my version of transparent, collaborative leadership...with a Teamann twist

When you make it all or nothing…the kids lose. #taketwo

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pick-a-side-nahHave you ever noticed how you sometimes you  have to take sides as an educator?

Clip charts are bad.

PBL is the only way to teach.

Go open!

Stay closed!

Homework is the devil.

Stay out of your office, principals!

If every lesson doesn’t include 21st-century learning, you’re not an effective planner.

Technology is a shiny distractor, stick to the basics.

Engagement matters, bring on the iPad!

You’re not connected? Why in the world not?

 

I could actually argue for or against either one of those, depending on the teacher or the student. (Except the connected educator one, I actually do believe that one!!) Educators, please don’t feel like you have to be “all in” on anything except what’s best for your students. If Sally needs math practice, by all means, send some home. Johnny need a visual reminded of classroom expectations? Make it as glittery as he can stand. Your campus improvement plan due tomorrow and has to match federal and state safety guards? SHUT YOUR DOOR AND GET IT DONE!

Here’s the thing. Pretty much ALL the things we do aren’t what is most appropriate for ALL of our students. When I make decisions, I have to make decisions for 640 students…what’s in the best interest of all of them. That being said I am willing to compromise when it’s necessary. For my staff, my students, my families…very few things are perfect for all of them, at the same time. 

You have to be able to recognize what matters the most and where you’re willing to bend.

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There are very few things that are absolutes, friends. Don’t feel like you have to choose a side…unless it’s the side that makes your students most successful.

 

Line straddleN,

Amber

Differentiation is not difficult…3 easy ways to make it happen!

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I love that my campus is full of educators who recognize the variances in students abilities. How completely overwhelming to look at 22 (or 44! or 66!) students and realize that in order to make instruction happen at their level, you’re going to have to make some instructional magic happen. We’re really focusing on a workshop model classroom, structuring all instruction around small groups. It’s a work in progress but here by week 5, I am already starting to see it happen!

When looking at ways to differentiate, if you’re not able to make a small group rotation happen, there is always the three C’s:  choice, challenge, and change.

Choice: Whether it is a book at their level or a menu level activity, give students the opportunity to make a choice. Our kinder team worked out a BINGO style activity so that student could be directed to activities they NEEDED to complete, but options were fun enough that the others they wanted to complete. They can create items, whether it be digitally or kinesthetically. The level of engagement and ownership escalates with my first grader when she gets to CHOOSE what her activity work looks like. Even something as basic as flash cards vs an app on the iPad, if it was her choice, she’s more likely to stay all in.

Challenge: How can the activity that the class is working on be tweaked to be more challenging for some students? A Makerspace is a prime example of a station that allows students to be challenged. Allowing students to conduct research on a given topic, or being challenged to find a local “expert” for the class to connect with could also raise the bar on an activity. Technology allows for students to create way more creatively than a paper pencil exercise…from an explain everything video to having a twitter poll…students who feel like they are actively involved in the learning process through a classroom challenge will be more engaged and inherently, stay on task!

Change: Research shows that just making a change can allow for differentiation at times in the classroom. From what the student is asked to complete to the manner in which is delivered to them. What if you recorded instructions for a project/product and a group of students was allowed to receive their directions in that manner? What if one group created a game but another group created a quiz over the same content? I saw students today taking pictures of the different states of matter inside the classroom…what if one group of students were allowed to search outside of the room? An easy change that ups the complexity level of the activity… 

Even within a PLC or planning session, it wouldn’t take too much extra time for a team to throw out several easy ways that an activity could be differentiated. How do you make this happen in your classroom or on your campus?

 

DifferentiateN discussing,

Amber

 

 

Use your words. #taketwo

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My beast is a freshman this year. As if that isn’t just completely foreign enough, by week 4 she has joined a number of clubs/organizations to fill up all her, you know, free time. With pre-Ap and even an AP class, she just has so much of that. 😉 She originally was going try also be trying out for both the volleyball and basketball teams.  In a relatively small district (16,500 students) sports are a big enough deal that we were really excited for her to represent WHS on those courts. We’ve also invested a considerable amount of money in private lessons, tournament teams, equipment, etc. She wasn’t 100% excited about it, but knew that she wanted to do…something.

Late this summer she attended a basketball camp hosted by the high school coaches, including the girl’s varsity coach. One of the days, he pulled her aside afterwards to ask if she was going to be trying out for the high school team, that he was impressed with her energy and attitude, and was looking forward to working with her….that he saw something in her.

Ya’ll.

My beast is a good player…but she is by no means the best on the court. She hustles, mostly. She shoots, occasionally. We cheer her on, we support her and do all that we can to help build her up. But she came home that day and told me that she was dropping volleyball and going to be solely focused on basketball moving forward. She started asking her dad to come shoot with her, to help run her through dribble drills. His comments literally changed my teenager’s trajectory in high school. From her schedule, to the groups she’d be hanging with, to the energy she’d be expending…it all looked different from that moment.

It changed based on a coach who took the time to say something positive to my kid.

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 Incredible power that we have, isn’t it?

When you use your words…are you using that power for good? Do you realize the impact, the opportunity, that you have every single day?

I am hopeful that you do, because there are children everywhere who need to hear that someone believes in them, that they can see something in them. I am thankful that someone speaking to my precious beast, the one who made me a momma, recognized that power.

team momN,

Amber

 

Collaborate, don’t dominate…

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We don’t have cable (sob!) but we, luckily, have an apple tv where I can watch the NFL network at my whim. This past week while cleaning, I was watching/listening to a show called “NFL Fantasy Live“.

I finally had to come sit down and listen after hearing the hosts and their guests to see what was going on. There were three main guys and a female guest commentator. One of the gentlemen, whom I’ve now since stalked to discover, was Matt Smith. Every single time someone else was speaking, he either cut them off or completely rebutted their point with such derision that I had to look him up. His profile is impressive, he graduated from Pepperdine University with degrees in political science and speech communication. He also has an extensive “experience” list. Regardless…oh my word! His qualifications meant nothing when compared to the way he talked to the other panelists (especially the female one!!). I couldn’t get past the way he was talking to ever really hear what he had to say.

When you’re working with a team, are you listening to hear or listening to rebut? Is your goal to dominate the conversation because you’re the smartest one at the table, or are you there to collaborate with others? Are you allowing others to speak, and honoring the fact that they have shared? I hope that in any given situation I am able to share my thoughts without insulting what others are thinking and saying.

I want to be seen as a collaborator, not a dominator.

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Are you allowing others to speak and honoring the fact that they have shared? I hope that in any given situation I am able to share my thoughts without insulting what the others are thinking and saying.

It doesn’t matter how experienced you are and how great what you have to share is if you can’t do so in a polite, professional manner.

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Fantasy chastiseN,

Amber

Life as a principal, #taketwo

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I have been blogging for a long time. I blogged as a teacher with my students 10 years ago. I blogged as a facilitator with technology integration ideas & shout outs. I blogged as an AP, just about education leadership thoughts and with my staff. Last year I decided that each blog that was written about #thefirstyear, I would denote in a special way, so that when I looked back, I could see the growth (gulp!) and the experiences that my first year brought.  That hashtag #thefirstyear, of course, coined by George Couros, reminded me each time I sat down that it was still, in fact, just my first year. Reflection is huge for me, and when I took the time to get it all out, I felt better. Perfectly aligns with the words of American philosopher, psychologist, and educational reformer

John Dewey: “We do not learn from experience … we learn from reflecting on experience.”

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I feel like I processed things better, and had a chance to THINK things through.

This year…I will be more consistent. My posts may not be as long…but they will be happening more regularly, 🙂 #taketwo is the hashtag I’ll be sorting these with.

Also, a side note…I am so thankful to those of you who read and comment and share along this journey. Your comments and words of support genuinely make me a better administrator…and person.

 

#taketwoN,

Amber