Stories Link Us Together

I absolutely love hearing and telling stories.  There is so much magic in them and a good story can captivate an audience.  When I work with schools, especially in a coaching role, I routinely ask educators to share with me how they are empowering students to own their learning or ways in which they are transforming teaching, learning, and leadership.  Practical examples loaded with evidence are not only inspiring but can be used to motivate others to take a critical lens to their practice and improve on it. When administrators share stories of how they are closing achievement gaps or successfully implementing innovative practices, I immediately ask how they are messaging this to their stakeholders.  

With an array of social media tools at our disposal, every educator should aspire to be the storyteller-in-chief. Now more than ever the field of education needs to hear more powerful stories that showcase all the good that is being accomplished in schools, both with and without technology.  Perception can be a morale killer as often what people assume is happening within the walls of schools is the furthest thing from the truth.  The bottom line is that if you don’t tell your story then someone else will. Don’t fall victim to “perception is reality”. Provide stakeholders with REALITY by sharing all the awesomeness in your classroom, school, district, or organization. This is something that I speak to at length in BrandED. No matter what anyone says you can never overshare how you are positively impacting the lives of kids. 

The other day I delivered a morning presentation to a large group of K-12. Afterwards, I met with smaller groups of teacher leaders and administrators in a quainter setting as a means to reflect on what I presented earlier.  It was a great opportunity to really roll up our sleeves in an effort to discuss in more detail logical next steps in their quest for meaningful change.  During the end of one of the conversations, I was asked to tell my story about how I went from basically a Luddite to a visionary principal, to a transformational guru (her words, not mine). She really wanted to know the journey and steps I took to not only lead innovative change, but also my transition from a principal to a speaker.  

Once I started drinking the Twitter Kool-Aid back in 2009 I quickly learned the error of my ways. Basically, I was a control freak who had an inherent fear of technology and did not trust what my students would do with it if they had greater access.  Thus, I worked with my district to write the policies to block social media and ran around my school taking devices from students.  The stories I accessed on Twitter inspired me to be better. Each day I read about districts, schools, and educators finding success with technology and innovative practices.  This invaluable link to work across the globe became a catalyst for change that I could never have imagined. These stories motivated me to make needed changes at the individual level.  From there I collaborated with my staff, students, and other stakeholders to scale change efforts in an attempt to improve learning outcomes while creating a school that worked better for our learners. 

Over the course of five years from 2009 – 2014 we worked tirelessly to transform teaching, learning, and leadership.  We weren’t always successful, but in the end, we succeeded more than we failed. Even though we garnered a great deal of attention for our digital initiatives, we also engaged in the hard work of increasing achievement, providing more authentic learning opportunities through the creation of our academies, improving grading practices, and ameliorating homework practices.  In an effort to improve professional learning opportunities for staff, a genius hour model was implemented as well as the creation of our own conference. As I noted during my narration, we were not the highest achieving or most innovative school. In my opinion, we were better than most at showing and sharing how we achieved success. 

I shared daily our stories of success, both large and small.  Whether it was short tweets, pictures on Instagram, videos on YouTube, or more detailed descriptions on my blog, the overall focus was to showcase efficacy in our work.  The stories that we shared resonated near and far.  This got the attention of media outlets in the New York City area and across the country.  Before I knew it, I was being asked to present at local and national conferences.  Each of these opportunities gave me yet another chance to tell the story of our school.  Eventually, I had to make a decision as it was nearing a point where I was going to be out of my building more than what was fair.  Thus, I decided to leave the principalship and grow into my new role as a Senior Fellow with the International Center for Leadership in Education (ICLE).  

Well, that is my story that I shared when asked.  As I reflect back on my transformative journey and my current work I am always reminded how stories link us with our communities.  Local stakeholders feel more connected to a school when they know about all the efforts to improve learning while preparing their children to succeed in the bold new world.  This is a great way to build relationships through trust. Transparency is an educator’s best friend in the digital age. Communities of practice also become linked as we continuously share and learn together.  This, after all, is what being a connected educator is all about.  

Your work and practice are your story. Be proud of the impact you are having and use the many tools available to promote all that is good in education.  In the end, you will only create stronger links with your community and other educators across the world. 

Share:

To Move Forward We Need to Let Go

“We can't be afraid of change. You may feel very secure in the pond that you are in, but if you never venture out of it, you will never know that there is such a thing as an ocean, a sea. Holding onto something that is good for you now, may be the very reason why you don't have something better.”  ― C. JoyBell C.

There is nothing easy about change.  The process is fraught with many obstacles and challenges.  Once such challenge that I have yet to write about is that for many of us it is tough to let go of certain things. Our reluctance or inability to move forward when faced with a decision to remain the course or move into uncharted territory can stop the change process dead in its tracks before it even has a chance to begin.  Typically, there are many factors in play, but three common behaviors that keep many of us stuck in our ways include fear, mental habits, and stubbornness. During different points of my professional career, I had to come to grips with each of these factors and how they were paralyzing my role in the change process.  Once I was able to overcome them the next step was helping others to do the same.

We are all afraid of something.  However, we cannot let it stop us from improving professional practice.  Fear of the unknown or failure holds us back from moving forward with change.  I love this quote from Zig Ziglar, “F-E-A-R has two meanings: 'Forget Everything and Run' or 'Face Everything and Rise.' The choice is yours.” Life is all about choices.  We can ill afford to allow fear to hold our learners and us back from what’s possible.  It is essential to understand that if we fear the risk, then we will never reap the reward that taking the risk provides.  When trying something new or different the chances are good that you will fail.  If and when you do, learn from the experience and use the power of reflection to improve practice or yourself. By letting go of some of your fear you will be surprised at what you can accomplish.

Image credit

Another issue many people face and have a difficulty overcoming is mental habits. As Jason Silva states in one of my favorite videos, “Once we create a comfort zone we rarely step outside that comfort zone.” When it comes to education, we see many practices that fall into this category, but more on these later.  The toughest adversary that many of us face rests between our shoulders in the form of our minds.  We often think we can’t do certain things or we have been lulled into a sense of complacency.  Without opening up the mind to new ideas and ways of doing things, change will never happen. Think about your mental habits that are holding you back from implementing innovative change. What do you need to let go of first to improve? How might you help your learners do the same within their context?

The last issue that plagues the change process is good old-fashioned stubbornness.  It is a trait that can destroy friendships, marriages, and professional relationships.  I don’t know if anyone knows for sure why people are stubborn, but my thinking is that both fear and mental habits play their part.  What are you holding on to that might not be in the best interests of your students or the people you work with? I believe this question can serve as a catalyst to begin the process of overcoming certain elements that negatively impact not only our practice but also the relationships we strive to create and support.  

Below is a list of five things that I believe need to be overcome if meaningful change and improvement in education is the goal. Each is influenced by fear, mental habits, and/or stubbornness in some way.

Status Quo

The status quo in schools is like a warm blanket on a frigid night – no one wants to get out from underneath it. When it has a tight grip on a school culture, any attempt at change is met with resistance or blatant inaction.  You can all but hear the whispers of this too shall pass, we’ll wait it out, they won’t hold us accountable, so I’m not changing, why risk it or everything is great because we have high test scores. Will you challenge the status quo to improve the educational experience for your learners?

Traditional Grading Practices and Homework

There is a great deal of research out there that supports changes to how educators grade and the use of homework. In light of what the research says and the negative impact on our learners, it has been difficult for educators and schools to let go of these two practices. We often assign homework and grade a certain way because that was either what was done to us as students or what we were taught to do during our teacher preparation programs. One of the most challenging initiatives I ever led as a principal was working with my staff to change how they graded. As our district took on homework. What will you do to improve these practices?

Drive-By Professional Development

In Learning Transformed Tom Murray and I highlight the research that illustrates how drive-by professional development has little, if any, impact on professional practice. The concept of development as a whole needs to change to a focus on professional learning that is research-based, job-embedded, practical and takes into account the real challenges educators face. On top of all this, follow-up and accountability are crucial if the goal is to scale the changes that are being supported by the investments in professional learning. How will you work to improve professional learning in your school or district?

Technology Avoidance or Low-Level Use

This is a two-part scenario.  On the one hand, some people loathe technology and fail to embrace how it can transform teaching, learning, and leadership. The fact is technology is here to stay.  The key is to develop ways to integrate it with purpose aligned to research-based pedagogical practices. On the other hand, some people are in love with the stuff and toys.  Technology has the potential to support and enhance learning in ways that we can never have imagined a few years ago. However, we must not fall victim to the engagement trap and use technology in ways that just support low-level learning.  How will you empower your kids to think and use technology to show that they understand while unlocking their potential?

Grudges

Has someone wronged you, rubbed you the wrong way, or just irritated you for whatever reason? Get over it!  Please take a minute to read this article by Nancy Colier on the subject. As she states, “It’s not about the person who wronged you. It’s about who you want to be.” She continues to explain that the problem with grudges is that they don’t serve the purpose that they are there to serve. “They don’t make us feel better or heal our hurt. When it is all said and done we end up as proud owners of our grudges, but still without the experience of comfort that we ultimately crave, that we have craved since the original wounding.”  What grudges are you willing to let go of to move forward for the greater common good?

Once we better understand the causes of the adversity to change we can then begin to move forward. However, to do so, we must be willing to let go of practices and behaviors that are holding us, our schools, and most importantly our learners from opportunities for growth and improvement.

To move forward, we must be willing to let go.

Share: