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...

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?

An Opportunity For More

Every morning, after the first bell of the day, I stand at the front door of my school and say "good morning" to each student as they come in. Without a doubt, it is my favourite part of the day. New to my school this year, in September when I first began this morning ritual, students were a little unsure of how to respond... I should mention that I'm the vice principal of a high school. Most teenagers are not exactly "morning people". As such, many of my students are still groggily half asleep, earbuds firmly implanted, hoods up, coffee in hand. Initially, responses to my greeting would range from the occasional "good morning" in return, to puzzled glances, to complete avoidance. But gradually, as students became accustomed to this morning routine, they began to respond to my greeting, even initiating the now familiar "good morning" themselves.

But the reason why this is the favourite part of my day isn't simply because of those two words, it's because this morning ritual is an opportunity for so much more. Because under the "pretence" of welcoming students into the school, I can get a pretty accurate overview of any number of other factors that are so integral to supporting student learning. On any given morning, I am able to determine if a student who I know often comes to school on an empty stomach, has eaten breakfast. I can take note of which student is coming in without a coat on a cold morning. I can playfully tease a troubled teen to get a sense of their mindset that morning, and attempt to illicit a shy smile. I can compliment an anxious student on a new haircut or a new outfit, hopefully planting a small seed of confidence and security that will set them off on a good path for the day.

Perhaps even more importantly, are the students who walk through the doors ten, fifteen, twenty minutes late. They get that same cheerful "good morning". Because for some of our students, just making it to school is a good thing. I have learned that there is almost always a context, a story, behind that late arrival.

I can't deny, this morning ritual is a bit selfish on my part. Those shy smiles, those morning greetings, fuel me for the day. They energize and inspire me. They remind me of why I do what I do. They are an opportunity for more...