Heartfelt Moments at School

I will fight for you…I always do.

Sometimes I hear a song that tugs on my heartstrings. I’m a fan of Andy Grammer’s music, but I was shell shocked when I heard his song “Don’t Give Up on Me” which he wrote for a movie called Five Feet Apart. While the content of the movie itself is moving and heartbreaking, I was particularly moved when watching this video from his website. Please take a moment and listen.

I love to see PASSION and JOY coming from students, no matter if they are here at Presbyterian School, or if they come from somewhere else. The kids in this video are from PS22, a public elementary school on Staten Island. Not only can you hear the joy these students have in sharing their musical talent, but you can feel the emotion when looking at their faces. I am sure that this video was taken after a number of practice rounds. Further, I am confident that there were plenty of mistakes made along the way.

How much rehearsal time do you think the kids in this video experienced before they got to perform with Andy Grammer? Think about the various expressions on the faces throughout the performance. How much practice does it take to look genuinely emotional while singing? You’ve really got to feel the music and believe in the lines you are singing. For you all who participate in choir here at School, think about the number of times you have practiced a song before finally performing it. How many times has Ms. Holt or Mr. Harrison drilled you all on a single measure, over and over, to make sure that the sound is juuuust right? I’m sure you can relate to the happiness these kids show when performing. After all, the road is long, but it’s worth it. I mean…they got to sing with a rock star! That’s pretty cool.

Eighth graders: think about the hours and months of rehearsals for the three shows you performed. When did you finally see the pieces start to come together, and how awesome was it to perform in front of a large crowd of people, the largest group ever to watch a PS event. They stood and cheered for you! Like the choral director in this video, think of the teachers, directors, and so many others present at every rehearsal – never giving up on what you could do when you put your heart and souls into your work. It makes me think of the line from the song:

‘Cause I’m not givin’ up, I’m not givin’ up, givin’ up, no, not yet
Even when I’m down to my last breath
Even when they say there’s nothing left.

What is my foundation?

Take a moment to think about your greatest work throughout the year. Was it the Old West production that you fifth graders accomplished last week? Sixth graders, will it be that special thing you will present during the upcoming Genius Hour? Seventh graders, perhaps it was the Westing Game activity or science research paper, or the Talent Show? Eighth graders, I would like to think that every activity, from the musical, to the trip, to your RIDEE project, and even today’s Manifesto Museum is the product of great work, lots of practice, and learning.

I’m not givin’ up, I’m not givin’ up, givin’ up, no, not me
Even when nobody else believes
I’m not goin down that easily.

This year, countless times, all of you reached towards something that was there…but you just couldn’t see it yet. You trusted, you took a leap, and you found your footing…somewhere – maybe exactly where you had hoped, or, maybe not. But you stood up and presented, sang, spoke, defended, competed, or whatever the verb needed to demonstrate your guts, your passion, and your capability. As we have been using all year, the Essential Question, What is my foundation?, was apparent in each effort and every day…whether you realized it or not.

Matthew 7:24

Everyone then who hears these words of mine and does them will be like a wise man who built his house on the rock.

Of course, the Bible got it right when Jesus proclaimed that His words serve as the foundation for which all other things can stand. I hope your trust and your sure footing finds a home in His words. I’m certain that there were times when you felt like you were in free fall without any sign of support. But but support is always there – it just takes a little trust, and a lot of patience. So let’s talk about both the free fall, and the foundation in further detail.

And I will hold, I’ll hold onto you
No matter what this world will throw
it won’t shake me loose

Failure and Support

When you think about something from the year that you are proud to share with classmates, family, and community, I want you to think about two key concepts surrounding that effort: failure, and support. Let’s walk through these two compenents.


How many times have you tried and messed up, received a school paper that was all marked up with red pen, or worked as hard as you could only to come up short? I got to see an example of this type of effort when our varsity lacrosse team competed in their semifinal playoff game. They had never worked as hard as they did in that game. In the second half, the players fought tooth and nail for every goal, cutting into the lead before running out of time and falling short. But what I saw that day, what I hope that they have gained, was the experience of lifting each other off of the ground and showing true grit as they competed. Sure, the outcome was not in their favor – but the effort was. Another coach from the later game came up to me and commended our team on their effort – he said he’d never seen a team fight so hard. That acknowledgement is worth its weight in gold because it’s laced with respect – and respect is life’s most valuable commodity.


In all you have accomplished this year, how many teachers have stood behind you or next to you, for better or for worse? Who has challenged you to give it one more try, or take one more risk to accomplish something you’ve never done before? How many times have you heard a teacher talk about “next time,” or the fact that success is not about the grade, but the effort to get that grade. How often are you encouraged to achieve more, extend that lead, or improve your results? Your teachers will always be there for you. This group of educators will never stop encouraging and celebrating you. It’s not only their job; it’s their mission. In the moment, you won’t always like what you hear…but when you stop to reflect, I’m confident that you will see the true intention of your teachers – because their expertise isn’t in math, or history, or some other content area. Their true gift is seeing your potential – and getting you to see it, too.

I will fight.
I will fight for you.
I always do until my heart is black and blue.

To close, please remember the struggles, successes, and failures you have experienced this year. Think of the magical moments, and the awful ones. Think of the people from Presbyterian School who stood by you, fighting until their hearts were black and blue. Let’s start with the very beginning – you are known…your are loved…and you are wonderfully made. Thank you for a fantastic school year. Let’s finish strong, making beautiful music, until that last breath; until there’s nothing left.

Lenses, Not Silos

I am reading an inspiring book about school design and program development with the student at the center. It’s called Building School 2.0: How to Create the Schools We Need by Chris Lehman and Zac Chase. I’m enthralled with the motivational idealism that exists throughout the work; however, this idealism is galvanized by practical experience as the two authors, former school principals, have demonstrated how theory can become common practice. Every so often, a quote pops up which allows me the opportunity to reflect on our School practice. This morning, that quote came from a chapter on “Lenses, Not Silos.”

Good, thoughtful teaching and learning is a process more gerative of questions than of hard and fast answers. – Building School 2.0: How to Create Schools We Need

It’s the Lens

The context for this question stems from the fact that classrooms cannot harbor concepts and skills in exclusivity. In other words, the ideas presented and discussed in a math class must, at their core, facilitate how a student can view the world through a filtered lens. That filter depends on the reference point (or, in the case of school, the material presented); however, a child in the classroom should feel empowered to use this lens as an every day, any moment skill. So when that same student is in history class, there should be an opportunity to utilize a math lens to view the task at hand.

This blending of content areas can happen organically, for instance, in history and English classes. With a little effort, the courses sync to the point where students should not recognize the difference between history or English class…and that is wonderful. But the example I used above (seeing math in history) can be a bit challenging when material is not presented with intention. But this essay is not a challenge to create connections. On the contrary, I’d argue that we should NOT try to create intentional blending between courses that don’t have that organic connection.

On the contrary, I’d argue that we should NOT try to create intentional blending between courses that don’t have that organic connection.

Content as a Vehicle

Instead, I’d offer that educators must focus on building the lens through which a child sees learning. The content used is merely a vehicle for practicing ways to use various lenses. When we can teach students how to think mathematically or process a concept within socio political paradigm, the endgame will present itself tangibly. In our case, the goal must be a capable young learner who can see the comprehensive opportunity to process content as he or she would in the real world.

So I encourage you, in this last month of school, to frame your conversations with the lens of learning in mind. Let’s teach our kids how to see the world as an interconnected classroom, where their ability can bring many thoughts and materials into a useful, practical, and joyful experience.

My Team – Gratitude

I wish I had a better grasp on some earth-shaking information that would give you a way to improve your craft beyond measure.  Alas, my well runs dry at this time of year, and I guess it’s lucky, too. You don’t need another “challenge to be great” or royal decree regarding what classrooms should look like, nor a step-by-step guide on how to build better relationships with your students.  As I read through our middle school narrative comments this week, I know for certain that my team already understands these things. When the intent of their efforts to inspire learning shines as bright as it does when each of them is present in the Middle School, this place truly becomes the most magnificent school I have ever known.

When people ask me why I enjoy working at Presbyterian School, I say that I am surrounded by the smartest, most hard-working people I know who have invested time into something in which we believe is worth every late night, every missing assignment, and every tough conversation.  I work with teachers who understand that great learning stems from the trusting relationship built with his or her students. Truly great classroom leaders understand that the learning process is a partnership in which no single person owns, but relies on the skill sets offered by all those involved.

My School is a true representation of the value that can be found in hard work, reflection, and active communication.  We put into daily practice what many institutions only hope to achieve at culminating events: the development of confident young people who demonstrate learning with incredible capability and zeal.  And in the brief pockets of time when this goal is not met, we take it upon ourselves to improve our craft and reset the bar to encourage age-appropriate risk and a better understanding of how to navigate the path forward.

Recently, I posted on the Modern Learners community my description of “what school should be.” I am proud to say I’m living in it…but here was my answer:

[I picture school to look and act as] an extremely busy train station with frenetic energy based on the potential of SO MANY destinations. Every single person is granted ALL responsibilities of conductor, passenger, mechanic, server, security, and logistical coordinator. It is a joyful place filled with possibility. Conversations about where a person has visited and what that person has seen and done are commonplace. The sharing of ideas from the aggregate experiences of the participants simply builds new and exciting opportunity to further explore and connect to places unseen. It’s a magical place.

Happy Easter…remember that through forgiveness we have been saved, and through the sacrifice of one precious Man, we have been given everything.  It’s our responsibility to share that meaningful, joyful, and soulful responsibility to each other, now and forever.

Timeless Learning- Reflections (Week 2)

What are you doing every day to help create the world you want to see?

Part of my job as a division leader is vision-casting. It is my responsibility as director of the middle grades to be a person who thinks about where this “cruise ship” should travel, the path to our destination, and the events along the way. Conversations that involve listening to faculty members create and explore new ideas while encouraging these individuals to stretch their thinking is paramount. For instance, should a teacher want to build a new lab study in heat transfer, it is my job to consider how students should be learning and walk through that vision with e educator leading the way. At the same time, I should carve out pockets of the day or week to discuss school vision with the entire faculty team so that they begin to reflect on how their day-to-day aligns with that vision. When the individual activity arrives, such as the heat transfer lab, that educator already has a foundation built that manages expectations and supports new methodology.

Another piece to create a world I want to see is research and exploration. We must do some learning for ourselves to improve the environment present for faculty and students. Exploring new concepts, practices, and current research must remain a consistent part of our professional effort. When something new presents itself, we must then consider how that new idea, program, or practice aligns (or challenges) our current vision. We should model comfort when considering ideas that challenge the status quo. While change is difficult in schools, adjusting to new research or practices starts with leadership – vulnerability (admitting that a better way exists) is a requirement for change.

Imagine a place where students could…

If you could create a brand new school for yourself in September, what would it look like? Mine would be a place of opportunity. I could envision a space where students can engage in various activities, from hands-on experiments to discussion-based centers. Students should be able able to self-direct a large portion of their learning, with adults in the building serving as “inspiration specialists” who have a wealth of knowledge about platforms, applications, communities, and culture. These adults would carry the responsibility of educating students on the various paths to take while refraining from making a choice for them. Students would be in charge of their learning journey, creaky accountable “gates” through whichthey would pass on the road to discovery. I believe this school would support middle-aged students an older. Kids who enroll would have that certain mental wanderlust, eager to search for answers and share their findings.

And the space would never end with the physical walls if the building, but would extend to the great outdoors, fields and courts of competition, and digital pathways for communication with the global village.

Quick Reflection: How to be a good principal (or person…same thing)

The first response that keeps coming up is presence. Leaders can’t lead from an ivory tower. The best results come from watching and experiencing school first hand. That means being in the hallways, observing in the classroom, and making contact/conversation with families at drop off and pickup times. The more we are seen as a part of the daily program, the better our credit with all parties involved.

Second is personal investment. Sitting with teachers at the lunch table (see presence) and asking for home and school stories doesn’t necessarily integrate you into the foxhole community, but it shows your interest in making it better.

Third is accessibility. We need to be available and prompt this availability in conversation with faculty by encouraging group or one-on-one meetings. We need to open our door to parents – in either case, not to make change, but to ensure that parties are heard. There is so much

Finally, we need to be LISTENING. Further, we should say, with intention, that we are listening. So establish our role as lead listener – not necessarily with a solution as the end game…but to serve as fact-finder and a hub of possibility.

Are We Asking the Wrong Question?

We are all the Man in the Arena

As an educational leader, I worry about gun safety laws in our country and how we plan on making the world safer. However, I don’t have an opinion on gun safety that I’d like to share; I’m ignorant on the legal and political stances of key decision makers to really have an intelligent conversation. But I am an avid Brene Brown reader, so I harken back to an analogy in Daring Greatly as she references Theodore Roosevelt’s “Man in the Arena” speech. As we enter into our own worlds (offices downtown to classrooms full of children), we all enter our own arenas in which we must fight like gladiators to achieve our goals. And the loudest, most nefarious critics are often those in the cheapest seats. Yet they influence us as we fight, serving as that nagging voice in the back of our heads, questioning our every move. I’m doing battle every day…and I must do so with confidence that the tools I utilize will facilitate my success.
I am sure you can see my frustration when listening to those who claim to be “in the middle of it all” but do not recognize that there are actually people in the middle of it all. As I watch the news stream on my computer, I can’t help but feel there are so many who are trying to be first to the microphone on one side of the conversation or the other, claiming to have a solution while saying everyone else is wrong, while those of us sitting in classrooms continue to live, day by day, with a mission to help children in spite of the potential threat to our safety. I don’t know the answer to gun control, and I don’t pretend to even like the conversation. However, I cannot help but think of that typical movie scene where mom and dad are yelling at each other…and the young kid is quietly escaping stage left to a haphazard hangout with friends also looking for relief.

Expectations are Growing in Bad Roots

According to Kegan and Lahey’s thesis in The Immunity to Change, people fall prey to the status quo because today’s culture has demanded it for so long that systemic change becomes practically impossible. Taking this thought into education, Dr. David Gleason postulates that today’s student has an achievement problem singularly facilitated by the fact that our children’s successes are orchestrated to escalate a family’s social status…and that is a norm which seems to be immune to change. On this Educating Modern Learners podcast, Dr. Gleason shares his research-based concern that has me thinking – have we made our own bed with school violence? Gleason expresses the issue in his new book, At What Cost: Defending Adolescent Development in Fiercely Competitive Schools, as one in which we place high, socially-normed expectations for success on those who are not yet neurologically developed enough to meet them. For instance, parents want their child to be the Harvard-bound kid, or the ace on the pitcher’s mound, or first chair violin in order to “be successful,” and therefore provide indirect validation to a family’s success. The cost of this crushing neurological responsibility is often too much for a child to bear. No matter the level of achievement, asking a young person to live up to someone else’s dreams is like trying to turn the Titanic with telekinesis; the iceberg frequently becomes an easier route. I just pray that the damage is small enough to repair. I don’t mean to talk out of both sides of my own mouth: kids don’t have the mental capability of knowing what they want and how to get it until much later in life. However, imposing an expectation of success that is unrealistic only causes anxiety, frustration, and (at times) retaliation.


In my opinion, we need to confront the issue, head on. As a mentor advises, “confrontation is the hallmark of caring and the soul of honesty.” But perhaps we are confronting the wrong issue. Is the gun control really the problem, or is the root much, much bigger?

Imagine, Imagine, Imagine

My youngest son loves Elmo. He adores watching this character sing and dance, particularly with Taye Diggs as they go driving in their imaginary yellow automobile. For some reason, this little jam gets Parker moving and singing. He loves making the sounds that a car makes; he’ll watch the same video over and over. However, the song is not what I think about when I watch it with my boy. At the beginning of the video, Taye and Elmo “imagine, imagine, imagine” what their ideal car and drive would look like. They even remember to imagine seat belts!

Today, Elmo’s fun video has me thinking: what do I “imagine, imagine, imagine” when it comes to school? How has my vision changed over the course of the school year because of the challenges set before me by the facilitators and members of the Change.School program? How about the lessons learned from my colleagues at Presbyterian?

A Million Dreams are Keeping Me Awake

Much like Elmo, I close my eyes, and I can imagine a few key ideas:

  • I am meeting with middle school faculty. While greeting them, I ask them to reflect on why they enter the classroom each day. Do they enjoy the skill-driven learning goals they have built their curriculum and the ways in which they engage students? Am I feeding them with opportunities to do create dynamic learning spaces? Are they enticing students to own their learning process?
    • Teachers construct an adventurous environment in which students can explore and pursue learning with passion and vigor. It is my hope that we move beyond simple engagement with content. Especially for middle school children, almost all content will resurface in the coming years. So content is the medium; however, the true learning in place hones collaborative and creative skill. Learning to learn is the model.
  • I am observing a class that is exploring a new concept. Students are struggling with the challenge, leaning on each other and the micro-discoveries that manifest throughout the group on the way to comprehension. Students are smiling because they enjoy the challenge designed by the teacher in the room. That teacher is there to facilitate wonder and guide young thinkers towards a common pathway.
    • Learning spaces model trial-and-error; students should never fear the potential of failure as a step towards success. Grades as metrics do not provide any sort of long-term value; rather, it’s the skill to develop and manage a process that makes a great student and learner. Students should feel a sense of urgency to identify problems and make an effort to discover evidence which lead to answers…and more questions.
  • I envision learning opportunities in all spaces and from all sorts of places. Students are on their iPads, searching a multitude of spaces, referencing texts they may have found virtually or in the learning commons on campus. The teacher in the room bring her or his own knowledge base to the table as well, only inspiring further research.
    • The spark may come from other people in the room, such as students, YouTube, the docent at the museum, the professional with life experiences to share, etc. We need to tap into all resources in our learning spaces; to fall short in this area is simply a failure of the system as a whole.

Developing a Roadmap to Get There

I believe in the power of teacher autonomy. I should not need to observe and review lesson plans when my vision is clearly articulated and genuinely adopted by faculty. We hire faculty who demonstrate a willingness to buy into the culture of our school and appreciate the pedagogical freedom to live into that vision on one’s own terms. Further, teachers should have the authority to challenge my vision with practical evidence of “a better way” to inspire learning and student agency. That is what a division meeting is for – a gathering of individual vision so that we can move forward together as a confident unit. I look forward to the time we as a division can play together as much as the time when we wrestle through our differences. I would never claim to have all the answers (which is why I surround myself with smarter people in the room). So, is there a roadmap? I’d say the faculty in my division depend of me for a direction of travel, not how to get there. That diversity of thought makes school messy…and messiness models creativity in our students.

What is Modern Learning?

Taken from a comment I made on a very intriguing post in my Change.School community:

Modern Learning is all about the “who” in our daily life. Now, I stole this mantra from my mentor, but I firmly believe in it. Modern learning requires us to know our audience and present ideas and concepts (whether required or via passionate personal interest) in a way that is relatable to each person in the room. We must work very hard to research and explore ways to connect to those whom we hope to inspire. To change a culture, we need buy in…and everyone’s buy in is specific to personal need. However, when we can connect that personal need to the needs of the many, we have an opportunity for real change.


So Modern Learning connects personal need and interest to that of the larger community or system. ML turns all boats towards the same guiding light so that we can arrive, together, at a place of enlightenment and growth.

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