Why? I Am Not Sure, But Grateful I Am

I have been thinking lot about my twelve-year-old self since I did the exercise writing that little  girl a note of reassurance. I have reflected a lot on my upbringing and the person who I am today. I am somewhat baffled as I try to uncover how or why I got to where I am today. First, off it is difficult to see myself as "successful" because that would mean complimenting myself which is hard to do. I have gotten better since my path of a positive mindset and outlook, but it is a struggle to accept compliments and more so claim that I am a success. What is success anyway? I don't measure it by money or status as much a I do by happiness and service, and maybe that is why it feels more like a major accomplishment to me.

 I can't decide on one thing as much as I can on a series of events and important people, and this makes me think how we can support our students to capitalize on these things. I am fortunate to have parents who love and support me, and I think most importantly instilled the value of a strong work ethic. I used to think that maybe strong work ethic was a lost cause, but I do witness it every day in so many leaders, teachers, and even students--including my own children. I know that as I was growing up,  I was so fortunate to have parents who loved me and modeled what such amazing strong work ethic was.

My parents worked at and met a the local lamp plant. My dad eventually went into business with this brother, but worked full days to make it work, and it was hard labor that has taken its toll on him.  In addition to working at the sawmill, he farmed his property. My mom started on the line at 18 and move her way up to forman and then an HR job with the same plant.  She worked the night shift for most of my young childhood. I remember my dad getting me ready for school and helping me with homework.

We also had jobs and had to help around the house. This taught me a lot. Grades and schooling were important to my parents, which made them important to me. I struggled but worked hard and usually received good grades (A/Bs), and when I got anything lower, I was harder on myself than my parents every could be. My dad did pay me for good grades, but I never really did it for the money. I think it was his personal investment that he made into me during our study sessions that gave me the drive to do well. I have always wanted to make my parents proud. They worked so hard to give my sister and I want we needed and usually wanted. I had some good teachers, but I also had some not so great teachers. I wasn't fortunate enough to have a Rick Wormeli or a teacher focused on me learning the content as much as earning points. I also did not have a Kim Rock to support my reading or a Sue Kraske to help me in math; I was pulled out for both in grade school. However, that sense of pride and strong work ethic gave me the internal drive to constantly do my best.

There was always the expectation from my parents that I go to college, and I was so blessed that my parents were able to pay for my undergrad, and the savings that they set up for me was able to pay for my masters and some of a down payment on a house. I also worked through high school and college which continued to reinforce the value of money, and furthermore, gave me the gift of independence.

After college though, I think the adversity I experienced added fuel to my drive to make something of my life. I wonder how some people make it through life's challenges while others do not. The love and support of my parents assisted me in conquering yet another battle in my life. This makes me even more concerned for our students who do not have this love and support at home--even more important on making sure that they get it at school.

Even after thought and reflection, I am not sure what variables lead to success or ones personal definition of what success is. I only hope that my husband and I are giving our children the same foundation, and that my work as an educator and leader does the same for the children I serve. If anything, it is a team effort of love, support, and modeling strong work ethic, kindness, and overcoming adversity. While growth mindset was not intentionally or explicitly taught, my parents never made me feel like there was anything that I couldn't do, and if something was difficult, they encouraged me to keep trying.

Whatever the mix or combination, I am grateful for my parents and all of the people in my life who inspired me to never let the voice of doubt win.

The Lessons Learned from My Dogs

Daisy and Rosie

Staying positive isn't easy. It does take a mindset and determination to not get sucked into the negative talk and culture. Tonight, after a long, short week of work and evening conferences, I am relaxing and looking at my cute, furry family members and think: we can learn a lot from our pets. Daisy, our 8 year-old black and white Miniature Schnauzer, and Rosie, our almost 1 year-old black one, teach me many lessons.

1) Determination
Daisy will sit and stare for up to an hour while my husband sits in his chair watching TV. With the "treat" jar right next to his chair, she waits patiently, sometimes tapping his leg with her paw or even using proximity, until he caves. If we work hard enough and exercise patience, we can make anything happen.

2) Loyalty
Both Daisy and Rosie are loyal to us and each other. It goes a long way when we demonstrate commitment to students, staff, and the community. We also must be loyal to ourselves and our moral compass while making decisions that we feel are supported and best for our students.

3) Rest
Lazy days are needed. Relaxing in front of the fireplace or hanging out in bed an extra hour is a must to re-energize and fill our buckets. It's easy to burn our candles from both ends, but this will increase our susceptibility to negativity. We must stay rested and strong to keep a positive, growth mindset.

4) Play
The same goes for exercise and play time. Taking time for ourselves is key to being healthier and happier. Finding an exercise that is both fun and satisfying can foster accountability to fitness. Play should be personalized (on our own or with loved ones), but we also need to remember to play with the students too.

5) Affection
Both of our dogs love to hug, wrapping their front legs around our necks. Greeting us with crazy, screaming barks and howls at the door always brings a smile to my face. People need to know that they are cared for and about in life. Hugging, praising, and showing kindness will actually support loyalty, work ethic, and satisfaction.

Lessons can be learned from our four-legged friends. It's time to start paying attention to what they are telling and showing us. We can even model these lessons for our staff and students and pass it on to others.

Educating for a Better Tomorrow

As I read the book, Innovator's Mindset, for the second time, I reflect on the introduction and try to answer the question, "What is the purpose of education?" as well as explain why innovation is so important to education. This quest makes me think back to Simon Sinek's Ted Talk and "Start with the Why" approach. (shortened video link)

Why do we educate youth? Why do teachers, leaders, and other educators dedicate so much of their time to the profession of educating students? While many people internalize their own reasoning, I believe the BIGGEST "why" we have centers around the desire to inspire and have an impact on creating a better tomorrow. This is usually articulated in the phrase, "to make a difference" by many educators and leaders.

At the moment, it is more challenging and demanding than it has ever been to make education relevant and engaging by personalizing learning and creating authentic learning experiences. Traditional practices and teaching to the middle no longer prepare students with what they need to know for what they need to do and become.

To create a better tomorrow, we need to connect with students, teach to the whole child, and instill the drive and courage to take risks to become the best versions ourselves (both educators and students). The need exists to continue to evolve our communities, countries, and world to be better for the next generation.

While this is a more challenging time in education and extremely demanding on educators, we have more tools, practices, access and reach to create engaging, meaningful, and personalized experiences for our students. Shifting our practices to offer more student choice and direction is helping to foster not only the knowledge required but also developing the skills demanded for tomorrow's world.

This brings us to why innovation is so crucial--to Simon Sinek's "How" circle. Innovation is creating change that transforms education, learning, and outcomes. We can only expect our students to be as innovative and creative and passionate about education as their teachers are. Furthermore, we can only expect our educators to be as innovative, creative, and passionate about teaching and learning as their leaders are.

In doing this, we need to be more thoughtful about restricting technology and come up with ways to teach appropriate use, make teaching and learning more efficient and personal, as well as prepare students for a world that doesn't even exist--a better world. We need to practice and model the skills we are asking students to develop. We need to take risks, learning from each other and our students. It will be a collective and collaborative approach to educate for a better tomorrow. 

Positivity in Trying Political Times: Exercising my Voice

What kind of role model would I be if I didn't advocate for my students, staff, and my and others' livelihoods? While I try to stay positive and hopeful, I cannot stay quiet or passive. This is why I use my voice; this is why I advocate. This is why I march, speak up, and contact/visit legislatures. Others need to step up--stand up for right. Don't expect someone else to do it. We need make progress, be unified and grow, not isolate, hate, or teach fear.

If I want to grow and make decisions that are in the best interest of my students, my staff, and the surrounding community, I have to be aware off all stakeholders. I cannot refuse to meet with someone because they disagree with me. I can't ban people from information and decisions.

I ask our President, his cabinet, and staff to abide by these same standards. I ask our President to make educated, well-thought-out decisions. I ask that he surround himself with leaders who share diverse and expert knowledge. Why can he decide who has access to important information? Why can the secretary of education refuse to meet with people and organizations who opposed her confirmation? This is unacceptable!

Our President and his staff are making decisions that effect my and others' livelihoods. Decisions that could send my husband to war should not be made so irresponsibly. Decisions to band people from our county set us back and teach fear and hate. This goes against the very foundation of America. Decisions that put inexperienced people in important education positions, effect the numerous supports for America's students and the climate of the very important educators who give that care, knowledge, and support to our youth.

I once thought I could stay positive; that our system would not allow one man to undo all we have done. However, I see hate, power, and money guiding our destiny. This means that I cannot stand by silently. I will continue to advocate. I will continue to have a voice. I will continue to be an up-stander. This is what we teach our children. Don't stand back and allow others to be mean, hateful, or bully others. As adults, we should not sit back either. This charge cannot be done alone. We cannot stand by hoping things will get better.

If they won't listen, we need to speak louder. If they will not meet with us, we keep requesting. If they hate, we love. This is not about Democrats or Republicans. It's so much more than that. This is about truly representing our Nation, our people--all of our people. This is about making America better. That cannot be done with the current climate. Let's change that. Be an up-stander for American, education, and our children. Keep contacting your legislatures. #LeadPositive

Positive Takeaways from #IMMOOC

Participating in the global, non-traditional book study, the Innovator’s Mindset MOOC, was one of the most powerful professional learning approaches. George Couros reminds us in The Innovator's Mindset that we need a "shift in learning to create a shift in thinking." The #IMMOOC did just that. In addition to reading the book, Couros and Katie Martin facilitated five weekly sessions around the book which included the following:

• a live YouTube feed with practitioners;

•  a reflective piece;

•  a personalization of the content; and

•  collaborative dialogue with others. 

The YouTube feed was later posted for others to watch if they could not attend the live sessions. During the broadcast, viewers could message as well as tweet about their learning, thoughts, suggestions, and questions. This kept participants engaged in the learning.  Participants were then asked to do a reflective piece on the section. These started as videos, but creativity and innovation sparked; reflections evolved to beautiful sketches, presentations, and memes. The next task focused on blogging through prompts and thought-provoking ideas. Not only were people expected to blog, but they were asked to read other blogs posted with the hashtag in Twitter and on the #IMMOOC Facebook group. The social media and hashtag fostered collaborative, inspiring dialogue among practitioners. 

This experience has given me ideas to lead my staff and students. We no longer need to be limited by the walls of our classrooms and buildings. The world is endless with possibilities. We can tap into countless resources, experts, peer groups across our nation and around the world. If I want my teachers to take these types of risks, I need to model it, encourage them, and create an environment where it is not only acceptable to do something different but expected. This also means that failure, reflecting, and growing are a part of that culture. 

Thank you, George Couros, for leading by example, your thought-provoking book and ideas, and your countless support to practitioners around the world. #LeadPositive

Positive Outcomes with Innovator's Mindset Characteristics: The Process of Learn, Model, Practice, and Apply

Embodying George Couros's 8 Characteristics of the Innovator's Mindset can make us better leaders, teachers, and students. We cannot just learn empathy, problem finding (and solving), risk taking, networking, observing, creating, being resilient, and reflecting. We need to be able to apply these skills. We need our students to do the same. 

 When it comes to these 8 characteristics, the most positive and beneficial way to both incorporate and empower others to use them is through teaching, modeling, practicing with feedback, and applying to the world beyond the context in which it is learned.

EMPATHY: For others to understand empathy, it not only needs to be defined, but they need to see it. This can be done through videos and modeling. The more authentic and meaningful, the more engaged they will become.  Once understanding and sharing the feelings of another is learned and demonstrated, it needs to be practiced is a safe environment and in a context that is understood. Only then can it be applied beyond that. By truly embracing empathy, new viewpoints will allow for better outcomes.

PROBLEM FINDERS (and SOLVERS): The same steps can be taken: learn, demonstrate, practice, and apply. If we don't have people finding issues or obstacles to being more efficient and productive, it's harder to develop solutions to become better.

RISK TAKERS: While learn, demonstrate, practice, and apply are key, having a safe and supportive environment with a growth mindset will allow more motivation and freedom to take risks and learn from failure. 

NETWORK: We have to allow our teachers and students to collaborate, reflect, and deprivatize their practices with others (in and outside of their buildings). I do this through my state and national associations, but for the last three years, I have also learned so much from my Twitter contacts. One of the best networking tools was the Twitter Challenge by my colleague @MrDomagalski. It was so beneficial, I did it with my teachers. 

OBSERVANT: This is another characteristic that needs to be learned, demonstrated, practiced, and applied. Instead of recreating the wheel, we need to be innovative by making it better, more personalized, and meaningful. We do this through research, observation, and analysis. Why do you think more people go to YouTube to learn something? They are seeing and observing what they want to learn. 

CREATORS: To learn to be creative, we need to go beyond modeling. Sometimes this puts limits on others. Just because we do it a certain way, it's not the only way. I always want my teachers and students to come up with an even better, more creative way. When I don't put limitations, I always get better outcomes than I had even imagined. 

RESILIENT: Learning, modeling, practicing, and applying are key to becoming resilient. Fostering a growth mindset where failure is a part of the learning is an authentic practice of life. 

REFLECT: Reflective practices are one of the best core practices to learning. This practice also needs learned, demonstrated, practiced, and applied within and out of context. Meaningful learning grows from being reflective. This is even stronger when it is done within a network with similar interests and goals. 

The common process for all of these characteristics is that they need to be learned, modeled, practiced, and applied to truly be developed.  Having safe environment where risk taking and failure are not only accepted but expected will stimulate more motivation and growth for positive outcomes.  

Embracing Change with Positivity

"Change is an opportunity to do something amazing" (#InnovatorsMindset @gcouros). 

I used to teach the book Who Moved My Cheese? to my seniors. The book spoke to me since I was a newer teacher and had visions of doing things differently. While some of the staff were excited and the principal supported my vision, others hemmed and hawed like the mouse characters in the book. 

Now as an instructional leader, I want to embrace and support change, especially change that is going to foster the skills our students need for their futures. I try to #LeadPositive by also modeling this type of change for my staff. I read Innovators Mindset over the summer and was both hooked and inspired. 

My opening building PD used modules from ASCD's Teaching Innovation and Creativity series. I even had staff use Schoology to have their discussions that day and will continue this practice throughout our journey this year. What sparked the most passion was the relevant and fun team building activity that we opened our day with: Chopped for Educators.

#PowerUpMMS Team Building "Chopped for Educators"

Our building has a former home economics room that we know use for our life skills class, but it served as the perfect place to have our opening team building activity.

Challenge  Rubric

The teams had a mystery box challenge (see link above) and the winning team won a great goodie bag of school supplies for each team member. The staff loved the hats and aprons, and only had 30 minutes to complete their task. The assistant superintendent, secretary, and custodian judged the dishes created.

After the competition, we talked about all of the 21st Century (#Milan21, our Modern Teacher branding) skills this competition needed: Creativity & Innovation, Critical Thinking & Problem Solving, Communication & Collaboration, Flexibility & Adaptability, Initiative & Self Direction, Social & Cross Cultural Skills, Productivity & Accountability, and Leadership & Responsibility. In addition, we discussed how just this one exercise not only hits all of these skills, but all content areas could think of standards their students could learn and demonstrate with minor tweaks. 

I took a risk using up some of my building PD this way, but it paid off. I was positive and enthusiastic about the day and activities. The teachers had fun; team building happened; it was relevant; and it modeled what I have been preaching:

• Risk Taking is key for staff and students.
• Some of the best ideas are out of the box.
• Learning can happen in many ways.
• Failing is necessary for growth.
• Learning should be interactive and fun.
• Transforming practices are key to being more student-centered. 

I am totally behind the change that needs to take place for our students. We have to support and guide our teachers on all levels of readiness. The #IMMOOC network is going to help and support me to better do just that! How about you?

The Best Version of Ourselves

Personal and professional growth comes in many forms. To be our best version of self, it means that we need to take risks, learn from those outcomes, work to be positive and see the good while ridding the negative and bad, and most importantly, forgive ourselves and others. Holding on to regret, anger, or even vengeance, will act as anchors to improvement. Challenging ourselves and staying positive is the way to a better life.

Taking Risks: Growing and becoming better comes from taking risks and pushing ourselves to do what sometimes feels impossible. The biggest, most rewarding growth comes from the most challenging tasks.

Growth Image

Learning: The learning during struggle and growth is key to becoming better. We learn from mistakes; we learn from the journey.

Learning Image

Seeing the Good: Having a positive outlook keeps us focused on hope and people. Finding the good in others and ourselves helps us find purpose to make a difference.

Positivity Image

Dissolving the Bad: Letting go of negativity will help us stay focused on the positive and the journey to do and be better.

Letting Go Image

Forgiveness of Self and Others: Sometimes we get stuck in becoming our best because we are overtaken with anger, hurt, regret, or even guilt. It is just as important to forgive ourselves as it is to forgive others.

Forgiveness Image

Repeat: Being the best that we can be means a long-life journey of risk and challenge, growth, and a commitment to seeing and being good as well as bringing out the good in others. #LeadPositive

Next Gen Teaching: A Quick Guide to the New School Year

Both the classroom and the instruction need to change to better engage and challenge our youth.

1) Take Risks: Model and demonstrate learning from failure, taking risks, and discovering the end verses starting with the end in mind. Check out Diana Laufenberg's "How to Learn? From Mistakes" Ted Talk where she explores experiential learning, student voice, and embracing failure. Read Dweck's Mindset book to understand a shift in mindset. We must be open to extending the learning beyond the classroom walls. We must teach our students to embrace challenges and to learn from failure. Start by modeling it.

2) Facilitate: Be more than the sage on the stage. Become a director of learning. Shift your practices to student-centered approaches. Check out this chart comparing teacher versus learner-centered practices. Largely based on Huba and Freed (2000), the following descriptors factored into the student-centered instructional practices variable in my dissertation study (Spickard, 2015):

• Students are able to apply the learning.
• Students receive feedback (preferably from multiple parties).
• Students become sophisticated knowers.
• Learning is interpersonal for the students. 
• Students are actively involved in their learning.
• Teachers also demonstrate that they are learners.
• Teachers coach students.
• Students understand characteristics of excellent work.
• Students integrate both general and subject-based skills.
• Teachers intertwine teaching and assessing. 

3) Create a Collaboratory: Shifting your classroom design is key to fostering the 4Cs: Creativity, Collaboration, Communication, and Critical Thinking. Check out this slide share for some ideas. A coffee shop/living room feel is a better alternative to the traditional rows. Traditional spaces will only lend itself to traditional practices. Here are some creative DYI projects for redesigning on a budget.

4) Ignite Passion: Students can only be as passionate and excited about teaching and learning as their teacher. Check out Christopher Emdin's Ted Talk on "Teach Teachers How to Create Magic." Student choice will help bring out the passion and "spark magic."

It's time. Now is the future. There is no more waiting. We need to take risks, facilitate learning, build a collaborative environment, and create passion.

Learning, Teaching, and Leading Like a Champion

As administrators, we have the power to be the beacons to our teachers and students.  As they journey to success, we can encourage them to grow, learn, and embrace mistakes. Success that comes easy doesn’t define our character as much as when it’s worked for, earned, and accomplished through trial and error.

In Carol Dweck’s Mindset (2006) book, she uses a sport’s perspective in Chapter 4 to demonstrate how mindset is applied to champions. The three “findings” that she highlights can be applied to all areas of life, especially leading, teaching, and learning. Our students, teachers, and leaders need to see themselves as the champions they are.

Finding 1: “Those with the growth mindset found success in doing their best, in learning and improving.” As teachers and leaders, we need to foster an environment where hard work is more rewarding than the success itself. In turn, success can be achieved by working hard and getting better.

Finding 2: “Those with growth mindset found setbacks motivating.” We need to teach and model that failure is not the end but a beginning to bettering ourselves by learning and evolving. To fail is only the First Attempt in Learning. It is not the outcome that defines us, but it is the journey that gets us there that does. The more challenge we overcome, the more learning that happens.

Finding 3: “People with the growth mindset in sports took charge of the processes that bring success--and that maintain it.” We need to teach and model how to use motivation and to take control of what can be done to get better. This means knowing that it’s OK to fail as long as we can learn from it and try again.

We are more than any outcome. We are an accumulation of all that is put into an outcome. Whether a good or bad outcome, each journey is an opportunity for growth and improvement. Taking risks is how progress is made. Taking the difficult road came be more rewarding. Creating safe environments where our students, teachers, and leaders can learn, fail, learn, repeat makes for better success in the end.

If we dig deep into the meaning of the word champion, we will see words like defender, protector, advocate. This is beyond the winner or victor definition of a champion. The previous descriptors are about making the world a better place. We can help our students learn like champions, our teachers teach like champions, and we can all lead like champions is we focus on others and the process to become better people.

This is a different mindset than the "winning" culture that has been created over the years. We have the power to change this. We can give our teachers and students safe environments to take risks, make mistakes, and learn--an environment that recognizes the journey and a growth mindset. We owe it to our profession. What are you doing to create this culture? Share it out and lead by example. #LeadPositive