Do you remember the "connect the dots" pages we used to work on when we were kids? You know, the ones where you had to search out the consecutive numbers in order to connect each dot to the next. Ultimately, when all of the dots were connected, the bigger picture would reveal itself. Some were relatively simply, with the picture already apparent without having to draw the lines between each dot. But some were far more complex, the bigger picture a mystery until more lines were drawn between the seemingly unrelated points, gradually revealing the completed picture. As a child, I would sometimes get frustrated with the complexity of these more intricate pages, losing my way as I searched out the next "dot". Sometimes I would persist. And sometimes I would give up.
In any large organization or district, we are faced with a similar task...
We are presented with numerous tasks and initiatives which on the surface, may seem unrelated or disconnected. I would argue that our job as school and district leaders is to help to connect the dots for our staff and school communities. We need to help others to see the bigger picture. We also need to ensure that we are taking a close look at any new initiatives that we are developing to see how they align with our "bigger picture". If we don't, we risk that same frustration that I faced as a child. If we want individuals to persist, or better yet, to take ownership of new initiatives, we need to be selective in what we are asking them to do, sometimes functioning more as a filter than a conduit.
This analogy extends to the classroom. As teachers, we need to explicitly connect skills and content to the world beyond the classroom. We need to help our students to see the bigger picture, the relevancy of what they are learning. Again, if students aren't able to see these connections, they can become frustrated by seemingly unrelated tasks. But by "connecting the dots" and providing our students with greater insight into the purpose behind what we are asking them to do, they become partners in their learning, rather than simply passive and compliant participants.
The reality is that some things just need to get done and that not every task or initiative is inherently connected. Sometimes we aren't privy to the bigger picture ourselves. And sometimes we just have to trust that the bigger picture will reveal itself in time... But whenever possible, if we are able to communicate our purpose, our "why" to others, we can avoid some of the frustration and fatigue that can serve as a very real barrier to meaningful growth and innovation.
Sunday, 9 April 2017
Saturday, 1 April 2017
I often have individuals ask me for advice about moving from a teaching position into an administrator role. Nearing the end of my second year as a secondary vice-principal (or assistant principal to my American colleagues) I'm hardly an authority.
If anything, a few years in, I'm even more painfully aware of what I don't know.
But, here's a little of what I have learned...
2. I need to admit when I don't know something. And when I've made a mistake. People are incredibly forgiving and kind.
3. Relationships are the most important part of my job. They form the foundation for everything else. It takes time. But the rewards are enormous.
4. Talking is as important as listening. Listening is important. But talking is equally important. By taking the risk of being vulnerable and sharing my own story, I give others permission to do the same.
5. Mentors are essential. They encourage me. And inspire me. And tell me when I've done something stupid. All are needed.
6. The little things matter. Saying good morning , saying thank-you, giving a hug, holding a door open. The little things make a big difference.
7. I still have so much to learn. That's overwhelming sometimes. I feel the weight of the enormous responsibility of my role.
8. I love my job. It's the hardest thing I've ever done. And the most amazing. I am grateful every single day.