True Grit: Is Duckworth a low down dirty snake or a hero in a white cowboy hat?

I was curled up at my favorite watering hole with a good beverage, looking forward to my new book (you know, just like every real, authentic, tough guy cowboy). The book: How Children Succeed, by Paul Tough. “Tough” would an excellent last name for a cowboy, but this particular Paul Tough is a journalist. I was expecting a summary of programs across the country aimed at improving the outcomes for young ‘uns. What I got when I cracked open the book was much more. 

Paul Tough spent a couple years researching what he calls “social-emotional” factors that are associated with school success, and he was surprised to find that these factors seem to not only be important, it turns out that they are MORE important than factors like IQ that get a lot more attention in and outside of our school system. Tough makes the claim that our schools operate on what he calls the “cognitive hypothesis”: humans are born with a certain amount of intellectual potential, our environments influence how much of that potential we develop, and the job of the school is to help students use/develop this “cognitive potential” as much as possible. The cognitive hypothesis influences the ways we talk about students (“bright,” “A student,” “Math/science kid,” etc.) and even the structures of school (IQ/ability testing for gifted/talented programs and special education services, etc.) The cognitive hypothesis predicts that high intellectual potential will help students succeed, and schools need to be structured to help those students soar, and support students with “less” intellectual potential succeed as much as they can.

Tough spends the rest of the book carefully describing compelling research and case studies that point to the conclusion that the cognitive hypothesis might be dead wrong. Study after study and story after story pile on top on one another about how “non-cognitive” factors, like perseverance, “grit,” emotional intelligence, and curiosity may be more important in student success than “smarts.” Tough builds a compelling case, I think, that if one of our goals in schools is student success (in college, careers, and/or life), then there is ample evidence to support the claim that we better stop operating under the cognitive hypothesis and start paying attention to these social-emotional factors. 

One of the researchers Tough often cites in the book is Angela Duckworth, a researcher from the University of Pennsylvania, and a recent MacArthur “genius” grant recipient. Duckworth got interested in why some people persist and persevere in the face of obstacles and others give up, how important this trait is to our success, and whether this attribute of “grit” can be measured. My favorite research finding: Duckworth studied an incoming class at West Point military academy. Hombres who get admitted to West Point are already an impressive lot: the selection process is more stringent than any Ivy League school, and these are folks who have known much success in life. Duckworth’s team tested everything they could think of about these young ‘uns, including all sorts of intelligence and other “talent” measures, along with social-emotional factors like grit. When all the data came back, the only (only!) factor out of the hundreds of variables that actually predicted who would get through the first year of West Point and who wouldn’t was grit. 

I asked some folks from my professional posse in my school district to read How Children Succeed and they were as impressed by it as I was, and we got more and more interested in how Duckworth measured grit. A couple middle schools started to measure grit with students, and one even got involved in Duckworth’s research team to help them collect data. Everyone was riding smoothly and happily along the trail, when suddenly I saw a cowpoke I like to listen to lash out hard against Duckworth’s grit research. His beef is that Duckworth’s grit claim is darn similar to the same story he’s heard for years about the kids he works with (kids who live in tough family circumstances, well below the poverty line): all they need to do is get “better attitudes,” like grit, and then they can pull themselves up by their own (cowboy) boot straps. 

I was shocked: I hadn’t thought of Duckworth’s research like this, and I definitely wasn’t sure it was time to put up a “wanted dead or alive” poster with her face on it. I exchanged a few polite comments with some of the people in the anti-Duckworth posse, and one of the them told me to read the book Scarcity. That’s another good one, and it develops a point that Tough only walks by in How Children Succeed: if kids are in conditions of scarcity (high stress, low time, low resources), maybe these conditions get in the way of using any of the social-emotional capabilities, whether or not they are “high grit” or not. Like Tough, these authors carefully use and explain research findings and case studies to prove that conditions of scarcity limit our abilities to think and use our social-emotional resources. 

So, the question of the moment seems to be: is Duckworth a low down dirty snake or a hero in a white cowboy hat? Should schools jump on the grit train, or are we being hornswaggled by a bunch of low down dirty, social-class-blind intellectual types? I’m still puzzling through all of it. I think some of the “anti-Duckworth” backlash isn’t fair (like the accusation that’s she’s somehow a eugenicist), but raising grit up as the holy grail of student success is foolish and potentially damaging. 

My conclusion right now (but it might change tomorrow) is best represented by what a cowpoke in my posse said to me the other day. He works in an elementary school with students who go home to very tough circumstances, and his mind is always on the topic of how to help all the little knee-biters in his corral succeed. He said 
"This reminded me of Herb Kohl's Not-learning in his essay I won't learn from you. We need to have two eyes- one that understands the role of the individual and one that works collective to change the contexts of privilege and oppression". I think that’s a right good summary. Duckworth ain’t wrong, and neither are some of the criticisms of her, but neither of them are exclusively right. Just like always in teaching and learning, we got a bunch of different things to keep in mind, and for now, I think bot grit and scarcity will be at the top of my list.

CLARITY in Professional Development

Often times professional development misses the mark. You know the drill, teachers crammed in rooms that are either too hot or arctic cold with sit and get presentations and little time for collaboration or creation.  This brings to mind the professor from Ferris Bueller's Day Off, "Any one? Any one? Any one know what this says?....Any one seen this before? Any one? Any one?" 

You would think that with these types of PD experiences that we (the teachers) would be more cognizant of not recreating this same kind of boredom for our students.  However, if we practice what is preached then it's know wonder sit and get lessons still live strong in many classrooms.

So what can we do to transform the professional development experience? What is missing? 

"I have always had this view of the modern education system; we pay attention to brain development, but the development of warmheartedness we take for granted." ~Dalai Lama

If the foundation for student growth is building relationships; then the same must hold true for teacher growth. The Dalai Lama brings CLARITY to what is missing in most professional development sessions:

Create Community

It seems most PD days begin and end with some sort of "all faculty" meeting   Have you ever looked around at your colleagues during this time? I have and this is what I've seen:  foot or finger tapping, grading papers, checking email, online activity, texting and the list goes on. Let's face it! Teachers usually work in silos with little opportunity to connect with other teachers.  The last thing we want to do is get in a room and not be able to talk!  Let us choose to stand, sit, walk about, mingle or participate in team building activities.  Notice I said "choose" as not all faculty want to "play games" and not all faculty want to sit.  Differentiate opening and closing activities with the intent of having a common theme/objective in mind. 

Light Fires

Community and collaboration is contagious. Professional development must ignite our senses!  It must touch both the head and the heart. Fanning the flames of learning allows the flames to wick out and join other fires to create the ultimate bonfire. Once the flame is seen by all, it can be felt by all!

Acknowledge Abilities

PD must embrace a passion for sharing and learning by show casing what each person can bring to the table. PD must also allow for teacher choice in order to differentiate for the learning needs of each educator.  By abandoning the one size fits all model, we then honor each educator's level of readiness.  EdCamps or Un-conference PD platforms are great ways to offer a variety of sessions.  These platforms serve a dual purpose: 1) you get to pop in and out of sessions that appeal most to you and 2) it places the "ball in your own court"...if there is not a session you like then you can lead your own session

Refine Practices

Regardless of teacher choice, all sessions must reflect, refine and/or reestablish best practices in order to better meet the needs of 21st century learners.  

Inspire Instruction

Through community, collaboration, teacher choice and reflection of practices teachers should leave PD days feeling inspired and excited to try new ideas in the classroom.

Transform Student Learning

These new ideas/practices should be implemented with the intent of creating an atmosphere that promotes learning forward for each student's level of readiness.  In order to create opportunities for learning forward, professional development must spiral the emphasis of relationships throughout all sessions.  Every session offered should be able to link content to building teacher student relationships.

Yield Results

The biggest complaint I hear from teachers is that they never have time to work with what they learn in PD sessions.  I think integrating Genius Hour into PD days would be a HUGE hit with teachers! Allowing time for collaboration and creation would ultimately yield positive results in student learning. 

If you are seeking a little more clarity from your professional development sessions, pass this along to your PD planning team for them to brainstorm new ways to embrace both the head and the heart.

There’s Gold in These Here Chats

I am comfortably and happily non-discerning in the twitter chats that I will engage in.  If I am connected and looking to learn, I am equally likely to join a chat about administration, education in Georgia, and independent school (all of which are fitting to my current role and location) as I am to join a student led chat on history, a district led chat on PD, or a state/national chat, so long as I feel I have information to learn or share.  Thus, December 17^th seemed like any other such opportunity as I logged in and saw a group of educators that I admire (@jcordery, @michlampien, @alcp, @barrrykid1, @bhuntermusic & @ jannetemelee) discussing blogging.

Why should teachers’ blog?

Blogging is an inherently reflective activity that forces the author to examine their actions and emotions as they relate to events or ideas.  As teachers we need to be engaged in and model reflective practice so as to best meet the needs of all of our students.  Blogging allows us to share our thoughts, our challenges, and our successes with a global audience.  It offers transparency in to our humanity and fallibility, and it enables the potential for meaningful connection both internally with the community we serve and externally in to a larger community to we which we can both offer and receive support.

Being late in December and in the heart of resolution season, the discussion stemmed on the admiration for the consistency of blogging from other members of our PLN and the desire to contribute more regularly. 

And in the midst of the admiration, and idea was formed.

And it resonated…

#blogamonth

Within a few days we had a weebly, google doc of participants, hashtag, and growing anticipation that #blogamonth would provide the “edu-couragement” we all needed to blog and comment each month.    We quickly decided that we should also add a monthly suggested topic so as to further help each participant battle the inertia of not writing due to the myriad of other tasks that stood in the way of our creative and reflective output.  

  

There are currently 73 educators who participate in the monthly challenge to both post and comment on each other’s post.  This amazingly diverse PLN is made up of superintendents, principals, integration specialists, music teachers, rabbis, substitute teachers, librarians, college professors, and more.  The diversity of geography, role, and thought contributes to the amazing diversity of sharing. 

My own personal PD

For me there is no greater professional development than the PLN of connected educators I engage with on a daily basis via twitter and blogs.  That I am afforded the opportunity to engage in and learn with the incredible community of passionate educators and thought provocateurs of #blogamonth, and that I am “obligated” to contribute to each of their learning on a monthly basis through my own reflection and blogging is truly a rare gift (or maybe even gold nugget).

(Want to join in the Edu-couragement? Join the #blogamonth group for monthly topics and tons of support! http://blogamonth.weebly.com/)

How might WE learn?

Educators spend a significant amount of time reflecting on pedagogy to support an engaging student learning experience, and rightfully so.  How much time do school leaders spend planning and preparing to support 21st century professional learning?  How might we enhance the HOWs, WHATs, and WHYs for learning in this digitally connected age?

In the next month I’ll be sharing an interactive Digital Leadership Challenge designed to support HOW we learn.  The Digital Leadership Challenge article will be titled “Driven to Collaborate.”  It will feature creative mini-challenges submitted by ten connected educators across the country.  The article and accompanying mini-challenges is being published by the Minnesota Elementary Principal Association (#MESPAmn) and shared electronically via multiple sources including this blog.

We’ll be using a tiered system to ensure that regardless of where you are at on your Digital Leadership journey there will be accessible entry-points to learn and grow.  We’ve also created a cool point-system with electronic badges that will be awarded based on the challenges you complete.  I’m really excited by the inspiring variety of learning opportunities that will be outlined in the article.  Please encourage your colleagues to dial in to this unique, 21st century PD opportunity.

Watch for our the article the 1st week in May.  Special thanks to the amazing educators that collaborated on the Digital Leadership Challenge.

Mini-Challenge Submissions:

Curt Rees, Elementary Principal, WI

@CurtRees on Twitter

*

Patrick Glynn, Elementary Principal, MN

@GallyGopher on Twitter

*

Jessica Johnson, Elementary Principal, WI

@PrincipalJ on Twitter

*

Tony Sinanis, Elementary Lead Learner, NY

Joe Sanfelippo, District Superintendent, WI

@TonySinanis & @Joesanfelippofc on Twitter 

*

Dwight Carter, HS Principal, OH

@Dwight_Carter on Twitter

*

Dave Zukor, Integration Specialist, MN

@DZukor on Twitter

*

Rafranz Davis, Instructional Technology Specialist, TX

@RafranzDavis on Twitter

*

Daisy Dyer Duerr, PreK – 12 Principal, AR

@DaisyDyerDuerr on Twitter

*

Terri Eichholz, Teacher of K – 5 Gifted Students, TX

@TerriEichholz on Twitter

*

Eric Sheninger, High School Principal, NJ

@NMHS_Principal

 

PD & SIPs: Feel Like You're Herding Cats? That's OK!

If you're an educational leader, you've no doubt been involved in developing school improvement plans, following those frameworks that suggest our work can roll easily if we just follow the cyclical arrows: collect the data, identify the implementation needs, train the staff, take action, reflect, revise, and so on...

Continuous improvement plans have good intentions.  Making significant changes in teaching and learning means that educators need to speak a common language, have common expectations, and develop expertise in common effective strategies and instructional moves. It makes sense that we would follow an organized plan with timelines and outcomes, including opportunities for professional growth.  Yet, when embedding professional development activities into school improvement planning, the reality sometimes looks more like this:

Feel like you're herding cats?  Fantastic!  When planning for school improvement and professional learning, educator needs, background experiences, and learning styles vary-- just like those of our students.  If we keep our targets in mind, however, we can design plans that allow us to differentiate professional learning opportunities while still addressing the goals of school improvement.

So How do We Round Them Up? 

1.  Identify and communicate the expected targets.  
I worked with a school district in my county to plan professional learning for their K-5 staff.  The SIP team had identified Tier 1 reading instruction as an area where they needed to ensure that teachers were using evidence-based practices, and that students were receiving quality reading experiences in each and every classroom.  At our first session with staff, we shared a framework of balanced reading instruction, and provided explicit descriptions of exemplary practice.  Teachers talked in small groups about which areas they felt most confident, as well as those about which they wanted to learn more. 

2.  Ask teachers to self-assess. 
Professionals are often more willing to participate when they've had the opportunity to reflect and address their learning needs. We then used a survey asking teachers to identify their level of implementation for each component of the framework, using the following levels: 

• Not Practiced: I do not use this practice and/or I have very little knowledge of this practice.

• Beginning: I am learning about this practice and am just starting to try some things, but I still feel I have a lot to learn.

• Progressing: I have been working on this for awhile, and am beginning to feel comfortable in my understanding and practice. I would like to further hone my skills and knowledge.

• Implementing: I have a deeper understanding of this practice and it has become a part of my instructional routine.  I still have some “fine-tuning” to do.

• Innovating: This practice has become a regular part of my teaching repertoire, and I am comfortable in adjusting it based on my student needs.  I have a deep enough understanding and expertise level that I could advise others.  

The survey also included a place to prioritize topics for further study, as well as space for open-ended responses.

3.  Provide multiple opportunities for professional growth based on teacher-identified needs. 

One of the most powerful models this district found to support teachers was the creation of small grade-level teams to observe a colleague's classroom, focusing on the instructional strategy or routine they wanted to study based on the survey. Using a lab classroom protocol, teachers identified a focus, saw it in action, and debriefed with colleagues afterwards. In addition to the observation, teacher teams studied relevant articles and books on their focus, and set individual professional goals to try the strategies they were learning. Teachers began to shape their own professional learning in this fashion, and continued collaborating and sharing resources through email, Google-docs, and LiveBinder.

4. Remember that it won't happen in a one-day in-service. Nor a two-day. Not even a three-day.

True growth and change occurs over time, so plan the year (and beyond!) in a way that allows teachers to continue to meet, share practices, resources, share student progress, and self-monitor.

Educators may not be cats, but they aren't cattle, either. They need relevance, engagement, ownership, and an opportunity to interact with colleagues within the context of their work.

We don't want our professional development to look like this: 

I'd rather herd cats.

Quick Draws Only Work in the Wild West

 

The #PDposse welcomes back guest blogger, Jon Harper. Jon is the Vice-Principal at Choptank Elementary School in Maryland.  You can follow Jon on Twitter; @JonHarper70BD

 

Remember the old westerns where there was always a duel at high noon? The gunslinger that drew their weapon the fastest always won. Yet, a quick Google search indicates there is some debate as to whether or not the person that drew their weapon the fastest always won the showdown.

Unfortunately, I believe that some folks working in education today feel that the faster they draw “their weapon”, the more likely it is they will win the confrontation. I find the opposite to be the case when working with students, parents and fellow educators. In my experience I have found that a calm and steady hand and head is what always works best.

A student calls out or displays a poor behavior choice in class. The experienced teacher doesn’t fire right back or make a quick snap decision. They assess the situation carefully because they want to be as accurate as possible in how they choose to handle it. Students in their classes know that their teacher is not going to fire back and they do not feel the need to do the same. The showdown never takes place!

A parent comes into school wanting to speak to an administrator regarding some injustice that they feel has been done to their child. They are angry and they are ready to fire at a moment’s notice. But the experienced leader knows that parents need to have their concerns heard. They need to feel listened to. And they are. Therefore, the parent never even needs to reach down into their holster. The showdown never takes place!

An angry staff member comes to you because they simply believe that too much is being expected of them and that there is not enough time in the day to get it all done. They assume that you won’t agree with them and that you believe that they have more than enough time in the day to fulfill their responsibilities. They are looking to pick a fight and they have a posse to back them up. You sit next to them and you listen and you tell them that you agree with them. You tell them that teaching is much more difficult today than it was when you were teaching. You also help them find ways that they can lighten their load. The teacher is relieved and they give the signal to call of their posse that is waiting in the hallway. The showdown never takes place!

In education it is very easy to pick fights and too often we want to react quickly. Next time you think you might be headed for a showdown just relax, take a deep breath, and remember that quick draws only work in Old Westerns.

I don't need no stinkin' help!

Rigidity is a terrible thing to grow into as a human being and yet as we become set in our ways, the stiffness sets in.

None of us started off teaching with closed minds.

I'm sure we can all remember a time when the future seemed limitless and we were going to change the world and then something happened.

Amazingly some of us still feel that way, while others have fallen down the rabbit hole unable to to climb out. Suddenly, the comfort of knowing what to do have superseded the need to try new things and grow, it has stunted creativity.

As a community, we are only as strong as our most resistant member and we all need help regardless of whether or not we want to own it or get it.

Students see our struggles and it is our job to be the change we want to see happening. Negativity in a school is like a cancer that festers into unthinkable darkness.

Professional learning and connecting is a way to draw us out the darkness and re-awaken the excitement we once felt about being educators. We all have that within us no matter how challenging the system has become.

Challenge for today: No matter how "bad" things get, find the one positive moment that makes your day AND tell the person who has done it.

How can you help a colleague out of the darkness? or Who has offered you a lifeline and how has it helped? Please share.

The Secret to Successful PD

The Secret to Successful PD:

4 Tips to Personalize YOUR Learning

Professional Development (PD) is not something done to us.  PD should be personalized and perpetual.  The power of your learning is NOT in a presenter’s hands; it’s in a new paradigm.

For too long we've settled for PD branding irons! We show up at state, district and site PD meetings hoping that the time is valuable and responsive to our needs.  We receive the information and mosey back to our schools intent on changing the world in isolation.  It’s time to step away from the branding iron! 

Educators need the equivalent of personalized PD tattoo parlors that are open 24-7!  Learning is a personal endeavor that should be filled with passion and continuous growth.  Each and every educator needs to be empowered to seek meaningful learning experiences that are personalized...just like a tattoo.

4 Tips to Personalizing your Learning: 

1. Get connected.  Build your PLN.  Twitter is a fantastic start.  Believe it or not, there are some amazingly talented and generous "sharers" outside your district, state and country's borders!  Tap into this potential and your students will benefit.

2. Own your learning.  Start by identifying one or two areas you want to grow in and pursue those relentlessly.  Engage your colleagues, administration, state associations, and workshop organizers.  Tell them what you need.  Challenge them to support your learning in a digitally connected age.  Challenge yourself to add a “digital leadership lens” to your repertoire.

3. Share. Teachers are some of the most humble people I know.  They do amazing things in their classrooms every day (believe me...I see it first-hand).  We need to move towards an ethos of sharing, whereas we are celebrating the unique talents and innovative practices of the teachers in our buildings.  For the benefit of students everywhere we need to invest in a culture of collaboration!

4. Stay connected.  Don't let the initial weirdness of Twitter scare you away.  It's lonely at first.  When you look at your initial “follower count” don’t be fooled.  That’s just a number…the power is in the connections and conversations held outside 140 characters.  Try commenting on blogs, conversing via Voxer, or tuning into educational Podcasts.  Sign-up and start a professional Twitter account today, and make it a daily habit to read one blog, comment to a colleague, and share one idea/resource online each week.  Twitter is a phenomenal springboard to collegial connections. 

Over time you will build a super-charged PLN that revitalizes your practice and directly benefits kids.  A 21^st century pedagogy will require educators to think in new ways.  I was recently reminded of a quote that really resonated:

“If you think change is hard…you will like the feeling of irrelevance even less.”

Your PD tattoo awaits.  Seek it with passion and persistence!  Make learning personal.

Photo Credits:

Howlingduckranch.wordpress.com

Swindontowncentre.co.uk

Sharp-Shootin' Professional Development: Can a webinar environment hit the mark as a venue for effective professional learning?  

“Aim at a high mark and you'll hit it. No, not the first time, nor the second time. Maybe not the third. But keep on aiming and keep on shooting for only practice will make you perfect.”

Annie Oakley

The Standoff.

I work at an Intermediate School District which serves 21 local schools across our county.  School administrators wanted their teachers to experience high-quality professional development that didn't require coming to a common site during the school day, and asked that we provide opportunities online.  

One of my projects involves supporting educators in high-poverty districts to better understand and meet the needs of their students.  The more I researched, the more I realized that this was a multi-year endeavor that required more than a few sessions. A one-shot workshop like "The Ten Best Instructional Strategies for Students of Poverty" wasn't even close to a bulls-eye.  

Nope, there was no silver bullet-such work would be long term, requiring a framework of understanding; an exploration of mindsets and beliefs; the fostering of relationships and leadership capacity; and a collaborative response to systemwide practices and policies-while at the same time exploring instructional practice and taking immediate action every single day to support those students.  This was going to be a long term project, but students couldn't wait for us to get wiser over a course of several years.  

Ready. Fire. Aim. 

 I knew we had to start somewhere, though, so, following a one-day workshop with Drs. William Parrett and Kathleen Budge, I scheduled a 5-session book study on their book, Turning High-Poverty Schools into High-Performing Schools.The first session would be a face-to-face kick-off, which included dinner and an interactive how-to session on the Adobe Connect environment.  The remaining sessions (and there's one more to go) were scheduled to meet monthly via webinar for 90 minutes.

I was worried.  Most of the webinars I'd experienced as a participant were narrated slide presentations, and I knew how easy it was to get distracted because I thought I could multi-task and just listen.  How could I make our book study webinars a truly meaningful professional learning experience without shooting myself in the foot?  

So first, I went back to the basics--what did I know about effective professional development? I revisited Learning Forward's Standards for Professional Learning (my go-to reference) to set my sights on a powerful learning design.  I watched several webinars, including one where Sonja Hollins-Alexander, author of Online Professional Development Through Virtual Learning Communities shared best practices and strategies for developing meaningful online Learning Networks.  I Googled "Effective Webinar Presentations" and found several practical tips--most were from the business world and focused on speaking skills--but those reminded me of the need to establish an engaging relationship with the audience despite the impersonal venue.  

Go Ahead...

Then, I considered my own experience as a learner.  I thought about the webinars that I had attended that resonated with me, where I felt I'd learned something that impacted my professional practice.  These were the characteristics I identified:

• Feeling connected to the speaker(s). I liked being able to see the person who was speaking, and I've found that those presenters on camera helped me maintain focus.  Also, some presenters addressed questions I posed in the chat, mentioning me by name.  This simple gesture further personalized the experience.
• Opportunities to interact with others.  The chat box option, available on most webinar platforms, allowed me to ask questions and discuss content with others. I have "met" several educators through webinars, and we have maintained contact via email and twitter to share resources and ideas.
• Active learning components built into the webinar. Participating in polls and surveys, and being invited to reflect and respond to content took away the temptation to "clean up" my email while I listened to a webinar.
• Access to resources.  I found it helpful to have handouts sent ahead of time or immediately following a webinar, and many presenters share web links of articles, videos, books, or school websites that participants can explore later.
• Timely Topics based on research, but seasoned with practical application.

I also reviewed characteristics of professional development, and noticed that my preferences reflected what we know about effective professional learning for adults:

• Aligned to the context of our work
• Opportunities for active learning
• Collaboration with colleagues
• Follow-up and Feedback

Time to Calibrate and Collaborate.

At that point, I had enough ammo to get started in planning my attack.  In part 2 of this blog, I’ll share my experiences on the range and my attempts to be a real sharp shooter.

Circling the Wagons

The #PDposse welcomes guest blogger, Jon Harper.  Jon is the Vice-Principal at Choptank Elementary School in Maryland.  In this post, he delves into issues that have a profound impact on organizational health; communication, keeping kids safe, and creating a culture of learning are at the heart of what we do.  

You can follow Jon on Twitter; @JonHarper70bd

Circling the Wagons: The Good, Bad & Ugly

Circling the wagons began as a phrase used to describe what pioneers would do on the frontier prairie when they felt as if they were going to be attacked. It was a strategy used to protect themselves from outside forces such as Native Americans and outlaw gangs.

Over the years the phrase has begun to take on another meaning as well. Nowadays, the phrase circling the wagons can refer to when a group of people stop communicating with others not in their group in order to avoid their ideas and beliefs.

The Good

There are often times when students and staffs feel pressure from outside sources, and during those times it is important to come together for the sake of unity and protection. Students and educators nowadays are under more pressure than ever and it is our job to do all that we can to not only keep them safe, but to also help them feel safe.

This can be accomplished by “circling the wagons” as a community, a school, a classroom or even a small group of friends.  As leaders of districts, schools and children we must recognize when this is needed. It can take the form of circle time, a staff meeting or simply a chat with a small group.

Either way, when we realize that our students and staff members do not feel safe, it is our job to “circle the wagons”.  As Simon Sinek so eloquently reminds us in Leaders Eat Last, “The power of the Spartan army did not come from the sharpness of their spears, however; it came from the strength of their shields.”

The Bad

As previously mentioned, nowadays “circling the wagons” can refer to when groups block out any ideas that differ from their own. This is not good. In fact, it is quite bad! Too often we (teachers, schools, districts) operate in our own little silos. When ideas are not transferred back and forth, change is virtually impossible.

Take a moment to watch the powerpoint “Shift Happens” http://www.youtube.com/watch?v=FdTOFkhaplo to see just how fast our world is changing.  In today’s world the opportunities to communicate, learn and grow from one another have increased exponentially. “Circling the wagons” may help us feel safer, but it will not help us to grow and learn from one another.

One hour spent outside your “comfort circle” is all you need to start to grow.  Read Peter DeWitt’s post, “Twitter Chats: An Hour Well Worth Your Time” to find out one way how. Then again, if you are reading this I am sure you already venture outside your “comfort circle”.  But, maybe you have a staff member that could benefit from reading Peter’s article.

The Ugly

Probably the worst result of wagon circling is that prejudices begin to form and mud begins to be slung. When groups do not communicate with each other, they begin to form their own, often uninformed opinions of each other.

“If people are informed they will do the right thing. It’s when they are not informed that they become hostages to prejudices.” 

~Charlayne Hunter-Gault

We cannot open a newspaper, or click on an online journal, without reading about one group attacking another. Whether it is over the Common Core Curriculum, Parent Involvement or Teacher Evaluations, mud is slung from many sides. And, yet all sides claim to have the childrens’ best interests in mind.

When we “circle the wagons”, and prevent communication from coming and going out, it is our students that suffer the most. As adults, we are often able to, for better or for worse, live with our prejudices and opinions. But, when we limit what our students have access to, simply because an idea comes from an outside source, they suffer. And that just can’t happen. Not in today’s world! Not when communicating and sharing with one another can take place with just the click of the button.

Resources

DeWitt, Peter. “Twitter Chats: An Hour Well Worth Your Time”. Finding Common Ground. Education Week.  http://blogs.edweek.org/edweek/finding_common_ground/. Retrieved on January 19, 2014.

Fisch, Kark. Shift Happens. http://www.youtube.com/watch?v=FdTOFkhaplo

Hunter-Gault, Charlayne. Prejudice. http://www.brainyquote.com/quotes/quotes/c/charlayneh403966.html. Retrieved on January 19, 2014.

Sinek, Simon. (2014). Leaders eat last: Why some teams pull together and others don’t. New York,NY: Penguin Group.