Malcolm London's "High School Training Ground"

Last night's TED Talks Education on PBS was a showcase of some of America's greatest thinkers in education. If you missed it, take the time to watch. It is well worth it. It expanded my vision of education and reenergized my professional commitment.

I was particularly entranced by Malcolm London, a 19-year-old poet from Chicago, who is a teaching artist with Young Chicago Authors. I was not previously familiar with his work and was immediately taken with his confidence and ability to reflect on how America's educational system effects the lives of students.

As a visual learner, I needed to see what he was saying. I felt as if I was missing a nugget of his wisdom. So, here's a video and transcription of his poem, "High School Training Ground." He edited this version for his TED talk, but the impact is the same.

High School Training Ground

by Malcolm London

At 7:45 AM, I open the doors to a building dedicated to building yet only breaks me down.
I march down hallways cleaned up after me everyday by regular janitors, but I never have the decency to honor their names.
Lockers left open like teenage boys' mouths when teenage girls wear clothes that covers their insecurities, but exposes everything else.
Masculinity mimicked by men who grew up with no fathers.
Camouflage worn by bullies who are dangerously armed, but need hugs.
Classrooms overpacked like book bags.
Teachers paid less than what it costs them to be here.
Oceans of adolescents come here to receive lessons, but never learn to swim.
Part like the Red Sea when the bell rings.
This is a training ground.

My high school is Chicago, diverse and segregated on purpose.
Social lines are barbed wire.
Hierarchy burned into our separated classrooms.
Free to sit anywhere, but reduced to divided lunch tables.
Labels like honors and regulars resonate.
This is a training ground.

Education misinforms.
We are uniformed.
Trained to capitalize letters at a young age.
Taught now that capitalism raises you, but you have to step on someone else to get there.
This is a training ground.

Sought to sort out the regulars from the honors.
A reoccurring cycle built to recycle the trash of this system.
I am in honors classes, but go home with regular students, who are soldiers in a war zone in territory they don't really own.
When did lives become expendable?
CPS is a training ground centered on personal success.
CPS is a training ground concentration on professional suits.
CPS is a training ground.

One generation is taught to lead.
The other is made to follow.
No wonder so many of my people spent bars, because the truth is hard to swallow.
The need for degrees has left so many of my people frozen.
The educated aren't necessarily the educated.
I have a 1.9 GPA.
Got drunk before my ACT and still received a 25.
Now, tell me how I'm supposed to act.

Homework is stressful, but when you go home everyday and your home is work, you don't want to pick up any assignments.
Reading textbooks is stressful, but reading doesn't matter when you feel your story is already written, either dead or getting booked.
Taking tests is stressful, but bubbling in a Scantron doesn't stop bullets from bursting our direction, hasn't changed.
When our Board of Education is driven by lawyers and businessmen, only one teacher sits on that Board.
Now, tell me what does that teach you.

I hear the education systems are failing, but I believe they are succeeding in what they're built to do.
To train you, to keep you on track, to track down an American dream that fails so many of us all.

Exploration into Project Based Learning

Winterboro High School

Last week, teachers from my school visited Winterboro High School to explore the incorporation of project based learning (PBL). We are interested in students taking responsibility for their learning in a more engaging environment. During our visit, we were impressed with how students from a low socioeconomic area utilize their resources to problem solve real life situations. Our students have access to any needed resource, but do not delve into such in-depth problem solving and critical thinking. We were a little ashamed of what we offer our students.

We did have some concerns with aspects of PBL. A few Winterboro teachers discussed the amount of time required to plan for PBL. Time for collaboration in elementary school is limited and we are unsure of how to manage this time constraint. Winterboro teachers were also concerned with covering required content, although their test scores show that they are meeting all necessary benchmarks. Our students may have a more meaningful and in-depth experience, but they may be missing some areas of the content. At Winterboro, projects were mainly completed at school. Most nights students do not have homework. Winterboro teachers are concerned that their students do not have the resources to complete their projects at home. Our concern is that our parents will complete the projects for the students if they are sent home. Most of the Winterboro teachers were in the first six years of their career. With a completely tenured faculty, we are concerned that we may be too set in our ways to make an easy incorporation of PBL.

After we visited a few classes, many of us felt that we were already using PBL. We all incorporate projects as part of student learning. Then, one teacher explained how the projects drove the students' exploration. In our classes, students are taught the necessary material and then, assigned a project at the end of the unit to assess knowledge. In PBL, students feel driven to learn the concepts, so that they can solve a problem. For example, in a collaborative math and music class, Winterboro students were composed musical ostinatos using found sounds by formulating one and two step mathematical equations. They were taught pre-algebra concepts and rhythmic notation as they were needed to complete their project. Here's their composition:

A distinction must be recognized between PBL and project oriented learning. This video clearly explains the difference.

Students commit to graduate

Winterboro has a clear commitment to student success. When students enter their freshman year, they sign a commitment to graduate. Since utilizing PBL, graduation rates have improved, college acceptance rates have increased, and the drop-out rate has dropped to zero. On our visit, Winterboro students were the tour guides. They were well spoken, engaged in our discussions, and quick to answer questions. I see great success in their future! Graduating seniors are honored for their accomplishments. One bulletin board displayed each graduating senior's picture along with a dialogue from one of their teachers. What a meaningful sendoff!

A tribute from teachers to graduating seniors

Obviously, our previous understanding of PBL was not accurate. We are utilizing some parts of PBL, but we need to fill in the gaps. For example, I collaborated with a classroom teacher on a poetry and songwriting unit, where students wrote their own poems, which developed into a song. This project could easily be transformed into PBL with the addition of a driving question and a public audience. This checklist could help direct us in the right direction when revamping current projects using a PBL focus.

PBL is an exciting focus to explore in the coming year. How do you incorporate PBL? What were the best resources when you began your PBL journey? What training do you think is absolutely necessary?

Summer Reflection and Planning

As the weather is getting warmer and the to do list is growing longer, summer is right around the corner. For many teachers, summer is a hard-earned reprieve from the day-to-day routine of the school year. Some use the time to prepare for the upcoming school year, while others spend the time working supplementary jobs or volunteering.

Summer fun at the beach

I asked my students what they thought teachers do during the summer. They said that teachers

·      Sleep a lot.

·      Go on vacation.

·      Spend time with their family.

·      Have a big party and then, close the school.

·      Make people be quiet.

·      Learn about next year’s students.

·      Get ready for the next school year.

While I’m sure that teachers do most of those things, one activity the students failed to mention was reflecting on the past year’s successes and failures. When I look back over the past year, I ask myself the following questions based on a list posted on Dr. Troy Roddy’s educational leadership blog, The Art of Education.

1. What were my goals for this year? Did I accomplish my goals? If so, how do I know? If not, why?
2. What were my best lessons this year? How do I know?
3. What were the lessons that were the biggest disappointments? Why?
4. Is my classroom set up to facilitate the type of class I want to teach?
5. What feedback did I collect from students about their learning experience?
6. Did I grow as a professional this year?  If so, in what areas?  If not, why?
7. If I could do one thing over again, what would it be and why?

The answers to these questions naturally lead to thoughts on how I can improve my performance and have a more significant impact on student learning in the upcoming school year. I ask myself the following questions when developing my goals and plan for accomplishing those goals:

1. How will I turn this year’s reflections into action? How can I repeat my successes and transform disappointments into celebrations?
2. How will I encourage collaborative problem solving?
3. How will I develop leadership skills in students?
4. How will I further incorporate technology to impact student learning?
5. How will I become a better leader in my school and professional organizations?
6. What areas do I need to focus on for professional development? What opportunities are available in those areas?
7. What resources or support do I need to accomplish my goals?

John Dewey said, “We do not learn from experience. We learn from reflecting on experience.” Don’t let the summer pass by without reflecting on how you can improve your teaching skills and have a more profound impact on student learning.

Why Do You Want to Become a School Leader?

One of the most common questions during assistant principal interviews is "why do you want to become a school leader?" I've spent a lot of time pondering my answer and have found it difficult to put into words why I feel drawn to school leadership.

So, I thought about why I decided to become a teacher in the first place. The following is an excerpt from an essay about the factors that influenced me to become a teacher:

Gramps playing my wedding waltz

As I spun around the dance floor with my new husband, I glanced around the room through the crowd of family, friends, mentors, and teachers. My eyes and ears fixated on the soundtrack performed by Dad and Gramps. As the waltz played, I realized that these two men, who surrounded me with a lifetime of love and support, led me to discover my passion of music and my life’s purpose of teaching it to others. They shaped me into who I am and created in me a passion to lead others to the joy of music.  

Gramps was a thoughtful person, who was always willing to give. He served our country during World War II and spent his career with U.S. Steel. However, his lifelong passion was music. He could sing, play any instrument, and call square dances. Gramps made music an essential part of family life and encouraged Dad to experiment with all types of instruments. The banjo is what stuck. After learning a new technique in his lesson, my dad would run home, teach Gramps, and they would play into the night. As my own musical passion flourished, Gramps attended my performances, from school holiday programs to halftime shows in the sweltering heat. Gramps was always encouraging me to not only pursue my passion, but to use my talents to lead others. When he was no longer able to play, Gramps still surrounded himself with music by listening to and discussing music. Even in death, his passion for music is a model of leadership. Interlaced in his papers regarding funeral arrangements were two aged newspaper clippings discussing the honor of having “Taps” sounded at the funerals of veterans. Gramps was granted his final musical aspiration when one of my father’s longtime friends played “Taps” at his burial. 

Dad's induction into the
Alabama Bluegrass Music Hall of Fame

Gramps’s musical passion continues to thrive through my father’s talent, skill, and leadership in the bluegrass community. Dad was recently inducted into the Alabama Bluegrass Music Hall of Fame for his guidance in instilling musical passion in others. His ownership of a local music store, musical prowess in performances, and teaching of banjo and guitar has inspired thousands to develop a love of bluegrass music. 

I'm "helping" Dad practice

My family’s engagement in my education is the main factor that influenced me to become a teacher. Through Dad and Gramps, I discovered a passion for music and I am honored to share this legacy with my students. The joy I experienced in my childhood continues to shape my teaching. Students sing, play instruments, move, improvise songs, create compositions using technology, and lead others to learn about music. They utilize music as a tool to learn about other subject areas and unlock their hidden talents. It is my goal to continually show my unwavering passion for music and be a “Gramps” to my students by introducing them to the incredible world of music, the thrill of learning, and their lifelong purpose.

Once I revisited my reasoning for becoming a teacher, I realized that I feel drawn to school leadership for the same purpose. I aspire to follow in Gramps's footsteps by leading others to find their passion. That could be inspiring students to realize their purpose and become leaders in their area of talent. Or, I could assist a teacher in utilizing data to impact student achievement. As a school leader, I have the opportunity to impact school culture at a more profound level than I could as a teacher.

What inspired you to pursue school leadership?

Edublog Award Nominations

This is the first time that I've nominated my fellow educators and tools for the Edublog Awards, but it offers a chance for me to say thank you. I have learned an endless amount of new ideas and techniques for teaching and leading from these resources. 

• Individual Blog - Get Organized!
• Group Blog - Connected Principals
• Class Blog - Ms. Salsich's Class
• EdTech Blog - Ozge Karaoglu's Blog
• Teacher Blog - Blogging through the Fourth Dimension
• Library/Librarian Blog - The Adventures of Library Girl
• Administrator Blog - Raymond L. Young
• Individual Tweeter - @NMHS_Principal
• Twitter Hashtag - #cpchat 
• Free Web Tool - Edmodo
• Mobile App - Dropbox

Now, it's your turn! Click here for instructions on how to nominate your favorite edublogs. 

Top Ten Technology Tips for Administrators from a Tech Trendy Teacher

August is Connected Educator Month and today is Leadership Day 2012, where educational bloggers write about the importance of school technology leadership.

In my experience, most school leaders are not the technology leaders of the school. More experienced principals and district-level administrators did not grow up with technology and are unfamiliar with hardware and applications that can produce a more effective and efficient educational environment.

Educational leaders must make an effort to become versed in technological innovations that may impact student learning. The International Society for Technology in Education (ISTE) has developed guidelines for how administrators can become technology leaders in their schools. The National Educational Technology Standards for Administrators (NETS-A) outline five areas that will encourage the use of digital technology throughout the school culture.

In addition, I've listed my top ten technology tips for school administrators from the perspective of a tech trendy teacher.

1. Utilize technology to increase effectiveness and efficiency of the school as an organization. How can technology decrease the amount of time that teachers are in faculty meeting or  professional development that may not apply to an entire faculty? Explore applications, like Google docs and Twitter, that can maximize teacher time. The gift of time is an amazing way to build trust and value teachers.
2. Model technology for students, parents, and teachers. Just as principals expect teachers to model skills for their students, school leaders should show the utilization of technology in their job. How can a principal ask students to become digital, global citizens, when they do not rely on technology themselves?
3. Learn to speak the language of social media. Students and their families use social media to connect and communicate. School leaders must tap into this resource for information proliferation and stakeholder collaboration. 
4. Provide hardware and resources. For students to become digital citizens in our global society, they must utilize current technology. Many of my elementary school students have operated computers that are older than they are. School leaders must make it a priority to provide the relevant technology tools for students and teachers.  
5. Differentiate professional development. Each teacher has different needs for professional development and learns at varying speeds and in different ways. Just as we differentiate for our students, professional development for teachers should be differentiated. Personal learning networks (PLNs) are a great technological tool for learning that allow teachers to determine their interests and needs in the most relevant manner.
6. Give teachers time to explore. Author Annie Dillard said, "How we spend our days is, of course, how we live our lives." If teachers aren't given the opportunity to investigate technology, they are not going to utilize technology in the classroom. Give learning goals or let teachers determine their course during this time. Exploration is an incredibly valuable method of professional development.
7. Trust teachers as professionals. Teachers should be trusted to do what is best for students. If a teacher believes that the best way to reach his students is through Edmodo, he should be given that freedom. Let teachers utilize the technology that they have discovered through exploration and celebrate mistakes as learning experiences.
8. Challenge the faculty. When spending time in classrooms, notice how technology could impact a lesson or student interaction. Push the faculty to utilize technology tools, while offering support when needed. Develop ambitious technology goals with your teachers that will ensure student success in a technological world. 
9. Ensure digital safety. With the increased use of technology in a school, comes additional possibilities for trouble in the digital playground. Incidence involving predators, cyberbullying, and access to personal information are problems that administrators must address through teacher, student, and parent education.
10. Dream of possibilities. What is an area that needs improvement in your school organization? Could you perform teacher observations in a better way? How do you stay current in professional publications? Technology is a tool that can make a school organization, as well as the administration, faculty, students, and stakeholders, more effective and efficient. Whatever you can dream for your school, technology can take you there.

Waiting

I've always had a problem with patience. The problem is that I don't have any. I know, I know. I'm working on it. The proverb, "Good things come to those who wait," has been promoted to instill the value of patience, but I believe more in the value of hard work as espoused by Abraham Lincoln, "Good things come to those who wait, but only the things leftover by those who hustle." 

I guess that's where I have issues in the process to finding an assistant principal position. I've been diligent and dedicated in learning about educational leadership and I expect to be able to put all that I've learned to good use in an administrative job. So far, all I've gotten is waiting. Waiting for a job posting, waiting for an interview, waiting for a callback, waiting for an offer. I hate waiting. I understand that I'll end up where I'm supposed to be, but that doesn't make the waiting any easier. 

I'm not the only one that hates waiting. Waiting has been a theme in countless songs throughout the years. The Kinks sang about the hopelessness in waiting in their song, "Tired of Waiting for You." I can particularly relate to the line, "But you keep-a me waiting, all of the time, what can I do?" When waiting, there's nothing that I can do to improve the desired outcome. I can't study any more or work any harder than I already have. That's frustrating.

In "The Waiting," Tom Petty professes, "The waiting is the hardest part." That's completely true. Again, I think waiting is so difficult, because I have no control. Once I've followed hiring protocol, there is nothing more for me to do, but wait and wait.

I mostly relate to the feelings of John Mayer in "Waiting on the World to Change." I've got a lot to offer if just given the chance for a younger generation of leaders to share their knowledge and innovations. "One day our generation is gonna rule the population, so we keep on waiting. Waiting for the world to change."