Data Dilemma: Students Are Not Dots

Regression - cc art and flickr photo by azjd

Uh oh.  I am beginning this post with a disclaimer - the opinions expressed here are my own and may, or may not, represent those of my current employer.  This might not be a good thing.

Data driven.  A term that gets thrown around a lot in the world of education.  I prefer the phrase "data informed."  Let me explain.

As a school administrator, I analyze more quantitative data than I would care to admit.  I use it as a tool to gauge our progress as a school.  Progress toward what, you might ask?  I think you know what's coming -- progress toward what the state perceives to be the ultimate measure of school success: a standardized test.  So what happens when the data suggests a particular course of action that might benefit the school, as a whole, but may not be in the best interest of all students?  What do you do as a teacher?  As a school leader?  What price are you willing to pay to improve a state assigned letter grade?  Are you willing to extrapolate teaching practice, and decision making, from data derived from standardized test results?  Is there a way to balance the best interest of students with the pursuit of proficient test scores?

Collecting, and analyzing, data is a critical part of the reflective process in education.  It can be good formative practice.  However, there is a natural tendency to think of data as numbers, tables, charts, lines and dots on a graph -- disassociated from the students that we teach.  Evaluating this numerical information can provide insights into our teaching, and perhaps student performance, but let's not forget that our students are not dots on a chart.  Data can be so much more: our observations, conversations, student writing, art work, and creative endeavors.  It might be something a parent tells us, or a student's attitude and demeanor.  It is this qualitative data that humanizes the students we teach, allowing us to truly individualize instruction, taking into account the best interest of the child.  Many of the decisions we make should be data informed, but "driven" is a pretty strong word.

What we really need is data informed, but "student driven" decision making.  But, can that exist in the current era of high stakes testing and accountability?

I have more questions than answers.

Making the Most of Our Moments

cc flickr photo by azjd

Yesterday is gone.  Tomorrow has not yet come.  We have only today.  Let us begin.  ~ Mother Teresa

Moments.  Our days are filled with them, yet we often fall victim to foresight -- missing the opportunities that pop up, right in front of us.  It is easy to spend a day, or even a lifetime, looking ahead, wishing time away, and failing to take advantage of the small moments we are granted to be difference makers.  Zig Ziglar had it right when he said: "You never know when a moment, and few sincere words, can have an impact on a life."

Peter Bregman recently wrote an article in the Harvard Business Review, entitled A Question That Can Change Your Life.  The question that he encourages his readers to ask is: what can I do, right now, that would be the most powerful use of this moment?  According to Bregman:

"We're already spending a certain amount of time doing things -- in meetings, managing businesses, writing emails, making decisions.  If we could just make a higher impact during that time, it's all upside with no cost."

So true.  As a school administrator, I can't begin to count the times I have sat through meetings, participated in professional development, supervised activities, or worked on any number of mundane tasks -- a bit mind numb, passing time until I am able to get on with "more important" things.  But, as Bregman suggests, being mindful of these moments, and actively searching for opportunities to make a difference can pay significant dividends.

For me, a perfect example is lunch duty.  At our school, we rotate cafeteria supervision, and Friday is my assigned day.  It's my favorite day of the week.  Not because it is the prelude to a weekend, but because I have the opportunity (during a two hour time period) to interact with many of our nine hundred junior high students.  I use the time to learn names, encourage, visit about what is going on in the lives of the kids, and build connections.  On most Friday's I have many other things to do, but none are as important, or have as much potential for impact as lunch duty.  On Friday's at noon, lunch duty is definitely the most powerful use of the moment.

Be intentional with your moments -- aware of the potential to make a difference.

Homework - A Question of Equity?

cc flickr photo by azjd

This is the type of post that will likely get me in trouble.

We have spent a lot of time on homework tonight.  Math problems, writing paragraphs, and a social studies worksheet.  Checking problems, correcting spelling, adding punctuation, and looking up definitions.  Encouraging.  Prodding.  Maybe even a bit of threatening (not proud of that).  I am a little frustrated, and my daughter is no longer speaking to me.  

As you might guess, I am not a fan of homework.  I have doubts about the value gained for the time invested.  I don't like that my daughter spends her day at school, only to come home and do more school work.  Homework consumes the time that we have to spend as a family, and it limits opportunities for my daughter to pursue her interests -- music, art, acting, etc.  The sad thing is that I probably don't invest the time, helping her with assignments, that I should (my wife assumes the bulk of that responsibility). I could do more.

Don't get me wrong, I don't blame teachers, or schools, or principals.  Homework is a product of the system (albeit, a system that in many ways hasn't changed in decades--even centuries).  But, when I consider the amount of time, and arm twisting, that goes into our nightly homework routine, I worry about the kids who don't have anyone to help.  No one to encourage.  No one to prod.  Not even a little bit of mild threatening.  It seems to me this is a pretty significant equity issue.  Homework is setting those students up for failure.  It's asking a lot of many kids who face unstable, uncertain, and chaotic home lives.

I certainly don't have the answer(s) to this problem, and I am sure that one can come up with valid reasons for assigning homework.  I guess my hope is that we are considering the diverse needs, abilities, and support systems of ALL students when we make those assignments.  I hope that for every assignment, there is a clear purpose, and a plan to support those kiddos that need it.  

For my family, things will work out.  Chances are, my daughter will be talking to me again tomorrow.  And, she'll have more homework tomorrow night.       

We Need to Know

cc flickr photo by azjd

I began my teaching career at an inner-city school in downtown Phoenix.  For a young man who was from a very small town, in central Kansas, the diversity of the school was staggering -- ethnically, economically, and academically.  While I was aware of families in need in our community, I had never been exposed to the level of poverty, and violence, that my downtown Phoenix students faced on a daily basis.  At the time, I remember being shocked when I walked into my classroom to find two of my students comparing bullet wounds, or when, on a home visit with the school counselor, we discovered a student who was staying home in order to protect his mother from an abusive boyfriend.  The realities of life had forced these students to grow up way too fast.

Even years later, at a different school, I sometimes worry that I have become immune to the harsh realities of students who live in poverty.  I no longer bat an eye when students tell me a parent is in jail, or they are homeless, or that they weren't able to be in school because they were babysitting an ill sibling.  It's not that I don't care, but these events that I should find appalling, no longer have the shock value.  Been there, seen that.

This morning, the first day of our third week of school, a teacher asked me what was going on with one of our students who some would find rough around the edges.  I wasn't sure what the teacher was talking about.  A few minutes later, as students were walking into one of our buildings, I noticed the boy.  He had tears in his eyes, and seemed antsy.  I asked if he was alright.  He shook his head -- "no."  I asked if he wanted to hang out in my office for awhile.  He shook his head -- "yes."  He came into my office with me and sat in one of my chairs, head down, tears flowing.  "Do you need a Kleenex?"  A nod of the head...yes.  "Are you having problems at home?"  Another nod...yes.  "Are you safe?"  Another nod, quickly followed by "I don't want to talk about it."  I let it go, and allowed him to sit quietly.  But, as I worked at my desk, thoughts and questions bounced around in my head.  I know your name, but:

• Who do you live with?
• Do you have brothers and sisters?
• Is there someone at home you can talk to?
• Do you have someone to go to when you need help?
• Is there any chance you will be able to focus on school?
• Have you eaten anything today?
• Where do you live?
• Who are your friends?
• What do you like to do when your not in school?
• Do you have any dreams/aspirations?

It was painfully obvious that I didn't know enough about this youngster to have even a decent understanding of the challenges he might be facing, and how these challenges might impact his performance in school.  It reminded me of a post I wrote, about a year ago, entitled Do You Know Me?  As a principal, I should do better.  I should know.  So tomorrow, I will check in on this student, and I will begin to ask questions -- not overbearing, but caring. 

Problems and issues are certainly not exclusive to students from poverty.  That is why it is imperative that educators take the time, and invest the energy necessary to really know their students.

How do you learn about your kids and develop connections?

Shoulda, Woulda, Coulda: 5 Strategies to Avoid Worry

cc flickr photo by azjd14

Worrying is like paying on a debt that may never come due.  ~ Will Rogers

I worry -- a lot more than I should.  It's not something that I am proud of, or that I enjoy.  In fact, it is a characteristic that I know is counterproductive to effective leadership (as well as my personal health and attitude toward my profession).  It contributes to challenging decision making, diminishes confidence, and leads to a great deal of second guessing.  I'd love to be a confident decision maker, able to put worries behind me, but I know that worry is in my nature, and therefore, I have to have a plan to make decisions in a way that diminishes my capacity for concern.

Here are five strategies I am trying to implement in order to avoid stressing over the decisions I make as a school leader:

1.  Be Informed 
We don't always have the time to do a great deal of research when making decisions, but in most cases we can afford to slow down a bit and be certain that we are looking objectively at situations that require action.  This little bit of extra time might be enough to avoid mistakes.

2. Do the Right Thing
When faced with tough decisions, do the right thing.  In schools, this usually means doing what is best for kids.  In most cases, decisions involve multiple players and numerous potential outcomes.  There is a good chance that regardless of the decision that is made, not everyone will be pleased.  If you do what you truly think is right, you should be able to feel good about the outcome.

3. Reflect, but Don't Dwell
Reflecting on the decisions we make is good.  What went well?  What didn't?  What could be done better in the future?  The key is not to obsess over decisions that have already been made.  Ask yourself if you could have done something better, make note of it, and then get on with the business at hand.

4. Say "I'm Sorry"
If you make a mistake, or feel like you have made a poor decision, be willing to apologize.  A little humility in the face of a failure can be refreshing for everyone involved.

5. Move On
Don't play the "shoulda, woulda, coulda" game.  Once a decision has been made, do everything possible to ensure a successful outcome, and move forward.

Trust me when I say that I don't have any level of expertise in avoiding worry, but I do have a lot of experience in what it feels like.  For me, the therapeutic aspect of blogging is the opportunity to get my thoughts in writing, and have a plan for improvement.

What do you do to ensure confidence in the choices you make?  Please share!

You are a Difference Maker!

This post is from the archives of my Molehills out of Mountains blog.  It is a brief message written to our staff, last year, in anticipation of our first day of school.  Thought some might find it  useful as the new school year starts-up.

cc flickr photo by Krissy.Venosdale

As we prepare for the arrival of our students, I hope you will take a few quiet moments to put aside lesson plans, forget about administrative tasks, and consider our purpose (as a school, and as individual educators): we must attend to the academic, social and emotional needs of each one of our students.  Our educational system asks a lot of teachers, and unfortunately, in times when we are spread too "thin," it is difficult to maintain our focus on the best interest of kids.  That is why it is so critical that we take time for reflection, deliberately considering how we maintain student centered practices on our campus and in our classrooms.

When our students walk through the front gates on Monday morning, please remember that you are a difference maker!  The small gestures you make to welcome students, and demonstrate an interest in their lives, will have an impact.  There is tremendous power in a smile, a handshake, or an encouraging word.  In the coming year, you will have opportunities to build confidence where it hasn't existed, develop connections that have never been present, and generate hope for students who's academic careers have been marred by hopelessness.  All of these are truly super powers!During yesterday's training, the presenters shared the following quote - a powerful reminder of our ability to make a difference (either positive, or negative).

I’ve come to the frightening conclusion that I am the decisive element in the classroom.  It’s my daily mood that makes the weather.  As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.  I can be a tool of torture or an instrument of inspiration.  I can humiliate or humor, hurt or heal.  In all situations, it is my response that decides whether crisis will be escalated or de-escalated and a child humanized or de-humanized.  ~ Haim Ginot

You should all be proud of the profession you have chosen, the hard work you do on behalf of our students, and the determination with which you address challenges.  In the first few days/weeks of school I challenge you to really get to know your students, share a little about yourself, develop meaningful connections, and make decisions based upon what is best for kids.  Thank you for all you do for our school community...your efforts are noticed, and appreciated!

Purpose through Passion

cc flickr photo by azjd14

Enthusiasm is one of the most powerful engines of success.  When you do a thing, do it with all your might.  Put your soul into it.  Stamp it with your own personality.  Be active, be energetic and faithful, and you will accomplish your object.  Nothing great was ever achieved without enthusiasm.  ~ Ralph Waldo Emerson

Today I had the opportunity to spend time in a passionate educator's classroom.  I witnessed the teacher's enthusiasm, and energy, translate to student engagement, collaboration and critical thinking.  As I watched the kids working, I considered how fortunate we are, as educators, to work in a profession where we have the opportunity to touch lives, and be difference makers, on a daily basis.  

You certainly don't have to be an educator to understand the role that passions play in our feelings of worth, and purpose.  Consider the following piece about Izzy Paskowitz, a former professional surfer, who -- due to life circumstances -- found a new reason to pursue the sport he loves.  It is a powerful story of finding purpose in a personal passion.

Surfers Healing_the Izzy Paskowitz Story from Gabriel Noble_TRU FILMS on Vimeo.

As we return to our classrooms, welcome students to our buildings, and settle into our daily routines I would suggest that we would be well advised to heed the advice of Emerson -- "be active, be energetic, and be faithful."  Our efforts, and enthusiasm, might be what our students need to discover their own passions...and, perhaps, even purpose.  In the words, of Howard Thurman:

Don't ask yourself what the world needs; ask yourself what makes you come alive.  And then go and do that.  Because what the world needs is people who have come alive.