In 2016, I will continue to “walk or run with long, decisive steps” at a “good or regular rate of progress” toward my aspirations. I will stride.
The greater distance we travel, the more strides we take, the more highs and lows we face. When I encounter hills and other obstacles, I will stride with perseverance to maintain momentum. We all need inspiration to persist, but for educators, the reminders are ever present in the students we impact every day. Keeping the focus on their individual needs requires acting with empathy and compassion. Students rely on our consistent message, positive attitude, and unwavering support.
In times of stress and conflict, I will stride with resilience to overcome negativity and turmoil. The important lesson–simple runner’s logic–applies to building relationships, parenting, and educating: be patient, remain calm, control breathing, and monitor heart rate. Take life in stride.
–excerpt taken from my 2016 One Word post: STRIDE
To hit one’s stride means showing improvement in the way something is developing–to pick up the pace with ease and confidence.
So, that is exactly how I approached 2016. I took the training advice of top runners: “have fun with it, and try something new.” In class, my learners and I improved our model of personalized learning, approached every day with crazy #tlap passion and an Innovator’s Mindset, created our own genius, leveled up with #xplap gamification, captured learning with #booksnaps, and shared our work in true #ditchbook style.
Leading change. Launching new initiatives. Driving improvement. Shifting a mindset. These phrases inspire some to turn visions into purposeful actions, but leave others with anxiety and trepidation. Typically, leaders present ideas, committees are formed, and plans are set. Responses are mixed, investment levels varied, but here we go…
Then what happens to slow progress or impede growth? After defining what we are trying to become, even the most well-intended contributors get caught in the reality trap. How can we make change happen? Voices of the “yeah but’s” emerge from the crowd and collect followers. Doubt infects momentum. Leaders expend more energy justifying actions with research and rationalizing intent through models of success. Unfortunately, the result is often greater distance from the intended outcome—retreating to the security of old habits and traditional practices. How do we escape this cycle in education? Continue reading
I recently had the rare opportunity (and pleasure) to observe my colleagues’ classrooms throughout two school days. In total, I entered twenty-four classrooms and, after reflective collaboration with the rest of the leadership team, enjoyed conversations about nearly fifty observational rounds. While out on tour, my purpose was to collect data about the amount of differentiation and level of rigor our students experience in a typical day of high school to provide direction for future staff development. What I recorded on a clipboard may prove valuable; but what I experienced has already made a significant impact.
My greatest take-away is the need for all stakeholders to increase innovative thought in our vision of school–by students, teachers, and administrators. Students should spend more time creating, not simply doing, in a school day. Teachers should be coaching more than instructing. Administrators should attack the status quo, think big and ask, “why not?” All leaders should empower others by asking more questions than providing answers. We can make significant improvements to what we do and how we do it. So what holds us back? Continue reading
In 2015, I became a runner. Not a great runner, but a dedicated one. In the past, I have run to stay in shape or condition for other sports, but I never trained for competitive running. I learned about preparation, pace, nutrition, and training. I discovered how hard I can push my body and challenge my mind. The result was a healthier athlete (a term I use casually), completion of my first 15K run, and an expectation to increase my performance in the upcoming year.
That expectation not only refers to running, it drives all aspects of my personal and professional life. Now that I have motivation and direction for 2016, I will continue to “walk or run with long, decisive steps” at a “good or regular rate of progress” toward my aspirations.
I will STRIDE…
Last year at this time, I committed to my one word for 2015: radiate. The time has come to check for accountability to see if I achieved the expectations identified in last year’s post. With humility and gratitude, I reflect on my opportunities for professional development and personal growth in 2015.
Radiate: To move from one’s center requires taking action with direction. It is time to emerge, flow with thoughts, and take action to produce something useful.
In 2015, I resumed my endless quest to promote a culture of learning through innovative engagement strategies, healthy grading practices, and assessment for learning. After years of exploring project-based learning, differentiation, genius hour, feedback strategies, and the paperless classroom, I began working with a personalized learning model in high school communication arts. The process was challenging but the results were rewarding. The efforts of my students and support from colleagues, along with my transparency in documenting the journey, led to a surprising honor. I received the 2015 Herb Kohl Fellowship Award for “the ability to inspire a love of learning in students and motivate others, and for leadership within and outside the classroom.” While the recognition was gratifying, it became a motivator to raise my personal expectations and professional contributions to education. Continue reading
Thank you for making week one of #slowchatGSD a success. Congratulations! You have officially added to your digital footprint by taking time to reflect and connect with others. This week presents a new challenge dedicated to project-based learning.
Here is the driving question to guide our project:
How do we design an educational course for new teacher training?
Monday: What would be the course title? Provide a brief description or syllabus.
Tuesday: What would be included in the course’s recommended reading?
Wednesday: Flip the lesson. What video links would you include as additional training?
Thursday (Happy Thanksgiving!): Time to share our gratitude. What colleagues and members of our professional learning network would you recommend to teach course topics? Provide rationale for your choices.
Friday: How do we know our students are ready to enter professional education? Create the culminating project required to pass the course. Those taking #slowchatGSD for honors credit may include a rubric for assessment.
Please join the conversation. Let’s get creative during the long weekend.