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. 

From Traditional to Transformative

How do we foster transformative teaching and learning within existing traditional structures? 

While curriculum changes are leading us towards significant change, the reality is that many schools and districts are still constrained by traditional structures that could pose significant barriers to meaningful growth.

Traditional structures can encompass everything from the concrete, (the physical spaces of our school community) to the less tangilble (closed mindsets).

Let me begin with one example of the concrete...

While the physical space of a school community does not necessarily impede transformational teaching and learning, it can pose a significant challenge. Traditionally designed as a collection of "little boxes", how do we encourage and support teachers and students to move beyond the walls of their classrooms to engage in collaborative learning experiences?

As part of the West Coast Regional Exchange, facilitated by Stephen Hurley and Max Cooke from the Canadian Education Association (CEA), I had the opportunity once again to marvel at the beauty of our venue Norma Rose Point, a school which was designed for teacher collaboration. Although principal Rosa Fazio is quick to point out that it is more about the mindset than the physical space, I couldn't help but think about the impact that teaching and learning in such a space might have on the hearts and minds of the members of that school community. This thinking was extended through a conversation with the head teacher of an alternate program. He shared his struggle to convince "his kids" that they were valued within a physical space that was aging and run down...

Yes, transformative teaching and learning can and should happen within traditional and sometimes less than ideal physical spaces, but I don't believe that we can discount the impact, both positive and negative, that those spaces can have on staff and students. Not an insurmountable barrier, but something to be considered.

Other traditional structures might include elements such as timetables, staffing and budget constraints and ministry guidelines.

Should a bell schedule really signal the end of learning?

With the integration of a new curriculum in BC, we have an amazing opportunity to continue to transform learning for our students. But it's not enough to simply squeeze a new curriculum into our existing traditional structures. I would suggest that if teaching and learning does not begin to look significantly different in BC schools, then we will have failed our students.

We now know better and so we need to do better. 

There are no easy answers. But we must continue to have these conversations. What are the non-negotiables within our districts and school communities- those elements which we are unable to change? And what are the elements that we are able to address and transform to facilitate the types of learning experiences that we know are best for our students? 

As Stephen Hurley reminded members of the CEA west coast regional exchange, "an issue is where an opportunity and a challenge meet." So, rather than viewing existing traditional structures as insurmountable barriers to transformational teaching and learning, we can instead view these as opportunities for innovative and creative solutions. I look forward to continuing this conversation, both with my colleagues in BC, across Canada, and globally. 

Notice

It sounds simplistic, but my goal for the first week of school was simply to notice...

I noticed that the student who could barely make eye contact with me last year, walked confidently through the front doors of the school on the second day, and said "Good morning Ms. Garr!"

I noticed the grade 8 who was immediately swept up by a welcoming group of friends as they arrived.

I noticed the look of trepidation on another grade 8s face as they ate lunch by themselves, doing their best not to be seen.

I noticed who was sitting together at the opening assembly. And who wasn't.

I noticed the parent sitting anxiously outside the front office, not quite able to bring themselves to leave.

I noticed the teacher who was feeling overwhelmed by "one more thing".

I noticed that our secretaries treat the adults and the students in our building with the same respect and kindness.

I noticed that our custodian is never too busy to help.

I noticed how at the end of the day, despite feeling exhausted and slightly overwhelmed, I am looking already forward to the next day...

Leading Change

Whether you're a school based administrator, a teacher leader, or part of a district senior management team, leading in times of change is different. Leading change is significantly different than navigating change. Or simply surviving it.  The reality is that leading while maintaining the status quo doesn't involve the same complexities and challenges that are associated with moving into uncharted territory. As Captain Kirk would say, leading change means going boldly where no one has gone before... As such, I would argue that it requires a unique set of skills and abilities.

Reflecting on my own experiences and through my ongoing conversations with colleagues, the following are attributes that I believe are necessary to lead change.

1. Passion. Enthusiasm and conviction is infectious. The ability to inspire and motivate others, especially when change can involve difficult decisions, is essential. Although we need those around us to ultimately take ownership of any new direction or path, a leader's passion can spark the initial movement and momentum.

2. Transparency. Trust and open communication is integral to any organization. Individuals need to understand why change is necessary, what the intended outcome is, and how we're going to get there. They need to be partners in the process, not simply passive participants. As well, the reality is that not every initiative is successful. Leading change means admitting that we don't have all of the answers, that we make mistakes. If we have worked to foster trusting relationships with those around us, individuals will continue to support us during more difficult times.

3. Resilience. There will never be a scenario where change is embraced wholeheartedly by an entire organization. Leading change means being able to shoulder dissenting opinions and sometimes outright hostility. Sometimes described as a "thick skin", the ability to not take "personal attacks" personally is key. Leaders need to be able to maintain a calm and consistent demeanour.

4. Empathy. Change can be unsettling. It can be a time of uncertainty and flux. Even when the changes that are being implemented are leading to something better, leaders need to understand that leaving behind familiar routines and expectations can lead to anxiety, even anger in some individuals. Leaders also need to be empathetic towards those individuals who are simple unable to accept change. They can't let that halt their progress, but they can treat these individuals with patience and compassion.

5. Courage. Even with the knowledge that change is necessary to move our schools and districts forward, it can be overwhelming to face the prospect of leading during transformative times. For those of us who have experienced significant change, we know that it can be "messy". Leaders may feel the same anxiety and ambivalence as those around them. But they have the confidence and courage to embrace those feelings of uncertainty with the understanding that it means they are moving forward into new learning and growth.

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.

Dare to Be.

Although many of us are still blissfully immersed in the warm and hazy days of summer vacation, I was reminded by a post from my cousin whose children attend school in Arizona that for some of us, school has begun. I've had conversations in the past with colleagues about the back to school dreams that seem so prevalent among many educators, from beginners to experienced. Sometimes triggered by that first "back to school" commercial, anxiety tinged dreams often stem from a desire to do our very best for our students. 

As someone who finds it challenging to fully embrace rest and relaxation, (I'm working on it) my mind is never far away from planning and dreaming for the year ahead. I'm fortunate to work at an amazing school, with dedicated staff and highly motivated students. But as is always the case, there is room for growth. There are things we could be doing better. 

So in the midst of setting some goals for the year ahead, here's what I noticed... I divided my goals into two categories: "plans" and "dreams". Somehow I differentiated between these two- "plans" being those practical, concrete goals that are safe, attainable, achievable. And "dreams" being those that are risky, abstract and perhaps more challenging to achieve. "Plans" are safe. "Dreams" are risky. 

In life, and as part of my professional journey, I've learned that if I'm avoiding a conversation with someone, it's probably a conversation that I need to have. As a school administrator, I've had to learn to have those difficult conversations. They're never easy. They're often uncomfortable. But in the end, they are important conversations that need to happen. And they often result in meaningful and important change. 

See the connection? 

By categorizing some goals as "dreams", I was giving myself permission to push them off to the side, to "avoid" them. Which likely means they are exactly the goals that I need to be working towards. 

For many of us, we allow ourselves to dwell in the safe harbour of attainable goals. But in order to support meaningful change in our schools and districts, we need to push ourselves to dream. As Greg Satell writes in a recent post, we need to "dare to be crap". Greg's reference was in connection to creativity, but I think it applies to any undertaking that requires an element of risk. 

Scary stuff. But if I want to help my amazing school community be even better, we're all going to need to "dare to be..." Dare to be creative. Dare to be innovative. Dare to do things differently. Dare to fail. Dare to try again. 

So in the midst of these hazy, warm days of summer vacation, perhaps we can all spend just a few moments in the hammock, on the dock, in the deck chair, dreaming about what we are going to "dare to be" in the year ahead...

To create successful school communities, we need to "dare to be..."