Everybody Has a Mountain to Climb

It's a remarkable thing when one's passions intertwine in synergistic harmony...

Some of you may know that in my “free time”, I love to hike and even summit the occasional mountain. For me, hiking is a kind of moving meditation, an often solitary excursion that affords me the time to reflect and decompress. 

Summiting a mountain is an extremely humbling experience. It allows me to push my limits, both physically and mentally. The ability to persevere in challenging circumstances serves me well in other areas of my life as well. I have experienced the triumph of pushing past pain and discomfort, of taking just one more step when it seems impossible. I use this analogy when I'm speaking to students who are struggling with seemingly insurmountable obstacles. I strive to help them to see their potential, their infinite possibilities. I try to help them to "climb their mountain" and experience that same triumphant feeling of success and accomplishment. 

In my role, sadly I see many children and families who are navigating incredible challenges. The stress and heartache of having a child who is sick and in need of hospitalization can be debilitating for families. As a vice-principal, I have often wished that I could do more to provide support to these families. 

And so, when the opportunity presented itself to combine two of my passions- hiking and helping children, I jumped at it. 

In August, 2018 I will be leaving on an expedition with an amazing group of people from an organization called Summits of Hope. Our team will be travelling to Peru, reaching altitudes of 4200 metres on our climb to Machu Picchu. Although the climb itself will be incredible, it’s even more special in that our goal is to raise money for children at BC Children’s Hospital.

I will be climbing over four days, ascending with a team of thirteen other team members. The funds that we raise will support cancer research, patient care, education, and advocacy for BC Children’s Hospital Foundation, and the Summits of Hope Endowment fund. 

As a member of the Summits of Hope team, I have committed to raising $5000. The prospect of that is somehow more daunting than the climb itself, but I plan to approach it as I do most things in my life- with faith, hope and a great deal of stubborn determination. And like most things in my life, I won't be able to do it on my own. I will need the help and support of friends, family and my team members. 

I hope that you will follow me on this journey. I know that it will not be an easy one- neither the fundraising nor the climb itself. But I also know that there are children whose "mountains" are so much more difficult to climb. In the end, all we can do is put one foot in front of the other, with faith, hope and a great deal of stubborn determination...

Please click on the link to my climber profile page if you would like to donate:
http://www.summitsofhope.com/climberProfile/sarah_garr

Three Barriers to Sustained Growth & Innovation

Let me begin with a qualifier...

The following observations are not founded in any specific, research-based evidence. They are, however, the result of my twenty plus years of experience in various educational roles- from special education assistant, to classroom teacher, to teacher leader, to secondary administrator. Each of these roles have afforded me incredibly valuable experiences and insights.

As with many "veteran" educators, I have been involved in the inception and implementation of numerous initiatives and projects over the years. For the most part, each began with the very best of intentions, to improve student learning. But along with this common element, there is, unfortunately, another commonality that many of these initiatives shared. For the most part, they were unsuccessful.

Now I'm the first to acknowledge that "success" can be perceived in a myriad of ways. Many of these "failures" taught the individuals and groups who were involved invaluable lessons that served to inform future initiatives. But they also sometimes served to demoralize and fatigue the members of the organization whose energy and support was integral to success.

So why is it that the majority of initiatives fizzle out and dissipate before sustained implementation can significantly impact student learning? 

I would suggest the following three factors are important contributors.

1. Over commitment. Rather than identifying just one or two areas of focus and actively warding off distractors, schools and districts jump from one initiative to the next. Bill Ferriter  addresses this in his post "Does Your School Have an 'Avoid at All Costs List'?"  I call this the "squirrel" effect. Again, it is well-intentioned. As educators we tend to be incessantly curious and so as each "next best thing" comes along, the temptation to jump on board is difficult to resist. But ultimately, this leads to important projects that fall by the wayside as the next "newer and shinier" initiative comes along.

2. Leader turn-over. Whether it's at the district or school level, the frequent movement of individuals in leadership positions can have a destabilizing effect. Although I strongly believe that an influx of "fresh blood" can be a powerful spark for innovation and growth, frequent changes in leadership can sometimes halt initiatives just as they are beginning to gain momentum. While skillful leaders do their best to ensure continuity by establishing frameworks that outlast their presence in an organization, often their eager and again, well-intentioned replacements bring with them their own unique set of visions and goals. Many of us have experienced the disorienting and sudden "shift" that can accompany a change in leadership.

3. Lack of clear vision. This one seems obvious, but somehow it remains as the most significant barrier to sustained and successful growth and innovation. There are a number of factors that can contribute, including the two that I've identified above. But this may also be the result of competing or conflicting visions within an organization. With this comes a level of frustration and disconnect on the part of key stakeholders who find themselves pulled in numerous directions. This "tug-of-war" can have an immobilizing effect. In "Leading Change" I discuss other necessary attributes, but the ability to identify and articulate a clear vision is at the forefront of successful leadership.

As I continue my learning and leadership journey, I am mindful of these observations as I work within my own school and district to support student learning. Ironically, many of these insights are the result of mistakes that I've made along the way, accompanied by subsequent self-reflection and readjustment. But ultimately, I believe that as long as we are all willing to acknowledge and learn from past experiences, there really is no such thing as failure.

Four Essential Elements of a Successful School Community: The Non-Negotiables

As I'm in the process of transitioning to a new school community, I've had numerous conversations with individuals over the past several weeks, often rooted in their speculation around what will be "different" about the students, staff and structures at my new school.

While it's true that each school context is unique and comprised of diverse needs, challenges and strengths, I would suggest that there are certain elements that form the foundation of all successful school communities.  These are what I identify as the "non-negotiables".

1. Relationships as a foundation.

Students and staff need to feel connected and cared for. In her article "If You Want Students to Learn, They Need to Feel They Belong", author Tricia Taylor highlights the importance of relationships in creating a sense of belonging in school communities.

"Cognitive scientists explain that belonging is important because when we belong, we feel safe, and a safe brain is ready to learn. On the other hand, when the amygdala, the part of the brain responsible for regulating stress, feels threatened or is on high alert, information is then blocked from freely entering areas of higher cognitive memory consolidation and storage. A safe brain allows for a growth mindset and better executive function, which means being better able to make mistakes/take academic risks; having a higher level of self-efficacy (more willing to set higher goals, etc.); and practising more self-control, which results in less conflict. We are also better able to persevere and think hard about tasks."  

2. An environment where students and staff are encouraged to learn and take risks. 

If students are the only ones who are learning, that's a problem. We need to model the same curiosity and desire to learn that we hope to instil in our students. That means taking the time both individually and as a staff to identify potential areas of growth.  In The Innovator's Mindset, George Couros talks about the need to "embrace" the "messiness" of learning. By modelling a willingness to take risks and extend our own learning, we create a culture that sees "not knowing" as an opportunity rather than as a deficit. This is a powerful example for our students.

3. A culture of collaboration. 

We're all in this together. Ultimately, we all have the same goal- to support the social, emotional and academic success of our students. An impossible feat if we attempt it on our own. But collectively, we can provide the myriad of supports and opportunities that are necessary to meet the needs of a diverse student population. This means carving out the time to connect with colleagues, families and community organizations. The success of our students is a shared responsibility. 

4. A focus on joy and positivity. 

This might seem naive to some, but in a system that tends to be more focussed on what needs to be fixed, rather than what is going well, it's important to take the time to be joyful, and celebrate our successes. 

In his book, Embracing a Culture of Joy, Dean Shareski writes the following:

"Doing joyful things might be the most important work we do. And when leadership in particular makes it clear that joy for joy's sake is important, then culture begins to change. Maybe we can be better, more humane, more just and more joyful than the real world. What a great lesson and model for our students."

The reality is that there is no one "right answer" when it comes to identifying the elements a successful school community. But I would suggest that it is essential to have the conversation. What do your parents, your students, your staff identify as their "non-negotiables"?

Next Steps, When the Only Constant is Change

It's deceiving.

On the surface, schools appear to be highly regimented, structured environments, regulated by bells and pre-determined schedules. 

But in reality, the only constant, is change. 

Each school year brings new challenges, new initiatives and new possibilities. It is the unpredictable and fluid nature of a school community that I love. 

It is challenging. It is invigorating. 

And it is exhausting. 

But, it is never boring. 

In two weeks, I will be making the move to a new school. After only two years at my current school, I must admit that this is a bit of a daunting prospect. It has taken me two years to gradually learn the stories, the context, of my current students and staff. 

As someone who values relationships as an essential foundation of a school community, that understanding and insight is partially how I gauge my success as a leader, and set goals for the year ahead...

But as poet Robbie Burns and later author John Steinbeck so aptly noted, "the best laid plans of mice and [wo]men often go awry..."

So, plan B. 

Fortunately, I have also come to the understanding that my most rewarding opportunities have come from unexpected change and challenge. 

So despite being somewhat daunted by the prospect of learning the stories of a new school community, I take with me incredible learning and rich experiences, and I am excited by what lies ahead.

It is with enormous gratitude and appreciation that I look back on the last two years. 

And in the end, I am not starting again. I am simply continuing the journey. 

Relationships- the measure of my success.

Connecting the Dots

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.

Lessons Learned

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...

1. I have had to make sacrifices. Finding a balance between my professional and personal responsibilities is an ongoing challenge. I'm not sure if I'll ever figure that out.

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.

Weighty Expectations

It's ok to quit. It's ok to stop doing something that others have come to expect you to do. It's ok to change your mind, to have second thoughts. It's ok to say no.

I'm saying this after a week of observing largely well intentioned challenges and directives to make resolutions and set goals. In addition to these "New Year's" challenges, many individuals are already struggling under the enormous pressure of maintaining expectations that they established in previous years. The weight of others' expectations, intermixed with our own self imposed standards, can be suffocating. Debilitating even.  

We are so incredibly hard on ourselves.

I'm not suggesting that goal setting and establishing high expectations, both for ourselves and for others, is not a valuable and necessary exercise. Although I'm not a big fan of New Year's resolutions, I am a firm believer in taking on new challenges and opportunities, of finding your "edge" and pushing beyond it... But sometimes the weight of either self imposed or external expectations can make it difficult, almost impossible, to change our current trajectory, to re-evaluate, re-assess and forge a new trail. 

I see the impact of these weighty expectations not only on my family, friends and colleagues, but on the students in my school community. With anxiety and mental health issues on the rise, how are our expectations of our students' contributing to this trend? Are our students forging their own paths to success, or simply following a route that others have mapped out for them? Are they pursuing interests and passions that fulfil their purpose and goal, or are they obediently complying with others' expectations of what they should be? 

In the end, I truly believe it's about finding a balance...allowing ourselves to be inspired, motivated and challenged by others, but also giving ourselves permission to shift course, to forge a new path in unexpected and uncertain directions. 

I'm still working to find that balance and although I have more questions than answers, I'm pretty sure it's not something that can be encapsulated in a New Year's resolution or accomplished within the timespan of the year. So I'm giving myself (and others) permission to take their time, to make mistakes, to risk disappointment and even failure. Because some of my most incredible and rewarding opportunities have come to me "by mistake". 

So, here's to more questions than answers, to the journey ahead, to a year filled with possibility and potential... 

Happy New Year. :)

One More Thing

We all get a little lost sometimes. We lose sight of our purpose, our goals. We get bogged down in the minutia of our busy days and frustrated by seemingly unending demands on our time and energy.

In education, there is always "one more thing". The latest trend, technology or curriculum change. These pressures explain why as "back to school" approaches, my teacher friends are sharing posts filled with a mixture of excitement-tinged anticipation... and anxious dread. And why at the end of June, one of my admin colleagues shared that his goal for the school year had simply been "to survive". Disheartening, perhaps. But understandable. This job can be overwhelming at times. And sometimes we can lose our way...

So as the school year begins, how can we balance our responsibility (yes, responsibility) to facilitate and embrace innovation and change, and the very real sense of fatigue and frustration that is often voiced by educators? As someone who wants to continue to support and facilitate growth in my school community and district, how can I justify adding "one more thing"?

Here's how...

Such a gift.

I ran into one of my old students today. This is a rarity for me, as I've changed schools and districts. More often than not, I send a student on their way at the end of grade 12 and I never see them again. So today was a gift. Not only because I got to see this particular student, who gave me a huge smile and an even bigger hug. But because sometimes I lose my way a little bit too. I get bogged down in the minutia of my day. I feel overwhelmed and anxious.

So with the school year about to begin, today's chance encounter was an incredible reminder of why I continue to push myself to do more. To do better. And why I continue to encourage and support my staff to take on "one more thing". Today I was reminded that I helped shape who this young man had become...

You see, every single day, we make a difference. We impact the lives of children. We help shape the future. What an incredible privilege. But with that privilege comes a responsibility. The responsibility and willingness to take on "one more thing", to embrace change, to move forward with intentionality and purpose. It can be overwhelming. And exhausting. But take a look at that young man's smile...

It is so worth it. 

So if you discover at some point this year that you have lost your way, I hope, like me, you are given this gift. This reminder of why we do what we do. And I hope that helps you to find your way back. Because our students need us. And for that reason, I will continue to do one more thing.

The Measure of Success

There's no denying the enormous complexity of a school community. They are fluid, incredibly diverse, multifaceted microcosms of society.

But in the face of this complexity, there is also one simple constant. Relationships. They are the essence of every interaction, every challenge and success, every mission statement and growth plan. They form the foundation for all that we do. They are at the heart of learning. 

So as we head into the final months of the school year, and perhaps begin to reflect on the success of our year, I'm challenging myself to focus less on the numbers and more on the people...

Did I do my best to connect with every student, every adult in my school community? Did I take the time to hear their stories, to truly see every individual? Did I work to establish trust and transparency? Did I value, encourage and respond to the voices of my community? And how can I continue to build on this foundation as I look ahead to a new school year end?

In the end, how will I measure the success of this school year? By the smiles in the hallways. By the high fives and fist bumps. By the ratio of "good morning's" to grunts. 

It's hard to plot on a graph, to factor into a report, or to display in a trophy case, but in the end, it's at the heart of all that we do. And I truly believe, there is no better indicator of success. 

What's important in a school community?

It's Happening

At the risk of confirming Dean Shareski's assertion that I'm "old", I have nonetheless been in the field of education for a few years now. In addition to my own formative (and somewhat challenging) experiences as a student, I was an educational assistant for four years, a classroom teacher for seventeen, and am currently making my way through my first full year as an administrator. Similar to many experienced educators, in that time I've experienced countless new initiatives, frameworks and platforms. And I've also heard the voices of those who suggest that despite the "new", not much has actually changed...

Perhaps I'm naive, or just extremely fortunate to be surrounded by forward thinking, innovative, and transformative individuals (which I am), but here's my take on change-

It's happening. 

Don't get me wrong, there's definitely room for continued growth and certainly there's no cause to slow our momentum, but I would suggest that education is undeniably evolving, gradually responding to the needs of our students and of our global community.

I created the visual below simply as a method to capture some of the transformations that have challenged, informed and inspired my ongoing professional growth.

Ok, here's my disclaimer and my invitation...

First, the disclaimer- this is by no means intended to be a definitive "list" of paradigm shifts or instructional innovations. Nor is it meant to be a dichotomy, a "good vs. evil" of the evolution of education. As we all know, it's not as simple as that. It's just a way for me to make sense of some of the transformations that I've witnessed, and an opportunity to acknowledge (and thank) some of those "forward thinking" folks I mentioned above. This visual reflects my perspective, my lens. Likely by the time I hit "publish" I will have additions and revisions to make. But that's the beauty of learning. It's fluid.

Now, the invitation- just as I enjoy WestVan Superintendent, Chris Kennedy's "Top 3 Lists", I appreciate the opportunity to gain insight into what contributes to other's thinking and growth, into what inspires, irks and motivates those around me. Again, I'm fortunate to be connected to many individuals who willingly and generously share their learning with me, and I welcome the opportunity to connect with even more.

So while this type of overview is typically a "new year's" or a "year end" kind of thing, I find myself with a little time to ponder and reflect. A silver lining and a gift...

Who Are the People in Your Neighbourhood?

Who are your school community heroes? Jarrett J. Krosoczka

Those of you who grew up in the 70s might be familiar with the Sesame Street classic, "Who are the People in Your Neighbourhood?" In addition to a nostalgic stroll down memory lane, it's an important reminder of the number of people who contribute to the well being and success of a community. In a school community, many of these people quietly and efficiently go about their jobs, with little recognition of the integral role they play. But in order to support the often complex needs of our students, to learn their stories, we need to solicit input from all members of our community. We need get to know the "people in our neighbourhood", and ensure that their voices are heard and valued.

Just a few of the many heroes that help to support student success. 

I was recently privileged to speak to an amazing group of educators in Prince George, BC. Through some incredibly open and honest conversations, we were able to identify numerous individuals who contribute on a daily basis to the social, emotional and academic success of our students. But even more important than the compiled "list", was the amount of warmth and appreciation that was being expressed as educators shared story after story of the impact that these individuals had on the lives of their students. I couldn't help but wonder how often those sentiments were expressed to those individual in person... How often do we say "thank you" to the heroes in our school communities?

Simply put, supporting student success is a team sport. We can't do alone, nor should we. I challenge you to take a look around you tomorrow as you walk through the parking lot and halls of your school. Who are the people in your neighbourhood, your school heroes who contribute to the success and well being of your students, and staff? And when was the last time that you said thank you for the important role that they play?

Learning By Accident

                                       "It sounds great. But it's just not what I'm looking for..."

This was the response of a gentleman who'd asked me to give him the "Coles Notes version" of my session as he was trying to decide whether or not he wanted to attend. Please know, I don't in any way take that personally. I appreciate his honesty. And I understand that attending a conference is quite literally an investment- of time and money. Time away from our family, time away from our school communities. An investment in our students. So I understand that people feel the need to be purposeful in choosing which events and sessions they'd like to attend. And my story is not for everyone. I'm ok with that. 

But I've also come to understand over the past several years that much of my best learning happens by accident... It's the impromptu conversations while waiting in line for a coffee. The sessions that I wander into after not being able to find the ones that I originally planned to attend. The chance meetings while waiting for an elevator. I've come to understand that if I allow myself to be open to opportunity, it will find me. Pretty darn cool. 

So having recognized that much of my best learning happens by "accident", I'm purposefully less purposeful in seeking out that "perfect" learning opportunity. I've come to realize that in fact, every experience is an opportunity to learn. And that sometimes, even when I think I might know what I want, instead I tend to find exactly what I need...

Learning, from Sea to Summit

I learn so much from others. But for me, having the time to process and reflect on what I've learned is essential. Hiking provides me with an opportunity to do just that. It gives me some time to think, offers a good metaphor for some of my insights, and reminds me of how much I still need to learn. 

So, a little of what I have learned...

1. There is difference between taking risks and being reckless. Although it's impossible to prepare for every eventuality, it makes sense to gather as much information before hand as possible. A solid plan and the right tools can make all the difference.

1. My travelling companion. Hiking on my own means I need to take precautions and be prepared.

2. There are times when it's necessary to put your head down and just power through. But there are also times when you need to pause to look up, take a breath, and make sure that you're still on the right path. Sometimes there are clear markers to guide you, and other times the path is less obvious. 

2. Thank goodness for trail markers. 

3. There will be seemingly insurmountable obstacles. But overcoming adversity often leads to innovative solutions and amazing opportunities. 

3. Can't go over it. Need to go around it. 

4. Periods of darkness and fear are inevitable. There are times when you will be certain that you're on the wrong path, that you're headed in the wrong direction...

4. The creepy part. Reminds me of the forest with the monkeys in the Wizard of Oz.

5. But have faith. Darkness can be followed by great beauty and light. 

5. So beautiful.

6. Being mindful of limitations is a strength, not a weakness. It is only by recognizing our limitations that we can continue to learn and grow. 

6. Wouldn't it be helpful to have signs like this in life? "Just a heads up, there's some hard crap ahead, so..."

7. Independence and confidence are important. But there are times when you will need some help to continue to move forward. 

7. I've learned when to grab the rope. 

8. As much as you plan ahead, unforeseen circumstances will arise. Often these are beyond our control. The only thing that we can control, is how we respond. 

8. Yup. Snow. Awesome.

 9. Take the time to appreciate and celebrate when the path is smooth and things are going well.

9. A different view around every corner.

10. And be grateful for the little things that make the journey a bit less treacherous. 

10. Stairs. Helpful. 

11. It's important to find a balance between looking ahead and staying rooted in the present. Focussing only on the path ahead can cause you to lose your footing. 

11. Sometimes it seems easier to go across the log. Except when it's slippery. 

12. There will always be an easier way...

12. The gondola is easier, but so much less rewarding. 

13. But the more difficult route may get you to where you really need to be. 

13. Sometimes you just need to slog through the mud. Might as well try to enjoy it. 

14. The journey is never really over. To live is to learn. Even at the summit, there are always more paths to take. 

14. Taking a moment to breathe and be grateful.