Relationships Not Rules

You might not expect to hear this from a school administrator, but I don't believe in rules.

That's not to say that I don't have high expectations for students. But I don't believe that a long list of "Do's" and "Don'ts" is in the best interest of any student or school community. Students are complex. They are unique. And so when I speak with a student who is struggling, it is the relationship that I have worked to establish with that individual that guides my response, not a list of rules.

Ultimately, successful school communities are built on relationships, not rules.

"Team" is a Verb.

I was recently asked to respond to the following question:

What are you most grateful for in your current role?

I answered without hesitation.

My team.

Much has been written about teacher isolation and the need for educators to foster collaborative relationships with colleagues. Whether separated by grade level, content area or the physical layout of a school itself, isolation can lead to stagnation and burn out. There is little debate that isolation has a negative impact on teachers, and by extension, their students. 

However, I would suggest that the need for a supportive, collaborative team for administrators is of equal importance. As the role of school administrator evolves, so do the associated stressors. As such, "going it alone" is no longer a feasible, nor a professionally responsible option. 

I am incredibly fortunate in my current role that my team consists of four administrators; a principal and three vice principals. However, numbers alone do not necessarily equate to a lack of isolation. 

"Team" is a verb, not a noun. 

Creating a strong team requires intentional, focussed action. As with any relationship, it takes time to establish trust. 

In addition to formal coaching and mentoring structures, I would suggest that more informal structures are also needed to build cohesive, effective teams. But in the midst of hectic and often stressful days, how can we "build in" both formal and informal structures? 

Below are five simple strategies to help build strong teams. 

1. Share your stories. Understanding the unique context that each member of your team brings with them to work every day is absolutely necessary. Whether it's young children, aging parents or a recent divorce, each of us has external stressors that may impact our lives on a daily basis. By sharing our stories with our team, we can offer additional supports when needed. 

2. Share the load. Although each member of an admin team may have different portfolios, with distinct tasks and responsibilities, offering a helping hand goes a long way. One of my most inspiring principals would often help stack chairs alongside the custodian and vice-principals at the end of lunch. 

3. Share your food. Most administrators eat hunched over a keyboard, or snack in their car between meetings. Food should be social. Scheduling time at least once a week to sit down with your admin team to eat lunch together can be enormously beneficial, not only for physical health, but also for mental well-being. 

4. Share your learning. Whether it's sharing Professional Growth Plan goals, or attending workshops together, learning alongside your team can help to inspire and sustain ongoing growth, both for ourselves and for our team members. 

5. Share (and celebrate) your successes. Sometimes we forget to acknowledge the great work of those closest to us. Along with "high five-ing" students, and giving kudos to exceptional staff, it's important to do the same for members of our team. A simple thank-you, a card (or a bottle of wine) goes a long way!

Ultimately, taking care of our team allows us to take care of our school communities and organizations. Leadership is a team sport. 

Five Essential Elements of a Successful School Community

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. A clear, consistent vision. 

It is impossible to move forward if we don't know where we're going. 

A clear "road map" that provides a community with a sense of direction is essential. Finding a common purpose should be a collaborative process, and ultimately clearly communicating that vision of the future is the next essential step in any change process. In the midst of what what might be perceived to be competing agendas and initiatives, it is important that we are able to identify and articulate a common vision. We need to be able to "connect the dots" for staff and students, giving purpose and focus to individual initiatives under the larger umbrella of that shared vision.

2. 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."  

3. An environment where both 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.

4. A culture of collaboration and trust. 

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. 

5. 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"?

"Family and School Should Walk Together"

I was given the gift of a new perspective.

After over 20 years in education, as an educational assistant, teacher, and now school administrator (not including my own experiences as a "less than successful" student), I thought I had a pretty good sense of the education system - both the benefits and the challenges.

But this past week, through conversations with two families who are new to Canada, I gained a deeper understanding, and an even deeper sense of responsibility. 

In one conversation, a parent was looking for ways to connect her son to the school community. An ELL student who was older than some of his classmates, he was struggling to find a place to belong. An energetic and outgoing student in his home country of Brazil, the parent was beginning to see her son withdraw, and was understandably worried. 

I assured her that there were opportunities for her son, both in the classroom and through extra-curricular clubs and sports. As we talked, she shared with me some of his interests and together, we brainstormed ways to connect him to various groups within the school. I then met with her son to get a sense of how he was feelings and what he envisioned for himself. I assured both the student and the parent that I would continue to follow up and check in regularly to see how the plan that we'd created was unfolding. 

Ultimately, I did what any school administrator would do. As a vice principal, and a mom of a teenaged boy myself, I try to see every student through the eyes of a concerned parent. I treat them how I want my own son to be treated.

In a follow up email, the mother expressed her gratitude and her trust in the decisions that we made and founded that trust in the belief that "the family and school should walk together". This phrase stuck me. I was touched, and somewhat overwhelmed, by the trust she placed in the school. Not only did she expect that I would do the best for her child, it was an integral belief based on her perspective on the Canadian education system. To a large extent, it was why her family moved here. 

The second conversation was also with a family who was new to Canada. This time, both the mother and father came to my office. In the same way, they sat with me and shared their concerns for their son. Having moved numerous times over the past several years, back and forth from Saudia Arabia, the son was experiencing significant stress and anxiety. He began to avoid school, not because it was an unpleasant place for him, but because he was needing the comfort of his family home. Both parents shared heartfelt worries and hopes for their son. Through several conversations, I learned more about their family, their goals and their struggles. Again, the Canadian education system was a motivator in their move. And again, they expressed their trust and faith in me to do my best for their son. 

The irony is not lost on me that as someone who has spent the majority of their life either as a student or as an educator, it took the perspective of individuals who are new to this system to remind me of the integral role of schools. Not only are we supporting the success of individual students, we are also sometimes a vessel for the hopes and dreams of entire families. 

It was an incredible reminder that, "family and school should walk together" to support our students.

The Gift of Understanding

All that we are is story. From the time we are born, to the time we continue on our spirit journey, we are involved in the creation of the story of our time here. It is what we arrive with. It is all we leave behind. We are not the things we accumulate. We are not the things we deem important. We are story. All of us. What come to matter then is the creation of the best possible story we can while we're here; you, me, us, together. When we can do that, we take the time to share those stories, we get bigger on the inside, we see each other, we recognize our kinship-- we change the world, one story at a time. 
--Richard Wagamese

In the midst of busy days and numerous demands on our time and energy, it is easy to lose sight of this simple, yet powerful message. Each of us has a story, a context, that we carry with us through our day. We come into contact with numerous individuals throughout the course of our day-- at the drive-through picking up our morning coffee, at the grocery store, at the gas station on our way home from work. It's easy to fall into a familiar routine, to be weighed down by the responsibilities and pressures that bombard us. 

But I would suggest that it's equally as easy to take a moment to smile at a stranger, to hold a door open, to say thank-you, to let someone ahead of us in line. 

This holiday season, let's take a moment to see each other, to recognize our kinship, to learn each others' stories and exchange the gift of kindness and understanding. 

Wishing everyone a wonderful winter holiday! 

Navigating Negativity: Five Steps to Strength-Based Leadership

People don't typically don't come to me when things are going well.

This isn't a complaint. It's the reality of the life of a school administrator. We are the problem solvers, the peace keepers, the crisis responders. On any given day, I will usher crying students, angry parents and frustrated teachers across the threshold of my office. As I walk the hallways at break and lunch, I am bombarded by questions and queries, complaints and conflicts. When my email dings or my phone rings at eleven o'clock at night, it's rarely good news. 

So in the midst of what can sometimes feel like a sea of negativity, it is even more essential that I maintain a positive mindset and strength-based approach to leadership. 

I have developed the following strategies to assist me in this approach:

1. Start with relationships. Relationships form the foundation for any successful organization. Students and staff need to feel connected and cared for. As such, leaders need to take the time not only to learn the stories of those around them, but to also share their own.

2. Assume the best. Research shows that individuals will rise, or fall, based on the expectations of those around them. If we believe that students and staff can achieve great things, they will. I try to begin every conversation with a student, parent or teacher with the assumption that they want to do their best, but might need some guidance on how to make that "best" a reality. It is my job to see the potential, the capacity, for great things in every individual. 

3. Shift the focus. Education in general can be very deficit based. We tend to focus on what needs improvement rather than what is going well. As such, many conversations are focussed on identifying problems rather than finding solutions. It is important to be realistic about challenges, but it is equally important to identify and celebrate strengths. I do my best to re-frame obstacles as opportunities. I have learned to embrace challenges as an impetus for change.

4. Listen more, talk less. More often than not, individuals just need an opportunity to vent. Sometimes my most effective "problem solving" approach is to simply listen and provide a space in which they can discover their own solutions. In this way, leaders can build capacity in those around them. 

5. Keep calm. While I am sometimes the target of anger and frustration, I have learned that it is rarely about me. In my role as a school administrator, I may represent an individual's previous negative experiences rather than their current reality. I remind myself that everyone has a story, a context, and I do my best to maintain a calm and professional demeanour in the face of heightened emotions.

The Power of Your Words

On World Teacher's Day, a reminder of the impact of our words and actions in a child's life...

For sparking imaginations,
For inspiring creativity,
For igniting passions,
For shaping minds,
For all that you do,
Thank You.

YOU make a DIFFERENCE. 

Take a Moment to Celebrate

It only took a minute.

Actually, more accurately, probably about 40 seconds.

A moment to make a "good news" call to a parent who typically only gets phone calls when her son has done something wrong. In fact, I've been the person who's had to make several of those calls this year.

This boy has struggled to find his way and has made some poor choices earlier this year. Repeatedly. At one point, I didn't have much hope that he would be able to turn things around. He was on the verge of going down a road that would be very difficult to travel.

The last time I spoke to this student's mom, she was in tears in my office, accompanied by her son and an RCMP officer.

But then...something changed.

I'm not sure ultimately what made a difference- a supportive teacher, a persistent counsellor, a parent who didn't give up... I'd like to think perhaps that even I played a part.

But over the past several months, something changed.

He started coming to school. On time! I'd see him in the lounge working on homework with other students. He'd smile and say, "Hey Ms. Garr!"

So today I took a moment... A moment to call this student's mother and share with her the improvements that I've noticed and how happy I was to see the change. She paused in uncertainty. And then, I could "hear" her smile. She thanked me, saying how much she appreciated me calling. She was in tears again, but this time, it was happy tears.

Now, I'm not saying this student is perfect. He's still struggling in some classes. I know he will still have challenges and difficult choices ahead. But I took a moment to make a "good news" call to a parent, to celebrate where her son is today.

I hope it made a difference in her day. It certainly made a difference in mine.

Happy year end!

Today, I am a Police Officer...and Other Evidence of Success

There are many aspects of my role that I love. However, year-end as a secondary administrator means a great deal of time devoted to tasks that can take me away from time with students and staff.

In case I'm unaware of the endless hours I've spent glued to my computer working on timetabling, staffing and year end events, I am reminded by the oh so friendly "check your rings" from my Apple watch. Triggered by my uncharacteristic inertness, it alerts me that I am still able to "close my rings" if I just go for a brisk three hour walk. Unlikely.

But despite the need for me to spend a frustrating amount of time staring at a computer screen, I am still committed to devoting a good portion of my day to students. After all, that's what it's all about. Barring early morning meetings or unforeseen emergencies, I am still able to maintain my "good morning" routine of welcoming students. I am still able to make my way into a sea of students at breaks and lunch.

As I took some time at lunch today with students in our lounge area, I noticed one of the Educational Assistants holding up a chart for a student with autism. It gave him a visual reminder of what "zone" he was in. This is a student who has some severe behaviour challenges, but has made amazing progress this year.

Although this student has a very concrete representation of his ability to regulate his emotions, he's certainly not the only one who is struggling in these last few weeks of school. It's a time of anxiety and uncertainty for many: students who are worried about final marks and assessments, staff who are concerned about placements for September...

I am not immune to this whirlwind of uncertainty and unease. And so I purposively look for small examples of positivity and  success to bolster me and those around me. 

Today, I received just that from the very student that I saw today at lunch. I have seen numerous examples of his success this year. But today, he provided me with an example of my own. 

Some context...

This is a student who takes great interest in figures of authority, ranked in order of "importance" from his perspective: lifeguards, security guards, fire fighters and police officers at the top of the hierarchy. He has developed a pretty special relationship with our school RCMP liaison officer. And he provides "badges" to adults in our school community that "rank" them based on his view of them. Along with the assigning of badges, this student practices positive social interactions. And as I said, he has made incredible gains. 

For much of the year, my "rank" has been lifeguard. I knew that I had to work to build trust, to build a relationship with this student. After all, I was the "newbie". I set it as a personal goal to build trust, to move up the "ranks", and prove that I was worthy of the coveted police badge. 

Yesterday, I got fire fighter. 

And today, nine months into the school year, today I received a police badge. 

Now don't get me wrong, I may be "demoted" tomorrow, based on any number of factors. But today, I received very concrete evidence that despite being buried in tasks that don't directly seem to impact students in a meaningful way (although of course they do), I am indeed making a difference. 

And so in those moments when my owns zones of regulation may blur into something that resembles a hazy abstract piece of modern art, I will remember this day.

Today, I am a police officer. 

My police officer badge!

"Re-Purposing" School Structures

"Innovative" is not synonymous with "new".

I had the opportunity to meet with admin colleagues today, in part to continue a conversation about  "re-imagining" teaching and learning in a secondary setting. Previous sessions have included visits to secondary sites in other districts to explore frameworks that extend beyond the "traditional".

In many cases, these are schools that are viewed as incredibly innovative and progressive. And indeed, they are.

But some of the most "innovative" ideas that I heard from colleagues today were not about introducing new frameworks or structures- they were about "re-purposing" existing frameworks.

One Admin team spoke about a process they undertook to re-examine the model of sustained silent reading. Over the years, the school community had evolved in ways that made the traditional model obsolete. However, despite their best efforts, teachers were reluctant to make what was viewed as a signifiant change and ultimately the initiative was voted down by the staff.

But rather than giving up, the team persisted, purposively and intentionally shifting their focus, identifying obstacles and continuing to work with staff to come up with a structure that incorporated elements of the "old", but also introduced some "new" components. They "re-purposed" the model of sustained silent reading. Not entirely new, but most definitely innovative.

A similar "re-purposing" has been occurring at my own school in connection to our Advisory model. A structure that is designed to build meaningful and sustained relationships between students and teachers, over the years some staff and students had lost sight of it's original purpose and intent. Among other indicators, we noticed that students were increasingly late to class, offering the excuse of "it's just Advisory" when they were questioned in the halls. This signalled a loss of purpose and intention in the Advisory classes themselves.

Rather than calling a halt to the Advisory model, we decided to meet with staff and students to explore what aspects of the model they valued, and what aspects they felt were less essential. As a school community, once we had decided on those elements we valued, we then looked at ways to provide additional supports. Gradually, we are "re-purposing" our traditional model of Advisory into a model that is "custom built" to serve the needs of our evolving school community. Again, not new, but I would argue, innovative.

Limited time and resources can be a significant barrier to the successful implementation of new initiatives and structures. But by re-examing and "re-purposing" existing structures, meaningful and sustained innovation is absolutely achievable.

Navigating Negativity: A Strength Based Approach to Leadership

People don't typically don't come to me when things are going well.

This isn't a complaint. It's the reality of the life of a school administrator. We are the problem solvers, the peace keepers, the crisis responders. In any given day, I will usher crying students, angry parents and frustrated teachers across the threshold of my office. As I walk the hallways at break and lunch, I am bombarded by questions and queries, complaints and conflicts. When my email dings or my phone rings at eleven o'clock at night, it's rarely good news. 

So in the midst of what can sometimes feel like a sea of negativity, it is even more essential that I maintain a positive mindset and strength-based approach to leadership. 

I have developed the following strategies to assist me in this approach:

1. Assume the best. I try to begin every conversation with a parent or teacher with the assumption that they want the best for their child/student. We all want our children to be successful. It's our approach to achieving this success that might cause misunderstandings and conflict. 

2. Shift the focus. Education in general can be very deficit based. We tend to focus on what needs improvement rather than what is going well. As such, many conversations are focussed on identifying problems rather than finding solutions. Instead, I do my best to re-frame obstacles as opportunities. I have learned to embrace challenges as an impetus for change. 

3. Listen more, talk less. More often than not, people just need an opportunity to vent. Sometimes my most effective "problem solving" approach is to simply listen and let individuals sort through their thoughts until they discover their own solutions. 

4. Don't take it personally. While I am sometimes the target of anger and frustration, I have learned that it is rarely about me. In my role as a school administrator, I may represent an individual's previous negative experiences rather than their current reality. I remind myself that everyone has a story, a context, and I do my best to maintain a calm and professional demeanour in the face of heightened emotions. 

I'm not pretending that any of this is easy. If I am tired, or sick, or overwhelmed by the stressors of my day, I can find myself pulled in to the negativity. It is a conscious effort to maintain positivity in the midst of challenges. Some days are more difficult than others. Some days I fail. But I do my best to extend the same patience and understanding to myself as I do to others. And I try again the next day...

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.

Reading, Writing, Arithmetic... & Relationships

It's the most wonderful time of the year.

Mostly.

It's also a time of increased stress and anxiety for many students and families. As we near winter break, I am seeing the impact of that on my school community. Although this is a time of joy and celebration for many, for others it can be a stark reminder of what they may be missing from their lives...

So this is a gentle reminder, to myself and to others, to keep a special eye out for those students (and staff) who might be struggling a bit during this time.

Because we don't just teach reading, writing and arithmetic. We are a family. And families take care of each other.

Happy holidays all!

They Don't Know That They Shouldn't

As someone who knows that relationships are foundational to the success of a school community, I've had some anxious moments these past few months as I faced the daunting prospect of learning the stories of new students and staff. That anxiety comes from the fear that as I am taking the time to understand the diverse complexities and needs of my new school, I will miss something...something or someone might fall through the cracks. 

Of course logically I know that this responsibility is not mine alone. I need to rely on the members of my school community to help add pieces to the puzzle. Counsellors, office and cafeteria staff, custodians, teachers, parents...they each have a role to play in supporting student success. But I still feel the weight of that responsibility. In the end I know that the more I understand about my school community, the better equipped I am to do my job. 

However, some of that anxiety has been laid to rest in these past few weeks. It began even before students arrived, with a steady stream of teachers dropping by my office to introduce themselves in the midst of prepping for a new school year. They were curious about my background and experience. But mostly, they were intent on welcoming me.

And it continued this past week as students began classes. I was blown away as student after student, from grade 8 through 12, came up to me, introduced themselves and shook my hand. They smiled, looked me in the eye and told me how glad they were that I had come to the school. Such warmth and confidence left me speechless.

When I remarked to my Admin partner how overwhelmed and impressed I was by this phenomenon, she simply smiled and responded, "They don't know that it's something that teenagers don't typically do. We've never told them that. They don't know that they "shouldn't", so they do."

That's the remarkable thing about kids. They don't know they can't, unless we tell them.

If we consistently maintain high expectations and believe that they can, they will. These students are compassionate, mature and confident because the adults in their lives believe that they are. Their capacity is endless. 

Moving ahead, although I still feel a heavy sense of responsibility, my anxiety has lessened somewhat... My goal in the coming months is simply to live up to the incredible standards that my students have set. 

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.

The Tipping Point

A tipping point is defined as "the critical point in a situation, process or system beyond which a significant and often unstoppable effect or change takes place."

This concept can also refer to the point at which anomalous acts become the norm.

Most often this concept is referenced in connection to negative acts- crime, racism, pollution...

But instead, how can we harness the power of critical mass in connection to acts of positivity?

What is the tipping point at which kindness and compassion become the norm and intolerance and hatred an anomaly?

What can we do to shift the balance?

Here's the answer.

Every kind word, every act of compassion, every good intention can move us closer to that tipping point.

Each of us has the power, the responsibility, to tip the scales.

What will you do to help?

The Heart of the Matter

Things are rarely as they seem. And sometimes in our haste to solve problems, maintain efficiency and restore balance, we lose sight of what's important. Sometimes with the best of intentions, we convince ourselves that addressing surface issues means that we have "fixed" a problem. We assess, we determine a course of action and we implement, without really taking the time to delve a little deeper. Without taking the time to get to the heart of the matter.

To use a medical analogy, many times in school communities, we treat the symptoms, we don't cure the illness.

I truly don't believe that this is intentional. I believe that it is the byproduct of good people trying to do the best they can with limited resources. And one of the most most precious resources in any busy school community is time. Fostering relationships takes time. Building trust takes time. Collaborating and consulting with others takes time.

That means some hard choices. To extend the medical analogy, we need to set up a bit of a triage in our school communities. It means asking ourselves some important questions...

What do we value? What are our priorities? What is non-negotiable? And what can we let go of?

In a perfect world, we could do it all. But in reality, we need to invest our time where it needed the most. If we don't, we will continue to apply bandaids to broken legs.

But our kids are worth more. They are worth investing the time to get to the heart of the matter...

Leading NOW

Our quiet leaders. 

Earlier this week I was fortunate to be able to attend a school board meeting where two groups of students presented to trustees on diverse and important issues. Under fairly intimidating circumstances, these students were poised, passionate and articulate. I was incredibly proud. But at one point in the evening, I heard someone say to one of the younger students who presented, "You will be a fine leader one day." And it struck me- this student wouldn't just be a fine leader "one day". They were leading now.

In my own school community, there are numerous examples of student leaders. Although it's often the students in more formal roles like Student Council that are recognized as leaders, I see students leading every single day.

They lead by holding the door open for another student. They lead by volunteering to set out chairs for an assembly. They lead by picking up garbage in the hallway. They lead by being kind to a new student. They lead by example. So as much as I'm incredibly proud of our students who organize our clubs and lead our ceremonies, I'm equally as proud of our quiet leaders. They are not just preparing to be the leaders of tomorrow...They are leading now.

Not just future leaders. Leading NOW.