Why I am a Public School Educator

For several weeks now,  I've been trying to write a post in defense of public schools.  While my ideas were succinct, they never seemed to come out right on the page.  Then it hit me. Just explain why I choose to work in public schools.   

1) It's a calling - It would be very difficult to have a fulfilling career as a public school educator without a calling.  The challenges are just too great.  I'm always amused by those who write books about their experiences in public education, but are no longer in the field.  That says a lot to me. I started in education in 1993 as a substitute teacher.  I had just finished a degree in Industrial Hygiene and, after working in the field, knew it wasn't for me.  For several years, there had been a nagging voice in the back of my mind telling me I needed to be a teacher, but I had ignored it.  It was during a funeral for a young man I had met at a church youth camp that my calling was cemented.  This boy had been stabbed in the head during a gang initiation. For some reason, I thought I could make a difference in the lives of young people.  That and the fact that the kids in the youth group told me I acted like their teachers.  So, one day while praying, I told God I would surrender to this calling and made the decision to enter the education arena. Less than five minutes later, I got a call offering me a very lucrative position as an Industrial Hygienist.  I turned it down. I had passed the test.  Within two weeks, I was substitute teaching and I had never felt more alive.  There was a kinship with teachers and administrators and soon I was being requested almost daily.  Before long, I had entered the district's Alternative Certification Program and was on my way.  My first four years were spent in a very high poverty inner city school.  Every day was challenging and, had the calling not been there, I would have given up early on. After four years and the death of a student due to gang violence, I did leave the profession. I tried to run.  But, you can't run from a calling.  I ended up overseas directing cultural projects that were mostly affiliated with public schools.  This was not by design, but helped bring me back to the educational arena. It worked.  I've been back in the school system for the last thirteen years.  During that time, I've seen lots of people come and go for a variety of reasons.  I've also seen people who stay despite disparaging setbacks.  In each case, I believe there is a calling, or lack thereof, to be a public school educator and that calling cannot be denied.

2.  It is challenging - Being a public school educator is the hardest job I've ever loved.  Public school educators, whether classroom teachers, paraprofessionals, or administrators,  regularly deal with issues most people might never face in a lifetime.  It is challenging to teach a child math who has spent the night listening to adults argue.  It is difficult to help a student learn to write when they are concerned about whether they will have food tonight.  Educators must also be prepared to make multiple adjustments throughout the day in order to ensure students success.  A typical teacher makes at least a hundred quick decisions every day, probably many more than that.  Teaching is not the only thing we do.  Often, we act as parents, mediators, counselors, or simply a listening ear.  We must have the patience and insight to know if a child is acting out because they are being challenging or they are tired, hunger, scared or confused.  It is the challenge of working in public education that brings me back day after day.  That and the multitude of successes I see every day in the lives of students.

3.  I love to learn - An educator who doesn't have a thirst for learning doesn't need to be in the profession.  It is hard to help foster life-long learning in students if you are not doing it yourself. 'Nuff said.

4.  I love working with kids - Kids are fun.  They keep you on your toes and ensure that there is never a dull moment.  One minute they act tough and the next show you the tooth they just lost.  Without a love, a real passionate love, for children and helping them succeed, a person would burn out quickly.  Many times in my career, the only thing that kept me coming through the door each day was knowing that the kids in my class were counting on me to be there.  When you love them, you will do anything not to let them down.

5.  I really like teachers - Teachers are just cool people.  Now that I'm an administrator, I spend a lot of time in classrooms and it amazes me the work that teachers do every day.  They help kids learn despite the baggage that so many bring to school every day.  They have a special insight to see beyond the facade that kids put on to try to fit in.  They are willing to work long and hard to see that every child gets the chance to be successful and reach their full potential.  What better place to be than in a building filled with teachers who are passionate about their craft and about the kids they are blessed to work with?

6.  Why public schools - The public school system in our country is given a task that many private companies and schools would balk at. Namely, we are tasked with teaching every child to the highest level possible.  Every child means "EVERY" child.  None are excluded. Recently, I was with a private school teacher who was complaining about a child.  "They didn't check her discipline records before enrolling her and now she's causing problems."  I wanted to tell her that, in public schools, we don't have the luxury of denying someone admittance because they don't meet our standards.  We teach them all.  In my career I've have had the privilege of working with children from every part of the educational spectrum. I've had students who would be considered geniuses and others who had the mental capacity of an infant. I've worked with children who were well mannered as well as those who were so emotionally disturbed that you never knew what the next moment would bring.  I've had students who were extremely articulate and those who could not speak a word of English. I've worked with students diagnosed with ADHD, dyslexia, autism, and a wide range of medical and emotional issues.  I've worked with children who were parents, drug addicts, rape/abuse victims, and active gang members.  My experience is reflective of many educators.  Yet, each day we show up and, despite the challenges, do everything we can to help these children succeed.  

Public schools are not always easy places to work.  They have many challenges that are not faced by private institutions.  Still, every day, thousands of public schools employees (teachers, administrators, counselors, nurses, custodians, aides, cafeteria staff, etc) show up and give everything they've got to ensure that each child who walks through the door, no matter their background, has a chance to reach their full potential.  I can't imagine doing anything else.  That is why I choose to be a public school educator.  

The Office Teacher

On  Halloween, a number of the students from my campus came trick-or-treating at my house.  They would get excited when they saw me and tell their friends I was their assistant principal.  One student, however, introduced me in a way I had never heard before. To him, I was the "Office Teacher." Over the last few days, I have been reflecting on this newly imposed title.

While classified as an administrator, I still spend a good portion of my time "teaching." As chief discipline officer, I use the time students are in my office to teach them alternative means for dealing with frustration, anger, and conflict.  When I visit classrooms, I often find myself sitting next to a struggling student and assisting them while the teacher works with others.  With adults, I try to model the behaviors I expect from them as they work with students. As an instructional leader, I work directly with teachers to discover more effective ways to engage students.

When I was still in the classroom, one of my goals was to continually learn from others.  I find that trait has followed me into the office.  While doing teacher observations, one of my goals is to learn what people are doing well and then share that with others who may be struggling in that area.  This has the double effect of allowing me to be both learner and teacher.

While I don't think the title "Office Teacher" will ever really catch on, I do believe it is appropriate for effective school administrators.  Teaching is ingrained in us and while you can take us out of the classroom, we are still teachers at heart. Office teachers. I like that!

Simple vs Easy-Not Necessarily the Same

Simple:  easy to understand, deal with, use, etc.:  

Easy: not hard or difficult; requiring no great labor or effort; free from pain, discomfort, worry, or care

Simple and easy are two words that are used interchangeably.  They are not the same.  It is often possible for something to be simple, but not easy.  For example, it's simple to dig a six foot hole with a shovel.  Just push the shovel in the ground, remove the dirt, and repeat.  It's not easy, though.  Give it a try if you don't believe me.  Getting into shape is simple.  Basically, it requires eating the right foods and getting sufficient exercise.  But, again, it is not easy.  It requires knowledge, drive, and often a lifestyle change to accomplish. 

In education, much of what we do is simple.  For example, teaching, at its core, is a fairly simple process.  Determine what students need to learn and why.  Develop lesson plans. Teach.  Let students practice the new learning. Assess.  Reteach if necessary.  Yet, while the basic process is simple, it is not easy. Besides having the content knowledge and planning the lesson out in detail, the effective teacher must also know their students well enough to make the lesson connect with them.  Activities must be differentiated for the various levels of students in the room. Classroom management strategies must be employed when necessary. They must be prepared for potential problems and concerns and be able to make multiple minute adjustments throughout the lesson cycle.  These examples just touch the surface of all that goes into a great lesson.  Simple. In many ways, yes.  But, definitely not easy.

Detours

Sometimes, the detours off the planned routes in life lead to the best destinations.

I was thinking this week about high school back in the early 80's.  It was my senior year. I was on the academic track and enrolled in upper level courses including Chemistry 2, Physics, and Calculus.  It became apparent around October that Calculus was not working out.  I was failing and the material just didn't make sense.  After counseling with my parents and the teacher, we decided it was best that I finish the semester and then find another course.  I was devastated.  Here I was, on track to graduate with honors and I needed higher level classes to get me there.  (By the way, I barely missed honors status, probably due to that Calculus course).

So, after dropping Calculus at the semester (which I passed by a hair, I'm proud to say), I was stuck with what to take.  My teacher recommended a computer programming course, but I chose Basics of Typing instead.  Looking back, this may have been the most beneficial choice of my entire high school career.  I can't tell you the last time I used Calculus.  I can tell you that I type almost every day.  It is a foundational skill required in almost everything I do.   And, since developing a repetitive motion disorder that affects the legibility of my writing, it is about the only way I can effectively communicate on paper.

If someone would have told me thirty-one years ago that this one choice would affect my everyday life as it has, I would have laughed.  Yet, sometimes, it is the little detours off the planned route that have the greatest impact on our lives.

A Twist on Lesson Planning

Lesson plans are a foundational tool for classroom instruction and a road map for where the lesson is going. Without a plan, developing a strong, cohesive lesson is difficult if not impossible. With over 15 years of classroom experience, I've seen a number of different lesson planning methods.  Very few of these involved collaboration, with most either created by a department chair or done in isolation by the teacher.  

Earlier this summer, my principal came back from a workshop with a new lesson planning strategy.  In the past, the department chair had written lesson plans. These were then followed by the respective grade level teachers.  It put a lot of pressure on the chair, but very little on the teachers.  Under our new lesson planning strategy, we are sharing the wealth and the struggle. 

Below is a simple outline of the strategy:

1) Lesson planning duties for the week are divided into 6 categories

     a)  Standards explanation for each subject (in kid friendly terms            and integrated as often as possible)

     b) Small group instruction resources (including spiraled review)

     c)  Vocabulary terms and strategies 

     d)  Hands-on Engagement activities

     e)  Higher order thinking questions

     f)  Formative and summative assessment strategies

2) Each group member is responsible for a separate category each week.  Their work is posted to a Dropbox folder.  

3)  During grade level meetings, each teacher presents their piece to the group, allowing for questions and discussion. 

4)  Using teaching manuals, post-its, tablets, etc., members take notes during the meeting to help them write their day-to-day lesson plans.  

5)  At the close of the meeting, responsibilities for the following week are given out. 

6) Back in class, teachers write individual lesson plans using the resources that have been placed in the Dropbox. They can modify and enrich the material to fit the specific needs of their group in order to differentiate instruction.

Since it is only two weeks into the school year, it is difficult to determine how well this method is working.  However, I've noticed some interesting features of the meetings. First, teachers have admitted to being challenged by this new format.  The rest of the group has encouraged and accepted their efforts.  Second, teachers have had meaningful dialogue about both the content and effective teaching strategies. Third, leaders are beginning to emerge from within the teams. Finally, teachers are holding each other accountable for getting their piece of the task complete.  

While the implied purpose of this process is to help teachers develop stronger, more cohesive lessons, I expect some longer term results as well.  I expect teachers to begin discussing what has worked, and what hasn't, and for this to lead to more effective lesson delivery.  As teachers continually rotate through different assignments, I expect them to grow in their ability to connect each part of the lesson to the standards.  Ultimately, I expect true professional learning communities (PLCs) to develop that will impact instructional practice across the campus.  It has been said that the "experts" are already in the building.  As a campus, we are putting this into practice as we implement this new lesson planning strategy.  

More to come as the year progresses.  

Excuses (or making soup)

A man went to his neighbor to enquire about borrowing a tool and was told he couldn't use it. When the man asked why, the neighbor told him, "I'm making soup."  "What does making soup have to do with my borrowing a tool?" the man asked. "When it comes to excuses," the neighbor replied, "one is as good any."  

As educators, we have to be wary about making excuses, especially regarding student achievement. While there are multiple reasons why students do poorly, many of which are out of our control, we can't afford to use these as excuses.  Instead, we need to focus on those factors that we can control.  

In a recent conversation with a teacher, we were discussing what can be done to increase student success.  The point kept arising, "But these kids come to us...." (fill in the blank) and "But, we have to ....." (fill in the blank). The blanks include hungry and tired, little parental support, raising themselves, three grades behind, lacking social skills, give too many tests, complete too much paperwork, etc.  Sadly, we have no control over most of these "but" factors.  They are issues that are out of our hands.  We can't ignore them, but we also can't afford to use them as excuses.  

Instead, we need to focus on improving and changing what is within our control.  We don't have much control over what happens outside the school or what mandates come from the state, "but" we do have control over what occurs within the classroom and the school.  For example, if students are hungry, feed them.  If they are behind, identify gaps and find creative ways to fill them.  If they have few social skills, teach them and give opportunity to practice.  Create a classroom and school culture that shouts, "This is a safe place to learn."  Teach engaging lessons. Give students opportunity to serve and lead.  Develop positive relationships with students and parents. Differentiate.  Work together with and learn from other educators.  Act as a parent, if necessary. The list goes on and on. 

 In Alcoholics Anonymous, they start each meeting with the Serenity Prayer: "God grant me the serenity to accept the things I cannot change; courage to change the things I can; and wisdom to know the difference."  It might serve us well to adopt this prayer as we seek to serve students amidst so many issues that are beyond our control.  

I'm as guilty as any of making excuses.  It is the path of least resistance.  However, as educators, when we make excuses, we disempower ourselves and do a disservice to our students. Instead of excuses, we need to recognize the factors that are within our control and focus on doing these to the best of our ability and in a way that will be in the best interest of students. No more making soup.  

Getting Things Done

"Procrastination is attitude's natural assassin. There's nothing so fatiguing as an uncompleted task." - William James

I don't know about you, but I tend to be a natural procrastinator.  Thankfully, I've gotten better over the last few years, but summer seems to bring the procrastination monster back to rear it's ugly head.  In this post, I plan on covering a few strategies I've learned for fighting procrastination and getting more done. 

1) Eat that frog!*  - "If the first thing you do when you wake up in the morning is eat a live frog, then nothing worse can happen for the rest of the day." - Mark Twain.  Basically, "eat that frog" means tackle the most important or difficult task of the day first thing in the morning. Get it out of the way.  If you do this, you build momentum and everything else seems simple. You will tend to be more energetic and focused on your other tasks. If you don't, then this most difficult task will lie just beneath the surface, haunting you and draining your energy as you work on less important items. 

* Brian Tracy wrote a book by the same title.  Great read!

2) Prioritize - How do you know what is the most important task of the day? My system is simple. At the end of each day, I make a list of the things that I need to accomplish and transfer it to a notecard (So 20th century, right?).  I then number each task in order of importance.  At the start of each day, I work on task number 1 until I get it done.  Then, I move on to task number 2, and so on. At the end of the day, I rewrite the list and change/add items as necessary.  It is said that you should make the list right before bed so your brain will work on it as you sleep.  Don't know if that's true, but doing it the night before saves time in the morning.  (I have to add a disclaimer to this one: As a school administrator, there are so many distractions during the course of the day, it is often to hard to focus on one thing for an extended time.  In this case, either find a time to close your door and remain undisturbed except for emergencies or discipline yourself to return to the list immediately after dealing with other situations.)

3) Use five minutes wisely - This has been one of the greatest tools I have found to help get things accomplished. Distractions are common in education. There can be a lot of waiting for students, teachers, parents, etc.  I try to use the intervals while I'm waiting to complete productive tasks. For example, while waiting for a student to arrive in my office, I will spend a few minutes working on one of the tasks on my list. When I was teaching, I would grade papers at odd times, such as while waiting for my car to get fixed. I might not get a lot accomplished in these short intervals, but by the end of the day, each of these short intervals will have added up.

4) Piggyback (success begets success) - Sometimes, it is possible to get bogged down in a task and feel like nothing is being accomplished.  This often happens when I am working on new projects that require creative thinking.  When I get bogged down, instead of trying to plow through, I'll stop and do something I know I can be successful at. For example, at home, I may mow the lawn.  This is simple enough and it allows my mind to think more clearly.  At work, I may do a few walk throughs.  This gets me out of the office and also lets me see good things happening in the building.  With a success under my belt, I can return to the initial task with renewed vigor. 

5) Calendar/timer - "Work expands so as to fill the time available for its completion." -Parkinson's Law.  Writing things on a daily calendar has a magical quality about it. For some reason, putting things on a calendar and setting a specific time frame to work on them helps with focus.  I will also set a timer for the amount of time to work on one task.  In this way, I know that during this one specific time, I will focus on this one task and, when the timer goes off, I can move to something else.  Often, I will finish during the allotted time.  

  

6) Get up early - I've found I can accomplish more between five and seven AM than during the rest of the day combined.  Part of this is because I'm fresh and part is because of the lack of distractions.  It takes some discipline (and summer has not helped), but the reward is worth it.  

These are just a few of the strategies I've used to beat procrastination and accomplish more.  Please feel free to add others that have worked for you.