Root to Rise

Finding my edge, on the summit of Mount Baker. 

The one constant in my life is change. 

As such, I've become accustomed to that somewhat uncomfortable feeling that tells me that I'm on the edge of new understanding. I've learned to welcome that feeling, even to seek it out. Having experienced the other side, the amazing growth and insight that comes from pushing past that discomfort, I've gradually learned to embrace change.

But at the same time, I've also come to understand that I can't impose my eagerness, my desire to move forward, onto others. I can share my vision, my passion and my story, but ultimately, individuals must discover their own unique path forward. However, as a school leader, I can help to support the members of my school community as they find that path. And in the same way, I can continue to seek out their support as I move forward in my own learning.

The Innovator's Mindset by George Couros

In yoga, there is a saying, we must root to rise. Essentially, this is a reminder that we need to first ground ourselves in the present, in order to move forwards. Our "roots" provide the stability, the essential foundation that all potential growth results from. If we remain fixated in the past, or alternatively, are only focussed on the future, we lack the stability to initiate meaningful, sustained growth. In yoga, as in life, it's about finding a balance...

Translated into an educational context, rooting to rise suggests that before we are able to integrate new, potentially transformative instructional and assessment practices, we must first have an understanding of where we are now. I am privileged to have been welcomed into a school community that has a rich history, with many valued traditions. As such, it is essential that I take the time to understand the context, the culture, the story of where I am now in order to best support my staff and my students as we move forward into new learning, and new understanding.

Let me just close by stating the obvious, which is that I haven't come to this understanding on my own. As I've made note of in previous posts, I have many teachers in my life. Wise, patient people who generously listen, advise and support me as I continue to make my way on this journey. My hope is that I am able to repay this kindness by providing the same gentle guidance for others.

The Outer Circle: Refocusing on the "What"

For the human mind, accustomed to thinking linearly, 

exponential change is a difficult concept to grasp. 

-- Four-Dimensional Education: The Competencies Learners Need to Succeed

In the midst of a rapidly transforming educational landscape, it makes sense to give careful consideration to the the why. Simon Sinek's "golden circle" reminds us that if we're not able to clearly articulate the purpose behind significant change, it doesn't matter how innovative, how transformative it might be...it will likely be met with scepticism and resistance.

Simon Sinek- Start With Why

But I've come to realize that with my focus largely on that essential inner circle, I had drifted somewhat from the outer ring, the what. With the implementation of a new curriculum, that what has been the topic of a rich dialogue amongst BC educators. With the world at our students' finger tips, how do we provide them with relevant, meaningful and engaging educational content? How do we choose what to teach? 

The good news is that to some extent, we don't need to decide. The new curriculum offers unprecedented choice to BC's students- an opportunity to explore individual, diverse interests and passions. And yet, the what provides an essential foundation, a framework.

By nature, I tend to be a "big ideas" kind of person, and sometimes lose sight of the essential foundational details. Fortunately, amidst the many inspirational "big ideas" that were shared at last week's FISA convention, I was provided with a remarkable reminder of the importance of the what by Charles Fadel, founder and chairman of the Centre for Curriculum Redesign. In his book, Four-Dimensional Education, Fadel explores the significant challenge that educational leaders face to keep pace with exponential growth on a global scale. As such, he identifies several integral "dimensions" as educational goals and presents a framework for 21st century education.

So while it's important to "Start With Why" when implementing significant change and innovation, I would suggest that refocussing on the what can also provide a useful reminder of those equally essential details, the foundational framework for a meaningful, transformative educational experience for our students. 

It All Comes Down To This....

In the midst of hectic schedules, and seemingly unending demands on our time and energy, we sometimes lose our way. We get tired. And frustrated. And impatient.

And then something happens. It's usually something small, something that on any other day would go unnoticed. A student holding a door open for us. A smile in the hallway. A high five in the parking lot. 

And then suddenly, we remember. It's about the kids. And it's all worth it. 

Because it all comes down to this...

One question:
What's best for our kids?

One rule:
Do whatever we can to support them.

Uncovering Creativity

I have a hard time quieting my mind. Although I've practiced yoga for a number of years now, I still struggle with meditation. Instead, I revel in the more physically challenging poses, the ones that push me to find the edges of my strength and flexibility. But ask me to lay still, to quiet my mind, and I'm enormously challenged. Savasana is one such pose that requires a stillness of mind and body. For me, it is by far the most difficult pose. It forces me to strip away the worries and wonderings, to shift into a mindful state of calm and focus.

It strikes me that as a school leader, I need to facilitate this same mindful state of calm and focus in my school community. Often, when we talk about innovation, we tend to focus on providing our staff and students with additional skills and tools. We invest in technologies and professional development that will add to our skills and abilities. But I would argue that innovation is as much about stripping away as it is adding to. If staff and students are already feeling burdened and overwhelmed by the numerous tasks and responsibilities that fill their days, how likely are they to achieve a mindset that will allow for creativity and innovation? 

I believe that this mindful state of calm and focus exists naturally within each one of us. And so, in addition to facilitating the acquisition of new skills and abilities, my role is also to help to strip away some of the burdens that sometimes stifle this natural state of creativity and innovation. With this in mind, I would argue that my challenge is two-fold: to be looking ahead towards continued growth and innovation, but also to be firmly rooted in the present to ensure that I am effectively managing the numerous tasks and responsibilities that are so essential to the functioning of a dynamic school community. My hope is that by working to alleviate some of the more burdensome tasks and responsibilities that might act as obstacles, I can help to uncover this natural state of creativity and innovation that already exists within each one of us.

Would I Want to Be a Teacher in My Own School?

One of the most significant shifts that I faced as I made my move from classroom teacher to vice principal, was the realization that I needed to dedicate as much time, care, energy and attention towards the adults in the building as I do to the students. As a classroom teacher the focus is primarily on the students sitting in front of you- and rightly so. It is an enormous responsibility and challenge to create the optimum learning conditions that will ensure that each individual child receives the emotional, social and academic support that they need for their continued growth and learning. As a classroom teacher, I was enormously impacted by this question, poised by Dave Burgess-

If your students didn't have to be there, would you be teaching to an empty room?

I can distinctly remember that moment, and the thought that popped into my head. It was,"Oh crap." Because it forced me to be honest about what I was trying to achieve as a classroom teacher. Was I just trying to get by, to survive, to make my way through the never ending mountain of marking? Or was I trying to empower a generation of engaged and thoughtful global citizens?

I was once again reminded of this challenge when reading The Innovator's Mindset, by George Couros. Couros suggests that in order to create the conditions for innovation and growth, we need to ask ourselves some essential questions, including-

Would I want to be a learner in my own classroom?

As someone who struggled in school myself, as a teacher, I challenged myself to create the learning conditions that would have kept me motivated, engaged and excited about learning. Even after 17 years in the classroom, I still found this a daunting task. 

But again, the shift for me as a school administrator was that it's not only the students that I serve, it's the teachers.  Dean Shareski closes his recent blog post, "Professional Learning is Messy" with this question- 

How do you and your leadership create conditions and opportunities for you to listen?

Dean argues that some of the best professional learning results from opportunities to sit and listen, to hear from passionate individuals, the "smart people" who push us to actively engage with new thoughts and ideas. So like the "perfect storm", each of these elements have challenged me to extend George Couros' question to the following:

Would I want to be a teacher in my own school?

I'm not big on resolutions, and like most educators, my "new year" began in September. But as we move into 2016, I am resolved to help create the conditions in my school that would have inspired, motivated and supported me as a classroom teacher. I am resolved to serve the adults in the building with the same care and attention as I serve the students. No small task. I will make mistakes. It will likely be messy at times. But I also resolve to be as patient with my own learning, my own growth as I was with my students'. To be honest, for me, that's likely the bigger challenge.

I'll let you know how it goes...

Taking It Personally...

Among the many pieces of advice that I was given as a new administrator, one is reminiscent of a line from a favourite movie of mine, A League of Their Own. Similar to Tom Hank's infamous line, a colleague told me, "There's no crying in Admin..." As harsh as that might sound, to some extent, he was right. As administrators, we are quite often faced with students and families in crisis, families who are attempting to navigate heart-breaking, sometimes enormously traumatic events in their lives. In these moments, it's neither helpful, nor professionally responsible, to allow our own emotions to surface. As time passes, many of us become accomplished at compartmentalizing, maintaining a calm, supportive and empathetic demeanour in the face of sometimes challenging and emotionally charged circumstances.

That mindset is possible in part due to another piece of advice I've often heard- Don't take it personally. Again, on the surface, good advice. Often students, parents and staff come to us upset, angry and frustrated. But just as often, there is a context that is rarely directly related to something that we personally have done. Again, in these moments, taking it personally isn't helpful. Instead, I have learned to stop, and listen- gradually determining the root of the concern...

But sometimes, I think we do need to take it personally.

This next part is particularly difficult for me to write. In October, I wrote about an experience that I had with a student who was struggling. He was rarely attending classes, and was feeling disconnected to our school community. In conversation with this student, I shared some of my own challenges, my own struggles in school. Gradually, over a period of weeks, this student began to attend more regularly, often stopping by my office first to say "good morning" to me. He had amazingly supportive teachers who were also working with him, welcoming him into their classes, working to get him caught up on assignments. We seemed to be making a real difference with this student...

...Until suddenly, he stopped coming all together. This student has since dropped out of school. My heart breaks a little as I write that. Because how is it possible not to take that personally? I'm not suggesting that I alone am solely responsible. In the same way that I would never dream of taking "credit" for the "successes" of staff and students, I know that I can't accept sole responsibility or blame for "failures". But I also believe that part of what makes us effective educators and leaders, is to some extent, taking things personally- putting our heart and soul into our schools, our communities.

In fact, some of the people who inspire and move me the most are those who, without a doubt, take it personally. Ian Landy (@technolandy) and Karen Copeland (@KarenCopeland3) champion for mental health awareness by sharing deeply personal stories of their own children. Pernille Ripp (@pernilleripp) honestly and openly shares a story of when she felt compelled to apologize to a former student for "failing" him. And George Couros (@gcouros) unapologetically wears his heart on his sleeve, sharing and inspiring through personal narratives that illicit both tears and laughter. These are all individuals who bravely share their vulnerabilities with others so that we can learn, and grow from their experiences.

Image Credit

So as much as I know that as an administrator I need to keep my own emotions in check in order to best serve my school community, I can't pretend that it didn't break my heart a bit to learn that this student, this boy who I had tried so desperately to welcome into our school community, had dropped out. It's hard not to take that personally. But at the same time, I can't let it immobilize or defeat me. I can learn from it, and I can move forward. Some days that isn't easy. But it is my responsibility to keep trying.

Update- January 2016...
Happy to provide an update. This student has decided to return to school for second semester. He has missed our school community. Thrilled to welcome him back! :)

The Goldilocks Zone of Leadership

The "Goldilocks Zone" refers to a habitable area of space in which planets can conceivably support liquid water, a key ingredient for life. It is the optimal proximity to a star- neither too close, nor too far. It's just right.

Similarly, the challenge of leadership requires us to find that same optimal zone. Effective, innovative leaders must work to create that "just right" environment in which staff and students feel supported and inspired to be their best selves, to take risks and to explore new opportunities. My ongoing challenge is to determine that "just right" level of support. Too much can leave staff and students feeling overwhelmed and undervalued. Too little can lead to stagnation and disengagement.

I'd like to say that I've discovered the perfect balance, that just right zone. But leadership is not a perfect science. There's no exact measurement, no fail safe formula that can be applied to a vibrant and dynamic school community. Because a school community is comprised of a myriad of complex and variable elements, the most essential and the most complex of which is the human element. 

Fortunately, I'm not alone on this journey to find this "Goldilocks Zone"- the place that provides optimal conditions for learning, innovation and growth. I have help. I can continue to rely on the advice and support of my mentors. I can reflect on the open and honest feedback of my colleagues. And I can listen carefully to voices of my students. The key ingredients...

Not too much.

Not too little.

Just right.