Epiphany!

Photo Credit: Brendan Loy, 2008

We’re talking beam-of-light-from-the-heavens-choir-of angels-singing, sudden realization of something important here:

I think I know what I want to be when I grow up.

Now, I understand that this might be a slightly odd statement from a man about to turn 42 years old, but whoever said that age and growing up were synonymous?

I stand by my original statement: I think I know what I want to be when I grow up.

I want to work in the Student Services department of a school district.

Sexy, huh?

No, not really. I know that. But seriously, I think that’s where I’m intended to be.
Here’s why:

I want to see kids be successful (think beyond test scores here if you could), and realize that not every student learns in the same way. My time in administration, dealing with student discipline issues, has taught me that students who don’t “fit in” to the traditional school setting manage to find ways to get themselves removed from the traditional school setting (suspension, expulsion, alternative programs, drop out).

So why not work with these kids, and find them a setting that will work for them? Maybe even BEFORE they get into trouble.

My ideal job, I think, would be to be in charge of alternative programs- distance ed, home schooling, “opportunities” programs, and the person who handled discipline hearings that referred students to those programs. Kids who really NEED something different. Kids who WANT to be successful, but just don’t fit in the traditional program.

These are the students who have been left, not just behind, but out, entirely. And I want to help them. I want to be the advocate for the kid who’s “different.” The one who has potential, but just isn’t making it. The smart kid who is always in trouble, failing all her classes because she “just won’t apply herself.”

You know. THAT kid.

They need someone.

I think that someone could be me.

Man, I hate when that happens!

I was going to say something.

It was profound.

It was timely.

It was witty.

Dare I say, it was worthwhile and relevant to what you are thinking about RIGHT NOW.

I had this thought and said to myself, “I need to blog that! It’s profound! It’s timely! It’s witty! It’s what people are thinking about RIGHT NOW!”

So I opened my blog composition window, and promptly forgot everything I was going to say. All of it. Every last word.

I don’t even remember what I was going to talk about, much less what I was going to say about it.

Man, I hate when that happens!

Looking for some input…

I submitted a proposal to present at the California League of Middle Schools annual conference this February, and, lo and behold!, my proposal was accepted!

The topic of my presentation is “What my Admin Program Didn’t Teach Me,” something I blogged about in this space exactly one year ago yesterday. Apparently it struck a nerve with some because it led to a wiki I co-authored with Ed Shepard, another middle school administrator from Virginia, as well as an appearance on the Practical Principals podcast earlier this year. (More “fame” than I ever thought I’d have!)

Now my proposal acceptance, of course, means that I have to actually prepare for the presentation, and that means I’m going to need some help. For those of you who are school administrators, I would be greatly appreciative if you would take a minute to complete this form to share whatever anecdotes, advice, or suggestions/recommendations you might have for those who have just entered or are considering entering the wonderful world of school administration. You will, of course, receive credit for your contributions during the presentation and in whatever materials I hand out to participants. I’ll also provide you with access to those materials (once I’ve actually created them!)

Thanks for your help!

What’s in a name?

In the old days, it was not called the Holiday Season; the Christians called it ‘Christmas’ and went to church; the Jews called it ‘Hanukkah’ and went to synagogue; the atheists went to parties and drank. People passing each other on the street would say ‘Merry Christmas!’ or ‘Happy Hanukkah!’ or (to the atheists) ‘Look out for the wall!’ — Dave Barry

(Thanks to @Mamacita for the quote!)

Does it really matter what we call it when people just aren’t as quick to be an A-hole to other people?

People like to argue. I know, it surprises you.
They’ll argue about whether it’s cold when it’s 60 degrees out (at least here in California, they will). They’ll argue about politics. They’ll argue about which is the better pet, a dog or a cat. They’ll argue about which football team deserves to, but won’t make, the playoffs. They’ll argue about just about anything.

Like whether we should say “Merry Christmas!” or “Happy Holidays!”

Both sides have a point: Saying “Merry Christmas” presupposes a belief in Christianity, which, in our pluaralistic, multicultural, melting-pot-type society is not a given. Saying “Happy Holidays!” discounts the influence the Judeo-Christian tradition has had on the culture of the United States and secularizes what many see as a religious holiday. Saying “Back at ‘cha!” just doesn’t seem to acknowledge the significance of the season itself.

So, why are we so focused on this?

The one thing I think many of us can agree on is that, at this time of year in particular, people try to set aside their A-hole-istic tendencies and be nicer to one another. Well, maybe not so much in the parking lot of the mall or at the counter of the Honeybaked Hams store, but, by and large, we do try to be less of an A-hole to other people during the late-November-mid-December season.

And, can any of us say this is a bad thing, no matter our motivation? Does it really matter if I, in the course of being less of an A-hole to you, say, “Merry Christmas!” or “Happy Holidays!” Do you, on the receiving end of my less-A-hole-like attitude, really care what words come out of my mouth as I hold a door open for you while you carry $1500 worth of junk to your car? I think not.

What you really care about is the fact that I didn’t just let the door close in your face because I was already through it. What you really care about is the fact that I waved you into the parking space we were both trying to get, even though I was there first. What you really care about is the fact that I didn’t shove ahead of you in line at the JC Penny’s while you were holding your fussy 2-year-old and trying to buy gifts for your friends and family.

The words don’t show holiday spirit. The actions do.

So go ahead and say, “Merry Christmas!” or “Happy Holidays!” or “Feliz Navidad!” or “Joyous Kwaanza!” or “Happy Chanukah!” or “Peaceful Winter Solstice!” or “Enjoy your days off!” Whatever you want to call it is fine with me.

Just be less of an A-hole for a few weeks, and I’m happy.

Ugh.

So, I’m on lunch duty and see a heated “discussion” break out. I head over to see what it’s all about, and Kid A tells me that Kid B has her iPod. Seven other children immediately try to tell me all about the issue, but I shush them and determine who the real players in the incident are. All go to the office to cool their heels for a bit.

I come back to the office, shoo away those who have come to provide moral support or character statements for the ones I’ve already pulled in and get them to write their statements. I read the statements and start my “chats” with each of the involved students. Around this time the district SRO comes by, so he’s in while I’m chatting. Kid B is adamant that it’s her iPod, but can’t tell me what the name of it is (established during the set-up process), and says she doesn’t have the box or receipt for it, so no serial number. Call Kid B’s mom, who tries to browbeat me into giving the iPod back to Kid B, because she’s “her mom and knows her kid’s iPod!” I politely tell Ms B that I will happily release the iPod to the child that can provide me with proof (serial number, receipt, etc) of ownership. Ms B says her husband will come down to talk to me about it. I say, “Fine. Just have him bring proof that it’s Kid B’s iPod.”

Call Kid A’s mom, let her know what’s going on. Got her cell, but left a message. Two minutes later I get a call- she’s got the serial number I’m looking for. Kid B, eventually, confesses to taking it out of Kid A’s backpack in the gym locker room. Call Kid B’s house. Mom doesn’t answer, talk to stepdad. He’s shocked, quiet. Kid B is suspended, Kid A gets her stuff back (along with a lecture from Mom about bringing valuable stuff to school and leaving it unattended).

Oddly enough, still haven’t heard from Mom B to apologize for her behavior. Hmm.

Balance

 

Photo credit: D Sharon Pruitt, Flickr CC License

 

How do you find balance?

This question was running around my head this evening as I came home from my Ed.D class. I was thinking about how great it is to be surrounded by so many very, very smart people, and how I come away from these classes excited about my professional future.

Then I thought, why am I excited? How much of my day tomorrow will afford me the opportunity to apply what I’ve learned this evening? How much of the next week? Month? Likely not too much, truth be told.

And that struck me as sad.

When we enter the field of school leadership, we don’t do it with the intention of being bogged down in minutia: we go into it hoping to do good things for kids, to move schools forward, and to put our own stamp on the educational process. Yet we spend our days dealing with trivia; student discipline, payroll, work orders, etc. OK, maybe “trivia” is a bit strong, I don’t think it’s the image any of us had when we decided to leave the classroom and enter administration.

So, how do we find a balance between the ideal image we had of being a school leader and the reality of the day-to-day grind? In a couple of years I’ll probably be looking for my first principal’s job, and want to be able to strike the right balance between school management and school leadership. How have you done it?

Wow, this is a lot of work!

OK, I knew it would be challenging.

I believe I came into this with my eyes wide open, no illusions about the level of work that would be required.

But, man, there’s a lot to do!

I’m currently 6 weeks into a 3 year Ed.D. program at California State University, Fullerton, and I’m really enjoying it. I like the intellectual challenges, the exchange of ideas with colleagues in my field, and the high-level discussions of the real issues facing education and school leaders today.

But, whoa, there’s so much to do!

I’m working full time as a middle school AP. My school has needs, in terms of discipline, teacher development, and curricular and cultural change. I’m a parent, with two boys in elementary school with active schedules outside of school including karate and soccer. I’m a husband to a wonderful, patient, understanding woman who also happens to be an elementary school principal at a school with its own needs. I’m a son, a brother, and a friend to others. I have interests beyond education that I’d like to be involved with.  There’s only so much time in the day, only so much time in the week, and all of it seems to be spoken for.

I’m still trying to find the right “groove” to balance all of these disparate demands, the right way to prioritize things on a day-to-day basis, and the right tools to keep myself organized. Do I use Word documents for reading and class notes and save them to Dropbox, or do I use Google Docs? Where do I save pdf copies of articles I come across during research? How do I keep track of what is due when? How do I reconcile my use of newer technologies in this pursuit with the old-fashioned paper copies of things? Can I effectively read cognitively demanding materials online, or do I need to print them out so I can reread, annotate, and underline easily?

I know it can be done, and I’m confident that I’ll eventually find the balance. I’ll figure out how spread myself amongst all the various demands upon my time and attention without getting to thinly spread out, but it’s going to take some time. Which I don’t really have a lot of these days.

Facebook snarky-ness

I had this exchange on Facebook today after I’d posted my answer to the Obama School Address poll:

FB FRIEND: Hey, since channel 7 loves the man so much, how about they give him time at say…6 p.m. Anyone who wants to tune in can do so. Keep it out of the schools during school time. And I resent the idea that kids aren’t hearing the message of persist and work hard and stay in school from their teachers, instructional aides, PE teachers, and yes, even their parents. They are. Every single day. So what, if Obama says it, then it will work? Magic. He’s way too full of himself.

ME: I don’t think this comes close to implying that kids aren’t hearing positive messages at school or at home. It’s a pep talk, pure and simple. Like it or not, like him or not, he’s the President of the United States, and as such has the right to address the people of the United States, even school kids. This whole flap is a distraction from REAL issues facing schools and the country at large, and serves only to perpetuate the mindset that we don’t have to listen to ideas we don’t like.

FB FRIEND: You’re right. There are a WHOLE HOST of other issues that need attention, so now, out of the blue, he feels this incredible obligation to give a pep talk to the kids? Convenient. People are going completely crazy over the health care issue, so he needs to distract people from that issue and create a new one. I listened to his ideas, and I did … Read Morenot vote for him because I didn’t like his plan for our country. So, yes. He is the President of the Country I live in and love. And I happen to HATE what he’s doing to it. Besides, what would some people have thought if Bush had wanted to pipe his mug into the schools with a “message” to the kids, complete with lesson plans that included (although I do admit, they have been altered – because they got busted) writing a letter to yourself explaining how you can help the President? They changed it because people saw through them and their sneaky, sinister plot. I just don’t trust these people.

ME: This issue would never have been a distraction if those who had raised such a ruckus over a simple address to school kids had used some sense in the first place. And a “sneaky, sinister plot”? Really? Is President Obama meeting in some secret lair, planning to take over the world? Is he going to say, “Hey, kids, while I’ve got you here, why don’t you go tell your parents to give all their money to the government so welfare moms and illegal immigrants can have their hard-earned cash?” No, that’s not happening, any more than he’s planning death panels or keeping a list of those who speak out against his policies. He’s a politician with whom you disagree. That’s all. And it’s fine if you disagree! Our system is built on that disagreement- civil, respectful, thoughtful discourse regarding the issues.

But that is what too many of those on the right, and on the left, have forgotten. You hate what you see President Obama doing to the country you love. I respect that, but I hate what I see the likes of Rush Limbaugh and the talking heads on Fox News doing to this country- reducing the level of discourse to shouting at those they don’t agree with, distorting the truth to suit their purposes.

We can disagree on issues and still like, admire, and respect one another.

This particular FB Friend (a middle school principal) is not someone to whom I’m particularly close (I used to work with her husband), but I do like and respect her. It was hard to respond to her statements without sounding like I was attacking her personally, which was not my intent at all.

Without necessarily getting into the issue itself (plenty has been said elsewhere!), what do you think about how the exchange went?

Rodney Dangerfield wasn’t an Educator!

Finally, after everyone else in the Blogosphere, I got around to reading Sarah Fine’s explanation as to why she is leaving the teaching profession. If you haven’t read it yet, please do so now. I’ll wait…………

Ms Fine cites many of the same reasons others leave the profession; an ever-increasing workload without a corresponding increase in compensation, micro-management by administrators, surly and disengaged students, and a general public perception that “Teaching is an admirable and, well, necessary profession, they say, but it’s not for the ambitious.”

I don’t fault Ms Fine’s decision to leave the profession in the least. Once upon a time I felt very similarly and nearly took the same route out. I do question, though, her conclusion that people don’t respect teachers as much as other professionals such as doctors and lawyers.

Certainly there are individuals, very vocal ones at that, who will proclaim, “Those who can, do; those who can’t, teach!” and who measure an occupation’s value by the average salary one receives in that profession. It’s been my experience, though, that the majority of people hold teachers (at least as individuals) in very high regard.

I assume the majority of readers of this blog are educators, so I’ll ask this question: how many of you have ever been at a bar and, when the subject of what you do for a living comes up, have received a response along the lines of,  “Wow! That’s great! I could never do that!” and then been told a story about a teacher who made a difference in that person’s life? Maybe not a lot of time, but I suspect that it has happened once or twice.

Now, if there are any lawyers out there; how many times has someone in a bar said to you, “Wow! That’s great! I love lawyers!” then proceeded to tell you a story of a lawyer who helped them become the person they are today?

That’s what I thought.

This is not to say that lawyers are not important or helpful or worthy of our respect and admiration; they are. The error we tend to make, though, is that we believe salary is a function of respect, and while, to a certain extent this is true, it’s not the only measure of the value society places on a profession.

As an aside, comparing the legal and education professions, though tempting and very popular, is misleading, at least when it comes to salary. Starting salaries for lawyers vary a great deal, depending upon the organization one goes to work for. Attorneys for non-profits or district attorneys offices don’t make nearly as much as those who work for big, well-established law firms, and those who go into private practice will vary even more in their incomes from year to year. Being a lawyer doesn’t automatically guarantee a large income, big office, and luxury automobile, anymore than becoming a teacher relegates one to a life of ramen noodles, cold coffee, and frequent colds courtesy of little people with snotty noses!

Add to the equation the number of hours worked over the course of an entire calendar year, the late hours required, the all-or-nothing nature of litigation, and I feel the salaries tend to level out somewhat.

Should teachers earn more? Yeah, probably. But small school districts (or even large ones) don’t have the resources to pay teachers like big law firms pay attorneys. [Largely because the people who determine how much school districts receive each year, themselves overwhelmingly attorneys, don't provide school districts that level of funding, but that's a topic for another post!]

What do you think?

Summer Reading

I don’t, as a general rule, spend nearly enough time reading, either professionally or for pleasure. I love reading, but the demands of job and family often make it difficult to dedicate the time.

This summer, though, I’ve made a commitment to spending some time with the old-fashioned printed word, and so far I’ve managed to get through 2 books. The first is one I’m reading in preparation for the Ed.D. program I’m starting in the fall, Reading Educational Research; How to Avoid Getting Statistically Snookered. The author, Gerald W. Bracey, dissects research and statistics and discloses how the latter may be twisted to make the former conform with a specific political agenda. He also discusses some of the misuses of educational data and the mistaken comparisons the media, the public, and politicians make using that data between American schools and those around the world. Bracey clearly is not without an opinion of his own (he obviously has no great love for the high-stakes testing components of NCLB, for example), but I don’t feel like that gets in the way of his analysis of much of what is being presented to the American people regarding the relative quality of their public schools. His ultimate argument seems to be one of, “Make sure the research/statistics you are reading are really telling you what they say they are telling you; be an informed consumer of information!”
Bracey’s language is not bogged down with statistical technicality- it’s very readable and even entertaining (to a certain subset of geeky educators, like myself!) and I would recommend this book to those with an interest in public education and the way the quality of public schools is related to the public.

The second book I’ve read so far this summer is An Intimate Understanding of America’s Teenagers; Shaking Hands with Aliens by Bruce Gevirtzman. Gevirtzman is a high school English teacher with 30+ years of experience as a teacher, baseball coach, debate coach, and theater director/author.

I am of 2 minds regarding this book. On one side, Gevirtzman certainly has had a great deal of opportunity to observe teens, and I get the impression that he’s probably an excellent teacher, one who truly cares about his students, who makes himself available to them and has a genuine respect and affection for them. On the other side, he is clearly of the opinion that his experience has made him an expert on the American teenager, and there is a certain arrogance that permeates the pages of this book as a result. While he has some very good insights into the ways teens think (and often don’t think), he tends to moralize in many of his “Mr. G’s Homegrown Advice” sections.
Given the book I read immediately before Gevirtzman’s addressed specifically the comparison of American students’ performance on international comparisons of math and science proficiency, there was one statment that particulary bothered me:

“…One recent international study reported that students in the United States were ranked 14th in the industrial world in math and 11th in science. However–ta-da–American high school students did sit on the very top when it came to their levels of self-esteem. Translated: “American teenagers are among the dumbest in the world, but they feel really good about themselves!”

Mr. Gevirtzman did not include any reference to a specific  “international study” so the reader is unable to independently confirm the statement, and the “translation” is hardly supported by the preceding statement, as there is no indication of how many other industrialized nations were surveyed in the “international study” or how far from the nation that ranked #1 we were.

Overall, though, I like the Gevirtzman book, and think it poses some valuable recommendations for parents of teens (or pre-teens; better to be prepared!)

I’m looking forward to the rest of my summer reading (as yet to be identified), and will try to keep you posted.