Another challenging and inspiring day at the first annual GOCSD Innovation Summit. Here are my takeaways:
1. Our current structure of school limits us in meeting kids needs. Schools have changed very little in the past 100 years. However, students and their needs have changed significantly. As educators, we must evaluate the purpose behind our practices to ensure they align with our beliefs about education. We do many things that are for efficiency and convenience that have minimal impact on student learning. We must find ways to unlock the passions our students have if we want to truly motivate them to learn.
2. Learning must go beyond what is needed for the test. If we truly want to change our system, we must reduce the reliance on tests as the end goal and make MORE LEARNING the end goal. When a student begins learning something, our goal should be for them to have a passion to learn more about it. To do this, learning must have relevance, context, and meaning to the student doing the learning. We tend to focus on the TEACHING process when we should be focused on the LEARNING process.
3. Are schools doing the right things, or the wrong things right? We have focused on improving our current system for the past 100 years. What if we have reached the maximum potential of the system as currently designed? What if we were to put student learning at the forefront and design our schedules, buildings, technology, and other things around what works best for students?
4. We have students using tools that they will never use outside of the classroom. What does that really prepare them for? We need to become much more authentic in the tools that students use in our schools.
5. 'Routine' jobs are disappearing and 'Non-Routine' jobs are replacing them at a rapid pace. Anything that can be automated using technology is heading that direction. To help students prepare, we must have them asking questions that are meaningful to them, solving real problems in their community, and trusting them to think on their own.
As educators, we must re-evaluate our current practices, structures, etc. to ensure that they are preparing students for THEIR future. We must structure our time so that it serves students. We must structure our buildings so that they serve students. We must give some choice and freedom to students if we truly want them to own their education. No longer is it good enough for students to sit in rows for 50 minutes and learn prescriptively from teachers.
Thank you to GOCSD (@GOCSDMO) and Will Richardson (@willrich45) for providing a space in which I could re-ignite some passions for innovation that serve students.
Thursday, June 2, 2016
Wednesday, June 1, 2016
GOInnovate 16 - Reflections from Day 1
I was fortunate to take part in the first-ever Innovation Summit organized by the Greater Ozark's Cooperating School Districts (GOCSD) today. Over 700 educators from across Southwest Missouri gathered to hear a keynote address from George Couros and share best practices from their districts. As I reflect on the day, these are the items that stuck out to me.
1. Compliance never develops creativity. As educators, we like it when students are neatly following directions and completing tasks according to our specific instructions. However, we must encourage students to step outside of those directions and tight structures if we want to develop creative thinkers. Students need freedom to solve problems and generate ideas that are not teacher-directed. How can we shift our expectations from the convenience of compliance to the chaos of creativity?
2. We don't need problem solvers, we need problem identifiers. We work hard as educators to teach kids how to solve problems. Much of our instructional design centers around teaching students the skills to solve problems. To do this, we tend to use problems that have already been solved by someone else - simply having students walk through steps that have been pre-determined. If we want students to be highly engaged, we must teach them to identify problems that are meaningful to them. Once they are identified, students will be excited to work through them and find solutions. The result is highly-engaged students, participating in meaningful and relevant learning, and contributing to their community in a meaningful way.
3. Our job as educators is to inspire students to do things that inspire us back. We generally don't do this through standardized tests and with students in neat rows facing forward. We need to develop relationships with kids, find out what inspires them, and use it to 'light a fire' under them. Once we do this, we will be amazed at how kids can inspire us back.
4. The PROCESS is more important than the product. When we work with students, we tend to focus on the outcome - the final product of a project, the answer to a math problem, the final draft of the research paper. But in focusing so intently on this final outcome we miss allowing students to make mistakes, try new ideas and methods, and explore on their own. The product is easily measured, but it is the way that we get there that is where the magic of learning happens.
1. Compliance never develops creativity. As educators, we like it when students are neatly following directions and completing tasks according to our specific instructions. However, we must encourage students to step outside of those directions and tight structures if we want to develop creative thinkers. Students need freedom to solve problems and generate ideas that are not teacher-directed. How can we shift our expectations from the convenience of compliance to the chaos of creativity?
2. We don't need problem solvers, we need problem identifiers. We work hard as educators to teach kids how to solve problems. Much of our instructional design centers around teaching students the skills to solve problems. To do this, we tend to use problems that have already been solved by someone else - simply having students walk through steps that have been pre-determined. If we want students to be highly engaged, we must teach them to identify problems that are meaningful to them. Once they are identified, students will be excited to work through them and find solutions. The result is highly-engaged students, participating in meaningful and relevant learning, and contributing to their community in a meaningful way.
3. Our job as educators is to inspire students to do things that inspire us back. We generally don't do this through standardized tests and with students in neat rows facing forward. We need to develop relationships with kids, find out what inspires them, and use it to 'light a fire' under them. Once we do this, we will be amazed at how kids can inspire us back.
4. The PROCESS is more important than the product. When we work with students, we tend to focus on the outcome - the final product of a project, the answer to a math problem, the final draft of the research paper. But in focusing so intently on this final outcome we miss allowing students to make mistakes, try new ideas and methods, and explore on their own. The product is easily measured, but it is the way that we get there that is where the magic of learning happens.
5. Learning is messy - failure is not fatal. Thinking about the previous four points, it is clear that the learning process is truly messy. Learning is not linear - instead it is a winding, unpredictable journey along which many mistakes and failures happen. What is critical is that we continue to encourage kids through the struggles and help them to 'fail forward'. It is only when failure becomes an endpoint that learning stops.
Thanks to George Couros (@gcouros) for the insightful and inspiring address today that encourages us to innovative educators.
For those of you that attended today, I'd love to hear your takeaways. For those of you that didn't, what would you add to this list?
Wednesday, January 27, 2016
What 3 Minutes Can Do....and a big Thank You!
Just over a week ago our area experienced a fast-moving winter storm. In my role as Assistant Superintendent, I spent the morning (while the weather was still ok) checking out forecasts, checking in with other area districts on their plans, and discussing our plan with the Superintendent and our bus contractors. Things seemed to be holding steady and in good shape until about a 3 minute stretch of time around 1:15. In that three minutes, we went from dry with excellent road conditions to icy with very slick roads and sidewalks. That three minutes of frozen precipitation set off a long afternoon/evening of work for all of us in the district.
Almost immediately after that three minutes, we made the decision to dismiss school early. Hindsight being 20/20 I wish we would have made that decision earlier. It would take about an hour for bus drivers to get in, complete pre-trip inspections, and get to schools to pick up the kids. We set the dismissal plans in motion and began working to get kids home safely. It would take about 6 hours to do so, but ultimately we succeeded.
This couldn't have happened without the dedication, caring, and hard work of many, many groups of people. First and foremost, our bus drivers worked diligently to get students home safely. We had some slide offs and places we couldn't get to, but every student got to a warm house for the night. Many of the drivers worked supervising, driving, and caring for kids until late into the evening. Our bus company owners worked tirelessly too - getting stuck buses moving again and delivering students home in 4-wheel drive vehicles when a bus couldn't get them home. Many of our students had to wait at school for quite some time for a parent to get them or for one of those 4 wheel drive rides. These students were cared for by secretaries and administrators until they were all safely delivered home. Central office staff members spent the evening receiving and making phone calls in an effort to keep parents up to date on the progress of their child's bus. The list could go on and on.
It was not an easy night. Not for school employees, bus drivers, students, or parents. But, ultimately, every child - over 2,300 of them - made it to their destination safely. If you see a bus driver, secretary, principal, or other person that works with kids in any way, take some time to say 'Thank You' for all the hours they put in during times of difficulty and in times when things are going well. It is these individuals that make sure our kids - our future - are well taken care of each day.
So from me to all the employees of our district and our bus contractor - THANK YOU for a job well done in a difficult situation. Your efforts did not go unnoticed.
Almost immediately after that three minutes, we made the decision to dismiss school early. Hindsight being 20/20 I wish we would have made that decision earlier. It would take about an hour for bus drivers to get in, complete pre-trip inspections, and get to schools to pick up the kids. We set the dismissal plans in motion and began working to get kids home safely. It would take about 6 hours to do so, but ultimately we succeeded.
This couldn't have happened without the dedication, caring, and hard work of many, many groups of people. First and foremost, our bus drivers worked diligently to get students home safely. We had some slide offs and places we couldn't get to, but every student got to a warm house for the night. Many of the drivers worked supervising, driving, and caring for kids until late into the evening. Our bus company owners worked tirelessly too - getting stuck buses moving again and delivering students home in 4-wheel drive vehicles when a bus couldn't get them home. Many of our students had to wait at school for quite some time for a parent to get them or for one of those 4 wheel drive rides. These students were cared for by secretaries and administrators until they were all safely delivered home. Central office staff members spent the evening receiving and making phone calls in an effort to keep parents up to date on the progress of their child's bus. The list could go on and on.
It was not an easy night. Not for school employees, bus drivers, students, or parents. But, ultimately, every child - over 2,300 of them - made it to their destination safely. If you see a bus driver, secretary, principal, or other person that works with kids in any way, take some time to say 'Thank You' for all the hours they put in during times of difficulty and in times when things are going well. It is these individuals that make sure our kids - our future - are well taken care of each day.
So from me to all the employees of our district and our bus contractor - THANK YOU for a job well done in a difficult situation. Your efforts did not go unnoticed.
Thursday, June 11, 2015
Saying Goodbye...
This week has been hard. I am saying goodbye to a school and a team that I have been a part of for the past 15 years to begin a journey in a new district. Making this transition has caused me to reflect on the impact we have on students, teachers, and others as an administrator. It is a bit overwhelming to consider the number of human lives that have been touched by my influence - both positively and unfortunately negatively - over the past 15 years. To be quite honest, it is those influences and people that make it so hard to walk away.
As I get to the end of this chapter in my career and life, it is my sincere hope that Monett High School is in some way better than it was 15 years ago and is primed for even greater success in the next 15 years. As a team, we have undertaken many initiatives, had great discussions, laughed, cried, agreed, disagreed, and pondered. I hope that through each of these individual moments we have made MHS a better place for kids and have continually improved in preparing students for their future.
I want to say thank you to all the people that have and still currently work with the kids in this building and district. You are the reason this place is special, not just to me, but to this community and to the kids that are served here. The passion you display for serving kids on a daily basis is inspiring. The openness you have to try new things is energizing. The patience you have, both with students and your leader, is appreciated. The creativity you display in solving problems and developing learning experiences is fascinating. In short, each of you, whether a teacher, secretary, counselor, custodian, cook, etc., make up the heartbeat of this awesome school. Thank you for making it a living, thriving organism.
I cannot express enough the gratitude my family and I have for the way in which you, as individuals, a school, district, and community, have supported us through many difficult personal times. God placed us here for a reason and I believe that a large part of that reason was that he knew what trials we would face and that we needed a supportive community for those trials. He sure has provided that support - and for that we are eternally grateful.
While leaving is difficult, I know that the kids at MHS are in good hands. I have no doubt that for years to come MHS will continue to be a leader among schools because of the people that are here. I wish you success, peace, prosperity, and happiness. You deserve it!
It has been a great journey, one that my family and I will cherish for the rest of our lives.
Thank you faculty, staff, students, and patrons of Monett High School. Deep in my heart, I will always be at least part Cub!
As I get to the end of this chapter in my career and life, it is my sincere hope that Monett High School is in some way better than it was 15 years ago and is primed for even greater success in the next 15 years. As a team, we have undertaken many initiatives, had great discussions, laughed, cried, agreed, disagreed, and pondered. I hope that through each of these individual moments we have made MHS a better place for kids and have continually improved in preparing students for their future.
I want to say thank you to all the people that have and still currently work with the kids in this building and district. You are the reason this place is special, not just to me, but to this community and to the kids that are served here. The passion you display for serving kids on a daily basis is inspiring. The openness you have to try new things is energizing. The patience you have, both with students and your leader, is appreciated. The creativity you display in solving problems and developing learning experiences is fascinating. In short, each of you, whether a teacher, secretary, counselor, custodian, cook, etc., make up the heartbeat of this awesome school. Thank you for making it a living, thriving organism.
I cannot express enough the gratitude my family and I have for the way in which you, as individuals, a school, district, and community, have supported us through many difficult personal times. God placed us here for a reason and I believe that a large part of that reason was that he knew what trials we would face and that we needed a supportive community for those trials. He sure has provided that support - and for that we are eternally grateful.
While leaving is difficult, I know that the kids at MHS are in good hands. I have no doubt that for years to come MHS will continue to be a leader among schools because of the people that are here. I wish you success, peace, prosperity, and happiness. You deserve it!
It has been a great journey, one that my family and I will cherish for the rest of our lives.
Thank you faculty, staff, students, and patrons of Monett High School. Deep in my heart, I will always be at least part Cub!
Tuesday, January 20, 2015
Are We Confined?
"I understand preparing students for high school or whatever may be next for them, but again we can’t allow that to confine what we do. . . and we can’t allow a test to confine or paralyze us and what we do or don’t do." - Bill Powers (@MrPowersCMS) on his blog cmslearning1.wordpress.com
As I read a recent blog post by Bill Powers, this statement he made struck me and really caused me to think. Are we confined by other's expectations? Do we limit ourselves to the minimum acceptable standard in educating our kids? If so, are we doing our kids a disservice? What impact do these 'confinements' have on student motivation? How can we break through the 'minimum' ceiling and expose our kids to the exciting world around them?
I think that the answers to these questions must revolve around tapping into each student's passion and giving him/her ownership of their learning. Only then can we truly customize and personalize learning in a way that makes it relevant to each student. And if we don't do this, we most certainly are doing a disservice to our kids. If we are only concerned about test scores and confine our students' opportunities to these areas, then we are definitely limited by others' views of education and what's important.
Look at the tweet below from Dr. Robert Dillon (@ideaguy42) to Eric Sheninger (@e_sheninger).
Are we using the confinement of standardized tests as an excuse? If we break outside of the barriers that these tests create will our kids suffer or blossom?
I believe that it is through overcoming this confinement that we truly begin to serve students and provide them with quality preparation for their lives. I would guess that if we focused more on student passion and the development of the 6 Cs - Collaboration, Creativity, Communication, Critical Thinking, Connection, and Culture - that the standardized tests would take care of themselves. And if they don't, what have we really lost?
How will you break through the barriers that confine you today?
As I read a recent blog post by Bill Powers, this statement he made struck me and really caused me to think. Are we confined by other's expectations? Do we limit ourselves to the minimum acceptable standard in educating our kids? If so, are we doing our kids a disservice? What impact do these 'confinements' have on student motivation? How can we break through the 'minimum' ceiling and expose our kids to the exciting world around them?
I think that the answers to these questions must revolve around tapping into each student's passion and giving him/her ownership of their learning. Only then can we truly customize and personalize learning in a way that makes it relevant to each student. And if we don't do this, we most certainly are doing a disservice to our kids. If we are only concerned about test scores and confine our students' opportunities to these areas, then we are definitely limited by others' views of education and what's important.
Look at the tweet below from Dr. Robert Dillon (@ideaguy42) to Eric Sheninger (@e_sheninger).
Are we using the confinement of standardized tests as an excuse? If we break outside of the barriers that these tests create will our kids suffer or blossom?
I believe that it is through overcoming this confinement that we truly begin to serve students and provide them with quality preparation for their lives. I would guess that if we focused more on student passion and the development of the 6 Cs - Collaboration, Creativity, Communication, Critical Thinking, Connection, and Culture - that the standardized tests would take care of themselves. And if they don't, what have we really lost?
How will you break through the barriers that confine you today?
Friday, January 9, 2015
The Speed of Innovation
Recently, I was fortunate to engage in a chat on Twitter that accompanied a local district beginning to discuss innovation and change for their kids. The chat was extremely interesting (check out #ImagineSPS to see the discussion) and got me reflecting on change, innovation, and specifically the speed at which each can occur.
I'm fortunate to be part of a district that encourages innovation for the purpose of preparing students for their future. My high school has undergone two major innovations in the past 5 years and I have learned a significant amount about the change process through those experiences. We have implemented a 1:1 laptop program for grades 9-12 (almost 4 years ago) and transitioned from a traditional schedule (8 period day) to a flexible modular schedule (see more about it here). I was very surprised at how quickly we were able to implement each innovation and I believe the items below were key in the quick pace of our change.
1. The innovation/change must have a specific purpose and address a specific need. We put technology into each student's hands not for technology's sake, but to give each student equal access to a global community in preparation for the jobs/careers they will have in the future. Our schedule change was to address the need to provide additional support to students during the school day and to help students develop 'soft skills' such as time management, prioritization, and self-advocacy.
2. Stakeholders must be informed and have the opportunity to share their thoughts. In each of the above innovations, focus groups and/or a task force was involved early in the process to gather input from varying perspectives. It is critical to include parents and students in these discussions early. These conversations shaped the unique design of each initiative and made it 'ours' instead of a packaged product.
3. The leader must be the champion of the project. Leading with passion and purpose is necessary when asking people to think beyond their own experiences and to look at what the future holds for students. The leader must be responsive to the thoughts and opinions of others, but must keep the focus on the needs to be addressed through the innovation.
4. Learning from others that are already doing it is crucial. In each case, we took multiple site visits and engaged with other schools that had undertaken similar initiatives. This allowed our staff to see the change in action, alleviated fears, and built momentum. This is one of the most critical components for success!
5. Acknowledge hopes and fears. With any change, no matter how much we understand the benefits of implementing it, there will be associated hopes and fears. It is vital that these be discussed openly and honestly - especially for innovation to occur quickly. Doing so will not make them go away, but it is reassuring to teachers when they are able to express their doubts and know that they are being heard.
6. Once the decision is made and the plan developed, get to work quickly. Momentum will fade if these discussions and plans happen then action is delayed. In each case, the time from the first focus group meeting to implementation was less than 12 months. Capitalize on the excitement!
7. Remember that the implementation will have speed bumps. No matter how much thought, planning, and analyzing occurs prior to implementation there will be things that don't go as planned. Innovation and change are messy. Being flexible and ready to adjust is key to success. The final product (if there is such a thing) will look somewhat different than the initial plan. Be mindful of this.
8. Keep the impact on kids at the forefront. We are in the education business to prepare kids for their future, not to make things convenient for adults. Innovation and change will upset traditional constructs and routines. Continually remind yourself and others that what is occurring is about kids and their education.
9. Don't wait until there is 100% agreement - because that will never happen. Many times in education we wait until everyone is on board before we try something. Quality leaders know how and when to 'pull the trigger' to begin the innovation process. Innovation cannot occur without significant buy in, but waiting until everyone is on board means never changing anything.
These items are not intended to be all inclusive, but are important if you want the change/innovation process to occur quickly. Our current education structure has been in place for more than 150 years with relatively little substantive change. We need educators and education entities to be willing to look at what is best for today's kids and make strategic, systemic changes in a timely fashion. The world is changing more rapidly each day. Education must change and innovate in order to avoid becoming irrelevant.
Be sure that you also celebrate successes and share your story. If we want to change the narrative that surrounds public education, we must be willing to publicly share and recognize the successes we have achieved. Other schools need to know that change and innovation will work and that it's ok to try new things.
It takes a large, committed team to make any innovative efforts successful. I am blessed to be working with a group of educators that are committed to kids and their future success. None of the innovations we have undertaken could have been accomplished without the work of our Board of Education, Central Office administration and staff, counselors, and teachers. Surround yourself with good people and trust them!
What other components would you mention? I'd love to hear your feedback in the comment section below.
I'm fortunate to be part of a district that encourages innovation for the purpose of preparing students for their future. My high school has undergone two major innovations in the past 5 years and I have learned a significant amount about the change process through those experiences. We have implemented a 1:1 laptop program for grades 9-12 (almost 4 years ago) and transitioned from a traditional schedule (8 period day) to a flexible modular schedule (see more about it here). I was very surprised at how quickly we were able to implement each innovation and I believe the items below were key in the quick pace of our change.
1. The innovation/change must have a specific purpose and address a specific need. We put technology into each student's hands not for technology's sake, but to give each student equal access to a global community in preparation for the jobs/careers they will have in the future. Our schedule change was to address the need to provide additional support to students during the school day and to help students develop 'soft skills' such as time management, prioritization, and self-advocacy.
2. Stakeholders must be informed and have the opportunity to share their thoughts. In each of the above innovations, focus groups and/or a task force was involved early in the process to gather input from varying perspectives. It is critical to include parents and students in these discussions early. These conversations shaped the unique design of each initiative and made it 'ours' instead of a packaged product.
3. The leader must be the champion of the project. Leading with passion and purpose is necessary when asking people to think beyond their own experiences and to look at what the future holds for students. The leader must be responsive to the thoughts and opinions of others, but must keep the focus on the needs to be addressed through the innovation.
4. Learning from others that are already doing it is crucial. In each case, we took multiple site visits and engaged with other schools that had undertaken similar initiatives. This allowed our staff to see the change in action, alleviated fears, and built momentum. This is one of the most critical components for success!
5. Acknowledge hopes and fears. With any change, no matter how much we understand the benefits of implementing it, there will be associated hopes and fears. It is vital that these be discussed openly and honestly - especially for innovation to occur quickly. Doing so will not make them go away, but it is reassuring to teachers when they are able to express their doubts and know that they are being heard.
6. Once the decision is made and the plan developed, get to work quickly. Momentum will fade if these discussions and plans happen then action is delayed. In each case, the time from the first focus group meeting to implementation was less than 12 months. Capitalize on the excitement!
7. Remember that the implementation will have speed bumps. No matter how much thought, planning, and analyzing occurs prior to implementation there will be things that don't go as planned. Innovation and change are messy. Being flexible and ready to adjust is key to success. The final product (if there is such a thing) will look somewhat different than the initial plan. Be mindful of this.
8. Keep the impact on kids at the forefront. We are in the education business to prepare kids for their future, not to make things convenient for adults. Innovation and change will upset traditional constructs and routines. Continually remind yourself and others that what is occurring is about kids and their education.
9. Don't wait until there is 100% agreement - because that will never happen. Many times in education we wait until everyone is on board before we try something. Quality leaders know how and when to 'pull the trigger' to begin the innovation process. Innovation cannot occur without significant buy in, but waiting until everyone is on board means never changing anything.
These items are not intended to be all inclusive, but are important if you want the change/innovation process to occur quickly. Our current education structure has been in place for more than 150 years with relatively little substantive change. We need educators and education entities to be willing to look at what is best for today's kids and make strategic, systemic changes in a timely fashion. The world is changing more rapidly each day. Education must change and innovate in order to avoid becoming irrelevant.
Be sure that you also celebrate successes and share your story. If we want to change the narrative that surrounds public education, we must be willing to publicly share and recognize the successes we have achieved. Other schools need to know that change and innovation will work and that it's ok to try new things.
It takes a large, committed team to make any innovative efforts successful. I am blessed to be working with a group of educators that are committed to kids and their future success. None of the innovations we have undertaken could have been accomplished without the work of our Board of Education, Central Office administration and staff, counselors, and teachers. Surround yourself with good people and trust them!
What other components would you mention? I'd love to hear your feedback in the comment section below.
Tuesday, December 16, 2014
What We Do Well
I've written a couple of blog posts recently that have been aimed at challenging our thoughts about some areas of education. The posts were meant to make educators reflect on why we do some of our current practices and consider alternatives. I hope they have accomplished that purpose for those that have read them. But today, as I sat and listened to three of our students share their thoughts on our schedule with representatives from a visiting school district, I was reminded that we do a lot of things well! I'm so grateful to have had the opportunity to listen to these young ladies share the ways we are preparing them for the next step in their lives. So, here is a list of eight things we do well.
1. We build positive relationships with students. When I say we, I'm mean teachers, coaches, counselors, and others that interact with kids on a daily basis. Many of our kids look to one or more of these role models as someone that genuinely cares about his or her well being, for support and encouragement when they struggle, and to celebrate with them when they succeed.
2. We teach students responsibility. All three of the young ladies mentioned this to our visitors today. Specifically, they credited our change to a flexible modular schedule for helping them develop skills in self-advocacy, prioritization, and organization that will be invaluable later in life. While at times students don't like these components of what we do, deep down they realize that we are helping them learn to be responsible adults.
3. We develop confidence in students. We push students to achieve beyond what they believe they can. On a daily basis, I have teachers that lead, push, and guide students through struggles to successes beyond their self-set limitations. As this happens, students develop a confidence and belief in themselves as individuals.
4. We provide opportunities for healthy competition and performance. At our school of just over 700 students we offer countless sports, vocal and instrumental music programs, and a top-level Speech and Debate team. Through these avenues students develop work ethic, teamwork, the ability to deal with success and failure, trust, and a host of other characteristics that are needed to be successful in life.
5. We allow students flexibility and choice as they grow. This is an area that we continue to grow in ourselves. Students can take courses in technical areas, academic areas, and the arts that fit their interests and passions. This year, as a result of our modular schedule, we are beginning to be able to place students in internships in areas of their career interest. This choice and flexibility is important in enhancing student motivation and drive.
6. We provide technology to students 24/7. We don't just provide this, we expect students to use it to solve problems, think critically, communicate, share globally, and create original works. Students have the world at their fingertips every day in our classrooms - and they are learning how to be productive contributors on a global scale.
7. We show students the meaning of helping others. Each of our students has the opportunity, every year, to give one school day for community service and work on projects that benefit others. We set up work sites at nursing homes, YMCA camps, churches, other schools, and other community locations that need a little TLC that our students can provide. We also host pre-school students from the local Developmental Center each Christmas and present them with gifts to be used in their education, read them a Christmas story, and let the meet Santa - all in front of the entire student body. This is by far my favorite event of the year! Our students have the opportunity to help with Special Olympics Field Day as well. All of these give our students an appreciation of what it means to help those less fortunate than themselves.
8. We innovate to provide as relevant and current an education experience as possible. I grow prouder each day of our faculty, staff, students, parents, and community for the risks they allow us to take as a school. Many may be hesitant or uncertain as we discuss and embark on changes, but most are willing to do these things in order to prepare students for their future. In the past five years we have become one of the first schools in our area to provide every student with a laptop and become the first public school in the state to implement the modular schedule. These innovations would not be possible without the dedicated work and vision of a large number of people. The benefits to our students are immeasurable when we innovate.
This is by no means an all-inclusive list, but is certainly representative of the ways students are impacted and prepared for their future by educators each day. Thank you to each and every teacher, counselor, librarian, coach, secretary, cook, custodian, paraprofessional, and other individuals that take the time to make these positive impacts with our kids.
1. We build positive relationships with students. When I say we, I'm mean teachers, coaches, counselors, and others that interact with kids on a daily basis. Many of our kids look to one or more of these role models as someone that genuinely cares about his or her well being, for support and encouragement when they struggle, and to celebrate with them when they succeed.
2. We teach students responsibility. All three of the young ladies mentioned this to our visitors today. Specifically, they credited our change to a flexible modular schedule for helping them develop skills in self-advocacy, prioritization, and organization that will be invaluable later in life. While at times students don't like these components of what we do, deep down they realize that we are helping them learn to be responsible adults.
3. We develop confidence in students. We push students to achieve beyond what they believe they can. On a daily basis, I have teachers that lead, push, and guide students through struggles to successes beyond their self-set limitations. As this happens, students develop a confidence and belief in themselves as individuals.
4. We provide opportunities for healthy competition and performance. At our school of just over 700 students we offer countless sports, vocal and instrumental music programs, and a top-level Speech and Debate team. Through these avenues students develop work ethic, teamwork, the ability to deal with success and failure, trust, and a host of other characteristics that are needed to be successful in life.
5. We allow students flexibility and choice as they grow. This is an area that we continue to grow in ourselves. Students can take courses in technical areas, academic areas, and the arts that fit their interests and passions. This year, as a result of our modular schedule, we are beginning to be able to place students in internships in areas of their career interest. This choice and flexibility is important in enhancing student motivation and drive.
6. We provide technology to students 24/7. We don't just provide this, we expect students to use it to solve problems, think critically, communicate, share globally, and create original works. Students have the world at their fingertips every day in our classrooms - and they are learning how to be productive contributors on a global scale.
7. We show students the meaning of helping others. Each of our students has the opportunity, every year, to give one school day for community service and work on projects that benefit others. We set up work sites at nursing homes, YMCA camps, churches, other schools, and other community locations that need a little TLC that our students can provide. We also host pre-school students from the local Developmental Center each Christmas and present them with gifts to be used in their education, read them a Christmas story, and let the meet Santa - all in front of the entire student body. This is by far my favorite event of the year! Our students have the opportunity to help with Special Olympics Field Day as well. All of these give our students an appreciation of what it means to help those less fortunate than themselves.
8. We innovate to provide as relevant and current an education experience as possible. I grow prouder each day of our faculty, staff, students, parents, and community for the risks they allow us to take as a school. Many may be hesitant or uncertain as we discuss and embark on changes, but most are willing to do these things in order to prepare students for their future. In the past five years we have become one of the first schools in our area to provide every student with a laptop and become the first public school in the state to implement the modular schedule. These innovations would not be possible without the dedicated work and vision of a large number of people. The benefits to our students are immeasurable when we innovate.
This is by no means an all-inclusive list, but is certainly representative of the ways students are impacted and prepared for their future by educators each day. Thank you to each and every teacher, counselor, librarian, coach, secretary, cook, custodian, paraprofessional, and other individuals that take the time to make these positive impacts with our kids.
Subscribe to:
Posts (Atom)