tag:blogger.com,1999:blog-459698386022564252024-02-09T07:57:46.533-05:00Leading Motivated LearnersThoughts, reflections & comments from a motivated learner, educator and instructional leader!TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.comBlogger169125tag:blogger.com,1999:blog-45969838602256425.post-55453992804583850392020-03-18T08:41:00.000-04:002020-03-18T08:41:06.369-04:00Student Choice/Voice During School Closures<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="font-family: Georgia, "Times New Roman", serif; font-size: large; white-space: pre-wrap;">As we all continue to figure out ways to actively engage our learners during these extended school closures, here are some ideas that educators have shared with me that promoted and empowered student choice and voice. While we are grappling with many school-related challenges during these uncertain times, creating opportunities for learners to direct their own learning and take control of their learning could be more critical now than ever before because of how much of what is happening in our world is out of our control at this point. </span></div>
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<li><span style="font-family: Georgia, "Times New Roman", serif; font-size: large; white-space: pre-wrap;">Use this opportunity to give learners choices with what they can experience at home to extend their learning (we don’t have to call it HW). For example, create a menu of activities that gives students a voice in how they want to deepen and broaden their understandings in a specific content area. For example, a group of kindergarten teachers asks students to practice their developing vocabulary and phonemic awareness using a “word study menu.” The teachers provided their children with different activities to choose from that tap into different modalities and interests. These are as simple as writing their words in the steam in the shower, tracing words on a family member’s back, cheering the words like a cheerleader or building the words out of legos or different materials. The possibilities are endless and in the end, what the children (and hopefully their families) see as a fun project, game, or activity is helping to build their foundational skills. Although this example is specific to kindergarten, it is super easy to change it up for older students and across all content areas because the basic idea is giving children choices so they are empowered learners beyond the school day. For example, instead of having students read about the solar system in a textbook and answer the questions at the end of the chapter, give them some pertinent information and recommendations for age-appropriate (& vetted) sites they can use to continue reading and then give them a choice about how they could communicate their knowledge... maybe they could create a video about why Pluto should still be a planet or they could start a blog and write a diary as someone who works for NASA or create a science fiction picture book based on their exploration of the solar system... the possibilities are endless!</span></li>
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<li><span style="font-family: Georgia, Times New Roman, serif;"><span style="font-size: large;">Take experiences such as <span style="font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">Genius Hour</span><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> or MakerSpace and have the children engage in activities of that nature at home where they can try something new, create something from scratch or pursue a new p</span></span><span style="font-size: large; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">assion! Whatever it looks like, it builds on the previous suggestion where students have choices for what they learn outside of school but gives them more independence over the actual process and product. This is something we explored at Cantiague Elementary after our Shared Decision Making Team (led by students, staff & parents) decided they wanted to try something different with HW. After much discussion, we launched Try It Tuesday! What was Try It Tuesday? Well, instead of doing traditional HW assignments, the students were challenged to try something new on Tuesday night and then share their experience with classmates on Wednesday. Whether it was learning how to cook a meal, make their bed, write a story, create a comic book, read a new genre of book, create a work of art, write a song or learn how to do a cartwheel, the students were encouraged to try something new (maybe alone or maybe with a peer or family member) based on an area of passion or interest and then share the experience with others. I think trying something like this (or Genius Hour) as we navigate uncertain times where many of us are feeling a lack of control due to the disruption of our daily routines is important because it could help empower our learners (& their families) to direct and control their own learning… just a thought!</span></span></li>
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<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Genius Hour is another idea you may also want to try with students at this time. Of course, if this is something you have never tried before, it should be noted that I don’t know how easy it will be to launch while students are not physically in school. That being said, there are many resources available to help frame and structure the concept of Genius Hour (see below) so you may want to give it a try! </span></li>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Genius Hour Resources</span></span></div>
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<a href="http://www.livebinders.com/play/play/829279?tabid=d6c1407e-bd05-28d1-bae9-0e858bd70fac" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Genius Hour Livebinder </span></span></a></div>
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<a href="http://corkboardconnections.blogspot.com/2013/12/bring-some-passion-into-your-classroom.html?m=1" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Passion Blog Post</span></span></a></div>
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<a href="http://www.geniushour.com/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Genius Hour Site</span></span></a></div>
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<a href="https://leadingmotivatedlearners.blogspot.com/2015/12/12-steps-to-geniushour.html" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">12 Steps To Genius Hour (From a team of Gr. 2 Teachers)</span></span></a></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><a href="http://cybraryman.com/geniushour.html" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Genius Hour Resources - Cybraryman</span></a><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></span></div>
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<a href="http://psolarz.weebly.com/2013-2014-passion-projects.html" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Genius Hour - Paul Solarz - (Author - Learn Like a Pirate)</span></span></a></div>
Dr. Tony Sinanishttp://www.blogger.com/profile/00216264191487775122noreply@blogger.com0tag:blogger.com,1999:blog-45969838602256425.post-90320657522982264242019-04-10T07:03:00.001-04:002019-04-10T07:03:12.121-04:00Leadership LEAP: Learning Something New<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">Are all my fellow superhero educators ready for the latest </span><a href="https://leadingmotivatedlearners.blogspot.com/2019/04/leadership-leap-1-positive.html" style="font-family: Georgia, "Times New Roman", serif; font-size: x-large;">Leadership LEAP</a><span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">? </span><span style="font-family: Georgia, "Times New Roman", serif; font-size: large;"> This week's LEAP revolves around the idea of learning and specifically thinking about the last time we tried something new for the first time and learned something as a result. The following quote inspired this week's Leadership LEAP... </span></div>
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">Throughout my career I have talked a lot about how I am a learner first and have even referred to myself as a lead learner but, what is learning? While there are many variations of the definition, here a couple of examples that capture the essence of learning as it is defined in many spaces and as I am using it today:</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i>“Learning has been defined functionally as changes in behavior that result from experience or mechanistically as changes in the organism that result from experience.” De Houwer, Barnes-Holmes, Moors, 2013</i></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i>“Learning is about any experience for a person that leads to permanent capacity change and not necessarily biological in nature or related to age.” Illeris, 1999</i></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">The common threads are immediately visible - learning is about a change in behaviors; learning is about experiences and subsequent changes. Learning is a process or journey that a person embarks on that then impacts their thinking, actions or opinions moving forward. Learning is about a permanent change in a person. Learning is about being informed and doing things differently because of what was learned. Learning is about social interactions. Learning is about living and changing over time. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b><i>Leadership Leap # 2: </i></b></span><br />
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b><i>Learning & Trying Something For The First Time</i></b></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Here is an #edutruth... Learning is not passive or easy. In fact, learning is a lot of work - a lot of hard work that has pushed me to the point of discomfort. Alison Eyring, CEO of Organisational Solutions, developed a powerful analogy between learning and an oyster when she said, “<i>The challenge of learning by experience is like sand in the oyster; it’s irritating and uncomfortable at the time, but you can end up with a beautiful pearl.</i>” What an amazing analogy that I have found to often be true - learning isn’t mindless or uncomplicated or momentary; instead, learning is a time consuming journey that can be irritating or uncomfortable, both literally and figuratively, because the end result will be change. Learning starts with trying something for the first time, sticking with it and changing as a result! Learning pushes us to grow; learning forces us to change; and learning challenges us to see the world through a different lens.</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">To that end, here are some things we can try this week for the first time as an initial step in the learning journey... </span><br />
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<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Learn something new alongside your students. In my last year as a building principal, I joined the fourth grade orchestra and fulfilled my dream of learning how to play the violin. While I won't be touring with an orchestra any time soon, performing in the fourth grade concert at the end of that school year (with my parents in the audience) was an incredible experience I shared with my students and fellow learners!</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Actively engage in professional learning opportunities with your teachers. Too many times in my career I have seen leaders in their offices during PD days and I am not sure what message that sends but if we think the PD is a priority for teachers, then it should be a priority for leaders!</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Be transparent with your learning journey when you are trying something for the first time because that can inspire someone around you. Whether it is a new tech tool you're trying or attempting a new instructional strategy or taking a graduate course, share the experience with your colleagues and students because modeling being a learner is critical to the sustainability of our work! </span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Try something new and tell the people around you about the experience! When I started walking/running last year, I shared my experience on social media as a way to document my journey for me. What ended up happening was getting loads of encouragement from family and friends, which has served as an inspiration for me to keep walking/running. So share your experience when you try something for the first time because that might be the difference between a one day event and a permanent change!</span></li>
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<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Share your book love with students by "book talking" the new books you've recently finished. Readers are thinkers and thinkers are learners so share your reading journey with students! There is something so interesting and exciting about listening to someone you respect/look up to/learn from share their recent experience related to a new book... that always makes me want to run out to buy that book and read it ASAP!</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Learn something new alongside your students. In my last year as a building principal, I joined the fourth grade orchestra and fulfilled my dream of learning how to play the violin. While I won't be touring with an orchestra any time soon, performing in the fourth grade concert at the end of that school year (with my parents in the audience) was an incredible experience I shared with my students and fellow learners!</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Be transparent with your learning journey when you are trying something for the first time because that can inspire someone around you. Whether it is a new tech tool you're trying or attempting a new instructional strategy or taking a graduate course, share the experience with your colleagues and students because modeling being a learner is critical to the sustainability of our work! </span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Try something new and tell the people around you about the experience! When I started walking/running last year, I shared my experience on social media as a way to document my journey for me. What ended up happening was getting loads of encouragement from family and friends, which has served as an inspiration for me to keep walking/running. So share your experience when you try something for the first time because that might be the difference between a one day event and a permanent change!</span></li>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">These are just some of my ideas for this week's Leadership LEAP; please feel free to add ideas by leaving a comment below.</span></div>
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And to all my colleagues, thank you for making a difference in the lives of children... your super powers don't go unnoticed!</div>
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Dr. Tony Sinanishttp://www.blogger.com/profile/00216264191487775122noreply@blogger.com0tag:blogger.com,1999:blog-45969838602256425.post-54573081922498335742019-04-02T08:09:00.002-04:002019-04-02T08:09:58.090-04:00Leadership LEAP 1: The Positive<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">How many of us have seen this quote?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">I am sure all my edu friends would agree that this quote is 100% true… educators are superheroes because we are impacting the lives of students and literally shaping the future of our world. From creating engaging learning opportunities to building positive relationships to inspiring those around us, it takes superpowers to do that work each and every day with one main goal… positively impacting the lives of our students!</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">When I think about superheroes, the first one that comes to mind is Superman. I don’t know if it was the fact that he could fly or that he had X-Ray vision, but he was always my favorite superhero; after all, Superman is able to LEAP tall buildings in a single bound. This whole notion of LEAPing got me thinking about the work that we do (educators, teachers, leaders, etc.) each day. No two days are ever alike because of the unexpected adventures that cause us to LEAP from one situation to the next. Whether we are handling a sensitive student issue or working with a colleague to plan a lesson it seems that we are always working towards nurturing a positive culture in our spaces, building the relationships that matter and creating the conditions for meaningful learning experiences. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">This is what we do... we LEAP to promote positivity; we LEAP to remove barriers for our students, staff & families; we LEAP like superheroes each and every day!</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">In an effort to support the daily LEAPs that educators make, and hopefully help keep the joy at the center of our work, I am going to share a weekly</span><span style="font-family: Georgia, "Times New Roman", serif; font-size: large;"> Leadership LEAP based on my experiences as an educator! The Leadership LEAP will have a specific theme/focus and will include 3 – 5 suggested activities educators might engage in that week to support their efforts in </span><span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">nurturing a positive culture, building the relationships that matter and creating the conditions for meaningful learning experiences... and who knows... maybe have a little fun too! The list of activities will be broken up into two groups... things that can be done on a school/district level and things that can be done in a classroom... if it feels right. These are just ideas... suggestions... possibilities; they aren't MUST DOs... they aren't the SILVER BULLET... they are just thoughts that have impacted my daily work and I hope will resonate with some of you! So, here it goes... my first Leadership LEAP... </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Leadership Leap # 1:</b></span><br />
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i><b>Acknowledge & Celebrate the Positive</b> </i></span><br />
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">(thank you <a href="https://twitter.com/Joe_Sanfelippo">Joe Sanfelippo</a> for inspiring this idea) </span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">We know that people respond well to positive reinforcement; it is a known fact. Whether someone is complimenting the way we look or our actions in the classroom, positive feedback inspires us to want to replicate that situation again and again. To that end, here are some things we can try this week to acknowledge & celebrate the positive in our schools... </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>School/District Level for Eduleaders:</b></span><br />
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<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Call a parent to share something positive their child did that day (make it specific) because can be a powerful way to build relationships with our most critical partners in this work... our families!</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Have lunch with a group of kids; just sit back, relax and spend some time with your kids in this different setting. I have always found the most interesting (and often hysterical) conversations unfold when lunching with kids!</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Leave positive & specific feedback to a teacher after an informal visit to their classroom. Make sure the feedback isn't generic and use it as an opportunity to reinforce what you hope to see more of in the classroom. **<i><span style="color: blue;">Think about giving positive feedback on a risk that was taken or a practice that isn't quite perfect but has a lot of potential because that could spark a new innovative practice!</span>**</i></span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Send a note to the family of a staff member thanking them for sharing that staff member with your school community. Educators spend more time in school than they do at home so let's thank them and their families for this important sacrifice... after all, Superhero-ing isn't easy work!</span></li>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Classroom Level for Teachers:</b></span></div>
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<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Call a parent to share something positive their child did that day (<i>make it specific</i>) because can be a powerful way to build relationships with our most critical partners in this work... our families!</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Have lunch with a group of kids; just sit back, relax and spend some time with your kids in this different setting. I have always found the most interesting (<i>and often hysterical</i>) conversations unfold when lunching with kids!</span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">When conferring one on one with students (in any content area), offer the child a positive & specific feedback on the work they are doing as a way to reinforce a strategy or skill you want to continue seeing them use. **<i><span style="color: blue;">Think about giving positive feedback on a strategy/skill/approach they haven't mastered but will help them grow as a learner!</span>**</i></span><span style="font-family: Georgia, Times New Roman, serif; font-size: large;"> </span></li>
<li><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Send an email to a colleague complimenting them on something you observed or saw in their classroom or in their daily practice. Our relationships between colleagues are critical to our success as a profession!</span></li>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">These are just some of my ideas for this week's Leadership LEAP; please feel free to add ideas by leaving a comment below.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">And to all my colleagues, thank you for making a difference in the lives of children... your super powers don't go unnoticed!</span></div>
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Dr. Tony Sinanishttp://www.blogger.com/profile/00216264191487775122noreply@blogger.com0tag:blogger.com,1999:blog-45969838602256425.post-77351953465168182272018-11-25T15:07:00.001-05:002018-11-25T15:07:46.114-05:00Lead Communicator<div class="separator" style="clear: both; text-align: center;">
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<tr><td class="tr-caption" style="text-align: center;">Found on QuoteMaster</td></tr>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />At some point during my time as principal at Cantiague, I stopped calling myself the principal and instead referred to myself as a <a href="http://www.ascd.org/publications/newsletters/education-update/jul15/vol57/num07/The-Principal-as-Lead-Learner.aspx">lead learner</a>. The term, which I was introduced to on social media (<i>thank you Joe Mazza</i>) and learned more about from Michael Fullan, resonated with me because I always felt the most central part of my work was being a learner first. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">As my journey as a lead learner unfolded at Cantiague, I realized that one of the most important aspects of my work as a leader, and learner, was being an effective, intentional and thoughtful communicator. In fact, during my last 3 years at Cantiague I made it a mission to be as transparent as possible with all key stakeholders. I started by communicating internally with our staff through the Friday Focus newsletter (<a href="http://cantiaguehappenings.blogspot.com/2015/12/december-18-2015.html">here is an example of that newsletter</a>), where I shared great things happening in our space, provided access to resources beyond our space and offered a review of general odds and ends. Then I started communicating with our students & families using email, social media and video (here is an example of our weekly video update - <a href="https://youtu.be/l6WKbXOfItk">Cantiague Video Update</a>) to spotlight our students and engage our families in a different kind of way. Even during my short time as a superintendent I blogged throughout the year to engage the community; again, in an effort to be transparent. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">In fact, <a href="https://leadingmotivatedlearners.blogspot.com/2015/08/transparency.html">transparency</a> has been a goal of mine ever since I did my dissertation research in 2012 when I began to really understand the connections between transparency, relational trust and the development of social capital. In order to be a successful leader one needs social capital, which only comes after one gains the trust of those around them; and one of the keys to building trust is frequent, open and honest communication... transparency. This is what shifted my practice as a principal; I began communicating with greater frequency, across multiple platforms and with much intentionality. Whether sending a newsletter to faculty and staff, sharing highlights with families or offering feedback to a colleague, open and clear communication has always been my goal. Actually, o</span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">ver the last several years I have prided myself on being a transparent leader by communicating as much as possible (</span><i><span style="font-family: Georgia, Times New Roman, serif;">maybe even being over communicative at times</span></i><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">). </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">I thought I was doing a good job with communicating until I was recently questioned by a couple of colleagues. We were in the midst of a process in our district and I received an email from a group of colleagues asking some questions and sharing concerns about the process. Fortunately, I was able to answer most of the questions and address a majority of the concerns but what I quickly realized, with their help, was the questions and concerns never would have come up had I done a better job communicating in the first place. This exchange made me pause, reflect and refine my practice. I knew I had to do a better job communicating and sharing information with our staff because without the information, there was confusion, frustration and no trust. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">This recent situation was a critical reminder about how important transparent communication is to my work as an educational leader. </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">When I reflect on the professional challenges I experienced as a leader (<i>there have been many</i>), or experienced under the leadership of others, more often than not, a communication breakdown was a critical error in the process. Either information wasn't shared in a timely fashion or information wasn't shared at all; and the people within the school or district were left to fill that communication void with rumors, half truths and misinformation. And we all know what happens when rumors start flying... people feel destabilized, unsettled and uncertain about the future; and nothing good comes from feeling unsettled or uncertain. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">So this is what brings me to this idea of being a Lead Communicator because in the end, whether leading a classroom, leading a school or leading a district, we must all be lead communicators before we can be lead learners, lead teachers or leaders period. To that end, I offer the following acronym to frame the link between leadership and communication and to offer a guide for engaging in open, honest and transparent communication... </span><br />
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<tr><td class="tr-caption" style="text-align: center;">T. Sinanis, 2018</td></tr>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">My challenge to my fellow educators, especially those of us in educational leadership positions, is to think about how we communicate from our leadership positions each and every day. Are you engaging the following communication process in an effort to be a lead communicator? </span><br />
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<span style="color: orange; font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><i>Listening</i></b></span><br />
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<span style="color: orange; font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><i>Articulating </i></b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><span style="color: orange;"><b><i>Discussing and/or Disseminating</i></b></span> </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">***<i>This is the first post in a series to follow about communication and leadership. I have finally found the entry ramp back onto the blogging highway and I am looking forward to sharing more in the coming weeks!***</i></span>Dr. Tony Sinanishttp://www.blogger.com/profile/00216264191487775122noreply@blogger.com1tag:blogger.com,1999:blog-45969838602256425.post-52568867907966265722018-08-15T06:39:00.001-04:002018-08-15T06:45:01.339-04:005 Phrases I'm Letting Go<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">As found on nextbeep.com</td></tr>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>The Issue...</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">This summer I began my 22nd year as an educator and during this time I have made many comments about our profession. Some of the things I've said were "trendy" and short-lived; other things were simply "jargony" and ultimately unsustainable; and finally, there were the comments that only perpetuated negativity and didn't contribute positively to the profession or my work with students. These phrases were the problem because they kept me from seeing challenges as opportunities and so I am officially letting them go (<i>cue the Disney soundtrack... <b>Let It Go</b>!</i>) </span><br />
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">To be completely transparent, I am guilty of using each of the following phrases at different points in my career; in fact, a couple of them I used for years. In the end, I realized they never helped me arrive at a solution; instead, these phrases allowed me to push the blame for the problem onto someone or something else (<i>personalizing an issue or problem can be so destructive</i>) and the end result was no improvement for kids or my colleagues or myself. So, I am officially letting go of the following phrases and replacing them with more "solution focused" approaches! </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>5 Phrases I'm Letting Go...</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>#1</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><u>The phrase</u></b>: <i>These kids can't/don't/won't do this because... (replace kids with teacher or parents and it creates the same problem)!</i> </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><u>The issue with this phrase:</u></b> Phrases like the one above, which I used at the beginning of my career, only perpetuated</span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"> a deficit mindset and set such low expectations for my kids, colleagues and myself. Can anyone say self-fulfilling prophecy? I learned early on, when I was teaching in NYC, that my "inner city kids" (<i>as described by those around me</i>) were capable of so much even though I was led to believe I shouldn't expect much from them. Well, guess what? That year my kids read Shakespeare, did high school math and wrote their own books! The truth is, that only happened because a colleague suggested that I push and support my students because they could accomplish anything if I believed in them. This experience taught me to focus on the strengths of my students, colleagues and families and build on those because that is how we grow and improve. None of our kids wants to fail; none of our teachers want to be unsuccessful; and none of our families want to disengage. No! My job is to set high expectations/goals and offer the necessary scaffolds to achieve those goals. Whether an academic goal for students or a professional learning opportunity for educators, I need to understand everyone's readiness level and provide them an entry point for learning and engagement!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><u>Instead, now I use...</u></b> <i>"This child's strength is..." OR "This teacher's passion is..." OR "This family member can engage in these ways..."</i></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>#2</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><u>The phrase:</u></b> <i>There is just too much to do and not enough time to do it!</i> </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><u>The issue with the phrase:</u></b> Yes, there is a lot to do but our task is to figure out what we can let go of when we are adding something new that we believe to be in the best interest of our students and staff. As a building leader I learned quickly to be mindful of "initiative overload"; in fact, my job as a building principal was to ensure that we were not overburdening and taxing our teachers with "just one more thing" to squeeze into the day. My work as a building leader was to collaborate with students, staff and families to identify the experiences/skills we determined to be essential for our students and focus on those initiatives and goals. For example, at Cantiague, after we embraced writing workshop as the way to help students grow and develop as authors, there was no longer room in the schedule for Daily Oral Language, which was a resource some educators used to teach grammar, vocabulary, etc. So, Daily Oral Language needed to be "weeded out" to make room for the workshop model (<i>which has decades of research to support its effectiveness</i>). When I was a teacher, I also learned that I had to work like a thoughtful and intentional gardener who can step back and determine what needs to be "weeded out" to make room for something new and hopefully better. This is the work I had to engage in so I could "weed out" unnecessary practices/activities/routines to make room for something that had been identified as better for my students. Yes, certain practices are sacred because of their effectiveness but I also know when to let go and weed our garden!</span></div>
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<b><u>Instead, now I use... </u></b><i>"Ok, so we have determined that this new practice/resource/approach will help enhance the learning experiences of our students; what can we let go of in our schedule to give our students this new opportunity?"</i></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><u>The phrase:</u></b> </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>Our focus as educators has to be on content, not pedagogy!</i> </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><u>The issue with the phrase:</u></b> WOW! REALLY?!? Yup, I did use this phrase at some point in my career and have subsequently heard it several times in different settings. While I understand that educators need to be masters of their content, the pedagogy is critical to the delivery of the content and the learning experiences of our students. Sound and effective pedagogical practice can be the difference between learning that is only reflected in a test score (<i>a moment in time or a destination</i>) versus changing the way a student sees the world (<i>forever or a journey</i>)! After engaging in many powerful professional learning opportunities as a teacher in NYC, I came to believe that pedagogy trumps content every single day.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><u>Instead, now I use... </u></b><i>"How can we provide our educators with meaningful professional learning opportunities that will not only support them professionally, but will also compliment content mastery while resonating on a personal level?"</i></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>#4</b></span></div>
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><u>The phrase:</u></b> <i>Staff morale is low/down! </i> </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><u>The issue with the phrase:</u></b> This is a phrase I used several times in my career without giving it a second thought. <i>People feeling stressed?</i> Staff morale must be low. <i>Too much to do and not enough time to do it?</i> Staff morale must be low. <i>Too many changes happening at once?</i> Staff morale is down! That was how I experienced the phrase and heard it used throughout my career. Well, when I moved into administration my experience with the phrase changed dramatically because then it was being directed at me and I felt like low staff morale was my fault. Anytime I heard that phrase as a building principal or district administrator, I literally felt sick to my stomach and my mind started racing trying to figure out why morale might be down and how I could fix the issue. At some point, though, I stopped to think about the times I used or heard the phrase and I came to some realizations about its use... </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">1) I never knew if the majority of the staff's morale was really low because I was only going on what a few people around me shared; </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">2) I often used the phrase when I was feeling stressed and overwhelmed;</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">3) The people who commonly used the phrase around me weren't necessarily the educators who were respected or trusted within the school/district;</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">4) Some of the people who used the phrase around me were often pushing back against a new initiative or resource that they did not want to engage in; in fact, in some instances, they just didn't want to do the work so they projected that onto others and qualified it as low staff morale;</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">5) Staff morale was often not the issue but instead of identifying the specific issue and suggesting solutions for said issue, it was easier to use this phrase and focus on a unidentified problem that generally only affected a small group of people; </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Yes, maintaining a positive culture and morale are critical to the success of any learning organization and that maintenance is the responsibility of everyone in the organization. For that reason, if there is a negative vibe spreading throughout a school or district, I pause and try to identify the specific issue or people affected and work from that place instead of generalizing it and using low staff morale as a way to avoid the issue at hand.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><u>Instead, now I use...</u></b> <i>"It seems that some people are feeling stressed (overwhelmed/ frustrated/ disappointed/ etc.) because of ___________ so let's brainstorm some ways we can acknowledge the problem, support everyone at this point and continue to move forward."</i> </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>#5</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><u>The phrase:</u></b> <i>What reading level is this child? </i></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b><u>The issue with this phrase:</u></b> Oh gosh, I used this phrase so many times and I am not proud of it. It was so easy to talk about kids as levels because it allowed us to focus on data points instead of really thinking about the reader. What I slowly came to realize (<i>thanks to the talented members of my PLN</i>) is that kids are not levels; yes, we can level books to support some of our work during guided reading or to help match a student to a book where they might be able to practice specific strategies or skills but we should not be leveling kids. Kids are readers, not levels. Kids grow and evolve as readers; levels are fixed. Kids have specific interests and we should tap into those to support their growth as readers, not just force them to read books at specific levels. My goal eventually became nurturing and supporting the readers who walked into our classrooms each day; not to assign them a level and lead them to believe that is who they are as a reader. Nope - kids are not levels; kids are brilliant readers and thinkers and my job is to give them access to books that will inspire them, excite them, engage them and allow them to see the world in a different way!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>Instead, now I use...</b> <i>"How can we enhance our classroom libraries to better support our readers?"</i> OR <i>"How can we better support this specific reader based on his/her interests and strengths?"</i></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">These are just five of the phrases I am letting go as I continue to learn and grow. There are dozens more that I have already let go of and others that I will likely let go in the future. Are there any phrases you want to let go of moving forward? Join me and LET IT GO!! </span>TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com0tag:blogger.com,1999:blog-45969838602256425.post-11188476049200594742018-03-11T19:34:00.000-04:002018-03-11T19:50:56.205-04:0044 Practices That Are "Fixing" Education Today<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">This year I turned 44. I am 44 years old and I am proud to say that almost half of my life has been spent in classrooms and schools as an educator. From elementary classroom teacher to assistant principal to principal to assistant superintendent to superintendent, my entire adult life has been spent working with students, other educators and families in schools. What have I realized after all this time? There really is no better job on the planet because the rewards are plentiful, the passion for learning is inspiring and the joy is infectious. Is it all sunshine and roses all of the time? Certainly not. Is it easy and fun all of the time? Definitely not. But, is it the most important work that will have the greatest impact on the future of our planet? YES! Does the joy outweigh the negativity? YES! Working in education is all that and a bag a chips (yes, I know I am dating myself but you get the idea). I love what I do and I am fortunate to have a "job" that rarely feels like work!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Over the last several years I have paused around the time of my birthday to reflect on my experiences in education. Last year I wrote a post about the <a href="http://leadingmotivatedlearners.blogspot.com/2017/03/43-things-we-need-to-stop-doing-in.html">43 Things We Need To Stop Doing in Education</a>. While the post was well received and the intent was a positive one, I also realized that it may have impacted some in a negative way because it was critical of the practices that are norms in some places. So, in thinking about this past year, I realized I was quite fortunate to have seen so many amazing practices already unfolding in our schools. During my time as an educator I have seen best practices unfolding in various schools. So, while there is no "silver bullet" in education and I believe the whole ed reform movement is flawed, I have seen how education has evolved over the last 20 years. We are in a much better place than we were a decade ago. Do we still have a lot of work to do? Yes. But if people, such as the U.S. Secretary of Education, actually spent time in classrooms engaging with students and educators, I know the progress in our profession would be visible. What are the things happening in our schools today? Here is a list of at least 44 different positive practices (<i>in no specific order - just the way they flowed out of my head</i>) unfolding in education today that I have seen with my very own eyes... </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">1) <b>Relationships</b> - educators are becoming more and more focused on the importance of relationships in education. Relationships between students and educators; educators and educators; and the institution and the broader community. Relationships are a game changer and more and more educators are being intentional about nurturing relationships that are rooted in trust and respect!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">2) <b>High EQ</b> - we are starting to understand the importance of the "soft skills" both in our profession and beyond! Yes, IQ matters too but I am seeing a greater emphasis in our schools on the social and emotional development of our students and educators. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">3) <b>Picture Books</b> - more and more educators outside of elementary schools are realizing and harnessing the power of picture books in the learning process! Picture books aren't just for little kids and I am seeing them included in middle and high school classrooms. The great thing about picture books (<i>aside from the amazing illustrations</i>) is that are an equalizer because all learners can access them and the messages are relevant, powerful and meaningful to our students. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">4) <b>Diverse Literature</b> - I love that I am seeing more and more schools expand the syllabus beyond the classics and standards to include fiction pieces that feature more diverse characters including characters of color, female characters and LGBTQ characters just to name a few. Educators understand that there literature needs to provide windows (<i>understand others</i>) and mirrors (<i>see themselves</i>) for our students. These diverse texts also help in our efforts to eradicate existing social constructs and systems that are oppressive! </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">5) <b>Relevant Literature</b> - Diversity in literature is not enough; Jason Reynolds reminds us that kids need to see their world in books too! Whether in the form of characters or in the setting, our students need to be able to see life unfold in the way they are experiencing it.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">6) <b>Student Choice</b> - I am seeing more and more educators give students choice in their learning experiences as a way to empower students. This is HUGE because if our students have some choices in the learning, they will then take more ownership and the learning will become self-directed, which is our goal! Self-directed learning is sustainable learning... it is the learning that matters to the heart and mind!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">7) <b>Educator Choice </b>- see #6! I love that I am seeing more </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">districts and schools giving educators some choice and control over their own professional learning. The research shows that when professional learning resonates on a personal level (<i>i.e. it is self-directed while anchored in a common goal</i>), it is more likely going to have an impact on students! </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">8) <b>Leadership</b> - more and more building and district leaders are shifting away from just being managers/administrators; and instead they are leaders who focus on building relationships, removing barriers and promoting learning. Leadership has the greatest singular influence on organizational culture and trajectory! </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">9)<b> Learners First</b> - more and more educators are modeling being learners first in their daily work. Educators understand that if they want to provide the best education possible for their students then they need to be learning about the latest research and approaches that can inform their practice. Becoming an educator isn't the end of the learning journey; instead, become an educator means the learning accelerates and becomes amplified! </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">10) <b>We teach kids, not programs</b> - Educators around the globe are pushing back on mandates, high stakes testings and scripted curriculum because they know their primary job is to teach the children before them... not teach a curriculum or program! </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">11) <b>Assessment Evolution</b> - Educators are making assessment an interactive process with multiple inputs including peer and self assessment. Furthermore, many educators are starting to question the purpose of grades/grading and are seeing assessment as an informative part of the journey and not necessarily the destination. Thank you to Starr Sackstein for blazing a trail in this area!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">12) <b>Education isn’t just about academics</b> - It is so great to hear more conversations in our schools focused on the social and emotional well-being of our kids. In many schools, education isn't only about feeding the mind but it is also about feeding the heart & soul!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">13) <b>Real life applications in the area of mathematics </b>- I have watched so many amazing educators over the years incorporate the many real life applications of mathematics! From "games" involving the stock market to exposing kids to the links between art and mathematics, math is moving beyond the page and algorithm and starting to matter to kids!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">14) <b>Family engagement</b> - Deeply engaged communities, as a result of transparent schools/districts, are becoming more of the norm as opposed to the exception. We are breaking down the fortress walls and partnering with families to do what is in the best interest of children. The research shows that strong home/school connections have a positive impact on learning. Thank you to my brother Joe Sanfelippo for modeling this so well!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">15) <b>Every child WILL learn</b> - I have encountered many passionate educators who have dedicated themselves to providing every child an entry point for learning regardless of their readiness level. The conversation is no longer about kids who can learn; instead the focus is on the fact that kids will learn! It sounds like a subtle difference but it is a significant shift in thinking and culture. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">1</span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">6) <b>More hands-on learning opportunities</b>- I love seeing things like Makerspaces, Genius Hour and Engineering courses in our schools because that inherently means an increase in hands-on experiences. The more kids do with their own hands, the deeper we could push the learning!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">17) <b>Moving beyond test prep & achievement gaps - </b>Some schools are no longer focusing on closing the achievement gap by raising test scores (<i>research shows no sustainable impact there</i>). Instead the focus is shifting on closing the opportunity gap that exists in our society because of implicit bias, culture incompetence and significant segregation in our schools. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />18) <b>Addressing the systemic racism that permeates our schools</b> - Thanks to social media, I see more and more educators engaged in discussions </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">about the oppressive social constructs and systems within our schools (<i>we need many more educators involved but I think the conversation is growing</i>). Many educators are pushing the conversation to go deeper and address the root cause (<i>racism</i>) of many of the problems plaguing our educational system. I am seeing more </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">intentional and explicit education about racism, hate and bias and that is giving me hope!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">19) <b>Mental health supports are not a luxury</b>- Yes - we have finally reached a point in education where we no longer view social workers or guidance counselors or school psychologists as a luxury. These supports are necessities in our schools because our kids have suffered so much trauma in the world and if we want them to learn how to read, write and do math, then they need to feel emotionally safe and secure first!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />20) <b>It's About Readiness Levels </b>- It is amazing to hear about more learning experiences that give every learner an entry point regardless of readiness level. Educators are now often talking about what a child can do and building on those strengths as opposed to focusing on the deficits. I think the more this becomes a norm, the closer we get to truly revolutionizing education!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />21) <b>Collaboration between all key stakeholders</b> - Schools throughout the country are looking for opportunities to partner with the broader community to achieve greater levels of success. Whether partnering with parents or with a local business, these partnerships are creating new and amazing opportunities for schools and students.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />22) <b>Teacher efficacy</b> - We know (<i>thanks to John Hattie</i>) that teacher efficacy has the greatest impact on student learning. This knowledge is leading more school districts to invest in recruiting the best candidates and then supporting those educators with various structures (<i>professional learning opportunities, positive working conditions, PLCs, etc.</i>) in order to retain them. We must continue to invest in our teachers because they are the key to successful student learning!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />23) <b>Solid instruction rooted in the latest research</b> - Again, based on the exchanges I am seeing on social media and my own work experiences, I am noticing more educators and districts making decisions that are research based and reviewing the research before making decisions. Whether it is about homework or instructional techniques, more and more schools are seriously reflecting on what learning looks like and how it happens in meaningful ways based on what the research indicates. This one dovetails with #22 because its not programs or materials that influence the effectiveness of a school, it is the people and their practices!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />24) <b>Mitigating those who create fear, chaos & panic - </b> We have all worked in organizations that include individuals who create fear, chaos and panic in those around them (<i>I like to call it the "Sky Is Falling" effect</i>). Often, those folks are working from a personal agenda that intentionally disrupts the trajectory of the organization. But this is changing too as more schools and districts are committing to a mission and vision anchored in a shared agenda/goals that mitigates those who foster fear and create chaos.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />25) <b>Vision</b> - While many schools have committed to a mission statement (<i>who they are today</i>), I am learning about a growing number of schools and districts that have worked diligently to articulate a clear vision of who they want to be in the future and where they want to go. This vision is rooted in what is best for students and educators and that is incredibly inspiring. This vision is also actionable and conversations include regularly assessing the vision and revising it as the journey unfolds.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />26) <b>Vertical and horizontal alignment</b> - When I was a student, I remember never feeling like one year or one class connected to the next; it was as if every educator was doing whatever they wanted. Fortunately, that seems to be changing as more educators are having discussions about the importance of vertical and horizontal alignment for students, educators and families. Alignment, which doesn't sacrifice autonomy, is a critical component to ensuring seamless learning experiences for students that build on each other! </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />27) <b>No cookie cutter</b> - More and more districts are moving away from boxed and scripted curriculum because they know those are not the best way to reach and engage all students!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />28) <b>Internships</b> - As I have shifted to a district level position, I am excited to learn about the many schools and districts that embed “internships” into the learning experience for kids, especially in high school. I think this can have such a positive impact on our students because it gives them a sense of what they will experience when they enter the real world. It also allows students to explore a specific profession.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />29) <b>Public speaking opportunities - </b>Whether this is in the form of an actual class or an after school club, there are so many schools that encourage public speaking experiences for students. This is such a powerful and meaningful way to learn how to frame & present an argument. This is also critical when considering student agency and self-advocacy!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />30) <b>Re-imagining homework</b> - Many districts and schools are revisiting the homework conversation. The research is out there and more districts are considering it as they re-examine their homework beliefs. Whether schools are considering eliminating homework or trying to find ways to make it something kids are excited to do, the discussions are actually happening!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />31) <b>Identity</b> - As mentioned earlier, educators are seriously reflecting on the importance of culture and relationships within our schools. I am watching more schools that are working on nurturing that positive culture in their buildings as a way to hook students. We know that culture shapes community and impacts the way people feel. So, if our students feel positively towards school, and feel invested in the culture, they will begin identifying with that community. That sense of identity leads to feeling connected & a sense of belonging, which are critical when we think about the high levels of depression and isolation our kids are experiencing today!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />32) <b>Sacred learning time</b> - It is so wonderful to hear about more and more districts that are creating sacred time for professional learning opportunities for educators. From teachers to principals, districts are creating the time and space for everything from book studies (<i>virtual and in-person</i>) to Genius Hour for educators to pursue areas of interest. No matter what the format, the important point is that time for learning is being prioritized! </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />33) <b>Classroom Redesign</b> - It is so great to see the many images of flexible learning spaces that have flooded the internet over the last several years. Many schools are moving away from the traditional desks and rows (<i>contrary to what Betsy Devos seems to think)</i> and experimenting with classroom redesign as a way to increase levels of student engagement! </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />34) <b>Feedback</b> - More discussions are unfolding around the importance of feedback and the impact it could have on our trajectory. Schools are demystifying the negative stigma around feedback (<i>it is not easy to give or receive it</i>) and are recognizing it as critical to our growth and maximizing it as a way to inform blind spots. Feedback, when done thoughtfully, is helping us learn and grow!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />35) <b>Reframe problems as opportunities</b> - This is so simple yet so hard because in our profession we are regularly dealing with problems, which leads to frustration and more challenges. Fortunately, our organizations are pausing and instead of seeing the problems as negative (<i>and often personal</i>) attacks, we are seeing these problems as an opportunity to learn, grow & improve.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />36) <b>Kids know what they are learning and why </b>- YES, more educators are taking a moment to let students in on the big secret... "This is what we are learning today and this is why it matters to you." Our kids are taking ownership of the learning when we start each lesson with a quick explanation of why we are learning this specific strategy or skill and how it will impact the students!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />37) <b>Making room for downtime</b> - more and more educators are openly talking about the challenges of finding balance between our personal and professional lives. This open dialogue is so important because we are inspiring each other with tips on how to manage it all while being successful in our work and still taking care of ourselves. This balance is also a critical thing to model for our students!</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />38) <b>Making room for fun in school</b> - yes, school is fun and educators are spreading the fun through blog posts, podcasts and live streams from their classrooms! Whether someone is sharing the Lego Wall in their library or the math game in their classroom, we are seeing how learning can be fun! So, even though there are policies and mandates we have to adhere to, we are making the school day fun for kids... and ourselves! </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />39) <b>Making room for field trips</b> - it is so great to hear about the wonderful field trips schools are taking (<i>some virtual</i>) because those learning experiences are a wonderful way to enhance classroom experiences! </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br />40) <b>Superintendents who don't just push paper</b> - As a new superintendent (<i>who still has so much to learn</i>), I am hearing so much from my colleagues and mentors about the work they are doing to help support leaders, teachers and students. I have learned so much from the superintendents who have dedicated themselves to removing barriers so the educators and students have what they need for optimal learning!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">41) <b>Technology Doesn't Equate to Innovation</b> - This conversation is happening more and more each day and I think it will be critical to the future of our schools. Innovation is about the way we think and view problems; it is not about an iPad or Chromebook. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">42) <b>J</b> - There is <b><i>JOY</i></b> permeating many of our classrooms and schools!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">43) <b>O</b> - There are meaningful learning <b><i>OPPORTUNITIES</i></b> unfolding for educators, students and their families!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">44) <b>Y</b> - More and more districts and schools are embracing a culture of <b><i>YES</i></b> so we can continue to revolutionize the educational landscape! Conversations are going from, "Yes, but..." to "Yes, and... "</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Is everything perfect in our schools? No. But are things moving in the right direction? Yes! Have we evolved as a profession? Yes! Thank you to the thousands of educators and schools and classrooms that have inspired this post - it is an honor and privilege to be an educator!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">So, what would you add to the list? </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br style="background-color: white; color: #222222; font-variant-ligatures: normal; orphans: 2; widows: 2;" /></span></div>
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TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com0tag:blogger.com,1999:blog-45969838602256425.post-77241828514844445642017-12-17T10:38:00.002-05:002017-12-17T10:38:28.474-05:0013 Keys To Nurturing A Readerly Life<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">My son, Paul, recently turned 13. Yes, I am the parent of a teenager and while I don't love getting older, I do love watching the young man my son has grown into over the last 13 years. One of the things that has always impressed me most about Paul is his ability to read and his love of books. Growing up I was quite the opposite. I only read the passages in our basal reader in elementary school and then in middle and high school I only read the books that were assigned to me for class. I rarely, if ever, read for pleasure. In fact, I recall talking about how much I hated reading because it always felt like a task, chore or just too much work. </span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">On the other hand, my son could literally spend hours after school or on a Saturday morning reading books. He loved reading picture books when he was little and then got hooked on different series including the My Weird School series, Magic Treehouse and then the Percy Jackson series. We literally had thousands of books in our house because he wanted to be prepared for his next book. As Paul's personal interests evolved, so did his book choices. When he got into Star Wars and Marvel, he wanted books with facts about the different characters. No matter what the interest, there was always an accompanying book, until things changed. Once Paul got into upper elementary school and then middle school, his interest in reading began to shift. Gone were the days where he wanted to read for hours and get lost in a book. Instead, he started to only read for school assignments and meeting the minimum expectations, either in the form of minutes or page numbers to complete a reading log, was the goal. Granted, he was a growing boy and other competing interests began to form - video games, sports and socializing with friends just to name a few. Reading took a backseat and unless it was for a school assignment, it was no longer a priority.</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Unfortunately, I don't think Paul's journey as a reader is unique to him. I have heard countless stories about kids who used to love to read for fun but once reading became about a data point or reading log, the love began to fade. This narrative around reading, along with the research that reading in schools is just about test scores, is what sparked this post. From my perspective reading and thinking are almost synonymous and so nurturing readers must be a priority in education. </span><span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">In honor of Paul's 13th birthday, I would like to suggest the following 13 keys to nurturing a readerly life in our students/children:</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">1) Model the power of reading for children so they can see it as an opportunity to get immersed in a whole new world. Reading can serve as an escape from everything else in the world and sometimes that is really necessary. As educators, we can model and share what reading means to us and how it allows us to get lost in a different world! To that end, as the educators (<i>or adults or parents</i>) we must make it a point to share our readerly life with kids; share what we are reading, what we have recently read and how that experience felt for us. </span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">2) Share with students that reading is an experience not an assignment. Reading is truly an immersive experience that allows us to see life through a different lens or in a different setting or with meaningful information that informs our perspectives. Reading leaves an impression on us and changes the way we think.</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">3) Give students choice in what they are reading. The older Paul gets, the less his book choices are his and the more they are predetermined by his school. While I do understand the value of experiencing a shared text with classmates (<i>book clubs, class novels, etc.</i>), there must also be sacred time for students to read books that are of interest to them.</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">4) Carve out time, every single day, for independent reading in class. Our students need to see that we value reading and that we specifically value their independent reading time to engage with texts of their choice. Richard Allington reminds us that one way to grow as a reader is by reading as much as possible! The more we read, the better we get as readers. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">5) Reading books gives our students the windows and mirrors they need in the world! We need to be mindful of the books we integrate into our classroom libraries so our students can engage in texts that allow them to see themselves (the mirrors) or to see others (the windows). Literature can be a powerful way to build an understanding and appreciation for how others experience the world. For this reason, it is incumbent upon us to ensure that our students have access to books that allow them to see the world through a different lens. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">6) Reading is thinking and learning! I have been trained to understand that reading is basically synonymous with thinking. When we are immersed in a text, our minds are always working to process the text by making connections, making inferences and wondering about what might come next. This is the power of reading because it helps us grow our thinking muscles and thinking is what leads to learning and learning is what leads to innovation and that is what changes the world!</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">7) Share with students the joy of reading just for the purposes of feeling that joy! Reading could be a joyous (<i>even if the contents of the book aren't necessarily joyful</i>) event that doesn't always have an assignment or task associated with it. Let's model for kids that they can read just to read for the joy of it!</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">8) Make time for read alouds as a way to share a story and enjoy a break from all the other academics. No matter how old the students, a read aloud can be a wonderful way to engage with a text and expose students to different authors and genres. Yes, there could be discussions that unfold around the read aloud book but don't make it all about accountable talk or assessment; allow the read aloud to be a shared experience that helps us escape from everything else.</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">9) Read alouds don't just have to happen in school! Encourage families to engage in read alouds at home with their children. A shared story can be so powerful for a family to experience so let's encourage our students' families to keep reading aloud at home too! But remember, this shouldn't be about an assignment or a grade; instead, this should be about a joyful experience we encourage our students to share with the ones they love.</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">10) Incorporate book talks as a daily norm in your classroom or school. One of the best ways to hook a potential reader is by sharing the story of a book that you have recently read and the impact it had on you (<i>or students can share with their peers</i>). Just think about the power of a movie trailer - when all the right highlights are featured, the audience is hooked and cannot wait to see the movie. The same can be done with books! Create a time and space where individuals (<i>adults and students</i>) can share the books they are excited about and watch how the book talks raise the interest levels of other students and the books start flying off the shelves!</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">11) Leverage digital platforms as a way to share the reading journeys of our students. Maybe they can make a video book trailer or create a digital picture book version of their favorite chapter book. Whatever the platform, we should consider accessing digital platforms as a way to help our students amplify their readerly life! </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">12) Reading should be fun and when we make it fun for kids, we increase the likelihood that they will continue to read on their own time. Just think about it - when we experience something as fun or joyful, our brain responds positively and we are more apt to engage in that activity again and again. So, let's make reading fun for our kids so when they think about what they could do during their free time they don't just consider social media or video games but instead chose to read!</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">13) Reading is not a data point! I am tired of hearing about test scores where our children are lagging behind the children of other countries. I am also tired of hearing about how students are better readers in some states according to recent test scores. Well, what any good educator knows is that high test scores do not mean there are necessarily strong readers in those spaces; instead, often times, high test scores means we have prepared children to pass a test. But the truth is that none of these tests are actual reading tests. Reading is not a data point. Yes, some tests may assess reading skills (</span><i style="font-family: Georgia, "Times New Roman", serif; font-size: x-large;">understanding unfamiliar vocabulary, determining the main idea or making an inference</i><span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">) but from my experiences they don't accurately assess reading. So, let's stop conflating reading with test scores and instead focus on what matters most - nurturing a readerly life in our students!</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">Are you ready to join me on this journey to nurture a readerly life in our students?</span>TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com0tag:blogger.com,1999:blog-45969838602256425.post-55496453817266949502017-10-29T13:53:00.003-04:002017-10-29T13:53:28.911-04:00Education Is Personal <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPhSDO55OOq1F29uIo8TAdYmPB3_2rIDPg321tsUF-qHeRf-l6gXOeUpr-EN7C415v63TP7DNOL8lfHpNtJ2WqmlbjpiDbNVNqhMXWcesCTan9OoImQXjtlu7loglQqJeeeJowwtCLEyQ/s1600/quote-education-is-understanding-relationships-george-washington-carver-54-77-63.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="400" data-original-width="850" height="187" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPhSDO55OOq1F29uIo8TAdYmPB3_2rIDPg321tsUF-qHeRf-l6gXOeUpr-EN7C415v63TP7DNOL8lfHpNtJ2WqmlbjpiDbNVNqhMXWcesCTan9OoImQXjtlu7loglQqJeeeJowwtCLEyQ/s400/quote-education-is-understanding-relationships-george-washington-carver-54-77-63.jpg" width="400" /></a></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Over the last several years I have had the opportunity to travel the country and speak about everything from educational leadership to culture to the importance of telling your school/district story. The opportunity to work with teachers and administrators from around the country is consistently a source of inspiration for me because I learn so much from the many passionate, enthusiastic and dedicated educators I encounter. Invariably, the conversations always get personal as people share stories about everything from what inspired them to become an educator to what sustains them to do this important work on a daily basis. My personal experiences definitely impact who I am as an educator; my experiences as a father; my experiences as a son; my experiences as a sibling; and my experiences as a partner all affect the way I approach my daily work as an educator. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">After several conferences and workshops I decided to include the following picture in my presentations so the audience could better understand me and the people who shape my work as an educator... </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">This picture is generally the opening slide in my presentations so I can introduce the audience to my personal "tribe" - my son, Paul, and my partner, Felix - the people who sustain me on a daily basis. Paul and Felix impact the way I think and feel and when I am making decisions as an educator, my experiences as a father and partner certainly inform those decisions. Including this picture also served a very selfish purpose - I get to take my guys with me whenever I travel and I love talking about them for a couple of minutes.</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">I never realized the impact this picture might have on my audience. About a year ago I was doing a keynote in the Midwest and after I finished my presentation several people came up to me to thank me for the experience, which is always incredibly humbling. While speaking with this small group, I noticed one gentleman standing to the side. Once I was alone, he stepped over to me and thanked me for including the picture of my family in the presentation. He shared that he rarely talked about his husband in professional contexts because he worried about how people would react because he always assumed he was the only one - the only gay educator in the room. He went on to share that while my presentation on digital leadership was great, it was the first workshop he attended where he knew he wasn't the only gay educator in the room and that changed the whole experience for him. He talked about how he felt comfortable and empowered because he wasn't the only one; and this connection allowed him to engage in the learning in a totally different way than he had ever engaged in the past.</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">What this educator didn't understand was how much his story impacted me. While including a picture of Paul and Felix was more for me than it was for the audience or the presentation, on that day I came to understand the potential impact it could have on those around me. Sharing this picture, and its story, allowed me to connect on a personal level with my audience; sharing this picture served as a window for some members of the audience and a mirror for others; and sharing this picture was an opportunity to build relationships with people I may never have otherwise had a connection. </span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">I have presented a few times since then and have received DMs, emails and private FB messages from educators who had some connection to the LGBTQ community thanking me for incorporating my personal story as part of the presentation. These messages have inspired me on so many levels and remind me about the importance of relationships in education. You see, we could have the most robust math program or the most amazing Makerspace or the best professional development but if we don't have positive and healthy relationships with those around us, those "things" won't have a sustained impact on learning in our classrooms, schools or districts. It all comes back to relationships - relationships between teachers and students; relationships between educators; relationships between teachers and administrators; relationships between the community and staff; relationships between students and administrators; and relationships between students. The research is there - see John Hattie's meta analysis - relationships impact learning and achievement in effective learning organizations. No matter what happens we can never lose sight of the fact that education is personal! </span>TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com2tag:blogger.com,1999:blog-45969838602256425.post-72864304272570688202017-09-03T09:41:00.002-04:002017-09-03T09:43:24.550-04:005 Practices To Support Life Ready Learners<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>Standards... The Beginning of Standardization</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Over the last decade there has been much discussion about standards and the impact they have on education. Initially, for me, it was all about the NYS learning standards, specifically in the areas of ELA and Mathematics, which also informed the standardized testing that shaped the learning in Grades 3 - 8. The conversation then went national with the unveiling of the Common Core State Standards for Learning. Again the focus was on ELA and Mathematics but these standards had even greater implications because not only were they linked to high stakes standardized testing but now the tests our kids were subjected to (<i>ridiculously challenging tests that resulted in way too much learning time being lost</i>) became part of the evaluation process for our educators. This is where the problems really began and the Common Core standards quickly became the Darth Vader of education because they had a death grip on our practices! That's right the same standards that were supposed to be saving education were in fact cutting off the air because our educators were forced to address the standards (<i>some of which are developmentally inappropriate</i>) in their daily learning experiences in the hopes that our students would master them and perform well on the standardized assessments that would be used to assess the educators. That, my friends, is a death grip. It feels like there is no escape and there is only one solution... standardizing our practices or submitting to the death grip. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">That's right... we went from educational standards, which had the potential to impact positive change in education if they were done correctly, to standardizing education. In the end, the victims were our students, our educators, our families, our support staff, our Boards of Education and anyone else with a vested interest in our schools. Many schools were hyper focused on meeting standards for fear they would lose state funding, they would receive a low rating or, even worse, be closed down. The standardization didn't stop there. The Common Core Standards also brought with them a standardized end goal for all of our students by normalizing the idea of college and career ready. So, not only were the standards standardizing what we did in our schools, and how we assessed our kids, but they were basically standardizing the profile of our graduates (<i>I realize this didn't happen in every school but it happened in many</i>). "College and career ready" became the "it" phrase in education for a long time. I cannot tell you how much I've heard that phrase over the last decade - from informal conversations to workshops to Twitter chats to school vision statements - everyone was determined to ensure that all students were college and career ready. But what exactly does that mean? What careers are we preparing our kids for when we standardize education? What about the careers that are still taking shape? What about the kids who are choosing a gap year or forgoing college all together? What about life?</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>LIFE READY: The Birth Of a New Goal & Standard</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">I recently began the next phase of my professional journey when I was appointed as the superintendent in Hastings-on-Hudson, NY. As part of my work, I developed an <a href="https://docs.google.com/document/d/104O8n-lkuZhbQYWvvoDOXvByPTgeRn0soxBPUaDIFpU/edit" target="_blank">entry plan</a> that helped me learn as much about Hastings as possible by interviewing various key stake holders in the community. The process is still unfolding but thus far I have heard from parents, Board of Education members, district administrators, staff members, community members and some students. During these many conversations (<i>there have been over 40 thus far</i>) there was one recurring theme... supporting our students by educating the whole child so they could be ready anything they encountered. The discussions went way beyond test scores, transcripts and college and career ready. In fact, while chatting with one of our teachers, she brought up the question about who our Hastings kids would be after they graduated 12th grade - how much of their identity would be shaped by their learning experiences in our schools and how would they use those to inform their next steps? That is when it came to me - we want our kids to be LIFE READY (this informed my opening day remarks in Hastings and you can <a href="https://docs.google.com/presentation/d/1xVp5m9S5ycB2OSpIctSP34L5gU6lrADv4HtYlePZRPw/edit?usp=sharing" target="_blank">check it out here</a>)! We know that each learner is different and that trying to standardize the learning or the outcome is not sustainable. Instead, if we focus on empowering our students through meaningful learning experiences that go beyond the academics and nurture the ability to think critically, be reflective through high levels of self-awareness while also respecting and appreciating others we might just be preparing learners who are ready for life no matter what their college or career choices might include.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>5 Practices To Support Life Ready Learners</b></span><br />
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">In order to support and nurture life ready learners and make that the new norm I recommend the following 5 practices, which I have embraced. To be clear, I am suggesting that life ready not only be the goal for our students but that we model these practices as the adults. Here we go...</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">1)<i> <u>Life Ready is about Relationships!</u></i> I have said this time and time again but building positive, healthy & respectful relationships must be our primary focus in education. When people feel connected, respected and valued the level of engagement changes and learning thrives. In order to make healthy relationships the norm, we must model that in our behavior through the relationships with kids, colleagues, families and the broader community. And when it comes to our kids, we need to explicitly teach them about how to develop and nurture healthy relationships. We can teach them about everything from the brain research as it relates to relationships and the research around social learning theory, which speaks to the effects of relationships on learning. Relationships matter!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">2) <u><i>Life Ready is about Being Learners First!</i> </u>Relationships and learning go hand-in-hand because relationships impact learning. We know that learning is a social construct and learning generally occurs as a result of experiences with other people. And in the end, learning permanently changes us. If we can understand and embrace this definition of learning we will be able to broaden how we enact learning in our schools and classrooms. Learning is also about being able to critically consume information and understand its impact on a broader scale than just our classrooms. Again, we must model being learners first for our students, colleagues and families. If education is about learning then the educators must be the lead learners within our schools and classrooms. And when it comes to our kids, we need to share our learning with them so they can see us as the models for being learners first. Additionally, we can teach our kids about the concept of learning and how it unfolds in an effort to empower them to track and drive their own learning. Being learners first is how we will change the world! </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">3) <i><u>Life Ready is about Nurturing & Embracing Curiosity, Creativity, Risk Taking and Failing in our Schools!</u></i> In thinking about this idea I kept coming back to this idea... Curiosity is what piques our interest; risk taking is what inspires our learning; failing is what helps us iterate and creativity is what changes our world! This how our world changes; this is innovation (<i>thank you <a href="https://twitter.com/gcouros" target="_blank">George Couros</a> for informing my perspective on <a href="https://www.amazon.com/Innovators-Mindset-Empower-Learning-Creativity/dp/0986155497/ref=sr_1_1?ie=UTF8&qid=1504443581&sr=8-1&keywords=innovators+mindset" target="_blank">innovation</a></i>) - curious people who pursue something and then take risks (<i>and likely failing repeatedly</i>) to creatively address/solve a problem or issue. This is how we could structure learning our schools - solving problems through curiosity, creativity and collaborative efforts (<i>again, the importance of relationships</i>). And when it comes to our kids, we need to model this for them and make it the norm from the day they walk into pre-school. Their lives before school is all about curiosity, creativity, risk taking and failing in an effort to learn. Whether they are learning to walk, talk or ride a bike, it happens because they need to change their world on some level (<i>communicating or traveling</i>) and they will keep trying until they do. We need to build on this natural curiosity in schools, which means a total redo on how we define learning, homework and assessment and shift from a focus on the destination to instead a focus on the journey. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">4) <u><i>Life Ready is about Having High Levels of Self-awareness and T</i></u></span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><u><i>he World Around Us!</i></u> This practice is critical because it involves both understanding of self and understandings of others. Aside from learning, there are many other social constructs that impact us each day and some of them, such as racism, are destructive and prohibit us, as a nation, from achieving our next and better iteration of self. In order to deconstruct and rebuild social constructs such as racism, we must begin by developing high levels of self-awareness while also understanding people and groups who have consistently been "othered" or marginalized. If we are going to change the narrative in our society we must focus on the power of education, empathy and inclusivity (<i>another reason why relationships are important</i>). And when it comes to our kids, we must explicitly teach them about concepts such as racism, hatred, bigotry and biases so we can inform their perspectives to prepare them to deconstruct long-standing social constructs. This important work starts with us as the educators and we must model high levels of self-awareness and speak openly about how we are changing the narrative. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">5) <i><u>Life Ready is about Finding The Joy In Our Learning! </u></i>When we</span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"> find our joy we also rediscover our happiness and happiness</span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"> leads to endorphins being released in the body. These e</span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">ndorphins change our experiences in positive ways and they allow us to take our learning to a whole other level. Yes, joy is critical to our work in education for both our educators and our students. Relationships, curiosity, learning and changing should all be sources of joy in our classrooms and schools. And when it comes to our kids, we should teach them the brain research around joy/happiness and the impact of endorphins on learning. We could also empower our students to pursue their passions and interests through sacred times like Genius Hour. As the educators, we should also have the time to pursue our own passions and interests as they relate to our personal and professional development. Finding and protecting our joy will make the world a better place in the journey towards creating our LIFE READY IDENTITY!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>In The End... </b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">We aren't just looking for the next Ivy League grad or Fortune 500 CEO because we know our kids will be prepared to achieve those goals through sound instruction. We are looking for the global citizens who are going to rewrite the narrative through their actions; Who are going to change the world; Who are going to deconstruct and rebuild the social constructs that impede us from moving forward as a society. Racism, biases, hate, and marginalization can only be eradicated through high levels of self-awareness and an understanding and appreciation for the world around us. We are going to make the world a better place because of the explicit and intentional learning that will unfold in our schools. We are going to work together to define what it means to be LIFE READY! </span><br />
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">That is our charge. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">That is our goal. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">That is our future! </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"> </span>TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com1tag:blogger.com,1999:blog-45969838602256425.post-74836447184596534382017-08-20T06:24:00.000-04:002017-08-20T06:24:46.809-04:00Looking At Learning Differently<div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">At the start of the summer, I had the opportunity to participate in a collaborative book writing retreat with 10 other authors. The project, otherwise known as #EdWriteNow, was organized by my good friends and professional colleagues, <a href="https://twitter.com/Jeff_Zoul" target="_blank">Jeff Zoul</a> and <a href="https://twitter.com/Joe_Mazza" target="_blank">Joe Mazza</a>. Jeff and Joe approached <a href="https://www.routledge.com/education" target="_blank">Routledge Educational Publishing</a> with the idea of having educators from across the country get together to write a book for a cause. What happened after that is history!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">While the thought of participating in this retreat just days after starting a new job gave me some anxiety, in the end, I knew I couldn't pass up the opportunity. This was about participating in a project that would contribute new ideas to the educational landscape. This was about engaging in reflective practice with professional friends as we fleshed out ideas, opinions and beliefs. This was about changing the way we think about practices we encounter and engage in each and every day within our profession. This was about writing a book where all the proceeds would go to the <a href="https://will-to-live.org/about-us/" target="_blank">Will To Live Foundation</a>. This was about making a difference with a group of people who I respect and have learned so much from over the years. To get more information about the project, <a href="http://jeffreyzoul.blogspot.com/2017/08/changing-way-we-think-about-change.html" target="_blank">check out Jeff's blog post from last week </a>that frames the experience and spotlights the work he did in the first chapter where he reflected on changing the way we look at change!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">For my contribution to the project, I was tasked with changing the way we look at learning. While I had studied the notion of social learning theory as part of my dissertation study, I hadn't really thought about the way I defined learning in school. Yes, I often think and talk about what learning could and should look like in our classrooms but I hadn't pushed myself deeper to think about how I defined learning. What is learning? How does learning happen? Who is involved in learning? And how can we determine that something was actually learned? These were just some of the questions that I wrestled with as I considered the construct of my chapter. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">This was a whole new realm for me because while I consider myself a learner first and educator second, I never wrote about learning in a way that connected to my daily practice and went beyond the surface. I began my writing journey by trying to flesh out a definition for learning that resonated with me and spoke to my experiences as a learner. The quote above speaks to my understanding that learning is a social construct that affects permanent change in an individual based on their experiences. The following is an excerpt from my book where I offer my answer to the question <i>what is learning? </i>You can check it out here... </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">"... </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>What is Learning?</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Defining learning is like asking someone to define the concept of love - it is a somewhat abstract notion that we have all experienced, we can all probably talk about the feelings associated with it, and we might be able to describe what it looks like but, actually defining it is a whole other story. Fortunately, there have been dozens of psychologists, sociologists and researchers over time who have taken on the task of defining learning. While there are many variations of the definition, here a couple of examples that capture the essence of learning as it is defined in most spaces:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>“Learning has been defined functionally as changes in behavior that result from experience or mechanistically as changes in the organism that result from experience.” De Houwer, Barnes-Holmes, Moors, 2013</i></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>“Learning is about any experience for a person that leads to permanent capacity change and not necessarily biological in nature or related to age.” Illeris, 1999</i></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">The common threads are immediately visible - learning is about a change in behaviors; learning is about experiences and subsequent changes; and learning does not happen in a silo or as a result of someone’s biological makeup. Learning is a process or journey that a person embarks on that then impacts their thinking, actions or opinions moving forward. Learning is about a permanent change in a person. Learning is about being informed and doing things differently because of what was learned. Learning is about social interactions. Learning is about thinking and then thinking differently. Learning is about living and changing over time. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Learning is not a straightforward process that simply revolves around information provided by others. Learning is not passive or easy. In fact, learning is a lot of work - a lot of hard work that pushes educators to a point of discomfort. Alison Eyring, CEO of Organisational Solutions, recently developed a powerful analogy between learning and an oyster when she said, “<i>The challenge of learning by experience is like sand in the oyster; it’s irritating and uncomfortable at the time, but you can end up with a beautiful pearl.</i>” What an amazing analogy - learning isn’t mindless or uncomplicated or momentary; instead learning is a time consuming journey that will likely be irritating and uncomfortable, both literally and figuratively, because the end result will be change. Whether a change in behavior or a change in thinking, learning will lead to change and change can be unsettling and difficult for people. But, learning can also yield beautiful results, much like when the pearl emerges from the oyster, because learning can provide people with opportunities that, while inconceivable at the start of the journey, are pregnant with possibility. Learning, when allowed to unfold in a meaningful way, can help people change, evolve, and develop into a better version of self. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Eyring went on to connect the notions of learning and development because ultimately learning is about someone’s ability to develop and grow. The research about development speaks to the fact that 70% of people’s development comes when they have certain experiences that present a challenge, like reviving a failing project/student/lesson, implementing new procedures, structures or processes, handling a challenging parent/educator or stepping into a more comprehensive role. What about the remaining 30%? Well, 20% of development is support provided by educational leaders or colleagues, and the last 10% of development is actually formal, structured learning. This is it - this is what learning looks like in life. Learning is development and it is a lot of work that requires the learner to be actively engaged and have ownership over experience. Learning can be annoying, beautiful, messy, without answers and life changing all at the same time if we create the conditions to let our students and educators actually learn."</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">While this is just an excerpt from my chapter, it captures the central message - what learning is and how can we reimagine the way it looks in our schools. The change journey continues in chapter 3 of the book written by my new friend <a href="https://twitter.com/TopDogTeaching" target="_blank">Kayla Delzer</a> who offers her powerful perspective on changing the way we look at relationships in schools! <a href="http://www.topdogteaching.com/" target="_blank">Check out her blog here </a>because she will be sharing her experience in the coming days. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">In the end, I know that the #EdWriteNow writing retreat was a meaningful learning experience for me because it is one that changed me forever. Not only did it help me better understand the structures that should be in place to nurture collaborative learning experiences but it pushed me to flesh out my thinking around learning (<i>and I made a bunch of new friends who I respect and appreciate</i>). I was uncomfortable throughout the retreat because I wasn't sure of my destination but when I allowed myself to appreciate the journey, I quickly realized that is where the learning was happening. </span></div>
TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com0tag:blogger.com,1999:blog-45969838602256425.post-23924457324080275592017-08-15T18:28:00.001-04:002017-08-15T18:28:14.648-04:00Power of Hope and Education <br />
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<span style="background-color: white; font-family: "georgia" , "times new roman" , serif; font-size: large;">As an educator who values the power of the PLN and all that I have learned from professional colleagues and personal friends from around the world (<i>my PLN is the first place I go to learn</i>), I wanted to share the following email that I sent to our entire community today. The contents of the </span><span style="background-color: white; font-family: "georgia" , "times new roman" , serif; font-size: large;">email were in response to the events in Charlottesville. This was an opportunity for me to express my thoughts on racism and hatred while also communicating the power of hope and education. It may contain some information that other educational leaders, educators or families find useful when discussing the topic with their children...</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i>Dear Hastings Community,</i></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i>As a college student, one of the things that led me on my journey towards becoming an educator was the profound sense of hope that permeated the classrooms and schools I visited and worked in. Hope surrounded the daily learning experiences; hope inspired our students to dream aloud about the possibilities of the future; and hope anchored the decisions of the educators who were dedicated to doing what was in the best interest of children. It all came back to this sense of hope.</i></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i>As I watched television over the last several days and learn more and more about the events that unfolded in Charlottesville, Virginia, hope has been the furthest thing from my mind. While I am still trying to process and understand what happened myself, I have also been trying to answer the many questions from my 12 year old son. There are feelings of anger, confusion, and frustration as we are trying to unpack the events. In the end, there are no perfect words to explain the “whys” of what had occurred, but my son’s questioning and perspectives quickly reminded of the hope that still exists in our world, especially in our children. His interest in understanding what happened and why also reiterated the importance of education.</i></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i>While we cannot avoid the fact that we live in a world where hatred, racism and discrimination are realities, in our Hastings schools we will continue to focus on the power of education and the importance of hope. We will empower our children through education so that they can leverage their innate sense of hope to make the world a better place. Our educational experiences will not only be academic in nature but will also be dedicated to supporting the development of the whole child. Whether through explicit social emotional learning experiences or conversations around racial justice, our children will be informed and knowledgeable about the role they have in the world and the responsibilities that come with being educated.</i></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i>If you are looking for ways to have some of these important conversations at home, I offer the following links that I found helpful as an educator and parent…</i></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i><a href="http://www.latimes.com/local/lanow/la-me-ln-charlottesville-talking-to-kids-20170812-htmlstory.html" target="_blank">How To Talk To Your Kids About The Violence In Charlottesville </a></i></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i><a href="https://www.edutopia.org/blog/teaching-young-children-social-justice-jinnie-spiegler" target="_blank">Teaching Young Children About Bias, Diversity and Social Justice</a></i></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i><a href="http://www.ucalgary.ca/cared/antiracismdefined" target="_blank">Anti-Racism, Defined</a></i></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i>While there is no singular solution to addressing the many issues </i></span><i style="font-family: Georgia, "Times New Roman", serif; font-size: x-large;">plaguing society, such as racism and hate, we can focus our energies on our children and the impact they can have in the future as a result of their educational experiences and their innate sense of hope!</i><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i>Sincerely,</i></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i>Tony Sinanis</i></span><br />
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<span style="background-color: white; font-family: "georgia" , "times new roman" , serif; font-size: large;">Some additional resources that educators might want to explore, which were not included in the above communication, can be found here... </span><br />
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<span style="background-color: white; font-family: "georgia" , "times new roman" , serif; font-size: large;"><a href="https://docs.google.com/document/d/1afj_R5ZjDcChmLQnQ-6PigVdPHu_VKFOCOThLDn7xyU/edit" target="_blank">Social Media Crowdsourced Google Doc with resources on addressing the events in Charlottesville</a></span><br />
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<span style="background-color: white; font-family: "georgia" , "times new roman" , serif; font-size: large;"><a href="https://docs.google.com/document/d/1GMlhieXf37VdGgkpCqEYI53oZV3u6L3irmDXrPUuFzI/edit?usp=sharing" target="_blank">Google Doc I created with resources to support learning about race and racial justice</a> </span><br />
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<span style="background-color: white; font-family: "georgia" , "times new roman" , serif; font-size: large;">Please feel free to use any of the text above or contribute other relevant resources in the comment section below. Together we are better for all of our children! </span><span style="background-color: white; font-family: "georgia" , "times new roman" , serif; font-size: large;"><br /></span>
TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com0tag:blogger.com,1999:blog-45969838602256425.post-79701066748956525842017-07-21T11:23:00.003-04:002017-07-21T11:23:53.342-04:00Please Stop Staring<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0K-W59w6Rdw-G60DT_t3tSMxHLeVy92bisu1qkAh3CHx5qkTxahExDDJqrsf11w7CRbvvZNuiIjew8xi_qWCcnOolBglod8kfW40YqdK_p0BQBP6OTjFhRl5lPOEZS4KL2W3o9YuF2Y4/s1600/PaulandI.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1203" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0K-W59w6Rdw-G60DT_t3tSMxHLeVy92bisu1qkAh3CHx5qkTxahExDDJqrsf11w7CRbvvZNuiIjew8xi_qWCcnOolBglod8kfW40YqdK_p0BQBP6OTjFhRl5lPOEZS4KL2W3o9YuF2Y4/s400/PaulandI.JPG" width="300" /></a></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>The Types of Stares</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">To stare means to look at someone or something in a fixed way with eyes wide open. Sometimes it can be an incredibly positive and amazing look because people are staring in awe. Individuals cannot believe what they are seeing and can't shift their eyes away. We see those stares when an acrobat performs an amazing flip or a magician makes something disappear. We can call those the AWE stares. Then there are the stares that are accompanied by a smile and sigh where people can't look away because whatever they are seeing makes them happy and fills their heart. We see those stares when we encounter an unexpected marriage proposal or see a baby take their first steps. We can call those the HAPPY stares. Then there are the other stares. The stares that are not only fixed on someone or something but are often vacant in nature and are generally accompanied by a look of shock. We see those after a terrible accident on the highway or a heart breaking story on the news. These stares do include a level of awe but not the positive type of awe; instead, these stares are often filled with pity and perpetuate a feeling of negativity. We can call those the BAD stares. The bad stares don't make anyone feel good - not the person staring and certainly not the person being stared at. Yet, the bad stares are real and pervasive in our world and we must work together to address them.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>Please Stop Staring</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Recently my family and I went on vacation to Aruba where we had an amazing time hanging out at the pool, enjoying the buffet and being surrounded by family and friends. The overall experience was a positive one and I cannot wait to go back to Aruba. Unfortunately, during our travels I also encountered the BAD stares and they left me feeling disappointed and disheartened. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">While I have been on the receiving end of this type of stare (<i>I have had my share of fashion faux pas or have done something in public that I regret</i>) this time the stares were directed at my son, Paul. Paul was born with arthrogryposis and congenital scoliosis, which have impacted his physical development and have led to certain atypical characteristics in regards to the way he walks and the shape of his spine (<i>I have written about his journey <a href="http://leadingmotivatedlearners.blogspot.com/2013/08/ode-to-paul.html" target="_blank">here</a> and <a href="http://leadingmotivatedlearners.blogspot.com/2013/11/my-curved-journey.html" target="_blank">here</a></i>). In the end, Paul is a miracle because in the most important ways he is a typically developing and functioning kid (<i>including possessing the attitude of a middle schooler but that is a whole other post</i>) and he has exceeded the expectations of every doctor he has ever seen. He is smart, funny, engaging, empathetic, compassionate and, from my vantage point, pretty perfect. And while his norm may be different than others, he is a "normal" kid. Of course, when you see him you can't help but notice that there is some sort of physical issue because of his gait and the curve in his back. Fortunately, Paul does not allow himself to be defined or limited by those issues, instead he accepts them as part of who he is and realizes that they are just physical limitations not life limitations. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">In the end, Paul walks through life with a good amount of self-confidence and positivity, which serves him well but isn't necessarily visible to everyone else - especially to those who don't know him. Instead, what is visible is the curve in his spine, and the way that he walks, and these are the things that bring on the stares... the BAD stares. Now I am not sure if Paul notices the stares and just ignores them or is completely oblivious to them but I notice them and </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">they break my heart a little bit each time. The stares </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">bring on a range of emotions. I feel everything from anger to sadness to indifference to frustration to disappointment. And while I understand why people might glance for a moment, I don't understand why people stare - literally eyes fixed, mouths wide open and looks of shock. One time, I actually watched a person walk into a wall because they couldn't stop staring. I think the stares that I have the hardest time with are the ones that come from adults. I can't help but think - wait, you're a grown up and someone must have taught you that it is not ok to stare. Yet I see it over and over again. People stare and literally can't stop themselves; unfortunately, those stares only evoke insecurity and negativity and the time has come to stop the staring.</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>What Can We Do To Stop The Staring?</b></span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">While I don't think schools and educators alone are the silver bullet to "fix" the societal issue that manifests itself in the form of staring (<i>I think the issue here is a reflection of much a more systemic and pervasive issue in our world impacting people who are marginalized</i>), I do think there are things we can do within our schools to help our students be positive global citizens. Here are 3 ideas that I think can help stop the staring...</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">1) Put empathy and inclusivity at the center of our work in schools - and not just during SEL time! Our curriculum can no longer be just about academic skills with a special period of social emotional learning; but, instead we must place the importance of empathy and inclusivity at the center of our work whether we are doing a read aloud, completing a science experiment or solving a math problem, we must expose our students to what it means to be an empathetic individual and citizen of the world. Just think about the whole 21st century movement - both collaboration and critical thinking skills are central to this work and are also important when thinking about developing empathy and believing in inclusivity. We must also be mindful of our actions as the educators because we can model (<i>and even do a "think aloud" to show kids the what and why of our thinking</i>) empathy and inclusivity. While I do believe some people are more inclined to be empathetic and inclusive (<i>a lot to consider in the whole nature vs. nurture argument</i>) I think we could equip all of our students with the skills to be able to exhibit empathy and be inclusive of those around them who might be different. It is another skill set we can expose kids to through inquiry and discussion if we focus on empathy and inclusion with intentionality. Ultimately the work we need to do is about emotional intelligence and high levels of self-awareness (<i>for students and staff</i>) and by building those capacities, we can take the conversation beyond tolerance and acceptance and help nurture empathy and inclusivity. This is not easy work but so important because when we nurture the ability to be empathetic and inclusive, we take learning to a whole other level. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">2) Use digital platforms to connect our students to people from every walk of life - we can no longer contain the learning to the four walls of our classrooms or schools! There are so many digital platforms (<i>new ones spring up each day</i>) that remove all barriers (<i>geographical, SES, gender, etc.</i>) and allow us the opportunity to learn from the world; yes, literally learn from the world beyond our classrooms. By accessing digital platforms, we can accelerate our learning because we can engage our students with people who are different than them and the result will be an informed perspective and appreciation and respect for what makes us different. We can have our students learn from people who have a different skin color, people who speak a different language, people who subscribe to different religions, people who live a different lifestyle, people who are living with disabilities, people who aren't like our students. This type of exposure and interaction will help support the development of global citizens! </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">3) Incorporate literature, texts, blog posts, articles, etc. that feature characters and people who can serve as windows and mirrors for our learners. Much like the use of digital platforms (<i>which may not be for every community</i>), texts can serve as the gateway to an understanding of how others experience life. To that end, we must ensure that the literature, and other text based resources, available to our kids are rich, diverse and inclusive. Ultimately, empathy is about understanding, respecting, and potentially appreciating, the experiences of others. </span></div>
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<span style="font-family: georgia, times new roman, serif; font-size: large;"><b>In The End...</b> </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">These are just three possibilities of what we can do in our schools today to help nurture the development of global citizens who are empathetic and inclusive... and don't stare. I am sure there are better ways to accomplish this goal but the problem is real and we must address it sooner rather than later because our kids, my kid, deserve better. In the meantime though, to all the adults out there, please stop staring. </span></div>
TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com4tag:blogger.com,1999:blog-45969838602256425.post-22751545136660920122017-06-15T20:16:00.001-04:002017-06-15T20:16:11.650-04:005 Leadership Lessons From Dad<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">It took me many years to realize this but my dad has had the singular greatest influence and impact on the man I have become today. While growing up I spent most of my time with my mother and grandmother, it was those quiet moments with dad that I treasured; it was those deep discussions with dad that impacted me; it was watching my dad that helped me understand what kind of man and father I wanted to be. Unfortunately, I didn't quite realize this until I met my partner. As I got to know my partner and grew to love many aspects of his personality it clicked that the thing I loved most was that he reminded me of my dad. They are both kind, patient, quiet, supportive and humble beyond words; yes, my partner reminded of my dad! My dad, who is my mentor; my dad, who is my best friend; my dad, who is my role model; and my dad, who is my hero!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">My dad left his home, in Greece, alone at the age of 17, and came to the land of opportunity where the streets were paved with gold. My dad was the chosen one to take that journey because his family saw possibilities in him. In fact, many people in my dad's village chipped in to pay for his travel expenses so he can come to the United States of America and begin a new life. Not only did my dad begin a new life but he started a family, he persevered to connect with others in a country where he had little understanding of the language, and, in the end, after being here for over 60 years, it is clear that he thrived on many levels. He thrived as a husband (<i>my mom has always been the strength behind many of his successes</i>), as a dad, as a grandpa, as a friend and as a business man. Yes, this man, who came to our country with a few dollars in his pocket and no English, thrived as a successful business man and leader!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>Leadership Lessons From My Dad...</b> </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">As I start to prepare for my new professional endeavor, as Superintendent of Schools in Hastings on Hudson, I started to reflect on the leaders and leadership lessons that have had the greatest influence on me. Yes, I have been influenced by the likes of Whitaker, Senge and Fullan but the one person I kept coming back to was my dad. My dad has had the greatest impact on who I am as a leader because of these 5 leadership lessons he taught me... </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">1) <b>Listen more than you talk... a lot more! </b>My dad is the best listener on the planet. No matter what anyone is telling him, he always listens attentively, patiently and supportively. There is no judgement. There is no overreaction. There is no dismissing of others. There is only listening for the purposes of understanding and appreciating someone else's journey. This was crystalized for me when I came out to my dad at 40 years old. It was the hardest thing I ever had to do and I was pretty certain that as a traditional and religious Greek man, who grew up in another time period, he would not be able to understand or support me. But, that was the farthest from the truth. He listened patiently and when I was done he asked if I was happy and when I said yes, he responded with, "That is all I care about because your happiness is more important than my own!" I had never appreciated my dad more than I did at that moment. I also realized that my dad had modeled one of the most important leadership skills... listening without judgement! So as I get ready for my new journey, I am going to try and listen a lot more than I talk! </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">2) <b>Understand and respect your professional context!</b> My dad owned and ran a service station (<i>he was an auto mechanic and his station did repairs and sold gas</i>) in a community that was comprised predominately of members of a conservative religious group. While my dad had little understanding of the community when he opened his shop, he immersed himself in the community and got to know the people, their beliefs, their values and their needs. My dad used this information to tailor the experience at his station to best meet the needs of his community - he closed the station on days of religious holidays that were important in the community, he learned some of the language spoken in the community and he connected with the people; everyone that came to his station knew that Paul would take care of them because he understood and respected them. As my journey as an educational leader has unfolded, I have called on this lesson many times and it has served me well in connecting with members of a community because I took the time to get to know them and understand their values. I am especially mindful of this lesson as I prepare to begin my journey as a Superintendent because my father has helped me recognize that leadership is as much about context as it is about the skills of the leader. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">3) <b>Be supportive and don't judge, even when you don't understand or agree!</b> My dad is the most supportive and encouraging human being on the planet. No matter how serious the problem or complicated the situation, my dad always stays calm and supports those in need. When my son was born with various medical issues, I was a mess because I couldn't wrap my head around what the future may hold for Paulie... would he walk? Would he be healthy? Would he be independent? Would he be happy? The questions and fears flooded my mind and the only thing that made me feel better was talking to my dad because he calmed me down and reminded me to keep my focus on what I could control because that is what my son needed. This is a leadership lesson that has guided me hundreds of times over the last decade whether dealing with an anxious staff member or a fragile child or an irate parent, I try and remain calm so the person knows they are supported even if I don't understand or agree with them. Support goes a long way because it challenges us to keep the focus on the issues and avoid passing judgement. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">4) <b>Find balance in your personal life because people in your professional world are watching! </b>While my dad worked 20 hour days when I was a baby, as I got older he began spending less time at work and more time with our family. And when I turned 8, the unthinkable happened... my dad, who had worked every single day from the age of 17, took the entire summer off and traveled to Greece with me. We went on road trips, visited family and spent time connecting. There was no work and no late hours - it was just quality time with family. While his employees and customers were shocked that he was away from his work for over a month, in the end, they developed a whole other layer of respect for him because of the value he placed on family. This lesson has been an important one for me because when I first entered educational leadership I spent many hours away from home and missed a lot of time with Paulie. As I have grown older, I have become much more conscious of the importance of balance and so now, when I am with my family, I am <i>with</i> my family. While this means that I have to stay up late and wake up early to get work done, this balance helps me amass the emotional deposits I need to sustain myself in both personal and professional worlds. In fact, this balance has also made an impression on those in my professional world who have commented on how much they appreciate my attempts to maintain balance. This lesson has reminded me that balance in my personal life doesn't only have a positive impact on me but it could also have a positive impact on those in my professional world who are watching.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">5) <b>Be humble!</b> My dad spent his life introducing himself as an auto mechanic but what most people didn't know is that my dad is an incredibly successful business man. Not only did my dad fix cars but he also owned and managed several successful service stations at the same time. My dad is a lot more than "just" an auto mechanic but in the end, it is his humility and ability to remain humble that always strike me and those who know him. As I leader, this is something I always keep in mind - I stay humble by taking my work seriously but not taking myself seriously. So, while I may have a specific title in front of my name, I will always be a humble and proud educator!</span><span style="font-family: georgia, "times new roman", serif; font-size: large;"> </span><br />
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<span style="font-family: georgia, times new roman, serif; font-size: large;">Words cannot capture how much my dad means to me but as we prepare to celebrate Father's Day, I hope sharing his story with the world means that many other people will benefit from the 5 leadership lessons my dad taught me! Thank you dad - I love you!</span><br />
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<span style="font-family: georgia, times new roman, serif; font-size: large;">So, if you have a few minutes after you read this post, please feel free to leave a comment below and tell my dad (Paul Sr.) which leadership lesson resonates most with you. </span>TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com1tag:blogger.com,1999:blog-45969838602256425.post-59550692788992952782017-05-29T13:27:00.003-04:002017-05-29T13:27:27.361-04:00Redefine The Roles, Not The Whole System<div>
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<tr><td class="tr-caption" style="text-align: center;">McIver Institute</td></tr>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br /><b>Education Reform: Is It Necessary?</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Does our educational system need to be reformed? While I think many people would answer a resounding YES, I am a bit more skeptical, cautious and honestly, uncertain. While the word reform speaks to making changes to improve a specific institution, when it comes to education, it seems to be synonymous with a complete overhaul; an implosion of the current system and a entire rebuild. While that may be necessary, that is an awesome task that would require a coordinated effort behind a clear vision and goal in the best interest of all learners. An effort that would be dedicated to providing all learners a meaningful academic experience (<i>not to only be defined by the adults</i>) regardless of SES, geographical location or race; in the end, the reform effort would be about equity for all learners. Unfortunately, in my opinion, I don't think those clear goals and vision exist at this time and that is one of the major stumbling blocks impacting the reform movement. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Those involved in driving the reform movement are not deeply connected to what is happening in classrooms today; they are not seeking input from students, families and educators; they are not trying to change the behaviors and philosophy of those directly involved in learning and teaching; instead, they are trying to overhaul the whole system, from a macro level, and the results have been inconsistent, at best. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Do things in our schools need to change? Yes, they do but not just because the system is "broken" but because the world around us is constantly changing, iterating and evolving. I have been immersed in discussions, readings and debates about the reform movement over the last five years and what I have come to realize is that there is no silver bullet to change the whole system. The charter school system is flawed; the school voucher movement is questionable at best; and the privatization of our public schools has literally polarized our nation. What we know today is that none of the major reform movements have proven to be effective in a sustainable way. Yes, there are pockets of success but in the end, n</span><span style="font-family: georgia, "times new roman", serif; font-size: large;">o singular reform movement has been the silver bullet because the task is too awesome to happen in a vacuum without changing the behaviors of those responsible for the change... our kids and educators. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>Redefine The Roles, Don't Focus on Reforming The Whole System</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">If we want our kids to be able to navigate the world around them then we need to meet them where they are and change the way we do things in school. I don't mean by implementing a scripted curriculum or buying a bunch of stuff to throw into the classrooms; I mean by investing in the people within the organization (<i>kids, families & educators</i>) and make a concerted effort to redefine the roles in education as the starting point for improving our schools and reform our practice. If we want reform to be pervasive and sustainable on a greater scale than the current "pockets of success" then we need to make the following happen...</span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">1. Change behaviors and actions of the students, educators and families, which lead to a... </span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">2. Change in thinking and philosophy within the students, educators and families (according to Dr. Stangor), which lead to...</span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">3. The development of a shared vision and common goals through intentional work, which are...</span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">4. The beginnings of positive change... aka, REFORM!</span><br />
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<tr><td class="tr-caption" style="text-align: center;">From Brendabence.com</td></tr>
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<span style="font-family: georgia, "times new roman", serif; font-size: large;"><b>Redefining The Roles: What Should We Do?</b></span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">When thinking about the major roles in education, we find ourselves thinking about the children, their respective families and the educators (<i>including teachers, support staff and educational leaders</i>). For the purposes of this post, I am going to focus on ways we could redefine the roles of teachers and building/district administration but also offer some possibilities for children and families. Here we go:</span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;"><i><b>Children </b>(if your schools permit)<b>... </b></i></span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">1. Drive the learning in your classroom by asking questions, offering ideas and collaborating with those around you.</span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">2. Find your passion and pursue it... but not just on a surface level, instead, immerse yourself in the subject and learn everything you can so you become an expert.</span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;"><i><b>Families </b>(if your schools permit)<b>... </b></i></span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">1. Be actively engaged in what your child is learning in school; this doesn't mean do their HW or enable them but instead just be aware of what your children are learning and why they are learning the content. </span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">2. Communicate with your child's teacher or building leader for both positive reasons and with any questions and concerns; educating our children is collaborative effort and a strong home/school partnership is critical.</span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;"><i><b>Teachers...</b></i></span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">1. </span><span style="font-family: georgia, "times new roman", serif; font-size: large;">Engage families in the learning that is unfolding in the classroom in a current, dynamic and relevant way (blog about it, tweet about it, post pictures about it).</span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">2. Don't focus solely on covering content and curriculum; instead, teach the learners before you. Teach the readers, writers, mathematicians, scientists, etc. sitting before you because if you focus on teaching the reading, writing, math, science, etc. you are going to miss an opportunity to empower kids to take ownership of their learning because you will end up simply "covering" the curriculum.</span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">3. Focus on the journey of learning and give your learners opportunities to be immersed in the inquiry process. Encourage your student to drive the learning in your shared learning space </span><span style="font-family: georgia, "times new roman", serif; font-size: large;">(classroom is so 1971)</span><span style="font-family: georgia, "times new roman", serif; font-size: large;">. No, this doesn't mean the teacher isn't necessary; in fact, it means the teacher is even more necessary because they frame the parameters, they facilitate/support the learning and they meet each child at their readiness level and help them grow. It is not easy work.</span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">4. Give rise to agency in your shared learning space so children can act with some level of independence and make decisions about their learning.</span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">5. Talk to kids to find out how things are going and how your teaching is impacting them and their thinking; don't be afraid of this feedback because our kids are our most important "customers".</span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;"><b><i>Edu Administrators/Leaders...</i></b></span><br />
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">1. Be a lead learner, which means model being a learner first and empower those around you to take ownership of their learning. Being a learner is step one but then you should share your learning in a public way (<i>possibly through a blog or through tweets</i>) because you want people in the organization to know you are a learner first and that you value learning. </span><br />
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<span style="font-family: georgia, times new roman, serif; font-size: large;">2. Be present and engaged because you cannot effectively lead people, systems or change from your office. As a central office administrator this year, I made it my goal to spend at least 40% of my time in classrooms (apparently this is not the norm for central/district office leaders). While it meant staying up late to get caught up on the administrative work, it informed my practice in ways that I never could have imagined. Not only did I nurture relationships with those around me, but I came to see, with my own eyes, what learning and instruction looked like in our district. These new found understandings, rooted in people, came to inform decisions about everything from professional development to furniture purchases. </span><br />
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<span style="font-family: georgia, times new roman, serif; font-size: large;">3. Communicate with those around you and be transparent in what you are doing and why you are doing it. Instead of having administrative meetings behind closed doors in an office somewhere, make them a walking meeting and </span><br />
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<span style="font-family: georgia, times new roman, serif; font-size: large;">4. Make feedback a norm because one of the best ways to reflect, change behaviors and shape philosophy is through objective feedback on practices based on observations. Feedback doesn't just become a norm by saying it is a new norm - there must be practice and professional development around the work of giving and receiving feedback. In the end, we must always be mindful of the intent of our feedback and the actual impact it has on those around us because they may not always align.</span><br />
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<span style="font-family: georgia, times new roman, serif; font-size: large;">5. Don't look at data in a vacuum and don't use said data to purchase stuff to address student needs or fix perceived problems. Want to fix a problem? Invest in the people affected by, and possibly affecting, the problem. Yes, research based programs are valuable but research based instructional approaches and techniques carried out by our teachers, who we should support through meaningful personal and professional development, trumps every program, resource or curriculum.</span><br />
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<span style="font-family: georgia, times new roman, serif; font-size: large;"><b>What Does It All Mean?</b></span><br />
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<span style="font-family: georgia, times new roman, serif; font-size: large;">Yes, the lists above could go on and on (feel free to add to them in the comments section below) but, in the end, if we want to see sustainable change in our schools, we have to focus on shaping and changing the behaviors of the people within the organization. That is the first step to meaningful reform. </span>TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com1tag:blogger.com,1999:blog-45969838602256425.post-86661128547976878242017-04-24T06:32:00.001-04:002017-04-24T06:32:22.905-04:00Like-Hearted<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">Dr. Paul Dordal (blog)</td></tr>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Over the last five years I have immersed myself in the "Twitterverse" and slowly built up my Personal/Professional Learning Network (PLN). Twitter quickly became a way for me to connect with other educators, and specifically educational leaders. In fact, Twitter became a way for me to escape the silo and sense of isolation I was experiencing while working as a Lead Learner at Cantiague Elementary. Yes, I was surrounded by a group of incredible kids, passionate educators and amazing families but I was the only "administrator" in the building and I was looking for an opportunity to learn, grow and be inspired by others in my position! </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>Likeminded</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Well, Twitter quickly became the space where I learned, connected with other likeminded educators and shared my thinking. In fact, I learned more through my connections on Twitter in a matter of months than I had learned in years of attending workshops, conferences and grad courses. The thing about Twitter that really hooked me is its functioning as a Virtual Community of Practice where tens of thousands of educators are openly sharing ideas, problems of practice and resources because most barriers had been removed (<i>the glory of a digital platform</i>). There is a sense of fluidity on Twitter where a person could be a novice at one moment when the topic is unfamiliar to them and then a moment later becomes the expert in "the room" because of their experiences and knowledge with a different topic/subject. </span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiesjstbj3uNOQq7EgdRdcw3ne8t46EHoggdZPDNFPLPsS9VYCPXt2ZDXw7r8FDBLka2T5TFaYwKVs_3FmeY-g3iJQOWf10EpoFZrN6-xFfU_i5L5JLwAHd8wt8wLpAuoGMoeFDFd-5Vg/s1600/Like_Minded_Vision_s.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgiesjstbj3uNOQq7EgdRdcw3ne8t46EHoggdZPDNFPLPsS9VYCPXt2ZDXw7r8FDBLka2T5TFaYwKVs_3FmeY-g3iJQOWf10EpoFZrN6-xFfU_i5L5JLwAHd8wt8wLpAuoGMoeFDFd-5Vg/s320/Like_Minded_Vision_s.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Rod Sullivan (site)</td></tr>
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<br /><span style="font-family: georgia, "times new roman", serif; font-size: large;">Twitter has provided me access to so many likeminded educators that I quickly realized that I could learn about almost any topic in a matter of minutes by reaching out to specific members of my PLN. Whether I wanted to learn more about school culture or wanted to better understand how we could implement sustainable PD or figure out how to use the Google Suite to enhance my workflow, I went to the likeminded and experienced people in my PLN and immediately had access to ideas and resources that were actionable and impacted my work as an educational leader.</span><div>
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<span style="font-family: georgia, "times new roman", serif; font-size: large;"><b>Like-Hearted</b></span></div>
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">As the months and years of accessing Twitter quickly flew by, I started to notice something happening with certain members of my PLN. While I respect and value the thousands of likeminded educators who inform my practice on a daily basis, I recently realized that there was a specific group that I kept coming back to; a specific group that informed my practice but also sustained me on an emotional level; a specific group that went from professional colleagues to personal friends. </span></div>
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">I started to become aware of this phenomenon when I noticed that members of my Twitter PLN started showing up in my Facebook feed and were becoming my "friends" on that platform. While I do have hundreds of friends on FB, it is a space that I generally keep for sharing personal posts, thoughts, celebrations and struggles. As some of my new friends began commenting and reacting to my posts, I noticed we were interacting on a different level. I started to get to know more about my new friends and realized that some of the connections we shared went beyond that likeminded level and deepened because we are like-hearted. </span></div>
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<span style="font-family: georgia, times new roman, serif; font-size: large;">The like-hearted people in my PLN are the people who have gotten to know me as a father, partner, educator and person. They know what makes me laugh, they understand what frustrates me, they recognize what makes me go, "Awe!" and they appreciate what touches my heart. Basically, the like-hearted members of my PLN understand what makes me tick and through their presence in my world, have made it a better place. I can say, with 100% certainty, that my like-hearted friends have shaped who I am as a person today. </span></div>
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<span style="font-family: georgia, "times new roman", serif; font-size: large;"><b>Why Do Like-Hearted People Matter?</b></span></div>
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">As I refined my skill set as a leader during my time at Cantiague, and specifically as I explored Twitter, I started to realize that I relied on my heart as much as I relied on my brain. Yes, being logical, thoughtful and responsive are generally my guiding principles as a leader but I am also passionate, emotionally invested and I pour my heart and soul into my work. While the likeminded members of my PLN have helped inform my practice on that logical/rational level, the like-hearted people have not only done that but through our friendships (<i>some of my best friends on the planet</i>) they have also sustained and inspired me on an emotional level. My like-hearted friends have added more sparkle and positivity to my professional world than I could have ever imagined. My like-hearted friends have reminded me that being an educator and working in schools with kids is a calling. In fact, my like-hearted friends have inspired me to dedicate myself to reframing the narrative in public education by spotlighting all the positive things happening in our schools!</span></div>
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">You see, our work as educators impacts our whole being - we need to use everything from our brains to our hearts to our bodies in order to do what is best for our kids. And as I think about it, the same is true of our students and their learning; our kids are using every fiber of their being to successfully navigate the day. So when we are "all in" and we pour a 100% of ourselves into our work and learning, who are the people we (<i>us as educators and our students</i>) turn to when we need support? Who are the people we turn to when we need inspiration? Who are the people who support us when we are struggling? Who are the people who make us laugh when we need it the most? Who are the people that get us? Those people are generally the like-hearted people in our worlds.</span></div>
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">So, make sure you pause and reflect on your PLN (<i>make sure your colleagues and students pause and reflect on their people around them too</i>) and recognize those like-hearted people who have made your world a better place and have made you a better version of yourself!</span></div>
TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com3tag:blogger.com,1999:blog-45969838602256425.post-43870675892893408672017-03-12T11:04:00.004-04:002017-03-12T16:14:30.212-04:0043 Things We Need To Stop Doing In Schools<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">This month I turned 43... that's right I have officially moved into my mid-40s and am a prime candidate for a mid-life crisis (<i>does wearing funky socks & drinking Mountain Dew on the regular count?</i>). Although getting older comes with some drawbacks (<i>starting to sound like your parents, lamenting for the days of yore and feeling aches & pains on a daily basis when getting out of bed</i>), the last few years have also been pretty awesome for me on a personal and professional level. Being in my 40s has been quite empowering and has given me the confidence to be true to who I am, be proud of what I believe in and make decisions based on my experiences (<i>not just strong opinions</i>). I have learned a lot about happiness (<i>it comes from within</i>), a lot about priorities (<i>both personal & professional</i>), a lot about balance in life (<i>still not great at it but better than ever before</i>) and a lot about the world of education, especially the current landscape of education, which continues to be an interesting one, especially as it intersects with the political landscape. </span><br />
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br /></span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">I have been an educator for 20 years and I have learned more in the last few months when I embarked on a new professional journey as an Ass't Sup - the learning literally happens minute by minute - it is pretty awesome! In the past I have written posts to coincide with my birthday milestones (<a href="http://leadingmotivatedlearners.blogspot.com/2014/03/40-things-i-know-about-education.html" target="_blank">here</a> and <a href="http://leadingmotivatedlearners.blogspot.com/2015/03/41-things-i-know-about-education.html" target="_blank">here</a>) and I have decided that although I missed last year (<i>not sure why</i>), I felt strongly about sharing 43 things we need to stop doing in schools today. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Is this list perfect? No. Will everyone agree with it? Probably not. Do I have research to back everything on the list? No. Am I right? I don't know but it is based on my experiences in the classroom, as a building leader, and now as a district leader so here is my list of 43 that we need to stop doing in education right now...</span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQ17ZB0YTedaZJPtJ4hqG9xoKxKxrfK3qc0Vk01kWPnIqbsAXr4GeHLhodFkDW-qXdZrjXk4swMAueEERDeFrRN1fwnjpVRwSRoQd0u48GpU9ZJbWngrui1oVAOEJPxgKFzZ3KAYIDfuw/s1600/LearningImage.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="202" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQ17ZB0YTedaZJPtJ4hqG9xoKxKxrfK3qc0Vk01kWPnIqbsAXr4GeHLhodFkDW-qXdZrjXk4swMAueEERDeFrRN1fwnjpVRwSRoQd0u48GpU9ZJbWngrui1oVAOEJPxgKFzZ3KAYIDfuw/s400/LearningImage.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">From ERLC</td></tr>
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<b><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br /></span>
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">We need to stop... </span></b><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">1) Making schools more about adults than kids - we can't primarily make decisions about what is easiest or more comfortable for the adults because we need to make decisions that are best for kids;</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">2) Giving HW (<i>at least in elementary school and possibly in middle school</i>). There is NO research that I have seen that speaks to a positive correlation between HW and academic achievement;</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">3) Giving grades... what is the point? Grades seem to bring the learning journey to an end, which goes against what most schools communicate when stating in their vision that they want to nurture life long learners! Life long learners need feedback, direction and space to fail as they evolve. My friend <a href="https://twitter.com/mssackstein" target="_blank">Starr</a> has enlightened me on this one!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">4) Blaming teachers for all that is wrong in our schools - the issues are much more systemic and pervasive and are rooted in a history that is plagued by racism, inefficiencies and misguided mandates; </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">5) Making classroom management about compliance and obedience. Instead we should make it about engagement and choice;</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">6) Taking away recess as a punishment when kids do something wrong (<i>unless they do something serious at recess</i>) because our kids (<i>like us</i>) need a break to run around, have fun and socialize!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">7) Using public behavior charts (<i>red light, yellow light, green light, etc.</i>) because all they do is humiliate kids and they generally don't change the behaviors of the kids who are struggling. My friend <a href="https://twitter.com/pernilleripp" target="_blank">Pernille</a> has really pushed my thinking on this point!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">8) Confusing innovative or progressive environments with ones that have a lot of technology!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">9) Mistaking technology for innovation; my friend <a href="https://twitter.com/gcouros" target="_blank">George</a> has taught me that innovation is rooted in strong relationships that allow for creative ways (<i>that may fail</i>) to solve our current problems! </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">10) Blaming parents/families for our children who might struggle in school; it is partnership - not a blame game!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">11) Keeping all the awesome things happening in our schools to ourselves - the four walls should not be barriers; instead, they should be transformed into glass and we should proudly share all the awesome things happening in our schools! My friend <a href="https://twitter.com/pennpanthers" target="_blank">Amy (and her awesome teachers)</a> did an amazing job at telling the school story!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">12) Giving tests with fill in the blank or multiple choice answers; these might be easier to grade but they don't build our children's ability to think critically!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">13) Killing the love of reading by making it about reading logs, assignments or jotting every 2 seconds;</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">14) Keeping technology out of the classroom because we, as the adults, are uncomfortable with it... that ship has sailed!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">15) Confusing technology with engagement; yes, screens do engage our children immediately but that is "level 1 engagement" - we want to push them to be engaged at a higher level where they are collaborating, communicating, creating and thinking critically. I think engagement is about thinking not just sitting quietly and working!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">16) Using mindless worksheets - you know the ones with word banks at the top or dozens of multiple choice questions. We don't want our kids to be masters of worksheets because that is not how they are going to change the world!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">17) Confusing PROJECTS with Project Based Learning! Projects are about a product (<i>that often looks the same for every learner</i>) while PBL is about inquiry and process... often driven by the student after being framed by the teacher. My friends <a href="https://twitter.com/RossCoops31" target="_blank">Ross</a> and <a href="https://twitter.com/MurphysMusings5" target="_blank">Erin</a> have taught me a lot about this!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">18) While we are on the topic of PROJECTS, we must stop sending projects home for families to complete. Our parents don't need to be doing book reports or tri-fold boards that look professionally done! If the project is that important, do it in school to level the playing field and make the learning collaborative.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">19) Demanding that our kids work quietly throughout the school day; messy, noisy and collaborative classrooms are often more successful than the quiet ones. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">20) Just involving our families in school during special events (<i>like the bake sale</i>) and instead we should engage them in the learning. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">21) Making professional development for teachers an afterthought - our teachers need to have the opportunity to learn throughout the school year! And the PD does not have to be a workshop or conference; the PD can be led by the principal, by teachers and even by kids! And, our teachers should have the choice to log PD hours by doing things like reading (<i>or writing</i>) blog posts, participating in Twitter chats and watching webinars. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">22) Making professional development for building leaders (<i>this one goes to you superintendents</i>) almost nonexistent because we don't want them leaving the building - that is not ok! We need to support our leaders in their learning - they should be encouraged to go to conferences, EdCamps, take courses, watch webinars, etc. because if they stay current, the chances increase that our schools will continue to iterate and get better!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">23) Ignoring the fact that school leaders have the greatest singular influence on the culture of a school. <a href="https://twitter.com/ToddWhitaker" target="_blank">Todd Whitaker</a> taught me that if the principal sneezes, the whole school catches a cold and after 10 years as a principal, I can wholeheartedly say that is TRUE!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">24) Removing "soft data" from our data walls, data meetings or whatever you call them in your school! We cannot just look at test scores as THE data point; instead we should consider observations, conference notes and relationships because they all influence how our kids perform!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">25) Hiding our smile from kids till December - that is just silly! We need to smile for kids from DAY ONE! Smiling teachers and kids lead to happy teachers and kids and that leads to positive relationships and those are the key to active learning!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">26) Ignoring the fact that relationships influence everything that happens in a school. Our schools need to be built on positive and healthy relationships rooted in trust and respect!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">27) Ignoring the reality that culture is about a lot more than spirit days and parties; culture is about trust, respect and a common vision!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">28) Forgetting how important our school secretaries are in the sustainability of culture; these people are the faces of our schools so they need to be AWESOME and they should be recognized for their awesomeness!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">29) </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Forgetting how important our school custodians are in the daily running of our buildings; these hard workers make sure our schools are healthy and safe for our kids and teachers!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">30) Ignoring the reality that, in general, our schools haven't evolved much since the one room schoolhouse yet we, as humans and thinkers, have evolved tremendously. It is time for our schools to start moving forward!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">31) Focusing, solely, on "forward thinking" or "progressive methods" because then we are working towards something that doesn't exist - something abstract. Instead, let's focus on building the capacity of our educators so that the current instructional methods being used are sound, robust and best for kids!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">32) Putting pressure on kids to perform on high stakes testing (<i>or any testing for that matter</i>). If we support our kids and differentiate instruction (<i>and assessment</i>) to meet their needs, they will perform and show us what they know!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">33) Focusing on the "cool" or "trendy" stuff (<i>iPads, Chromebooks, etc.</i>) in isolation; instead we must focus on the people... the stuff is only as good as the people using it!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">34) Going towards a total self-directed PD model for teachers. While I do believe choice for teachers in what they learn about and how (<i>passion projects, PLCs, etc.</i>) is incredibly important, there also need to be some district-wide goals and focal points that we are all working on. That is how we move an entire community forward as opposed to just perpetuating pockets of awesome within our schools. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">35) Trying to force educators to get on Twitter (<i>or some other SM platform</i>) because the truth is, it does not work for everyone. That being said, we do need to expose people to the power of collaboration (<i>possibly through communities of practice or PLCs</i>) so educators can break out of their silos! </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">36) Making school more about teaching - school should be about learning first! Learning for kids, families and educators should always be at the core of our work!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">37) Punishing educators through ridiculous federal or state mandates that have nothing to do with kids; instead, these mandates reduce educators to a number and that is not what will improve education in this country!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">38) While I love trends like Genius Hour, Makerspaces and PBL (<i>we did a lot of this awesome learning at Cantiague</i>) those go much deeper than just blocking out time in a schedule to make them happen. If we want things like Genius Hour or PBL to be sustainable, we must change the way we teach - these can't just be special events that happen once a week (<i>that is a fine starting point though</i>); instead, they should help us change our daily approaches so learning is filled with more student centered and student driven inquiry opportunities!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">39) Using sarcasm in the classroom - especially with our elementary and middle school kids; even if it is funny most of the times, the one time it is embarrassing to a child is enough of a reason to stop!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">40) Making all teachers write in plan books (<i>you know, the ones with all those little boxes</i>). We need to let our teachers plan however it makes sense for them and their kids!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">41) Ignoring the reality that common planning time is critical to the success and sustainability of a school community - our teachers and leaders need time together to share ideas, resources and materials!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">42) Having meetings just for the sake of having meetings! Come on people... if it can be put in an email or newsletter, then put it there and use the meeting for some professional or personal development! My friends <a href="https://twitter.com/cultofpedagogy" target="_blank">Jennifer</a>, <a href="https://twitter.com/PeterMDeWitt" target="_blank">Peter</a> and <a href="https://twitter.com/markbarnes19" target="_blank">Mark</a> taught about re-imagining meetings. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">43) Finally, we need to stop making decisions that feel good or are easier for the adults within the learning community and instead make all decisions in the best interest of children. While this approach may not always be easy, it will always be right.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Clearly the list could go on and on but in the end, I think these 43 points are critical to the success of any learning organization and are in the best interest of children. Do you agree? Which one stands out most? Why? </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">What do you think should be the next thing on this list? </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Please leave a comment below!</span></div>
TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com50tag:blogger.com,1999:blog-45969838602256425.post-56753135010489137092017-01-30T06:47:00.005-05:002017-01-30T06:47:47.178-05:00Turn Key Thursday: A HW Alternative<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">While recently visiting a #WeArePlainedge Grade 4 classroom, the teacher, <a href="https://twitter.com/Caranewman12" target="_blank">Cara Newman</a>, and her students excitedly started telling me about all the exciting things happening in their classroom. They told me about the book talks they were having, the literary essays they were about to begin writing, the independent reading books they were immersed in, the Genius Hour projects they were just starting and how excited they were to share their HW. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Excited about HW? Excited to show off HW? Hmmmm.... Needless to say, I didn't want to squash their enthusiasm with my own personal feelings about HW so I just smiled. If anyone has read my blog posts (<a href="http://leadingmotivatedlearners.blogspot.com/2016/02/5-steps-to-rebranding-hw.html" target="_blank">here </a>and <a href="http://leadingmotivatedlearners.blogspot.com/2016/01/wasting-precious-time.html" target="_blank">here</a>), seen my social media posts or just spoken to me in person, you know my position on HW... I'm not necessarily the biggest fan. That being said, I wanted to hear more from these kids - I needed to know why they were so excited about doing their HW. That is when they told me all about Turnkey Thursday!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">What is Turnkey Thursday you ask? Well, I could never do it justice so I asked the kids to write a guest post for me where they explained it and here is what they generated... their first ever blog post...</span><br />
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<span style="font-size: 16.0pt; line-height: 107%;">What is TurnKey Thursday? How does it work? Why do you do
it? Can students really teach others? Have you ever wanted homework that was
fun? Or to be able to create a keynote, song, scratch game, or maybe even a
dance about the material you learned in class? All of this is possible with TurnKey
Thursday. All classrooms should have TurnKey Thursday because kids can teach
their family members, it is fun, and most of all it helps students to become
better learners. <o:p></o:p></span></div>
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<span style="font-size: 16.0pt; line-height: 107%;">All classrooms should have TurnKey Thursday. All classrooms
should have TurnKey Thursday because kids can teach their parents so they stop
saying, “I don’t know what that is!” Mrs. Stella is a parent who said, “As a
parent it is very hard for us to help our children because they are learning so
differently than we did. We stayed in box, kids today learn outside the box.”
This shows it is very hard for parents to help their children with homework.
Instead kids can help their parents! Alec says, “You could teach your
parents the way your teachers teach you. Also, you could make a test or quiz
for them at the beginning or end of every new chapter.” If you teach your
parents, they will understand the concept that you are learning so in the
future your parents will be able to help you. It would be great to teach your
parents so they don’t say, “I didn’t learn this way when I was younger.” As
kids it is hard to learn differently that our parents did. When we ask for help
they can’t help us and get frustrated. Having Turn Key Thursday takes this
frustration away! <o:p></o:p></span></div>
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<span style="font-size: 16.0pt; line-height: 107%;">All classrooms should have TurnKey Thursday because it is
fun! TurnKey Thursday is fun because you can use your imagination and
creativity. For example, when learning about Prime and Composite numbers students
made a song about it. The two students changed the “Cup” song into a prime and
composite song. They used their imagination and even gave the lyrics to the
class! Now the class is having fun as well. This shows that Turn Key Thursday
is fun! <o:p></o:p></span></div>
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<span style="font-size: 16.0pt; line-height: 107%;">Ryan said, “It is fun because you get to be a teacher just
like Mrs. Newman and Dr. Sinanis. You also have to remember what you learned
that week. It is pretty much fun homework even though you have to remember the
work learned. You don’t realize it but you are really learning.” <o:p></o:p></span></div>
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<span style="font-size: 16.0pt; line-height: 107%;">All classrooms should have TurnKey Thursday because it helps
students to become better learners. It helps students to become better learners
because they have to know the material, to teach the material. It helps
students to become better learners because they want to pay attention so they can be
a good teacher themselves. It helps students to become better learners because
they need to practice what they are going to teach. While they are practicing,
they are learning. Gino feels its makes him a better student because it makes
him study harder, so he can teach someone else.<o:p></o:p></span></div>
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<span style="font-size: 16.0pt; line-height: 107%;">In conclusion, children should have Turn Key Thursday because
family members can learn from them, it is fun, and most of all children become
better learners. We hope you try Turn Key Thursday and explore all its
possibilities!</span></div>
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<span style="text-indent: 0.5in;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">So, what do you think about Turnkey Thursday? Are you convinced that it is worth a try? Leave a comment below and let us know!</span></span><span style="font-size: 16pt; text-indent: 0.5in;"> </span></div>
TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com3tag:blogger.com,1999:blog-45969838602256425.post-42002699351542924052017-01-14T16:27:00.001-05:002017-01-14T16:27:30.801-05:00Yes, I Love To Read<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i>The last blog post I published, <a href="http://leadingmotivatedlearners.blogspot.com/2017/01/lets-not-kill-love-of-reading.html" target="_blank">Let's Not Kill The Love Of Reading</a>, seemed to really resonate with other parents and educators based on the responses and comments that were shared. While the post was inspired by my son Paul, he didn't actually read the post until the other day. After reading it, he thanked me writing it and then asked if he could write a guest post for me so he could share things from his perspective. Needless to say, I loved the idea and am honored to feature my awesome son as a guest writer on my blog. After much discussion, a drafting of some notes and a shared Google Doc to review ideas, here is Paul's take on reading and his plea to allow him to keep his love of reading... </i></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>My Reading Journey</b></span><br />
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">As a seventh grader in middle school, I spend a lot of time reading. I read in all my classes - from math class to newspaper club, I am always reading something. Fortunately for me, I am a good reader and have always loved to read. From what my parents tell me, I was reading before I was even 2 years old and although I may not remember those first reading experiences, I do know that I have always loved to read. Whether it was the hysterical <a href="http://www.myweirdclassroomclub.com/my-weird-school-books" target="_blank">My Weird School</a> books by Dan Gutman that spoke to my sense of humor or the powerful <a href="https://www.amazon.com/All-American-Boys-Jason-Reynolds/dp/1481463330" target="_blank">All American Boys</a>, which helped me develop a better understanding of race and social justice in our country, I have always loved sitting on the couch and getting lost in a great book. Growing up, one of my favorite things to do was going to our local Barnes & Noble because I knew I'd get to go home with a few new books and experiences. I could literally spend hours in the store checking out books, reading some books and making piles of the books I wanted to take home. Yes, I also loved going to places like Toys R Us but Barnes & Noble was my go-to because no matter what I was into (Star Wars, superheroes, video games, etc.) there was always a book I could find that I could learn more about the topic. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Of course, as my dad mentioned in his post, when I started school and had to read for my teachers, my love of reading started to change. I felt like every single time we read something in school, there had to be some sort of writing assignment or activity connected to the reading so we could prove to our teachers that we actually read. Now don't get me wrong, I have had some amazing teachers over the years but as I got older, reading in school became more about the teachers and less about the students. Yes, there are many things I like about reading but there are some things I wish could change about reading in school. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Things I Like About Reading</b></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Reading has been one of my favorite things to do for many years. There are many positive attributes to reading that I really appreciate, especially as I get older. For example... </span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">1) As a reader, I can get so captured inside of a book, that I would literally end up finishing it in one sitting. That is the sign of a great book - I literally could not put it down!</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">2) I love reading because I</span><span style="font-family: Georgia, "Times New Roman", serif; font-size: large;"> can choose any book that fits my style of reading and my interests. Whether it is nonfiction interests or realistic fiction that connects to my life, I can always find a great book.</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">3) I </span><span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">have learned lots of great life lessons from books. One of my favorite books of all time is <i><u><a href="https://www.amazon.com/Wonder-R-J-Palacio/dp/1480586358" target="_blank">Wonder</a></u></i> and there are so many life lessons in that book but the one that still sticks with me is the importance of being kinder than necessary. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Things My Teachers Do/Did That I Like</b></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Even though sometimes it feels like a specific class (or maybe just school in general) has been slowly destroying my love of reading, there are some great things my teachers still do, or used to do, that I really enjoy as a reader and learner. For example...</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">1) Some of our teachers let us choose our own book to read on the side in addition the book we are reading in class. I like this because I get to choose what I want to read and what fits my interests at the time!</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">2) I used to love when my teachers would confer with individual children and talk to us about what we were reading. I loved this because I got to share with my teacher what I had been reading at the time and why I was enjoying my book. Truth is, one of my favorite things about reading conferences is that I had I a chance to talk with my teacher - 1:1 time with my teachers was always a good thing. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">3) I like the opportunity to showcase the books that I have read with my classmates. Sometimes I have read a really awesome book and I want to share that book love with someone else. I like to do this because it lets me feature what I read or am currently reading with my friends and classmates and book talks are a great way to do this in school!</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;"><b>Things My Teachers Do/Did That I Don't Really Like</b></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">The truth is that even though I love to read in my free time, and always have, there are also many so called “activities” that I do in school (or have done in the past) that have been crushing my love of reading since elementary school. I don't blame my teachers because I have had many amazing teachers - I think they either doing what the principal is telling them to do or what they think is best (that's what my dad says). Unfortunately, some of the reading activities we do in school are not awesome. Now, you might notice that there are many things I have written about that my dad also wrote about in his blog post but I am writing about them from my perspective as a student. For example... </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">1) <i><b>Summaries/Written Responses</b></i>. I don’t feel the need to write down what I have read throughout the book, I'd rather just explain it verbally to someone in class the next day. Sometimes, I know I have to write a summary because my teacher needs to understand what I am thinking but the truth is, I just want to share with my classmates to make the experience more interactive.</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">2) <b><i>Book Reports/Five Paragraph Essays.</i></b> I really don’t enjoy writing these because they are a long and exhausting process and there are usually so many boundaries that I can’t write what I want to write. If I have to write about a book, at least let me share the things that I think are most important without so many boundaries.</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">3) <b><i>Gist Taking.</i></b> For those of you who don’t know, gist taking is when you constantly have to stop in the middle of reading and jot down the main idea of the last couple of pages. I feel that this is unnecessary and excessive because it disrupts my reading and thinking. I just want to read my book without disruptions from other people. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">4) <b><i>Extended Readings.</i></b> I really do not like these because it takes a book that can be done in a few days or a week, and stretches it out over 3 to 4 months of reading and all we seem to do is answer text based questions. What reader does that? Readers want to read and think and maybe talk about a book and then move on - not read the same book for months and write about it a thousand times. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">5) <b><i>Reading Logs.</i></b> Yes, I know how my dad feels about reading logs but the truth is, I don't love them either. The thing I don't like about these charts is that I feel like my teachers do not trust me enough to read without logging it. I do also recognize that reading logs do need to be used with some kids, but other kids (<i>including me, an avid reader</i>) do not need to use them because I generally read on a daily basis because I love to read!</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Yes, I Love To Read</b></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Reading has been one of my favorite things to do for my entire life. I am sure I am not the only kid who loves to read - I am guessing there are a lot of us out there. So, to all the educators out there who are reading this, please try one of my recommendations because I think your students will enjoy the reading experience more. Remember, readers should want to read for themselves, not for someone else!</span>TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com9tag:blogger.com,1999:blog-45969838602256425.post-40913706122886997632017-01-04T06:48:00.000-05:002017-01-04T06:52:10.966-05:00Let's Not Kill The Love Of Reading<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_7OwnljDdqAVYtXKyg0PdQjYxyMXRXfSY1P0CLZOcPMX4hsVB4xbaOnrLt_5mgQ5VpywH8aI05BW-1oUgy63taQXugltxXkSXNmp7sC19LyMg6rFwnlqAifLb9_-RfvbGWkrVC4-FZuU/s1600/ReadingKiller.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_7OwnljDdqAVYtXKyg0PdQjYxyMXRXfSY1P0CLZOcPMX4hsVB4xbaOnrLt_5mgQ5VpywH8aI05BW-1oUgy63taQXugltxXkSXNmp7sC19LyMg6rFwnlqAifLb9_-RfvbGWkrVC4-FZuU/s320/ReadingKiller.jpg" width="212" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Kelly Gallagher via Pinterest</td></tr>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">To all my fellow educators, especially those who are in leadership positions and/or the teachers of reading, literacy, ELA (<i>or whatever it's called today</i>), please take note that some of the practices we are employing in our schools, specifically as they relate to student reading, are actually killing the love of reading in our kids. It's true - in our effort to "educate" kids and to make sure they are "college and career ready," we may be indirectly killing the love of reading that many of our children come to school having nurtured (<i>with the help of family members, other readers, etc.</i>) through their own book readings and explorations. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">This post is not directed at any specific teacher, school or leader because I know everyone is working hard and that most are doing what they think is best for kids. This post is not an attack on ELA or reading teachers because I know they are trying to help kids grow as readers. Instead, this post is a plea from me, Tony the dad, who has watched his son's love of reading be pushed to the brink of extinction. I am not blaming any specific teacher or practice I am just pleading my son's case. You see, Paul has always loved reading - from the time he was 18 months old - and he could literally get lost in a book for hours at a time. He would sit, curled up on the couch, and get so immersed in book that all we would hear is laughter, oooohhhs or aaaaahhhs based on what he was reading. He would zip through entire series in a matter of days and would beg for trips to Barnes and Noble or the library. He would tell us all about the characters and their adventures. But as he progressed in school, that love for reading started to change. Yes, at some point he did receive his first iPad and iPhone and those screens pulled him away from his books but the battle to read started when reading was associated with an activity/assignment/expectation that was being done to meet someone else's reading expectations - not his own. Some of those activities included...</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">1. Reading logs... ugh... the dreadful reading logs that we would eventually just signed off on even if Paul hadn't read because they become more of a chore than anything else;</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">2. Written responses... that were never checked or responded to. Yes, I do recognize that children should write about their reading but that writing should be used to give us insight into their thinking as readers so we can help them grow.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">3. Summaries... ugh... 5-8 sentences where Paul summarized a book he had read just so a teacher could hold him accountable. It became such a chore that Paul always wrote the minimum and sometimes found a summary using Google that he could paraphrase because it didn't matter to him. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">4. Book reports... the dreaded book reports that really became more about drawing some amazing picture to go on the cover of the report than anything else. They were also so formulaic that little thought went into completing them - it was like mindlessly following a recipe.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">5. Reading passages just to answer multiple choice questions... why are we doing this to our kids? Paul got to the point where he would just read the questions and the multiple choice answers and then scan the passage for the correct answer - no reading really involved there.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">6. Close readings have turned into reading the same book for months and doing endless assignments around that one book... that doesn't work for every kid.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">The list could go on and on but the point is that somewhere along the line the reading Paul was doing became more about meeting someone else's expectations than they were about nurturing and growing his love for reading. I saw it last night when doing a homework assignment related to reading became a challenge that he just wanted to finish and move on. Yet, when the time came for him to read before bed (<i>we agreed to 15 minutes</i>) he literally begged me to stay up to read because he wanted to see what happened at the end of the book. 15 minutes quickly turned into 45 minutes and in the end I had to wrestle the book out of his hands because he needed to sleep.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Why do I share this? Not to shame any educators or schools (<i>Paul has had some of the most amazing and talented teachers I have ever seen</i>) but to just point out that we must rethink our practices as they relate to reading because they might be having the opposite impact - not creating better readers but instead creating resentful readers.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Yes, I recognize that some of our students don't love to read like Paul loves to read; and yes, a handful of those children may have not loved reading before they even walked into a school building, but I do believe that some of our instructional practices (<i>many of which I was guilty of using as a teacher myself</i>) are actually killing the love of reading instead of nurturing it. When did we stop reading for the joy of reading? Although I am not a literacy expert or reading specialist myself I do think there are some things we could do to help grow a love of reading...</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">1) Let kids just read what they want to read; choice is a powerful incentive.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">2) Let kids talk about what they are reading... book talks are awesome ways to hook other readers and spread book love.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">3) Don't attach an assignment to every reading activity.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">4) Books don't have to be the only thing kids read.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">5) If an assignment has to be attached to a reading activity (for accountability purposes), give the kids choices about what they might do.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">6) Confer with kids - talk to them about what they are reading and use that data to help our kids set their own reading goals so they get better.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">7) Don't make kids read one novel for months at a time and if you must do this, make it engaging!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Again, the list can go on and on and there are educators who are much more skilled than I am who could offer much better insight but this is just a plea from a dad who wants his son to continue to love to read. </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">No, this is not a new plea as it has been written about </span><a href="https://pernillesripp.com/2016/06/21/the-reading-rules-we-would-never-follow-as-adult-readers/" style="font-family: Georgia, "Times New Roman", serif; font-size: x-large;" target="_blank">here</a><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"> in the Washington Post</span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">, and </span><a href="https://www.washingtonpost.com/news/answer-sheet/wp/2014/12/06/seven-ways-schools-kill-the-love-of-reading-in-kids-and-4-principles-to-help-restore-it/?utm_term=.08e110af1269" style="font-family: Georgia, "Times New Roman", serif; font-size: x-large;" target="_blank">here</a><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"> by Pernille Ripp</span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">, and </span><a href="http://www.brilliant-insane.com/2014/08/6-ways-teachers-kill-the-joy-of-reading.html" style="font-family: Georgia, "Times New Roman", serif; font-size: x-large;" target="_blank">here</a><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"> by Mark Barnes</span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">, and even </span><a href="http://www.adventuresinliteracyland.com/2015/06/10-ways-teachers-kill-love-of-reading.html" style="font-family: Georgia, "Times New Roman", serif; font-size: x-large;" target="_blank">here</a><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"> (</span><i style="font-family: Georgia, "Times New Roman", serif; font-size: x-large;">there are dozens of pieces actually - just visit the Google</i><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">). Educators have been talking about killing the love of reading for years yet we are still employing many of the questionable practices and I think we are doing it all in the name of accountability, test preparation and standards. While I recognize that those are our realities, and we must work within them, I hope we (</span><i style="font-family: Georgia, "Times New Roman", serif; font-size: x-large;">all educators</i><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">) can pause and reflect on the practices we are employing to ensure we are not indirectly killing the love of reading in our kids and instead we are helping grow that love of books and reading!</span>TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com43tag:blogger.com,1999:blog-45969838602256425.post-5786010337421036032016-12-27T23:16:00.003-05:002016-12-27T23:16:17.134-05:0012 Leadership Lessons From Paul<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Paul, my awesome son, recently turned 12 years old! That's right... it has been exactly 12 years since that first time I held him in my arms and now less than one year until he is officially a teenager... UGH! While the attitude and sassiness associated with these teen years is consistently rearing its ugly head, he is still a source of inspiration, joy and fulfillment for me. Paul changed my world in an instant - he defined unconditional love for me and taught me what it feels like to be willing to give your life for someone else. It is hard to believe that this hysterical, strong minded and courageous young man weighed less than 7 lbs at birth. But, here he is, in the middle of seventh grade and not a day goes by when I am not in awe of him. Paul was born with some significant medical issues (<a href="http://leadingmotivatedlearners.blogspot.com/2013/08/ode-to-paul.html" target="_blank">wrote about them here</a>) yet he has persevered and stayed positive no matter what was going on around him. He has his own passions and interests, his own circle of friends and his own strong set of beliefs... he thinks memes are the be all and end all, he thinks Snapchat is the best social media platform and he would prefer if school were 3 days a week while the weekend ended up being 5 days long... yes, he is a typical adolescent in so many ways. He is also my mini-me and partner in crime - there is nothing I enjoy more than spending time with Paul!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>What Paul Has Taught Me</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Aside from the obvious life lessons Paul has taught me, he has also taught me a lot about learning, teaching, the world of education and leadership. While last year <a href="http://leadingmotivatedlearners.blogspot.com/2015/12/11-things-paul-taught-me-about-school.html" target="_blank">I wrote about the 11 things Paul taught me about school</a>, this year I have been thinking about the leadership lessons I have learned from Paul. Even though there are many lessons - literally dozens - that I have learned from Paul, in honor of his recent birthday, I wanted to share 12 of the leadership lessons that have really resonated with me. You see, i</span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">n many ways, parenting and leadership are incredibly similar because ultimately our words, actions and decisions (as parents and leaders) will have a direct impact on those around us and that is an awesome responsibility.</span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"> </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>12 Leadership Lessons</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">1) My students deserve to be treated like my own kids. Since Paul was born, my ultimate goal was to create the school/classroom/district that I would want for Paul; a place that I would be proud to send Paul. It is really simple but so important - if I see my students through the same lens I see my own child, my goals become clear and I am no longer seeing my students as "their" children or "those" children but instead as MY/OUR children.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">2) We must be mindful of every word, action and decision because it will impact those around us. What I have come to understand in my current position as an Assistant Superintendent, where I am still new and building trust and relationships, is that intent doesn't always match impact. So, while my intentions may be completely positive, the impact on those around me may actually not be so positive and that could be problematic. Thus before taking any action, making any decisions or saying anything that could impact many, I must consider the outcomes. This is true of every interaction I have with Paul and trust me, I have learned from my many mistakes!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">3) Leaders must make time for some fun too! While I want our students to read, write and be informed problem solvers (much like I want Paul to study hard and eat his veggies), there must also be time for movement, fun and socialization. As a leader, I will make sure that activities such as physical education and recess are sacred because our students need those times to move and have some fun. To that end, I have also made sure to carve out some fun time for myself so I could re-energize and while that might involve a good book, some reality TV or joining kids at recess, the end result is clear - leaders need to have some fun too.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">4) As a leader, I have to share responsibility as a way to empower those around me. As Paul has gotten older he has pushed (more like pulled away) for more independence and the opportunity to make his own decisions. While his choices aren't always the ones I would have chosen, I recognize that I must give him the space to learn from his mistakes. As an educational leader, I must do the same and consider ways to share responsibility with the other educators in our district, our students and our families. I cannot make decisions in a silo; instead, distributive and collaborative leadership allow me to deliberate ideas, broaden my point of view and make more informed decisions... and hopefully better decisions.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">5) In the end, there are times when a decision has to be made by the leader! Even though Paul generally hates being told what to do and when, there are times that his vantage point is limited and thus he relies on his parents to make a more informed decision for him (for example, even though he didn't want to be moved to the honors class a month into the school year, we knew it was best for him and guided him in that direction). This is true for me as an educational leader too because I have a broader and more global perspective and thus decisions often require my vantage point. Although multiple perspectives may be considered, the responsibility of the final decision lies with me and sometimes that is totally fine.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">6) As a leader I have to be better at listening than speaking. Yes, strong public speaking (at a faculty meeting, a PD session, at a Board Meeting, etc.) is important, but in the end people need to be heard. Yes, Paul does need my advice and guidance at times but there are other times that my ability to just sit back and listen is more valuable to him than anything I could say. By listening to Paul, I am allowing him the opportunity to process his thoughts aloud and I am learning so much about where he is and what he is feeling. The ability to listen - really hear what others are saying - is crucial in my role as educational leader too because not only do I help others understand that their opinions/perspectives are valuable but I am learning a lot and informing my own perspective. The ability to listen is also the key to building sustainable relationships.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">7) Leaders must be responsive, not reactive. There are times when I am stressed or frustrated (or just tired) and Paul says or does something that sets me off and I totally react... in fact, I likely overreact. In the end though, Paul would benefit a lot more from my responsiveness than my reactiveness. The same is true for my work as an educational leader - our community needs me to be responsive but not reactive. As a responsive leader I respond to the needs of those around me by gathering as much information as possible, by considering all the consequences of my actions and by best meeting the needs of our community - especially our students. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">8) We must value the process more than the product. This is something I have to constantly remind myself of when I am watching Paul do his HW. There are so many times I want to swoop in and make a correction or suggest a different word or strategy but in the end, I know I have to let him go through the learning process because that would be more meaningful than me "fixing" something for him. The same is true for me as an educational leader. I don't look for perfection when I am in schools or classrooms - learning and teaching should be messy, engaging and failure should be an acceptable norm within the process. Learning and teaching is always about the process - not the product because I generally care more about the journey than the destination. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">9) Be transparent because honesty allows everyone around me to understand the "whys" and "hows" of my decisions, actions and words. The most difficult time in my life was coming to terms with my sexuality and although most people discouraged me from sharing my reality with Paul, I knew I had to because I needed to be honest with him. What happened when I told him? He hugged me, told me he loved me and said he understood that I would love a man. Done. No drama, no story to spin and no lie to remember - being transparent with my son was the best decision I ever made. The same is true in my work as an educational leader where being transparent with kids, staff and families has helped me earn trust and build social capital and those can be game changers in leadership. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">10) Lead with heart - it is a simple rule but probably the most important one for me. As a dad Paul knows that no matter what conversation we are having or situation we are dealing with, my love for him is at the core and because of that love, in the end, we will figure it all out. The same is true in my work as a leader - my heart guides many of my decisions because I am driven to do what is in the best interest of our students, teachers and our entire community. Yes, I have to be rationale and logical as a leader but in the end, it is my ability to lead from my heart (with passion and pride) that has helped me be successful in various leadership positions. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">11) Leaders don't let the title or role define them; instead they define it! I knew what people expected of me as a dad because of the way I was raised but in the end, my parenting style was just that - mine. Yes, I relied on the amazing example of my own parents but Paul's needs and personality really dictated my own patterns as a dad. My parenting is forever evolving because some days my son needs a mentor, other days he needs a friend and sometimes he needs direction. During my journey as an educational leader, I knew what people expected from the principal or the assistant superintendent (simply because of the titles) but letting the role define me didn't come naturally; instead, redefining the roles and expectations came easier so that's what happened. Whether I embraced the concept of being a lead learner during my time as a principal or spent more time in classrooms/schools during my short time as a central office administrator, the fact remained that I was redefining the role and making it my own because my professional work had to resonate on a personal level. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">12) I am a dad first and foremost and every decision I make as an educational leader is influenced by my "dad lens." This reality is a simple one but one that took me a while to recognize. You see, I never understood how much my work was influenced by my life until I became a building principal about 11 years ago. Whether I was doing the master schedule during my time as a principal or meeting with a group principals during my time as a assistant superintendent, the decisions I made and words I spoke were shaped by my personal experiences as a father... and so far, that has worked for me.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Yes, Paul has taught me dozens of lessons and although the list could go on, these are the Top 12 leadership lessons I have learned from my most amazing son. Thank you Paul - you inspire me, teach me and make me a better person and educator!</span>TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com3tag:blogger.com,1999:blog-45969838602256425.post-40670842907251335252016-12-22T16:23:00.000-05:002016-12-22T16:23:33.980-05:00Looking Back And Moving Forward<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><span style="background-color: transparent; color: black; font-style: italic; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A collaborative post by </span><a href="https://twitter.com/TonySinanis" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: italic; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 700; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Tony Sinanis</span></a><span style="background-color: transparent; color: black; font-style: italic; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> & </span><a href="https://twitter.com/LisaMeade23" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: italic; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 700; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Lisa Meade</span></a></span></div>
<b id="docs-internal-guid-464328cb-2869-1087-e2a9-727c94b2a031" style="font-weight: normal;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br /></span></b>
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<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Looking Back & Moving Forward</span></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">When you look back on the order of events, it may not make much sense to those in our worlds. We were both successful principals leading amazing teams in our incredible schools. We worked with kids who were excited to come to school, with families who were proud to share their children with us and educators who put kids at the center of every decision. We felt highly capable in our positions. The principalship allowed us to impact a myriad of decisions, shape the trajectory of a community and nurture a culture of learning for adults and students. We were inspired by the work of other principals in our PLN and kept raising the bar with new ideas and approaches in our buildings because we knew we had to model what we hoped for our in our communities… being learners first and teachers second!</span></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">As we begin thinking about what 2017 has in store for us, we paused to think about where we both were a year ago when we were thinking about 2016. Ironically enough, neither of us were even considering a move - we loved being building principals and were already starting to plan for the next year. Yet, 2016 unfolded quickly and before we knew it, we were both embarking on new journeys that involved district level leadership positions. Needless to say, we had some questions but none more pressing than one that we had always considered from a distance… if entering the principalship was considered “going over to the dark side” then what side would we be on when we moved from the building level to district level leadership roles of Assistant Superintendent for Curriculum and Instruction (Tony) and Director of Pupil Personnel Services (Lisa)? What is darker than dark side? </span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Transitioning to a new role</span></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Through a different series of events for both of us, opportunities to stretch, reflect, learn and grow were presented. Yet, in that opportunity, we likely didn’t realize the struggle that would exist in saying goodbye to the communities that had become extensions of our families, and even ourselves. When you believe in a building (a team, the students and their families) as much as both of us did, you don’t just walk away without pain, sadness and even some uncertainty. We’d be lying to say otherwise because change is hard; change is uncomfortable; and change is unfamiliar. We left so much in our former districts and made the leap to new positions in new districts and we know we were able to make those leaps because of our previous experiences! </span></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">In spite of hurdles we faced when moving on, the challenge of making an even bigger impact in a new space was an exciting opportunity for us. Where we once had a fraction of teachers to support, now we are looking at hundreds of staff members, thousands of kids and a sea of families. The decisions we help to make, or sometimes are making ourselves, are enormous because the accountability is at a whole other level since the impact is so far reaching. We can’t lie - the work can be overwhelming at times because we want everything to be perfect for our new communities, including the new district level teams we are a part of, but the chance to be part of systemic and organizational work helps us pause and recognize how fortunate we are to have such incredible opportunities in our new roles. Now that we are both in district level positions, we see some things differently and with a greater sense of urgency, at times, than we may have in the past because now the impact is on an entire district - not just one space within a district. Oh boy… how times have changed! </span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Appreciating the past</span></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Yet, who taught us the most about what was right for schools? Our building teams where we had the opportunity to lead, learn and inform our practice. Each and every time we meet a new administrator or have the opportunity to talk to someone in an administrative internship, we tell them that being a principal is, by far, one of the best jobs on the planet for so many reasons. </span></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">At Cantiague Elementary in Jericho, NY, Tony learned how to work with an entire community to create a student-centered learning environment that functions as a safe haven for children. When children feel safe, they feel confident; when children feel confident, they feel happy; when children feel happy, their brains release endorphins; when the brains release endorphins children are primed for learning. A student-centered school pivots around the core philosophy that schools foster happy, engaged children who have voice in their learning and choice in how to communicate their knowledge. Tony quickly realized, through conversations with staff and families, that students needed to be active members of the school community where learning was at the center. </span></span></div>
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<div dir="ltr" style="line-height: 1.3800000000000001; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">When the focus at Cantiague shifted from the teaching to the learning, the daily work and conversations changed. Tony, as a building lead learner, tried to model that notion of learning every single day whether through activities within the PLN, or through the reading of blogs or by trying new things in his practice, he was focused on learning and growing. The educators at Cantiague embraced this opportunity to learn too and new ideas and practices sprang up throughout the building. Slowly, the children at Cantiague began to develop a different appreciation for their learning because they understood the work and saw it as valuable and personal. With that slight shift in focus from teaching to learning, Cantiague became much more student-centered and the tone of discourse about learning changed so opportunities to innovate, create, and pursue passions became the norm rather than the exception. The children at Cantiague began participating in school-wide decisions, from planning special events to helping reimagine the school vision statement. We quickly saw that when the students exercised their voices, on some level they positioned themselves as partners in the school experience. We were able to harness the excitement and enthusiasm our children brought to school each day, by amplifying their voices, and letting their positivity permeate the entire community. </span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">At Corinth Middle School in Corinth, NY, Lisa learned the power of culture on a building. Lisa explains, </span><span style="background-color: transparent; color: black; font-style: italic; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“We each bought into a shared vision for what our school should feel, sound, and look like. Through PBIS and effective use of a building leadership team, we drastically reduced discipline in our building. We took risks (like flipped learning, creating a makerspace and examining our homework policies) step by step. We remembered that at the center of each instructional or behavioral decision we needed to make, there stood a student. Sometimes the students would allow us to help and sometimes they wouldn’t. We tried to not let it matter either way. Faculty meetings became incredibly collaborative through faculty meeting smackdowns and we learned to appreciate the enormous talent pool we had within. Over time, most became comfortable with being honest about decisions they may not have agreed with but still tried to respect as they were rolled out. Earlier this summer, when I made the decision to leave Corinth, I wrote about this departure in the post, </span><a href="http://msprincipal23a.blogspot.com/2016/07/for-good_31.html" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: italic; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">For Good.</span></a><span style="background-color: transparent; color: black; font-style: italic; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> What I tried to say in that post was how incredibly thankful I will always be to that team for teaching me all about leadership. One of the main ideas I gained was that real leadership can’t be delegated or ignored. Teachers (and support staff) want to be part of a program that puts kids first and is clearly articulated and then adjusted when need be.”</span></span></div>
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<span style="background-color: transparent; color: black; font-style: italic; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Redefining the role</span></span></div>
<b style="font-weight: normal;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><br /></span></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">In each of our new districts, we have been given an incredible opportunity to work with and for superintendents that have found places for a new voice among their team. Leading at the district level and trying to find your voice among an established team (on building, department, and even teacher levels) can be tricky. We often touch base, as friends, about how we are balancing that and how we can refine and improve our practice to increase the potential of having a positive impact. As you might expect, we are better at it some days more than others. What we have come to realize is that even though our new titles come with certain preconceived notions (based on the title itself or our predecessors), we are making the “job” our own and in essence redefining the role. How are we redefining the role? Here are some of the examples… </span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">We remind ourselves that the most important work is done one relationship at a time because over the years we have come to understand that education is about people, not just data, not just test scores or not just meetings;</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">We have come to understand that important decisions, with far reaching ramifications, have to be made by putting students at the center. In the end, we recognize that some of those the decisions may not be popular but if we are doing what is best for our kids and teachers then we can stand behind those decisions.</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">We have come out from behind our desks! We are spending as much time as possible visiting schools and engaging with teachers and students within the classrooms so we can build relationships, develop trust with the community and better understand what teaching and learning looks like in our new districts.(Lisa admits that Tony is much more skilled at this than she is -- at this moment!) We are fortunate to be working with educators in our new districts that have been welcoming and supportive during our transitions and have allowed us the opportunity to get to know the kids, who are simply awesome!</span></span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; list-style-type: decimal; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">We are broadcasting the awesomeness happening in our new districts! From helping to support a district hashtag (#WeArePlainedge & #HFTigerPride) to accessing various social media platforms (everything from Twitter to Instagram to Facebook), we are excited to spotlight all the amazing things happening in our schools and classrooms. From the teaching to the learning, we are proud to engage our families in a different way by giving them a glimpse into the day to day experiences of their children. This work is important because not only does it help contribute to the building of a positive narrative in education across the country, it also helps build trust between the schools and our amazing communities because of high levels of transparency and constant communication.</span></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Finally, we are learning… a LOT! We are learning from our new colleagues including our incredible Superintendents whom are so generous in their leadership. We are also learning from our teachers, our support staff, the building leaders, our new kids, and their families. While the journey has been humbling because we have stumbled </span><span style="background-color: transparent; color: black; font-style: italic; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">many </span><span style="background-color: transparent; color: black; font-style: normal; font-variant-caps: normal; font-variant-ligatures: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">times over the last several months, it is well worth it because we continue to learn something new and hopefully become better for our new districts! With each and every stumble or success, we move in the same direction --- forward. </span></span></div>
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<tr style="height: 0px;"><td style="background-color: #fff2cc; border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
<span style="background-color: #fff2cc; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">“You can't connect the dots looking forward. You can only connect them looking backwards. So you have to trust that the dots will somehow connect in your future. You have to trust in something: your gut, destiny, life, karma, whatever. Because believing that the dots will connect down the road will give you the confidence to follow your heart, even when it leads you off the well worn path.” </span><span style="background-color: #fff2cc; color: black; font-family: 'Times New Roman'; font-size: 16px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - Steve Jobs</span></div>
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TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com0tag:blogger.com,1999:blog-45969838602256425.post-1057481739279036152016-12-11T12:27:00.004-05:002016-12-11T12:27:37.345-05:00The Most Critical Trait of Highly Effective Edu Leaders<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizTmpJX3GLO-aSgDqvumQDrck8RxCxR1GaUmF_lYOAgcvVViFtpGcwsVovG5gmP7Hwh29MXr4WsM7TZaGtj53Rin6fWTD_BzolSJ3gX4_5fPcA1yRpMUceBIRXIov1TqeIgyIG6IZzeuQ/s1600/LeadershipWeb.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="183" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizTmpJX3GLO-aSgDqvumQDrck8RxCxR1GaUmF_lYOAgcvVViFtpGcwsVovG5gmP7Hwh29MXr4WsM7TZaGtj53Rin6fWTD_BzolSJ3gX4_5fPcA1yRpMUceBIRXIov1TqeIgyIG6IZzeuQ/s320/LeadershipWeb.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">From Highly Effective</td></tr>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>What Is The MOST Critical Trait Of Highly Effective Educational Leaders?</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Over the last few years I have seen many posts, infographics and lists on social media that describe the traits/qualities/habits of highly effective educational leaders. For example, this <a href="http://www.forbes.com/sites/nickmorrison/2013/12/30/the-eight-characteristics-of-effective-school-leaders/#5ec3be825761" target="_blank">article</a> from Forbes magazine suggests that the #1 characteristic of effective school leaders is that "They have consistent, high expectations and are very ambitious for the success of their pupils;" while this <a href="http://www.effectiveteachingpd.com/blog/2013/9/17/the-7-habits-of-highly-effective-instructional-leaders.html" target="_blank">post</a> states that understanding neuroscience is the #1 habit of highly effective instructional leaders. Other lists have included phrases such as proactive, instructional leader, intelligent, experienced, a visionary and well organized. While highly effective educational leaders likely possess many important traits, qualities and habits, I think the most critical one to a leader's personal success, and the success of the entire educational community, is having high EQ!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>What Is EQ?</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Google defines EQ as, "<i>Emotional intelligence (EQ). This is the ability to identify, use, understand, and manage your own emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges and defuse conflict.</i>" That's right - highly effective educational leaders need to possess high levels of emotional intelligence. An educational leader who has high EQ is able to empathize, communicate, understand, listen and defuse potential conflicts in a proactive way. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Based on my many years of experience, an educational leader could be the smartest person in the building and the most organized person in the building and even the most visible person in the building but if they do not have high levels of emotional intelligence I don't think their work will be sustainable. You see, sustainability is about buy-in; buy-in is about ownership; ownership is about distributive leadership; distributive leadership is about relationships; and relationships are all about EQ.</span><br />
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<tr><td class="tr-caption" style="text-align: center;">hemantlodha.com</td></tr>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>EQ & Relationships: They Go Hand-In-Hand</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Of late I have been thinking a lot about the importance of relationships in education, which we explored at length in our latest book <a href="https://www.amazon.com/Hacking-Leadership-Learning-Teachers-Students/dp/0986104949/ref=pd_sbs_14_t_0?_encoding=UTF8&psc=1&refRID=NPA27XASZBMXEJ94KE3V" target="_blank">Hacking Leadership</a>. Specifically, I have been thinking about how relationships shape the trajectory of the school community. While I have noticed relationships being mentioned in many recent Twitter chats, I started to question if everyone was actually capable of nurturing positive, healthy and productive relationships because they don't just happen randomly. Instead, building positive and sustainable </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">relationships within a school community is about an educational leader's ability to communicate well and the their levels of EQ. </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Truth is, many leaders may try to build relationships with the members of the community, and their intentions might even be positive, but if they don't have high levels of EQ there will be challenges. You see, without EQ, members of the community cannot really relate to the leader and thus, the leader is unable to build sustainable relationships. Relationships are all about EQ and EQ is something a highly effective educational leader has or is lacking. </span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxfyTsuchFJKrQBdDql-SQSczJtJ4O1rjs__sSL3wtI6OgF1XFF73CRdDMg02Ima_QB20iOAKS2ezKzYi8lKXx1u1zVMJ04idLXHGXJBnaXceKg9m-IoazGLP3RrggGLmYtlTqa_J2yFQ/s1600/EQ-RightPeople.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxfyTsuchFJKrQBdDql-SQSczJtJ4O1rjs__sSL3wtI6OgF1XFF73CRdDMg02Ima_QB20iOAKS2ezKzYi8lKXx1u1zVMJ04idLXHGXJBnaXceKg9m-IoazGLP3RrggGLmYtlTqa_J2yFQ/s320/EQ-RightPeople.jpeg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"> 6seconds.org</td></tr>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>Why Is EQ Important In Education?</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">What I have come to understand in almost 20 years as an educator is that education should be relationship driven and data informed. Over the last decade or so, data has become <i>the</i> word in education - data driving instruction; data walls to track student performance; and data even deciding if a school community is deemed a success or a failure. The thing about data is that it is directly impacted by the relationships surrounding it. How teachers relate to kids; how educational leaders relate to teachers; how kids relate to educational leaders; and how families relate to the organization all impact data. Data doesn't happen in isolation; data is a result of relationships and I believe that a successful school is much more about healthy relationships than it is about numbers, test results and data. The relationships that are critical to the sustainability and overall success of the entire community comes back to the leader and an educational leader who has significant levels of EQ will likely be highly effective in their work.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">That EQ is at the core of any and all successes within our schools. Here are three examples of how high levels of EQ, on the part of the educational leader, have a direct impact on the success of the school/district:</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>1) When NYS released the learning modules for ELA and Math through the EngageNY site, they were being touted as a new mandate that needed to be implement ASAP. Well, those modules rolled out in one of two ways... </b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>Low EQ Way</i>: the leader copied the modules, placed them in a binder and handed them out to teachers and directed them to implement them ASAP. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>High EQ Way</i>: the leader introduced the idea of the modules to the staff; then carved out time for groups of teachers to explore/discuss the modules; the team then discussed the implications on the kids, learning and teaching; and finally, everyone considered how the modules <i>might</i> be integrated into the daily learning in a way that was meaningful to all and was in the best interest of the children. This plan was regularly revisited and in the end, the modules may not have made their way into the classroom.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>2) One of the most recent hot topics in education are discussions about how schools can be more innovative and forward thinking with 21st Century Skills at the core of their daily work. Well, that happens in one of two ways... </b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>Low EQ Way:</i> the leader calls a meeting and tells everyone that their new initiative will be innovation and 21st Century Skills. The leader also explains that everyone will be formerly observed and that their lesson should include some type of innovation and 21st Century Skills. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>High EQ Way:</i> the leader facilitates a deep dive into the notion of innovation and 21st Century Skills over a period of time. The exploration includes blog posts being read, videos being watched, book excerpts being discussed and various staff members (<i>and potentially students</i>) sharing their ideas, experiences and perspectives on what innovation and 21st Century Skills might look like within the classroom. Connections are also made to other schools and educators to learn from the expertise outside of the organization. In the end, educators are treated with professional respect and encouraged to take risks in their work so that innovation and 21st Century Skills don't become somethings on a check-off list; instead, they become a mindset and way of thinking because they are best for kids!</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>3) The school/district has decided to go with a new math program because the old one isn't aligned to the standards. The roll out of the program happens one of two ways...</b></span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>Low EQ Way:</i> the leader gives teachers most of the materials from the math program (<i>not everything was ordered because of budget constraints</i>) and one day of PD with the company that produces the program to physically unpack the resources. At this point everyone is expected to implement the program with fidelity and all teachers will be held accountable.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><i>High EQ Way: </i>the leader puts together a committee of teachers that are charged with reviewing and piloting various math programs. After the pilot phase, the committee reconvenes to review feedback from families, students and teachers, in conjunction with other data points, and then makes a recommendation about what program would be best for their students. The program is then rolled out with all necessary materials and several days of PD to explore the resources and also learn about the intricacies of the program. Additionally, the leader designs the schedule to have built-in common planning time for all teachers to collaborate on the integration of the program. Finally, if funds permit (<i>and grants are always an option</i>), a math specialist works with the staff to help teachers build capacity as it relates to math instruction... not just this program.</span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">The examples are plentiful but in the end, the common theme is that relationships are at the core of all successful schools and those relationships are directly related to the EQ levels of the educational leader. In my opinion, EQ is the most critical trait of a highly effective educational leader. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">What do you think? Do you agree? Is another trait more important? Please, leave a comment below and let me know your thoughts on the most critical trait of a highly effective educational leader. </span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br /></span>TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com3tag:blogger.com,1999:blog-45969838602256425.post-88950852107810961502016-11-06T10:06:00.001-05:002016-11-06T10:06:49.170-05:004 Possibilities for Planning PD <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv8ZSeIXKbEy6C5Gu8sySI0LMyzMmfkbmGSZZexIh2O9mc85HK6UFzswnTORsg5alBd8cR8_gKRXSX9d_tZ5jx8Jjc1Te2T3wuoR3mNj-BgxUYr1xFR6jMSxrvZ9DLkGLyW3jysicFTt4/s1600/professional-development-teaching-profession-1-638.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv8ZSeIXKbEy6C5Gu8sySI0LMyzMmfkbmGSZZexIh2O9mc85HK6UFzswnTORsg5alBd8cR8_gKRXSX9d_tZ5jx8Jjc1Te2T3wuoR3mNj-BgxUYr1xFR6jMSxrvZ9DLkGLyW3jysicFTt4/s320/professional-development-teaching-profession-1-638.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption">slideshare.net</td></tr>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>PD Planning Is Important</b></span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br /></span><br />
<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">The planning of professional development in the world of education seems to go one of two ways... it is thrown together in a rush because everyone is too busy; or it is focused on something "trendy" that other districts and schools are doing. While I have been guilty of both of those approaches in the past (<i>and generally the results were fine</i>), I have been thinking a lot lately about how we could reframe the whole PD planning process. In fact, I was recently at a conference where I attended a session focused on PD and most of the participants in the room were teachers and their overall reaction to PD was pretty negative. They described PD as disengaging, irrelevant and a waste of time. Needless to say, that really got me thinking. I was thinking a lot about planning PD so that the PD is meaningful for most of the participants (we may not reach everyone), resonates on both professional and personal levels, speaks to the needs of our learning community and empowers participants to learn something that will inform their practice. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Sounds easy enough, right? Well, it is far from easy! In fact planning great PD is one of the most challenging aspects of our work because we want it to be exciting, positive and engaging! We want the experience to look like this... </span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRlg4TDOzXUHE6CkZagTeQPCpXkXA6KfXRS94HZUVgOFw0wGvUboBarDfY1rwiZAuGV98h6XHlPEWmoJY75gc-7k5uJA134W54c5zFtOGz4A177HGnMJSatXQIXwMn19VOopRUqGzAuWg/s1600/GoodPD.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="255" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRlg4TDOzXUHE6CkZagTeQPCpXkXA6KfXRS94HZUVgOFw0wGvUboBarDfY1rwiZAuGV98h6XHlPEWmoJY75gc-7k5uJA134W54c5zFtOGz4A177HGnMJSatXQIXwMn19VOopRUqGzAuWg/s320/GoodPD.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">enrollment.org</td></tr>
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<br /><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Unfortunately, what we know is that the PD experience often leaves participants (<i>and even the facilitators</i>) feeling like this... </span><br /><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOqjhvqIYc5T0_QFEGGTcY4msjrL8xXYMf4cA2p_pCyRtEhcycRRA_f-ONN-XQ-35C5TV3JnR1SdIw2w5ewdoXrq4jqcOY-9jPJ5IFAy_7SD0yL87aRdJstx59KNbJjTktfkw4Y9_Wz1w/s1600/BadPD.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOqjhvqIYc5T0_QFEGGTcY4msjrL8xXYMf4cA2p_pCyRtEhcycRRA_f-ONN-XQ-35C5TV3JnR1SdIw2w5ewdoXrq4jqcOY-9jPJ5IFAy_7SD0yL87aRdJstx59KNbJjTktfkw4Y9_Wz1w/s320/BadPD.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">simplek12.com<br /></td></tr>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">So, how do we make PD super awesome so that everyone leaves the room energized, pumped and ready to try something new? Well, truth is, I am not really sure. I don't think there is a silver bullet to making sure that all PD is awesome PD because I don't know if there is a recipe for "making" awesome PD. What I do know is that planning for the PD is just as important as the PD. </span><div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>4 Possibilities for Planning PD</b></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">To that end, I would like to offer the 4 following possibilities for planning PD that focuses on learning (thank you <a href="https://www.amazon.com/Professional-Development-That-Sticks-experiences/dp/1416621938/ref=sr_1_1?ie=UTF8&qid=1478441756&sr=8-1&keywords=professional+development+that+sticks" target="_blank">Fred Ende</a> for that reminder) and has a positive impact on our kids...</span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">1) Plan ahead with a team of community members who are invested in the outcomes of the PD. One school leader I was speaking to described a PD committee that she uses to plan every PD experience for her staff. The team, made up of teachers, gets together about every six weeks and discusses how things are going. These discussions then turn into a more focused conversation about staff readiness levels and where people could benefit from more support, where people could lead the learning themselves and where there is a high level of mastery, which means they don't necessarily need support in that area at this time. </span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">The idea of a "PD Team" is a powerful one and I would suggest going beyond teachers and building leaders on this team... I would consider inviting students and potentially family members to be part of the conversation. Our students could shed some serious light on what they need during the classroom experience and what PD for the teachers could enhance the learning experiences. Our students have an important and unique lens and ultimately we want all PD to have a positive impact on them so why not include them in the conversation? Truth is, in some instances, our kids are able to plan and facilitate some of the PD for our teachers and for that reason, they should have a voice in the process.</span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">As for family members, while they may not be educational experts, they do see things through an important lens that can inform our practice. Family members know how their children feel when they come home, how their children engage in learning beyond the school day and how they perceive school from the outside. We should listen to these perspectives to help us determine what we could be doing better because ultimately, effective PD should help us be better for our kids. </span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">2) Use your Twitter feed (or Instagram posts or Facebook wall) as another source of information for planning future professional development sessions. Get a team of leaders, teachers, students, etc. together and start planning future PD sessions/days based on what you are seeing as emerging themes in your story. What are you seeing a lot of? What are you seeing some of? What are you seeing none of? Use the answers to these questions to help plan next steps in regards to learning and teaching in your school/district. While the impetus for the Twitter feed may be telling the school story and building transparency between the school and the community, the byproduct (<i>if the content of the posts are determined with intentionality</i>) could be a whole new way to look at and facilitate PD! </span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">3) Focus on the outcomes of the experience - not just the experience. Too often I hear about PD experiences that are solely focused on a product or PD experiences that are centered on a really "awesome" speaker/presenter. While these aspects are important, we must begin with the end in mind when planning PD - what do we want our team of educators to learn as a result of the PD? what impact do we want the PD to have on our kids and school? what practices do we want to refine and enhance as a result of the PD? The end result is critical because we cannot intentionally plan "drive by PD" that begins and ends in one day; we need to plan PD that happens on one day (or maybe more) but the results are felt for days, weeks, months and even years ahead. </span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">4) Don't lose sight of the fact that if we want PD to matter and have a sustainable impact, it must resonate on both personal and professional levels! Based on my own research during my doctoral studies, all of the participants made it clear that meaningful PD was about getting participants to care, to be invested and to see the possibilities; PD should not be about what we aren't doing or what we "should" be doing. PD should matter to people; </span><span style="font-family: Georgia, "Times New Roman", serif; font-size: large;"> </span><span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">PD should be about possibilities; and most importantly, </span><span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">PD should impact the mind and heart!</span></div>
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<span style="font-family: Georgia, "Times New Roman", serif; font-size: large;">These are just 4 possibilities to consider when planning PD for all of the awesome educators in our schools. What do you think? What have you tried? What has worked? What has failed? Please share your experiences below because together we are better!</span></div>
TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com2tag:blogger.com,1999:blog-45969838602256425.post-67107904228959805162016-10-23T13:58:00.002-04:002016-10-23T17:34:50.663-04:00Branding 2.0<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;">socialmediau.net</td></tr>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><br></span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Branding... it is one of those words in education that generally garners one of two reactions... either educators love it and see it as an important aspect of the work in schools or educators push back against it because they argue that schools aren't businesses and that creating brands is about perpetuating perceptions and not focusing on realities. Well, I, for one, see branding as a powerful and important part of our work as educators because it can be transformative if done thoughtfully and with intentionality.</span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>For the purposes of this post (</b><i>and beyond</i><b>), when I use the word branding I mean the following...</b></span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">1) The work we do to tell our school/district stories using different digital platforms to accelerate and amplify the story beyond our context;</span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">2) The work we do to engage our families in the learning within the school;</span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">3) The work we do to create an identity that allows all members of the community to connect in some way;</span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">4) The work we do to elicit a positive (<i>hopefully</i>) emotional response from the kids, staff and families when they think of our school/district;</span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">5) The work we do to ensure that the brand promise we make to families matches the brand experience of our students and staff;</span><span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"> </span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">6) The work we do to build high levels of transparency between home and school as a vehicle for developing trust;</span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">7) The work we do to celebrate kids;</span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">8) The work we do to help redefine the narrative of public education in this country by spotlighting the many positive things happening in our schools;</span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">9) The work we do to communicate our brand through a personalized school/district vision or mission statement;</span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Over the last several years I have had the opportunity to connect with educators from around the world and contemplate the power of telling our collective school/district stories and branding our educational spaces. The conversations have been incredibly thought provoking for me because I have engaged in discussions about the difference between the personal brand versus the school brand; the discomfort with feeling like educators are bragging when they are sharing their school stories; and finding the time to actually do the work. Through these exchanges, which have occurred both face to face and through various social media platforms, I have been refining my thinking on the importance of telling our story because the impact it can have goes deep and it can truly change the work unfolding within an educational organization.</span><br>
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<tr><td class="tr-caption" style="text-align: center;">cssauthor.com</td></tr>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>How does that happen?</b> How does taking pictures of kids within schools and sharing them through social media change what's happening in schools? How can branding a district or school or classroom be transformational? It comes down to one word... intentionality. Yes, we must be incredibly intentional and thoughtful about the brand we are building through the story we are telling because the results can change everything. </span><br>
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<a href="https://www.amazon.com/Power-Branding-Telling-Connected-Educators/dp/1483371913" target="_blank"><span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Order it here... </span></a></div>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>Branding 2.0</b></span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">When <a href="https://twitter.com/Joesanfelippofc" target="_blank">Joe</a> and I had the privilege of co-authoring The Power of Branding: Telling Your School's Story (thank you <a href="https://twitter.com/CorwinPress" target="_blank">Corwin Press</a> and <a href="https://twitter.com/PeterMDeWitt" target="_blank">Peter DeWitt</a> for that awesome opportunity), we spent a lot of time framing the concept of branding and storytelling within the context of schools. Our emphasis was on helping educators see the importance of being the Chief Storytellers within their spaces on their way to branding their classroom, school or district by using different platforms and approaches - a branding "how-to" of sorts for educators. </span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">Now, the time has come for Branding 2.0 - the branding with intentionality that goes a bit deeper. </span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;"><b>Here are the 5 steps to Branding 2.0 for educational leaders</b>:</span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">1) Spotlight the instructional practices that you hope to see become the norm within your school/district. For example, let's say there is a focus in your school on small group reading instruction, when taking pictures during classroom visits capture the moments that embody best practices as it relates to small group reading practices because those are the things we hope to see in all classrooms.</span><br>
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<span style="font-family: "georgia" , "times new roman" , serif; font-size: large;">2) Be intentional about the pictures you take so in addition to telling a story for the community the byproduct is personal and professional development. For example, if you see a fourth grade teacher using Minecraft in a meaningful way during a math lesson, instead of just tweeting out the pic, tag some other teachers from that grade level or school on the tweet so colleagues can see what is unfolding in each other's classrooms. What can happen as a result of this practice? Here are some possibilities...</span><br>
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<li><span style="font-family: georgia, "times new roman", serif; font-size: large;">Teachers can discuss the lesson during common planning time and figure out next steps;</span></li>
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<li><span style="font-family: georgia, "times new roman", serif; font-size: large;">Teachers can use that idea as the impetus for a session at an upcoming EdCamp session (both within and beyond the district);</span></li>
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<li><span style="font-family: georgia, "times new roman", serif; font-size: large;">The activity can pop up in other people's classrooms as a result of a collaborative share;</span></li>
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<li><span style="font-family: georgia, "times new roman", serif; font-size: large;">Teachers can decide to explore other ways to incorporate Minecraft into their learning experiences;</span></li>
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<li><span style="font-family: georgia, "times new roman", serif; font-size: large;">We break out of our silos;</span></li>
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<li><span style="font-family: georgia, "times new roman", serif; font-size: large;">This could lead to intervisitations so teachers in the same building can learn from each other's expertise;</span></li>
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<li><span style="font-family: georgia, "times new roman", serif; font-size: large;">The list can go on and on...</span></li>
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3) Get kids involved in capturing the learning experiences in their classrooms. We explored this possibility in our latest book, <a href="https://www.amazon.com/Hacking-Leadership-Learning-Teachers-Students/dp/0986104949/ref=cm_cr_arp_d_product_top?ie=UTF8" target="_blank">Hacking Leadership</a>, whether in the form of social media interns or classroom photographers, there are meaningful ways that we can turn over the storytelling to our kids so we amplify their collective voices and give them ownership of the story!</span><br>
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">4) Use your Twitter feed (or Instagram posts or Facebook wall) as another source of information for planning future professional development sessions. Get a team of teachers together (<i>and maybe some students</i>) and start planning future PD sessions/days based on what you are seeing as emerging themes in your story. What are you seeing a lot of? What are you seeing some of? What are you seeing none of? Use the answers to these questions to help plan next steps in regards to learning and teaching in your school/district. </span><br>
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">5) Use your Twitter feed (<i>or whatever platform you use</i>) as an important data point when assessing yourself as a leader and reflecting on the practices of the educators in your space. When leaders tell me they don't have the time to tell their story I typically push back and argue that they are not doing a critical part of their job. The reality is this (IMHO) - posts on SM come as a result of classroom visits and if a leader is spending more time in their office than they are in classrooms (<i>yes, I know there are exceptions to this</i>) then they need to rethink the way they are doing their job and reflect on priorities. When we spend time in classrooms, even if the impetus is to tell our story, we are also seeing what is happening in regards to the actual teaching and learning - the norms, the routines, the practices, the resources being used, the strengths, the needs, etc. This information will help us reflect on how we can best support our teachers and students; this information will also help us when we sit down to write up an observation or evaluation - we will have so much valuable and rich information if we devote time to this important work!</span><br>
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">Although I know there will still be some pushback on this whole notion of branding in education, I think the possibilities that come as a result of Branding 2.0 far outweigh the concerns. </span><br>
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<span style="font-family: georgia, "times new roman", serif; font-size: large;">So, are you ready for Branding 2.0? Let me know your thoughts in the comments below... do you agree? disagree? do you have more to add to the list above? I would love some feedback so that I can refine my thinking and broaden my point of view because I believe Branding 2.0 is about intentionality and the only way to be intentional is to be informed! </span>TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com2tag:blogger.com,1999:blog-45969838602256425.post-10792216460113496512016-10-16T11:40:00.002-04:002016-10-16T11:40:13.798-04:00Critical Conversations<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5KFgXRuGDZ3lwdy6V1xIWl45VY-FkvVdDUBoFPwcXJ7C2X6T7KRDTnLr3x8GySfUg5HT3FqLS_voRvmrlzH89jDbGmqk8Y7yVgLQEDiT89ZPF5AcO5aef5Nq-n84TCZsTNlYJ0eLis3U/s1600/group_talk.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="226" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj5KFgXRuGDZ3lwdy6V1xIWl45VY-FkvVdDUBoFPwcXJ7C2X6T7KRDTnLr3x8GySfUg5HT3FqLS_voRvmrlzH89jDbGmqk8Y7yVgLQEDiT89ZPF5AcO5aef5Nq-n84TCZsTNlYJ0eLis3U/s320/group_talk.jpg" width="320" /></a></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Our Work Is Challenging</b></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><i>"I am so glad to hear that I am not the only educator dealing with this issue!"</i></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">I cannot count how many times I have heard the statement above (<i>or some variation of it</i>) over the last several years. In fact, I have said it myself dozens of times; and for all the times I have said it out loud, I have thought it to myself hundreds of times. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">It happens in that moment when we break free from our silos and engage in conversations with other educators. At some point during the exchange we hear someone else utter the words that have been floating around our heads for days, months and maybe even years. The words that have potentially been weighing heavy on our hearts and souls because we thought we were the only ones; we thought we were alone; we thought we were a failure... but, we are not! </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">The reality is, we are one of many and the time has come to engage in more and more of these critical conversations with other educators so we can escape our silos and engage in discussions that will help us in many ways. Whether these discussions merely help us feel less isolated or help us find a solution to a problem we have been struggling with or even make us appreciate that someone else's reality is worse than our own, we are better as a result of engaging in critical conversations. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Where do these critical conversations happen?</b></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">The contexts of these critical conversations is incredibly important when considering the outcomes. For example, while we often engage in conversations in our own districts and schools, sometimes these discussions are not the most fruitful because we are regularly struggling with the same issues and thus become fixated on the problem instead of seeing a path towards a solution. Don't get me wrong - these internal discussions are important too because they help us come together and potentially work towards a solution but the time has come to engage in critical conversations beyond our contexts. Here are some possibilities...</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">1) Go to a local <a href="http://www.edcamp.org/" target="_blank">EdCamp</a> and just talk to people! EdCamps are a great place to connect with like minded educators and just talk about the kids, the work and the profession. EdCamps are also an ideal space to spontaneously suggest a session to discuss a problem of practice!</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">2) Join a <a href="https://sites.google.com/site/twittereducationchats/education-chat-calendar" target="_blank">Twitter chat </a>and decide how you want to engage! Chats can be a great source of inspiration and a treasure chest of ideas so join a chat that meets your needs. A chat participant can just sit back and watch the flow of ideas or can share their own ideas or even engage in "conversation" by responding to someone else. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">3) Organize a gathering at a local coffee house or book store so people from different educational organizations can get together and engage in some critical conversations. Recently I had the chance to participant in a book talk at the <a href="https://stores.barnesandnoble.com/store/2323" target="_blank">Whitehall Barnes & Noble</a> and it was great because a small group of us just spent a couple of hours talking, comparing experiences and sharing ideas. </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">4) Organize a <a href="https://support.google.com/hangouts/answer/3110347?co=GENIE.Platform%3DDesktop&hl=en" target="_blank">Google Hangout</a> with edufriends! Yes, thanks to social media, we can develop amazing and sustainable friendships with other educators from around the world so why not organize a video chat and get everyone together (virtually) to share what is going on in their professional worlds?</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">5) Join a book club or book study! Yes, critical conversations anchored in a shared text can be incredibly powerful because they allow participants to deliberate ideas, broaden their respective points of view and inform their craft! Best thing about book studies or talks in 2016 is that they are often happening on digital platforms (Voxer, Facebook, etc.) so people from around the country can connect from their couch and talk shop!</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;"><b>Why Are Critical Conversations Important? </b></span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">Clearly I think that critical conversations are important. With that being said, I do think we need to be mindful of the goal of those conversations so we can avoid a "gripe fest" where we only focus on the problems. To avoid that situation, here are the 3 steps for framing critical conversations so that they are powerful and productive... </span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">1) <i>Share The Struggle...</i> yes, our work as educators is a struggle sometimes and we encounter hundreds of challenges, issues and problems each year so sharing the struggle is an important part of the process. This is where we can be reminded we are not alone and we break free of the silo!</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">2) <i>Ponder The Possibilities...</i> after framing the struggle(s) engage those around you in a really critical aspect of the conversation - what are the possible solutions, answers and next steps. There is a saying I have encountered many times on SM: "The smartest person in the room is the room," and I have found that to be true. When I am struggling with a problem, I lean on friends, colleagues and members of my PLN to help me see the possible solutions... and there are often many!</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">3) <i>Optimize The Opportunities...</i> after pondering possible solutions, now leverage those ideas and reframe the struggle or problem into the opportunity it really is! Yes, ultimately, problems are opportunities in disguise. They are opportunities for innovation, growth and for becoming the next/better iteration of ourselves as individuals or as an organization. So, get out there and optimize the opportunities!</span><br />
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large;">While I know the idea of engaging in critical conversations in education is not a new one, the reality is that many educators are still stuck in a silo. Whether they are a classroom teacher, building leader or superintendent, the silos are real and often times, incredibly limiting. So, let's get out there, connect with other educators and have those critical conversations because together we are better! </span>TonySinanishttp://www.blogger.com/profile/00624064743310267544noreply@blogger.com2