully, I can get Maya to tell us more about school in a future post.

Thanks for reading.

image: Original art by Maya

Digital Learning Day (#14inFeb #3)

2012-02-11T16:36:00.001-05:00

On February 1, my school and hundreds of others around the country celebrated Digital Learning Day, a nationwide celebration of…you guessed it…digital learning.

Here at Wolcott Elementary School, most of the teachers have only integrated technology to a small degree so far. Well that has begun to change with a new principal and a new technology integrationist. For a little background let me tell you about the equipment in the building. For about ten years, there have been three desktops in each classroom - all are still deployed; only a few work. There is also a cart of ancient Acer laptops - not one battery is any good; several of these laptops dont work at all. There is an old server with an even older backup server. Just last spring, the new machines were purchased with grant money. Every teacher has a laptop now. There is a new cart with twelve additional new laptops. Seven (of eight) classrooms now have installed projectors and an Elmo document camera. One classroom has a Smartboard (this was teacher choice). We just upgraded the wireless network. Our district made the leap to google apps just before the December break.

Anyway, I asked every teacher to do something new with technology on DLD. We'd previously set integrating technology into existing units as one of our goals, so this seemed the perfect push. I shared the DLD website and resources with the staff and offered support.

To a small degree of accountability, I told the teachers that they would be sharing a few words about their digital learning at that day's afterschool faculty meeting.

Here is the list of projects that they shared (with names and some details altered for anonymity):

Alice

Math games from Investigations
Pairs worked on the program
Kids were able to extend due to overestimating
Continuing to work this Friday.
Signed up for regular computer use

Betty

Use iPad every day
Found YouTube video for mean, median, mode

Carol

Mobile computer lab in class for whole group
Started word processing
Turned desks around so screens faced front
30 minutes to type spelling sentences, then hand write what is left.
Students tend to write short sentences, taught to write longer sentences.
Four kids will become peer coaches for the four students who were out for intervention
Signed up for mobile lab every week

Doris

Prezi presentations by the kids about Africa w/ Ethel
Also glogster to create posters about a novel

Ethel

Weekly reader article with videos from the digital edition
Then Prezi with Doris.

Freida

skits to video, story boards first
PowerPoints on Egypt

Georgina

New: from the DLD toolkit, jognog.com video game format, disappointing

Helen

Signed up for the mobile lab for the first time this year
Students to interactive biology websites
SmartBoard lesson taught by older students

Irene

No tech today
Next will hook up to Elmo to have kids do stuff
Took video of sliding
Will present at Monday Morning Meeting

Julie

Using iPad with math groups counting and identifying coins

Kim

Laptops brought into class

Absolutely fantastic! While some of these efforts may seem minor, this was a sign of great growth for many of the teachers. I was especially excited about the two teachers who had, during the day, signed up to have the mobile lab every week.

I was totally impressed by the huge effort that the technology integrationist put into helping certain teachers in the days leading up to DLD.

Well, DLD was fun and invigorating (technologically speaking). Now the real challenge will be maintaining momentum. Here we go!

14 in February Blogging Challenge 2012 Edition (#14inFeb)

2012-02-06T09:00:00.000-05:00

It is February again. I returned from Educon last week (not sure that is relevant this time) where I met Maureen who claims that last year's challenges got her blogging. I guess if it worked last year, why not try again this year.

So, time for a little repeat. This is what I posted last year:

So, I got back from Educon last night, and I started thinking that I need to rev up my blogging engine again.

You see, while at Educon, the topic of blogging came up in at least two of the sessions that I attended. In both cases folks were talking about how to get more administrators to blog and be involved in online education discussions.

I mentioned that I have drafts of many blog posts already started, but that I am waiting for more fully formed writing before I publish. The consensus in the rooms was that I, and others, should publish now and not worry about our outdated print publication standards. Blog. Blog now and often the teachers and administrators were saying. Blog to share ideas; blog to develop ideas; blog to communicate vision, blog to engage the community. Blog.

So, I remembered back to June 2010 and the Spilling Ink Challenge. I have now created the

14 in February Blogging Challenge

for any educator (or really anyone who might read this).

Since February 14 is an easily remembered day (except for at least half the men I know), I figure that number will do.

Create and share 14 Blog Posts in February. Write about your school/classroom, education reform, cool resources you've used, neato gadgets you have or covet, or whatever is on your mind. When you do, send out a tweet with the hashtag #14inFeb and add a comment here with a link to your blog.

I am especially challenging Melinda Miller and Jessica Johnson to blog with me again like we did in June.

And for crying out loud, help all the men in your life to remember the number 14 in February.

I hear-by challenge you all to meet or beat 14 blog posts in February. Come on, you can do it. I'm going to.

All Hands on Deck!

2012-02-05T19:18:00.000-05:00

In the days of yore, the captain of a ship would have the Boatswain (or Bosun) use his pipe to make the "All Hands" call when he wanted the entire crew up on deck and ready for action. Everyone, no matter what their role, no matter when their last duty shift, no matter how busy on another project, were expected to stop what they were doing, assemble on deck and, presumably, focus on the crisis at hand.

Now you might think that I am going all naval again like last year's post featuring the OODA Loop. I am not. Instead, I want to gloat. You see, I became principal at Wolcott Elementary School this year, and I noticed that the teachers here understand what it means when the principal (or other staff members) call "All Hands" on our proverbial Boatswain's Pipe.

A number of times this year, one of us has come to the Educational Support Team (EST) with a student crisis. Sometimes it's been very low achievement; other times we've had a student in personal crisis. In December, I called "All Hands" in order to prevent the total meltdown of several at-risk students (this was somewhat successful, but we plan to do much more next year).

Each time, the response from every staff member has been fantastic: what do we need to do? what can I do? I never had to ask "What are you going to do?"

The great thing is that this is the culture here! It's embedded deeply in the staff. I could fill a whole separate blog post just listing all of the ways that Wolcott Elementary School staff get together on deck for the good of the students. I am lucky to work here.

If you want to hear the All Hands call on a Boatswain's Call/Pipe, take a listen.

Image: CC 3.0 http://commons.wikimedia.org/wiki/File:Bootsmannpfeife.jpg

Cross posted to Connected Principals

EduCon Again

2012-01-23T09:20:00.000-05:00

In a few days, I am going to EduCon in Philadelphia. I am excited to attend this gathering of educators for a weekend of discussion of education politics, pedagogy, distributed leadership, and where to have dinner (more on that later).

Last year, when I attended EduCon for the first time, I was in a strange place in my life (for more on this, see this post). I let myself get psyched out. I didn't engage in the discussions in the way that I usually like to. I'd been accepted to present at Hacienda, but dropped out a few days prior. Since I was in between, I had trouble enjoying the learning.

These are the sessions that I attended:

1. Reimagining Leadership
2. District, School and Classroom Structures to Support Learning
3. Diversifying Your Rolodex
4. A Call for Action. How do we get more "Connected Principals"
5. Rubric for School Innovation: Assessing Your 21C School (seemed like a commercial so I left)
5a. Ctrl+Alt+PD:Shifting School Culture with Technology and Collaborative Professional Development

The highlights last year were purely social. I drove down from Massachusetts and roomed with Dan C. I enjoyed talking to PLN folks that I’d met at other events. I enjoyed meeting many others for the first time. I always love talking to students so that was cool. The only social downside was letting George C. choose the restaurant on Friday night (Applebee's, really).

This year, my story is so very different. I am "back in the saddle" as a principal. I am more focused. I am flying from Vermont instead of driving. I am, again, rooming with Dan C.

I have only glanced at the schedule of conversations so I will have to choose at the last minute. I am eager to go. I am eager to have fun and learn tons. I am eager for EduCon again.

7 Top Things Teachers Want from Their Principal

2012-01-15T14:08:00.000-05:00

At the first staff meeting in August, I asked the staff at my new school to write a notecard answer to the following question:

"What do you need from your principal?"

The answers ranged from very practical to very theoretical. When put all together, these needs represent a healthy school culture eager to get to know the new guy.

As my own nearly-mid-year review of these ideas, I decided to categorize the answers and self-assess as I go (more about that in a future post). Just like all categorization efforts, this one is highly subjective and open to much interpretation. In any case, I came up with seven main categories:

Practical support
Technology
Special Edcuation
Teacher Support
Feedback/Availability
Communication
Miscellaneous Leadership Qualities

I've included, under each category, the specific needs from the notecards. Some caveats: I split some cards as they included several different needs, I've left out several with identifying information, there were some notecards that had a variation of "I don't know."

So, here it is, the evidence that led me to create this top seven list.

Reeding Lessons CC

Practical Support

Help to find a pullout space for individual/small group instruction.
I need help ordering equipment. I need help getting permission for special events.
Please help to get custodian to build the shelves that were promised & order teaching carts if not done already.
Larger budget.
Recess duties are shared equally among all paras.
Prep time with team teacher.

Technology

I need professional development opportunities to grow my understanding/use of technology.
I have no computer. How would I integrate technology without technology? Only one day a week, I don't want to run around the building to find what I need: A computer & projector would save paper (photocopies).
I would like to have admin access to download some programs that I want to implement this year. Ex. Voicetalk, iTunes, animoto etc. I can get you a list of these sites if you wish.
I'd love the use of 4 laptops each morning.
laptop, probably a bunch of techy stuff
I want patience with technology, I'm working on it all the time.

Special Education

Strong LEA rep
I need support in getting teachers more invested in the special Ed process. Follow through on IEP timeliness on progress reports, setting parent meetings

Teacher Support

Support for my masters work and a consistent sub on the days I miss.
I need continued support in my room for academic and behavioral (both at the same time :).
Larry needs to be the point man on the administrative team and advocate for us.
Support for behavioral needs in my classroom.

Feedback/Availability

I would like visits (could be informal) and feedback - constructive criticism.
I love to see walkthroughs during class time to just connect as to what I'm teaching the children! (certainly not weekly, when you can)
Need feedback on my teaching.
I need your availability to answer my questions
I need you to be available for small questions that can be seemingly unimportant on the larger scale, but can cause me from being able to move forward in my job.

Communication

In the past I have worked closely with the principal as social, emotional ok behavioral issues arise with our kids. It would be great to have a discussion on how you would like our collaboration to work.
Bridging a gap in regards to part-time communication.
Open, clear communication - like the "Monday Memo."
Straight talk
You may hear me, but are you listening (not you personally, just anyone I talk to!)
I will do my best to check my email and I need face to face communication.

Miscellaneous Leadership Qualities

Flexibility, but stability
Leadership that is fair for all, keep your sense of humor and always remember the reason we are here - kids!
Humor, flexibility, patience
Open to suggestions
Ideas, time, direction
Respect, support
Be a leader.

Sums it all up

I need from my principal: support, teaching job next year :) strong communication, respect and honesty

Teachers and staff: What would you add to this list? What do you want from your principal.

Principals: What's missing here? What have staff and teachers asked from you that I have not listed?

Please add your ideas to the comments.

cross posted to Connected Principals

Reading is Soooo Cute. A guest post.

2012-01-09T19:00:00.000-05:00

My guest blogger, and favorite daughter, is back. This time she asked to write about reading. I typed and gave only the slightest prompting and editing.

I Love Reading by Maya Fliegelman

Cover of Maggie and Max (The Puppy Place)

"I like to read. I am reading Maggie and Max, a fun book. It is Puppy Place book. It is my homework book from school. Mrs. ABC didn't tell me to read it over the weekend. I read it over the weekend because I wanted to. Rebecca is my friend. She is reading it also.

Maggie is a dog who has black and white fur. Max is a cat. He has black and white fur also. Maggie and Max stay together. When we first saw them, they were at the shelter. Later they were at Charles and Lizzie's house. Maggie got out of the box that they were in first. A little bit after that, Max got out. Max got stuck in Charles and Lizzie's Christmas tree. Maggie helped him get down. I am probably going to finish Maggie and Max soon.

Some other Puppy Place books that I have read are Max and Flash. Some Kitten Place books that I've read are Sky and Star. Star is soooo cute. Sky is very cute, too.

I love reading to myself if my brother, Manny, doesn't interrupt me."

Some day, I am sure, Mrs. ABC will have Maya branch out to other genres. For now, I should be happy that she is reading and loving it.

Oh, one more thing, I think that Maya is soooo cute.

Feasting and Dancing in Jerusalem

2012-01-08T19:00:00.000-05:00

So I am not a teenage any longer. In fact, I haven't been one for quite a few years. Anyway, I realized a few months back that I still have teenage trait left in me (no, not my sense of humor as that is more like a 12 year old). I still have songs that define my life. In the last eighteen months, there are three songs that tell a lot about me.

This Year by The Mountain Goats

Firework by Katy Perry

Chicago by Sufjan Stevens

This Year is a song aimed squarely at a demographic more than 20-years my junior. I don't connect much with the whole teen angst thing. My teen years were not very angsty, and I am not so angsty now. Except...last year was pretty tough for me. (For most of that story, please read this post). Anyway, my connection to this song was really only with the last line and the chorus:

Image via Wikipedia

There will be feasting and dancing in Jerusalem next year

I am going to make it through this year if it kills me

A powerful, hopeful mantra as I listened to that song about seven million times.

During the spring of 2011, things started to pick up for me. Sometime during the winter, I, along with 3 zillion other folks, watched a Texas high school lip dub of Firework by Katy Perry on YouTube. While not my usual style of music, I was hooked and added the song to my happy-songs playlist. Over the course of a few weeks in the spring, I drove from Massachusetts to and from and all over Vermont. As my interviewing confidence grew, I kept turning up the volume on Firework. Some of the lines I like best are:

"Cause baby you're a firework

Come on show them what you're worth"

Image via Wikipedia

"If you only knew what the future holds

After a hurricane comes a rainbow"

"Maybe you're the reason why all the doors are closed

So you could open one that leads you to the prefect road"

"It's always been inside of you, you, you

And now it's time to let it through"

Catchy? Sure. Trite? Absolutely. Beneath an educated, professional? Definitely. Did I listen to this seven million times also? You bet.

Well time went on as it always does, and we moved to another town. Getting the principalship at Wolcott Elementary School, moving to Vermont, and finally selling our old house in Massachusetts has made for a great New Year.

Image via Wikipedia

During these past few months since the move north, I have listened frequently to Chicago by Sufjan Stevens. Once again, a song aimed at a very different audience, spoke to me. The hook was the beauty of the song, but the refrain at the end seems to sum up my learning of late:

we had our mindset
(I made a lot of mistakes)
all things know, all things know
(I made a lot of mistakes)
you had to find it
(I made a lot of mistakes)
all things go, all things go
(I made a lot of mistakes)

So, that is me in song (at least recently). Going forward who knows what I will listen to. Maybe more of the same, maybe a whole different genre (countrified rap here I come).

Over the last eighteen months, I have come a long way. Things are good. We are not in Jerusalem, but we are feasting and dancing this year.