Responding To the NYS Common Core Task Force Report

A collaborative post by Lisa Meade and Tim Dawkins

The release of the Common Core Task Force Report from Governor Cuomo’s office has created some interesting news and even more interesting social media posts. While it is tempting to rush through the talking points of this document, we must remember that these are recommendations, not an immediate change in regulations. There are, in fact, 21 recommendations set out by the Task Force in the report. It would be easy to begin predicting all of the possible ways that things could change for us and for our students. But, any prediction, at this time is premature. And as we have seen in the past, however, trying to predict how things will play out in Albany is never an easy call.

We were relieved to see that some of the negative examples they shared (teachers being required to use modules in whole, automatically placing students in AIS based on one state test score, not providing IEP accommodations, etc.) did not occur in our buildings or districts. That’s one of the things that makes jumping on “throw away all things Common Core bandwagon” difficult. As with many things in life, this is not a simple black-and-white issue.

It’s  important to remember the NYSED’s Education Commissioner, Mary Ellen Elia, served on this task force. Before this report was completed, she had already spoken around the state about the need to slow down. Her office also provided us our first opportunity to provide feedback on CCLS. (You may even have completed the survey that was shared.)

Throughout this report and even in an additional report released by NYed Voice Fellowship the call has been made for the establishment of a “transparent and open process” rich with educator voice. This is one of the most exciting themes to be reading about! It feels like FINALLY stakeholders are starting to listen to each other (especially those above us in government and policy positions). The next tell tale signs will likely be gleaned from the Governor’s State of the State address in January, the release of additional information from Commissioner Elia,  and upcoming  Board of Regents Meeting.

It would be very easy for all of us to jump into the “what happens next?” conversation. Admittedly, it may be tempting to focus on this report as the document that is going to immediately shift the negative rhetoric that has been so present in discussions about education these days. However, we must keep in mind that some of what we have seen in implementation has been good. Let’s not lose sight of that! Educators continue to work hard to ensure that students are getting a diverse and rich classroom experience, and that will continue to be the case.

As for what happens next? We’ll keep our focus within our schools knowing that we will capably respond to any new regulations as they are presented and when they are finalized. This response will be what it’s always been: Our very best efforts to do the best we can every day.  

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Learning Lessons by Saying Goodbye

This past weekend was one that I’d like to forget.

My wife and I had just returned last Sunday from an amazing 17 day trip to Rome and Southern Italy where we rented an apartment, living like locals, eating, exploring, and eating some more. One experience was better than the next, and we had the opportunity to share this with several close family members who had never been to Italy before. Exposing them to the wonders, both culinary and historic, of this special country and culture was right up our traveling alley. We came home energized, relaxed (despite all that we fit into the trip), and ready to take on the new school year.

Then we walked through our front door.

Our six year old boxer dog, Olive, was ready to greet us. We couldn’t wait to see her. We don’t have children of our own, so this dog, she’s our life. As we entered the house, we immediately knew something was off. She wasn’t as energetic as we expected. My wife and I both noticed it, but in the excitement of arriving home to our extended family and friends waiting for us, we said nothing to anyone, including each other. Overnight our fears were intensified. Olive drank what seemed like gallons of water and couldn’t seem to hydrate. I immediately called the vet Monday morning and brought her in. A few hours after our visit the doctor confirmed that Olive was indeed sick. She had developed lymphoma and had multiple tumors in her chest and digestive tract. The cancer had also caused her kidneys to function abnormally, but this was potentially reversible. To say we were devastated at this news is an understatement. We jumped into action.

Over the course of last week we were told that, while not curable in dogs, lymphoma was very treatable with chemotherapy and steroids. We would be able to buy her six to eight more months with us, and while we were saddened by the prospect of losing her so soon we could at least take solace in the fact that we could make her comfortable and would have time to say goodbye properly. “How lucky we are to be in a position to pay for treatment”, we thought.

As you have probably guessed by the title of this post, Olive never recovered. She spent five days in the vet clinic, very well-cared for, but unwilling to eat with kidneys that wouldn’t respond to treatment. We visited her every day, and finally on Friday we decided that barring a miracle we would have to make the most difficult decision to end her beautiful life to prevent more suffering. Unfortunately that miracle never came, and, with broken hearts, we sent our little girl over the Rainbow Bridge on Saturday afternoon, one of the hardest things I have ever had to do.

As I thought about the injustice of this situation and navigated the roller coaster of emotions over the course of the week, I considered how hard it was for me to be truly “on” at work as we prepare for the start of school, and I thought about how tough it would be to sit in my office today without crying because our home is so empty.

Then I thought about our students. There are approximately 700 6th through 8th graders in my building. Many come to school with baggage, some unimaginable, on a daily basis. I thought about how I was reacting to my co-workers around me out of grief, and how they couldn’t really understand my pain. Or perhaps, I thought, I should be embarrassed because, after all, this is a dog and not a person. If I am an adult who is thinking this way, imagine what our kids think when confronted with challenging life circumstances.

How often do we take the time to truly talk to our students about what is going on their lives? How often do we demand their attention, their courtesy, without understanding what is happening at home or (even worse) DESPITE what is happening at home? How often do we demand it when we don’t give it in return because of something trying that is occurring in our own lives?

As we start a new school year in September here in Upstate New York, I know that I will be considering these questions much more regularly as I interact with students in my building. Relationships matter more than anything else in our line of work. Taking the time to listen, to get to know our students, and to check in with them privately when they seem out-of-sorts might be the magic wand that keeps them believing that school is where they need to be. Build relationships first and curriculum second. Build relationships first and common assessments second. Build relationships first and gather data second. Ultimately it is an investment worth making early.

I learned so much about myself over the six years that Olive owned me, and, it turns out, that even in saying goodbye she was able to teach me one more thing.

Ol

Energized By Connections

I feel like I could sleep for days, and, yet, I am more energized than I have been in quite some time. That’s because I just returned from the ISTE 2015 conference in Philadelphia a little over 36 hours ago, and I’m still reeling from the experience. I should be catching up on much needed sleep right now, but I have to write about the privilege of being able to attend a conference that draws around 20,000 people each year and the privilege of working in a district that understands the value of such things. Looking back, it’s mind-boggling how much activity you can fit into 4 days if you have comfortable shoes, a backpack, and a decent sense of direction! I checked my step counter, and I walked an average of 12,000 steps every day, and I only got lost in the enormity of the Penn Convention Center once. Needless to say, my calves would like a vacation. 

Learn from these folks (from L to R): Steve Guditus (@sguditus) , Me, Jill Bovee (@cheneybovee), Lisa Meade (@lisameade23), Christina Luce (@christinamluce), Ross Cooper (@rosscoops31), Starr Sackstein (@mssackstein), Tony Sinanis (@tonysinanis)
   
This was my second ISTE experience in as many years, and to be quite honest I wasn’t sure how this year could top last year in Atlanta. Amazingly, it did. How? One word: Connections. My experience this year was much richer compared to last year because so many of my Internet and real-life PLN was there to share it with me. Even better, some of my Internet PLN became my real-life PLN when we met in person on the last day of the conference. It was truly awesome to be in the presence of folks whom I have developed such a deep respect for through the use of Twitter and Voxer. Whoever says you can’t form meaningful relationships through social media has never met these truly warm, decent human beings. 
  
Pork sandwiches from DiNic’s for breakfast with Ross Cooper (@rosscoops31) and THE Pernille Ripp (@pernilleripp)? These are my people!
 Tom Whitby (@tomwhitby) said something very profound during the final session of the conference that I went to, the Corwin Connected Educators Panel. He said “If you are not connected, then you are not relevant. We don’t need irrelevant educators in this system.” That statement sums up this entire experience for me. Whether I was listening to the servant-leader storytelling of Chris Lehmann (@chrislehmann) and his teachers as they talked about 10 years of educating the youth of Philadelphia in a magnate school with one of the highest special education populations in the city, or getting choked up by the passion driven leadership of George Couros (@gcouros) as he pushed us to be innovative risk-takers, I knew that I could continue the conversation beyond the walls of his conference because I am connected. These presenters, and many others, are accessible to me through multiple social media outlets, and that allows me to tap into resources that may not have been so easily accessible even five years ago. 
Two of my favorite #middleleaders: Lisa Meade (@lisameade23) and Steve Guditus (@sguditus)
  I am so lucky to be a middle school principal. I am so lucky to have access to some of the best minds in education through a device that I can hold in the palm of my hand (the same one that I’m writing this blog post on, incidentally). I am so lucky to know that, as a new school leader, people who have never met me in person have my back. And I smile knowing that there will always be new opportunities for us to meet face-to-face, hug, and say thank you. I can’t wait until we can do it all again! Until then, I’ll see you online.

Ladies and Gentlemen, Dr. Tony Sinanis (@tonysinanis), NYS Principal of the Year 2014

Making Assumptions

Something happened last week, and as soon as I got back to my office I knew I needed to write about it. Bear with me while I share. I was observing a class, and at the midpoint the students got into pairs and were tasked with finding evidence in a nonfiction text to support a claim; It was good stuff, and I was happy to see them ready to undertake their sacred duty as students. This particular class has been working with a text about the tragic Triangle Shirtwaist Factory Fire of 1911. The question they were considering was “Could the Triangle Factory Fire have been prevented?” About halfway through the activity, during which all of the kids were hard at work and focused, I heard a student call my name from across the room. When I looked up, I saw that it was a young man named Griffin. The dialogue went something like this:

Griffin: “Hey Mr. Dawkins!”

Me: “Yes Griffin?”

Griffin (pointing to a blinking apparatus on the ceiling): “What are those things for?”

Me: “You know Griffin, I don’t really know, but aren’t you supposed to be working with Ashton right now? Why don’t you get back to that.”

Do you see what I did there? You probably do, and you’re likely shaking your head in disappointment. I certainly am as I rehash the scenario in my head. I’m embarrassed to admit that I was so caught up in the fact that I was working through an evaluation rubric, focusing on teacher and student interactions, that I made an assumption about Griffin’s motives for asking me that question. I decided, out of reflex, that he was distracted and stalling. I could tell you all of the reasons why I made that assumption, including previous interactions with Griffin, but none of them are important. Any educator worth their salt would have understood that what Griffin was actually trying to do was make a connection between how we protect ourselves from fire in schools (the apparatus in question, I later discovered, was a carbon monoxide detector), and how the owners of the shirtwaist factory failed to protect their employees back in 1911. Luckily for Griffin (and for me), his teacher identified his thought process, and she saved him from my misplaced attempt at redirection. I, in turn, learned a lesson, and potentially harmed a relationship with a student by not stopping to think before responding.

I did apologize to Griffin for passing judgement before pausing to listen. Whether it resonated with him or not, I’m not sure. Moving forward, I understand that none of us are immune from letting assumptions about students get in the way of what is actually happening. And we all know what happens when you make assumptions. Our past experiences with a child should never determine how we interact with them in the present, especially at the middle level when they are still figuring out who they are and what they stand for. What I have vowed to remember is that every situation is different, stopping to listen should always be a priority, and every student can surprise us. I have Griffin to thank for reminding me of that.

“But aren’t you the principal?”

It’s my first 6th grade orientation as a brand new principal, and it feels like it’s about 9000 degrees on this late August evening in the gym as I sweat through my suit. I’m approached by a mother of an incoming student who has a question. She wants to know how to find out what team her daughter is on since the new schedules we just switched to this summer don’t list team names. For a moment I freeze. I definitely do not know the answer to this question. I should know, right? I’m the principal! As I smile outwardly, inside I’m trying to come up with an answer to what is seemingly a very simple question. Except I’m brand new, and I have absolutely no idea. I decide to be honest and tell this mother that, in fact, we’re going to have to find someone together that can answer her question. She is stunned. “But aren’t you the principal?” she asks me. “Yes. I’m Tim Dawkins. Nice to meet you.” I say. “And…you don’t know the answer to this?” she responds to my introduction, a bit startled. “No, I’m new like the students,” I tell her “but I’m really good at finding out who does!” WIth that we locate, together, one of the school counselors who did know the answer, and all was right again. Everything but that nagging feeling that I SHOULD have known the answer…..

Throughout my life I have struggled to maintain a growth mindset. There. I said it. Anyone who knows me well would likely agree. I was always that kid who wanted to be able to understand something new immediately, and when I wasn’t able to, it was easier for me to throw my hands up in the air and walk away rather than practice until I got it right. Throughout childhood and well into my teen years I often heard from my parents “Stop saying ‘I can’t! You can, you just don’t want to try!” I am convinced that this is the reason why I’m so dismissive of my math skills to this day

As I’ve grown into adulthood I’ve become more rational when I’m faced with something I don’t quite understand, although not without varied amounts of pep talks from mentors and very understanding PLN members. Reminding myself that everybody has their own learning curve has been very important. Reading Carol Dweck’s book, Mindset, was a huge eye opener for me, too. Of course I still get frustrated, and people have to remind me that I will get it eventually, but I have been much more willing to be open to the idea that not everything is meant to come easy. This has never been more true than during the summer of 2014.

I’ve written ad nauseum about all of the self-induced, very positive but also challenging changes in my life this summer. What I’ve discovered as I wrap up the “Summer of Upheaval” is that connecting with other professionals is a must. Of course I knew this prior to this summer, but my transition into a middle school principalship has really pushed me to find multiple ways to connect with thought-leaders, practitioners, and mentors in the field of middle level leadership. Luckily for me, there’s Voxer.

Voxer has allowed me to connect with multiple individuals within the field of middle level education, and as I’ve connected with them I’ve been able to connect them with each other. Now, I have this burgeoning group of middle level leaders from across the country that are constantly sharing new and innovative ideas, asking questions, and showing me that it’s OK for the principal to not have all the answers, all in an active and ongoing Voxer chat! Plus, actually being able to talk to one another and then listen when it’s convenient is the best of both worlds! Voxer is the technological embodiment of the Growth Mindset. It allows me to embrace the “Power of Yet”, turn to my middle level colleagues, ask how they approach something, and move forward with their help. With Voxer, I never have to feel like I am going it alone. If I can’t find the answer, I have collective knowledge than can help me over any hurdle. Plus, they make me laugh. What could be better?! Voxer has truly changed my professional life for the better, and I encourage you to explore the possibilities for yourself ASAP!

Early Mornings and Dominoes

I’m all in when it comes to Twitter. This has been the case for a number of years. I believe that it is one of the great equalizers of our time. Not only can you connect with your friends and family, but it opens doors to possible conversations with folks who were previously unreachable, thought leaders in science, journalism, politics, and of course the odd celebrity interaction here and there (I’m certainly not above sending a fanboy tweet to my favorite NPR anchor now and then!). While I definitely take issue with the sometimes knee-jerk reactionary antics that it can encourage en masse, in general I find Twitter to be an outstanding communication and personal connection tool, and we’re lucky to have free and unfettered access to it.  However, it was only at the beginning of the 2013-14 school year that I discovered how much Twitter could truly enrich my professional life. Needless to say, I am a much better leader today because of the outstanding individuals locally, nationally, and internationally that I’ve been able to “talk” with via social media. It was Twitter chats that got the ball rolling for me. At this point, if you’re reading my blog, you probably know all about the myriad chats that are out there for educators. If you have no idea what I’m talking about, let me know in the comments and I’d be happy to talk your ear off about it.

Yesterday afternoon I was invited by my good friend and respected middle level leader Lisa Meade (@lisameade23) to participate in a chat at 5:30 AM today. This chat is called Breakfast Club, although I think Bleary-Eyed Coffee Club might be a more appropriate moniker, and it is the brain child of New Jersey middle school teacher Scott Capro (@ScottCapro). The chat consists of a 15 minute window where participants discuss one daily question. The questions are crowd-sourced via Google Doc, and anyone can sign up for a day. Along with the list of questions, participants can contribute to a growing playlist of inspirational music to go along with the chat topics. I have to admit that when Lisa first invited me, I thought to myself “Whoa, I may have to draw the line here! These chats are getting out of hand. I need my beauty rest!” However, I decided to trust my friend, as she has never lead me astray before, and I set my alarm for 5:15 AM (the extra 15 minutes was so I could hit snooze at least once).

Wow. What a great way to start my day as an educator. Here’s how the chat started:

And we were off! 15 minutes flew by, but it was the perfect amount of time for me to make several new connections, and I can’t descirbe how refreshing it was to wake up to positive talk from inspirational educators rather than my usual cocktail of soul-sucking international news and in-my-own-head-worrying about the upcoming challenges of the day.  Meanwhile, there were a surprising number of participants for 5:30 AM on a summer morning!

For me, this topic invoked the idea of not only standing up for kids because it should be our #1 priority as educators, but also of setting the example for others, both our students and the adults in our buildings.

Kudos to Scott Capro for championing this idea, and thanks to Lisa Meade for lovingly badgering me into participating. I can’t guarantee that I’ll be at every #BFC530, but you can be darn sure that I am going to try to participate as much as possible. This chat is just getting off the ground, but I have a feeling that when the school year is upon us we will see a growing number of voices joining in on a daily basis. After all, who can’t use a little bit of inspiration for breakfast? Check out the chat Storify for a clearer picture of what went on this morning, and remember….

photo (8)

Relationships Matter

This has been quite a summer of transitions for me. Not only am I taking on my first principalship at the middle level with 10 years of high school experience under my belt (gasp), but my wife and I have just finished selling our house while working through the process of buying another house which we won’t be able to move into until the end of August. We have dubbed this our “Summer of Upheaval.” Being temporarily housed in my in-laws’ basement, I have had a lot of time to reflect on the end of my school year, and the end of my run at the high school level. Upon reflection, the biggest thing that stands out for me when I ponder those times that I really struck out is something that we hear repeated often: relationships matter!

During my last week as an assistant principal this year, the superintendent of my former district requested a meeting with me, my co-AP, and my principal to discuss how the district can work to support an increase in graduation rate at the high school. As a school counselor turned assistant principal, this has been one of my big focuses as a building leader, and he wanted to hear any suggestions we might have as a team. I found that as he asked me to talk about ideas and strategies that have worked for at-risk kids in our district, I kept repeating myself. It’s about finding ways to build relationships with all students, plain and simple. In fact, I almost felt sheepish because there was a part of me that was convinced I had to offer up the Holy Grail of programs, that there really is one answer out there that will solve all of our problems. Logically I know that this isn’t the case. There is no way that any one “program” can address the myriad issues facing our students (although putting money back into education to help address these issues certainly couldn’t hurt). However, one thing that I have found that has had the most success for me is showing students that I am a human who does human things, like make mistakes, and I can connect with them as people. I did it as a counselor, and you can be darn sure I did it as an assistant principal, even in the face of some veteran staff members giving me the stink-eye because my first reaction wasn’t to raise my voice, demand respect, or drop the proverbial hammer. Luckily, I worked with building level and district administrators who get it and encouraged this approach.

Back to the meeting- As we read our way through a shared Google spreadsheet that had been created to track what the New York State Education Department calls “non-completers”, a sterile way to lump all students who don’t graduate together into one statistic, it became clear that there is no one story that is the same as the others. Each one of these students had their own personal struggle that had been written over years, not weeks or months, and, surprisingly, I found that I could seamlessly tell these stories back to all to the people in the room with me; I could even share the stories woven by the students that I hadn’t worked with directly because, in schools, these are the students who we get to know without even trying. They are the names that we hear over and over again from teachers and counselors. They are the students that we see regularly in our offices as building leaders, sometimes starting in elementary school, because their behaviors get them kicked out of class. Sadly, all too often they can turn into the name that we groan about when it’s merely mentioned, an entire personality whittled down to nothing more than an emotive reaction. I’m sad to admit that I am just as guilty of doing this as anybody else, and once we get to that place there is little room for redemption. You know these students, and you know their stories because they are every student that ends up on lists like this in schools across the country.

But I believe that it doesn’t have to be this way. We MUST continue the ongoing conversations in schools about how to reach these students before they get to high school, and if they do get to high school, we need to work together to break down the walls that have been built up over time. Now that I’m at the middle level, this is more important for me then ever before. In New York State, students can drop out at the start of the school year after they turn 16. Do you remember the types of decisions you were making at 16 years old? Think on it, and then consider the gravity of NOT taking immediate, meaningful, and direct action to show these students that we are human and we care. In order to stem the tide, we need to get to these kids much sooner than the beginning of 9th grade. We have to have a deep conversation about what we are doing at all levels to keep students and their families engaged. We also need to move past the fear of being ourselves and sharing our lives with these young people who, admittedly or not, look to us for guidance. We are human. They are human. Let’s bring the humanity back to our schools.

Relationships

How will you connect this year with one student who is yearning for a place to belong? I encourage you to share your commitment, no matter the size, on this blog, on your own blog, or elsewhere on social media.

Change and the Chance to Say Goodbye

Note: I’m writing this in the air over the East Coast as I make my way to Atlanta for ISTE 2014.

Today is June 28th. In a flash, the halls of my high school are quiet. Students have begun that glorious bit of childhood called Summer Vacation. The last faculty meeting of the year, an opportunity to recognize our achievements, our highs and lows, and our colleagues who are moving on, was a success. Graduation, my tenth as an educator, was the celebration that it’s always meant to be. Classrooms are being emptied of items so they can be cleaned and refreshed for September, and planning for summer instruction is in full swing.

Transitions are quick in the world of education.

We say goodbye to people who worked in classrooms next to us for decades in the midst of a rush to make sure we’ve entered final grades, handed in keys (if you do that sort of thing), and accounted for textbooks. Soon enough we are on to orienting new teachers, planning new curriculum for the fall, analyzing state and local test data, and ensuring the building is ready for the upcoming school year.

Then, suddenly, we realize we never even had a chance to say goodbye.

I am the walking definition of bittersweet these days. It seems that each time I complete a task or participate in one function or another I quietly remind myself that this will be the last time I do it in my current role, at my current school; the school where I got my start, my professional home for 10 years, a place where I was given the chance to grow, take risks, fail, and ultimately forge my own path. As I ready myself to transition into a principalship in two weeks at a new school, with a new level of kids, and in a new district, I am experiencing a combination of excitement, nervousness, reflection, and a little bit of sadness. How do I rectify the idea of walking away from the people who have played a part in making me who I am today, something that I recognize as a type of grief, with the notion that, in order to grow, I need to embrace this new challenge? So far I’ve done it by recognizing that, second only to teachers, data illustrates that as the principal I will be the person in the building who will have the most educational impact on student learning. I will be able to set the tone for my building, to open the doors for teachers to provide new opportunities for all, and THAT is an amazing feeling!

Working in the field of education is unlike any other job out there. When a building has a strong culture of collaboration and support, it can be the most rewarding thing in the world. Educators can form strong bonds as they weather the ebb and flow of unfunded mandates and today’s answer to all of our woes (instructional, behavioral, etc.). Once those bonds are formed, it takes a lot to break them down. To leave my own bonds behind to explore the unknown of a new culture can be downright frightening for sure, but if we never leave comfortable behind, we’ll never know what we’re truly capable of. That’s what I’m telling myself these days.

Transitions are quick in the world of education. How we prepare for those transitions defines the path we will travel. Sometimes those transitions mean moving into a new classroom or teaching a new class. Sometimes the transition means deciding it’s time to retire. But nearly always, a transition means willingly diving in to a new endeavor head first because the opportunity presents itself where you least expect it. I am prepared to embark on a new path, to take my head-first dive, and I know I will have ten years worth of relationships behind me, pushing me, whispering in my ear “Listen first. Talk second. Act third.” That’s why I don’t really need to say goodbye as I pack up and walk out the door for the last time. Those people, these relationships, will always be with me. And for that I am the most grateful man in the world.

A Personal Announcement

I sent an email out to my high school colleagues yesterday, and I want to share it here as well. Rather than re-write an entire post, I figured it would be easiest to share the email here. It was difficult enough to write it the first time! This announcement shines a rather bright light on one of my previous posts, and it continues to prove that a growth mindset can work wonders if you let it!

It is with both overwhelming excitement and poignant sadness in my heart that I am writing to let you know that earlier this week I accepted the position as the Middle School Principal in the South Glens Falls Central School District pending board of education approval this coming Monday evening. The last several weeks have been a whirlwind for me, and it has been a relatively private experience as I moved through the application and interview process. I will admit that I’m relieved I can finally let you all know, as it’s been tough trying to keep a secret from those of you who have been my friends and colleagues for so long.

 

Queensbury High School has been my home for the last ten years, and I can’t believe how quickly that time has passed.  I am so lucky to have been given the chance at 24 years old to begin my counseling career in this building, and it has been a deeply satisfying, sometimes harrowing, always interesting experience learning the ropes of building leadership alongside you. Some people say that moving from faculty member to administration within your own building can be difficult, but my experience has been just the opposite. Thank you for so easily accepting me in this role. Now I am eager to begin my journey at the middle level, a place where I believe my experiences as a school counselor and assistant principal will serve me well. I can honestly say that this opportunity came out of nowhere, and I have some big shoes to fill left behind by Mark Fish as he takes on the role of Superintendent of Greenwich Central Schools. It’s funny how plans can change when you least expect it.

 

Luckily, I still have several weeks left here in the building, and I promise the master schedule will be done before I go! I look forward to talking with you all in person.

 

In Friendship,
Tim
I couldn’t be more excited about this opportunity, this new door that has been opened for me. I have a great deal to learn as I move from high school into the middle level, but again I turn to the power of my PLN and their seemingly unending collective knowledge. Stay tuned for more posts as I dive into this new adventure. Wheels up, here we go!!

School Leader Mentoring in the 21st Century

When we were brand new educators, working with students for the first time, we had established mentoring programs to give us the necessary structured support from colleagues because, let’s be honest, we likely wouldn’t have asked for help out of fear of looking like we had no clue. I was extremely thankful for my mentor when I was first hired as a school counselor nearly 10 years ago. He helped set me on a path to success through discussion, intelligent questioning, organization, and historical knowledge of my new school community. The importance of this experience in shaping the counselor, the professional educator, that I became over 8 years has not been lost on me. In schools we make it a priority to focus time and resources on developing and maintaining teacher mentoring programs. We understand the importance of providing that resource to new people coming is as a way to keep them connected, provide an outlet for growth and development, and most importantly to retain the best people to instruct our students.

In contrast, something I learned very quickly as I began my first year as a high school AP is that the same importance on establishing mentors for new building leaders is not necessarily there yet. It’s only a just-emerging practice. In the summer that I was hired and moved from counseling office to main office, I was the sole building leader for an entire month. There was some transition in my building as people moved on to new positions, and there I was. Granted that month was July, but there was still a great deal to learn. I was running summer school for the first time, assigning the dreaded teacher duties (study halls, hall duty, cafeteria duty, etc.), learning an entirely new aspect of scheduling software that I had been using for years, reviewing requests for summer curriculum work, and the list goes on. Sure, I had a year long internship under my belt with a wonderful principal mentor, but now she was gone, too. There is a huge difference between having someone at your side to fall back on when you aren’t sure how to move forward and all of the sudden being the “go to” guy.

Amazingly that summer I held it together through some otherworldly grace, for sure. And I certainly learned a lot. Meanwhile, what I discovered beyond the nuts and bolts of the job was that there is nothing more important to a developing school leader like myself than the opportunity to connect with mentors. Unfortunately, there’s this idea that I’ve encountered out in the world of education that the expectation for building leaders is to hit the ground running and have all the right answers. Of course, nothing could be further from the truth.

Luckily, my second year as an AP has been the year of my PLN, and I’m so thankful for it. From the early days of branching out on Twitter to connect with fellow educators through various chats (#NYEDChat, #SatChat), to attending the NASSP Annual Conference in Dallas, TX and learning in person from some of those people I had connected with online, I have devoted this school year to developing professionally by embracing the power of social media. And in my quest to connect, what I’ve discovered, quite serendipitously, is that I have come away not with simply other educators to talk to, but with multiple mentors, professionals who have my back, tell me when I’m wrong, and very much want to see me succeed in my endeavors. Do you understand how powerful this feeling is? In 2014 your mentors don’t have to be in the office, or even in the building, next door anymore. They don’t have to be provided by your district in an official program. They can be in another district, in another state, and even in another country! They are waiting to be found.

Recently I had an amazing experience with three building leaders that inspired me to write this post. I have had the pleasure of working with Lisa Meade (@lisameade23) multiple times in person. I’ve interacted with Tony Sinanis (@TonySinanis) on Twitter in various chats, and Don Gately (@donald_gately) jumped on board to help me out simply because he was asked by Lisa. He’d never interacted with me at all! I was in a new, uncharted situation that called for some discussion, reflection, insight, knowledge, advice, and feedback, and these three leaders gave up family time on a Monday night to participate in my own personal Google Hangout mentoring session. Here we were, four professionals from different parts of New York State, jiving face-to-face about education without having to travel at all. Our discussion was just as robust as it would have been if we were sitting in the same space. It’s a revelation! Its a revolution! It’s my current answer to building leader mentoring.

My point is we no longer have a reason to feel like we’re working in a vacuum. This is especially pertinent for those folks who may be the only administrator in their building or district. We have so many more options now than we had even two or three years ago to connect with other lead learners to receive regular feedback on decisions we’ve made and decisions we have yet to make.This is just another reason to get connected. Take control, develop your PLN, and find your mentor. He/She/They are waiting!