Tending Culture

Educators tend culture. They tend the culture of their classrooms, schools and systems.  Recently I outlined a list of  important aspects of school culture. Now I'm wondering about how to tend culture in effective ways in my classroom, and contribute to a positive culture effectively in the school community.

I believe it's essential that we discuss culture.  At the start of the school year, and throughout the year, students and educators should have the chance to think about and openly discuss what's most important, and how they spend their school time.  What do those conversations look like?  What is the best structure?  I'm so curious about what my colleagues think regarding cultural norms and expectations--it's been so long since we discussed this with any depth or transparency.

I'll take the time to open up this discussion in my classroom today by asking, What's important to you with respect to how we end the year?  Do you have any suggestions for our class to make this a happy, caring end of the year?  Those direct questions will give students an open avenue to discuss our current class culture.

Next year, I'll make time at the start of the year to discuss culture with my students. I'll ask, What makes a great classroom culture?  I'll explain the meaning of culture with regard to classroom climate and events. We'll list our ideas, then think about ways that we can make those ideas come alive throughout the year. Then we'll revisit that list often and revise as necessary.

With regard to the school community, I'm wondering what that discussion might look like.  We might start with defining culture and the aspects of culture we think are important to a positive, responsive school community. Next we could prioritize those aspects of culture.  After that, we might define what those cultural norms look like in our work day today. Then we might look at the calendar to make sure we make time for the events and actions that support the desired culture. It's possible that we'll prioritize some events and potentially eliminate others. By taking the time as a school community to discuss culture, we'll positively impact our collaboration and student work.

Creating and tending culture is a big part of an educators' job both in and out of the classroom--an essential element to serving children well. How do you do this in your classroom, school or organization?  What experts, books and practices lead this effort?  I want to learn more about this.

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A Little Boost Goes a Long Way

In education, a small boost of recognition, acknowledgement, gratitude and understanding goes a long way. When was the last time you recognized someone's good work or impact?  Did you take the time to acknowledge the contribution of a student, colleague or volunteer?  Have you thought about all those who have contributed to your classroom success this year and thanked them?  Did you demonstrate understanding and empathy as colleagues face obstacles and challenge?  Providing encouragement and care to those in your midst is an essential part of the job--one I want to continue to develop as I attend to my craft.

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From Frustration to Advocacy

At times when one looks out into the world, he or she may feel frustration or even anger and think, Why aren't things different, or Why hasn't change occurred? When that happens it is important to define what is not working, and turn the strong emotions and energy of frustration and anger into actions of advocacy and change.

My dad says, "Don't complain; do something about it." I am also reminded about the famous Gandhi quote, "Be the change you want to see in the world." Tuesday's #leadfromwithin NOW leadership chat reminded me that we are living in the now,  and while the "then" can inform our journey, "then" should not serve as an anchor to our current action and growth.

This week, a parent Olympian came and spoke to students and staff. He reminded all of us that achievement happens with one small step after another. Bill Belichick, the New England Patriots Coach, looks at the game in "chunks," breaking it down into plays rather than tackling the whole game at once.

We can help our colleagues and students when they become frustrated by asking these questions:

• What is making you frustrated? 
• What would be your ideal?
• How would you help a student/teacher like you?
• What can I do to help you create change? 

 Then you can support a plan for change.

When frustration and anger grow, those emotions disable individuals, and they become mired in a sense of hopelessness or despair. However, turning those emotions into a forward movement towards change, one step after another (and sometimes one leap after another), will move individuals, families, organizations and communities toward better effect and greater happiness.

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Next Steps: Research and Revision

Today as I contemplated my professional goals, my husband asked, "What's your dream job?"

I thought about it, and remarked that my dream job had the following components:

• students
• a learning environment
• awesome tools
• a dynamic, collaborative team
• meaningful problems to solve

I enjoy a challenging project and a passionate, creative team.  I like to work with others with an efficient, targeted process to revise, create and alter environments for better effect--keeping the best of the old, and adding the best of the new. That process drives my work and learning. 

As a system, many are working on details related to the common core and state-wide standards. As I understand the standards, I believe the content/process changes will be minimal as we already employ many processes, tools and materials to teach the common core or similar standards.

At this time, the greatest challenge for me as an educator is to shift the learning environment in ways that integrate tools, processes and the environment to best reflect the latest research related to cognition.  I want to facilitate a brain-friendly learning environment that facilitates students' ability to learn how to learn in addition to acquisition of a solid academic foundation (the standards).

What will it take to achieve this goal?

First, I need to read all I can about cognition.  Thus, my summer reading list. 

Next, I need to arrange the learning environment, schedule, communication and routines to match the systems' goals and reflect a brain-friendly environment with the tools, furniture and spaces available.

After that, I will continue to revise projects and lessons, unit by unit to mirror optimal cognitive strategies and process. 

It would be great to do this with a dynamic team of like-minded educators, but currently I need to find the time and space for independent research and reflection. When the 2012-2013 school year gets rolling, I'll have the chance to work with a wonderful grade-level team during PLCs, grade-level meetings and inservice initiatives to integrate topics of summer study and system-wide goals.

A large part of achieving vision is identifying the vision. This is the latest in my vision revision--let me know if you have any suggestions that will impact my work. The more I blog about system processes and individual work, I realize the delicate balance that occurs, and the factors that impact optimal synergy and effect. I will think about that relationship too as I read about and plan for continued growth and change in the learning environment. 

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Effective Educator-Driven Change

Inclusion came to be a mainstay in my school system about 25 years ago.  The concept of including all children in the regular education program most of the time was relatively new. It was a different model than the pull-out model of servicing children with diagnosed learning disabilities of the past.

It didn't take much to convince me that inclusion was a step in the right direction, and I jumped on board.  A masterful teacher leader in my school, who also favored inclusion, saw the need for systematic supports to make this change happen.  She gathered all the teachers in a room and said, "If this is going to work, we need support."  Then teachers created a long list of supports that would make inclusion work.  The support list included the following items:

• Training
• Time for teachers, teaching assistants, parents and counselors to meet on a regular basis to plan for, and make inclusion work.
• A transition meeting in the spring between the current year's teachers, next year's teachers and the parents to create a smooth transition.

I delivered the list of ten or more supports to the assistant superintendent at the time.  He retorted strongly that it was the the most demanding list he had ever received.  I left the meeting discouraged only to find out several days later that every request we made was granted.  25 years later most of those supports are still in place in our school and inclusion continues to be a vital part of our system.

25 years ago our union was strong, teachers were bold and children took center stage in our school.  There were fewer mandates and less paperwork, but vision led our work with strength.  It wasn't perfect though, and many of the tools and systems we have in place now such as RTI, tech integration and PLCs are efforts that hold promise for better work. However, this story of old points out important lessons for future change.  Effective change requires vision, communication, collaboration, training and support.  

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A New Team

Teaching teams were announced yesterday. My team will change, and there's still one spot left to be filled.  I knew change was in the works, and I was anxious to hear about the new team.

I'll miss the fine work and intelligence my former teammates brought to our grade level group. I learned a lot from them.  I'm also looking forward to learning and working with the new team.

It is difficult learning about a new team at this time of year as there's litte time to wrap up a classroom and work with the old team, while also setting up orders and making time to connect with the new team.

Now that we rely on collaboration to a greater extent in schools, I believe that systems of team change have to alter to accommodate strong initial team building and efforts.  Similar to the start of inclusion when we changed many systems to accommodate a more inclusive teaching environment for all students, now schools have to change their systems to initiate, develop and build strong, collaborative teams that work well together for best effect.

How can a system do this?

First, systems have to define what team means to them?  Is the teaching team a grade-level team or a team that has a different definition?

Next, systems have to develop timely, fair protocols for change in order to give teams the time and support they need for team change.  That system might include the following steps:

• A protocol is determined by administrators and teachers.
• Teachers send in their requests for the next year, and administrators look at system-wide needs.
• Team changes are made utilizing the determined protocol. The changes are announced on the same day to eliminate conjecture and stress.
• Existing teams have time, perhaps in a PLC or grade level meeting to wrap up the year and make decisions related to the change. This could be a good time for leadership support.
• New teams have time to meet, order materials and discuss the year ahead before the summer break--a time when teachers do a lot of planning and thinking about the next school year.

As I've mentioned before moving from a system of relative isolation (one teacher-one class) to a system of greater collaboration will take effort and innovation.  It won't just happen overnight.  Effective, focused protocols, communication and systems can serve to support a strong collaborative culture which we know holds promise for successful 21st century schools.

How has your school system changed protocols, processes and communication to support the move from isolation (one teacher-one class) to collaboration in schools (many teachers working together to serve many student needs)? What are the essential processes organizations use to foster optimal collaboration in the work place?  What are the expectations in a collaborative culture and how can educators and administrators help each other to meet those expectations?

Our systems' implementation of PLCs would be a good starting point for this effort.  Also re-looking at the yearly calendar of process and change may be a necessary step for schools moving towards a more collaborative culture since the systems of old were there to support a very different school culture.  Change in schools is coming because there is no way that we are going to be able to ignore the overwhelming research and promise related to technology and brain-friendly education that points to new structures for greater student engagement and success.  Those changes will occur with greater ease and effect if systems take the changes seriously and plan for the new collaborative cultures they hope to build. 

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I Care

Lately, I've been discouraged.  I've been discouraged because I care.  I know that when systems are carefully constructed and thoughtfully carried out, change occurs with strength and potential.  I know that when teachers are given time to complete tasks in a thoughtful fashion, the tasks are completed well. I realize that good work matters, and choosing the best person for a job makes a difference. It's never perfect, but when same systems are repeated year after year without revision, it can be discouraging.

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Endangered Species Continued. . .

The furniture has been shifted to make room for our upcoming endangered species open house.  The projects are nearing completion.

Now it's time for the final project list:

1. Finish your Google presentation. Spell check. Share with teacher by Friday, 6/8.
2. Finish your iMovie, export to desktop or Youtube, upload to presentation by Friday 6/8
3. Finish your animal drawing by Friday 6/8
4. Choose from this bonus list to make your exhibit inviting.
• create a word find.
• practice presenting your presentation.
• make a crossword puzzle
• create a diorama.
• write a song or poem.
• make signs about the animal's amazing facts.
• do you have another idea? If so, let me know.
5. Or help out with an open house job:
• make an open house invitation.
• make a welcome sign.
• help to organize and clean up the room.
6. Download a powerpoint version on 6/11 just in case the server doesn't work on the Open House morning. 

On the 14th we'll share the projects with family members as a way to celebrate a job well done. 

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