tag:blogger.com,1999:blog-35665147945093199342024-03-19T00:42:06.688-07:00Heart of EducationYesterday is history, tomorrow is a mystery but today is a gift. That's why we call it the "present".Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.comBlogger133125tag:blogger.com,1999:blog-3566514794509319934.post-17290222300720260052015-03-30T20:12:00.000-07:002015-03-30T20:12:31.889-07:00Mentor - Have One, Be One<div class="MsoNormal">
<span lang="EN-US">The role mentoring plays in our lives has
been generating a lot of dialogue recently. I love the fact that the word
“mentor” can be a noun (an experienced and trusted advisor) or a verb (advise
or train someone) as I believe it’s necessary for individual growth to both
have one and be one.<o:p></o:p></span></div>
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<span lang="EN-US">I can clearly state that I would not be in
the position I am today nor have enjoyed some of my successes were it not for a
number of mentors who either inserted themselves into my life or appeared when
I needed them the most. Some of you who have attended my presentations or seen
my TEDx talk (<a href="https://www.youtube.com/watch?v=MFNi0jKyTyU">https://www.youtube.com/watch?v=MFNi0jKyTyU</a>) know that there was
struggle during my younger years. Some of my earliest mentors were educators.
Mr. Springer took me under his wing early on and nurtured what he termed “my
ability to lead” despite my efforts to hide my poverty by being disengaged. He
knew I didn’t always have lunch and he always had something for me. More than
nourishing my body, he nourished my soul. I wasn’t ready for it back then but
it resonates today. Ms. Fainsilber was another teacher who saw beyond the
current conditions and would regularly ask me when I would be ready to display
the “real me” instead of the lousy imitation I was showing. She pushed me
despite my pushback. Other educators played similar significant roles at key
times as I was finding me.<o:p></o:p></span></div>
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<span lang="EN-US">Although she won’t want to see this in
print (and I’ll acknowledge that by being brief), my wife really was the
catalyst for much of the growth I experienced. She helped me to find me but
would never consider herself a mentor. We’ve grown up together, and beyond the
people we were when we first met in a university dorm. Taking risks and seizing
opportunities has allowed me to meet some incredible people. Regular readers of
this blog will know the impact Wayne Hulley had on my life (<a href="http://umakeadiff.blogspot.ca/2014/10/i-lost-friend.html">http://umakeadiff.blogspot.ca/2014/10/i-lost-friend.html</a>)
and how I carry many of his thoughts with me as I work with colleagues today.
Another significant mentor was Stanley French, who also recently, and suddenly,
passed away. Stanley was a huge support during all of my time with the BCPVPA.
He cultivated skills in me that I did not know were present and helped me to
hone my craft as a writer. He was a great sounding board who knew exactly when
to ask the right question and when to just sit back and let me talk it out. I
will miss his presence in my life. That is also the thing that happens as we
age. Mentors may leave us before we’re ready to let go. Recently I had a chance
to spend time with another former teacher who also reappeared in my life when I
became a school leader. Nick Parker-Jervis (PJ) was one of my first teachers
when I moved across the country at the age of fourteen. He had little time for
my “cool act” and plenty of time to remind me of what I could accomplish.
Again, I wasn’t ready to embrace that as an eighth grade student. However, when
I entered my first leadership role and became involved with the principal’s
organization, I was delighted to see my former teacher in a key role with that
group. Despite admonishing me for making him feel old, he took me under his
wing and provided insights that still resonate today. When we met for lunch a
short while ago, it was such an easy and comfortable connection. I am fortunate
to have people like this in my life and this reminds me that we equally have a
requirement to be a mentor to others.<o:p></o:p></span></div>
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<span lang="EN-US">I was reminded of this during a recent
visit to a school. After visiting some classes and debriefing with the team,
the principal walked me out to my car. He expressed appreciation for the
stretch goals we had talked about earlier and for pushing him beyond being
comfortable. He then asked if I’d be willing to mentor him as he continued his
growth. I am fortunate to work with a number of colleagues and support their
growth (which also supports my growth!).<o:p></o:p></span></div>
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<span lang="EN-US">Additionally, as educators we are all in
roles where we have great capacity to mentor students and new colleagues. In a
report entitled “The Mentoring Effect” commissioned by MENTOR, the national
mentoring partnership, some key points were highlighted:</span></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
</div>
<ul>
<li><span lang="EN-US" style="font-family: Symbol; text-indent: -18pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span lang="EN-US" style="text-indent: -18pt;">Youth with mentors are more
likely to report higher engagement in positive activities.</span></li>
<li><span style="text-indent: -18pt;"> Young people with mentors
report higher educational aspirations and matriculation into post secondary education, as well as greater engagement in positive activities.</span></li>
<li><span lang="EN-US" style="font-family: Symbol; text-indent: -18pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><span lang="EN-US" style="text-indent: -18pt;">At-risk young adults who had a
mentor are more likely to:</span></li>
</ul>
<br />
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have a mentor (76 percent versus 56 percent). <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; mso-bidi-font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN-US">Report participating regularly in sports or extracurricular
activities than those who did not have a mentor (67 percent versus 37 percent).
<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin-left: 72.0pt; mso-add-space: auto; mso-list: l0 level2 lfo1; text-indent: -18.0pt;">
<!--[if !supportLists]--><span lang="EN-US" style="font-family: "Courier New"; mso-bidi-font-family: "Courier New"; mso-fareast-font-family: "Courier New";"><span style="mso-list: Ignore;">o<span style="font: 7.0pt "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN-US">Hold a leadership position in a club, sports team, school council or
other group than those who did not have a mentor (51 percent versus 22
percent). <o:p></o:p></span></div>
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a mentor (48 percent versus 27). <o:p></o:p></span></div>
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right now and grabbing each reader’s attention in a way that compels each of us
to find a young person that will benefit from additional guidance. Every school
is packed with students that will see the benefit. I’m looking forward to
connecting with more young men and women when I deliver a keynote at a Rotary
conference next month. I also know I’ll be running into some of my mentors
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Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com1tag:blogger.com,1999:blog-3566514794509319934.post-21354536686468980642015-02-16T07:54:00.002-08:002015-02-16T07:54:29.277-08:00Can We Agree That All Means ALL?<div class="MsoNormal">
<span lang="EN-US">I attended the recent Title 1 conference in
Salt Lake City and was pleased to sit alongside Chris Weber and Shane Templeton
on a panel facilitated by Lissa Pijanowski to talk about our work and reference
the <i style="mso-bidi-font-style: normal;">RTI Roadmap</i> that Chris and I just
had published. Many of you are aware of Title 1 and how it began fifty years
ago as an initiative of then President Johnson who wanted to ensure equity for
all by increasing access to a basic education, Remarkably, and fifty years later,
there still seems to be increasing needs for equity and new demands for an
educated citizenry.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">From their website I was able to glean this
about the National Title I Association: <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US">…dedicated to improving and implementing the Title I
program so that more children reach their academic potential. The Association
provides educational leaders at the state and local levels with the opportunity
to work together to share ideas on effective and innovative programs, identify
problems and solutions, and represent the needs of Title I families.<o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">This is in support of the twenty-one
million students across the fifty states, and territories; many who experience
abject poverty (the rate of childhood poverty has grown over the last decade
and represents more than one-fifth of the population) while also trying to
alter their life chances through the best vehicle available to them –
education.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">During our session, we heard from many
determined educators who weren’t looking for excuses or the magic wand to make
everything better. They recognized the struggle, shared successes, and took
notes on the successes of others. They probed with deep meaningful questions
designed to solve a few more challenges back home – or at the very least add
another wrinkle to the plans.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">A recent post I wrote for the Solution Tree
blog site asked “What's the difference between schools?”(<a href="http://t.co/EjC5w9kHrS"><span style="color: windowtext; text-decoration: none; text-underline: none;"></span>http://www.solution-tree.com/blog/whats-the-difference/ …</a>)
and in it I proposed that the difference really isn’t in our students, it’s in
the way we view them. Dedicated educators creating a collective will overcome
even the direst of circumstances. As I wandered around the conference and sat
as a member of the panel, I saw many of those educators. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">As I contemplate the work that lies ahead
and acknowledge the work that has been done, I am reminded of the words of Ron
Edmonds:<o:p></o:p></span></div>
<div class="MsoNormal">
<i style="text-indent: -18pt;"><br /></i></div>
<div class="MsoNormal" style="text-align: center;">
<i style="text-indent: -18pt;">We can, whenever and wherever we choose,
successfully teach</i></div>
<div class="MsoNormal" style="text-align: center;">
<span style="font-family: 'Libian SC Regular'; text-indent: -18pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><i style="text-indent: -18pt;">all children whose schooling is of interest to
us; we already know</i></div>
<div class="MsoNormal" style="text-align: center;">
<span style="font-family: 'Libian SC Regular'; text-indent: -18pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><i style="text-indent: -18pt;">more than we need to do that; whether or not we
do it must</i></div>
<div class="MsoNormal" style="text-align: center;">
<span style="font-family: 'Libian SC Regular'; text-indent: -18pt;"><span style="font-family: 'Times New Roman'; font-size: 7pt;"> </span></span><i style="text-indent: -18pt;">finally depend on how we feel about the fact
that we haven't so far.</i></div>
<div class="MsoNormal">
<br /></div>
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<div class="MsoNormal">
<span style="mso-ansi-language: EN-CA;">He said that in 1979.
It’s time for us to demonstrate our response to how we feel about closing the
gap for those students who will, otherwise, be unable to successfully
transition to the next phase of their lives.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="mso-ansi-language: EN-CA;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYr7kb1LxjGxRO6STpkTTOMvUwNOVpmtzVUlSsjLCOOzHRQS6WKxGZktDRQ5MMJv8ZUToxmsf4mYcjFV9pHw1f-ZV7i_jsvCk3Of7BRBqNhzN-aRuyTyHfTXMT5sbZXg1GkmEb_AYpuok_/s1600/2945540.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYr7kb1LxjGxRO6STpkTTOMvUwNOVpmtzVUlSsjLCOOzHRQS6WKxGZktDRQ5MMJv8ZUToxmsf4mYcjFV9pHw1f-ZV7i_jsvCk3Of7BRBqNhzN-aRuyTyHfTXMT5sbZXg1GkmEb_AYpuok_/s1600/2945540.jpg" height="200" width="193" /></a></div>
<div class="MsoNormal" style="text-align: center;">
<span style="mso-ansi-language: EN-CA;"><br /></span></div>
Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com1tag:blogger.com,1999:blog-3566514794509319934.post-53778057696512917012015-01-26T12:54:00.000-08:002015-01-26T12:54:13.412-08:00Your Next First StepI was fortunate to spend time with two schools this past week and have enjoyed an ongoing connection with them for almost three years. Over that time we’ve looked at curriculum design, assessment practice, school culture, leadership, and response to instruction as the schools continue to drive toward the goal of all students achieving better outcomes. Anyone who knows me and has worked with me will also know that all of the work has been built on a strong foundation of relationships.<br />
<br />
As I was flying home and reflecting on the week that was with the two schools (and doing my customary making notes of the things I learned from brilliant colleagues), I came across this quote from Rory Vaden: "Success isn't owned — it's leased. And rent is due every day". It shifted my thinking from what was to what can be. It also resonated with me as I reflected on one of the challenges we face as educators – our work is not complete until EVERY student makes a successful transition; grade by grade and then to the next phase of their lives. Our success as educators isn’t based on what we did to get to our current levels of student outcomes; it’s based on what we’ll do to get those currently not there to a place where they can take on the next challenge in their lives. It’s not about arriving as an educator; it’s about striving to be THAT educator – the one who accepts no excuses but only results.<br />
<br />
One of the things the two schools were focused on (despite their improving levels of student success) was their next first step. It’s that step that will move us beyond the current comfort – no matter how well deserved – to that next challenge, and more significantly, the next breakthrough. Our students are worth that effort.<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb_6cUgY72y3kH-XuR5C3TozOmgjmW7v0OJ24v2ixqF6y1qBI8m3rNz5uW6l1DkEXUJVxe6ZQBhUazEb8PjJBh-msYV8s_KQ5IMH0sROy7VHjUhvjreLdtEy_C65NYgrWZ-FgXmtzlveRO/s1600/Unknown.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb_6cUgY72y3kH-XuR5C3TozOmgjmW7v0OJ24v2ixqF6y1qBI8m3rNz5uW6l1DkEXUJVxe6ZQBhUazEb8PjJBh-msYV8s_KQ5IMH0sROy7VHjUhvjreLdtEy_C65NYgrWZ-FgXmtzlveRO/s1600/Unknown.jpeg" height="200" width="132" /></a></div>
<div style="text-align: center;">
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Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-75196015871713017042015-01-11T09:24:00.001-08:002015-01-11T09:24:47.916-08:00Through A Fresh Set of Eyes (Lessons Learned from Liam)<div class="MsoNormal">
<span lang="EN-US">Like I hope many of you did, I took the
last two weeks of 2014 to relax, refresh, and recharge. I tried to be very
disciplined in not getting swept up in work. Having our kids and grandkids with
us for a good chunk of the time helped me to keep that focus. Let me just say
that I am thoroughly enjoying being a grandparent. Time with the four
grandkids, collectively and individually, has taught me many things. A recent
trip to the beach with two year-old Liam was another learning opportunity.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">As we arrived at the beach, he reminded me
it was windy and that he would need his hat, mittens, and puffy coat. He had on
his boots because there was water to explore. <b style="mso-bidi-font-weight: normal;">It’s important to be prepared for whatever you might encounter.</b><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">We started walking and it didn’t take long
before Monna (Liam’s word for my wife) and Banjo (our overly energetic Springer
Spaniel) were far ahead of us, shortly followed by his Mom and Dad. As the gap
between the rest of the group and the two of us increased Liam was not
concerned. There were too many things on the beach, on the logs, with the
ducks, and in general that he didn’t want to miss. <b style="mso-bidi-font-weight: normal;">It’s about the journey, not the destination. </b><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">As the others doubled back to connect with
us and make plans for the rest of the day and the subsequent couple of days
before they were to return to their home, Liam was unconcerned. He was in the
moment and holding a clamshell to his ear telling me he could hear the ocean
that was three feet away. <b style="mso-bidi-font-weight: normal;">Today counts
so take the time to enjoy each moment.</b><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">We stopped to sit on some of the big logs
and have a snack. Two year-olds don’t have the same sitting needs of older
folks and Liam was off to explore. We watched him walk off three or four feet
away and then he fell down in the sand. He lay prone for a bit and didn’t make
a sound. I decided to see what was up. As I approached him I saw he had a
little stone in each hand and that he was fascinated by them. “Poppa, help me
up”, he said. He didn’t want to let go of the stones in trying to get up solo.
They were deluxe treasures that he needed to show the group and keep. <b style="mso-bidi-font-weight: normal;">Hold onto what’s important.</b><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">As I contemplate this post, Liam is singing
“Hey Jude”.<span style="mso-spacerun: yes;"> </span>He knows all the lyrics and
sings with such joy. <span style="mso-spacerun: yes;"> </span>His favorite part
is where Paul McCartney screams out “Jude, Jude, Jude, Jude, Judy, yeaheaheah”,
and he hits all of the notes. I have always enjoyed the song and tried to
analyze it for the deeper meaning. I’m not sure Liam knows what many of the
words mean but I do know I’ve never enjoyed the song more. <b style="mso-bidi-font-weight: normal;">Sometimes the meaning isn’t important, just enjoy the experience.<o:p></o:p></b></span></div>
<div class="MsoNormal">
<br /></div>
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Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-17265591197118078452014-12-17T13:13:00.001-08:002014-12-17T13:13:47.783-08:00Sometimes Choirs Need Practice Too...My final presentation dates of the year were excellent learning opportunities for me as I spent one day with the Guidance Counselors, Special Education teachers, Student Success teachers, Social Workers, and CYC workers. We were looking at creating successful pathways with an emphasis on relationship building and connecting this to the work of schools. My point was that relationship building IS the work of schools and the group was largely in agreement. We talked about who's doing what, how they are collecting information on students, what information they are collecting, and what they are doing with the information.<br />
<br />
During a break, someone politely asked why I was preaching to the choir. I replied, "Because some of you have stopped singing." The person explained some of the struggle in getting buy-in from classroom teachers who seemed to want to be dismissive of any student who stepped outside the expected requirements for all students. These teachers were quick to send students out of class, penalize their tardy performance, and expect the specialists to “fix” them. My point is that the collective commitment of a staff has to be built by the staff. When the choir stops singing, the silence is deafening. Collegial influence backed up by evidence of progress on the part of the student will carry more weight than any inspiration I might provide.<br />
<br />
After I tweeted out the original comment, a colleague, Diane Goodman (@dianegoodman701) sent out another key reminder when she said, “and sometimes choirs sing out of sync with the director - creating noise, not music.” Another key component of collective commitment is to have the leader engaged, ensuring that the team is all using the same songbook and that the desired outcome is to make great music together.<br />
<br />
Sometimes, choirs need practice too.<br />
<div>
<br /></div>
Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com2tag:blogger.com,1999:blog-3566514794509319934.post-14419469583247149692014-11-24T17:59:00.001-08:002014-11-24T17:59:33.134-08:00Dealing With the Yeah, Buts (One at a Time)<!--[if gte mso 9]><xml>
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<!--StartFragment-->
<br />
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<span lang="EN-US">I’ve been speaking and writing a lot lately
about content versus intent. I believe we are at a period in education where we
know more about teaching and learning than ever before. I am always inspired by
what colleagues share and am learning so much from what they write. I really
think we have the knowledge base (the content) firmly in place or, at the very
least, readily available. I think our next step is to determine our intent. Do
we really want to engage in the practices and procedures, really want to implement
policies that will lead to success for all students? The common and preferred
response is yes, but lurking just beneath that are the “yeah-buts”. You all
know these and they are progress stoppers. They conclude the great dialogue as
they come just at the end of highly productive conversation. We’ve all agreed
to commit to our next first step and then it appears. Yeah, but…<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">In some recent working sessions, the focus
of the RTI conversations was around providing sufficient time for Tier 3
interventions. It was easy to agree that all students need to be proficient in
the foundational skills of literacy, numeracy, and self-regulatory behavior. In
fact, high school colleagues are often frustrated at the huge gaps that are
evident in their students who are reading significantly below grade level or
can’t do basic math. An end product of those gaps is negative behavior, often
borne out of frustration. Let’s be clear – this is not an easily resolved
issue. We aren’t able to create time and there are some constraining factors to
consider. However, it is doable as I’m working in a number of schools that have
made it happen. Conversations have led right to final piece of the puzzle
needing to be slotted in – the time question – and the yeah, but emerges something
like this. “<b>Yeah</b>, I agree the time
is really important and the students need those skills, <b>but</b> I’m not giving up my course time. ___________________________
(fill in the blank with your course) is just as important as those other ones.”<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US">This conversation is really not about the
adults. It’s really not about valuing one course over another. It is about
students and their learning needs. In some recent writing Chris Weber and I sum
it up this way:</span><br />
<i><span lang="EN-US"><br /></span></i>
<i><span lang="EN-US">We believe it’s educational malpractice to <b>NOT</b> insist upon providing Tier 3 interventions in reading, numeracy,
and behavior in place of important social studies, science, and elective
opportunities <b><span style="color: red;">WHEN</span></b><span style="color: red;"> significant deficits exist. </span>The potential outcomes
are clear:</span></i></div>
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<br />
<ul>
<li><i><span lang="EN-US">Students will not finish high school</span></i></li>
<li><i><span lang="EN-US">Or they will not fully participate in the comprehensive high school
experience</span></i></li>
<li><i><span lang="EN-US">Or they will not graduate ready for college or a skilled career</span></i></li>
<li><i><span lang="EN-US">And they will not lead a productive life</span></i></li>
</ul>
</div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<i><span lang="EN-US">…if they do not possess foundational literacy,
numeracy, and behavior skills.<o:p></o:p></span></i></div>
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<br /></div>
<span lang="EN-US" style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">It’s time to slay the “yeah, buts” one at a
time. They are impeding the progress of educators and significantly impacting
the life chances of students. Let’s use them as starting points to the
conversation not end points.</span><!--EndFragment--><br />
<div>
<span lang="EN-US" style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjw0O6N4ZglroGqbyovlkSkDaE3cMtc8M6sHkMeT8SISUIcAiE9LngpXOqZKUnIEiPEVzgfLa8IgneSgyPNkJH4F-xA8N_d1EwQ-BMwpm1BW6YBolQwWKaRqOMSGjClbMNAAn9sWlsENMsm/s1600/Unknown.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjw0O6N4ZglroGqbyovlkSkDaE3cMtc8M6sHkMeT8SISUIcAiE9LngpXOqZKUnIEiPEVzgfLa8IgneSgyPNkJH4F-xA8N_d1EwQ-BMwpm1BW6YBolQwWKaRqOMSGjClbMNAAn9sWlsENMsm/s1600/Unknown.jpeg" /></a></div>
<div style="text-align: center;">
<span lang="EN-US" style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;"><br /></span></div>
Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-45400691156307657902014-11-08T07:23:00.000-08:002014-11-08T07:23:27.817-08:00What is the Value-Added in School Today?
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<div class="MsoNormal">
<span lang="EN-US">The last month has seen extensive travel
(over 25,000 km flown) and wonderful opportunities to connect with colleagues
from all over Canada and the United States. I’ve been focusing some of my work
around the concept of “value-added” in schools today.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Let me start by saying that I believe the
value-added component for me, as a school student, was knowledge. School was
the only place you could get it and the teacher was the font of information.
Every day I went to school to get the next chunk of knowledge. That was the
life of a student BG – Before Google. Today, knowledge is the easy part as
technology has made it accessible in a variety of formats and instantly. It is
important that we continue to stress to students that it is critically
important to ascertain the veracity of the knowledge being dispensed. Just
because it is on the Internet does not necessarily make it so.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">I think the value-added today centers on
three components:</span></div>
<div class="MsoNormal">
</div>
<ul>
<li><span lang="EN-US" style="text-align: center; text-indent: -18pt;">Critical thinking,</span><span lang="EN-US" style="text-align: center; text-indent: -18pt;"> </span></li>
<li><span style="text-align: center; text-indent: -18pt;">Meaningful engagement, </span></li>
<li><span lang="EN-US" style="text-align: center; text-indent: -18pt;">and </span><span style="text-align: center; text-indent: -18pt;">Authentic collaboration.</span> </li>
</ul>
<br />
<div class="MsoNormal">
<span lang="EN-US">I’ll elaborate on each one below but first
let me suggest that it’s long past the time where school should look the same
as it did generations ago with no evidence-based justification for doing so. We
have 21<sup>st</sup> century students being instructed by 20<sup>th</sup>
century adults using 19<sup>th</sup> century pedagogy and tools on an 18<sup>th</sup>
century school calendar. We can and must do better.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Critical thinking requires a shift in both
teaching and learning. It compels teachers to move beyond the right/wrong
dichotomy that has dominated education, to exploring the uniqueness of an
alternative response that may drive more powerful connections to the material.
It compels students to be risk-takers in their learning journey and have the
confidence in their thinking to move beyond a presumed answer. A recent example
occurred with a group of teachers who were sharing an activity where two lists
were generated by the class. The first list identified methods of
transportation (car, bus, jet, bike, walking) and the second list identified
locations (school, friends, park, market, movie). The objective was to match a
transportation method with a location. One student identified jet and market.
Rather than taking a typical action and marking the answer wrong, the teacher
explored the option with the child suggesting that a jet needed space to land.
The child beamed when explaining that his uncle was a jet pilot and he knew
that a jet needed a certain amount of space to land. He further explained that
in measuring the parking area by the market he had room to spare. Activating
the child’s knowledge identified a much deeper thought process than grading his
response as wrong could ever have produced.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Engagement speaks to a need to connect the
learning with the world our students live in or experience. School should look
different in each area I visit and be contextualized to the local community.
School with high First Nations populations should embrace that culture as
should schools where technology is a big part of the region. Students need
deeper connection between the work and the world. We have to stop with the
inane math question that reads like this:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i><span lang="EN-US">Tommy brings 73 kumquats to school <o:p></o:p></span></i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i><span lang="EN-US">to share with his twelve classmates. How <o:p></o:p></span></i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i><span lang="EN-US">many kumquats does each friend receive?<o:p></o:p></span></i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i><span lang="EN-US"><br /></span></i></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSqd0ChhOnZmsbcgBQLBsImdpaSZNHuSRfst-cuVm7ZL51UKB57nybyOzeMLghC5jknAbTBT1hLRIOjDGUadOH_LTs5k1Kp3mUSpLRA8di-84MkMV5jNGMntpQKW2kba26UlW7tDqdOHcC/s1600/Unknown.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSqd0ChhOnZmsbcgBQLBsImdpaSZNHuSRfst-cuVm7ZL51UKB57nybyOzeMLghC5jknAbTBT1hLRIOjDGUadOH_LTs5k1Kp3mUSpLRA8di-84MkMV5jNGMntpQKW2kba26UlW7tDqdOHcC/s1600/Unknown.jpeg" height="133" width="200" /></a></div>
<i style="text-align: center;"><span lang="EN-US"> </span></i><br />
<div class="MsoNormal">
<span lang="EN-US">The students actually never get to the
math! Some have no idea what a kumquat is (but it’s a delightful word that they
just repeat all day and use out of context), while others wonder if he loaded
them in his backpack and got on the bus. What if the driver slammed on the
brakes? Would there be kumquat juice all over the place? Why does he think his
friends want kumquats? What class has twelve kids? There must be more
practical, real world engagements that hook the kids in their learning and deepen
the importance of the application of knowledge.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Collaboration speaks to a much deeper and
richer process than has been utilized in schools, and with which our students
are all too familiar. It has to extend beyond assigning a task to a group of
four and only checking their work upon completion of that work. In that
scenario often the most able student does not want their grade affected. After
sizing up the capacity of the rest of the members that student may determine
they are the smartest and will simply do the bulk of the work while putting all
of the names on it. Authentic collaboration is also a process that has deep
learning for all. Skills involved in engaging peers in meaningful dialogue,
recognizing strengths of others, and achieving a common goal will put our
students in good stead.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<span lang="EN-US" style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">That’s my recent thinking on today’s
value-added. I’d love to hear your thoughts on the three I’ve listed and would
especially appreciate any additions or extensions you might have. </span><!--EndFragment--><div>
<span lang="EN-US" style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNhTcUpvN7kw3Uf1EEfgRqoBxP7_WGZU-wGTT2w2LOaCgKfxo0GujtyKCcvaPXHnIKF12EuzeDOmNGmkqE88VRP1b4X9Dc3ByNsSap6iNpyFzQ5cHmHyiNlDzFITGILNQ7qmi8HJQOwVMm/s1600/Unknown-1.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNhTcUpvN7kw3Uf1EEfgRqoBxP7_WGZU-wGTT2w2LOaCgKfxo0GujtyKCcvaPXHnIKF12EuzeDOmNGmkqE88VRP1b4X9Dc3ByNsSap6iNpyFzQ5cHmHyiNlDzFITGILNQ7qmi8HJQOwVMm/s1600/Unknown-1.jpeg" /></a></div>
<div style="text-align: center;">
<span lang="EN-US" style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;"><br /></span></div>
Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-28453946788796239672014-10-24T04:15:00.002-07:002014-10-24T04:15:55.895-07:00I Lost A Friend...As I write this sitting in my hotel room in Halifax I am leaving myself open to the emotions that have been washing over me since first hearing of the news of the passing of my dear friend Wayne Hulley. There is not a single word, like friend, that can truly capture all that he meant, and yet so many words are jumbling around in my head as I think of all he meant. I won't purport to know the impact he had on others but I'll hazard a guess it was as profound and meaningful as his presence in my life was (and will continue to be).<br />
<br />
It is somewhat apt that I am crafting this in a Halifax hotel room as it was in this glorious city that I (alongside Charlie Coleman) took my first step into the world of conference presentations and working with colleagues around twenty years ago. I only took that first step because Wayne believed in me and believed I had a message to share. My hesitation was evident as I chatted with him about what to expect and about what a ridiculous notion I had about thinking my words would be interesting to anyone. He reminded me to be myself, to share only what I truly believed and lived, to build relationships, and to have fun. With Wayne it was always important to have fun.<br />
<br />
The tears I am shedding are caused in equal measure by the loss I am feeling and the laughter that emanates when I think of the stories he shared. I think I know every Wayne story by heart and yet he always produced the gales of laughter in his telling (and retelling) of each detail. He was one of this nation's most gifted storytellers. I will truly miss that aspect.<br />
<br />
We last talked in person a little more than a year ago and we both knew that his time was much more measured that either of us hoped for or wanted to believe. As he headed for the door he asked me to walk with him. When we got to a less public space we spoke openly and he shared some words that will remain private but will be forever treasured. We embraced for just a little longer than was our custom and wished each other the best.<br />
<br />
I am relieved that his struggles are over and his body is no longer wracked with the pain that the scourge known as cancer, brought. I am saddened for his family knowing how important they were to him. I am blessed to have known him and have him enter my life when I needed him the most. His faith was important to him and I know the denizens of Heaven will be regaled with the finest stories and the finest storyteller I had the privilege to know. Rest well my friend.<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSvdcjtIYeFP_Fu79TKHKt4TajOyow8Tr7pvIOfUue0IYuuX1jjJK6UtGDuWr8dnfJTsE82ehJHLXis95CVlUVfOxruNdCD4b6-Gh_fnXhlg5vaiGDgi8f4DTQ1mielpJkhiku53I56_rb/s1600/Hulley.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSvdcjtIYeFP_Fu79TKHKt4TajOyow8Tr7pvIOfUue0IYuuX1jjJK6UtGDuWr8dnfJTsE82ehJHLXis95CVlUVfOxruNdCD4b6-Gh_fnXhlg5vaiGDgi8f4DTQ1mielpJkhiku53I56_rb/s1600/Hulley.jpeg" /></a></div>
<div style="text-align: center;">
<br /></div>
Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com4tag:blogger.com,1999:blog-3566514794509319934.post-47279846213102542622014-10-15T04:47:00.001-07:002014-10-15T04:47:34.812-07:00Marathons and Classrooms<div class="MsoNormal">
<span lang="EN-US">I just completed my 47<sup>th</sup>
marathon in Chicago this past Sunday and that distance give you lots of time to
think. My analysis of the race this year focused on the similarities between
the field of 45,000 runners, and the students that come to school and populate
our classrooms.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">As I watched the runners all around me, I
noticed a variety of approaches to running styles. Some had longer stride
length while others seemed to have foot strikes at twice the pace of mine.
There were runners carrying elbows high and others who seemed to have their
arms by their sides. One woman ran with a video camera mounted to her hat and
had such a backward lean that I could only imagine the pain that would cause.
Runners were guided by their pace wrist bands or watches or their internal
clocks. I saw two runners with carbon fiber legs. Some runners had many layers
of clothing on while at least two men were running shirtless. I ran past
costumed runners and runners supporting their favorite charities. I saw three
runners whose visual impairment meant they had guides running the course with
them offering key information at the appropriate times.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">As I think about the students coming to our
schools, I know there are a variety of approaches to learning styles. Some are
more proficient in math than language arts. Some are beyond others in the
technology aspects but may lag in another academic area. Learners might be
guided by their internal organizational skills or may need agendas created for
them. Some may have physical restrictions that they have overcome personally
while others may need additional human support. Students’ learning levels may
be readily visible to the naked eye, or may be buried under deep layers. All
students will require feedback at appropriate times along the way.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">The spectator support along the way made
every runner feel like a champion. Signs and cheers amused and elevated
participants (as an aside my favorite sign read “Worst Parade Ever”) as they
pushed past each kilometer marker successfully. In our schools, descriptive
feedback could make every student feel like an academic champion. Acknowledging
the skills, providing supports, and believing that every learner can will get
them past each grade marker successfully. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Some runners were able to maintain a
consistent pace throughout the course, while others had varied pace depending
on aspects of the course, their energy level at the moment, or stopping to take
on fuel. The fastest runner in the field completed the race more than six hours
ahead of the last person to cross the finish line and I’m sure each had a
different perception of the course. Some students are able to maintain a
consistent pace throughout their school career and stay on grade level. Others
are accelerated and exceed expectations ahead of their peers while others
struggle to gain proficiency and may need more time or a different strategy to
master the hard spots. Some of our students get tired and may also need more
fuel. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US" style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">The end goal for anyone who enters a marathon is
to cross the finish line 42.2 kilometers later. The end goal for any student
entering school in Kindergarten is to cross the stage 13 years later. Just as anyone can enter a marathon
regardless of ability level, our schools take all students regardless of their
background. Some runners needed to slow down their pace or needed additional
support (friends running alongside or extra food sources) to complete their
race. Students may also need to adjust their pace or require educators learning
alongside. The bottom line is this – regardless of the actual marathon event or
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cross with arms raised feeling like the champion they truly are.</span><!--EndFragment-->
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Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com1tag:blogger.com,1999:blog-3566514794509319934.post-61947662081101626692014-09-22T06:01:00.000-07:002014-09-22T06:02:47.048-07:00A Fact Checker for Social Media?<div class="MsoNormal">
<span lang="EN-US">I have to confess – I am now using social
media outlets as my first source of information when I’m needing updates or
just breaking news. I’ve consumed it readily and rapidly without exercising
much discretion. Recently, however, I’ve come to realize that perhaps we need a
fact checker as I believe the levels of manipulation (yes, I’ve intentionally
used that strong and powerful word) have reached new highs (or is that lows?)
in an effort to play on emotions and get folks polarized while being denied the
whole truth. Now, you might argue that people ought to be more discerning and
use multiple sources, but for many the harried pace of life means the “news”
comes in the easiest, most convenient format. And what’s easier than a 140-character
tweet? Couple that with the emotion of the moment, and the veracity of the
comment becomes less important than the comment itself. Using data that might
fit for an extreme situation, sharing half-truths, passing on rumors, and name
distortion were all in full view recently. None of which serve to elevate the
debate and allow the focus to be on genuine concerns. That’s the real loss in
the world of quick opinions and choosing camps.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US">In the absence of a fact checking option,
perhaps it might be wise to revisit what I used to do before the explosion of
social media. I had a file labeled “letters never sent”. At times, my emotions
and upset at a current event or individual would get the best of me and I would
write a torrent stream largely driven by emotion and often biased by my own
views of the world. The process was remarkably therapeutic! I also knew at the
end of the crafting of my marvelous tome, it was best to sleep on it. More
often than not, the passing hours allowed for a clarity that was previously
missing, to calm my emotions, lift the fog off my thinking, and allow for a
more productive solution to appear. Over time the file did grow, and after a
time lag, many of the letters were shredded. I preserved some relationships
that would have been lost, or at least severely compromised, that were
important for my work and me. <o:p></o:p></span></div>
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instant solutions and instant viewpoints. While that may feed the “social media
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productive thinking and creative problem solving. Emotion should not come at
the price of passion. </span><!--EndFragment--><br />
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Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-6418465354493002702014-08-30T00:50:00.001-07:002014-08-30T00:50:40.552-07:00There’s Really Only One R to Focus On…<div class="MsoNormal">
<span lang="EN-US">Throughout the history of education we’ve
heard about the importance of the three R’s (even though only one of the words
actually starts with an R!) as the foundation of good schooling. As the last
long weekend of summer break is upon us and every student will be in classes
next week, I think it’s time to focus on the one R that really drives the
success of any school and helps every student reach their full potential –
relationships.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">The past two weeks have seen me work with
educators in Barrington IL, Listuguj QC, Richland Hills TX, Brussels WI, and
Oglala SD (I’m guessing many of you have not been to even two of these communities) and
each place is doing some great work with students. As we collectively created
plans for each school’s next first step, we kept coming back to the most
important R. It is the building of relationships with every student that
propels them to higher levels of success. The model of the Significant 72
(first three days of school spent focused on relationship building) that began
in SD 68 in Woodridge, IL provided strong evidence of the efficacy of this
approach. Having every student knowing they have an adult champion in their
school is powerful stuff. And here’s an added bonus – it also improved the
relationships for the adults.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">One of the things I’ve learned after 30
years as an educator is that the kids that challenge us the most, need us the
most. They may not be able to articulate that need or may even give signals
that indicate the opposite. It’s often a function of the layers of hurt or worse,
which insulate them from pain but also make it challenging for the
compassionate and caring educator to break through. <o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US">Our focus, as another school year gets
underway, should be to have every student know that at least one adult in the
building will be there for them. Welcome back!<o:p></o:p></span></div>
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<span lang="EN-US"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNlRkt60ktEjMPXRa8-eVKAWusKTAydSW5Vs8i8Jc9Cq-EHu_7_bpFKk0EJzpJx8atGU1BpyPSydCLQqaDXlSWrxCkhfoYK-kecUrETAVrqkUupP8fjwYW4RRFRnzW9iDnAd2DP7C-i8vs/s1600/images.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNlRkt60ktEjMPXRa8-eVKAWusKTAydSW5Vs8i8Jc9Cq-EHu_7_bpFKk0EJzpJx8atGU1BpyPSydCLQqaDXlSWrxCkhfoYK-kecUrETAVrqkUupP8fjwYW4RRFRnzW9iDnAd2DP7C-i8vs/s1600/images.jpeg" /></a></div>
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<span lang="EN-US"><br /></span></div>
Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-52864583153090007532014-08-18T06:27:00.000-07:002014-08-18T06:27:09.717-07:00Connecting the Dots<div class="MsoNormal">
<span lang="EN-US">I enjoy so many aspects of my current work
world and I believe that enjoyment is largely driven by the variety of
educators I’ve been able to meet and their contributions to my knowledge base.
I’ve had so many unique perspectives shared that I otherwise would not have
encountered or imagined and that stretching has been a real bonus.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US">I also know that the more intentional and
connected we can make the work, the less it seems like work and, instead, just
the way educators do their daily job inspiring students. Stress, anxiety,
disinterest, and burnout happen when we work at things that are unrelated and
imposed on us – things we don’t care about.<span style="mso-spacerun: yes;">
</span>Working hard at things we love, things that are connected and
interrelated, leads to passion. Last week served as a reminder of this as I
watched educators take part in a three-day forum that was both layered from day
one to day three, and connected to the work that they had been participating in
over the last couple of years. Hearing them share the connections reminded me
that our learning as adults needs to mirror the learning we are striving for
with our students. Rather than a random collection of disparate facts, deep and
engaging learning that builds bridges to prior knowledge should be our goal in
professional development.<o:p></o:p></span></div>
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Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-45765537834718542014-08-11T21:14:00.003-07:002014-08-11T21:14:58.892-07:00New-Old Learning
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<i><span lang="EN-US">When the student is ready, the teacher will appear.<o:p></o:p></span></i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">This line has been attributed to various
sources and I have not tracked the origin with any authenticity. It’s not mine
but it did come to me during some recent work sessions. As I was talking with
educators about their summer and the various professional growth activities
they engaged in, I heard many variations of what I’m calling “new old
learning”. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">This is the type of learning that appears
to be new, as an idea or concept gets shared by a different voice. It fires up
the enthusiasm and it’s only upon reflection that a nagging thought occurs that
you may have heard the information before. It’s very likely that you did but
you just weren’t at that readiness phase in your knowledge level or practice
where it may have made sense. Now your experience and deepening knowledge has
allowed the idea to click into place in the myriad of information stored in
your head. Oftentimes the realization does not occur until the “new” learning
is shared with colleagues and then the familiarity surfaces and it’s actually new
old learning.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Now, think about this in terms of the
learning of students in school. It may be that they are not ready for today’s
lesson today. Perhaps they need to reorganize the building blocks in their
heads to have the new piece of information click in. Perhaps they are missing
some of the key building blocks and need to acquire them before the new piece
can click in. Their readiness will be determined by many factors, some of which
are outside our control. What is in our control is that we appear when they are
ready.<o:p></o:p></span></div>
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<span lang="EN-US"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4Q-aJHeEnJfI9U_ymzZ6XOf0zw8PhcJHYsQQktBMslEvNWJvwktSsO-fGByDJCIrRwQZVBz4pdLLrNV_Jz8mdUAunq4lhMvSF8mbOEQXc2oT4uZThYBoPCpP_mVOjMp_-36l1kA3ZCWmW/s1600/im-ready-to-learn_coloring_page_png_468x609_q85.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4Q-aJHeEnJfI9U_ymzZ6XOf0zw8PhcJHYsQQktBMslEvNWJvwktSsO-fGByDJCIrRwQZVBz4pdLLrNV_Jz8mdUAunq4lhMvSF8mbOEQXc2oT4uZThYBoPCpP_mVOjMp_-36l1kA3ZCWmW/s1600/im-ready-to-learn_coloring_page_png_468x609_q85.jpg" height="200" width="154" /></a></div>
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<span lang="EN-US"><br /></span></div>
<!--EndFragment-->Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-46745909487364924952014-08-04T10:37:00.000-07:002014-08-04T10:37:01.508-07:00Perfect is the Enemy of Progress<div class="MsoNormal">
<span lang="EN-US">Many of you are familiar with the work of
Jim Collins and one of his quotes that “good is the enemy of great”. Last week
Chris Weber (@Chi_educate) and I were talking about a new writing project, and
reflecting on some of the work we are doing with schools on RTI. When the
question of why some sites continue to struggle came up, Chris suggested that
“perfect is the enemy of progress.”<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">As we talked a little further, the notion
really resonated. How often do we wait in schools for the perfect time, the
perfect conditions, the perfect budget, the perfect student? While this plan
might work if we were building things on an assembly line, we’re dealing with
humans and all of the frailties – theirs and ours – contained therein. We
haven’t got the time to wait for perfect before intervening, both remediating
and extending, in the lives of students.<o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US" style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">The notion of Ready, Aim, Fire seems to get
stuck at Ready, Aim, wait, there’s a budget announcement, wait, there’s a new
program, wait, there’s new kids, wait, these parents aren’t as supportive as
our previous ones, wait… And we never get to the action of actually intervening
in a timely fashion. Perhaps it ought to be Ready, Fire, Aim as Peters and
Waterman suggested in 1982 and expanded on by Fullan in 2011. Our work with
educators reminds us that we are working with thoughtful, intelligent people
who have the students’ best interests at heart most often. If a plan is put in
place based on the best information currently on hand, then let’s Fire. At the
very least we’ll get data that we can act on. Did we get the right intervention
as measured by progress towards the target at a rate that’s adequate? If we
didn’t, what did we learn about the intervention? Was it frequent enough? Long
enough? Did the student possess the skill level to </span><span style="font-family: Cambria; font-size: 12pt;">realize the full impact? Did
the adult? We need to accept that sometimes our best-laid plans may go awry. If
we pledge to learn from that, we’ll still be further ahead than the long delays
that have resulted in learning gaps for students not being closed but instead
being increased. Let’s aim for progress and work on perfecting that as we are
doing the work.</span><br />
<span style="font-family: Cambria; font-size: 12pt;"><br /></span>
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Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-31735965353753954852014-07-28T07:22:00.002-07:002014-07-28T07:22:52.186-07:00Leaders Wanted!
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<i><span lang="EN-US" style="color: #131313; font-family: Georgia; font-size: 14.0pt; mso-bidi-font-family: Georgia;">“If your actions inspire others to
dream more, learn more, <o:p></o:p></span></i></div>
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<i><span lang="EN-US" style="color: #131313; font-family: Georgia; font-size: 14.0pt; mso-bidi-font-family: Georgia;">do more and become more, you are a
leader.”<o:p></o:p></span></i></div>
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<i><span lang="EN-US" style="color: #131313; font-family: Georgia; font-size: 14.0pt; mso-bidi-font-family: Georgia;">(Sinek, Leaders Eat Last)<o:p></o:p></span></i></div>
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<br /></div>
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<span lang="EN-US" style="color: #131313; font-family: Georgia; font-size: 14.0pt; mso-bidi-font-family: Georgia;">I’ve been spending a lot of time
lately talking about leadership, working with leaders wanting to hone their
skills, and in the company of future leaders. A lot of the dialogue brought me
back to this quote from Simon Sinek in his latest book. What is it about
leadership that separates a leader from a survivor? We’ve all seen both,
regardless of whether you are an educator (as I know many of the followers of
this blog are) or lead in your profession. <o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US" style="color: #131313; font-family: Georgia; font-size: 14.0pt; mso-bidi-font-family: Georgia;">Leaders are driven by
responsibility and the capacity to assist others to reach their full potential.
Survivors are interested in self, the trappings of the role, and in directing others
to get better. The essence of leadership is distilled in the fine line between
courage and self-doubt – courage to take bold actions and engender collective
commitment balanced by self-doubt that causes the leader to continually reflect
on decisions made, and adjust them as conditions indicate. True leadership is
also the response to this question: How many leaders did you leave behind? If
leading is just a function of an individual and the organization is lost once
that person moves on, it’s more likely you’ve been led by a survivor in leader’s
clothing.<o:p></o:p></span></div>
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<br /></div>
<span lang="EN-US" style="color: #131313; font-family: Georgia; font-size: 14.0pt; mso-ansi-language: EN-US; mso-bidi-font-family: Georgia; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;">I’m going to be exploring the notion of leader/survivor further in an
anthology with a dozen colleagues who will all bring their unique perspectives
to the leadership conundrum. I know they’ll produce some fascinating insights
and I can’t wait to share their work with you.</span><!--EndFragment--><div>
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Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-89401344102879662462014-07-21T07:24:00.001-07:002014-07-21T07:24:59.629-07:00That's A Great Question!<div align="center" class="MsoNormal" style="text-align: center;">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US">It is not the answer that enlightens, but the
question.<o:p></o:p></span></i></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US">As I travel across the United States and
Canada, I’m often reminded of how fortunate I am as an educator to have the
variety of learning experiences I get to enjoy. While I’m often in the position
of facilitating the learning of others or giving a keynote address, I take
every opportunity to learn from the educators I’m working with. And a lot of
the learning happens in the questions posed – both to me and to their peers as
the collaborative efforts continue. The quote from Romanian playwright Eugene
Ionesco resonates for that reason.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Oftentimes the questions posed cause us to
move out of our comfort zone and stretch our thinking. If that’s attached to
presuming positive intention on the part of the questioner (they are asking out
of a gap in their knowledge, not to embarrass someone), the exercise becomes
even more powerful. Context is important in all of the work we do – and it can
also be a curse if it serves as a limitation to one’s knowledge. I know what I
know and it’s familiar ground. Having others enlighten me with what they know
is always appreciated especially when it’s delivered with the intention to
build bridges over the knowledge gaps we all possess.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Questions are powerful tools. They can
ignite hope and lead to new insights. Questions are a great way to stimulate
thinking. In our profession there are variables that sometimes seem so
overwhelming that they limit our thinking and preclude achieving solutions.
Reframing these situations as questions is an excellent way to instantly change
the way we feel and to work towards achieving a solution. All because someone
asked a question that got others thinking about the challenge in a different
way. <o:p></o:p></span></div>
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<span lang="EN-US">Thanks for all of the questions. Keep them coming!<o:p></o:p></span></div>
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<span lang="EN-US"><br /></span></div>
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Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com2tag:blogger.com,1999:blog-3566514794509319934.post-3980834712629794522014-07-15T05:19:00.001-07:002014-07-15T16:20:06.895-07:00Learn to be Still (Summer Shorts Series)<div class="MsoNormal" style="text-align: left;">
<i style="mso-bidi-font-style: normal;"><span lang="EN-US">It's summer and I'm back to writing blog posts. Brian Barry (@Nunavut_Tweeter) suggested that in summer it was good to keep posts short and from that moment I started the "Summer Shorts" series of posts. Hope you'll enjoy them.</span></i></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-US">And someday you will<o:p></o:p></span></i></div>
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<span lang="EN-US"><span style="mso-tab-count: 1;"> </span>I
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at home. I’m now heading back on the road to work with colleagues. While I have
been enjoying the musings of others, I haven’t written a post. I’ve been
reminded of the lyrics to the Eagles song that titles this post, as it is a
growth area for me. I’m just not very good at being still. My wife shares that
I have two speeds – flat out and flat out (as in prone and asleep). So,
apparently I have some work to do in this department.<o:p></o:p></span></div>
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<div class="MsoNormal">
<span lang="EN-US"><span style="mso-tab-count: 1;"> </span>I
know a lot is made of the need to achieve a work-life balance and I’m not about
to diminish that as a goal. I just think it might look a little different for
each person. For example, I’ve come to realize that I’m not wired to lie on the
beach for a week and enjoy myself. I’m good for two or three days (and really
value the rest and recharge opportunity) and then I want to rearrange the
towels on the beach or rake the sand on the beach. Pushing to relax more
actually creates more tension and unrest for me. The balance comes in how I use
some of the down time and I realize it might seem too busy for others, and
that’s okay. I try to run five days a week and usually alone with my thoughts.
I find this time quite energizing even when it goes beyond an hour. I like to
write, and the process of creating books inspires me, as I research and get to
read the quality works of others. My down time looks busier than might be
desired by others and it is shaped by what I need. So while I’ve enjoyed this
time of rest, I’ve recorded a number of webinars, worked on a training manual
for a book Chris Weber and I just had published, and furthered some planning
steps for an anthology I’m creating with the help of some really smart
educators. It feels like a nice balance for me right now. I’ll concede that it
may change, as I get older. I also know that there will be a time when I’m
still. I’m just not there yet! <o:p></o:p></span></div>
Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-3476758238009872532014-06-02T12:16:00.001-07:002014-06-02T12:16:12.252-07:00But, in the Real World...
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There
is an issue that comes up regularly when I am working with educators and it
revolves around the issue of second chance. More often than not, the defense
for not giving students a second chance identifies the title of this post.
Those who are adamantly opposed speak as if, in the real world, there is no
opportunity to demonstrate knowledge and/or learning after the first attempt.
The examples that contradict that belief would fill up this post and more. It
is seemingly dichotomous to state a belief that all students can learn and pair
it up with “on the first opportunity”. Chris Weber and I tackle this thorny
issue in our upcoming book “RTI Roadmap for School Leaders: Plan and Go”
thusly:<o:p></o:p></div>
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<br /></div>
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<i>Educators have an important
decision to make, because a firm commitment to all students learning at high
levels and a firm commitment to only one chance to demonstrate that learning
are entirely incompatible. We all recognize, as parents, caregivers, and/or
teachers, that children rarely learn at the same rate and in the same manner.
To terminate instruction at an arbitrary date and suggest that learning of that
content is at an end, and the one-time opportunity to demonstrate mastery is
upon us, defies all logic. But what about teaching responsibility? It is our
position that responsibility is better taught by demanding that students
persevere until they succeed than by giving them only one chance to do so. What
are we teaching students when we communicate that they don’t have to actually
learn the content being assessed once they’ve failed that first test—that they
are off the hook and need not keep trying? Does it not teach responsibility
when we demand that students keep up with the new content and receive
additional support on the old content until they reach the level of
understanding needed for them to be successful? We are teaching children
perseverance; we are insisting that they learn how to learn, and continuously
strive to improve.<o:p></o:p></i></div>
<div class="MsoNormal">
<br /></div>
<span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;">In the real world folks are expected to learn
and grow, to get better at what they do as they continue to do it. We want this
next generation of learners to persevere as they make the transition to life
beyond the walls of their neighborhood school, to gain proficiency in skills
not content, and to conceptually process the learning, not simply be on a quest
for the right answer the first time. I know that when <b>FAIL</b> is defined as <b>F</b>irst
<b>A</b>ttempt <b>I</b>n <b>L</b>earning, the
learning will continue to happen. When it’s defined as an arbitrary cutoff,
we’ll lose many potential growth opportunities. </span><!--EndFragment--><div>
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<img height="320" src="webkit-fake-url://E94D0BC5-6241-4141-99F1-31B4CFEFF28B/image.tiff" width="212" /></div>
Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-14508722314710448922014-05-26T07:56:00.001-07:002014-05-26T07:56:54.764-07:00The People In Your Neighborhood<div align="center" class="MsoNormal" style="text-align: center;">
<i>Oh, who are the people in your neighborhood? </i></div>
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Some of you will recognize the
line from a song that Bob McGrath often sang on Sesame Street. It’s been
kicking around in my head this weekend as I reflect on the conclusion to my
work with the educators in Fontana USD. I had the pleasure of working with the
group for thirty-six days over the last year and appreciate all of the learning
that took place. The ELA design team members (3-4 teachers from each grade
level) were very thoughtful and worked incredibly hard during our time
together. I was touched by their support and generosity on our last day and was
tickled when the grade four team showed up in these shirts:<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis37hYBFXC7I94X6WOULzIyxVjqc1A_iKjyViK_P2TxS5MxHSVMdS_uK7sx-iH2nmhvnMUWOZLJ1rzkRHSynhBfnHoIkXNzeXkTJ62JsDk-TC6rEmMrup-nxe5wqWDYEFUWS5BqFsmyzxM/s1600/IMG_20140520_080518.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis37hYBFXC7I94X6WOULzIyxVjqc1A_iKjyViK_P2TxS5MxHSVMdS_uK7sx-iH2nmhvnMUWOZLJ1rzkRHSynhBfnHoIkXNzeXkTJ62JsDk-TC6rEmMrup-nxe5wqWDYEFUWS5BqFsmyzxM/s1600/IMG_20140520_080518.jpg" height="240" width="320" /></a></div>
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The local leaders included two
teachers-on-assignment and a district person and I can’t thank Jackie,
Jeanette, and Tammy enough for their amazing support on all of the days I was
in the district. These types of long-term contracts also mean a lot of travel
and hotel nights that brought some familiar faces into my life on each trip.
Let me introduce some of them to you:<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Shawn and Miss Robin</b> – these two work for the Budget Car Rental
outlet in the Ontario airport. Shawn always had my paperwork ready when I
arrived which expedited the process. When you arrive late at night, every
minute saved seems like a gift. Miss Robin generally was the person who took
the car back in and was very efficient and ensured I got to the shuttle bus
before it left. She always had a quick story and a smile. On my last visit she
let me know she was working her last shift, as she needed a job that took her
away from all of the outdoor heat. <o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Michelle, Vivianna, and Arturo</b> - these three work at the front desk
of the Hilton Garden Inn in Fontana. The two ladies always seemed to be at the
desk when I arrived (usually a Sunday night) and always greeted me with a smile
and warm welcome. They assisted me whenever I needed copying, mailing, or
scanning to be done. Michelle told me about being one of seven daughters and we
shared a laugh about what that must have been like for her Dad. Vivianna
actually apologized for missing one of my arrivals. Her reason? She took her
son to Disneyland for his birthday and added an extra day to the trip. Arturo
always was at the desk when I departed and he never failed to wish me a great
day and express how he looked forward to my next visit.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Diana and Michelle 2 </b>– these two were always my dinner servers. I
think I went through the hotel menu three times and they always let me know
what was good that night (or what to avoid). I also was able to just order off
the menu and able to score the best screen to watch hockey (a rare treat when
I’m travelling in the US). They shared stories about their work and how much
they enjoyed the interactions. It was evident from my vantage point that they
really meant it.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Dave </b>– this man sat outside the entrance to a shopping mall that I
often ran by jingling his coffee cup looking for spare change. Every time I ran
by he had encouraging words or a question to ask. I planned my last run to go
by his spot at the regular time and was disappointed to not have the chance to
say goodbye.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Lucy and Ingemar – </b>this husband and wife team own and operate the
restaurant that was just across the street from the board office and that
became my regular lunch hangout. My first few visits were spent sampling
various items on the menu before Ingemar suggested I try the carne asada tacos.
Three small tacos and rice were the perfect midday pick-me-up and I was hooked
for every subsequent visit. I would hardly have set a foot in the door when
Ingemar would already start preparing my lunch and Lucy had my drink (pina) and
bill ready. My last lunch there was a nice moment as we all shook hands and
said our goodbyes and shared mutual appreciation.<o:p></o:p></div>
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Travel (flights and hotels) has
become the least enjoyable part of this work. While I realize how fortunate I
am to have this role, it really is about the connections I make with people I’m
working with and the people who help to make the necessary evil of travel all the
more manageable. And by the way, all of these people that I’ve met along the
journeys – their future forms are sitting in your classrooms today. It’s why
relationships matter in schools today and in the next steps our students take
in their lives.<o:p></o:p></div>
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<i style="mso-bidi-font-style: normal;">Say, who are the people in your neighborhood? <o:p></o:p></i></div>
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<i style="mso-bidi-font-style: normal;">The people that you meet each day.</i><o:p></o:p></div>
Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-87611455499306359072014-05-19T07:21:00.000-07:002014-05-19T07:23:17.380-07:00“We’re here to watch the game, not to have fun.” Last Saturday I had the chance to go to Wrigley Field for the first time and watch a Cubs game with three friends. It was an afternoon game and they decided I needed the full experience so we were going to make a day of it including taking the train and the Red Line subway. We arrived early and they took me all around the neighborhood to soak up the atmosphere. I bought a Cubs hat and we made sure we took group photos by signs indicating it was the 100th anniversary of the ballpark. We arrived to our seats about ten minutes before game time and were pretty animated about the game and the prospects of the home team against the first place Brewers. The day was not a cold as predicted and I was settling in for what I anticipated would be an awesome experience. All around us people seemed to be soaking up the experience in a similar fashion and there was a positive vibe around the stadium - in all places except the two seats in front of us. An older man and woman were there and were not talking to each other, let alone anyone else. Finally, just prior to the opening pitch, the woman turned around and uttered the words that appear as the title of this post. I was a little surprised and asked her if it was possible to do both. I received no reply from either of them. Various thoughts raced through my head as their words and actions seemed incongruent with the majority of the fans around us – fans that appeared interested in the game AND in having fun.<br />
<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVvsPKQIwxcnuy0V1JPVREaMeN9iQZvlg_ZCOe3eSfqRGNgUZkZBc5ZqIKd2LKAVLc_sEOrdIQGZwiX2xgqXSDCm3ds3PL8pVKWTmetHgHsl0zAzo4j7fRRLzu3x6t9pyxeqpaHDCZmb6W/s1600/Group+Photo.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVvsPKQIwxcnuy0V1JPVREaMeN9iQZvlg_ZCOe3eSfqRGNgUZkZBc5ZqIKd2LKAVLc_sEOrdIQGZwiX2xgqXSDCm3ds3PL8pVKWTmetHgHsl0zAzo4j7fRRLzu3x6t9pyxeqpaHDCZmb6W/s1600/Group+Photo.JPG" height="240" width="320" /></a></div>
<div style="text-align: center;">
<br /></div>
<span style="white-space: pre;"> </span>The first connected thought for me was a recollection of a similar phrase that a workshop participant had shared with me the previous week when I was stressing the need for higher levels of student engagement in our schools as a way to increase results. “My job is to teach them content, not to entertain them. No one at college is going to care if they are bored” is how this teacher summed up what we ought to be focusing on. This despite the notion that a lack of student motivation and engagement is commonly mentioned as the reason for student difficulties, and as the reason for the failure of improvement efforts. Chris Weber and I make this point in our upcoming book, RTI Roadmap,<br />
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<span style="mso-bidi-font-family: "Times New Roman";">“Students are motivated and
engaged when they believe<o:p></o:p></span></div>
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<span style="mso-bidi-font-family: "Times New Roman";">that standards are relevant,
when they have choice, when<o:p></o:p></span></div>
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<span style="mso-bidi-font-family: "Times New Roman";">they have relationships with teachers,
when they have<o:p></o:p></span></div>
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<span style="mso-bidi-font-family: "Times New Roman";">opportunities to collaborate
with peers, when teachers<o:p></o:p></span></div>
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<span style="mso-bidi-font-family: "Times New Roman";">model effective social and
academic behaviors, and when<o:p></o:p></span></div>
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<span style="mso-bidi-font-family: "Times New Roman";">schools nurture a growth
mindset.”<o:p></o:p></span></div>
<br />
We can have a significant impact on student motivation if we accept responsibility for engaging students. We need to get away from measuring success simply by what we do as educators and more towards what they receive as students and learners. I knew my challenge at the ballpark was similar. There had to be a way to engage the folks in front of us and build a positive connection.<br />
<span style="white-space: pre;"> </span>I watched both the game and the two people for the first couple of innings and noticed that they seemed to know a lot of the people working at the ballpark as well as some of the other fans in our section. I knew he would have a lot of stories to tell and at an appropriate moment, I tapped him on the shoulder and asked him to share his favorite Wrigley moment. He gave me a look that I initially interpreted as annoyance but was merely him running through his memory bank. He told me he was likely one of the few people there who had been to the park the last time the Cubs were in the World Series. “Granted”, he said, “I was only 18 months old and in a stroller, but I was here!” He had lots to share over the next while and I enjoyed his anecdotes. His favorite player was not one of the big starts that have dotted the rosters over the years but a player who hung around and signed autographs. He recalled when they were just regular people who had other jobs when they weren’t on the field. His friend now also began sharing stories about her trips to the park. They weren’t married but she gave her night game tickets to his wife because she didn’t feel safe coming to the games alone at night anymore. My friends were also participating in the conversation and equally captured by the identification of favorite moments and players. The game seemed to fly by and we were all celebrating the Cubs win (a rarity this season) and the other three went down to field level to connect with some other acquaintances. I hung around for a few second longer and thanked my 70-year old historian for sharing his memories. He said it was great for him as well because his short-term memory was gone (“I can’t remember the first inning by the end of the game”) and it was nice to recall some highlights.<br />
<span style="white-space: pre;"> </span>The connections for me in these two situations are that we can’t opt out based on the initial response. At the park we could have been grumpy right back at the two folks in front of us and everything would have spiraled down from there. I certainly would not have had nearly the same awesome experience. In the classroom, we can’t take our students’ lack of engagement as their final position either. We’ve got to find the ways to connect them and leverage that into a positive learning experience. In both cases, we need to act not react.<br />
<div>
<br /></div>
Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com2tag:blogger.com,1999:blog-3566514794509319934.post-75675152081872456492014-05-12T07:32:00.000-07:002014-05-12T07:32:54.331-07:00Collaboration - Helping Smart People Get Smarter<!--[if gte mso 9]><xml>
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<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgISfokv151VKd1aL-_e6APNo2-WP0ssPaeIPv0roLuqLO76gHOuvKLFLCBh3XvTcQkJO3wDcMgxzt0FxlY0dxz5uPXbsreiyehYZccNApcSWWyIQoZDzpgbpbAgBS5VblQ0sczitX_42nR/s1600/collaboration-2-2-5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgISfokv151VKd1aL-_e6APNo2-WP0ssPaeIPv0roLuqLO76gHOuvKLFLCBh3XvTcQkJO3wDcMgxzt0FxlY0dxz5uPXbsreiyehYZccNApcSWWyIQoZDzpgbpbAgBS5VblQ0sczitX_42nR/s1600/collaboration-2-2-5.jpg" height="200" width="200" /></a></div>
<div class="MsoNormal" style="text-align: center; text-indent: 36pt;">
<br /></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
<br /></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
A lot of my work involves
facilitating groups as they develop curricular units of study, assessments, and
RTI processes. I am often reminded of how rarely schools and districts
structure time for educators to get together and do this type of planning unless
it is for this type of professional development activity. As a result many are
missing out on one of the most powerful strategies they could be utilizing. The
true power of a school team and its’ very success is realized when we hold
every individual accountable for their expertise. Every person on a staff has a
piece of the answer; every person is a part of the whole.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
I have come to appreciate how
difficult the process of working together truly is. It gets magnified when the
people assigned to a team don’t work together in their daily lives but have
volunteered to be part of a district team creating curricular units of study.
I’ve recognized a pattern that emerges almost without fail when these groups
begin their quality work. Oftentimes we begin with a two-day session where
highly qualified educators come together to do some planning. The groups always
start out being very congenial and engaging in positive support. It’s evident
that this is the awkward, surface nicety that we tend to display as the feeling
out process is in full swing. All ideas are embraced as good and productive and
there is little, if any, dissent. I’ve recognized this as a warning sign. The
first day tends to conclude with more of the same congeniality but it appears
to be a little more forced.<o:p></o:p></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
Day two begins with a new energy
and more congeniality until the mid-point of the morning. The room tends to get
quieter and the conversations tend to become a bit more stilted and forced.
There is a palpable tension in the room and the silent thought bubbles in many
heads speak of frustration and concern that the others at the table “just don’t
get it”. Tense moments manifest as frequent movement around the room, more
requests for me to arbitrate challenges, and lots of doubt whether this work
will move forward. It’s in this moment that facilitators need to push the
groups together and help them/let them work through the challenges. Giving
voice to the hard edges of the conversation moves the group from congeniality
to collegiality, and from that the brilliance flows. It truly is a beautiful
thing to behold as the teams really gel and take off from that moment. They
move from looking for brick walls (the reason we can’t do something) to building
bridges (to success for all students).<o:p></o:p></div>
<!--EndFragment-->Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-9224874358016733802014-04-28T07:26:00.002-07:002014-04-28T07:26:51.650-07:00A Beautiful Noise<div align="center" class="MsoNormal" style="text-align: center;">
<i style="mso-bidi-font-style: normal;">It's a beautiful noise<o:p></o:p></i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i style="mso-bidi-font-style: normal;">And it's a sound that I love<o:p></o:p></i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<i style="mso-bidi-font-style: normal;">And it makes me feel good<o:p></o:p></i></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Neil Diamond<o:p></o:p></i></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
I’ve been working a lot lately with educators in developing curricular units of study and talking about the learning skills necessary for students to experience success. As an aside, I’ve deliberately not used the label “21st Century” in front of “learning skills” as I think we all understand in 2014 that we are in the 21st century. It’s lost its cache or novelty. I don’t recall having a constant reference to 20th century learning skills when I was a student. I know that the learning skills necessary for students today are certainly different and, as a result, the teaching practices to support those skills, also need to be different.<br /><div class="MsoNormal" style="text-indent: 36.0pt;">
It’s fair to say that we need to
deepen the critical thinking skills of our students. It’s also important that
we shift to conceptual understanding and away from understanding by an
algorithm or rule. Both of these shifts will require more student “talk” time.
As an offshoot of the advances in technology, it’s been suggested that kids
today communicate more. While that may be true, I think it’s equally true to
claim they actually talk less (see the recent cartoon below). They can spend an hour with a peer the previous
night on their devices, but barely muster a hello the next day at school when
they pass each other in the hallway. <o:p></o:p></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
Asking students to explain their
solutions (not just the why but also the how) may be foreign to some. They
might be used to simply providing a response as a regurgitation of a fact or a
basic manipulation of information – a level 1 or 2 response on Webb’s depth of
knowledge. Critical thinking will require levels 3 and 4 on Webb’s or the
higher levels of Bloom’s taxonomy. Ultimately this will mean less teacher talk
time (think of five minutes as your maximum before turning it over to your
students) and more collaboration between students. It will mean more of the
“beautiful noise” that is evidenced in classrooms where students are highly
engaged and deeply involved in their learning. Educators know the difference
between disruptive, non-productive noise and this beautiful noise. I know I’m
enjoying the visits to the learning environments where there is that highly
productive hum. It really is a sound that I love. <o:p></o:p></div>
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Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-10237656939245779862014-04-18T17:57:00.001-07:002014-04-18T17:57:31.312-07:00What Inspires You?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSaq-LCDTsp9wcgmTPnISSnbrmCnIsBR5tpZFRuRam5Y5fHlXkCXe66tBcVdoQd6DramCeg7_5W9vEt5nZcWZ9qpHXDdeQ4OZ5yf63j5Oiv6qk6ZvaMzO5GDrk9YlUNUIBTSF6F6wYaW0-/s1600/BkB8r0OCUAA9Qjq.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSaq-LCDTsp9wcgmTPnISSnbrmCnIsBR5tpZFRuRam5Y5fHlXkCXe66tBcVdoQd6DramCeg7_5W9vEt5nZcWZ9qpHXDdeQ4OZ5yf63j5Oiv6qk6ZvaMzO5GDrk9YlUNUIBTSF6F6wYaW0-/s1600/BkB8r0OCUAA9Qjq.jpg" height="200" width="132" /></a></div>
<br />
My wife and I took some time recently to go hiking in Sedona. It was an excellent few days of activity and relaxation. She took the photo above and asked me what inspired me. I gave the perfect husband answer and said, "You do"! I really wasn't trying to be flippant or cheesy as she really does inspire me to go beyond what I thought was possible and to be a better person than I might have been had I walked this journey called life, solo. Her question also got me thinking about other sources of inspiration in my life.<br />
<br />
Those of you who read this blog regularly know that I enjoy running. This activity also inspires me and creates great thinking time. I love heading out in a new town with an idea I heard or a challenge that arose. The combination of exercise and an issue to kick around leads to some great thinking (at least I think it’s great!). My transition from a defined role in a school district, to a travelling consultant and author has allowed me the opportunity to connect with so many inspirational educators. I get to speak from my experience and context, which is familiar ground but hearing about their experiences and contexts is very motivating. Thanks to all who have filled my notebooks and memo pads with things to consider. It really does push me during the writing phase. Which, by the way, is another source of inspiration. Doing the research for the books I’ve crafted gets me into the thought processes of a lot of smart people. Working with co-authors stretches my thinking and inspires me to push further to refine my craft. The part I miss the most on the travels is the opportunity to interact with students. When I get the chance, I ask if it’s possible to have some time with students as they inspire me with how they process many of the changes that I think would have overwhelmed me when I was their age.<br />
<br />
So, what inspires you? I’d love to hear your stories and have them added to the comments section below where I know they’ll inspire me, and I’m certain, any other readers of this post. Thanks for sharing!<br />
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Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-10562152938578531812014-03-15T20:17:00.000-07:002014-03-15T20:17:14.497-07:00A Tale of Two Cities
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<!--StartFragment-->
<div align="center" class="MsoNormal" style="text-align: center;">
<b><i>“It was the best of
times, it was the worst of times…”<o:p></o:p></i></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b><i>(but the best of time
blew the worst of times completely out of the water!)</i></b><o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal" style="text-indent: 36.0pt;">
This oft quoted line from Dickens
(with my additional bracket) summarized my last week on the road. The two
cities are Fontana and Smithfield. For those unfamiliar with these two great
places, they are in California and North Carolina respectively and are 4,072 km
and three time zones apart. Therein the adventure began…<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I’ve been
working with curriculum design teams at each grade level in Fontana as we
create high quality units of study using Larry Ainsworth’s Rigorous Curriculum
Design process. We’ve met about a dozen times and are focused on ELA and
aligning with the new standards. I’m now sharing the work with all teachers and
we’re meeting by grade level. I really enjoyed the energy level of the grade
three teachers as we met all day on Monday. They asked good questions and were
appreciative of the work their colleagues had put in to create the first unit.
They made Monday feel like the best day of the week!<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I hustled
out of Fontana to make the drive to LAX where I had a 10:30 pm red eye flight
to catch, with Raleigh, NC being my terminus and a 6:20 am arrival. Sounds like
fun, right? I slept a little on the flight and arrived early, grabbed the
rental car and set my GPS for the drive. Apparently, some rental car outlets
are so concerned about smoking in their vehicles that they disconnect the
lighters. This does not work well with keeping a GPS charged! Shortly after
crossing into Smithfield, the screen went blank. The hotel sign made that part
obvious but finding the presentation site was a different matter. I got
directions and then proceeded to loop around the site (not clearly identified,
in my support) numerous times before asking a friendly police officer about the
location (just behind me as it turned out). The next eight hours flew by as I
rode the energy of the group and didn’t have time to think about any latent
tiredness. A disclaimer here – I am not the energizer bunny! As my wife can
attest, I power down around 9 each night as my eye blinks get increasingly
longer. It doesn’t make sense that I could be awake at 6 am Monday morning,
work with the Fontana group all day, fly all night, and then work all day
Tuesday. It is clearly the power of educators who are so engaging and committed
that it causes me to be alert and focused on their work and how I might assist.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
To be
clear, at the end of Tuesday I did get back to my hotel (after an early dinner
with my local colleague Keith) and just needed to rest for a few minutes before
tackling work for the next day. The minutes became hours and the work was
minimal after that! I did get up early the next morning for my run and then had
the pleasure of working with the group again before heading back to the airport
at 4:30 for the flight back to Fontana. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The weather
moved in and made for some interesting moments. It was a case of emotional
highs and lows as I arrived to RDU early enough to have a cold drink (high),
get to my gate on time and see no plane (low), hear that the plane was on the
way (high), but we ‘d be leaving late (low because I had a short transition
window in Houston to my next flight), it would still work out to board (high),
the weather had turned nasty with winds and rain (low), the incoming plane
arrived (high), we got to board before the storm hit (higher), we left the gate
(highest), we stopped after ten feet (low), the storm arrived (lower), we’d have
to wait it out for 40 minutes on the tarmac (lowest because now my window to
the next flight was lost), we took off (high but who cared now?), we landed in
Houston just as my next flight was scheduled to leave (maybe a high?), my next
flight was delayed by 15 minutes (now we’re talking!), I had to collect my gate
checked bag (low as it took forever), I decided to abandon my bag to catch my
flight (low), I was stopped by the agent and told I had to claim my bag (really
low), but then informed that this was the gate for my next flight (wow!, high),
and the plane was the one I just got off (high like winning the lottery!). I’m
sure of the entire plane of passengers, I was the only one now not bothered by
the late arrival and was clearly the only one who made his/her next connection.
We left the gate but then stopped. The captain informed us we had a weight
problem and it would take 15 minutes to burn off excess fuel (better than
asking passengers to leave or taking baggage off!). We finally departed and landed
at ONT close to midnight.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The next
morning was a little tough to roust myself and get to the site in advance of
the second cohort of grade three teachers. I had my doubts about how effective
I could be for them and really needed a cup of morning coffee to jolt me. I got
to the site and the magic happened again. Teachers filed in with great energy
and stories to swap even before we began. One of the participants from the
Monday session came by with a coffee for me. I was incredibly touched and tremendously
appreciative. She had listened to me sharing an anecdote about kids following
their passion and how this would lead to satisfaction when they made the
transition to life after high school. I shared about having coffee in the same
shop in my small town and how the person that works there knows my name and my
drink. This teacher remembered the drink and brought one to me! Awesome! The
day flew by and I left for the airport tremendously inspired by the
opportunities I am presented with each day to work with such magical
professionals.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;"> The
worst of times are all relative when the best of times are exemplified in such
convincing fashion. Thanks to the strong teams in Fontana and Smithfield for
your exemplary work and for the reminder that collaboration sustains us all. </span><!--EndFragment--><div>
<span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;"><br /></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7fC5zwFw3cwLUpTrk_aCPDrjYa73fsBlh_RITr80eL9gQsZVfn5BbVyHd5Wx_31sU7ByZO2kyo1fOEs0wfV30hodLi2JvqnyJsnoGCgEFhkXx9ihyphenhyphensPm5jnL20yDOgt_YcVuYpVcqLTBz/s1600/Magic.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7fC5zwFw3cwLUpTrk_aCPDrjYa73fsBlh_RITr80eL9gQsZVfn5BbVyHd5Wx_31sU7ByZO2kyo1fOEs0wfV30hodLi2JvqnyJsnoGCgEFhkXx9ihyphenhyphensPm5jnL20yDOgt_YcVuYpVcqLTBz/s1600/Magic.jpg" height="320" width="213" /></a></div>
<div style="text-align: center;">
<span style="font-family: Cambria; font-size: 12.0pt; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin;"><br /></span></div>
Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com0tag:blogger.com,1999:blog-3566514794509319934.post-69834867308422654742014-03-05T22:07:00.000-08:002014-03-05T22:07:31.288-08:00Your Mantra - The Velcro of Your School<div class="MsoNormal">
<span style="mso-bidi-font-weight: bold;">One of my favorite
book projects has been the current effort with Ken Williams as we look to
address what we both feel is a huge gap in schools today, and is also reflective
of our passion as educators – school culture. We are working on a process we’ve
identified as authentic alignment and one of the key features of the WHY stage
is the development of a mantra or rallying cry.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-bidi-font-weight: bold;">We describe the
mantra as a powerful, energy infused chant that everyone inside your learning
community can get inside their heads and feel through their core. Your mantra should
generate answers to questions about your beliefs, goals, and your reasons for
being an educator. Sounds like a tall order, right? We’ve gone on to suggest it
should encapsulate these elements:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-bidi-font-weight: bold;">Memorable – find its
way into your commitments, behavior, and decisions.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="mso-bidi-font-weight: bold;">Simple – focus on
one specific thing in three to five words.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="mso-bidi-font-weight: bold;">Credible – walk the
talk, alignment needs to drive our words and actions.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="mso-bidi-font-weight: bold;">Positive –
affirmative tone aimed at what you’re seeking, not what you’re avoiding.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="mso-bidi-font-weight: bold;">Uniquely Yours – it
should be unmistakably about your site.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-bidi-font-weight: bold;">Following the
development of your mantra, staff members should develop a commitment statement
or I message based on the context of their individual role at the school. We list
some examples in the book and here’s my personal favorite (and accompanying I
message): <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>Act As If…<o:p></o:p></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="mso-bidi-font-weight: bold;">I operate each day as if we are already the
ideal school we described.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-bidi-font-weight: bold;">I’ve been sharing
the work with schools and districts that I’ve been working with lately and am
appreciative of how quickly they are taking hold of this and diving into the
work. A recent afternoon with a school yielded this as their first effort on
creating a mantra and I message:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>Every Name, Every
Need<o:p></o:p></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="mso-bidi-font-weight: bold;">I will know every student by his or her name
and <o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="mso-bidi-font-weight: bold;">work with them based on their need.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-bidi-font-weight: bold;">It’s also an
activity that resonates with all departments in a school district. A recent
leadership workshop included the Facilities department and they crafted this as
their mantra: <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>Providing
Educational Spaces That Work<o:p></o:p></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
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<!--StartFragment-->
<span style="font-size: 12pt;"><span style="font-family: Times, Times New Roman, serif;">This has all served to
remind me of the power of having a compelling WHY to drive all of our work on
behalf of students. It also serves to pull us together as a true learning
community driven by our beliefs and commitments. The mantra needs to be more
than a catchy slogan. The commitments behind the mantra need to permeate the
work. You should be able connect the dots between your collective commitments
and the mantra. When off course, the mantra should help guide you back on
course. It's your litmus test, your North Star. I look forward to
continuing this work with others and seeing the benefit of aligning the work
with the actions and commitments.</span></span><!--EndFragment-->
<br />
<span style="font-size: 12pt;"><span style="font-family: Times, Times New Roman, serif;"><br /></span></span>
<span style="font-size: 12pt;"><span style="font-family: Times, Times New Roman, serif;"><br /></span></span>
<div style="text-align: center;">
<img height="200" src="webkit-fake-url://FFF28842-0241-49D4-8F9D-6B8C1D3A2C6C/image.tiff" width="199" /></div>
Tom Hierckhttp://www.blogger.com/profile/02338018066146730244noreply@blogger.com2