I had a great conversation with your peer today about standards, assessments and teaching. Every night before I leave I jot down a few thoughts or ideas as a form of reflection in a notebook at my desk. I make myself start there each morning. I highlight things I want to work on or refine and mark things out that no longer call to my educator's soul. It's my road map of service. Service that I hope to provide to our teachers, our students and community. Things that make me remember my why. You made my reflection tonight. I can guarantee you'll stay highlighted on my list (never to be marked out) because you are important to our school, community and students. Did you find joy today? Did you take time to see beyond the to-do list and into the heart of the service you provide today? Do you know that you made a difference in the life of a child today? Before you leave tomorrow take a moment to stand in the middle of your classroom while students are learning. Let their voices, their excitement and their enthusiasm wash over you. My super secret is that while standing in the hallway working I soak in the sounds and sights of our building...it feeds my servant soul. Keep working with youe mentor as you are, being thoughtful about your practice and standards..but don't sweat the stuff you haven't mastered or stress about going through mountains of standards to get to the end of the year. Just love our kids. That is always enough. Most importantly, take time to love yourself too. Thank you for choosing our school. We are glad you are here.
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Test Intermediate recently shared how we are supporting the AEN framework with middle level staff and students. The full presentation is located at the end of this blog. StrengthFinders 2.0 Educator Brain StatesKnowing and understanding our strengths allows us to find ways of "being" with each other through the day. Clifton StrengthFinder 2.0 is how we introduced educator brain states, one pillar of the AEN framework. Co-RegulationDiscipline that is aligned to the AEN framework at Test connects caring and compassionate adults with students in need throughout the day. It also connects our leadership team through weekly "It's All About the Kids (IAATK)" meetings. Data-driven agendas help us to align strategies and supports for students BEFORE the behavior starts and gives us clear steps/structures to support them if/when co-regulation is needed. Touch PointsTouch points are created throughout the building maximizing support staff such as Communities in Schools. Our current system-wide use of LiveSchool @whyliveschool gives us valuable insights into the needs of both students and staff during the day. Creating touch points as part of the AEN framework ensures student and faculty success. Teaching Student and Staff About Their Brain StatesIf we want to know how to regulate ourselves we have to be deliberate in teaching faculty and students about their own brain states AND give them tools and strategies to recognize how to calm themselves throughout the day. At Test we implement weekly SEL activities and teach brain anatomy. Community parnerships have been KEY in providing resoures to complete our weekly SEL activities. Resources and SlideshowHave questions? Reach out to any of your team members. We are ready to learn and grow with YOU.
[email protected] [email protected] [email protected] I spent much of my winter break reading blogs, articles and books about leadership. The vast array of literature available to me highlights extraordinary leaders, moving through extraordinary moments creating extraordinary results. After five years as a building level administrator I want to believe in this myth of leadership. The myth that tells us that the RIGHT leaders can move the RIGHT people into the RIGHT direction.
The proliferation of "Twit-Lit" (Twitter inspired educational reading) dedicated to educational lore is appealing. Our intense need to extract change from teachers for the benefit of students means we spend much of our professional life chasing the next innovative awe-inspiring leadership talisman. My winter break readings have led me to this one reflection....I have written it down almost each day of break. We best serve ourselves and others when we choose to grow into moments. Growing into a moment means that we don't have an immediate solution to the problem or obstacle in front of us. But we do have the foresight to listen and learn as the moment unfolds. Growing into a moment means that while our journey is not fixed it is manageable through reflection. When we choose to grow into a moment we choose to accept what is right in front of us for now with an eye to what will be in the future. Leaders certainly grow as a result of tumultuous circumstances but real growth for leaders comes from our reflection and careful practice through daily moments and conversations with those that we serve. My new mantra is to grow into moments and stop pursuing the ever-growing "Twit-lit" themed cleverly disguised blog/article that postulates great leaders elicit greatness immediately or through singular acts of daring. #growintomoments There has been a lot of talk in education about taking time to "fill your own cup." This predominate theme supports what educators know...we often take care of ourselves LAST in an attempt to take care of those we serve FIRST. We have spent a good deal of time using terms like compassion fatigue and vicarious trauma and we do encourage (and really hope they do) our educators to take time for themselves. This is not a post about filling your own cup. It is about how collectively we can help to fill each others. In 1773 American patriots threw 342 chests of tea into Boston Harbor.Here is the reality. By 1773 the British Colonies were clamoring for independence from the British throne. It would be calamitous for me to try to outline the seething resentment that led to the Boston Tea Party...there isn't enough time (and quite possibly not enough interest). But what does matter is that in this moment a collective group of citizens opted to destroy the tea they craved rather than pay an abhorrent tax on it. Collectively, American patriots on that day took from their own tea cups (literally...they would have no tea to drink) but added to the collective cup of American patriotism. This tea party and all those that were staged along the eastern coast of the United States would serve as a symbolic and collective representation of the despotic and tyrannical rule of the British. But what if you were Britain? If you believe filling your cup means taking from others you may be looking at this all wrong. American patriotism aside it is important to note that each act against the British government was in fact an act of treason. To the victor goes the spoils...so in hindsight we celebrate American rebellion...because ultimately "we" won. I might be stretching this analogy a bit...but just because American's won doesn't mean they were entirely right nor does it mean that those that lost deserved it. In our attempt to encourage each other to spend time filling our own cups I worry that we have added another "thing" to the list of items we must accomplish in order to be the best person/educator we can be. If I don't spend time reading, relaxing, doing yoga or exercising I'm not taking care of me...ultimately when we fail to do these things we just kinda feel like we failed. When educators begin to feel this way it seems like they have to make choices, choices that are painful for them and just make them feel like they are taking from one "cup" to add to their own. We don't have to throw any tea overboard to take care of ourselves. I want to add here that self care is important. I'm not advocating for not taking care of yourself or filling your own cup. I am suggesting that there are many times during the work day when we should stop and acknowledge when others are adding their strength and support and encouragement to us...boosting us up and collectively increasing our self care. My cup overflows because I rely on the support and strength of my fellow educators.Educators change the world one student at a time. Collectively we can serve to support and strengthen each other. Our daily actions and attitudes can create positive and supportive environments. Over the past few months I've been thoughtful about those times when educators around me are adding to my cup and more importantly I've stopped to be thankful for them. Look for these moments during your day...here are a few of mine in the last week: Lunch...delivered by a fellow educator who thought I might like a chance to sit and collect my thoughts before my next meeting. A Valentine card delivered via interoffice mail from a colleague buildings away. A message from a parent thanking our team for supporting her family. A shout-out from a colleague in another field of education thanking us for our work with students. A community member donation money to field trips for our students. I could name more. Take time for you. Fill your cup. Allow your cup to also be filled by those around you. I've avoided using historical context in some of my last posts because I did not want to alienate any readers. I find people are or are not drawn to history. Those that are not will stop reading very quickly. If you are writing to share your ideas it is not a good idea to alienate half of your readers in the first paragraph. I've decided this post is worth it as this idea has been ruminating in my brain for some time. If you are NOT a "history person" but you ARE an "education person" its worth getting through the history to reach the point. When I look for leadership inspiration, I often look to Teddy Roosevelt.To be completely transparent, Teddy Roosevelt is by far my FAVORITE president. He is just SUCH A GREAT STORY. During his early childhood Teddy suffered from asthma, preferring a less sedentary existence, history tells us that Teddy chose to live a "strenuous life" and fought the ill effects of asthma through exercise and diet. He embraced this ideology so much so that when he was told of President McKinley's eminent demise (and his progression into the role of president) he was quite literally climbing up the side of the mountain. Teddy Roosevelt suffered unimaginable tragedy in his life, losing his first wife and his mother on the same day...leaving him with a newborn daughter to raise on his own. I could go on....talking about the failed attempt on his life where a bullet lodged into his glasses case rather than his chest, his fateful trip to map an unmapped tributary of the Amazon River, or his indomitable will facing down corporate America....breaking up trusts.....to protect the average American citizen. Really, I'm not making this stuff up. (You should read more, start here). But the part of Teddy Roosevelt I want to explore is how he was able to be so much himself while performing so many selfless acts. As a building leader I often struggle with what my self believes versus selfless acts towards those I serve.Buildings take on the flavor of the principal that leads them. There is no doubt about it. No two buildings feel the same because no one person is leading them. When building leadership changes so does the building. Effective leaders understand that being yourself does not inevitably lead to selfishness. Teddy Roosevelt was NOT a popular pick for Vice President of the United States. Mark Hanna (political guru extraordinaire) hated the prospect of Roosevelt in the office. He reportedly stated quite profoundly that "The only think separating THAT MAN from the most important office in the country was just one life." Teddy Roosevelt would more than likely never have been president had William McKinley not lost his life. Teddy Roosevelt was so much HIMSELF....so arrogant....so sure...so quick to judge....that it was difficult for many to imagine a government ran under such a man. So why then does he inspire me as a leader? Like Roosevelt I have very clear opinions. What I believe I know about students and learning is directly correlated with my own experiences as a teacher and student. What I believe I know about educational leadership is directly correlated with my own experiences with building and district leaders. What our students and teachers need me to do is to be selfless in my decisions, laying aside my personal opinions to meet the needs of those I serve. Why is this often so hard for building level leaders to do? Building leaders often believe they should have the "right" answers.What building level leaders believe is "right" is often based on their own personal experiences, the experiences that make up their "self". When building leaders get caught up in giving the right answers they often get caught up in being right. This is a common pitfall. Giving in to selfless acts, acts solely concerned with the needs of others, can be uncomfortable for a building leader. In my third year I find it harder and harder to be selfless, in part because of the overwhelming nature of the job. But my push and personal reflection must continue to be focused on those I SERVE rather than my own self. That being said, I am still required to be ME. I don't want to lose ME or the values and ideas that brought me to this position. This is where I pull inspiration from Teddy Roosevelt. During his presidency Teddy Roosevelt ushered in the Progressive Era.You can thank President Roosevelt for your safe meat and clean streets. During his presidency Roosevelt proposed and was able to gain support for ground-breaking social reforms. With the Meat Inspection Act, Americans could expect to safely purchase and consume copious amounts of protein. With Teddy at the lead, state and local governments enacted garbage removal and city-wide sewage disposal systems. Surely with the wealth that Teddy Roosevelt had he, himself, was not subjugated to illness due to bad meat or poor refuse removal. President Roosevelt led selflessly in the defense of better conditions for many Americans. While I do not equate my everyday decisions as a building level leader to the magnitude or importance of those made by Roosevelt, I do aspire to put the needs of those I serve ahead of my own. Building leaders owe it to themselves to stay true to who they are and can do so within the many selfless acts they preform each day.Every day I strive to balance the needs of my building with the "self" I bring to work. The time I take to reflect on my decisions and consider the impact they have or will have on students and teachers permits me to be the type of selfless leader I need to be while embracing my own "self." Teddy Roosevelt failed to do this in the end running on a third party ticket in 1912, splitting his former party apart. This final selfish act did not signify all that Teddy Roosevelt had been as a leader but it is an important reminder for me to maintain balance between my "self" and selflessness.
No amount of schooling can prepare you for the job of building level administrator. There are plenty of things I was not prepared for as a new building level administrator. I remember keenly my first weeks and months of school and the many firsts I experienced. During my first year as a building level administrator I experienced leading through the loss of a colleague and it changed me forever. Here are some things I discovered through my experience, truths if you will, about leading through loss.
Truths all leaders know about leading through loss.
To those administrators leading through loss my heart and appreciation goes out to you and those you lead. We often shuffle through life ignoring the small things around us. If you are a historian the small things add up to dates and events....often memorialized in the naming of a street or building or even perhaps the random historical placard placed along the side of the road. For two years I have been privileged to work at Starr Elementary, named for Elizabeth Wilson Starr (b. 1798 d. 1884). It has passed in and out of my mind frequently to find out more about the school's namesake but like so many "small things" this was placed on my "to do some day list." The current building holds no history of Mrs. Starr, not even a picture of her adorns the lobby as a reminder of her vision or prestige. Elizabeth Wilson Starr has proven to be a rather elusive historical figure. Wayne County has a deep and respected historical community that prides itself on keeping and tracking its historical roots and preserving it for future generations. The Wayne County Historical Museum is a quality example of the community that has developed around the history of Richmond, IN. No one can locate a picture (painting or otherwise) of Elizabeth Wilson Starr, despite her prominence and historical standing in Wayne County. Very little information was recorded about her life or efforts, yet her name graces a school serving several hundred students each day. The historian in me was intrigued..... Fall break 2017 found me and a dear friend, Vicki Sayne (@vickisayne), walking through Ridge Cemetery located in Richmond, IN. Finding Mrs. Starr would prove to be rather challenging and at the end of the day took four adults walking a cemetery using a crudely drawn map. My response to finding her headstone was not one I had anticipated. I stood above her memorial and wondered Would Elizabeth Starr be proud of the work we do each day? Does the work we do honor the memory of the individual for whom the building is named? With so little information to go on about her life how can we know? What's in a name if the name holds little meaning to those that enter the building each day? In an epiphany it suddenly occurred to me....it is NOT about what you name something...its about what you DO with the name that matters. What do we "do" at Starr?We believe in our students. This is not just a statement bandied around the building....it is in everything we do and believe about the achievement of our students every day. It is in the positive referrals we give to celebrate student successes and in the myriad of ways we recognize, support and LOVE each student that passes through our doors. We believe that ALL students will succeed academically. Again, this is not just a platitude we say but a belief we subscribe too. Starr's recent GROWTH led to an increase in TWO grade levels on our school grade....from a D to a B. This achievement is only possible because of the way our staff teaches students. They ARE cared for, they ARE challenged to learn, and we KNOW they will grow and achieve. You can see it in our classrooms daily. We believe that ALL students can and will grow emotionally and socially with the correct support. Starr's continuous use of Positive Behavior Intervention and Support (PBIS) and the continued DECLINE in referrals (over 66%) is a testament to this belief. But it is SO MUCH MORE. The way that students are treated that are in crisis, the supports we wrap around our students and the way we teach them to manage their feelings is the manifestation of our belief. What's in a name at Starr?Elizabeth Wilson Starr gave us her name. The students and staff of Starr Elementary have given that name meaning and made it into a caring, student-centered institution that succeeds. My journey to find out more about the building's namesake led me to deeper revelations about the building I serve and the beliefs we hold true. Mrs. Starr would certainly be proud of her namesake....but would attest that what we do and what we BELIEVE about our students makes #starrshine.
This past week I participated in the Summer Institute hosted on the Earlham College campus, facilitated by the graduate program in education. Dedicated to "awakening the teacher within," I return to this summer opportunity to reconnect with my own inner teacher and to meet with other professionals from across the state. I could wax poetic about the impact of this program, its mission, and its VALUE for educators (learn more by following the link above). I would not be the educator I am today without this program, its continued support, or the opportunity to visit it each year. This year I was the only principal in the room. Inevitably and understandably THE question came up..... "Why did YOU become a principal?" Immediately followed by "I would NEVER want that job." How many times have I been asked this over the past three years? My response is typical of many administrators....I believe I can make a difference...I want to help teachers...I want to impact more students... This year at the Institute I faltered because my understanding of why this job chose me (YEP CHOSE ME) has evolved into something so much deeper. The typical platitudes I spout off are no longer adequate. I want people (particularly future leaders) to understand why I am a principal and why I intend to STAY one. It is first and foremost about kids. I have the unique and wonderful opportunity to interact with 300 students every day. I get to greet them at the beginning of the day when they walk off the bus and come through our doors and I get to high-five them on their way out. I don't just get to see the look of wonder and awe as the "light bulb" turns on in MY classroom I get to see it in classrooms ACROSS the school....all day, every day. And despite what many may believe you develop deeply important and meaningful relationships with kids. As the principal of the building you see students at their best and their worst...both are wonderful opportunities to BOND and build relationships. Relationships that are so strong that even when school is out they come to your window to say hello.... Or they show up to finish a sensory bottle for their brother's birthday.... Teachers really are cool.
If I stopped being a principal today and returned to the classroom I would be a better teacher for all the GREAT teaching I have been able to observe. I LOVE the act of teaching. My job allows me to see teachers on their BEST teaching days and their WORST teaching days...both are an opportunity to connect with professionals and to learn and grow beside them. Finally teachers are COOL because even on the LAST day during the LAST moments before summer break they are analyzing test results for their incoming students so they are prepared for them in the fall! Teachers are always thinking about KIDS! THE LAST DATA MEETING The vantage point of the principal allows you to see the bigger picture. My job is bringing all the individual pieces together into one big picture. My third grade team may not be passionate about what is happening in our kindergarten classrooms next week...but they ARE passionate about what their students know and are able to do today. The careful and orchestrated planning of curriculum and goals building wide is essential for the growth and well-being of our students as they move between grade levels. As a principal I have to differentiate for my teams, based on the needs of our students, with an overall goal in mind! Exhausting? Yes! Rewarding? Absolutely. My role allows me to be creative and explore all types of ways to shape and grow our team so we can continue to support our kids! Check out some of the summer videos I created for our staff returning in the fall of 2017! How awesome is my job? #kidsdeserveit Introduction Relationships Matter It has taken me three years to be able to articulate the awesomeness surrounding the job of principal. This job is not for everyone and lets face it, teachers have cornered the market in "cool"...but at the end of the day I feel privileged to have the opportunity to lead some really NEAT humans! |
K. Polk-MeekWife/Mother/Building Level Administrator/Servant Leader/Runner Archives
March 2021
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