Teamwork!

Marshmallow challenge

Today’s Marshmallow Challenge was a lot of fun, and also showed that our team works together very well. We all have different strengths, and it didn’t seem that any one person took over or tried to dominate. I enjoyed watching Tom Wujec describe how the Marshmallow Challenge (https://www.ted.com/talks/tom_wujec_build_a_tower). The concept that Kindergarten students do better on a challenge like this than say, business grads, does not actually surprise me. A child’s lack of background knowledge about such things as structural integrity can sometimes be a good thing, when they are more willing just to experiment, test the results, and reformulate their ideas on the fly. Adults, with all our experience, have a much more difficult time doing this; and we’re much less willing to potentially look foolish if an idea flops! I thought it was very interesting that at the end of the challenge, both of our groups had come up with almost identical creations, and both teams had worked together well. We have such a great cohort!

Jamie Clarke: Your Summit Awaits

Obviously someone who has tackled Mount Everest not just once, but several times, is someone who has strength and passion, so it is fitting that Jamie Clarke is a motivational speaker! There were a number of things he said in his video called Your Summit Awaits that I found intriguing. Firstly, I often assume that people who engage in such avid sports must be willing to do anything to achieve their goal. That’s why I was interested to hear him speak about the choice of life and health over gaining the summit, and the group realization that “passion will get you to the top; obsession will get you killed.” This ability to focus on priorities, on what really matters, is what truly leads to success. This focus on what’s important means that sometimes we have to challenge situations and say difficult words. I really loved the way Clarke described this, as facing either the “dull ache of discontent versus the acute pain of confrontation.” However, that acute pain is fleeting, and can lead to healing...if we’re strong enough!

Another area he focused on - equally important whether climbing a challenging mountain or leading a school - is that fear is what often prevents us from succeeding; fear of failure, of looking foolish, or of needing to ask for help. His analogy, to focus on the ladder rungs instead of the crevasse below, makes me think of the concept of appreciative inquiry, and of looking for what is working, what is good, already. Finally, the reminder that “whenever we climb whatever we climb, we never climb alone.” That was certainly appropriate today, as we completed our Mount Everest simulation! The team accomplished together what none of us could have accomplished alone: a fitting analogy for educational leadership!

Paradigm Shifts, Ignorance, and the "Why"

The video on Simon Sinek’s Golden Circle was very intriguing, with its message of focusing first on the “why” of something, before the “how” or “what”. While this is a powerful point in the business and marketing world, it is also invaluable to remember in education. I like his reminder that people will believe, or follow, those who believe what they themselves believe. Certainly this can be a detriment if there is no critical thinking involved; however, as a leader is a good reminder that in order to encourage people to strive toward a common vision, they must first believe in that vision!

I also appreciated the Joel Barker video, reminding us that our paradigms, or ways of viewing situations and solving problems, can be both a hindrance and a help. They help us by saving processing time and giving us quick ways to organize what we see and experience. This speed, though, can blind us to changes and elements in our environments that don’t fit with our preconceived notions. That concept reminds me of the Brookfield chapter we read in Sue’s class, on being critically reflective:

“No matter how much we may think we have an accurate sense of ourselves, we are stymied by the fact that we’re using our own interpretive filters to become aware of our own interpretive filters - the pedagogic equivalent of trying to see the back of one’s head while looking in the bathroom mirror” (pg. 28).

Besides loving the imagery there, I find it a worthwhile idea to try to wrap my head around! I think the takeaway message is to always question the assumptions and impressions provided by one’s paradigm. They may be accurate...but then again, the world can always surprise us!

Inescapable Ignorance

I completely love the concept of ignorance that I’ve encountered through my readings. Ignorance has always been something with a negative connotation for me, but David Orr (http://www.context.org/iclib/ic27/orr/) suggests that “(i)gnorance is not a solvable problem, but rather an inescapable part of the human condition.” It is the inescapable byproduct of learning. This is certainly a new way of looking at ignorance, and at first I was a bit confused. Then I remembered Senge’s (2013) view, that “(t)he more you learn, the more acutely aware you become of your own ignorance” (p. 10). That does resonate with what I’ve found in my own journey. Each new idea I’m exposed to creates an awareness of new authors, new studies, and therefore further ideas to explore. One can never get to the end of a topic; there is always a new path to travel!

Interview with an Educational Leader

Learning the intricacies of any new job is made infinitely easier when one has the opportunity to witness a master in action. Although I have worked with her for some time and was aware of her many talents, when speaking with Lisa Lainchbury, administrator at Dormick Park Elementary School in Abbotsford, BC, it became ever more clear that I was in the presence of a masterful educational leader.

As is the case with many leaders, Lisa did not initially see herself as a leader within the school setting. As a new teacher, she found herself thrust into the position of organizing school-wide concerts; a role she took on only because she saw a need to be filled, rather than due to the desire to lead. Over the years, she found herself taking on similar roles, and she gradually began to realize that it felt natural to do so. Still, it came as a surprise when others would refer to her as a leader, and initially she felt no desire to take on leadership in a more official capacity. When Lisa had been teaching for over a decade, one of her colleagues suggested that she might think about becoming an administrator. As her journey thus far had enabled Lisa to see herself as a leader among her peers, she realized that administration was the next natural step for her to take. After working her way through this Master’s in Leadership program, Lisa is now able to use the lessons learned from each of her defining moments to help instruct others on their path toward successful leadership.

When asked how the community in which she works has shaped her as a leader, Lisa immediately pointed out that each community has been so different, and the most valuable lesson she has learned has been to “realize you don’t know what you don’t know.” When she was herself a new administrator, Lisa had the benefit of learning under the guidance of a more senior administrator, but one who was in a new position and in some ways similarly uncertain. Lisa said this guide would frequently discuss concerns with her, and often used the phrase, “Come learn with me” when exploring possibilities and solutions. Lisa has taken this lesson of learning with others, and now applies it to help problem solve with colleagues and parents in her current community. I was struck, as I listened to Lisa speak about this, with how similar her words were to those of Senge (2013): “The more you learn, the more acutely aware you become of your ignorance” (p. 10). Lisa’s willingness to explore her weak areas and to consciously strengthen them has greatly increased her impact as an authentic leader.

Lisa employs several strategies in her quest to share her vision with the staff, students, and parents of the school. One of the most effective, she says, is to remember that just as students need repetition when learning a new concept or skill, so do the adults in the building when trying to embrace a new technique or philosophy. This repetition of message, combined with a leader who exudes a passion for the vision, helps those reluctant to change become believers in their own right. As a leader who recognizes the need to engage parents and the community (Singh & Chanicka, 2015), another strategy to share vision that Lisa uses is the platform of social media. Through Twitter, Facebook, emails to the parents, school videos, and entertaining newsletters, Lisa constantly seeks for ways to make the parents and students feel like informed members of the school community.

Determining her proudest moment as a leader was easy for Lisa; in short, she bursts with pride every time she is able to share with visitors stories of our school’s many heartwarming successes. Knowing that our students feel safe and loved when at school - and knowing that her vision and passion helped to create an atmosphere where that is possible - is among Lisa’s greatest achievements. Having seen for myself the change that has been wrought over her tenure at the school, I have to concur that this should be a source of great joy and pride.

Being a self-aware person, it was similarly easy for Lisa to determine her biggest regret as a leader. She immediately recalled occasions in her early days as an administrator when she had jumped to conclusions regarding the behaviour of students, by picking sides prematurely. She says that at the time she had forgotten that there is a reason why children behave the way they do, and so now always remembers that “behaviour tells a story.” She strives now to “listen with intent” and to refrain from judging prematurely. This desire for “presence” (Starratt, 2013, p. 55) is why Lisa values face to face conversations and makes every effort to give each situation her full attention.

The advice that Lisa “now” - having been an administrator for over three years, largely in an inner city school - would give to Lisa “then” (at the start of her career) would be unequivocally to jump in and embrace every new situation. She stresses that her best advice is to just take the plunge and learn, and that “you don’t have to know everything, but you have to know who to call!” The willingness to ask for help and the ability to know who to ask, can give you the freedom to take risks and do things you never knew were possible.

At the close of our interview I asked Lisa if she had anything further to add. She thought for a moment, and then told me that while having typical leadership skills such as being organized, flexibility, a positive attitude, and an ability to communicate well are all important and helpful attributes, they all paled in significance beside the most important skill: building relationships. Lisa’s philosophy of leadership, summed up simply in her own words, is this: “Relationships first; job second.” That is what makes her such an influential and motivational leader.

References

Senge, P. (2013). “Give me a lever long enough...and single-handed I can move the world.” In

Grogan, M. (Ed.), The Jossey-Bass reader on educational leadership (3rd ed., pp. 3-16). San Francisco, CA: Jossey-Bass.

Singh, H. & Chanicka, J. (2015). How can educational leaders support parent engagement in

schools? In Griffiths, D., & Portelli, J. P. (Eds.), Key questions for educational leaders (pp. 267-272). Burlington, ON: Word & Deed.

Starratt, R. J. (2013). Presence. In Grogan, M. (Ed.), The Jossey-Bass reader on educational

leadership (3rd ed., pp.55-76). San Francisco, CA: Jossey-Bass.

My Professional Growth Plan

Discovery - What strengths are we already using to build community?

As a result of my work as a learning support teacher, I have many more strengths in the area of community relations than I had when I was a classroom teacher. I remember when I first began as a learning support teacher being very daunted by the sheer number of parents with whom I had to interact. Setting up meetings, acting as a liaison with the teacher, providing materials for the home, and discussing some fairly intimate details with parents over the span of years has helped to eliminate a large portion of that discomfort. I marvel now at how comfortable I feel contacting a parent by phone, or meeting in person. That comfort level has also led me to feel much more able to just sit and have a conversation about life and family with those parents as they wait at the end of the day to pick up their child. I feel that these are the preliminary steps that allow me to dream of a time when each teacher, along with myself, can feel comfortable interacting with parents in a manner closer to peer than stranger.

At the school level, we also have many strengths in our interactions with the community. I see some parents interacting daily with teachers, actively interested in their child’s progress. We have begun holding an annual Aboriginal Fair, in which many members of the Aboriginal community volunteer to share the wonderful elements of their culture with our students. Some classes invite a parent volunteer in to occasionally help with reading or art activities. A small number of teachers have developed presentations on self-regulation for families, and have presented these to a few interested parents in evening sessions. Our Meet the Teacher night revolves around a shared meal of pizza on the playground, and some of the teachers interact with the families. These are the beginnings of what can be a beautiful relationship between families and the school.

Dream - What are the challenges in creating a sense of community?

While many teachers and the school as a whole have taken preliminary steps toward making families a stronger part of our school, there are still several obstacles to overcome. Some of these are on the part of the teachers: a feeling of judgement about how parents may have “created” the problems in their children that teachers now have to solve; perhaps a sense of insecurity regarding parents in the classroom judging the teaching going on there; a concern about the safety of having parents - some of whom have criminal records or criminal habits - in the proximity of themselves and the children; the challenge of conversing with parents who don’t speak English comfortably; or an uncertainty of how to successfully use parents in the classroom. Each of these are legitimate concerns, and the on the side of the parents there are similar issues: memories of their own unfortunate school experiences tainting their view of our school; a feeling of insecurity regarding their ability to successfully help in the classroom or school; an unwillingness or inability to commit to a time for volunteering; the challenge of conversing with teachers while not speaking English comfortably; or believing that the school is an environment for their children only. Overcoming these challenges is not the work of a day, and will require time and dedication, as well as the belief that it is worth the effort to build a sense of community for all who enter the doors.

Design - What would our ideal community feel like?

In various classrooms around the school before and after class time, I see the beginnings of community when I witness teachers chatting with the parents who came to see them, and hear the sharing of information in the pursuit of helping a child. This is too often because a child is struggling, and when the issue is resolved, the relationship between parent and teacher drifts apart. What I would most love to see would be represented on parent-teacher evenings: teachers sitting with a plate of food, conversing with parents who are not part of the PAC, who are not part of the “safe” group, but are perhaps new to the community or struggling with English. To see those parents who fought their own way through school looking comfortable sharing food and conversation with someone who used to be viewed as an authoritative “them”.

A second demonstration of an increased sense of community would be to see many more parents volunteering on a regular basis in classrooms. There is such a need for adults to read and interact with our students, and we have many parents who would be available during the day if they were made to feel welcome. I would love to walk by classrooms and see small groups of students working with a parent while the teacher circulates or works with a different group. Art projects, reading centres, math games...all of these areas would greatly benefit from a parent helping to supervise or organize. Even greater involvement could be found if parents were comfortable presenting to classes on topics dear to them (for instance, Aboriginal parents, parents in a variety of careers, parents who have lived in other cultures, etc.).  

Destiny - What can we do to help everyone in the community feel

    valued and accepted?

As a school we have begun to work through the first steps. Friendly conversations occur between numerous members of the staff and parents (albeit a fairly consistent small group of parents). Regarding the vision of teachers and parents interacting easily during functions, there are a number of possibilities:

• Throughout the year create numerous opportunities for teachers and families to interact informally (such as board game nights, seasonal celebration nights, reading nights, potluck dinners, etc.).
• Encourage teachers to try to get to know parents on a deeper level: find commonalities (kids, where you grew up, favourite team) and remember that parents are often intimidated by teachers which may make them appear more defensive than they normally would.
• Included in this is to have teachers offer up some information about themselves to parents, as well. Knowing some personal information about the teacher can help parents to feel like they are speaking to someone they know - a position much more conducive to discussing potentially uncomfortable topics.

For increasing parent involvement in classrooms, there are a number of initiatives that can be enacted:

• Start small with simple reading groups or games that parents can quickly learn and feel confident in supporting.
• Open the invitation up to all parents, not just the ones already familiar to the school.
• Limit the number of volunteer days and times so that parents don’t feel overwhelmed by the time commitment.
• Create a welcoming bulletin board at the front of the school providing information for parents interested in helping out in the school.

There are many different initiatives that schools can put in place to help increase the sense of community for parents, students, and staff. Knowing the resources already in place at my school, as well as the particular needs, I feel that the aforementioned steps are important for developing such a sense of belonging in our school. If I were to put these goals into the SMART framework, it would look like this:

Specific

• Increase the number of parent volunteers in classrooms.
• Increase the number of parent-teacher informal interactions throughout the year.

Measureable

• Count the number of parent volunteers currently (as measured by the names in the sign-in book). Count again throughout the initiative.
• Count the number of informal occasions for parent-teacher interactions. Track the number of parents and teachers who attend. Use anecdotal reporting to determine the quality and number of conversations.

Attainable

• Begin slowly with a few teachers inviting small numbers (1-2) of parents in to volunteer; increase as interest and feelings of success rise.
• Begin with small steps; a few teachers, a few evenings; then grow as interest arises.

Realistic

• There are already initiatives in place, and this would simply further those endeavors. The interest is there for most teachers and many parents, and there is already the infrastructure for volunteering and evening gatherings in place. This is a realistic goal.

Timely

• The time frame for this would be over the next two years. As some groundwork has already been laid (increasing parent evenings and performances; some group rotations in the younger grades that would benefit from extra parent help; and an administration that enthusiastically supports community involvement), this is a good time to expand our parent-teacher interactions.  

As with any Growth Plan, mine will change and evolve as time goes on. I feel, however, that this Plan provides me with the framework for understanding where I will focus my attentions, and the ability to ascertain whether or not I have achieved my goals. I am excited about the possibilities!

Communication, Community, and Crossroads

It is exciting to think about the leadership story at my school, as it is one that is so motivational right now. I feel that Lisa displays so many of the qualities I value in a leader; in fact, she is one of the main reasons I’m in this program right now. I’ve always felt that I have a bent for leadership, but seeing her in action I finally realized that I could have - with learning, help, and humility - the ability to be a strong leader. Speaking with Bela was great because we both see ourselves as growing leaders, and much of it is due to the relationships we have been able to forge with our students. Seeing the effect of those relationships - and how we are able to affect the behaviour of those students - is a boost to the confidence and to the realization that we can make a difference in a larger sphere. As we were discussing earlier, the leader who visits classrooms and becomes an integral part of the school atmosphere is imperative toward building a culture of trust and “family”. That is the kind of leader I want to be. The challenge for me, I’ll be honest, is in seeing the strengths in everyone; especially those who appear to be so entrenched and unwilling to change. One thing I have found that helps me in this - I’ve been aware of it and working on it for a while now - is trying to understand that person’s underlying motivations and/or fears. This is where the courses I’ve taken in psychology over the past few years have proven to be invaluable. They opened my eyes to the realization that behaviour is communication for adults, too. I haven’t always thought of it that way, but now I see that the unwillingness to try a new teaching style is likely to be fear of failure or uncertainty as to how to proceed. Instead of being frustrated (I’m trying), I now approach the issue in my own mind by trying to see what I can do to lessen those fears (aside from doing it completely myself!). This helps me to shift the lens and see what the teacher is doing well already, and how I can build on that. It is quite a mind shift for me, and definitely one that needs more development. However, having started it, I find that already I am better able to work with and collaborate with most of the teachers I encounter. The ones that still challenge me deeply are those who appear to refuse change simply because they cannot be bothered. Perhaps those ones will never be convinced that doing something for the best of the children is all the motivation we need.

The Possibilities of Community: Reflections

I’m very excited to read Peter Block’s book on community, as the quotes contained in the powerpoint that were from Block are ones that excite me and make me think. “Community is about the experience of belonging...” - this quote encapsulates what I believe the school should be; a place where everyone who enters - parent, staff member, or student - feels that he or she plays a valuable role in bringing the whole together. His quote on dissent is the most powerful in the presentation: “Dissent: Creating space for dissent is the way diversity gets valued in the world. Inviting dissent into the conversation is how we show respect for a wide range of beliefs.” On the surface of it, what a counterintuitive idea! We are going to strengthen our relationships by disagreeing?! Upon further reflection, however, one sees how completely necessary this is. It is tempting, with strong beliefs, to close our eyes and ears to other viewpoints, and thus convince ourselves that no others exist. Those that are loud enough to break through the barrier can often be dismissed as outliers, and therefore our beliefs can remain secure.This quote reminds us that true beliefs should be able to withstand opposition and that allowing our voice to be heard - and really hearing others in return - is the way to preserve those beliefs while at the same time refusing to dismiss those who disagree. This idea reminds me of Margaret Wheatley’s encouraging leaders to develop a “willingness to be disturbed.” Our society seems to want to protect itself from all discomfort, but without it there cannot be genuine growth.

Another quote I love in the powerpoint - and I’m not sure whose it is - regards curiosity: “Curiosity is what we need. We don’t have to let go of what we believe, but we do need to be curious about what someone else believes.” So often people are scared to explore the beliefs of others, with the fear that such exposure will taint or challenge our own closely held beliefs. The idea of “curiosity” - simple and childlike at its core - takes away some of this fear and allows for more openness to other ideas. Another quote offers a similar perspective on being willing to open up oneself to possibilities: “As we work together we need to include a new and strange ally - our willingness to be disturbed. Our willingness to have our beliefs and ideas challenged by what others think…” And I would add to that, that being willing does not mean blindly accepting the beliefs of others. Rather, it is the imperative of every person to listen, then evaluate using our personal compass to determine what we truly believe. Blind acceptance is as dangerous as willfully closing our eyes to change.

One of the quotes that is particularly relevant to me at this time, concerns care: “Daily we encounter moments to care...Moments that move us beyond ourselves, that connect us to our humanity...if we are open they are everywhere.” I encounter this daily with the students and parents I see. I have found that when I approach each person by wondering what small thing I can do to ease their worries or share their joys, I can make multiple tiny ripples throughout the day. My hope in doing this is that each one of those to whom I’ve shown care, will then pass along that gift to others. The challenge is in noticing; who is sad, but trying to hide it? Who is excited, and only waiting for a question so that they can share? Who appears belligerent but is really scared and needs reassurance? This quote reminds me how crucial it is - with my desire to foster a greater sense of community in the school - to make these small connections each day, and hopefully...with time...create a ripple effect where everyone is caring for others.

A final quote that touches me deeply is that, “There are no real conversations without vulnerability.” I love the concept of being vulnerable, and I find it fascinating to reflect about with whom in my life I feel that I can be vulnerable, and who not. I am fully aware that I often feel safe when being vulnerable, and this stems largely from my life. I have had a life filled with love, with acceptance, with a growing confidence in myself and a healthy self-esteem. All of these things have created a “self” that I am comfortable sharing, even if I know it differs from the norm. While I recognize that many of the people I encounter have not had the same experiences and will be more reluctant to be vulnerable, I do think that vulnerability is often reciprocal: if one person opens up, the other is more likely to feel that it is safe to do so. I want to use my willingness to be vulnerable - really, it is a gift that I have been given through my wonderful life - to help others feel safe and open as well. We are such a social species, and there is a cathartic effect to opening up about difficult emotions and sharing them with another. I love to think that I might have the ability to help someone experience this.

As I stand at this metaphorical crossroads in my career - both as teacher and as leader - I see that one of my challenges will be in depending on others as well as myself. Of course, as a human I often depend on others for small things (and in the case of family, for immense things). But as a teacher I am the one making decisions in my classroom, and if I see a need, I am able to address it. An administrator, by contrast, must by definition rely on others in the building to ensure that needs are being met. That requires a level of trust in those others that does not come easily to me. I see that it is important, and necessary - in fact, vital - for the health of the school; but it still does not come easily to me. That is why I view it as a crossroads question: how do I open myself up to have trust in others to do what needs to be done, when they do it differently from how I would? When my instinct will be to rely on myself first? I feel faith that as I progress through this program I will learn to do that. Looking for the strengths in others and learning about new methods to accomplish our goals is one way that I plan to begin doing this...starting now!

My Story

When I think about how I would describe myself at this stage in my life, the word “leader” would definitely be included in the mix. However, ‘twas not always so. In my childhood I was very shy. Not so shy that being in public was paralysing, but shy in a way that prevented me from joining a group, saying hi to a peer who waved from across the store, or putting my hand up in class. I was also fearful of new things, and thus missed out on many interesting adventures. The impetus for the change from that Kari to the Kari of today occurred when my family moved from Calgary, Alberta to Nairobi, Kenya right before my grade 10 year (I was fifteen). Along with my younger sister, who had a similar propensity toward shyness, I made a conscious decision on the plane to Africa that I was going to be a different person when I got to my new school. My sister and I had frequently been labelled “snobs” because of how our shyness was perceived by our peers; we were determined that Kenya would be a new start. I can truthfully say that it was. While my stomach was in knots and my heart was in my throat every time I approached a group of my peers or volunteered for something in class, I did notice that it made a tremendous difference in my social encounters. Furthermore, it became increasingly easier to do so. Not incredibly easy, mind you; but slowly I grew to have confidence that I could go into a new situation and feel some measure of calm and poise.

This confidence and ability to subjugate my shy instincts continued to develop through high school and my university years. In my second year of university I actually applied (and was chosen) to be a part of a sports leadership group. This challenged me, and as a result added another layer to my growing belief in myself as a capable social entity. As I was in the education program, I was introduced to classroom volunteering in university, and this was yet another challenge to the inner shy self that continued to lurk! Every experience I have had has allowed me to slowly but surely remake that aspect of myself. Now, in my early 40s, there are very few situations in which I do not feel comfortable and confident. However, simply reducing the tendency to be shy does not a leader make. That journey had another catalyst.

In looking back, I can easily say that a defining moment in my growth as a leader began when I first walked into my own classroom. This was in my third year of teaching; until that point I had been covering for other teachers, and while I had learned a tremendous amount, I had never yet felt the surge of excitement of being able to decide exactly how I wanted the room to look or how I wanted it to “flow”. As I sat crossed legged on a table in the middle of the room, messy and disorganized from its previous tenant, I realized that the decisions I made about how to arrange and run my classroom were the essentials of my philosophy of teaching. It was for that reason that I simply sat and looked around my room, imagining the course of the school day, the student interactions, the aesthetics of my decorations - and what each one said about my needs and those of my students.  

That moment was fifteen years ago now. In the ensuing years, I can say that I have grown as a leader every year since. This growth has not just been in the classroom. I have seen my confidence grow in my marriage; in our first years, I rarely expressed an opinion when I came to decorating the house. I just didn’t have one, and didn’t really trust my own sense of style. The confidence I gained from planning and decorating my own classroom over the years, from seeing what I liked and how I liked it organized, transferred over to my sense of style and order at home. I can now see clear parallels in how I express myself in both venues.

My growth as a leader, which began in my classroom, soon after began to develop at the school level. Within a year of having my own classroom, I was a regular Teacher in Charge for the principal - at times for days - and while I was nervous in this position, over time I gained more knowledge and experience...and confidence. At each ensuing school (there have been four since that first school), I have taken on the role of Teacher in Charge. Each time I have done so, my nervousness has decreased and my confidence - and interest in the possibilities contained in the job - have increased. Complimenting these experiences in leadership at the school level, I have had the great fortune to have worked with a number of stellar administrators. While each one was different and possessed differing amounts of various “educational leadership” skills, I feel that I have learned an incredible amount by being fortunate enough to work closely with these masters.

Certainly the greatest demonstration of my growth in confidence occurred some years ago when I shaved my head. This, clearly, is an unusual step for a woman in our society, and one that brought me a great deal of notice. My reasons for doing this, however, were a clear reflection of my journey toward confidence: I realized that I had been interested in the idea for years, but had resisted for no other reason than that I was scared of what others would think. It dawned on me one evening that this was a terrible reason for avoiding something, and that it completely went against all that I was building in myself. So, out came the clippers and off went the hair. Seven years later (I had my head shaved for six years), I can truly say that this was a pivotal time for my personal growth. The reality of being a woman with a shaved head means many comments, many stares, and many questions. I was forced to walk into a room knowing that everyone would look at me and wonder; and I found that I grew and became more confident as a result! Now, having grown back my hair, I no longer have the stares but I have retained the belief in myself; my conviction that I do what I feel to be right, regardless of what people might say.

One of the final elements that has thrust me toward a position of leadership has been the nature of the learning support job. By necessity I am conversing with parents, itinerant staff, administrators, teachers, and students every day. I have had to overcome any last dregs of shyness through myriad meetings, phone calls, emails, and conversations. I can now say, in my sixth year on the job (this is my fourth at my current school), I am no longer nervous to call a parent or lead a meeting with ten participants. These past few years have cemented in me the belief that I am a leader; and I love it. Working in an inner city school has further provided me with opportunities to hone my skills, as I have been confronted with behaviour situations that were heretofore completely unheard of to me. The mind shift I have experienced has been to see behaviours through the eyes of the child; to operate with the belief that “behaviour is communication” and it is therefore my responsibility to discover what needs that child is communicating. The onus is on me, the adult (and the team of adults) to help that child regulate himself and to provide him with the tools and strategies to help him convey his needs in a more socially acceptable and safe manner. I am fascinated with this way of approaching behaviour concerns, and so have taken every opportunity to learn more about self-regulation, trauma, and calming strategies. Having done so, I am able to be a leader in this regard as well, although I feel very much that I am in the position of benefitting greatly from learning from others who excel in this area. To me, though, that is the essence of leadership and learning; the journey never ends.

The Climb

After looking through a number of pictures, I chose this one because of the climb that had already occurred, and the climb that will continue. At this point I have spent many years studying areas I am interested in, beginning with the Graduate Diploma in learning support. That started me on the journey toward the job I’m in now, which prompted a greater awareness of the psychological development of both adults and children. That led to an interest in psychology, and while the many courses I took in that area were intended for a different pathway, I realize now how they opened my eyes toward the possibilities to be found in leadership. I honestly don’t know at this

point if I want to be an administrator; my thoughts on that vacillate almost daily! I do know, though, that I like being a leader, and that I can be a good one. This image reminds me that the journey is ongoing. Until the day I die, I will never stop learning.






Brookfield chapter

It was exciting to read the chapter on critical reflection, recognizing that we can only challenge our assumptions by continuing to look through our ideological lens. It creates an intriguing loop; how do we escape our way of looking at the world? I love trying. It is particularly helpful for me to remember that “(n)o one likes to discover that ideas they have lived by for much of their life are invalid” (p. 29). What might seem like an obvious change to me might be world-altering for someone else, and that kind of transformation does not happen quickly. Thinking of it this way helps me to be more patient with others...and makes me wonder what sort of mindshift others are waiting patiently for me to attain!

October 30, 2016 - additional thoughts: In reading through Handford’s article in Key

Questions for Educational Leaders I came across a quote that I have loved for a long time, and that is completely applicable here. It’s from the Talmud:

We see things not as they are. We see them as we are.

Metaphor for Education

The metaphor for education that Michelle and I focused on is that education should not be preparing students to simply be cogs in a wheel. In our picture, that means not staring at the ground, but instead looking to the endless possibilities of the stars. We should be engaging students in questioning, finding, and examining myriad aspects of the world. Coming to school should be exciting, as we seek to learn and find information about areas that interest us. This, however, is quite a mind shift and one that is frightening to many teachers. I know for myself that big picture thinking and fluidity of learning is not a natural state. It is one that I have had to work on, and while I am completely open to it and believe in it wholeheartedly, it is not easy! I think that the there is an unquestionable need for students to learn the fundamentals of literacy and numeracy. How we learn those concepts and what we do with them are where the system bogs down. No child should ever feel depressed or bored or disappointed at the thought of going to school. That doesn’t mean that the teacher is the entertainer; rather, that every child (and their teachers) understands that learning requires questioning and exploring, and that learning how to do those things productively is what school should be all about.

What makes a good educational leader?

My ideas of what makes a good educational leader...someone who sees each encounter/situation with an open mind and willingness to see new elements; someone who is able to figure out how others need to be “handled” and do that with genuine skill and caring. I think an educational leader should be knowledgeable, but willing to admit it when she doesn’t have the answer and especially willing to listen to the ideas and suggestions of others; even when different from what she has planned! I do think an educational leader should be someone who is organized. It is such a multi-faceted job that someone who is scattered will easily forget important details. Someone who has a good rapport with people in general, who instills good feelings in others and makes them feel at ease, is an asset. It is difficult to lead others when they are uncomfortable around you. I enjoyed reading the article in the Jossey book that talked about being “present”. That is an essential skill. Even this week I have made a concerted effort to ensure that I am present in all the conversations I have. I know that I have a tendency to multitask, reducing my “presence” in a conversation; I was better at that this week, because I tried to be! Ultimately, an educational leader is someone who is still learning, and is willing to share the growth process with others - both as a “teacher” (leader) and as a “learner”.

National Geographic vision - celebrate what’s right with the world

I completely loved this video. The concept of looking for the good, the right, the beautiful in the world and celebrating that is a glorious one, quite frankly. What a mind shift, really. I know that I have quite blend of positive and negative in my thinking: while I love to give people the benefit of the doubt and consciously look for good in each person, I also tend to judge quite quickly and...well...harshly. Reminding oneself each day to seek the right in the world is a beautiful way to set up the day. I am going to try to do that; reflect each morning on what is right, what is good...and not focus on the frustrating or the annoying.

Beginnings

Today was our orientation. It is exciting to me that there are only ten of us in the cohort; for some reason the smaller group feels more comfortable. I imagine that is because I am an introvert and feel safer minimizing my interactions! Knowing that the platform for assignments is Blackboard makes me feel at home. I’m glad I had all those courses through UFV. Even though I didn’t use them for the purpose I’d originally intended, the fact that I’ve had so much experience in online learning is a boon here. I don’t feel nervous about the course requirements. I feel a bit apprehensive about how I’ll handle not having my Saturdays to recharge, but I know that what I’ll be learning will make up for it. Altogether I feel very energized and excited right now.