The final day of the Journey for this year

Today, July 1, marks the beginning of summer for us in the Miracle Grow School District. As we begin to make plans for a few weeks of rest and relaxation, we reflect upon the steps we have taken to reach the point we are at  today.

Through the collaboration between Miracle Grow and Dedicated to Discovery, we realize the strength in and the power of change. When we began our journey, we were two districts working independently. We have since realized the power of teamwork in the change process. 

Our districts have focused on the development of six specific areas: the six engines of change. While each of us have the same vision in mind, we have each dedicated ourselves to an area of change. Throughout this process, our main objective was to share with you where we began. Through our blog entries, we have provided you with what we have accomplished. Please (CLICK HERE) to visit the engines of change each of us have developed over the year. Now, we will give you a glimpse of where we are going.

Building citizenship

After deciding upon our focus for our engine of change, we asked ourselves the following questions:

How can we use discipline to develop citizenship?

How can students gain an appreciation for behaviors that are appropriate in a democratic society?

How  can we measure positive and negative behavior in school?

How can we promote correct behaviors within the school community?

Once these questions were compiled, we decided where we could find information to assit us in finding the answers to these questions. We wanted to include the school and the extended community and therefore decided that next year, we will devote the first few months to using interviews of students, parents, principals and teachers, surveys given to community members, various policies and procedures from other districts and statistics found through research. Once we have collected the data, we will present it in graphs, reports from surveys and analysis of internal data. We will share our results with the community in an information session where parents, community members, teachers, students and administrators can meet and discuss steps for future action. We look forward to continuing in the process of change with your feedback and your suggestions. Thank you for your patience and support as we venture into the change process and together look to make the students of today our leaders of tomorrow.

If you build it.......they may or may not Come

Tuesday, June 29, 2004

Quality educators never points fingers. Instead, they look in the mirror. I had an undergraduate professor that turned me on to this 'buck stops here' mentality. I remember him induring a barage of questions regarding what to do if a student refused to cooperate or arrived at school with seemingly insurmountable baggage. Each of his responses began with: "you must...". Never, not once, did he say it wasn't your problem or it's a lost cause. A teacher's job is whatever walks through the door.

An administrator also has a job. One that I regard as crucial is generating community involvement. I have heard many educators complain about a lack of community involvement in their respective districts. I say that it is indeed a problem, but administrators must look in the mirror. Just maintaining daily operations (if you build it) does not take the onus off an administrator for inviting a community to contribute.

Some communities will be tougher to motivate than others. However, only one of two things should be occurring. Either your community is involved or you are in the midst of a trying a new approach. Notice that complaining about the community is not listed. If you build it....you must also get them to come.

Now that I have had a Sandwich.....Let's get to Work!

Tuesday, June 29, 2004

Now, the title of this entry may sound ridiculouos, but I recently rediscovered the integral role Abraham Maslow's theories hold in my educational philosophy. In addition, I actually did decide to have lunch before blogging today. I thought, yes....I have to do some school work, but first I GOTTA eat!

The beauty of Maslow's theory is its simplicity. Daily, we all satisfy our basic, lower-level needs before considering anything higher level. It is an innate human nature that needs to be acknowledge in our educational approach. We also must be aware that some of our students will arrive at school with their lower-level (physiological, safety, love & belongingness) needs unfulfilled. This is a guarantee. Therefore, it is imperative that schools have a mission statement that deals with these situations. Any other aspirations, such as developing critical thinking skills or achieving high test scores, are unobtainable for students focused on basic need deprivation.

How can we be so sure we NEED Change?

Tuesday, June 22, 2004

Did you ever here the saying 'If it's not broke....don't fix it'? Well, are we POSITIVE it's broke. After all, while we've got a whole course on change here, did anyone bother to figure out if we actually need change? This is, of course, ridiculous. However, more accurately, it is a description of my thoughts when I first discovered that an entire course would be dedicated to change.

In an answer to my initial question....it doesn't matter if it is broke or not. For example, call your attention to my home page. One of my all-time favorite sayings, by Debbi Field is 'Good Enough...Never is'.  In other words, it may not be broke, but it can always be improved.

Action research asks teachers to collaboratively invest in the improvement of policy, teaching methods, curriculum, professionalism, and any additional component related to quality of their work and workplace. As mentioned previously, this takes the guess-work, informal hunches, and intuition out of the decision making process. Fortunately, I have found an excellent document containing a clear and thorough explanation of the what and why, when it comes to action research.  Feel free to check it out at: http://www.ericfacility.net/ericdigests/ed355205.html

What's up with Action Research? Is Anyone Really Doing it?

Monday, June 21, 2004

I must say, this graduate program was my introduction to action research. Honestly, I am typically skeptical about most college study and, perhaps, it's just the personal experiences I've had. To me, the predominate approach seems to be an extaordinarily liberal, pie-in-sky, unapplicable, feel-good approach. Just my opinion. However, this action research thing-a-ma-bob has got my attention.

I have always loved studying statistics and extracting the story they tell. I hate to make poor decisions before learning a vital peice of information that may have prevented my error. I truly beleive in using data to improve the chances of making good decisions. So, is anyone really using this? Well I did find an excellent article written in a publication called the Ontario Action Researcher....feel free to visit: http://www.nipissingu.ca/oar/vol-2-99-20/v22e.htm

The article points out the fact that teachers often make changes based on informal hunches and intuition. While this may at times be effective, why ignore data all around you.

One last thing on using data in decision making. I have often heard that 'the numbers don't lie'. However, I have also heard that 'you can make the numbers say anything'. So, which is it.?

Of course, it depends. It depends on the validity and reliability of the data and it is the researcher's job to be aware of and improve both of these to crucial elements.

Framing the Right Questions.....Efficacy Depends on it.

Monday, June 14, 2004

Undoubtedely, a thorough action research project will include asking plenty of questions necessary to collecting data. However, asking well thought-out, narrowed, on-target questions could make or break the efficacy of your efforts. Again, as with each an every step we have encountered thus far, prior brainstorming and collaboration can not be taken for granted.

First, it is recommended that we develop of vision or ask ourselves what we would aspire for. Next, we must formulate researchable questions. Typically, these are derived from your vision, but have a tighter focus. Researchable, means it is possible to collect data that either supports a preconceived conviction or forces the emergences of a new theory.

Finally, analyzing the data will most certainly provoke ideas of how to influence change. These approaches may prove to be very succesful. However, change research and implimentation should be an on going procees.  I imagine it as ever-refining a product. In other words, the cycle starts over again with a new or slightly adjusted vision, accompanied by even SHARPER QUESTIONS!

Time to Clarify our Theory

Sunday, June 13, 2004

Well, we've found our passion. We all have definite opinions about how discipline is currently approached in our schools. Now, it's time to pool together those opinions and clarify our collective theory. However, this has been tougher than expected. Despite the fact they we all have the same basic beleifs about the the current state, as well as the new direction in which we would like to venture, our conversations have yet to culminate into a clear, well defined theory. 

One suggestion spoken about in Action Research (Sagor, 2000) is the use of visual depictions. This is a method stressed by our own Professor Brown, as well. Ultimately, at the conclusion of our action research, we will be able to create a graphic reconstruction. However, I figure it may be helpful for each one of our group members to create a visual depiction of their current thinking. This could give us the strongly defined, powerful theory we want to base our project on.

This, of course, is a method of clarifying our theory and not necessarily a short cut. I must caution myself that building a visual depiction that effectively captures the true collective feeling of our group will be, in itself, a challenging task. Before any drawing can take place, a sufficient period of brainstorming must be intitiated in which every factor, issue, and variable is recorded. Finally, it is not until we establish our main idea and relative theory that we can start the process of actual dipiction. Hopefully, with that settled, we can agree on effective artistic depiction. Regardless, visual depiction is a suggestion that I will offer at our next meeting.

Am I Making a Difference?

Monday, June 7, 2004

So another presedential election is on the horizon. What will it mean for teachers? Well, if the trend continues, each candidate will declare themselves the best choice for education-minded voters. Of course, this always means implementing higher standards for teachers. Our current president already implemented his version and Democratic candidate, Senator John Kerry has promised to hold this country's educators to yet an even higher standard. So, when does it end? Certainly, to those not involved in education, it seems like an undeniably prudent proposal. However, are those who propose aware of current standards? I chuckled at one teacher's suggestion that it will take just four more presidential elections before becoming a teacher will prove as time consuming and expensive as becoming a doctor or a lawyer.

So, perhaps teachers remain motivated by the comfortable lifestyle the profession provides or by the unparalleled respect it commands? Nope, that can't be that. I know, they just enjoy dropping concerns and responsibilities at 2:30pm and having summers off. Wait, maybe...just maybe, teachers take advantage of the opportunity to lose wieght. Seriously, they can sweat off 10-15 pounds in May and June with no air conditioning.

All kidding aside, many teachers are content despite these less than desireable conditions. Most of us understood what we were getting into ahead of time. A professor once told me, regarding teaching "You better love it...or you're gonna hate it".

The magic behind these content and often motivated teachers is the piece of mind that they're making a difference. But, how do they know? I, myself, beleive I am making a difference. It is, without a doubt, what keeps me going. Richard Sagor mentions (2000, pg. 10) that "evidence has shown that teachers who elect to integrate the use of data into their work start exhibiting the complusive behavior of fitness enthusiasts....for both teachers and athletes, the continuous presence of compelling data that their hard work is paying off becomes, in itself, a vitally energizing force."

Effective School Leaders Must be Experts on their Community

Sunday, June 6, 2004

I know very little about how automobiles are assembled, how they operate, or even their mechanical tendancies. As a result, one would assume that I have very little chance of fixing or altering a car's engine for improvement. I could listen for abnormal sounds and maybe even isolate the area in need of work. However, should I try to take action, I would have nothing to base decision on. I don't know if the car has had this type of trouble before, I don't know if this is typical for the particular make and model, and I don't know if there is a success-proven method of fixing this exact problem. Should I take action, I would be armed with a trial and error, tinkering approach. Certainly, this is not a way to lead a school.

In Eight Roles of Symbolic Leaders (Deal, Peterson) it is suggested that school leaders consider the past, present, and future. This makes a lot of sense. After all, the present culture of a community has been shaped by its past, as well as the hopes, wishes, and dreams of its members. Understanding a community's history and its future hopes, allows a school leader to choose a vision that will be embraced by its members. The knowledge can also be useful when deciding how to bring about change. What has worked in the past? What will the community be willing to strive for in the future? It is a school leaders job to know the answer to these questions. The school leader must be a community expert. 

With Philosophy, Organization, and Enthusiasm on Board....Here's What's Next

Thursday, June 3, 2004

So, we've shared our personal educational philosophies, created an organizational chart, and expressed some impressive enthusiasm toward leading Miracle Grow Public Schools. What now?

Well, in my own estimation, three essentials await.

First, we'll need to create a mission statement to lead by. This will be no small task. Take a minute to consider the time and careful effort it took to create our personal statements (as part of the program's inagural course). This should serve as proof that assembling a collaborative vision will be an intense test of cooperation and compromise. However, this will undoubtedly be time well spent. After all, every decision our school leaders make should be insync with our statement. The document shall serve as referee to debates conserning crucial decision making. During such debates or differences, one must ask....which decision reflects the will of our vision, as stated in our mission?

Next, we must define our school district. Demographics, social economics, size, resources, and any possible 'baggage' or past problems. I purposely decided to list this task as second to a mission statement. I believe our mission statement should be applicable to any district, regardless of its characteristics. In other words, the goal remains the same while the approach may be altered. As discussed, ideally the district will posses characteristics with which all of us can identify. This will give everyone an opportunity to make an expert contribution.

Lastly, we may want to discuss some core policy and procedure. Natrally, we won't be producing an entire student or staff handbook, but we will need to discuss the handling of controversial and tone setting issues.

I am, indeed, optimistic about our administration and look forward to the challenges we'll face. May we debate not with emotion, but with intelligence, facts, professionalism, and the guidance of our mission statement.