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!
Thursday, June 11, 2015
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.
It's About the Learning - Not the Letter
As the semester draws to a close, many students are focused on a final push to get the grade they want. Teachers are, in some cases, overwhelmed with stacks of final papers and exams that need to be graded and entered before the deadline for first semester grade reports. What does this 'grade push' at the end of a semester reveal about our educational beliefs? I think it points toward a misguided approach in our education system - the grade is the most important value in our system.
As a society and education profession, we place an inordinate amount of validity on a single letter representing a student's achievement in a specific course. When in reality, many times that letter is a better indication of how well that student 'plays' school than it is of achievement. Many students, teachers, and parents - when asked about school - immediately begin to talk about their GPA (students), average class grades (teachers), and their child's grade card (parents). Are these really the most important indicators of success in school? Is the student's A in a course that comes naturally for him/her inherently more valuable than a student's C in a course where he/she had to work hard? Does a grade indicate that a student has the material committed to permanent memory? Or is it more likely that the student learned the material for a brief time, regurgitated it on some assessment, and then forgot it because it lacked relevance? No matter how a grade is derived, there is a flaw in assigning a single letter to a semester's-worth of work and learning. Every system, including standards-based grading, can be 'gamed' by students in order to get the best possible letter next that course on their transcript.
Further, I would argue that grades are no longer a motivator for a majority of our students. Certainly for the top 20-25% they are, but in many cases these are the students that 'play' school well anyway. Are we really preparing them for their future by encouraging them to play a game and focus so much on a letter and what it represents.
I don't have all the answers on this, but I certainly believe that as an education system and society we have to change our focus from the letter definition of a grade to the learning that needs to occur. How can we do this? How do we overcome the need for a GPA to send to colleges and put on scholarship applications? How can we ensure that students are retaining knowledge and skills and not just learning them for the test? I believe that a large part of this lies in creating a school experience that is full of relevance and context for the student. This can be accomplished by allowing students more choice in what they learn. Students need more ability to explore potential careers and post-graduation options and less mandates on how many credits are needed in each subject area. And, we need to start this exploration much earlier than grade 11 or 12.
If we truly want to make it about the learning and not the letter, student passion must be part of the equation. I know I'm motivated to learn when I'm interested and passionate about a topic. I believe students are too!
As a society and education profession, we place an inordinate amount of validity on a single letter representing a student's achievement in a specific course. When in reality, many times that letter is a better indication of how well that student 'plays' school than it is of achievement. Many students, teachers, and parents - when asked about school - immediately begin to talk about their GPA (students), average class grades (teachers), and their child's grade card (parents). Are these really the most important indicators of success in school? Is the student's A in a course that comes naturally for him/her inherently more valuable than a student's C in a course where he/she had to work hard? Does a grade indicate that a student has the material committed to permanent memory? Or is it more likely that the student learned the material for a brief time, regurgitated it on some assessment, and then forgot it because it lacked relevance? No matter how a grade is derived, there is a flaw in assigning a single letter to a semester's-worth of work and learning. Every system, including standards-based grading, can be 'gamed' by students in order to get the best possible letter next that course on their transcript.
Further, I would argue that grades are no longer a motivator for a majority of our students. Certainly for the top 20-25% they are, but in many cases these are the students that 'play' school well anyway. Are we really preparing them for their future by encouraging them to play a game and focus so much on a letter and what it represents.
I don't have all the answers on this, but I certainly believe that as an education system and society we have to change our focus from the letter definition of a grade to the learning that needs to occur. How can we do this? How do we overcome the need for a GPA to send to colleges and put on scholarship applications? How can we ensure that students are retaining knowledge and skills and not just learning them for the test? I believe that a large part of this lies in creating a school experience that is full of relevance and context for the student. This can be accomplished by allowing students more choice in what they learn. Students need more ability to explore potential careers and post-graduation options and less mandates on how many credits are needed in each subject area. And, we need to start this exploration much earlier than grade 11 or 12.
If we truly want to make it about the learning and not the letter, student passion must be part of the equation. I know I'm motivated to learn when I'm interested and passionate about a topic. I believe students are too!
Friday, December 5, 2014
Off The Rack or Tailored?
Recently, my wife and I went shopping to get me a new suit. I have put on a few pounds and my others just don't fit quite right. This experience was quite interesting as I discovered that I don't have a 'typical' build for a suit. After going to four different suit shops and finding out that a coat for my body type is typically not in stock, we finally discovered one shop that had a suit that fit me pretty well. If not for that shop, we would have been buying a suit and having it altered to fit correctly.
This experience got me to thinking about our student's education experience. Our current accountability systems, media pressure, and comparisons to other schools lead to 'off the rack' options for our students. There are some of our students that are able to find exactly what they need, but for many the fit is just not quite right. This is not because we don't want them to have a 'suit' that fits correctly - teachers constantly do a great job of differentiating instruction and working to meet individual needs. It is more a result of the 'education manufacturers' that create the standards and assessments for which we must have students prepared. These are very broad and general standards meant to ensure that every student has access to the same education and opportunity. While that is an admirable goal, is it the correct goal? Should each student have exactly the same experience and education?
I believe that while the foundation of each education (or suit) is the same, if we want it to fit each student it must be 'tailored' for their goals and passions. While each suit (or education plan) has the same foundation, in order to get the right fit for an individual it must be altered by a professional. This altering takes significant measuring, tearing out existing seams, and rebuilding the components of the suit with precision and care. I believe that we must reach each student by helping him/her discover individual passion and goals (measuring), removing parts of our general education plan that doesn't fit him/her (tearing out the seams), and building a plan that allows him/her to work in areas of passion and interest as part of their education (rebuilding with precision and care). This 'tailored' approach should lead to better student engagement, increased student motivation, and ultimately students prepared for their future.
I'm proud to be part of a district that is beginning to take this approach. Our district and community are currently exploring partnerships that would allow students to spend significant time working shoulder to shoulder with individuals in business and industry, solving real problems, and developing specific skill sets and abilities related to their passions and interest. This plan doesn't fit neatly into a curriculum binder or assessment protocol; instead it fits neatly into a 'tailored' plan for an individual student to experience relevant learning in an authentic context. I believe that this is a first step in creating a 'suit shop' for our students that provides a 'tailored' education for every student.
This experience got me to thinking about our student's education experience. Our current accountability systems, media pressure, and comparisons to other schools lead to 'off the rack' options for our students. There are some of our students that are able to find exactly what they need, but for many the fit is just not quite right. This is not because we don't want them to have a 'suit' that fits correctly - teachers constantly do a great job of differentiating instruction and working to meet individual needs. It is more a result of the 'education manufacturers' that create the standards and assessments for which we must have students prepared. These are very broad and general standards meant to ensure that every student has access to the same education and opportunity. While that is an admirable goal, is it the correct goal? Should each student have exactly the same experience and education?
I believe that while the foundation of each education (or suit) is the same, if we want it to fit each student it must be 'tailored' for their goals and passions. While each suit (or education plan) has the same foundation, in order to get the right fit for an individual it must be altered by a professional. This altering takes significant measuring, tearing out existing seams, and rebuilding the components of the suit with precision and care. I believe that we must reach each student by helping him/her discover individual passion and goals (measuring), removing parts of our general education plan that doesn't fit him/her (tearing out the seams), and building a plan that allows him/her to work in areas of passion and interest as part of their education (rebuilding with precision and care). This 'tailored' approach should lead to better student engagement, increased student motivation, and ultimately students prepared for their future.
I'm proud to be part of a district that is beginning to take this approach. Our district and community are currently exploring partnerships that would allow students to spend significant time working shoulder to shoulder with individuals in business and industry, solving real problems, and developing specific skill sets and abilities related to their passions and interest. This plan doesn't fit neatly into a curriculum binder or assessment protocol; instead it fits neatly into a 'tailored' plan for an individual student to experience relevant learning in an authentic context. I believe that this is a first step in creating a 'suit shop' for our students that provides a 'tailored' education for every student.
Tuesday, August 12, 2014
And so it begins...
Today was the first day of the 2014-15 school year at MHS but we didn't have any regular classes. We did a full day orientation for all students as we transition to a flexible-modular schedule - regular classes begin tomorrow. This transition has taken a great deal of planning, man hours, and adjustment to be ready for students to begin taking classes tomorrow. As we have gone through the process I have been unbelievably impressed with my faculty and staff. A modular schedule is not a simple thing. (For an explanation you can see a video I made for parents here.)
During our back to school meetings over the past few days, teachers have had many opportunities to express concerns, complaints, irritations, etc. But you know what? I didn't hear one from any staff member. That's right, not a single negative comment about this major transition. Instead, I heard genuine excitement, anticipation, confidence, and even a bit of awe as we are the first school in Missouri to embark on this journey. That really says something about the teachers and other staff members I'm fortunate to work with....they care about KIDS success more than their own convenience.
Let me be perfectly clear - transitioning to a modular schedule contains very little convenience for the adults involved. It changes instructional planning. It changes the physical components of the building. None of my core area teachers have their own room anymore - their desks are in a shared 'resource room' where they will tutor students during the school day. Their planning time is all over the place and many times is just in 25 minute segments between classes or resource center time. The schedule doesn't repeat itself every day or every two days - instead it repeats itself every five days meaning nearly all teachers have a different schedule each of those days. Teachers that teach the same course will likely have 'shared' students so that the student's schedule time is maximized. Again, very little about that screams convenient for adults.
My faculty and staff however have embraced the things that are more important than their own convenience - preparing students for THEIR future! This schedule will allow students to reach out to teachers for tutoring and extra help during the school day. It will allow us to prepare students to manage their own time, make decisions about their academic priorities, advocate for themselves, and push themselves farther than ever before. These components were more valuable to the adults in my building than any of the conveniences they were losing. That makes me one proud principal!
So, to the teachers, counselors, office workers, maintenance staff, custodians, cooks, paraprofessionals, and other adults in my building I say THANK YOU! Thank you for stepping up and taking on the challenge of putting kids needs before yours. Thank you for all the hours spent planning instruction so that students benefit. Thank you for trusting in your building leader to go forward with an initiative that no school in our state has attempted. And thank you for being the greatest faculty and staff in not only Missouri, but in the nation.
It's gonna be an AWESOME year!
PS - A special Thank You to my wife, Shelley, and son, Sean, as they have put up with me during the planning. I love you both!
During our back to school meetings over the past few days, teachers have had many opportunities to express concerns, complaints, irritations, etc. But you know what? I didn't hear one from any staff member. That's right, not a single negative comment about this major transition. Instead, I heard genuine excitement, anticipation, confidence, and even a bit of awe as we are the first school in Missouri to embark on this journey. That really says something about the teachers and other staff members I'm fortunate to work with....they care about KIDS success more than their own convenience.
Let me be perfectly clear - transitioning to a modular schedule contains very little convenience for the adults involved. It changes instructional planning. It changes the physical components of the building. None of my core area teachers have their own room anymore - their desks are in a shared 'resource room' where they will tutor students during the school day. Their planning time is all over the place and many times is just in 25 minute segments between classes or resource center time. The schedule doesn't repeat itself every day or every two days - instead it repeats itself every five days meaning nearly all teachers have a different schedule each of those days. Teachers that teach the same course will likely have 'shared' students so that the student's schedule time is maximized. Again, very little about that screams convenient for adults.
My faculty and staff however have embraced the things that are more important than their own convenience - preparing students for THEIR future! This schedule will allow students to reach out to teachers for tutoring and extra help during the school day. It will allow us to prepare students to manage their own time, make decisions about their academic priorities, advocate for themselves, and push themselves farther than ever before. These components were more valuable to the adults in my building than any of the conveniences they were losing. That makes me one proud principal!
So, to the teachers, counselors, office workers, maintenance staff, custodians, cooks, paraprofessionals, and other adults in my building I say THANK YOU! Thank you for stepping up and taking on the challenge of putting kids needs before yours. Thank you for all the hours spent planning instruction so that students benefit. Thank you for trusting in your building leader to go forward with an initiative that no school in our state has attempted. And thank you for being the greatest faculty and staff in not only Missouri, but in the nation.
It's gonna be an AWESOME year!
PS - A special Thank You to my wife, Shelley, and son, Sean, as they have put up with me during the planning. I love you both!
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