Buffer Entry

Next week I will be in Washington D.C. with my doctoral cohort for class. To satisfy one of the course requirements, I will keep a blog of my experiences there as they relate to education. This entry  is meant to serve as a divider (buffer)  between the D.C. assignment blog, which will appear above this entry,  and the blog content from a previous  course found below.

Motion is not Action

Greetings all.

I have been contemplating  my final blog for Dr. K’s course. The challenge of  adequately bringing all of this wonderful information into one cohesive post has been daunting to say the least. I have chosen to use this quote from Benjamin Franklin as my vehicle for thought: “Do not confuse motion with action.”

This class has put us  in motion…and that is a good thing. We have contemplated diversity, ideologies, technology, generational differences, and leadership imperatives for a semester….and that is a good thing. However, we have often lamented in class “if everyone recognizes these issues and constraints, why aren’t things changing?”

The answer? It takes action.

We began this course by reading a document entitled Creating a New Vision for Public Education in Texas. This self-described Work in Progress outlines new learning standards, digital learning,  assessments and more. On the final page is a list of Superintendents who participated in the creation of this work.

This is action.

We must look to ourselves as current and future leaders to take action. Technology, global diversity, and challenges to traditional thought are upon us and we must take appropriate and responsible action. It is, I believe, our leadership imperative.

This program and Dr. K’s class have put us in motion and provided us with tools to do more. The onus is on us to take the leap from motion to action. We can do this….it is a good thing!

State, National, or Global?

How is worldly diversity impacting the notion of citizenship and citizen education? Even before technology and advancement made the world uber accessible as Thomas Friedman discusses in his bestseller The World is Flat, America was called a “melting pot”. This reference is certainly valid…just walk down the street of any major U.S. city and listen to the conversations. In my school district, we currently have 70+ languages spoken by our students.

What does this mean for our students, and our nation?

Well, for one thing, we must learn to diversify not only our learning, but our teaching. We must remain open-minded to change, and recognize it as an opportunity to succeed as opposed to seeing it as  ”giving in” and losing ground as a nation. China will soon be the largest English-speaking nation in the world. Do you think this would be possible if they refused to acknowledge the importance and need, and instead required that everyone learn only “their” local tongue?

Our schools and classrooms are a microcosm of society and the world today.  It is critical that we rebuke the closed mindset we often take towards diversity and instead, embrace our citizens (whether they be of our schools, state or nation) as a valuable resource to be mined and explored for our greater success.

Have a great holiday!

Troy

P.S. To give you an idea of how Washington is beginning to address our current educational challenges utilizing funding through the Race to the Top fund, I am attaching a link to last week’s Meet the Press, which featured a discussion with Secretary of Eduction Arne Duncan.

The Gap

Young vs. old

Your race/religion vs. mine

I hear you, but don’t understand why you can’t see it my way. You hear me, but don’t understand why you must change instead of students.

Generational differences impact all levels of the school system. Older teachers unwilling to change would rather make students conform to their teaching methods than adjusting to the needs of the learner. Students say they don’t like school, or their teachers. Is this more a result of not understanding rather than not liking?

I find it interesting that much of the racial and religious stereotypes and intolerance comes from older generations, as do a large amount of  prejudice and disdain for technology. Am I saying older generations are poor teachers and role models? Absolutely not. What I am saying is that diversity in our students, and the evolution of technology are only going to increase. If we as educators are truly committed to impacting the future, we must learn acceptance, tolerance, and indeed embrace the differences we have resisted for so long. Our students future, and our own by default, will reflect our level of success.

Diversity…..Consolidated

This week I had planned to address FQ 10 which asks “How does the diversity created by our global, digital economy impact you, your faith, and your service as an educational leader?”

Well, in light of the events this past week at Fort Hood, I will still address FQ 10, but in a totally different manner than originally planned.

What occured this week at Fort Hood was tragic and traumatic. I won’t pretend to be familiar with the details, as many of you were impacted directly by the event and know full well the gravity of the situation. What I would like to highlight is the response to the situation- outpourings of support, people working together, unanticipated heroic actions, and genuine care and support for our fellow man.

These positive responses were, and continue to be, for the benefit of everyone who needed assistance regardless of age, gender, race, or belief. People from all walks of life, and from all over the world came together in common support of people in need. Young and old, military and civilian, student and teacher all became equal partners in surviving and moving past this ordeal.

In short, regardless of our differences, when things get difficult and challenging we are the same: we all need support.

Let’s keep this in mind as we continue in our role of educatonal leaders. Though being mindful of the backgrounds and perspectives of our students, parents, and staff is beneficial, when it comes down to it, we all need common support. As leaders, we need to be strong in our faith and calling to serve, and represent quality leadership in all that we do; whether it be counseling with a child making poor decisions, or becoming an unsuspecting hero by responding to a difficult situation as a true leader.

Something to think about as we head into the new week.

Troy

Student success vs. self-preservation

There seems to be a common theme this week regarding changing educational mindsets. In JT’s blog this week, he discusses the possibilities of homogenous groupings, while Todd discusses the differences between generations Y and X, and the detrimental impact  of failing to adjust to these differences. I was challenged by a friend this week to consider a  proposal to raise our inconsistent and comparatively low state standards to a consistent yet higher national standard. (to keep you reading and focused, I’ll include the link later)   

We realize our current system is lacking. We understand our students will need new 21st century skills to excel in the future. We also acknowledge that new teaching concepts and approaches are needed. However, our careers, livelihoods, and families are dependent on our employment. Each new strategy or idea comes with risk and certainly criticism. Here is the dilemma: we have an important responsibility to educate our students, coupled with an ethical leadership imperative to prepare them for the world of the future. Yet, our jobs often depend on student success on standardized  tests administered in the present.

We need to keep our jobs to positively impact our students’ future. However, fear of risk often leads to conservative methodologies. How do we cling to these habits yet equip our students’  to succeed in the future? What do we do? Click here to link to the article, I look forward to your feedback.

Troy

How are we different…..inside?

I have given our Cohort 3 “therapy session” a lot of thought this week. As I am sure you recall, many in our group voiced their struggles regarding coping with the many important aspects and demands of life. Additionally, almost to a person, we referenced our faith and reliance on the Lord for support and guidance. I remember thinking at the time and throughout this week how lucky and honored I am to be surrounded by such a strong group of believers!

When I think of the many disparities in the students of today, guess which one strikes me the most?

Not money…. not desire….. not acceptance…..not ability. The disparity that strikes me as the most important is the lack of a spiritual connection. Think about it- how many pray before meals? How many attend church regularly? How many are involved in church youth groups or campus groups like FCA etc? How many reflect on their actions and how they are seen in the eyes of the Lord and how exponentially has this changed since we were in school?

One of our leadership imperatives must be to promote faith and spirituality as often as possible. Granted, this can be a challenge in the public school setting (and as our district’s religion in schools guy I can attest that you must exercise restraint), but there are ways. Lead by example. Model moral and ethical behavior. Allow student groups like FCA and others to participate in appropriate activities. There are a myriad of ways to express our faith and commitment, and it  is imperative that we model this connection to those we touch (both student and adult).

Lest you think this is a lost fight, think again. Though often overshadowed by media hyperbole, there are great numbers of spiritual people both student and adult around us every day. We just need to be patient enough to see them, open enough to accept them, and strong enough to admit that we need them, and the Lord, in order to truly succeed.

I am attaching a video of two “kids” that you will recognize. Thanks to students like them and educational leaders like those in Cohort 3, the future is looking bright again!

Enjoy : )   http://www.youtube.com/watch?v=cnx2MungsGI

Troy