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.

Recalculating…

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?

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.

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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.

My “What” and My “Why”

I’m on my way back from Santa Fe, NM, after attending a Division Heads conference for area private school leaders. As I sit in the back of the airplane, I find myself surprised to find a unique opportunity to reflect on my practice. For inspiration in this effort, I turn to the May 2017 issue of Educational Leadership Magazine, particularly to an article entitled, “Is Your School Better Because You Lead It?” by Bondi K. Kafele. Within the article, Kafele asks two questions for the reader to ponder: “What is your work about?” and “Why do you do it?

These are perfect reflection questions for any professional. I will take a slab in building my own answers here.

What is your work about?

There’s nothing like a 30,000 foot question to get me thinking. My work is all about the privileged child and how that young person can better understand the opportunities afforded to him or her because of various, unique environments available either at home or in our school. Facing reality, my 250 students enjoy an elevated classroom experience free of outside, standardized influence when compared to the typical experience which manifests in thousands of public school learning environments because requirements which exist outside of their control often tie their hands behind their backs. It is therefore my role to guide our teachers and students in the conversation that explores how this special opportunity to teach in a private educational environment reveals an obligation to lead others to success. That success manifests in various professional and personal avenues to be appreciated and celebrated.

Why do you do it?

I love kids, plain and simple. I recognize that, as a product of private school learning, I have so much to give to my community with regard to academic knowledge and how to use it as a way to improve the world around us. This gift includes and is most consumed (for me, anyway) by lessons I have learned, good and bad, about the life in a privileged environment. I love how young people see the world, the naivete that their varied experiences bring, and the way that exposures to life outside their “bubble” broaden their scope to reveal passion and identity. I also love the educational environment; I feel comfortable in private education because I am surrounded by like-minded individuals. The various perspectives of my colleagues may not always align with my own, but the beauty inherent inside the ”hows” of education (ie, pedagogy, technology, relationships, etc.) are better shared with those who start from a place of love and responsibility to serving today’s youth in some way, shape, or form.

So, there you have it. What has developed into more of a manifesto than a reflection, I have put to paper my reason for being in education and, specifically, in educational leadership. I hope you have the chance to reflect on your craft as I have today. It’s a refreshing and energizing activity. Please share your thoughts when you do!

if you got a problem…yo, I’ll solve it.

Ice, Ice, Baby

This is a great article, and one worth considering as applicable to students and to the adults in the room. I just returned from a conference with other Division Heads during which Dr. Rob Evans, educational psychologist and author, spoke in the closing session about the “tough conversation” between schools and families. One major connection to this article Kate shared and his talk occurred when he stated,
“We live in a time when opportunities for our children continue to increase exponentially, while predictability of future options has been decreasing just as quickly.” 
It sounds like the coping mechanism for anxiety is often medically prescribed, when, in truth, what we all need is more time; however, I don’t think any remedy outside of a magic wand can provide us more hours in our day. Yet we crave a time to think and reflect on our daily lives, our school schedule, etc. From the very youngest to the CEO, time to think would do us all a world of good and lead to better choices. Dr. Evans goes a bit further to discuss a very poignant fact:

Problems can be fixed; dilemmas can be managed. 

Often times, looking at the way we handle issues in our lives can determine how much anxiety we bring upon ourselves. We cannot control everything, yet our instant life via mobile devices makes us think we can. But true problems are in need of solutions that disrupt the issue and provide a new road to travel. A dilemma is more on the level of inconvenience; perhaps, dilemmas can be serviced better with a bit of white-out rather than trashing the blueprints altogether.
The summer provides me an incredible opportunity, even in the midst of shuttling my boys to and from activities to keep them occupied while I’m at work, to reflect on my practice. I can slow down, think about priorities and (for instance) write about my thoughts in a venue such as this blog. I can think about how I do school; my expectations and reasonings behind various events and actions throughout the year. Most of all, I need to consider what problems I can cut out, and what dilemmas I am capable of fixing.
I hope and pray that your anxiety levels drop with the coming of a slower, or perhaps an alternative schedule this summer. I invite you to view the future weeks with hope and possibility.

Making an Impact #IMMOOCBB

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I (Kirsten) shared this quote with my awesome #IMMOOC blogging buddy (Charlie) and even though it is not from The Innovator’s Mindset, we felt like it directly correlates to our work and mission. Here is our buddy blog experiment sharing the wonderings about leadership, empowerment and impact.

 

Most of my (Charlie) teaching strategies have developed from my time coaching sports. While I began my career in education as both a teacher and coach, I recognized that my gift for working with young people existed on the playing field long before I figured out how to lead a classroom. My love for sports (namely, lacrosse) and my ability to inspire players to give their best effort and elevate their strategic thinking galvanized my career choice years ago, and I haven’t looked back since.

Along the way, I worked with many inspirational student athletes. They found their role models in athletics and built their “game” as inspired copies of their favorite television sports heroes. Names like LeBron James or Tom Brady come to mind as people who motivated my young athletes. These superstars demonstrate leadership within their “field” that elevates others every day.

LeBron’s teammates gain confidence when he is present; they come together to play better as a team. The ball feeds through LeBron at the exact right time to give teammates the best chance to score. Lebron has vision two or three passes beyond the current one, carrying an oil can in one hand and a wrench in the other as he tweaks and tightens the basketball machine.

When Tom Brady walks up to the line of scrimmage and barks out the play, calls an audible, or makes a hand signal towards his receivers, everyone listen.G including his opponents). Tom recognizes something that is about to happen based on the moving pieces in front of him. No one else sees the game like he can, so the other players on the field follow his lead, orchestrating a masterful charge down the field.

While these examples are a bit sensational, the framework for them equals that which is required for classroom leadership: the opportunity for our students to make an impact in their current and future lives depends on the teacher elevating his or her own game within the learning space. We model the way so that others will recognize the value in giving one’s best effort and in setting challenging standards.

My (Kirsten) journey at TEPSA is about to come to a close as I move to a new adventure working with school system leaders in the coming weeks. The thought of what my legacy will be is at the forefront. I’m no LeBron or Tom Brady, but hope there is a legacy of good work that will last in my absence.

I am not the kind of leader that comes in and makes sweeping changes from the start. I told our Executive Director that right from the start. You want major changes, I’m more of a slow and steady kind of girl. The African Proverb says it best: “If you want to go fast, go alone – If you want to go far, go together.” I’m in it for the long haul with the crew on board. Along the way with little changes here and there, conversations, shifts, additions, and deletions you look up and find what was there several years ago has transformed into something new and different (and hopefully better). In reflecting on what builds sustainable change over time, I think it boils down to these qualities. Feel free to add your own in the comments of what we did not include!

Build Something Meaningful

No one wants to sustain a practice that is irrelevant or not adding value to the organization after the originator leaves. To know what is meaningful for staff, students and parents, you must know them! Meaningful work comes from connecting with others and we all know relationships are key. Ensure what you create and implement resonates with the learning community and is something worth keeping over time.

Empower Others

The experiences discovered in our learning spaces should instill self-confidence and a desire to know more. But these two characteristics prove empty without the skills and ability that drive them. That is what empowering others means:. a person who has filled his or her learning toolbelt can tackle any topic and pursue any passion. It’s our job to demonstrate these tools and the innovative uses for them.

Share, share, share

If you have knowledge, let others light their candles in it.
-Margaret Fuller

Knowledge has no value when kept in secret. As we push for more innovation in our learning spaces, collaborative effort remains the only skeleton key. Knowledge should not be kept as power, it needs to be shared to create powerful learning throughout the organization. Teaching students skills to know and be able to do things independently is so rewarding. Do not forget we need to do that for the adults as well. The #IMMOOC experience is a great model for this! George, Katie and all the other gracious learning collaborators are sharing their time and talents so we can learn with them. It is wonderful to find such a smart and fun group of educators to connect with and stretch my thinking. I look forward to continuing this learning journey even after the experience is over and sharing what I’ve learned to hopefully help others.

Check out the blog developed by my good friend, Kirsten: Leadershift. We would love to hear your thoughts on this topic, please share in the comments. What are you doing to improve others and make a lasting impact?