A Fresh-Start for Harrison

A Fresh-Start to Harrison Education Center

The Non-Negotiables

The non-negotiables...these are the items that we tend to avoid defining. Whether it be work, or personal, we tend to struggle in clearly defining these in our world because in order for us to do so we have to have a very clear understanding of who we are, what we believe, and how, and where, we see that fitting into the situation and/or circumstance.

However, defining the non-negotiables becomes highly critical in maintaining integrity in the process that we are in.  I have spent a better part of the past six years defining these for myself both professionally and personally, and am very comfortable clearly articulating my non-negotiables to the appropriate people in all aspects of my world if, or when, it's necessary.

For example, professionally I recently resigned from a position of rather high stature in the education field for one simple reason...I have a non-negotiable that I will not stay in a career position, or relationship, where I feel controlled, bullied, or manipulated...period. The second that happens in my life I'm out. It's a non-negotiable.

That's one example that crosses professionally and personally, however it is imperative that we articulate these for ourselves in both aspects of our world so as situations and circumstances come our way, and we have to take a stance, we are comfortable enough in our non-negotiables to be able to stand strong in our decision knowing it's greater impact in our lives, and in our world.

I recently sat in a meeting where I had a clearly defined non-negotiable on a certain issue. That non-negotiable was being challenged in an effort to have me change my mind so that the program and staff at the center of the discussion could maintain a fixed mindset, and not be challenged to consider an adaptive change that would systematically change how they had always done things.  So, what did I do? I stood my ground. I was the only one who felt strongly about this, but I passionately held my ground and I didn't back down. My belief around this issue was a professional non-negotiable. If they wanted to continue on the path that they were going, and continuing to see the same results, then they would have to continue without me. I would not be a part of a process that hasn't been working, won't just start to work, and doesn't have promise for working in the future if the current system and structures were maintained.

I held my ground..and a few meetings and conversations later, we are now moving towards systemic change within growth mindsets in that program.

Now, I want to be clear. This is not about throwing fits to get our way. No, no,no. This about determining a non-negotiable, and holding ground to it No MATTER WHAT. It's about knowing who you are, and what you are about in all aspects of your life, and then maintaining that with integrity so that no matter what comes at you, you can see who you are in it, and make a decision that falls in line with the beliefs that you have determined for yourself.

Colleagues....don't be so easily persuaded to do the "next best thing" or purchase "the next best thing". Do your research, know what works in highly successful schools, understand systems and processes that are credible and maintain high fidelity around school improvement efforts. Be well read, well versed, and well understood in your role, and more than anything be an advocate for non-negotiables for students, and for yourself.:)

Let them see what you want them to believe....

Mindset. I continue to come back to the importance of mindset within school improvement. Mindset is not just a term that we should throw around haphazardly, but rather it merits us taking the time to deeply consider its impact on educational systems, structures, and practices.

I sat at a table today and had a wonderfully rich, and empowering, conversation with a very gifted administrator who has proven history in turning schools around.  Within this meeting, and later within conversation, she made a very powerful statement in terms of school culture and climate.  She said,

"Let them (students, parents, community) see what you want them to believe".

What a powerfully rich statement, with a depth that causes one to sit back and reflect on what that truly means.  I internalized that as, "Be the one that allows them to see future, hope, and destiny within themselves.  Let students look at you, and see what their future can be.  Be the example of integrity, of success, of growth mindset, of belief in the statement that ALL can succeed. Be the one that passionately, and without excuses chases after them with a mindset that says, 'I believe in you...no matter what you do today, no matter what you say, or how you act, I believe in you and the promise of future for you, and I will not let moments impact my belief that you can succeed.'

So I challenge you today, don't let the systems and structures that have been in place for centuries that can often tie us down to "technical solutions" in education be a type of constricting force that holds you, but rather choose to "Let them (students, parents, community) see what you want them to believe".

They watch us, and how quickly they pick up on our mindset through our words, and actions...so make sure that what they see today shows them what you want them to believe about themselves.:)

Thinking....

I'm thinking today about instructional time, and / or lack thereof....stay with me on this.

When I look at educational systems and structures across countries,and school breaks within those systems and structures, it becomes more and more clear to me why the United States remains consistently behind other countries in terms of graduation rate etc.  

Think about this with me for a moment.  In most states in this country we have roughly three months off in the summer, followed by not even two months of school and then there is another break (MEA etc.) then a few more weeks until Thanksgiving break, then a few more weeks (where teachers tend to not do any heavy instruction) until Christmas and New Year's. So, basically from June- December  student school hours equate to very little in comparison to other countries.  Continue on with me...We continue on in school in January with multiple days off again between January and February between holidays, and conferences, and teacher professional development etc. Then March is spring break, and then we test in April. Then May rolls around and for some reason teachers see from May to June as "light" instruction, because the test is over.

I can say these things, because I have worked now in enough schools, and districts, to notice patterns and patterns of teacher behavior which can often time be that before and after any break in the school year we should offer "lighter" instructional days, because "kids are so excited".

This is a problem....this is a significant problem. We have a mindset in this country that needs to change as it considers the balance between instructional time, and breaks, within a school year. We have to change our mindset around accountability within instruction during instructional time within the school year.  I see this over and over again, and it continues to make more and more sense to me as to why we have on average a  32% graduation rate in this country.

This is a large scale issue...I understand that. We are talking about systemic educational patterns that have been in place for generations.

All I'm saying, is that we have to start to notice this, address it, and change mindset around it in this country, in this state, in our districts, and in our schools...or we will continue to leave kids behind.

I understand this is not an "uplifting"post, but it is a necessary post. A topic for discussion, but more importantly a topic for change.

In the face of challenge...

In the face of challenge, we must choose a mindset of strength and fortitude, not fear. We must choose to believe that what we are going after is really the pathway that will lead to greater to success for ALL, and we must determine in our mind that the steps within this pathway to success may fail at times along the way, but those failures will be opportunities for us to learn and grow in the journey, and they will not be stumbling stones that hold us back.

In the face of challenge we must seek to find the voices of hope, the voices of innovation, and encouragement, and the voices that speak the loudest message with the softest tone. We must choose to seek the strength in stakeholders in the work, we must choose to believe in positive intent, and we must choose to take a moment to set aside our ideals, and welcome the ideas of others in the process.

In the face of challenge we must choose heart, innovation, collaboration, and a willingness to be a true partner in the process of all that lies ahead.

We are the change agents. Repeat after me....we are the change agents.  We have the capacity, the ability, the intelligence, and the drive to change systems, structures and to challenge the status quo.

In the face of challenge, choose to be the one that makes the decision that no matter what there will be laughter, smiles, and humility in the process, and success in the outcome.:)

I have presented now a total of four plans over the week...plans that challenge the status quo, that seek to build teams of stakeholders in the process, plans that highlight current strengths and challenge current weaknesses, plans that ask for nothing more than optimal impact within collaboration around innovation. These plans are asking schools to step up and work the possible, within what seems the impossible.  These are plans that share a vision of success for ALL students, with teacher leaders at the core of the work. These are plans that require change agency from all involved, and require a pathway to be built in such a way that an organic experience comes out of a very non-organic structure.  These plans lay out a vision to challange everything that has been, and consider all that could be...they are future, they are hope, and at the heart they are the voice that students will hear that says, "No matter what...in this school you are worth it.":)

And guess what? Not one plan has been denied..not one, because at the end of the day, what educator wouldn't support that voice that students will hear loud and clear as a result of the outcome.;)

I Stopped Giving Tests

There is a fascination in our country around standardized testing. Testing is BIG BUSINESS---and can be used to not only discredit teachers, but students as well. Don't get me wrong, I like some testing, but not probably in the same way others like it. I love testing because I love for kids to see themselves improving and showing growth.

I will be honest with you: I have not given a test in the past 8 years. Once I began to shift to a workshop model, where I was conferring with students about their work/growth/needs, I no longer had any need to give a test. Tests are not to be "GOTCHA's" to see if you: read the chapter, listened to the lecture, looked at the vocabulary.etc . Assessments should be used  to determine next steps for both the teacher and the learner.  

I am not against tests, per se, but I believe that too often tests are not for students. If we want to change the mindsets of our students, then it's important for us to focus on ASSESSMENT FOR LEARNING,  Better yet..shifting to ASSESSMENT AS LEARNING. This involves students being aware of their own learning objectives. This also entails students taking responsibility for achieving these objectives, and teachers as facilitators along the way. We want students to be able to self-reflect on their behavior and attitudes as WELL as their learning!!  

Once we stop doing assessments TO students --and do assessments WITH students, then we can actually build the capacity of our students to think critically!!
THIS---this is something I want to be a part of! 

Design Thinking