A Voice for Change

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. 

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.

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:

1)      Hallway conversations – 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.

2)      Small group lunches with the principal – 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:

a.       What is your favorite thing about this school?

b.      What is one thing you would change about this school if you could?

c.       What is one thing that your teacher doesn’t know about you that you wish she did?

3)      Creation of a PTSA instead of a PTA. 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.

4)      Advisory class visits to conduct action research. 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.

5)      Invitation to student leaders to present proposals to the administrative team.  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!

6)      Enlistment of your Language Arts teachers to have students do “quick writes” on a specific topic. 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!   

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^th 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.

As I looked down at my phone screen, I saw that the title of the You Tube video is, “Don’t Stay In School”. (Click here to see the video) 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.  His voice was a voice for change.

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.  Her voice was a voice for change.

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. (Click here to see the video)  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. (Click here to see the video) 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, I see that my voice needs to be a voice for change.

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^st 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.  Will your voice be a voice for change?

Cursed! 8 Roadblocks to Success

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.  Adult behaviors drive school success.  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.  I challenge you to identify specific people that come to your mind as you reflect on this list.

1)      The Culture of Complaint Curse – 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.

2)      The Curse of Knowledge - 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.

3)      The Curse of Invulnerability - This curse drives educators to not allow themselves to be truly seen.  The focus for those with this curse is concern of appearing 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!  (Click here to view)

4)      The Curse of Complacency – 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, Good to Great.  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
practices. 

5)      The Curse of Standardization – 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 differentiation, 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. 

6)      The Curse of Experience – 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.

7)      The Curse of Low Expectations – 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.

8)      The Curse of Hypocrisy - 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.”

At the beginning of this post, I challenged you to identify specific people that came to your mind as you thought about each curse.  Did you ever identify yourself?  If not, you might be suffering from the Curse of Hypocrisy yourself. :-0)

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:

·         Start with self-awareness.  We all have fears, biases and prejudices that influence our actions.  Becoming aware of those that potentially limit us from being our best self is critical.  Reflect on your curses. Perhaps you will want to identify a curse that is a roadblock to your success listed in this post.

·         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.

·         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.

What other “curses” can you identify?  Please comment and add to this list.  I would love to hear your voice!