Prime Membership

Photo by Helloquence on Unsplash

We all love the free memberships that companies provide their customers. For educators, we absolutely depend on free resources for our classrooms. We spend a lot out of our pockets to provide supplies and other materials for our kids because that's just what we do. Free plans offer the basics. Usually, those free accounts have limits in how you use the online tool or service. However, many companies provide PRIME MEMBERSHIPS. By paying a monthly or yearly fee, many more features are made available to the customer. In fact, sometimes their free versions are pretty worthless in comparison to what is offered with other membership plans.

Public education is free. What if our schools offered PRIME MEMBERSHIP features without charging an additional cost? What would the advertised prime benefits look like?

Prime Membership Features:

• Value- Everyone in this school values YOU just the way you are! You are enough. You matter! 
• Belonging- Come here and feel like a family member. We'll encircle you in loving arms and address you by your name. 
• Voice- Here you'll be listened to and understood. Share your insights, opinions, goals, and your dreams. Let your voice be amplified and make a difference in the world.
• High Expectations- We have absolute faith in you and know that you have greatness inside of you. We expect your best! Along with expecting your best, we will provide you with our best. 
• Quality- Top educators are in every classroom creating experiences that immerse their students in learning.
• Optimism- There is power in positive thinking! We believe in having a growth mindset, learning from mistakes, developing grit and perseverance.
• Connections- Come to this school to not only connect with your peers at the school but to connect with your peers on a global level. Connect and build trusting relationships with the staff and students that will last a lifetime.
• Choices- Students here are empowered to make some of their own choices about how, when, and what they learn. They demonstrate mastery of the standards by showing their thinking expressed in creative ways.
• Relevancy- Forget worksheets and busy work! At this school, you'll be involved with collaboratively solving problems and making the world a better place. You will be part of something greater than yourself.
• Success- Absolutely guaranteed! There are no labels here. You will be successful!
• Pride- Be part of something great!
• Kindness- We choose to be kind. We do the little things that count.

What PRIME MEMBERSHIP features would you add?

As we prepare to start another school year, think about what kind of membership your students will have at your school. Will they get the basics (a building, books, and a person at the front of the room)? Or, do they deserve the PRIME membership features? 

Is Followership Leadership?

In a recent Twitter chat, I posted this tweet:

Initially, I was surprised that it received so much attention. Upon further reflection, I realized that what resonated with people was the concept of "followership"- a term we rarely discuss. In fact, even after reading dozens of books and articles and participating in multiple chats about leadership, I can honestly say that I've only heard or seen the term used a few times as a passing thought about leadership. And because I don't consider myself as an intellectual, admittedly, my first thought was the song, Following the Leader from Peter Pan and the icebreaker game with the same title. 😄

He who cannot be a good follower cannot be a good leader. Aristotle

Followership is not the opposite of leadership. It is not blind obedience. The traits of effective followership closely match the traits of effective leadership. Followership and leadership are closely intertwined. We are all constantly seeking a balance between our role as a leader and our role as a follower.

Effective followers and effective leaders are often the same people playing different parts at different hours of the day. Bailey

A skilled follower complements the leader's vision and abilities. Complement comes from the Latin root complere which means "to complete."

If "followership" is so important for "leadership" why is it rarely discussed?

There are some misconceptions and stigmas attached to the term: follower. You won't find a list of "Followership Experiences" on anyone's resume. And your mom won't be boasting about how great of a follower you are to other family members and friends. You won't get a pay raise and most likely will never be recognized for being a great follower. In our culture, we often think of followers as minions or sheep who wait for instructions and do as they're told without any thought, skill, or influence. Some view followership as a stepping stone until they have a formal position, power, and authority. Others think of followers as being less than courageous and of those that have not "made it" yet.

But, a great leader isn't a leader without followers. The contributions of the followers largely determine the success of the leader. Reverend Paul Beedle said,

Followership is a discipline of supporting leaders and helping them to lead well. It is not submission, but the wise and good care of leaders, done out of a sense of gratitude for their willingness to take on the responsibilities of leadership, and a sense of hope and faith in their abilities and potential.

Excellent followership takes skill.

• Listening: An excellent follower develops and uses reflective listening skills to understand the vision of the leader. In a support role, a trusted follower can ask reflective questions that can help the leader avoid pitfalls and blind spots. 
• Trustworthiness: Leaders surround themselves with people whom they can trust. Followership is not being a "yes-man." An excellent follower has the courage to dissent in private and supports in public. A leader can count on an excellent follower to push their thinking. Followership is being competent and someone that the leader can count on to "get things done."
• Communication: An excellent follower communicates clearly with enthusiasm and high energy to other followers the direction that the leader is taking. They use their influence to spread positivity and hope.
• Collaboration: With the common goal in sight, an excellent follower builds a strong team. She models a strong work ethic, critical and creative thinking, risk-taking, innovation, and vulnerability.
• Servant Mindset: An excellent follower serves others with empathy and compassion. 

The list of followership skills and characteristics is long and closely matches any list of leadership skills. So, is followership demonstrating leadership? If it is demonstrating leadership, why are there thousands of leadership books and a scant few about followership?

I've been one to shout from the rooftops that everyone is a leader! I've encouraged others to "lead" and increase their circle of influence. But, should I be celebrating "followership" instead? Not everyone wants to lead. There are many people that have excellent followership skills that never recognize their value and contributions. They fail to recognize their leadership skills. So, is it all just a play on words and semantics?

It is the men behind who make the man ahead. M. Crowell

A successful man is one who can lay a firm foundation with the bricks others have thrown at him. D. Brinkley

The purpose of this blog is to process my own thinking. I'm far from being an expert on this topic. I have more questions now than answers. This post is a snapshot of where my thinking is today at this moment.

In my search for clarity, I read part of a book where the author is trying to dispel the negative stereotypes of the word, follower. The premise is that being a follower is enough. Followership skills should be developed and not with the destination of having a future leadership position.

From my own observations and experiences, there are many educators who never aspire to take on more formal leadership roles. Why? In education, the word "just" gets thrown around to devalue the contributions of committed people. I'm "just" a teacher, I'm "just" a secretary, custodian, teacher's aide or volunteer permeates our culture and perpetuates the idea that followership is less important than a formal leadership role. Would recognizing great followership skills in the same manner that we recognize leadership skills make a difference in how valued people feel? If they were able to recognize their followership skills, would that lead more down the path of accepting formal leadership roles?

I'm genuinely interested in this discussion. What are your thoughts?

Summertime Snowflakes

via GIPHY

It's sweltering outside! We're in the "dog days" of summer with temperatures in the high 90's every day. There is no reprieve from the hot, dry climate of Utah. Unless...you walk into our school!

It's SNOWING! 

In fact, it's snowing so much that there's almost enough snow for a snowball!

WAIT....Are you wondering what the heck I'm talking about?

Dave Burgess @burgessdave (author of Teach Like A Pirate) blogged HERE about how ski resorts make their own snow instead of complaining about the weather. Similarly, in our school systems, there are people who complain about the lack of progress, poor PD, and a myriad of other things. Dave encourages everyone to make their own snow and gives multiple examples of educators "making their own snow" and impacting positive change. In another post HERE he compares changing the culture of your school or district to making a snowball and rolling it down a hill. You make a snowball by packing a small amount of snow into a tight ball first and then add more snow a little at a time. A snowball will pick up more snow and momentum as it is rolling down the hill. Culture change often happens because of someone/or a small group of people initiating a small change. 

It's snowing at school because 1) the principal supported the beginning step of building a professional library 2) a small group of teachers read and discussed a book together 3) the school has a culture of learning.

There are summertime snowflakes falling everywhere! One only needs to be on Twitter (or other SM platforms) to see what great educators are doing all over the world. It's inspiring! Never underestimate the power of one or what a small group can do.

Although I recently accepted a position at another school, I'm excited that it has started to snow at my former school! I can't wait to see some snow at my new school. I'm looking forward to the day when we'll need a snowplow!

 Anyone can lead up and lead out! How will you make it snow in your school or district?

The Practice of Giving an A

Grades say very little about the work that a student produces. What does the grade of a B+ tell you about a student's mastery of a concept? Is the grade about competition, compliance, comparison of one student against others, or the average of multiple attempts to reach proficiency? There are a plethora of educational books and articles that discuss grading practices. This post is not about the debate.

In the book, The Art of Possibility, Benjamen Zander discusses the practice of giving an A. "It is an enlivening way of approaching people that promises to transform you as well as them. It is a shift in attitude that makes it possible for you to speak freely about your own thoughts and feelings while, at the same time, you support others to be all they dream of being. The practice of giving an A transports your relationships from the world of measurement to the universe of possibility."

In an effort for his students to take risks instead of worrying about a letter grade, Zander announced to his students, "Each student will get an A for this course. However, there is one requirement that you must fulfill to earn this grade: Sometime in the next two weeks, you must write me a letter dated next May, which begins with the words, 'Dear Mr. Zander, I got my A because...,' and in this letter you are to tell, in as much detail as you can, the story of what will have happened to you by next May that is in line with this extraordinary grade." He then instructed his students to place themselves into the future and look back to report on all of their insights and accomplishments throughout the year. Everything had to be written in past tense. Phrases like "I hope," or I intend," were not to be included. He told them that he was most interested in the person that they would describe in their letters. What happened was extraordinary self-discovery and growth in his students!

The video shared here is a classic and one that inspires me each time that I view it. Zander is a master teacher and leader. He starts off believing in the student. He scaffolds and differentiates instruction while teaching the student to see mistakes as an opportunity to learn and grow. Zander asks questions, models,  encourages and gives specific feedback. He celebrates all of the little wins throughout the process. The transformation is extraordinary even to the untrained ear! Zander brought out the best in this student because he believed in his ability and built upon his strengths.

What if your school focused more on building from people's strengths? How would it impact your school culture? What would grading and evaluation practices look like? How do your current practices encourage risk-taking?

Often educators do what they do because they know of no different way. We replicate what we have experienced ourselves. We fail to ask questions. We fail to think differently. Silos divide and isolate thoughts.

If we want to encourage a culture of risk-taking and learning, we must be able to re-think our beliefs about "best practices." If we're going to move forward, we must be willing to let go of some of our past. We need to connect to one another, challenge the status quo, ask better questions, and share our thinking.

As we anticipate the start of a new school year, I hope that we will all consider the practice of giving an A to every person in your school community.

If you believe in others and give them a positive

reputation to uphold, you can help them become

better than they think they are.

John Maxwell

Renewal- A Post for #LeadupNow

I'm posting this here as a way to retrieve it quickly.

Renewal. It means to make like new. Synonyms include words like restore implying returning to an original state after depletion, renovate as in repairing or rebuilding, and rejuvenate suggesting a restoration of youthful vigor, powers, or appearance. We renew library books, licenses, acquaintances, and vows. Holiday breaks renew our spirits; exercise renews our energy. Spring is the renewal of life after a long spell of winter. Our world is in a constant state of change and adaptation. Change comes in cycles of birth, growth, death, and renewal. Renewal is the acceptance of change.

John Goodlad said, “Most of us generally don’t pull up stakes and move simply because the paint on the windowsill starts to peel. And we don’t destroy our old garden and start over from scratch each time the blooms begin to fade. We do better when we exercise patience, ongoing care and while monitoring the effectiveness of that care, make adjustments where necessary. Such an approach, when applied to schooling, is what we call educational renewal.” In the words of John Goodlad, educational renewal is primarily designed for two purposes. First, renewal is to prevent current conditions from deteriorating and to address problems that arise. Secondly, school renewal aims to effect and sustain the changes that are desirable.

Educational renewal is never on a checklist as something that can be “done.” It is not a program, mandate, or initiative. It is not a mass produced package with instructions on how to fix problems by replacing what is currently happening in a school. Renewal is a way of being. School renewal includes all stakeholders- teachers, parents, secretaries, administration, custodians, librarians, students, bus drivers, etc. that collectively look at the school experience and inquire about what is working and what is not working. Everyone has a voice and ideas are shared on a regular basis. Alternatives to the status quo are examined, put into practice, and assessed to determine their impact. The responsibility for change lies with those who can and must make the changes and who will also be affected by the changes. In a school setting, renewal may look something like providing more support and training for literacy instruction rather than replacing a whole reading program. It is different than a reform. School renewal is more about the continuous tweaking of behaviors that over time lead to a greater transformation much like a gardener prunes, weeds, and tends to other tasks that nurture the plants within a garden. And just as the soil must be primed and ready for a fruitful garden, a school’s culture must be primed and ready for risk-taking, open discussion, and change.

Unfortunately, developing a school culture that fosters school renewal doesn’t happen quickly and easily. It takes a courageous leader to clearly articulate and communicate a shared vision. Leaders must model and embody the values that they want to instill in others. They must be resourceful and understand how resources and budgets can be used to influence change strategies. Strong leaders must develop leadership skills in others by identifying strengths and finding opportunities for their staff members to lead. They must examine data, determine next steps, and evaluate the impact of those next steps. Leadership for school renewal can’t just be positional if long-term changes are expected to take root. Teacher leaders can influence the thoughts and actions of their colleagues to improve their practices. A culture where renewal thrives is created when engaging in inquiry, and reflective behaviors is a norm.

One of the greatest responsibilities of leaders is to foster a strong sense of self-efficacy in teachers and the belief that their purposeful actions can make meaningful changes in the lives of their students. Leaders must trust their teachers and communicate the belief that collectively, SMART goals can be achieved. They instill hope despite the obstacles and empower their stakeholders to create the conditions that will make educators more successful. The optimism, confidence, and determination of great leaders to persevere are infectious. Strong visionary leaders passionately inspire their staff to focus on what students are to learn and be able to do. Feedback about each student’s progress is timely and ongoing so that teachers can use the embedded structures to give students more support. Professional learning communities provide timely feedback to each teacher regarding student learning in comparison to other students so that teachers can identify their strengths and weaknesses with instruction. A PLC becomes more than just another educational acronym. The school becomes a place focused on learning. The school and the people within the school improve simultaneously. The message of “We’re all growing, learning, and improving our ability to ensure that every student is learning” is loud and it’s celebrated!

An ancient Greek philosopher, Heraclitus, said: “There is nothing permanent except change.” As educators embrace the concept of renewal in their school, changes won’t seem so daunting. Those things that work and are valuable to a school community can be retained while at the same time promote the changes that will improve educators and their practices. Small consistent changes for improvement over time lead to a level of transformation and lasting effective change. Perhaps the most common metaphor for transformation is the metamorphosis of a caterpillar. Maya Angelou said, "We delight in the beauty of the butterfly, but rarely admit the changes it has gone through to achieve that beauty." Simultaneous educational renewal is a transformation that benefits all stakeholders as they change and grow together.

Successful leaders in educational renewal efforts must rise above the common standard. As Goodlad stated, "Our schools today desperately need innovative leaders who can dust off the narrative that implores creation of a thoughtful public, as proposed by Thomas Jefferson, Horace Mann, John Dewey, and many other distinguished scholars. We need innovative leaders who are ready and willing to challenge the status quo, leaders who can influence others in pursuit of schools that engage all students in meaningful learning toward the ultimate purpose of creating a thoughtful public willing and prepared to work toward a healthy and just democracy."

Compelled Blogger Tribe- The Why

Photo by Blake Cheek on Unsplash

The Compelled Blogger Tribe is a group of educators dedicated to writing, reading, and sharing their blog posts. Blogging is part of the reflection process as educators. We all get better by supporting one another. It was organized about four years ago by, Jennifer Hogan and Craig Vroom. Shortly thereafter, Jonathon Wennstrom joined the leadership team. Beyond the writing, reading, and sharing of blog posts lies my WHY I'm part of this amazing group of educators.

Admittedly, I have not been a good tribe member during this last school year. Not only did I fail at writing blog posts, but I also failed at reading, commenting, and sharing more of the blog posts of others. It wasn't intentional.

For some reason, I became trapped in the fog of a huge writer's block. I reflected and thought a lot about what to write. But I didn't write. Sometimes I wrote a little something but didn't publish it. I don't really consider myself as a writer and that feeling was magnified by my many failed attempts to write something meaningful. I lost my way. I became too worried about writing for other people instead of using blogging as an opportunity to reflect on my own thinking and growth. 

So WHY? Why do I remain a member of this tribe? It's a simple answer- it's about the connection that I have with amazing educators all around the country/world. I've been a lurker more than a participant (which is something that I need to change) but I have learned so much from this elite group. 

This month we're reflecting and writing about our WHY. It's an opportunity to reset and renew our commitment- my commitment to writing, reading, commenting, and sharing. The Compelled Blogger Tribe is a beacon of light in the fog. They give me HOPE. They inspire me to keep moving forward.

Questions!

Photo by Emily Morter on Unsplash

Questions! Questions! Questions!

I have so many questions!
The what's
The how to's
The when's

It's summer vacation and no one is around to answer my questions. Truth is- I don't want to bug them.

But my head is exploding! I can't sleep. I'm thinking, thinking, thinking....

I'm reading, reading, reading!
Annotating
Underlining
Reflecting

I want to make a difference!
                                for teachers
                                for students
                                for the school community

But right now...I...need...to...slow...down...and be patient.

BREATHE

FOCUS

Work on improving myself.

You can't give away what you don't have.

8 Ways to Lead: A Mindset Shift for Teachers

Photo by Marcus Wallis on Unsplash
originally posted April 8, 2018

Mention the word, “leader,” and many people conjure up an image of a larger-than-life character who seemingly single-handedly transforms their organization for the better. A leader, as many also erroneously believe, is determined by having a title or position of importance. John Maxwell said, “Leadership is influence, nothing more and nothing less.” Teachers all over the world, regularly lead positive changes in their classrooms, schools, districts, and beyond without fanfare, recognition and often without a formal title or position. They lead because their colleagues respect and trust them. Their leadership begins from the heart. Their passion for reaching and teaching young people and love for what they do is evident. Extraordinary teachers are leaders because they inspire and motivate others to be and do their best. How they lead is multifaceted and is only limited by their creativity.

Unfortunately, too many teachers fail to identify themselves as leaders. Many educators share the mindset that leadership is for a “talented” few. This limiting belief stifles the potential of teachers that could otherwise make a larger impact on student learning and achievement. The inclination to think about “my class, my students” or even “my team” prevents teachers from developing a greater vision. Instead of viewing themselves as leaders that accept not only the responsibility of their class but also the responsibility of all students; they see themselves as “just teachers” and limit their potential impact. Their talents and abilities largely remain an untapped resource that could enrich the lives of many more people.

The paradigm shift from “my” to “our” is subtle but powerful. When this shift happens, when teachers start to view themselves as leaders who are empowered to inspire positive changes not only in the lives of “their students” but in “all students,” they are motivated by an even higher purpose. “Every child, every day” takes on a whole new significance.

Every teacher can and must lead if they care about kids. Not all will become outstanding leaders, but everyone can improve. Leadership skills can be learned. What teachers will soon realize is that they are already leading! They need only to expand their circle of influence beyond their classroom walls.

There are as many ways that teachers can lead as there are teachers. Here are eight ways that teachers can make an even more significant impact on student learning and success.

Be the Person the Principal can Trust- Provide high-quality instruction for the students in your classroom. Do your job at a consistent level of excellence and then go above and beyond. Extend your circle of influence to others who will be inspired and motivated by you sharing your unique gifts and talents. Lead out and support the principal with the initiatives that will benefit students. Lead by example. Model professionalism. Continually learn and improve.

Take the Initiative- What improvements can you lead that align with your school’s shared vision? Look around. What is needed? How can you leverage your strengths? Taking the initiative is where the creativity of teachers come into play. Great teachers will see many opportunities to serve their students and colleagues. Teachers can share resources, informally help colleagues learn how to integrate a tech tool or teaching strategy, offer to present PD in an area of expertise, or oversee a student-led project. The possibilities are limitless!

Build A Positive School Culture- Spread positivity throughout your school and organization. Allow your infectious energy and positive attitude to spread. Do what you can to create memorable moments. Think outside of the box and find creative ways to welcome, encourage, and engage students in authentic learning experiences. Create a culture where everyone feels safe and that they belong. Lead by loving and serving others. Provide parents with the best school and opportunities available. Find ways of improving the communication between home and school.

Model Professional Learning- Read, attend conferences and edcamps, connect with other educators, and continually learn and improve teaching practices. A leader is a learner, and a learner is a leader. Take risks and try new things. Share your learning journey- both the successes and failures.

Acknowledge and Celebrate Greatness- Recognize the great work of your colleagues. Everyone has a need to feel valued and appreciated. Make it your mission to get to know staff members on a more personal level. Give the gift of time. Share the positive happenings of your school with others via personal notes of appreciation, social media, or other means. Encourage and instill confidence in others.

Collaborate- Build a culture of collaboration. Use your influence to break down the walls of isolation that surround teachers through one conversation at a time. Inspire your colleagues to see the bigger picture and importance of a PLC. Be the first to risk. Invite trusted colleagues into your classroom virtually or in person. Use their feedback for growth. Gently nudge and challenge them to stretch beyond their comfort zones and join you on a journey. Build momentum and work together for a common purpose. Be results oriented. Achieve goals together. Help to develop a culture of collaborative leadership where all voices are valued equally.

Have the Courage to Advocate- Listen and share the stories of your students. Speak up and speak out. Give an adult voice to your students who are often not empowered to advocate for themselves. Find ways to empower students and share their voice. What changes need to happen to improve student learning? What cause can you champion? Encourage and teach empathy. Great leaders seek to understand.

Observe and Problem Solve- Lighten the load of your principal by being observant of potential problems. Find solutions. A leader has a desire to change the status quo. Look at your school or organization with fresh eyes. Ask questions. Listen to feedback. Use your creativity to innovate and improve the current environment.

Educating children is a high and noble calling. The current challenges and demands are too significant for any one school leader to lead alone. It's crucial that teachers develop a leader's mindset. We can’t afford to wait years and years to improve our schools. Our students depend on us now. It will take an army of leaders working together with a clarity of purpose to significantly change the status quo. But, we must do it. Every teacher, veteran and new, is needed. Every teacher is called to lead.

New Beginnings

Today was the last day
 
                                      of school
                                      of having a class of students
                                      of finishing reading aloud a favorite book
                                      of reminiscing about the good times
                                      of having my own classroom
                                      of taking down the last bulletin board
                                      of being part of a team of teachers
                                      of being at my school with people I love
                                      of kind thank-you's, hugs, and well-wishes
                                      of making sure that I've done everything to check-out
                                      of handing out report cards
                                      of chatting with my principal
                                      of walking out of the school doors
                                      of mixed emotions
Because

In a few short weeks, I will start at a new school
                                                          with a new position (Instructional Coach)
                                                                with a new team

               Ready to Change the World!

And we will