tag:blogger.com,1999:blog-50143905423897932362024-03-19T01:37:28.373-07:00Practical Ed LeadershipMark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.comBlogger35125tag:blogger.com,1999:blog-5014390542389793236.post-11415446198634443832019-10-25T12:35:00.000-07:002019-10-25T12:35:14.941-07:00Max Learning: Oath Taker<div class="separator" style="clear: both; text-align: center;">
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Five-year-old Max stood with his small right hand raised,
staring transfixed into the stern gentleman’s eyes who stood across the
counter. I listened with a lump in my throat as he recited an oath in the most
heartfelt, serious manner I had ever heard him speak.<span style="mso-spacerun: yes;"> </span>“As a Junior Ranger, I Max, will do all I can
to take care of and protect Rocky Mountain National Park and the plants and
animals that live here. I promise to continue to explore, learn about, and
respect the natural world wherever I go.” Many of you know that there are few
emotions as powerful as a parent’s pride in their child. I swallowed the lump
in my throat and made a commitment to support Max in his oath.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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Max had an adventurous summer in which we traversed 12 states
camping, hiking, and exploring mountains, prairies and plains. He was a
builder, swimmer, and a gamer. So many of the lessons he learned can be applied
to a classroom environment. <span style="mso-spacerun: yes;"> </span>Let’s
explore some of these lessons.<o:p></o:p></div>
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<b>The Power of Service</b> – Beyond the beautiful vistas witnessed
in Big Sky Country, Max especially enjoyed the fauna. Bears, elk, coyotes,
marmots, and ground squirrels were some of his favorites. One can’t help but
want to conserve these landscapes and the creatures that abound there. Max’s oath
solidified a drive to protect and respect our natural world. One of the primary
actions that the Park Rangers share is for tourists to NOT feed the wildlife.
Feeding wildlife creates issues with human encounters that can endanger these
precious species. I knew that Max took this to heart when he approached an
adult who was tossing peanuts at a hungry ground squirrel, and redirected his
behavior. It takes courage and commitment to redirect a grown man when you are
not even 4 feet tall. One of the most powerful intrinsic motivators for us all
is to have a sense of purpose. We are driven to have an impact and be a part of
something that is bigger than ourselves. Do your learners see themselves as an
important individual in the bigger community that is your classroom? How can we
engage our students in service as a motivator? <o:p></o:p></div>
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<b>Measuring Up</b> – Max is a strong swimmer for his age.
Sometimes it feels like he is almost TOO comfortable in the water. Last summer,
on a visit to the Blue Bell Aquatic Center, Max was excited to go down the
water slide. Unfortunately, he did not meet the minimum height requirement.
What happened next was remarkable. A life guard offered to give Max a swim test
to see if he was capable enough to safely navigate the pool at the base of the slide.
After swimming a lap, the life guard was confident in Max’s mastery and allowed
him to slide to his heart’s content. Without the extra effort on the part of
the guard, Max’s experience would have been limited and his engagement would
have been less. We see arbitrary limits set in classrooms every day. What can
we do for our learners who walk in the door already masterful in the skills we
are teaching? How can we give them a “swim test” and allow access to an area of
learning that they would otherwise be denied? <o:p></o:p></div>
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<b>Leveraging Passion </b>– Max has a newfound love. It started as
just a ripple and grew to a tidal wave. A handful of Pokémon cards purchased by
Grandma Sue stretched to a binder bulging with hundreds of cards. This was
followed by a drive to binge watch Pokémon cartoons on Netflix. The exclamation
point at the end of this near addiction was Pokémon Go. <span style="mso-spacerun: yes;"> </span>Courtney and I have been forced to learn more
about the Pokémon Universe so we can engage with Max over his new passion. As
parents, we found it necessary to set some limits on his time pursuing this
passion so that he did not get lost in this alternative universe. Educators
know that finding success with our learners starts with relationships. One
surefire way to connect with others is by discovering their passions. This can
be especially true of our most challenging students. When dealing with
behaviors, remember that allowing students to indulge in their passion can be
leveraged as a reward for doing the right thing. <span style="mso-spacerun: yes;"> </span>How do you discover your student’s passions
and engage them through those passions?<o:p></o:p></div>
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<b>Keeping it Real</b> – Santa brought Max a workbench for his
3-year-old Christmas. For quite some time, he found great joy using plastic
hammers and toy saws. He connected faux wood pieces of foam with over-sized
screws in the shapes of bird houses, rocket ships, and cars. Max is a builder
by nature. Over time his interest in building with these toys waned and the
workbench became a dust collector. To reignite his fire to build we shifted to
real tools and real projects. Hammers, screwdrivers, and paintbrushes… oh my!
The authenticity of the work made it engaging. In the classroom, we can extend
our student’s experiences beyond artificial problems and scenarios. How do you
allow your students to own their learning and make it authentic? <o:p></o:p></div>
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This post started with describing an oath that Max took to
earn his Jr. Ranger badge. I propose that we modify this oath and make it fit
our role as parents and educators. Would you join me in this oath?<o:p></o:p></div>
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<span style="mso-spacerun: yes;"> </span>“As an educator/parent,
I Mark, will do all I can to take care of and protect the success of children.
I promise to continue to support their exploration, learning, and passion
wherever I go.”<o:p></o:p></div>
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<br />Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com2tag:blogger.com,1999:blog-5014390542389793236.post-61523467232684039042019-07-03T11:56:00.000-07:002019-07-03T11:56:57.758-07:00Time<div style="text-align: center;">
<span style="font-family: Verdana, sans-serif;">This thing all things devours;</span></div>
<div style="text-align: center;">
<span style="font-family: Verdana, sans-serif;">Birds, beasts, trees, flowers;</span></div>
<div style="text-align: center;">
<span style="font-family: Verdana, sans-serif;">Gnaws iron, bites steel;</span></div>
<div style="text-align: center;">
<span style="font-family: Verdana, sans-serif;">Grinds hard stones to meal;</span></div>
<div style="text-align: center;">
<span style="font-family: Verdana, sans-serif;">Slays king, ruins town,</span></div>
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<span style="font-family: Verdana, sans-serif;">And beats mountain down.</span></div>
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;">You may recognize the riddle above. It is one in a series of riddles</span><br />
<span style="font-family: Verdana, sans-serif;">asked between Bilbo and Gollum in one of my favorite books, <u>The Hobbit</u>.</span><br />
<span style="font-family: Verdana, sans-serif;">In this case, the answer to the riddle is, “time.” I find that time itself is</span><br />
<span style="font-family: Verdana, sans-serif;">one of life’s biggest riddles. Many would argue that it is our most precious</span><br />
<span style="font-family: Verdana, sans-serif;">resource since it can never be recaptured. How we view time has a huge</span><br />
<span style="font-family: Verdana, sans-serif;">impact on our attitudes, relationships, and daily interactions. Philip</span><br />
<span style="font-family: Verdana, sans-serif;">Zimbardo, a psychologist and thought-influencer, has done some great</span><br />
<span style="font-family: Verdana, sans-serif;">work around this topic. How our students and staff view the world, and their</span><br />
<span style="font-family: Verdana, sans-serif;">orientation to the future, impacts how they engage with us. Take a look at</span><br />
<span style="font-family: Verdana, sans-serif;">this video for a deeper dig into the idea of time orientation:</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;"><a href="https://www.youtube.com/watch?v=A3oIiH7BLmg">The Secret Power of Time</a></span><br />
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<span style="font-family: Verdana, sans-serif;">One could argue that finding a way to grow our students from</span><br />
<span style="font-family: Verdana, sans-serif;">present-oriented hedonists, to future-oriented people, is the key to their</span><br />
<span style="font-family: Verdana, sans-serif;">success... and ours!</span><br />
<span style="font-family: Verdana, sans-serif;"><br /></span>
<span style="font-family: Verdana, sans-serif;"><b>What specific actions do you take to help our learners orient to the future? </b></span><br />
<br />Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com0tag:blogger.com,1999:blog-5014390542389793236.post-13304119635587502652019-07-03T11:42:00.000-07:002019-07-03T11:42:00.712-07:00The Power of Fun<div dir="ltr" id="docs-internal-guid-603047e0-7fff-df60-b6af-9051b1e7fa5d" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="font-family: "arial"; white-space: pre-wrap;">“Make learning fun!” How many times as an educator have you said or heard this quote? Countless times I am sure. The reality is that human behavior can be shifted in a positive way when we make things fun. Check out this two minute video:</span></div>
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<a href="https://www.youtube.com/watch?v=2lXh2n0aPyw&sns=em" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://www.youtube.com/watch?v=2lXh2n0aPyw&sns=em</span></a></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As I watched the video, I was reminded of three simple things that we can do to engage our learners by making it fun.</span><br />
<span style="font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b><br /></b></span>
<span style="font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b>Novelty</b></span><span style="font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> - In low risk situations, like climbing a set of musical stairs, human nature drives us to experience things we have yet to experience.</span><br />
<span style="font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b><br /></b></span>
<span style="font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b>Immediate feedback</b></span><span style="font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> - Learners like to see the impact of their actions. Every step here is rewarded by a note. Rewarding our learners with immediate feedback drives engagement.</span><br />
<span style="font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b><br /></b></span>
<span style="font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b>Social connection</b></span><span style="font-family: "arial"; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> - One of the simplest ways to make a lesson more fun is to let our learners work together. Making meaning together is inherently more fun than doing it alone.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: transparent; color: black; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">To see more videos like the one above, check out </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.thefuntheory.com/" style="text-decoration: none;">http://www.thefuntheory.com/</a></span></div>
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<span style="font-family: "arial"; white-space: pre-wrap;"><b>How do you leverage fun to engage your learners?</b></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Mark</span></div>
<br />Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com0tag:blogger.com,1999:blog-5014390542389793236.post-72700743438247025762019-07-01T11:02:00.000-07:002019-07-01T11:08:38.791-07:00The Story I Told MyselfI once had the privilege of attending an 8th grade field trip to our district's STEAM center. As a science teacher of 13 years, it was good to be
surrounded by engaging activities connected to my favorite content! I
bounced around from activity to activity and watched my students learning by doing. One activity involved using K’NEX to create a variety of
structures.<br />
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I strolled into the room about 10 minutes into the session and
noticed a student sitting alone at the table, not building the model. This
young man is full of personality when you interact with him one-on-one, but
is not a strong student. It is not uncommon for me to see him just sitting in
class, not doing his work. I know that he is a past STAAR failure and was
retained in elementary school. I also know about his home situation that is
not something I would wish on anyone. Despite knowing all this, when I
saw him just sitting there, a story began to form. In my mind, I believed that
he was just choosing not to engage. I thought he was just being lazy. I
sat next to him with the intent to tell him how disappointed I was that he
was not respecting the opportunity he was being given. When I asked why
he wasn’t building, he said, “I don’t know how.” This seemed unrealistic
and I told him just to look at the picture and make it look like that. I
watched as he struggled to connect the pieces. At that point I gathered up
pieces and began to build. He watched intently and within a minute, he was
going. I watched his momentum build after his “aha” moment. We
continued building together. I asked him if he had ever had Duplos or Legos
as a kid. He said that he had not. I am ashamed of the story I told myself
about this young man. Some might think that he should be grateful that I
cared enough to sit next to him and help. The reality is that the biggest
learning that happened that day was on my part. This young man taught
the principal to beware of the assumptions we make about why students
disengage. It is a lesson that I won’t soon forget!<br />
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<b>What are your go-to questions that you ask of students when they appear to be disengaged?</b>Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com0tag:blogger.com,1999:blog-5014390542389793236.post-45267709877863245392019-06-13T07:23:00.001-07:002019-06-13T07:23:33.155-07:00Perception vs. Reality<div dir="ltr" id="docs-internal-guid-afe83906-7fff-7732-3c0a-9d8d7efe9e2a" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: left;">
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 18.6653px; white-space: pre-wrap;">The human mind is amazing. Our success as a species is clearly linked to our ability to </span><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 18.6653px; white-space: pre-wrap;">perceive</span><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 18.6653px; white-space: pre-wrap;"> the outside world, find patterns based upon experiences, and learn. Despite the </span><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 18.6653px; white-space: pre-wrap;">undeniable</span><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: 18.6653px; white-space: pre-wrap;"> virtues of the brain, it is fallible. Take two minutes to view the video at the link below. </span></div>
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<span style="font-size: 18.6653px; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
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<a href="https://youtu.be/QbKw0_v2clo" style="text-decoration: none;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Charlie Chaplin Illusion </span></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
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<span style="background-color: transparent; color: black; font-size: 13.999pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">When I first saw the video clip, I was amazed. How did my mind misinterpret the reality of the situation? I rewatched it and tried to force myself to see the mask as it was. I was unable to make this happen. Despite my best effort, the mask always became convex as it turned to its inverted back side. My perception was not reality.</span></span></div>
<b style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
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<span style="background-color: transparent; color: black; font-size: 13.999pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">The relationship between perception and reality is worthy of exploration. One truth that successful people recognize is that our own reality is skewed by prior experience, bias, and our own brain’s misinterpretation of events. This realization helps us slow judgement, seek outside perspectives, and to be truth seekers. A second truth is that other's perceptions are their reality. People, adults in particular, hold tight to their perceptions as truth. This understanding is critical when we work to shift other's thinking. </span></span></div>
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<span style="background-color: transparent; color: black; font-size: 13.999pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
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<span style="background-color: transparent; color: black; font-size: 13.999pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Accepting these two important truths is fundamental to a mature mindset. Perhaps that is just my perception…. :-)</span></span></div>
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<span style="background-color: transparent; color: black; font-size: 13.999pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
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<span style="background-color: transparent; color: black; font-size: 13.999pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>How do you create an internal, reflective pause, when you are compelled to be a truth teller, rather than a truth seeker? </b></span></span></div>
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<br />Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com0tag:blogger.com,1999:blog-5014390542389793236.post-47973419021423660902019-06-13T07:18:00.001-07:002019-06-13T07:18:31.880-07:00Alexa<br />
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<span id="docs-internal-guid-a64fb218-7fff-e0f1-405c-1df0955b3621" style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><img height="229" src="https://lh3.googleusercontent.com/NqgTfLcNniZqpRj2teUoua-gU7UMtY1jzoeHl17klrzruT3he_oNmPMItcpO2CdBoQlv07yMA9Pe5_x7Rsx-FOVPvs1Y2Te6HGEnv1DLE9UlAyoxv-_cfbfSQTnqZDZGAJVlzpML" style="border: currentcolor;" width="408" /></span></div>
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<div dir="ltr" id="docs-internal-guid-22622abd-7fff-a894-44bd-c2c3c40e8a30" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Last Christmas we received Amazon's Echo Dot as a gift for the family. This little “smart” speaker is another technology tool that is leading us down a new path. We activate the intelligence of the device by calling out “Alexa.” Once our friend Alexa awakens from her electronic slumber, we have access to music, weather, information from the web, etc. Dear Alexa performs best with direct, concise requests. </span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><b style="font-weight: normal;"><br /></b></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Listening to my 5-year-old Max make requests with his speech challenges is really entertaining! I am impressed that she can interpret and meet his desires as well as she can. When listening to him struggle to request, “Rudolph the Red-Nosed Reindeer,” I realized that this technology tool was both a blessing and a curse. The blessing part is that Max, and myself, are learning how to craft simplistic language to get the information or function we want. This is a great opportunity for problem solving and honing communication skills. The downside to this is the directive nature of the requests. Terse requests tend to sound bossy and impolite. I don’t want Max to talk to me, his teachers, or anyone else in this way. Polite asking versus direct telling tends to increase the chances we will get what we want when it comes to human interactions. </span></div>
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<span style="font-family: "arial"; font-size: 11pt; vertical-align: baseline; white-space: pre-wrap;"><b style="font-weight: normal;"><br /></b></span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I think that this example points to the challenge and ultimately the opportunity that lies with technology usage. In my role as a parent and principal, I need not avoid these types of tools because of great potential they have. It is also critical to remember to teach Max that there are many different ways to communicate based upon the situation. The way we talk to our new friend Alexa is different than the way we talk to human beings. When we embrace challenges as opportunities, our perspective shifts dramatically for the positive. </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 11pt; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>How do you directly teach your students the nuances of language, including registers, to set them on a path to successful communication? </b></span></div>
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com0tag:blogger.com,1999:blog-5014390542389793236.post-71686562356694076952019-06-11T11:46:00.000-07:002019-06-11T11:46:21.329-07:00Fuzzy ThinkingNeil deGrasse Tyson is one of my education heroes. He is a master of using the power
of his narrative to simplify the complex. This is true if he is teaching astrophysics or important life
lessons. Check out the 5 minute clip from a graduation commencement at
the link below:<br />
<br />
<a href="https://youtu.be/NwoohzjscHY">Neil deGrasse Tyson on Fuzzy Thinking</a><br />
<br />
The examples he gives in this speech are powerful in helping to illuminate
the issue of an over-reliance on multiple choice or objective testing. As a teacher of science for 13 years, I
enjoyed the ease of grading and disaggregation of data that these objective assessments provided. Despite this convenience these assessments can create the problem Neil is discussing. What are some steps a teacher can take to reduce
the occurrence of “fuzzy thinking” in our classrooms as a function of our assessment?<br />
<br />
<b>1. Minimize the number of questions that are only at the knowledge level.</b> If the answer can simply be given by memorizing, we are
only reinforcing the problem. A good filter for this is to ask ourselves,
“Can the answer be found by googling it?” If the answer is an
affirmative, then it is back to the drawing board to craft a deeper
question.<br />
<br />
<b>2. Provide a variety of assessments and checks for understanding about concepts that matter deeply. </b>Let's face it, not all learning targets are of the same significance. For those enduring understandings that are priority concepts for your content area, allow for students to demonstrate mastery in a deeper fashion. When students respond in an essay or short answer format, we can get a much clearer picture of where students are in their understanding.<br />
<br />
<b>3. Demonstrate that your focus is THAT students learn rather than WHEN they learn.</b> Your behavior after formal assessments will show students what you value. Simply returning the assessment and moving on sends a devastating message for those who were unsuccessful. This practice communicates, "Learning is optional... as your teacher, I am OK with you failing." Purposeful opportunities for students to revisit the thinking behind the answers that they missed, communicates a positive message. Leveraging retest and redo practices that allow for student to fully recover show that our focus is on learning, not just a grade.<br />
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<b>Do you celebrate the correct answer or learning in your classroom?</b>Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com1tag:blogger.com,1999:blog-5014390542389793236.post-38693650265632621722019-06-10T12:56:00.000-07:002019-06-10T18:05:05.764-07:00Oblivious or Conspicuous? <br />
I have a life goal that has set me on a path to continue to grow as a man.
My goal is to be the best man my children have ever known. On my
reflective journey to become better, I have noticed something about myself.
I find that when things are going well and everything is in its place, I am
oblivious to my current state. As soon as something is no longer in a state
that meets my expectation, it becomes very<b> </b>conspicuous. A simple
example of this could be related to the cleaning of a classroom. Each day
we enter and the room is clean. Throughout the school day, busy students traipse in dirt, sticky fingers touch surfaces, and the trash can fills.
The next day, the room is clean again thanks to the hard work of our custodial staff. Over time we become oblivious to this
positive state of existence. If we walk in one day and the room has not
been cleaned, it is VERY conspicuous. Rather than noticing and celebrating
100 days of a clean room, we only seem to notice the one day that it did not
happen. A bigger example might be how we take our good health for
granted. Only when we have pain do we appreciate the pain-free existence from the day before.<br />
<br />
I know I am not alone fighting this dark side of human nature. Why is it that
we don’t take the opportunity to praise the majority of students who are
doing just what they are supposed to day-after-day? We are often oblivious
to their contributions. Instead, those few students who are not meeting our
expectations become very conspicuous to us. This narrow focus on the
small minority begins to cloud our perspective of the class as a whole, our
school, and sometimes even our view of the world.
I believe that shifting our focus to make those things that are in a positive
state conspicuous, and become more oblivious the other things, makes
our life better!<br />
<b><br /></b>
<b>What are you doing to make the positive things in your life
conspicuous to you?</b>Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com0tag:blogger.com,1999:blog-5014390542389793236.post-91598937454800270102019-06-05T13:20:00.000-07:002019-06-05T13:20:40.815-07:00A Tale of Two Windows<div dir="ltr" id="docs-internal-guid-7d71b487-7fff-8eb1-00eb-b7b1a5e281d4" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; text-align: center;">
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 13.999pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="363" src="https://lh3.googleusercontent.com/9Wjq5q4bVXtnPi4359MAgZuyfFsAk1Qr5tZmrQPndE_tQDOLflSqjhZBaPD6Xz-gjO4xNK6t8GyzZ-17aMl2vAqbXI3ighbU0zeqH6JJUCGxg1PZZ7FpUu6hnoyfqOAIa8gTqg-y" style="border: currentcolor;" width="363" /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What a pleasure it is to walk about a new campus like ours! Collaborative spaces, the latest technology and natural lighting abound. I was walking about on one of my coaching days and was struck by the the variety of messages that I was getting from how my teachers chose to cover or uncover their interior windows. </span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Check out the image above. The classroom pictured on the top is identical to the one on the bottom. Do you get a different feel when you look at them? </span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As I walked by the open window, a story began to form in my head. This is a room in which the teacher trusts the students to maintain a focus on their learning, even when someone happens by. I find it noteworthy that all the students are engaged even though their principal is standing in the hall with his phone clearly taking a picture. This room tells a tale of openness and transparency. It invites us to come and take a look at the amazing learning that is taking place within its walls. It speaks of a teacher who is vulnerable and authentic. It says clearly, "This space is all about collaboration and connection."</span></div>
<b style="font-weight: normal;"><br /></b>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The tale of the closed window stands in stark contrast to the other. It seems to say that students are incapable of recovering from the distraction of someone walking by in the hall. It whispers of something private happening within its walls. It sends the message that learning is siloed within its space. </span></div>
<b style="font-weight: normal;"><br /></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What tale do your windows tell?</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 12pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Mark </span></div>
<br />Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com0tag:blogger.com,1999:blog-5014390542389793236.post-73234314764188579982018-06-28T14:26:00.000-07:002018-06-28T14:26:35.178-07:00Max Learning: Learning EverythingHow do you bring a big smile to the face of a father who has
been an educator for 30 plus years? My four-year-old
Max knows just what to do. Simply stare
straight into Daddy’s eyes and make this heart-felt declaration, “I want to
learn everything!” My little man’s drive
to learn is something to behold. His passion for learning is a precious thing.
My wife Courtney, and I, treasure it and are driven to keep that fire stoked. In this post I will explore some of the
actions we take to engage Max so that he can move toward his goal of “learning
everything.” I think the lessons learned
here apply to all learners, big and small.<br />
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<b>Leave it for later</b>
– Max has a variety of centers throughout the house. He has a store front opposite a miniature grill. He can “cook” up a multiple course meal, ring
you up on the register and serve you at a table for two. A pressed plastic castle form serves as a
central focal point for ongoing pirates versus knights conflict. He has a dress up area, multiple libraries
and his current favorite, a table for his Legos. <o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmLMnIEENsmRmCNMr5lGunr4eUqz6He1RmmzHTw_EgWEfWsQj9vo0utuN5x6jL1fUw34uGQ1pmiUZskZxwUhIYR63N5BWj5uaIMocFNgdUFp907bwKvQXd_5vdox9DZXZPWiOon3_v6ZSv/s1600/legocreation.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmLMnIEENsmRmCNMr5lGunr4eUqz6He1RmmzHTw_EgWEfWsQj9vo0utuN5x6jL1fUw34uGQ1pmiUZskZxwUhIYR63N5BWj5uaIMocFNgdUFp907bwKvQXd_5vdox9DZXZPWiOon3_v6ZSv/s320/legocreation.jpg" width="320" /></a>To maintain order, our expectation for Max was to reorganize
one center before moving on to the next.
“Clean up Clean up, everybody
everywhere….” I suspect you know this
song. Like most young ones, Max is prone
to fight the clean-up process. This is especially true when it comes to his Lego
creations. We learned a tough lesson
through these battles to let Max pick a specific creation to keep for
later. Upon reflection, it makes total
sense that he would struggle with dismantling the creation he finds value
in. This simple acquiescence has reduced
our battles and created a balance between cleaning up and devaluing his creativity. <b>How can you allow for ongoing processes that provide continuity of creativity for your learners? </b> <o:p></o:p></div>
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<b>Let them lead</b> – Max
has become very proficient in riding his bike with training wheels. The wheels
will be coming off in the fall. As his
proficiency grew we began lagging behind so that he could pick his own path. I was amazed at how simply allowing for him
to choose which sidewalk he would venture down increased his motivation to
ride. <b>How do you provide autonomy for
your learners so they will pedal faster than before? </b><o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUvO4aGa2RkrgpElFCNBDnzeptiKxC1b4gyQwVrbb1S7tRgmDAAKrLIpO8Z3MQZhq-zP-AJ3IwPMh22aIMdeoagDWpaRoONiR0bjhi4j3uPFQFSyIwW8nhXOAMRL9M9dGsmDlQePQ5N5xL/s1600/maxbike+%25282%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUvO4aGa2RkrgpElFCNBDnzeptiKxC1b4gyQwVrbb1S7tRgmDAAKrLIpO8Z3MQZhq-zP-AJ3IwPMh22aIMdeoagDWpaRoONiR0bjhi4j3uPFQFSyIwW8nhXOAMRL9M9dGsmDlQePQ5N5xL/s320/maxbike+%25282%2529.jpg" width="240" /></a></div>
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<a href="about:invalid#zClosurez" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="Image result for you tube icon" border="0" src="data:image/png;base64,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" /></a><b></b></div>
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<b>Search it up</b> – The
questions that Max has about the world seem to be endless. This is especially true when it comes to
space and natural science. What can I
say, he is his father’s son when it comes to that. I find myself frequently struggling for
complete answers that satisfy all his curiosity. That’s when the smart phone comes in very
handy. My favorite platform to leverage
is You Tube. <b>How do you respond to your
learner’s big questions to support a “search it up” mentality?</b><o:p></o:p><br />
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<b>Lessons within service</b> – I understand that it is important that we all see ourselves as
something bigger than ourselves. In an effort to support this idea, Max and I
set a New Year’s resolution to pick up one piece of trash every time we are
outside. On an outing last spring, we focused on cleaning up a ditch near our
home. Beyond the lesson in service, Max
stumbled upon some really interesting things.
A dead cedar wax wing allowed us to look at the anatomy of a bird up
close. A shy crayfish and his recent
molt gave us an opportunity to talk about exoskeletons. <b> How are you leveraging teachable moments for
your learners? </b><o:p></o:p></div>
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<b>Junk collecting – </b>Every
parent knows the frustration of their child finding more joy in playing with
the box a gift came in than the gift itself. This should not be a surprise when
we consider the creative minds of our little ones. We have begun collecting odds and ends for
Max to use outside. He engages with
these random objects as much as or more than his outside toys. Bungee cords, sticks, and a variety of
containers are his current favorites. <b>Could
you create a maker space for your learners?</b><o:p></o:p></div>
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<b>Moving beyond the trivial</b> – Max has a great memory for past events and the names of
things. On a recent trip to the Sonoran
Desert, he had the opportunity to see novel flora and fauna. He knows the difference between a saguaro and
organ pipe cactus. He can recognize javelina,
coyotes and quail. I am proud of his ability
to remember the names of things, but I work hard to question him into deeper
understanding. We were fortunate to
observe some animal behaviors that are perfect for exploring the “why”. We watched a pair of javelinas stroll into a
dry creek bed. One began rooting with
its snout in the creek bottom until a muddy pool of water appeared. Through questioning, Max was able to
articulate why this animal was doing this. At first he postulated the javelina was going
to drink the water, but when the javelina rolled in the water, Max figured out
that he was after a cool bath. <b>How do
you question your learners so that they will think deeply and own their
learning? </b><o:p></o:p></div>
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<b>Butterfly lessons</b>
– In the spring we collected 5 monarch butterfly caterpillars. On a daily, sometimes hourly basis, we
watched as the caterpillars devoured the milk weed and grew larger. Four of the five attached and formed a
chrysalis. Only three of the insects fully pupated and spread their wings as
butterflies. In our world that seems to
promote only immediate gratification, it was refreshing to see Max stay
interested and ultimately be rewarded by seeing an adult emerge. I believe this is the most important lesson
of all. <b>Life and learning are imperfect
and require patience, but wonder lies at the end!</b><o:p></o:p></div>
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com4tag:blogger.com,1999:blog-5014390542389793236.post-83870270381677368002018-02-26T08:44:00.001-08:002018-02-27T08:19:25.279-08:00Busting Silos: The Power of Connection<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">“It is lonely at the top.” We suspect that everyone who is reading our post has heard this quote relating to the isolation that can come with leadership.This can be true of educators at every level whether we lead a district, department, campus or classroom. With all the tools available to become a connected educator, there is really no reason to remain in a silo of isolation in your role. This post will explore the way two principals maintain an authentic connection that supports and challenges the work that we both do. We will explore some specific questions about being a connected educator and how we overcome those challenges. After that we will show how we stay connected and how you can do the same. We will end with a challenge for you!</span></div>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Why is being a connected educator important to you?</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I (Mark) am the principal of a new campus, Stockdick Jr. High. I have had the pleasure of serving students for 30 years as a science teacher and an administrator. I am driven to connect due to my strong belief in synergy. I am a servant leader who wants to be masterful in the craft of growing others. Connecting with others serves to stretch my thinking and give me fresh ideas. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I (Jeff) am the principal of A&M Consolidated Middle School. This is the third year at my campus as principal. Prior to my current role, I have been at the intermediate and high school levels of campus administration and teaching. In my years of education I have learned that staying connected to peers is critical to my success. The reason for being connected is because I need to be able to collaborate, discuss, share, and explore the possibilities related to my day to work with someone that can relate to my work.</span><b style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">How do you fight the isolationism that comes with the job of being a principal (or any leadership role)?</span></b><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Serving in any kind of leadership capacity can be lonely work because you are the person that everyone looks to for guidance, solutions, vision, and judgement. You are supposed to have all of the answers, right?!? The pressure that comes with the title of principal is real. There is only one principal on a campus. Yes, there are assistant principals but, at the end of the day, they are looking to the principal as well. The buck stops with you. When you do not know the answer, who do you turn to? How do you make your decisions? Who do you talk to?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br />This is where having a peer principal to talk over issues with makes all the difference in the world. One of you may have already worked through the issue that the other is currently struggling with. Both of you are able to relate to the stress of the position and the expectations that come with the title of principal. <br /><br />Sometimes those connections are made within your district and sometimes those connections are made across districts. With the in-district connections, you are able to have lots of rich conversation about the issues that are within your district and what is being faced within the system. There is power in those connections but sometimes those connections fall short because there is a lack of an outside perspective. This is where the out of district connections come into play. When you have peer connections at different districts you open the door for different perspectives and solutions. These connections are just as powerful as the in-district connections. Are you connected with your peers within your district? How about outside of your district?</span><b style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">What are the advantages to being a connected educator?</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Most educators know that effective leaders are masterful at balancing pressure and support as they grow others. What fewer people think about is how a leader’s drive to be the very best creates an intrinsic pressure and a need to also be supported. Being connected to a peer educator helps us maintain an internal balance. <br /><br />Our intrinsic pressure to get better is served by being connected. Through collaboration, ideas are exchanged. New and different ways to accomplish our goals are explored. Reflection on what is working or not working for our peer moves us forward. I find that some of my most meaningful learning opportunities come through ongoing connection to peer principals. The action orientation of these relationships is an advantage that comes from being connected. <br /><br />The principalship is a tough job. The reality is that being connected to a peer that has your same position creates an easy opportunity for empathy. When you are walking in one another’s shoes, the ability to support each other is not much of a reach. When we are vulnerable and authentic in sharing struggles and celebrations, the connection grows. Through hearing and being heard, we are healed. </span><b style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
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<span style="background-color: transparent; color: black; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial" , "helvetica" , sans-serif;">What makes voxer so powerful for you?</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;">I think we all realize that the best possible connections with people are face-to-face. The ability to interact with one another in this fashion allows superior communication verbally and non-verbally. The next best thing to face-to-face communication is arguably the use of video chat platforms such as Skype, Google hangouts, or Facetime. The biggest issue with face-to-face meetings or video chats is the need to coordinate time. The reality is that there simply is not enough time to bring all the players together that should have a voice in the process<span style="font-size: 11pt; white-space: pre-wrap;">. </span></span><a href="http://voxer.com/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Enter Voxer.</span></a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">For me (Mark), Voxer is my go-to tech tool for asynchronous collaboration. I am able to have ongoing conversations with a variety of individuals and/or groups, as time allows. I spend approximately 45 minutes each day commuting to and from work. I leverage this time to move things forward with Voxer. I may lose the non-verbal aspect of a face-to-face, but I can still enjoy the more subtle forms of verbal conversation such as tone, word emphasis, and emotion. These elements make the communication clearer and bring the conversation to life far beyond the written word. </span><b style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
<span style="font-family: "arial" , "helvetica" , sans-serif;">For me (Jeff), Voxer is a great tool for connecting with others from all over the country and within your own building. Typically, I use voxer during my 20 minute commute. I started this about 4 years ago and it has become part of my normal routine. Why? Talking is much easier than texting / typing. Hearing someone’s voice is very powerful and I don’t have to worry about the video component that comes with something like FaceTime or Hangouts. A reality of the world we live in is the hustle and bustle of our schedules. Making phone calls on a daily basis is challenging but with Voxer the connection is on our time and our schedule. Since you leave voice messages for each other and you check those and leave those when you can, the conversation continues regardless of the busyness of everyone’s schedule.</span><b style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Do you want to see what a voxer conversation looks and sounds like? <a href="https://youtu.be/0VMCpHjQXlw" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Click here to view a short video to give you a better idea.</span></a></span></div>
<b style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Here is the challenge… join the voxer group, start a conversation, and bust that silo that is holding you back! </span></b><b style="font-weight: normal;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></b>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline;">We want you to join in the Busting Silos Voxer Group if you are interested!<span style="font-size: 11pt; white-space: pre-wrap;"> </span></span><a href="https://docs.google.com/forms/d/e/1FAIpQLSedgajeghUauua1HZ3t7DyVfcWzbIqWNxTZppdy0jxh8M0d2A/viewform?usp=sf_link" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-size: 11pt; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Please click here and complete the google form so we can get you in the group.</span></a></span></div>
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Thanks to Julie Woodard for the Sketchnote! Follow her @woodward_julie</div>
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com0tag:blogger.com,1999:blog-5014390542389793236.post-67838957913479608412017-09-18T06:25:00.000-07:002017-09-19T16:02:38.280-07:00A Paradox within the StormIt was after midnight and I laid sweltering in my bed listening to the cadence of the cicadas outside my open window continually interrupted by the cacophony of sirens and helicopters. This particular mix of sounds is something I hope never to hear again. As a Houstonian who just endured the lashing of Hurricane Harvey, I found my prayers of thanks hijacked by imagined stories of worry about my staff, students and city. Memories of hours spent in a small bathroom with my wife, son and dog as tornado warning after tornado warning passed left me frazzled. The images of familiar streets and neighborhoods flooded with water stretched my understanding of the scale of the impact beyond comprehension. <br />
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One of my top strengths is positivity. Despite this inherent part of my nature, I found myself struggling to balance hope and optimism with realism. My mind finally settled on an idea I first read about in Jim Collins book, <i>Good to Great</i>. Collins shares a conversation with Admiral James Stockdale who survived over seven years as a prisoner of war. Take a moment and watch the short video in which Collins explains the Stockdale paradox. <a href="https://www.youtube.com/watch?v=FpgLAuZdutM">(Click here to watch the video)</a><br />
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There are certainly brutal facts to face related to Harvey. Economic impacts approaching $200 billion, emotional trauma, displaced families and missed instructional time just to name a few. What steps can we take to <b>retain faith that we will prevail</b> <i>and at the same time</i> <b>confront our current reality?</b><br />
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<b>Get your mind right</b> – Whether we are leading a classroom, a campus or a district, our attitude and approach sets the tone. Shifting our self-talk from, “I have to…” to “I get to...” shifts the paradigm of our thinking. Leaders make their biggest impact in times of great need. <br />
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<b>Stay out of judgement</b> – Human nature tempts us to blame victims. Nothing positive comes out of this type of thought. Conversation about what others could have done or should have done do not move us forward. Shame and blame do nothing to heal the human heart. Wisdom should drive us toward the parable, “There but for the grace of God, go I.”<br />
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<b>Work to discover the true need</b> – It feels good to give. A real challenge for us is to ensure we are giving others what they truly need, not just what we want to give. This requires us to be purposeful in collecting information about our friends, students and staff. Google forms have been a big help as we collaborate to collect information about how our learning community has been affected and what specific individual needs exist.<br />
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<b>Plan for long-term comfort and care</b> – The flood waters from Harvey have receded but the impact will be long lasting. We must be purposeful in providing ongoing support for those who we know are the most affected. We have assigned specific people to serve as the point-of-contact for continued support over time for these folks. A space will be created on our Instructional Leadership Team agenda that will allow us to keep this work on the front burner.<br />
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<b>Exchange blind optimism with faith through action</b> – No one can know how long it will take to recover from Harvey. That lack of a clear ending can create depression and despair. I believe the best medicine for this is service to others. I realize that my service has evolved and will continue to do so. What started with shelter volunteering shifted to pulling down moldy sheetrock and shoveling slime. Now is the time to shift to connecting people to resources that are beyond ourselves. <br />
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<b>Extend grace</b> – We will come to know whose homes have been flooded and cars have been totaled due to the storm. What will be harder to ascertain is the emotional toll. When we are swept up in the many tasks that need to be done, this can be easily forgotten. We can overcome this by focusing on the relational part of our work and extending forgiveness. <br />
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<b>Remember the beautiful parts of this hard journey</b> - My favorite memory during the past three weeks is of a family volunteering at the shelter I was working in right after Harvey passed. It was late when they came in with a cooler full of chicken and food that they had just finished cooking. Their children came behind them with arms loaded full of a variety of balls that were clearly taken out of their own garage. This act of kindness exemplified the giving spirit I have seen repeated time and time again. The lesson they were teaching their children was priceless. <br />
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Nothing brings people together faster than a common enemy. Harvey was truly that. He held no bias in race, class or political affiliation. His threat was to us all. How fascinating it is to see how people that would not have given each other the time of day a week earlier are now in service to one another. I have unrelenting faith that our city and communities will prevail over the long term. We may take a financial hit, but we will be far richer people in spirit. <br />
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com1tag:blogger.com,1999:blog-5014390542389793236.post-74892368399616093802017-05-11T08:31:00.001-07:002022-08-25T10:10:34.269-07:00I Hear VoicesI can imagine that some who read the title of this post are
thinking that this is a strange place for me to reveal a psychiatric
disorder! I seek to be vulnerable with
my writing, but that type of revelation is not my purpose here. Folks in education circles these days know
there is a strong push to hear everyone’s voice as a driver for our work. When we consult students to inform
decision-making that involves them, we make better choices. Involving staff in designing changes that
impact their role, results in ownership.
Honoring parent voice can increase the chance that they will advocate
for our campuses and serve as ambassadors for the work we do. How can we be servant leaders without seeking
the input and involvement of those we seek to serve? I value these voices. What I want to explore here is something
different.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKw26cVaMRdgK3HWhcwU6CBZaicSyXaLPKmh64Z9YnChLS8wr-5WYSZ5VHypnlF3_z8sMslPN4D3MYVcfc2htPMixiGhN1nClPdo1-ppUfKWL2mhc-H3ukXDHqcHT1BISa9shmHoBt5KOa/s1600/pic+of+top+strengths+for+MM.JPG" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKw26cVaMRdgK3HWhcwU6CBZaicSyXaLPKmh64Z9YnChLS8wr-5WYSZ5VHypnlF3_z8sMslPN4D3MYVcfc2htPMixiGhN1nClPdo1-ppUfKWL2mhc-H3ukXDHqcHT1BISa9shmHoBt5KOa/s200/pic+of+top+strengths+for+MM.JPG" width="181" /></a>Last school year we began exploring our strengths by using
the Clifton StrengthsFinder 2.0 assessment produced by the folks at
Gallup. This survey identifies 5 of your
top strengths from a group of 34. The
deeper I get into this work, the more uncanny I find it to be in describing the
core of who I am. While in a district
level professional learning session last month, one of our district
administrators described those individuals who have the “Achiever” strength as
having to live with the “whisper of discontent.” That sent me down a reflective path about how
my own strengths whisper to me as quiet voices of action. What I am realizing is that ignoring those
voices is just as dangerous as ignoring the voices of the individuals we seek
to serve. What follows are my strengths
in rank order, the Gallup generated descriptor, and my thoughts around them. <o:p></o:p></div>
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<b><a href="https://www.youtube.com/watch?v=7sWM36m3d48">Strategic</a> – People who
are especially talented in the Strategic theme create alternative ways to
proceed. Faced with any given scenario, they can quickly spot relevant patterns
and issues. </b>My strategic inner voice
constantly speaks to me about tweaking processes in an effort to increase
productivity. It hisses in my ear a
distaste for the status quo. It moans
when the phrase, “We’ve always done it this way” is uttered. It reminds me to look down the road to plan
ahead. <o:p></o:p></div>
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<b><a href="https://www.youtube.com/watch?v=TmrVdtTLxm8">Positivity</a> – People
who are especially talented in the Positivity theme have an enthusiasm that is
contagious. They are upbeat and can get
others excited about what they are going to do.
“</b>Pollyanna” whispers her perpetual optimism to me even in
challenging situations. I have worked to
project this voice to those around me who I feel are worth celebrating, in the
moment I hear it. My New Year’s
resolution has been to speak the positive to others, even if the timing seems
awkward. This is a commitment I intend
to keep for the long-term.<o:p></o:p></div>
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<b><a href="https://www.youtube.com/watch?v=MsLma5XDWc8">Arranger</a> – People who
are especially talented in the Arranger theme can organize, but also have a
flexibility that complements this ability.
They like to figure out how all of the pieces and resources can be
arranged for maximum productivity. </b> This
inner voice warns me away from hiring others who are just like me. It celebrates and recognizes that diversity
of thought and ideas creates synergy when building teams. This whisper speaks the virtues of connecting
people for collaborative work.<o:p></o:p></div>
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<b><a href="https://www.youtube.com/watch?v=55ZC1u42Xww">Ideation</a> – People who
are especially talented in the Ideation theme are fascinated by ideas. They are able to find connections between
seemingly disparate phenomena. </b>This voice frequently whispers the phrase,
“What if…?” It can drive me down a path to question why things are done the way
they are. This voice is pleased when
pondering. In my journey to open my new
campus, this voice has become increasingly vocal!<o:p></o:p></div>
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<b><a href="https://www.youtube.com/watch?v=i_K0jtuNmrg">Relator</a> – People who
are especially talented in the Relator theme enjoy close relationships with
others. They find deep satisfaction in
working hard with friends to achieve a goal.
</b>This small voice always speaks of a simple story. It articulates complex ideas in plainspoken
language that others connect to and find practical. It rejoices when I am working with my close
associates on work that truly matters. </div>
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What steps can you take to amplify the quiet, whispering
voices that speak to you from your areas of strength?</div>
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</span><!--[endif]--><b>Purposely
discover you own strengths</b> – Aristotle is credited with the quote, “Knowing yourself is the beginning of all wisdom.” Can you currently articulate your own
strengths and apply them to your professional and personal life? I don’t know of a better resource for this
discovery than taking the StrengthsFinder assessment. Tom Rath’s book entitled <u>StrengthsFinder
2.0</u> not only contains an access code for the assessment, it serves as a
perfect resource to begin understanding how to use your strengths. <a href="http://strengths.gallup.com/110440/About-StrengthsFinder-20.aspx">(Click here to find out more about the book)</a> Specifically you will find that each strength
theme has a number of “ideas for action” that will help you get started.<br />
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</span><!--[endif]--><b>Stifle
that voice that drives you to be “well-rounded” in all areas</b> – Few things
disengage people more than working in their areas of deficit. What engages us are the things that we
perceive ourselves as doing well. If you
show me a struggling reader who can make others laugh, I can almost bet you he
will be a class clown in language arts class!
Granted, there are some skills that we all must master such as
reading. In other areas, it is a much
better investment in your time and energy to sharpen yourself in your areas of
strength. These are the areas where our
passions lie. <o:p></o:p></div>
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</span><!--[endif]--><b>Discover
the strengths of those around you and leverage them for success –</b> Purposefully
using the StrengthsFinder with those who you interact with is where the real
power is in this work. I gave copies of <u>StrengthsFinder
2.0</u> to my wife and grown kids. We
then shared our strengths to deepen our connection and understanding of one
another. The entire staff at my new
campus will be taking the assessment and we will be using this common
vocabulary and understand to build our community. My PTA Executive Board will be discovering
each other’s strengths. Even my students
will take the age-appropriate StrengthsExplorer assessment to become more
self-aware. For this work, <u>StrengthsFinder
2.0</u> has an area under each them that guides you how to work with others in
THEIR area of strength. The end goal is
to create a strengths-based culture that drives our engagement and celebrates
our diversity.<o:p></o:p></div>
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</span><!--[endif]--><b>Quiet the
voice of busy</b> – So often when I am not hearing my small strengths-based
voices it is because of time pressures.
This loud, bullying voice sounds like the sassy quote from Sweet Brown,
“Ain’t nobody got time for that!”<a href="https://www.youtube.com/watch?v=bFEoMO0pc7k">(Click here for a smile)</a> Rarely are issues as
time-pressured as we make them out to be.
Do you find time each day to reflect?
Do you have a reflective partner that you regularly connect with?<o:p></o:p></div>
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We all have the voice of self-talk that we hear every
day. What do your small voices say to
you? If you are purposeful in
discovering your strengths, you will have the discernment to know which voices
to amplify and act upon. <o:p></o:p></div>
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com4tag:blogger.com,1999:blog-5014390542389793236.post-58170785756758155102017-03-28T07:53:00.000-07:002017-03-28T07:58:01.663-07:00That Man in the Mirror<div class="MsoNormal">
Inspiration for creation happens in unexpected moments. A case-in-point would be this blog post. Last week while shaving, my wife’s make-up
mirror was serendipitously aligned with the mirror over our sink and the mirror
that is on the wall adjacent to it. The
image that formed was of me from the side and slightly from the back. I was momentarily startled by the way I
looked from this angle, which was unique to me.
My first instinct was to shift the mirror in such a way so that I didn’t
have to see the poor posture of this aging fellow, which was me. I reflected on this reflection (pun intended
here) and I realized how ridiculous that impulse was. This was an angle of my true self, which
everyone else is quite accustomed to seeing.
In this moment of revelation, I shifted my focus from avoidance, to
really looking at my posture. A slight
shift in my shoulder position and the image improved dramatically. In fact, my neck even felt better. This experience sent my mind down the path of
how this tendency to avoid reflection on our true self interferes with our
ability to grow as educators.<o:p></o:p></div>
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With this tendency to avoid discomfort in mind, what are some small steps
educators can take to begin leaning into self-reflection?<o:p></o:p></div>
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<!--[if !supportLists]-->1)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]--><b> Listen to audio recordings of yourself.</b> I still remember being a kid and listening to
my voice on a tape recorder for the first time.
I was convinced that there was something wrong with the machine because
of the strange way my voice sounded when I played it back. It took a great deal of convincing from my
mother and friends that this was truly the way I sounded. With the availability of voice recording on
our electronic devices, capturing your own voice is easier than ever before. My favorite go-to app for ongoing
asynchronous conversation and collaboration is Voxer. A side benefit of Voxer is that it allows you
to listen to your own dialogue. For me,
I was struck by the number of conversational tics that were embedded in my
messages. With that in mind, I am
working to reduce the number of times I say “umm” and other repetitive,
distracting language. <o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhc8VivB8UkxOxHDCEVHroRUhyvdiZJkC-A-t5qxOV3qda1IcJ87qq3AOebvz7HHjkR9REjTNYh6opGNKONo0SeX5HjOpWtM3LhjMcEifc5stAG842hoB9s2i9rlb0tggGg3F28nSYvwa4-/s1600/7+high-impact+ways+to+use+video.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhc8VivB8UkxOxHDCEVHroRUhyvdiZJkC-A-t5qxOV3qda1IcJ87qq3AOebvz7HHjkR9REjTNYh6opGNKONo0SeX5HjOpWtM3LhjMcEifc5stAG842hoB9s2i9rlb0tggGg3F28nSYvwa4-/s640/7+high-impact+ways+to+use+video.png" width="251" /></a><o:p> </o:p></div>
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</span><!--[endif]--><b>Watch
yourself on video.</b> If you are looking to really grow in a reflective way,
hit the record button and sit back with a bucket of popcorn and watch yourself
do the magic! I suspect that the first
time you do this, it won’t feel very magical.
I have a painful memory of the first time I watched myself on
video. It was back in the mid 1990’s when
the district I was working in made the shift to portfolio assessments for
evaluation purposes. One of the
expectations for the portfolio was to include video recordings of three lessons
and a written reflection for each. So I fired up the 40 pound VHS camera and
captured my first lesson. Awkward! If listening to your conversational tics is
disheartening, watching one’s body language and movements is even more of a
challenge. I was humbled, yet driven to
do better.</div>
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More recently, my experience into using video
was posting reflections on Twitter to #EduIn30 hashtag. I attended a conference where I had the
privilege of seeing George Couros. George
is the author of the best-selling book, <a href="https://www.amazon.com/Innovators-Mindset-Empower-Learning-Creativity-ebook/dp/B016YTBZKO">Innovators Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity.</a> George challenged the audience to begin capturing short
video reflections of our professional learning and posting them to Twitter
using the hashtag #EduIn30. It is a
challenge to distill “big” learning into a 30 second clip. Much like Voxer, this provided the side
benefit of listening as well as watching myself communicate when I viewed the
video. It takes some serious courage to
tweet these out, knowing that your thinking is now visible to a global
audience. Courage comes in many forms!<o:p></o:p></div>
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For teachers looking to challenge themselves
to grow through the use of video, check out the work of thought influencer Lisa
Westman. In her blog post, “Mom, Can You
Please Record Me?” Lisa deeply explores the why and how of leveraging video for
instructional reflection. <a href="https://lisawestman.com/2017/02/22/mom-can-you-pleeeease-record-me/">(Click here to read the blog post)</a></div>
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<!--[if !supportLists]--><b>3)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></b><!--[endif]--><b>Develop reflective partnerships. </b>As
educators, we frequently find ourselves isolated in silos as we exercise our
professional practice. In the
principalship, this is especially true.
I frequently receive positive comments.
What I lack is the critical feedback that will lead to my growth. In an effort to combat this isolation, I have
established a small network of people who will speak the cold, hard true that I
need to hear. These folks range from
friends, colleagues, and family. They
all mentor, support and challenge me in different ways. My relationship with these individuals is
characterized by authenticity and vulnerability. They are trusted treasures both
professionally and personally. Have you
identified these folks in your life?<b><o:p></o:p></b></div>
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In a world that is dominated by the selfie, I believe it is
ever more challenging to embrace a mindset in which we see our true selves. We can edit our appearance and create stories
of our lives through social media that can greatly skew reality. I think that our integrity has been greatly
challenged by this. Until we are willing
to embrace the discomfort of seeing ourselves as we truly are, we are doomed to
stagnation in an imagined world that is only our perceived reality. I would love to hear about the reflective practices you
are involved in that are leading to your growth. Feel free to leave a comment!<o:p></o:p></div>
Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com4tag:blogger.com,1999:blog-5014390542389793236.post-75800200296926147132017-01-09T14:14:00.000-08:002017-01-09T14:15:49.560-08:00Lessons from the Happiest Place on Earth<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtM2PPL6CQOd_ddIzTu_yPFcEg__A-Iw_rtS9wJaf5JWwhzA464DM_c9bfLVVWEp9sYe8RdoNwI0R2Ee4zDoahP4pEQcv48Ej4_qqs7bI-07JUSfew91zOwLi2VRxj_6LvvY4r5iV0TJ7o/s1600/dis.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtM2PPL6CQOd_ddIzTu_yPFcEg__A-Iw_rtS9wJaf5JWwhzA464DM_c9bfLVVWEp9sYe8RdoNwI0R2Ee4zDoahP4pEQcv48Ej4_qqs7bI-07JUSfew91zOwLi2VRxj_6LvvY4r5iV0TJ7o/s200/dis.jpeg" width="200" /></a></div>
“Happy New Year!” As
we enter into 2017, how many times have you heard or expressed these three words? Like many of you, I have been thinking about
my resolutions for the coming year. Specifically,
I started thinking about what would make this New Year “happy”? I couldn’t help
but think of a recent experience that was joy-filled. Last November, my wife and I took Max on a cruise
to Cozumel, Mexico to celebrate his 3rd birthday. Not just any cruise, but a Disney cruise. For
those of us who have been conditioned by marketing, you know that Disney
strives to create, “The happiest place on earth.” As we set sail, it became apparent that the
staff was purposefully attending to our joy.
As I reflect on the voyage, I realize that there are many lessons to be
learned for creating a positive climate and culture in our schools from the
folks at Disney.<o:p></o:p></div>
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<b> - Maintain a relational focus over a transactional one.</b> They assigned us to a different dinner
location each night of the cruise. On
the first night, we were greeted and cared for by a small team of servers. They
quickly learned our names and were spot on in attending to our needs. We sat with a family with two children. My surprise came on the second night when we
went to a different restaurant. The
serving staff had moved with us!
Additionally, we were seated again with the same charming family that we
met the night before. What a great way
to allow time for relationships to form!
The dining experience was not just about getting us fed; it was about
making connections AND getting us fed.</div>
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How can we be purposeful about this in schools? One way is to ensure continuity with people
on the campus. Assigning assistant principals
and counselors to specific students by alpha, sets up this dynamic. Over the
past few years, I have been fortunate to have three assistant principals and
three counselors at my junior high.
Rotating them, as partners, through the grade levels gives three years
for them to grow relationships. They are
able to serve the same group of kids and grow their professional relationship
as well.<br />
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<b><o:p></o:p></b></div>
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<b> - Provide a range of experiences based upon interest and
readiness.</b> Each day we were provided a
paper copy of the day’s schedule of activities.
The “Navigator” was also available as an app for those who are
tech-savvy. It was easy and exciting to
select which experiences we would engage in.
Disney clearly knows that differentiating experiences creates happy
cruisers. <o:p></o:p></div>
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As educators, we are wise when we use choice to motivate our
learners. Even though our learning
targets may be dictated, there is no reason our students can’t demonstrate
their mastery in multiple ways. Moving beyond
simply differentiating by choice, we need to level our classroom activities to
meet the kids where they are. Simply
teaching everyone the same thing, at the same level, the same way, is a sure
bet to disengage most everyone in the room.
Imagine if the folks at Disney only offered one standard type of arts
and crafts activity that was appropriate for 12-year-olds all day. There would not be many returning
cruisers. This type of standardization
of activity happens in many schools, every day.
<o:p></o:p></div>
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<o:p> </o:p> </div>
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<b> - If something goes wrong, take responsibility and work to
make it right. </b> On the first day in our
cabin, we noticed a loud banging noise coming from the outside of the
ship. It sounded like the angry ghost of
Davy Jones beating on the hull with his rusty chains! I called the concierge to see if it could be
addressed. Within five minutes an
attendant was down and in the room listening for the banging to repeat
itself. As you might imagine, Davy Jones
decided to give his banging a break.
Much like the noise your car only makes when the mechanic is not around,
we waited and waited. After 10 awkward
minutes, Davy began banging once more with wild abandon. After hearing this, the gentleman left with a
promise to investigate. Shortly
thereafter, we received an apologetic phone call from the concierge stating
that they would not be able to address the issue until they were in port. She offered us another room, on the other
side of the ship. Not only that, they
sent an attendant to help us move our luggage, and gave us a $100 ship-board
credit! The final act of goodwill came
in the form of a precious Mickey Mouse plush toy for Max. Clearly the folks on this ship knew how to
take responsibility for shortcomings and what steps to take to correct the
issue.<o:p></o:p></div>
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Too many times, we fail to model ownership of issues with our
students. This is not just an issue in
schools, it is widespread in our society.
The need to seem perfect and deflect responsibility for our mistakes is
at the heart of many of our current struggles.
When we are vulnerable enough to say that we made a mistake, and work to
correct it, we humanize ourselves and draw closer to our learners. The same is
true when we work with parents.
Admitting a shortcoming and then demonstrating the courage to work
through it builds respect and trust. We
only get what we model.<o:p></o:p></div>
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<b><br /></b></div>
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<b> - Find joy in the journey, not just the destination.</b> Of all the
lessons that the Disney folks reminded me of, I believe this is the most
important. Because they attended to relationships,
provided engaging experiences, and worked hard to make things right, we enjoyed
each day. When we arrived at that
tropical paradise folks call Cozumel, it was wonderful, but not necessarily the
highlight of the trip. The trip was the
highlight of the trip. <o:p></o:p></div>
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How do you ensure that your students are enjoying their
journey as a member of your classroom or campus? Engaging students through clubs, and
extracurricular activities gives them the strong sense of belonging that
creates emotional engagement. I believe that
it is the job of every adult in a school to cultivate relationships. It starts with a smile and acknowledgement every
day. <o:p></o:p></div>
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All this leads me back to how my resolutions can bring about
a “Happy New Year”. I have recommitted
to my own personal health with the typical focus on diet and exercise. Upon reflection, I realize what will really
make this year happy is to bring joy to others, specifically the students and
staff that I lead. This is at the heart
of happiness for me, as a servant leader. <o:p></o:p></div>
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com0tag:blogger.com,1999:blog-5014390542389793236.post-72856109978662630252016-11-02T13:38:00.000-07:002016-11-02T16:36:59.682-07:00Max Learning: Give a Man a Mission<div class="MsoNormal">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIkaaYs0dnbpXnbRNA6sab2mm1pnlYTsfRt_ef5fYS0mr-VXLQMWpZqxmWgpeb5trKhJFJaj4Q_SNO0kguwyovGkpfPv0SBPVdbrIZP8x4JgRJQDoyFVO9L8uXKfaBEf4ggFxS3gxhNCfW/s1600/Max+mission.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIkaaYs0dnbpXnbRNA6sab2mm1pnlYTsfRt_ef5fYS0mr-VXLQMWpZqxmWgpeb5trKhJFJaj4Q_SNO0kguwyovGkpfPv0SBPVdbrIZP8x4JgRJQDoyFVO9L8uXKfaBEf4ggFxS3gxhNCfW/s400/Max+mission.JPG" width="400" /></a></div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE0ilgzF8PnUl9B1aJZi-ob_grUhVqDvTVmOxgqvaR5CsnbxRddmJ7G3PdjFQbbU_SItL2q2hOpDDvy0XGbJEIqlf8j_wNSGB68PdIAYE5j63BnNYP-_B7Fwb7rC-Rh_9mVB09vZl9W21f/s1600/Lil+Einsteins.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="112" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhE0ilgzF8PnUl9B1aJZi-ob_grUhVqDvTVmOxgqvaR5CsnbxRddmJ7G3PdjFQbbU_SItL2q2hOpDDvy0XGbJEIqlf8j_wNSGB68PdIAYE5j63BnNYP-_B7Fwb7rC-Rh_9mVB09vZl9W21f/s200/Lil+Einsteins.jpg" width="200" /></a>"It is my mission!" This was the emphatic response
to my redirection from two-year-old Max as he dismantled his grandmother’s French casement
window opener. Apparently, his obsession
with the cartoon Little Einstein's was teaching him the concept of a mission.
As I pulled him away, kicking and screaming, I would have never guessed that this
destructive act would lead me down the path to such a successful strategy for
working with him.</div>
<o:p></o:p><br />
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For those of you who read my blog, you know that Max is a
high energy child. <a href="http://practicaledleadership.blogspot.com/2016_04_01_archive.html">(Click here to learn about Max)</a> Despite his mother and I having 45 combined
years in education working with kids, we still struggle with his behavior.
Imagine the discomfort when we were invited to have him be the ring bearer at
an outdoor wedding in Vermont. My first thought was, "That is not going to
happen." I envisioned a cartoon-like scene in which Max was the Tasmanian
devil spinning around eating the pillow with the rings attached and bolting off
into the woods. <a href="https://www.youtube.com/watch?v=c54SvkgQ04A">(Click here to see my visualization)</a> My brother-in-law and
future sister-in-law pleaded that we involve him. They were willing to take the
risk. After many conversations, Courtney and I decided that we would embrace the
discomfort and take him as the ring bearer.</div>
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<o:p></o:p></div>
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With the decision made, Courtney and I began strategizing
about how we could make this happen.
During one of our conversations, we remembered how motivated he was when, “on a mission.” For years as a classroom teacher, putting kids to work was a go-to
strategy for active students who would disrupt the class relentlessly if not engaged. It is one of those seemingly universal
ironies for educators that best practice often gets forgotten when
working with our biological children! Here is how we used the mission concept to set Max up for success.<o:p></o:p><br />
<br />
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<b>Mission Lessons:</b><o:p></o:p></div>
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<!--[if !supportLists]-->1)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]--><b>Clearly define
the mission objective</b> - We told Max that he had an important mission to
accomplish at his Uncle Matt’s and Aunt Rachael’s wedding. We acquired the pillow that he was to carry
and tied fake rings to it. We showed him
pictures of his Uncle Matt and told him that he would walk slowly toward him,
carrying the pillow. Once he got to his
uncle, he would give Matt the pillow and get a hug. Max would then walk to Mommy and sit on the
front row. <o:p></o:p></div>
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<!--[if !supportLists]-->2)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]--><b>Provide a
model of excellence</b> - To help Max visualize what his mission would look
like, we searched You Tube for a video that showed a good model. It was an intensive search since many of the
videos show best how<b><span style="font-size: 14.0pt; line-height: 107%;"> not</span></b> to do it! <o:p></o:p></div>
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<!--[if !supportLists]-->3)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]--><b>Break the
mission down into parts</b> - We began clearly chunking the process into
parts. We included pillow positioning
and the speed of walking as his mastery of the basic skills were established. <o:p></o:p></div>
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<!--[if !supportLists]-->4)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]--><b>Provide immediate
specific feedback</b> - Rather than just celebrating with a “Good job!”, we
worked to be very specific as he was practicing. The feedback sounded like, “Good job bringing
the pillow to Mommy. Next time carry the
pillow in both hands.” <o:p></o:p></div>
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<!--[if !supportLists]-->5)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><b>Provide positive
reinforcement</b> - Max loves Pez candy! We used his sweet tooth to positively
reinforce his behavior. Broken in half,
these little candies stretch a long way.
Some may argue that this is a bribe.
This is not true since a bribe is designed to induce someone to do something
illegal or dishonest. The reality is that reinforcers offer a powerful tool for shaping behavior. Extrinsic motivators are often necessary to find success, with the ultimate goal of being driven from within. <o:p></o:p></div>
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<!--[if !supportLists]-->6)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><b>Provide multiple opportunities
to practice over time</b> - Because we had the gift of time, we were able to
practice this over and over again. Once we were at the rehearsal in Vermont,
the distraction of people and the open woods were a small thing to overcome
because he had automaticity. <o:p></o:p></div>
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<!--[if !supportLists]-->7)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]--><b>Play off
of their passion</b> - Max is not a fan of dressing up. His ring bearer outfit included multiple
layers, a vest, a tie and a cap. Max
rarely wears a hat for more than a minute.
This is where playing on his passion for a mission made all the
difference. We sold him that these were
his “special mission clothes.” With this approach we had to fight him to take
them off, instead of putting them on. <o:p></o:p></div>
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<!--[if !supportLists]-->8)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]--><b>Trust and
celebrate</b> - In the end, all that was left was to trust that he would do the
right thing. Despite all the successful
practice, I will tell you my heart was thumping like an excited shrew when I
set him down and sent him on his way. We
were rewarded with a perfectly accomplished mission. My Tasmanian devil had been transformed into
masterful little solider. We were so
proud! The pride and love Max felt from
his family was the intrinsic motivator that I wanted him most to experience. I was not disappointed.<o:p></o:p></div>
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As educators, we can get lost in the variability of our
learners. Students with high energy can
be disruptive to the learning of others. Too often we end up in the cycle of redirect, threaten and consequence only to find ourselves frustrated when the behavior change doesn't last. If you find yourself struggling with one of these busy students, don’t
forget to, “Give a man a mission!”<br />
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<o:p></o:p><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgden0Sjbp4JVAwqo2Nl-y2IJ1htemlLiZnfZJFNtZ9A66aowvJFVXcg4btnmLH24tTuodMnvqtrLjyuelDDvPNODKA3-j1bVOkBAyFHmk5-yoVghrUqoIwzLWCHzWmKahU6uGSLhmM-PWO/s1600/Mission+accomplished.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgden0Sjbp4JVAwqo2Nl-y2IJ1htemlLiZnfZJFNtZ9A66aowvJFVXcg4btnmLH24tTuodMnvqtrLjyuelDDvPNODKA3-j1bVOkBAyFHmk5-yoVghrUqoIwzLWCHzWmKahU6uGSLhmM-PWO/s400/Mission+accomplished.JPG" width="400" /></a></div>
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com0tag:blogger.com,1999:blog-5014390542389793236.post-12105941507613323912016-10-12T14:03:00.001-07:002019-09-04T05:59:58.324-07:00The Awkward Beauty of Inverted Leadership<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxLNZtu9sN1sLc4xTPVtVGdkoNugtjCP02LzuqpAoo-o7X2v3JmeXhBVUGtJCIrZ8zPwe6mFasLPjnmIxjhsA0n99OyzbQPk9cFiIFv8G368kmRaadQLJMKvKkfFjQ0VZDnGrV7llmQELQ/s1600/inv+pyr.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxLNZtu9sN1sLc4xTPVtVGdkoNugtjCP02LzuqpAoo-o7X2v3JmeXhBVUGtJCIrZ8zPwe6mFasLPjnmIxjhsA0n99OyzbQPk9cFiIFv8G368kmRaadQLJMKvKkfFjQ0VZDnGrV7llmQELQ/s400/inv+pyr.JPG" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9jbFMAmouV9o8Naf6b1YEqw6nluZ-YbzHmNSa1eVfLi2F8uKOYvVKi1oB7JCWuIekZW-qn_3sOjrneYzK7_U0sM8iuOIv1M2UziZsRXTgqOCy-1-WMabUvLq7fpM5vUreJwKMwEclMYiR/s1600/Collins+quote+social+sector+leaders.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="151" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9jbFMAmouV9o8Naf6b1YEqw6nluZ-YbzHmNSa1eVfLi2F8uKOYvVKi1oB7JCWuIekZW-qn_3sOjrneYzK7_U0sM8iuOIv1M2UziZsRXTgqOCy-1-WMabUvLq7fpM5vUreJwKMwEclMYiR/s200/Collins+quote+social+sector+leaders.jpg" width="200" /></a> “Come on Mr. McCord, <span style="font-size: 12pt; line-height: 107%;">YOU</span> are the principal!” This statement from an impassioned
and frustrated parent still rings in my head, years after it was spoken. The remark speaks to the belief that we have
power to direct changes that many times we do not possess as educational
leaders. Rather than a top-down
leadership structure, ours is more diffuse in nature. Our power is the power to influence. It is relational in nature. This also applies to teachers in the
leadership of their learners.</div>
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In my experience, effective leaders in education embody the
role of a servant. A servant leader doesn’t
seek to sit atop of a pyramid of power.
Conversely, a servant leader seeks to be at the bottom of everything. Balancing our leadership from the bottom can
be awkward to say the least. Sitting at
the base of this inverted power structure requires mastery beyond what most
executives are required to muster as leaders of their organizations. We can visualize this type of leadership as
an inverted pyramid.</div>
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<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlow3DVWDInx7hi2iSYWZEdzDlEpeer-B-amtloATlt1PPXX3qPyst0gLy4aSOpSuOCUpRDGBBIsX7UTTG0O5SbjPQcNvI12LcHsNAc_I-Tpd4IZBJKrLdwB7zKYD4WLZsXm2IKUAj9KGK/s1600/inverted+pyramid+heart.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlow3DVWDInx7hi2iSYWZEdzDlEpeer-B-amtloATlt1PPXX3qPyst0gLy4aSOpSuOCUpRDGBBIsX7UTTG0O5SbjPQcNvI12LcHsNAc_I-Tpd4IZBJKrLdwB7zKYD4WLZsXm2IKUAj9KGK/s1600/inverted+pyramid+heart.jpg" /></a></div>
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<b>With this in mind, what steps can we take to create balance
as we lift others to success? </b></div>
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<o:p></o:p></div>
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<!--[if !supportLists]--><b>1)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]-->Hire for
service mindset.</b> Education is a
human business. It is messy and filled
with shades of gray. Fuzzy boundaries
are the norm. Hiring adults that have a
heart for kids and one another is critical.
When we are in service to one another we stay focused on what is really
important. For teachers, it moves us
away from a strictly academic focus and toward developing the whole child. For education leaders, it moves us away from
professional development of our staff toward human development. A sense of connection and relationship is the
foundation for everything.<o:p></o:p></div>
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<!--[if !supportLists]--><b>2)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]-->Maintain focus
on those you directly support</b>. Balancing from the bottom of an inverted
pyramid is precarious to say the least! The
majority of our time and energy needs to be on the close relationship with
those that we are serving directly from below. This is the zone of our greatest
influence. As a teacher, attention to supporting
and building capacity in your students should be your goal. As a principal, my attention needs to be
support and capacity building for my teachers.
When I am struggling to get into classrooms to give my teachers the
feedback they crave, I have lost focus on where I can make the greatest impact
for our students. <o:p></o:p></div>
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<!--[if !supportLists]--><b>3)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]-->Communicate
clearly with those you support and those who support you.</b> In a highly interconnected pyramid, communicating
effectively, above and below is critical. Actively listening is a key for
success. When we focus on understanding
others rather than seeking to be understood, clarity ensues. When communicating, remember to start with your “why” so others can develop an understanding of
the direction you intend to go. Develop
consensus and clarity to avoid unbalancing your organizational pyramid.
<o:p></o:p></div>
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</span><!--[endif]-->Keep your
feet a shoulder’s width apart.</b> One
of the mantras that my first football coach repeated constantly was, “Keep your
feet a shoulder’s width apart.” What he
knew was that having a broad base increased our balance. For those of us who seek to lead from the
bottom, we must have a clear understanding of our beliefs and values. These
provide the broad base from which we make decisions and provide support. We are
in the best position possible when we stand firmly upon our values and embody
them. <o:p></o:p></div>
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<!--[if !supportLists]--><b>5)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Remember who is on top.</b> Students are at the top. It is imperitive to
remember that our decisions should be student-centered, not adult-centered. At the top of the pyramid are the kids – we
are there for them, not the other way around. Our lens should always be, “Is
this best for kids?" Many times this is not what is easiest for adults. <b><o:p></o:p></b></div>
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<!--[if !supportLists]--><b>6)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Celebrate gains. </b>Success in schools is
all about improvement. As we lead from
the bottom, we need to provide feedback and encouragement for the things that
go well. Too often we withhold our positive
feedback for some nebulous point in the future.
Commit to speaking your positive in the moment.<b><o:p></o:p></b></div>
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<!--[if !supportLists]--><b>7)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Show struggle and strain</b><span class="MsoCommentReference"><span style="font-size: 8.0pt; line-height: 107%;"> </span></span><b>. </b>It
is acceptable, even preferred, to let people know about your failures and
struggles. This is hard work! When we
model authenticity and vulnerability, those that we serve see that we are
human. Knowing this, they are more likely to connect
with us. Showing a façade of perfection
only drives others away from us. Be real
and your chances for success increase greatly.</div>
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<!--[if !supportLists]--><b>8)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span><!--[endif]-->Put your ego aside. </b>This work is not
about you. It is not about me. It is all
about the kids. When issues arise,
servant leaders take responsibility, even when we don’t have complete control
over all the variables involved. When
things go well, we give the credit away to others.
<b><o:p></o:p></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcAoVCBifEtr4qicgRmqkVaH896E0sL4GihrY6g3GYtEeg8OD9HAFqnc-pREeURxrpfGCMamItrsOxJ-x_dOtVWqo4moXdMBOjResV3Qs_xI1IOC6-lP6fYOQ7vCHMoJyLzGaYDslNY9qC/s1600/newton+shoulders+of+giants.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcAoVCBifEtr4qicgRmqkVaH896E0sL4GihrY6g3GYtEeg8OD9HAFqnc-pREeURxrpfGCMamItrsOxJ-x_dOtVWqo4moXdMBOjResV3Qs_xI1IOC6-lP6fYOQ7vCHMoJyLzGaYDslNY9qC/s320/newton+shoulders+of+giants.jpg" width="212" /></a>Without question it is difficult to make ourselves servants
to others who we have authority over. Despite that challenge, this is the job of public educators at every level. If you are a "boss" in an educational setting, you will only get low level compliance that must be constantly policed. If you are a servant leader, you will inspire others to do great things, even when you aren't looking. </div>
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Sir Isaac Newton is credited with the quote, “If I have seen
further than others, it is by standing on the shoulders of giants.” I challenge you to not simply stand on the
shoulders of other’s at the top of a perceived pyramid of power. Instead, let your legacy be that of a servant
leader, standing steadfast at the bottom of an inverted pyramid of
support. In doing so, you will become a “giant” whose shoulders others have stood upon. In this possibility lies the beauty of inverted leadership. <o:p></o:p></div>
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Special thanks to Dee @DeniseToler for creating the sketchnote!<br />
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com17tag:blogger.com,1999:blog-5014390542389793236.post-24797709994402059952016-09-09T13:04:00.001-07:002016-09-09T13:04:49.111-07:00Becoming<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkf7px3L9qijtF5nLiIcJMB7e2YhnNrvqgl1XqtzjU_J7vdgIf9f6lE1-WpbsyrpI8AMqOvmtxW4aePMhN_KG-Ix79Ahfjhcdy6eeCnFu3TyJmQGmbCpkYKKhtN58uq7tDmLWzBUKvp1_m/s1600/becoming.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkf7px3L9qijtF5nLiIcJMB7e2YhnNrvqgl1XqtzjU_J7vdgIf9f6lE1-WpbsyrpI8AMqOvmtxW4aePMhN_KG-Ix79Ahfjhcdy6eeCnFu3TyJmQGmbCpkYKKhtN58uq7tDmLWzBUKvp1_m/s400/becoming.jpg" width="300" /></a>She was one of the cutest girls I had ever seen. A big blue bow stood proudly atop her curly
head of hair. Round reddened cheeks and
big doe-brown eyes showing distress and frustration drew me quickly to her side.
You see, I have a propensity for rescuing damsels in distress! Especially darling ones whom are struggling
to open their grape packets in kindergarten lunch. What I wanted to do was rip
open the package for her so she could indulge in her well-earned lunch. What stopped me was the amazing modeling that
I witnessed from the team of adults in the lunchroom. Instead of rescuing these precious little
people, they were patiently teaching the students how to open ketchup packets, Lunchables, milk cartons and a variety of other things. <a href="https://www.youtube.com/watch?v=IglhSNNk7Qk">(Click here for a smile!)</a> As I walked away in exhaustion, I could not
help but appreciate the message that the Bethke Elementary staff was teaching
their littlest learners. By letting them
struggle, they showed the kids that they had belief in their capability to
perform. By patiently standing by their
side coaching them, they showed that this is a school full of caring
adults. The big message here was that we
are not here to do everything for you, but we will teach you how to do things
on your own. These five-year-olds were <b>becoming</b> independent.<o:p></o:p></div>
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This experience sent me back to a conversation I had a few
weeks ago with a retired high school Life Skills teacher at a birthday
party. I have the utmost respect for this
gentleman and those who work with our special needs students. As I picked David’s brain for wisdom, he
shared what he saw his role to be.
Because his goal was to prepare his students to deal with life’s
challenges, he was purposeful in designing challenges for them. He was not focused on keeping the students at
peace and compliant with tasks that they were already apt to accomplish. He viewed himself as a challenge creator who
was there to support the kids as they struggled. After all, he would not always be there as
their guide. His students were <b>becoming </b>competent problem solvers despite their disabilities.<o:p></o:p></div>
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The third experience that tipped me over the edge to write
this post came last week in a first grade classroom. I am currently housed at Bethke Elementary
while my new Jr. High is under construction.
Many of the staff at Bethke are exploring how flexible seating can be
used to provide choice and create learner-centered environments for
students. While helping to raise desks
so that students could stand as they worked, I engaged the first-year teacher
in a conversation about how she planned to manage which students had the option
to stand, sit in a chair, or sit on the floor.
From my experience, I know that many teachers will avoid variability because
of the potential student conflict it may bring.
What Sarah said was powerful. She described the potential conflict between students as an opportunity. An opportunity to work through a small
conflict that would help them to get to know each other. She anticipated their problem-solving conversation
to include why they wanted to stand or sit or who had a turn already. She planned to be there to support them as
they worked through the conflict. I was
so impressed by the wisdom of this young teacher. Her students were <b>becoming</b> social agents capable of conflict resolution. <o:p></o:p></div>
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<b>How do we move from
being enablers for learned helplessness to becoming facilitators of challenges
that will empower learners? <o:p></o:p></b></div>
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<!--[if !supportLists]--><b>1)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal;"> </span></b><!--[endif]--><b>Plan for experiences that provide productive
struggle</b> – when struggle only leads to frustration, your engagement will
drop. Being prepared to scaffold for
students that are at various levels of readiness sets everyone up for ultimate
success.<o:p></o:p></div>
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<!--[if !supportLists]--><b>2)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal;"> </span></b><!--[endif]--><b>Talk less, listen more</b> – by actively
listening, you can understand where students are to better guide their learning
path.<o:p></o:p></div>
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<!--[if !supportLists]--><b>3)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal;"> </span></b><!--[endif]--><b>Respond to questions with questions that
lead learners toward the goal</b> – when done in a masterful way, the teacher
is able to connect to previous learning or experiences that will prompt forward
progress.<o:p></o:p></div>
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<!--[if !supportLists]--><b>4)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal;"> </span></b><!--[endif]--><b>Allow for think time when questioning
students</b> – although waiting can be awkward, processing time is frequently
interrupted by the teacher. Be patient
and avoid the urge to rescue students from their thinking or demonstration of
the skill.<o:p></o:p></div>
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<!--[if !supportLists]--><b>5)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal;"> </span></b><!--[endif]--><b>Provide guidance, walk away and then return</b>
– this cycle promotes the expectation that you expect them to get the job done,
but you won’t leave them stranded without support.</div>
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<b>6)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal;"> </span></b><!--[endif]--><b>Celebrate the attempt despite the appearance of the product</b> – remember that the production behaviors are what we need to be
giving feedback on. <o:p></o:p></div>
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<b>7)</b> <b>Allow for collaboration</b> – many times the best strategy is to allow students to support each other through learning experiences. </div>
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As educators we must be be designers of experiences that our
learners struggle with and ultimately overcome.
This is how we build a growth mindset. In a world in which information
is but a Google search away, educators who serve to only deliver information
are irrelevant. Educators that support
learners on a path to discovery, competency and ownership of their learning are
invaluable. Are you <b>becoming </b>invaluable as you grow in your craft?<o:p></o:p></div>
Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com6tag:blogger.com,1999:blog-5014390542389793236.post-51321425900137628862016-08-29T10:59:00.000-07:002016-08-29T17:33:56.903-07:00A Voice for Change<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAD9joCaHdOW-9G7M8XlBje0XmUDyKlYvFmUvn1u2cOj1y_r9nZ_0QNFUnpUjqyG6vfGafudC9D24g1l9NLbjcIRTynp1Lmkm6e6VCK2rVN3NX3fZCncu_XaUyuTpOQQw7UPSqbOPdP12W/s1600/voice+for+change.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAD9joCaHdOW-9G7M8XlBje0XmUDyKlYvFmUvn1u2cOj1y_r9nZ_0QNFUnpUjqyG6vfGafudC9D24g1l9NLbjcIRTynp1Lmkm6e6VCK2rVN3NX3fZCncu_XaUyuTpOQQw7UPSqbOPdP12W/s200/voice+for+change.jpg" width="200" /></a>As a child, I hated school but loved to learn. Straight rows and worksheets were not the way
to engage a boy who was passionate about discovery and movement. For the majority of the time it felt like
school was being done TO me instead of FOR me. As a school leader, I know that the classrooms
in my school are significantly more interactive and engaging than what I experienced. Through direct observation and listening to
students, I know that we still have room to improve. </div>
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<o:p></o:p></div>
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Over the past few years I have worked in a variety of ways to stay
connected to what students experience and how they feel. A couple of years ago, I selected a student
and spent the entire day following his schedule. That experience is one that I encourage anyone to opt into if you have the opportunity. I was pleased with the overall instruction
and activities that I saw throughout the day.
The most challenging part was all the seat time. I still struggle as an adult to sit still for
long periods. A funny moment in the day
was when the student that I was shadowing asked, “Mr. McCord, are you following
me?!” My reply was, “That would be weird wouldn’t it!” He agreed that that
would be weird. At the end of the day I
did debrief with him to let him know what I was up to.<o:p></o:p></div>
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As educators, we are in a service industry. Successful service involves hearing the
customer’s voice. Since our primary customer
is the student, opportunities to receive feedback to drive our work is
critical. Some of these opportunities I
have drawn from were very purposeful, others serendipitous. Here are some of the ways I have captured
student voice:<o:p></o:p></div>
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<!--[if !supportLists]--><b>1)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal;"> </span></b><!--[endif]--><b>Hallway conversations</b> – I am dedicated
to the bell being my “call-to-the hall.” Early morning duty, class changes and
dismissal duty are rich areas to mine for student voice. I stole a simple but effective conversation
starter from Bettendorf High School's Joy Kelly; “How’s your world?”
This open-ended question has opened up some enlightening hallway
conversation.<o:p></o:p></div>
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<!--[if !supportLists]--><b>2)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal;"> </span></b><!--[endif]--><b>Small group lunches with the principal</b> –
Our token reward system allows kids to purchase a “Lunch with the Principal”
pass. Students also are drawn from
previously submitted reward bucks to be awarded. The pass allows them to bring
a friend and receive a Chick-fil -A lunch.
While they are dining on succulent fowl, I ply them with questions. Some of my favorites include:<o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 1.25in; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]-->a.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal;">
</span><!--[endif]-->What is your favorite thing about this school?<o:p></o:p></div>
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<!--[if !supportLists]-->b.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal;">
</span><!--[endif]-->What is one thing you would change about this school
if you could?<o:p></o:p></div>
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<!--[if !supportLists]-->c.<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal;">
</span><!--[endif]-->What is one thing that your teacher doesn’t know
about you that you wish she did?<o:p></o:p></div>
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<!--[if !supportLists]--><b>3)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal;"> </span></b><!--[endif]--><b>Creation of a PTSA instead of a PTA.</b> By
adding students to our parent-teacher organization, we were purposeful in
including students on the Executive Board meetings. This ensures that students have a voice in
the many ways that organization plugs into the school.<o:p></o:p></div>
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<!--[if !supportLists]--><b>4)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal;"> </span></b><b>Advisory class visits to conduct action research.
</b>In my most recent visits to classes, I explored their opinions about
grades, grading practices and standards-based learning. This feedback was fascinating and validated
some of my beliefs and challenged others.<b><o:p></o:p></b></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: .75in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b>5)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal;"> </span></b><!--[endif]--><b>Invitation to student leaders to present proposals
to the administrative team.</b> This is
something that we tried for the first time last year. Bringing students into pitch their ideas to
the team was validating for the students and inspiring for our
administrators. Priceless!<b><o:p></o:p></b></div>
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<!--[if !supportLists]--><b>6)<span style="font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal;"> </span></b><!--[endif]--><b>Enlistment of your Language Arts teachers to have
students do “quick writes” on a specific topic.</b> Although there is a large
investment of time involved in reading through the writing, it is well worth
it. Knowing the purpose of their writing
gives strong relevance to their work and the feedback is rich! <b> <o:p></o:p></b></div>
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<b><br /></b></div>
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The conversation that sent me down the path to write this post
came in May. The young lady that initiated
the conversation was my 8<sup>th</sup> grade videographer working the camera
for my daily live announcements. She approached me between classes and said, “Mr.
McCord, there is a video you need to see on You Tube. Get out your phone and I will search it for
you.” As she handed my phone back, she
directed me to watch the video so we could talk about it later. Now you might think that this is pretty presumptuous
of a 14-year-old to be so directive with her principal. The reality is that she and I had built a
strong connection through daily conversation before and after each
announcement. She is the kind of student
that speaks directly about things in her world, good and bad. This type of “real talker” is just what I
want when it comes to capturing student voice.<o:p></o:p></div>
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As I looked down at my phone screen, I saw that the title of
the You Tube video is, “Don’t Stay In School”. <a href="https://youtu.be/8xe6nLVXEC0">(Click here to see the video)</a> My
first thought from reading the title of the video was not very positive. My inaccurate assumption was that this would
be a message encouraging students to drop out of school. I trusted my student and watched it any
way. What I discovered when I clicked on
the link was a video that was very thought-provoking and had over 11 million views. The young man was not encouraging anyone to
drop out of school. He was challenging the
nature of what we focus on in schools. His
call was for the system to ensure that what we teach has relevance. <b>His
voice was a voice for change.</b><o:p></o:p></div>
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I had a follow up conversation with my videographer the next
day after announcements. I started the
conversation off with a simple question to her, “Why did you ask me to watch
this video?” Her response was both
validating and daunting. She said that
she knew that I was a principal who cared about making our school a good place
for kids to be. She acknowledged that
her experiences in school were better than what was described by the video in
some ways. Specifically she celebrated the
financial literacy she was working on in math at the time. She went on to say that things still needed to
get better. The challenging part of her
response was when she said, “Mr. McCord it is your job to make this better.” I
wanted to respond to her with a description of what curriculum was and my
limitations, but I held my tongue. <b>Her voice was a voice for change.</b><o:p></o:p></div>
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When I think back to that conversation, I realize how
long this problem has persisted. I am a fan of comedy, especially comedy that pokes fun at life. Two comedy skits that help reveal the depth
and history of this issue came my mind.
The first was the skit “The Five Minute University” performed by the SNL
character Father Guido Sarducchi in 1980. <a href="https://www.youtube.com/watch?v=kO8x8eoU3L4">(Click here to see the video)</a> This
performance is funny, but also saddening in its truth about many college
undergraduate experiences. The second
skit came from the television classic The Andy Griffith Show. <a href="https://www.youtube.com/watch?v=yx5d3haRG7M">(Click here to see the video)</a> Barney’s painful
recitation of The Preamble speaks to a classic case of “mistalgia". Many times
we can be dragged back into the past way of doing things because we over-glorify
the effectiveness of what went before. Upon
reflection, <b>I see that my voice needs to
be a voice for change</b>.<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiARXOyc1TFr04V7QI7Vo4OBlPOYFWguXUfcyHiDMCyuXuzevk3Lws98GYBVqFIbEWNdjFhL3yHQgebs9NPXWewZVwVk3oEfShwCCYf7MXZfPAKj1mnWjj7xyisAAgwKVxLYQXmHaWqh8iD/s1600/Mistalgia.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="246" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiARXOyc1TFr04V7QI7Vo4OBlPOYFWguXUfcyHiDMCyuXuzevk3Lws98GYBVqFIbEWNdjFhL3yHQgebs9NPXWewZVwVk3oEfShwCCYf7MXZfPAKj1mnWjj7xyisAAgwKVxLYQXmHaWqh8iD/s400/Mistalgia.jpg" width="400" /></a></div>
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So where do we start this conversation? In a political climate that seems to support
standardization and reliance on single-measures to judge the success of students, schools and districts, this might seem an impossible chasm to leap. How can content standards accurately predict what a student must know to enter a job market that is continually reinventing
itself? These are the questions we need to be talking about. So what is an educator to do? I believe that the biggest payoff will come through supporting our teachers in their role as the designers of
engaging experiences. It is not so much the
WHAT that we teach as it is the skill set employed by the learner as they
learn. The 21<sup>st</sup> Century
Skills framework is one that gives guidance to a skill set that better equips
our students for what is to come. What
other actions would support increasing the relevance of our student’s learning
experiences? I would love to see your
comments. <b>Will your voice be a voice for change?</b></div>
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<o:p></o:p></div>
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com10tag:blogger.com,1999:blog-5014390542389793236.post-21760220585982872802016-08-03T09:01:00.000-07:002016-08-03T12:40:00.122-07:00Becoming Tribal<div class="MsoNormal">
I was blessed this summer to swim in a sea of professional
learning. With a year to plan for the
opening of a new campus, I dove into every opportunity I could find that I
believed would stretch my thinking in preparation for this great work. As I sit back and begin to unpack my learning,
I am struck by a common experience that was unanticipated when the summer
began. This experience was not listed in
the descriptors for any course or conference I attended. This experience could be described as tribalization. This process involves drawing groups of
individuals who were initially loosely associated tightly together under a
variety of circumstances. <o:p></o:p></div>
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My first tribal experience began with an invitation to
participate in a pair of eCourses developed by Brené Brown as part of the
COURAGEworks online learning community. Since Brené Brown is one of my top influencers
and “EduHeroes”, the decision to participate was an easy one to make. From her work we developed our campus growth
mindset mantra, “Lean into the discomfort”. Part of the expectation for our participation
in this work was to join a discussion group of district administrators,
teachers and a counselor. Over a period
of weeks, we individually went through the eCourses and came together as a
group to process the learning. Leading
the Skype processing sessions were representatives from CourageWorks who asked
probing questions that explored our values, beliefs and ultimately fears. As we dug into this “heart work” something
amazing happened. The perfecting that
each of us was doing to a certain degree, faded away. As our professional facades collapsed, the
true beauty of who we are was revealed.
Through sharing our stories, vulnerably and honestly, a bond grew
between us that would be hard for those who have not experienced something
similar to appreciate. With acceptance
came trust. With trust came a strong
sense of what it means to be human, to be worthy. We had moved from a group to a tribe. <o:p></o:p></div>
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My biggest summer opportunity for professional learning came
from my week attending the Leadership: An Evolving Vision (LEV) summer
institute at Harvard. This was the most
powerful adult learning experience I have ever been a part of. Session after session from EduHeroes left me
feeling like I was drinking water through a fire hose! One of the structures
created to support reflective practice and meaning-making of the intense learning
was the formation of small groups. My
group of 10 individuals was diverse in many ways. We had members from Texas and both coasts of
the US. Two Australians, a New Zealander
and a Canadian rounded out our international team. These folks are leaders of public schools,
charter schools and parochial schools.
The organizers of the LEV institute were very purposeful in the
selection of the team-building experience that lead to my second tribal
experience. Early in the week, we drove
out of the city to a challenge course to participate in Project Adventure. This adventure-based experiential program
combined low element and high element challenges. I found the high element challenge especially
powerful. As I slowly made my way across
a tight wire over 30 feet above the ground, I placed my safety in the hands of
four of my peers. Later I had my turn
working the rope to secure my team mate’s safety. The physicality of this experience left us
open to connection with one another. As
we worked through a series of low element activities, the team quickly
developed a “no man will be left behind” mentality. It is near impossible to maintain a false air
of professionalism when one is slapping mosquitoes, picking ticks and dripping
sweat. Through the physical challenges,
laughter, and reflective moments we became brothers and sisters. We had moved from a group to a tribe.<o:p></o:p></div>
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As a learner, I love when my experiences inform me at
multiple levels. The content for both of
these experiences was rich and challenging.
Perhaps the most valuable lesson was how the development of a tribal
culture allows our teams and organizations to function at high levels. Conversations and commitments are at a deeper
level. Real talk about things that truly
matter can happen. Authenticity is the
norm and everyone is valued for what they bring to the table. A tribal culture is one of interdependence in
which we are investing in one another. Here
are some of my thoughts about how you might leverage the creation of tribes in
your organization.<o:p></o:p></div>
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<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]-->1)<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><b>When you are with others model the
characteristics that support connection.</b>
Interactions need to be relational not transactional. Demonstrate courage and vulnerability by
sharing your honest story. <o:p></o:p></div>
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</span><!--[endif]--><b>Allot time for the purpose of your teams to do
this work.</b> In my experience, spending a
day away from your normal venue devoted to team-building is a great way to
start. With ongoing meetings, remember
to allow time for personal and professional celebrations at the beginning. Clearly
send the message through you agenda that you value the relational over the transactional
by the order that you do things. <o:p></o:p></div>
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</span><!--[endif]--><b>Although you can be proactive in creating
experiences and structures that support tribalization, the most powerful
opportunities can come in a more impromptu fashion. </b> When a dilemma or crisis arises, our response
to it will either support the development of our tribe or leave us fractured. Value others voice in dealing with these
issues. Lean on your team and expect
them to lean on you. Through challenge,
our tribe becomes strong.<o:p></o:p></div>
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What could you add to this list? As I close this, I want to thank my new tribe
members. I smile when I think of our
time together and look forward to our continued connection as we do great
things for kids. I appreciate your investment
in me and am proud to journey ahead with you as a kindred spirit.<o:p></o:p></div>
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com2tag:blogger.com,1999:blog-5014390542389793236.post-31291667993709738352016-06-02T06:55:00.000-07:002016-06-06T07:32:47.166-07:00Living a Legacy<div class="separator" style="clear: both; text-align: center;">
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A life well-lived is full of surreal moments. Good or bad, these moments are benchmarks for
our lives and worthy of reflection. Many
times these life events are greatly anticipated and full of joy. For me, exchanging vows with my wife and
watching my children come into this world are at the very top of the list. Another event that is near the top of the
list happened on May 4, 2009. On that
day, I was introduced to the staff at Morton Ranch Jr. High as their new
principal. I don’t remember what I said
but I keenly remember the feelings. Joy,
excitement, and fear all mixed together in a delicious cocktail that left my
head spinning. Seven years later I stand
on the brink of another surreal moment as I anticipate standing in front of my
staff and wishing them farewell. In the
days leading up to this moment, a different emotional cocktail is brewing. This one is bittersweet. Melancholy and pride
laced with a dose of discomfort. As I
drink it all in, it leaves me reflective and thinking about legacy.</div>
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<o:p></o:p></div>
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Legacy is a popular topic these days in education
circles. Recently, my district adopted a
vision statement, <b>“Be the Legacy!” </b> I
like the promise and challenge that this simple three word vision statement
holds. Legacy can be described as what
we leave behind as an inheritance to others.
Legacy can sometimes be seen as a tangible item, but not always. <o:p></o:p></div>
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As I walk the halls of the school, I see evidence of a
tangible legacy. These artifacts include
murals, panoramic class pictures, commemorative benches and many other
things. I love the history and the stories
that are told by these objects. Many folks
focus on this type of legacy as what matters the most, simply because it is
concrete in nature. It is easy to
see. It is easy to touch. </div>
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<o:p></o:p></div>
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The type of legacy that I want to celebrate is less
tangible. It is relational in nature. Let’s call this “interpersonal legacy.” It is about investing in those around
you. Leaving an interpersonal legacy is
more about leaving every place, conversation, or interaction better than you
found it. This can seem to be a daunting task.
Here are a few actions we can take to invest in one another and build
interpersonal legacy.<o:p></o:p></div>
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<b>Extend respect to
everyone before the expectation of receiving it. </b>One sure way to drive people away is to expect the gift of respect to be given to us when we have not offered it to them unconditionally from the start. This can be especially problematic when working with students who have trust issues with adults due to their experiences. Give respect in order to receive it.<o:p></o:p></div>
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<b>Seek to truly see
others and allow yourself to be seen.</b> Everyone has a story that colors the
way they see and interact with the world.
Seek to understand before reaching judgment. Remember to share your own story.
Be real. Be authentic. Be human.<o:p></o:p></div>
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<b>Listen and respond
empathetically instead of sympathetically. </b>This can be a true struggle in
professional settings. Actively
listening and identifying with one another brings us together. Work to remove the words, “At least….” from
your response when others are sharing their struggles. If you need further clarity regarding the
difference between empathy and sympathy, Brene Brown addresses it beautifully
in this short animation. <a href="https://www.youtube.com/watch?v=1Evwgu369Jw"><b>(Click here to see the video).</b></a><o:p></o:p></div>
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<b>Embrace the
discomfort of courageous conversations.</b>
What we choose to ignore, that is counter to our values, often speaks
more to our leadership than anything else. In
my experience, when done respectfully and with the right motive, relationships
are strengthened when we openly address our concerns with others. <o:p></o:p></div>
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<b>Mend fences when
things head south. </b>The world of education is a human business. As much as we try, every interaction will not
end positively. Be purposeful in reconnecting
to others when you know it is needed.
Don’t make it personal and don’t take it personally.<o:p></o:p></div>
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<b>Speak appreciation
in the moment</b>. My New Year’s
resolution was to not to sit on a compliment. What a joy it has been to pull
people aside, students and adults, look them directly in the eyes and say the
good things I am thinking about them in that moment. <o:p></o:p></div>
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<b>Be an energy
pusher instead of an energy drain. </b>Bring
your best high energy self into your work.
Enthusiasm is contagious. <o:p></o:p></div>
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<b>Acknowledge the
presence of others.</b> All people need
to know they matter and long for a sense of connection. Meeting and greeting others is a simple
action that pays huge dividends in building interpersonal legacy. At MRJH it has been such a pleasure to
connect through thousands of hugs, handshakes, head nods, “good mornings,”
smiles, fist bumps, high fives and even a few shakas! Lift others to lift
yourself. <o:p></o:p></div>
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I believe that we all have a desire to make an
impact. We want to matter, to make a
difference. In my mind, that is the
ultimate reward for our work. What
better way to leave your mark than by building an interpersonal legacy by
investing in others? Since it was
announced that I would be leaving my campus to open a new school, I have received
many positive notes and letters from staff, students and parents celebrating
what we have accomplished. When a staff
member writes, “I am a better teacher because of you” my heart rejoices. When a student approaches me and says, “Mr.
McCord you were the best principal I ever had and I am going to miss you” I am
honored. When I reflect on those words,
I know my passion and purpose are well aligned.
It is in these moments when I know I am living a legacy, and in those
moments I feel fully alive. <o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgz-2Ex8U0ltROTxLLFMkpKwDOgy_Hl-V_0bYkvuTnPYGIo8Tv3sAIebEsvz_YUB6gLhjPtQDz_vLjHzeLIFe9hpastXbfoR8UMZ2eNIe5E13f45gvcG-ihCEcZ8C9y-VdfoAlUicSJjKgR/s1600/Legacy.M.Angelo.jpeg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgz-2Ex8U0ltROTxLLFMkpKwDOgy_Hl-V_0bYkvuTnPYGIo8Tv3sAIebEsvz_YUB6gLhjPtQDz_vLjHzeLIFe9hpastXbfoR8UMZ2eNIe5E13f45gvcG-ihCEcZ8C9y-VdfoAlUicSJjKgR/s320/Legacy.M.Angelo.jpeg" width="246" /></a>One last thought about interpersonal legacy. It goes beyond the lives we influence in a
positive way. It is not just what we
leave behind, it is also what we take with us.
As I move forward on my professional journey, I take with me the
interpersonal legacy of my staff, students and parents. If I have left a mark on them, be assured
they have left a mark on me. I am a
better leader and a better man because of my work with the Morton Ranch
community. Thank you for investing in me.
<o:p></o:p></div>
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<i>This post is
dedicated to the 4,000+ students and staff that I have had the great pleasure
of serving in the role of “School Dad” at MRJH.
Safe, civil and productive… that’s The Maverick Way!</i></div>
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com23tag:blogger.com,1999:blog-5014390542389793236.post-61547979186831187762016-05-13T13:04:00.000-07:002016-05-16T07:33:14.079-07:00Cursed! 8 Roadblocks to Success<div class="MsoNormal">
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I am a people watcher.
My wife and I enjoy this hobby together and refer to it as “visiting the
human zoo.” Although the appearance of folks can be entertaining, I find the
most joy in watching behavior. I am
especially fascinated by how beliefs, perceptions and values play out in our
behaviors. Many people will point to
student behavior as the most driving factor in a school’s success. This simply is not true. <b>Adult behaviors drive school success. </b> I can clearly visualize one teacher who
almost bounces down the hall during passing, engaging everyone with eye contact
and a smile. The way he carries himself
says, “I am so happy to be here and glad you are too!” A minute later, another staff member passes
walking with purpose clearly not interacting with anyone. The flat affect of their body language
communicates disengagement and despondency.
How is it that two highly-educated, well-meaning professionals can
respond in such a dramatically different way to their environment? How can one teacher find success with a group
of challenging kids when another cannot?
It is as if some educators have been cursed. One can define a “curse” as the source of
trouble or bad luck. Let’s take a look
at some of these roadblocks to success. <b>I challenge you to identify specific people
that come to your mind as you reflect on this list.<o:p></o:p></b></div>
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</span><!--[endif]--><b>The
Culture of Complaint Curse</b> – I am saddened by how often conversations
between people start with a complaint. Don’t get me wrong, I fully understand that
one of the quickest ways to build an ally is to find a common enemy. But to be emotionally healthy, this can’t be
our only relationship-building strategy.
As educators, we need to hold ourselves accountable to model positivity
for our students and one another. Those who
suffer from this curse fowl the nest that is our school culture.<br />
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<o:p></o:p></div>
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</span><!--[endif]--><b>The Curse
of Knowledge - </b>The curse of knowledge is a cognitive bias that leads
better-informed parties to find it extremely difficult to communicate concepts
at the level that a novice learner needs.
Students can become intimidated and reluctant to ask questions for fear
of looking less than smart. Educators
who suffer from this curse often make inaccurate assumptions about their
learners. They believe their students
are disengaged and “just don’t care.”
Teachers carrying this curse lack the skill set necessary to meet the learner
at their current level of mastery and bring them where they need to be.<o:p></o:p></div>
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<!--[if !supportLists]-->3)<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><b>The Curse
of Invulnerability -</b> This curse drives educators to not allow themselves to
be truly seen. The focus for those with
this curse is concern of <b>appearing</b>
to be smart, strong and capable. It is
often masked by what people describe as “professional distance.” This curse interferes with relationship building,
transparency, and true connection to others. Shame leads to blame and true discourse about
real issues never happens. If you are
not among the 24 plus million people who have watched Brene Brown’s TED talk
about vulnerability, do yourself a huge favor and do so today! <a href="https://www.ted.com/talks/brene_brown_on_vulnerability?language=en">(Click here to view)</a><o:p></o:p></div>
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</span><!--[endif]--><b>The Curse
of Complacency</b> – This curse manifests itself as a quiet voice in the mind
of the individual that whispers, “I have arrived personally and professionally.”
It kills the drive to receive feedback or seek further growth. Author Jim Collins captures it perfectly with
the quote (below) from his book, <u>Good to Great</u>. Acceptance of the status quo is the order of
the day for those afflicted. This can be
a huge issue for leaders working to transform “high performing” campuses as
measured by standardized testing.
Teachers in these settings are especially susceptible to the curse since
their current practice seems to be effective based upon test scores. The insidious
nature of this curse keeps these teachers from actively seeking best<o:p></o:p><br />
practices. </div>
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</span><!--[endif]--><b>The Curse
of Standardization</b> – This curse has reached epidemic proportions in
education. It is a sly curse disguising
itself as high expectations, clear direction and tradition. Whether it is the federally supported Common Core,
or state-based standards such as our Texas Essential Knowledge and Skills, our
learning targets are too numerous to be truly learned at a deep level. In an attempt to fully cover the wide breadth
of standards, teachers fall victim to the curse by providing the exact same instruction
for rooms full of learners with a great disparity of competencies. Despite
the obvious need for <a href="http://practicaledleadership.blogspot.com/2016/04/the-devil-is-in-differentiation.html">differentiation</a>, the Curse of Standardization
keeps us in a traditional lesson cycle of lecture, independent practice,
homework, test, grade and move on. In an
effort to create "well-rounded" individuals, creativity is killed and students
disengage. What a tragic curse that
directs us to standardize rather than build student’s strengths, support them
in following their passion, and ultimately owning their learning. <o:p></o:p></div>
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<!--[if !supportLists]-->6)<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><b>The Curse
of Experience </b>– There is an old adage that says, “Experience is the best
teacher.” I agree with that statement. I
also know that experience can be a killer of the creative problem solving
needed to be successful. People carrying
the Curse of Experience are incapable of novel problem solving. They seek to apply the same set of processes
to new problems. They become frustrated
when they have different results from before, not recognizing that different
variables are currently in play. Frequently those carrying this curse suffer
from “mistalgia.” Beware the educator that always starts the
conversation around problem-solving with, “At my old campus….” This individual
might be suffering from this curse.<o:p></o:p></div>
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</span><!--[endif]--><b>The Curse
of Low Expectations</b> – This curse kills our ability to help students reach
their potential. When afflicted,
teachers no longer believe that certain students can be successful. They will actively seek new instructional strategies, but nothing
works because the real issue lies with the teacher himself. One can sometimes detect those who suffer
from this curse when they judge entire groups (class periods, grade levels, etc.)
of kids as incapable. If you hear a professional make the statement,
“Bless his heart.” you can be assured that the Curse of Low Expectations is
raising its ugly head.<o:p></o:p></div>
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<!--[if !supportLists]-->8)<span style="font-size: 7pt; font-stretch: normal;">
</span><!--[endif]--><b>The Curse
of Hypocrisy</b> - This is the darkest and most dangerous curse. When afflicted,
the curse bearer engages in the same behavior or activity for which he
criticizes another. At its onset, the
individual simply lacks self-awareness.
Once the curse has reached its apex, the individual is aware that they
are passing judgment on others while demonstrating the behavior they
are judging. Despite this awareness,
they lack the self-honesty or motivation to change. An example of this is the principal that
reprimands the teacher who does not differentiate, but provides no differentiation
for his teachers during staff development.
Another example is the man who attends church and while processing the sermon,
sees the sins of others and never recognizes them as his own. For this reason some refer to this as “The
Church-goers Curse.”<o:p></o:p></div>
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At the beginning of this post, I challenged
you to identify specific people that came to your mind as you thought about
each curse. <b>Did you ever identify yourself?</b>
If not, you might be suffering from the Curse of Hypocrisy yourself. :-0)<o:p></o:p></div>
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As a reflective leader, I have spent time lately trying to
understand the factors, biases, and distorted thoughts that interfere with our
success as educators. It is easier to
recognize these problems than it is to ameliorate them. How does one go about curing these
curses? Here is what I recommend:<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->Start with self-awareness. We all have fears, biases and prejudices that
influence our actions. <span style="text-indent: -0.25in;">Becoming aware of
those that potentially limit us from being our best self is critical.</span><span style="text-indent: -0.25in;"> </span><span style="text-indent: -0.25in;">Reflect on your curses. Perhaps you will want
to identify a curse that is a roadblock to your success listed in this post.</span></div>
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<o:p></o:p></div>
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</span></span><!--[endif]-->Once identified, be intentional with how you
guard yourself against the curse. Shift
your self-talk. Mind what you do and say when interacting with others. Model
what you expect. <o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->When you see others who are afflicted by a
curse, be willing to have a courageous conversation with them. Help them with their journey to become the
best-of-the-best. This is at the heart
of what it means to be a servant leader.<o:p></o:p></div>
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What other “curses” can you identify? Please comment and add to this list. I would love to hear your voice!<br />
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<o:p></o:p></div>
Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com8tag:blogger.com,1999:blog-5014390542389793236.post-24305597654761119082016-04-20T12:38:00.000-07:002018-04-04T13:03:09.578-07:00Max Learning<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSiH7fLl5s28R2sJcD5hSDZnuU1eM48tc_5R4-yntJ0FTIeEEDGe-KqoRHQiHoAlKnfu7b2g9BGpNC3e0lUCTt6rLxSZ24nPg6BLKSLNT-ACBim3yiY237QeQLvUGutXbjRaqJoGbYDjwE/s1600/Max+Water.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSiH7fLl5s28R2sJcD5hSDZnuU1eM48tc_5R4-yntJ0FTIeEEDGe-KqoRHQiHoAlKnfu7b2g9BGpNC3e0lUCTt6rLxSZ24nPg6BLKSLNT-ACBim3yiY237QeQLvUGutXbjRaqJoGbYDjwE/s200/Max+Water.jpg" width="174" /></a>My life has been blessed in multiple ways. I am married to my best friend and I have
what I consider to be the best job on the planet. The biggest blessings in my life are my three
children Stefan, Caroline and Max. I am
in the unique position to have had a child in my 20’s, one in my 30’s and one
in my late 40's. Children are the best
thing and the hardest thing. They fire
your passion and pride while teaching you lessons in humility. Nothing makes you more vulnerable than having
a piece of your heart walking around in this big ole world!</div>
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Although all three of my children have taught me a variety
of lessons, I am going to focus the latest lessons from the one that is
currently living under my roof, Max. Max
is two and a half and could be the poster child for what people describe as,
“all boy.” To say he is “all boy” really
under sells his true energized spirit. When
he enters a room, the wild rumpus begins!
He explores the world like a metal head in a mosh pit. He is very loving, but sometimes loving him
is painful. Hugs can feel like a
strangle hold applied by a MMA master.
Kisses can result in a bloody lip.
He can destroy a room in seconds.
If you are picturing the Tasmanian Devil, you have the right idea. I know you might be thinking, that’s just my
skewed view because I am his father.
Further evidence about his personality can be seen in the nicknames the
teachers at his day school have given him over the two years he has been there.
He holds several descriptive titles including, Grain of Gold, The Little Prince,
Big Pappa and The Alpha Male. Sometimes,
his mother and I think we may have cursed him by referring to him as “Mowgli”
before he was born. <o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5lJ-f2Hg0NtVTYRIhCzUPLNsmnUW0BNTAFremeT2rQKc89gihKD1qsFumuG7VPUok5K0omnb8wSuSORMI-MHIP_yPZ9I3nAxj5uYd4bDuGiUTEZ7xbdNcqeRNoBdiuA6xFrXHh7RlTb_e/s1600/rumpus.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="238" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5lJ-f2Hg0NtVTYRIhCzUPLNsmnUW0BNTAFremeT2rQKc89gihKD1qsFumuG7VPUok5K0omnb8wSuSORMI-MHIP_yPZ9I3nAxj5uYd4bDuGiUTEZ7xbdNcqeRNoBdiuA6xFrXHh7RlTb_e/s320/rumpus.jpg" width="320" /></a></div>
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Before you start to think that he is beyond hope, let me
celebrate the other traits he has. Max
has passion for life. He is inquisitive beyond measure. Currently his two favorite sentences are,
“What’s that?” and “What’s his name?” He is acquiring language at a logarithmic
rate. He is strong, fast, and fearless. He is curious, creative and loves to
help. I find that he is perfect in his
imperfection. But what he is best at is teaching me what the love of learning
looks like. If you want to see what
engagement looks like, watch Max at play.
He is an explorer. He likes to
take things apart to see how they are put together. He adapts his toys to do
things they are not designed to do. An
example of this is how he plays with his water table. His table is designed with a water wheel, a
slide for figurines and even a working diving board. He rarely uses it as it is designed. Instead, he pulls it apart and finds a
variety of things to put in it from the back yard. Rocks, dirt, my shoes and Max himself are all
potential playthings to go into the water. <o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfLIvtx6zGQERbLYNnRK3meX2hLVa1GDqovMQGXM3igk-z9jtoBXnel71kCWsmggkXWB6sUyt6Cpf9BiVWTV6sd_YebVtSE38wjbhhzSmWI_yxqvV-_gvhJDCtyCSZMqVOo0je4f9xofgA/s1600/Max+Learning.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="307" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfLIvtx6zGQERbLYNnRK3meX2hLVa1GDqovMQGXM3igk-z9jtoBXnel71kCWsmggkXWB6sUyt6Cpf9BiVWTV6sd_YebVtSE38wjbhhzSmWI_yxqvV-_gvhJDCtyCSZMqVOo0je4f9xofgA/s400/Max+Learning.jpg" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ9DFKgCLY2lxwvD_nCPEPL8yTaA1spE-ckDgS5Fff4kXIHZVfT1AralBd3DUNxjQyGNypMNz6Lwl92cl92mMTJkvh4CtgW5XeK7ITNrciXOEn_hCZkczKuCy84sqXq0Vf_uOnuEHuuHij/s1600/Max+Caterpillar.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJ9DFKgCLY2lxwvD_nCPEPL8yTaA1spE-ckDgS5Fff4kXIHZVfT1AralBd3DUNxjQyGNypMNz6Lwl92cl92mMTJkvh4CtgW5XeK7ITNrciXOEn_hCZkczKuCy84sqXq0Vf_uOnuEHuuHij/s200/Max+Caterpillar.jpg" width="200" /></a><b>Max Learning Lesson
#1 – Provide open ended experiences and allow students to explore. </b>Let’s
stop valuing the ability of students to simply follow a recipe or fill in the
blank with a correct answer. Let go of the ideal and instead provide the
opportunity to let their curiosity (choice) lead them to learning. Until students own their learning, school
experiences will lack the deep level of engagement we seek. I am always fascinated about what Max finds
to spark his curiosity. When we take him
to the zoo instead of amazement at the elephants, his biggest interest is the
fencing, hinges and climbing on the benches.
On a family trip to a strawberry farm, Max finds the biggest joy in
playing with a stressed caterpillar that is regurgitating its breakfast on his
arm. <o:p></o:p></div>
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<b>Max Learning Lesson
#2 – Focus more on the process than the product. </b>Let’s stop valuing what
our students create for the way it appears without consideration of the
independent work that went into it. Reduce the amount of help you give and
instead focus on celebrating their individual effort. If Max wants to mix the colors of Play Doh,
that’s OK. If his Valentine heart sponge stamp looks more like a cabbage head,
that’s OK. <o:p></o:p></div>
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<b>Max Learning Lesson
#3 –Provide for variety and movement. </b>Few
of us as adults can sit for 5 hours of a 7 hour school day without
resentment. Yet this is not an uncommon expectation for
our secondary students. If Max wants to
stand while watching Mickey Mouse Clubhouse, that’s OK. If he wants to escape from the stroller and take
a detour while we are out walking the dog, that’s OK. One of the best strategies for Max or any
busy child is to give them a mission that involves physical activity. <o:p></o:p></div>
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<b>Max Learning Lesson
#4 - Mind your words. </b>What we say and how we say it has a huge impact on
how students see themselves. Last fall
we were at one of the gym type facilities that caters to small children. When it was time to clean up, Max modified the activity to be more engaging and challenging.
He picked up and carried the toys in his mouth and then practiced his bombardier skills
by carefully taking aim as he dropped them into the bucket while on his tippy toes. The teacher responded to his unique approach
in a tone that was dripping with sarcasm, “Well that’s creative!” Now don’t get
me wrong, I understand that this behavior might be a public health hazard and
socially unacceptable for an older child.
My issue was with the use of sarcasm.
The teacher is very fortunate that Max is not developmentally advanced
enough to understand the slight. What I
wanted to do was to channel my inner <a href="https://www.youtube.com/watch?v=KgmO32IdwuE">Liam Neeson</a> and say:<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo1-xsmDPeIBEyUixHXhBCWjbIrrT8igll3Pvx3Ym4Cp5wQGIIvV1GsffhxRG_5sbpzSuoInN1oiawdpdVhF-BbKjbDq2dtgivqobuT5UrVXtzv3jFU_QRuaMK7xRNYn1SBwbcfuz_wCBO/s1600/Neesom+quote.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="330" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo1-xsmDPeIBEyUixHXhBCWjbIrrT8igll3Pvx3Ym4Cp5wQGIIvV1GsffhxRG_5sbpzSuoInN1oiawdpdVhF-BbKjbDq2dtgivqobuT5UrVXtzv3jFU_QRuaMK7xRNYn1SBwbcfuz_wCBO/s400/Neesom+quote.jpg" width="400" /></a></div>
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Instead, we took our business to a different gym facility
where his current "rock star" teacher, “Ms. G.G.” celebrates his high octane approach to
every activity. <a href="https://www.youtube.com/watch?v=p8jw_-Vh9Z0">A great teacher makes all the difference!</a><o:p></o:p></div>
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As the product of public schools, I know that what our kids
are getting today in my school is better than what came before. With that said, we still have a long way to
go. We must find ways to shift away from
what Sir Ken Robinson describes as the current <a href="https://www.ted.com/talks/ken_robinson_changing_education_paradigms">"factory model"</a> in place
today. I want a school culture that
allows Max to be fully alive. One that recognizes
his strengths and sharpens his edges rather than grind them down into
compliance. I want a classroom environment that celebrates creativity over
conformity. As his dad, how could I want
less? As the principal of 1,200 souls, I
want the same for my students. As their “school
dad,” how could I want less? I assure
you that it is my great passion to do this work for kids. Slowly but surely, patiently but
passionately, I am committed to providing personalized learning for all. Max deserves it. All our kids deserve it.<o:p></o:p></div>
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com24tag:blogger.com,1999:blog-5014390542389793236.post-315879977491610712016-04-01T10:52:00.000-07:002018-04-18T06:40:42.382-07:00The Devil is in the Differentiation<div class="MsoPlainText">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcd-9aLmeopcOW1vmBJoAIUFplmTYOh8syCuPTPL_7PBOMF_iodeD18TkqBFqWTiO_0muv0_0dUFZXWQtOi7UgJA7Nni7oc6Aj4FRW0UDOq93GR2tipJRMCgxb9gak2aAJ8HQBxsJurcE4/s1600/Differentiation+Devil.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcd-9aLmeopcOW1vmBJoAIUFplmTYOh8syCuPTPL_7PBOMF_iodeD18TkqBFqWTiO_0muv0_0dUFZXWQtOi7UgJA7Nni7oc6Aj4FRW0UDOq93GR2tipJRMCgxb9gak2aAJ8HQBxsJurcE4/s200/Differentiation+Devil.JPG" width="150" /></a>Public education is in an engagement crisis. One of the most
common concerns I hear from teachers is
that their students are not engaged. If you gather a group of experienced
principals together and talk to them about their top roadblocks to
transformation on their campus, a lack of teacher engagement will be at or near the top
of the list. According to Gallup research in 2012 only one in three U.S. teachers, K-12, are engaged in their job. Principals and
district level leaders are not immune to disengagement. At almost any meeting
or professional learning session all one has to do is look around the room and
see a variety of folks engaged with their electronic device and not in the topic
at hand. Disengagement is a killer of
learning and productivity at every level! How do we turn this around?</div>
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Some would argue that we could address this through punitive
measures. Teachers continue to take points away for late
work, record zeros for undone assignments and keep disengaged students after
school. Principals document teachers who are unmotivated and not taking care of
students and other professional expectations. <o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmtxefNnqt_qxPgAh1CywPGpH2axV5rjqeXre6_TG-GguLxAXhYbQq_yfumVrKdE8L9M0fEOq_h1aL_5NV5N-2nioyEbqpLH254zdxrmn4snUuFZazcddSeCVhsf7d2EyvId00KITXQQ4p/s1600/Pink+horse.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjmtxefNnqt_qxPgAh1CywPGpH2axV5rjqeXre6_TG-GguLxAXhYbQq_yfumVrKdE8L9M0fEOq_h1aL_5NV5N-2nioyEbqpLH254zdxrmn4snUuFZazcddSeCVhsf7d2EyvId00KITXQQ4p/s200/Pink+horse.jpg" width="200" /></a></div>
Others would argue that we can motivate others best
through reward systems. Many schools, including mine, have token economies and
prize structures to recognize positive behavior. Teachers give bonus points or
extra credit for students who scramble at the last minute for a passing grade. A
jeans pass for teachers is the order of the day for staff rewards. Some
school systems offer staff members merit pay for what is seen as exceptional performance based upon test scores. <o:p></o:p></div>
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What we do know is that these external motivators do increase the level of behavioral engagement or compliance. This is not enough. Quiet classrooms and cooperative employees are no guarantee for student
achievement or staff engagement. We must move beyond mere compliance if we want to maximize everyone's potential. What we need is cognitive engagement. Creativity and critical
thinking live here. So how do we reach people so that they are motivated intrinsically to engage at a meaningful level?<o:p></o:p></div>
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Daniel Pink does a fine job of shining a light in the
dark places surrounding what motivates people. He shares research that shows that extrinsic motivators, like money, increase performance for linear tasks and those that require mechanical skills. The same does not hold true for high level thinking tasks. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWbQfqbRHXMbC-EOgiDLR3kItYRxdRQEndD-aPb8YRZpuE9G4mnzcpJIS20x-S9TbgyGnNYSI27EqVDKTw6YirhIllOuv84LaAYnkoxn1OiEJ1adI-sYMSlUrKXz8i_Sp9u5BVw3tJrNz4/s1600/pink.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWbQfqbRHXMbC-EOgiDLR3kItYRxdRQEndD-aPb8YRZpuE9G4mnzcpJIS20x-S9TbgyGnNYSI27EqVDKTw6YirhIllOuv84LaAYnkoxn1OiEJ1adI-sYMSlUrKXz8i_Sp9u5BVw3tJrNz4/s400/pink.jpg" width="343" /></a></div>
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Pink describes three factors that lead to better performance. <a href="https://www.youtube.com/watch?v=KgGhSOAtAyQ">(Click here to see the video)</a> These are autonomy, mastery and a sense of purpose. If you are struggling to engage others ask yourself these questions:<br />
<ul>
<li>How am I providing choice for those I wish to engage?</li>
<li>How am I determining where people are in terms of their competencies and support them on their journey to achieve mastery?</li>
<li>What am I doing to make this work tie into a larger purpose?</li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrLsPVm89V1Ru8jZlb8MLyfxeKqY6eQsslnzlEf6_sZjNvup6qF-aFxtq3EAXnvuuVgbZ7d4DXIKLiBOmZDgC7KA3XXjOFts2BzgjDmKD-dM5o6Z4DccUuVrDtbJku2QbKP1-yDXTJYvRs/s1600/Tomlinson.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrLsPVm89V1Ru8jZlb8MLyfxeKqY6eQsslnzlEf6_sZjNvup6qF-aFxtq3EAXnvuuVgbZ7d4DXIKLiBOmZDgC7KA3XXjOFts2BzgjDmKD-dM5o6Z4DccUuVrDtbJku2QbKP1-yDXTJYvRs/s320/Tomlinson.jpg" width="241" /></a><span style="font-family: "times new roman" , serif; font-size: 13.5pt;">I believe that these three areas speak to the need to personalize learning. When it comes to personalizing learning, the
devil is in the differentiation. I hold
Carol Ann Tomlinson as my top influencer when it comes to understanding what
differentiation is and what it is not. She has produced a number of books
and other resources that will support interested educators seeking to become
more masterful. There are two key characteristics that she identifies for instructional consideration that align well with Pink’s
research. Tomlinson describes <b>“interest”</b>
as what the learner enjoys learning about, thinking about and doing. If we can give the learner the autonomy to
choose, we are drawing from what drives from within. A second characteristic that Tomlinson
describes is <b>“readiness.”</b> Readiness can
be defined as the learner’s current knowledge, understanding, or skill set
related to the learning target.
Establishing readiness provides a starting point for us to begin growing
others toward mastery. Human nature
tends to predispose us to enjoy the things we are good at. When we support growing our learners from
where they are toward mastery, we again draw on their internal
motivation and increase engagement. <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 13.5pt;">In the paragraph above I
was purposeful in choosing the descriptor, “the learner.” Many would assume I
am referring to students and the need for teachers to personalize their
instruction. This idea is bigger than
that. It applies to all of us at every level
in the education world. It is the
highest form of hypocrisy when leaders ask others to do what we are unwilling
to do. This is not easy work, given limited resources, time constraints, and
the factory model that constrains much of our system. These constraints define the box that we must
innovate within. <o:p></o:p></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 13.5pt;">If we hope to break the
trend in which shifting demographics are the best predictor of student achievement,
we must differentiate to personalize learning for our students. If we are to ameliorate
the crisis of teacher disengagement, we must differentiate to personalize their professional learning. If we are to engage education leaders and
empower them to model this practice, personalization is again a must. <o:p></o:p></span><br />
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<span style="font-family: "times new roman" , serif;"><span style="font-size: 18px;">I am encouraged that the State of Texas is moving to a system that has the potential to support the type of personalization we all deserve as educators. If used appropriately as a tool for reflective practice, the proficiency scales embedded within the teacher system, <a href="http://txcc.sedl.org/our_work/tx_educator_evaluation/Teacher_Evaluation_Rubric_4.24.14_V2.pdf">T-TESS</a>, have great potential. These rubrics will provide the structure to have <a href="http://practicaledleadership.blogspot.com/2016_01_01_archive.html">instructional conversations</a> that are deeper and more focused than ever before. It appeals to me that, as a principal, I will have the same type of scale to give direction to my personalized learning through the <a href="http://txcc.sedl.org/our_work/tx_educator_evaluation/508_compliant_Principal_Eval_rubric.pdf">T-PESS</a> framework. It is so powerful when our practices and expectations align at every level. </span></span></div>
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<span style="font-family: "times new roman" , serif; font-size: 13.5pt;">Like most growth that
leads to positive change, this will no doubt create discomfort for us all. Are you willing to do the hard work and lean
into this discomfort as a teacher...principal...central office administrator? </span><span style="font-family: "times new roman" , serif; font-size: 18px;">We are all charged with becoming the designers of engaging experiences. </span><span style="font-family: "times new roman" , serif; font-size: 13.5pt;">I am committed to fully engage in this work for my staff. Let's model what we want for ourselves, each other, and most of all, our students. We ALL deserve it! </span><br />
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<span style="font-family: "times new roman" , serif; font-size: 13.5pt;">Feel free to leave your comments/thoughts/ideas below. This is a discourse worth having. Let's talk!</span></div>
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com13tag:blogger.com,1999:blog-5014390542389793236.post-75999401433435768262016-03-09T10:35:00.001-08:002016-03-09T10:35:55.911-08:00There is NO CRYING in Kahoot!<div class="MsoNormal">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOXC8tFtzvHxB1WKgJR_mbeRuz90q5trUa9XQZ5ea9XoA56VnZbJ647RbW3glaLf1qM2YpQyWY4stOEh2KFrg2Y8NUrwPHcUh4H9wa6P3ZV-mPex07XYi8la0Uokj3pqrQoVYnCSW3yCfT/s1600/no+crying.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOXC8tFtzvHxB1WKgJR_mbeRuz90q5trUa9XQZ5ea9XoA56VnZbJ647RbW3glaLf1qM2YpQyWY4stOEh2KFrg2Y8NUrwPHcUh4H9wa6P3ZV-mPex07XYi8la0Uokj3pqrQoVYnCSW3yCfT/s200/no+crying.jpg" width="200" /></a> "Are you CRYING? There is NO CRYING IN KAHOOT!!" This thought echoed in my mind as I watched a student break down sobbing in class. How do you make an 8th grade boy cry in a room full of his peers? From my recent experience, the answer to this question could be, “Use technology.” In February, I was conducting a learning walk in an 8th grade classroom. It was near the end of class and the teacher was closing the lesson with the platform known as <a href="https://getkahoot.com/">Kahoot!</a> For those of you who are unfamiliar with Kahoot!, the quote below is how its developers describe it. </div>
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So how does a gaming experience that promises to “make it fun to learn” turn into an activity that tears are shed over? As I reflected over what I saw, I believe these factors sent this well-intentioned lesson element into a downward spiral.</div>
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•<span class="Apple-tab-span" style="white-space: pre;"> </span>The class was an advanced-standing class (Pre AP) with students that are grade-motivated. Earlier, it was communicated to the class that this activity would be for a grade. Unfortunately, many of our high achieving students define themselves by the grades they make rather than the learning they engage in. They have been celebrated all their lives for being ‘smart’ and things have come easily for them historically. When these fixed mindset students struggle in an academic setting, it sets their world on edge. Some devalue and disengage from the activity itself. You can hear them processing this when they say things like, “This is so stupid.” In this case, the young man took his failure personally and it impacted his self-esteem. If one could hear the self-talk from students in this state it would sound like, “I am so stupid.”</div>
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•<span class="Apple-tab-span" style="white-space: pre;"> </span>The Kahoot that was used was created by a different teacher. This became an issue during the game because one of the questions referred to a specific acronym. That acronym was not taught in the way the question was phrased. It was a classic example of a misalignment between instruction and assessment. </div>
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•<span class="Apple-tab-span" style="white-space: pre;"> </span>Students only had 15 seconds to answer before the game moved on to the next question. For certain questioning, this amount of think time is more than adequate. In this case it was not. One could hear the audible expressions of frustration as the game moved forward prior to students inputting their answers. </div>
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So what do we do to avoid situations like this? </div>
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•<span class="Apple-tab-span" style="white-space: pre;"> </span>Let’s be cautious about assigning grades to certain assignments. If a game show atmosphere is something a teacher wants to capitalize upon to create engagement, a grade might not be appropriate. We need to remember that the purpose of a grade is to reflect and communicate mastery. If factors are involved that impact a true representation of mastery, let’s not assign a grade. Develop practices that deemphasize the grade and focus on giving your students feedback. Celebrate mistakes, hard work, and the process. These things support a growth mindset and set our kids up to persevere through the struggles they will inevitably need to conquer on their life’s journey. Quit telling your students that they are “smart.” Feel free to acknowledge achievement but remember to celebrate the effort. Make this statement part of your vernacular, “Wow, you demonstrated your complete understanding of this by making a 100. You must have really worked hard!”</div>
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•<span class="Apple-tab-span" style="white-space: pre;"> </span>Let’s remember that technology is meant to be a tool for instruction. Often times we become enamored with hardware, software, or web tools and bring them into a lesson without a clear instructional purpose. This is akin to purchasing a drill and hunting around your house for a hole to make.</div>
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•<span class="Apple-tab-span" style="white-space: pre;"> </span>Extend the processing time you allow students to have when assessing what they know. We need to move away from celebrating a quick response toward recognition of deeper answers that show complex thinking. Let’s be purposeful in allowing our kids the think time they need. A quiz show simulation may engage students in the moment, but we do not want to reinforce the misperception that learning is all about answering quickly. </div>
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I want to end this post by celebrating the teacher in this story. After the lesson, I scheduled a coaching conversation with her to give her feedback. My goal was to coach her up on the use of Kahoot! and some of the issues I raised here. Once we sat together, she had already taken steps to improve her use of this technology as a tool. She researched how to extend the time students have to answer. She shared with me the struggles of the emotional 8th grader who was crying. It is clear that she knows and cares about her kids. I was very proud of the fact that she was reflective about the lesson and had already taken steps to improve it next time around. This is just what I want from my staff as we move from <a href="https://www.youtube.com/watch?v=CZGg-6CAuz4">congeniality to collegiality</a>.<br />
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Mark McCordhttp://www.blogger.com/profile/17575166986367285644noreply@blogger.com6