The principalship, as well as other leadership positions in schools, can be isolating. We typically don’t have a team of our own within a building. Even when part of a district, it can be hard to build a professional community with colleagues; competing for limited resources plus the busyness of our days too often keeps us at a distance.
I recommend five apps that have helped me bridge this divide and foster a sense of connectedness with other educators.
Google+ Communities – While I know a lot of educators use Facebook groups for connecting with colleagues, I prefer Communities. It feels less like social media and more like a chat room. You can create categories for organizing posts. Being a part of the Google ecosystem is also helpful for sharing content.
email – Whether Gmail, Outlook, or Apple Mail, email is still a tried and true method for connecting with others. What I am referring to here is different than work messages. I use email as an ongoing correspondence with close colleagues: timeless technology for writing back and forth with each other. So…rethink email!
Slack – I’ve used this communication tool during educational conferences and for technology discussion boards. I find Slack a cross between email and a discussion board. It takes some getting used to but I do like the interface and feel of it.
Tweetbot – This app is my preferred Twitter client. I don’t get all of the ads or suggested tweets like I do with the native application. Twitter chats, direct messages, and lists all help me stay connected with other educators. The only part of Tweetbot I find lacking is the inability for group chats in direct messages.
Voxer – I’m not a heavy user of Voxer but I do enjoy the back-and-forth you can have with this walkie-talkie app. Communications can be light, mostly chatting about topics that have nothing to do with school. Other times I am reaching out to a principal regarding a prospective teaching candidate or for problem-solving.
Of course, the best app for reducing isolation and increasing connectedness is the physical presence of others. It’s a big reason why I attend educational conferences and participate in monthly regional school leader meetings. But during the in-between, my personal/professional connections mediated online are the next best thing.
What app or digital tool do you prefer to stay connected with colleagues? Why do you like it? Please share in the comments.
It seems like I need a checklist for everything: groceries, chores, managerial tasks as a principal.
These checklists feel like work, which is fine if what we are attempting to accomplish is in fact work. We can make tasks a habit and they become more automatic. But what about the tasks in life that aren’t considered work? Family, friends, hobbies…these areas should be at least as important for prioritizing in our lives. Yet I don’t want them on automatic.
So I suggest an un-checklist. Not a list of things to avoid, such as foods to refrain from (still working on that). Instead, this would be a list that you would add to once a day. Whatever you add to this list is something that brings you joy. The un-checklist should help you develop a habit around an area in which you want to improve in life.
My priority is family. Being a principal and a writer is more than a full-time job. So I have to be intentional about ensuring that I am also making time for my wife, my daughter, and my son. I use the “life to do” weekly checklist on the left side of my Commit30 planner. Instead of making a list of things I want to do with my family in order to be more present, I write down what I actually did with them.
What we do together doesn’t have to be expensive or even cost any money. Maybe it is spending quality time talking over dinner; no phones or other distractions allowed. Another night might be reading aloud to one or both of my kids before bed. Board games are also an easy way to connect at home. I don’t count watching a television show or movie together, though that’s enjoyable too.
We spend time together and I write it down. I am creating a list instead of checking items off of one. Addition instead of subtraction. The change of an un-checklist seems small, but the joy, as a result, is noticeable.
This will be the last time the newsletter will be reposted here in its entirety. You can sign up for the newsletter here for free. Thanks for reading, -Matt
In this week’s newsletter, we explore the themes of courage and fear.
Ever wonder why we don’t change? The specific reasons may vary, but they all have roots in fear. I explore my own resistance to change in this post.
The process I shared for overcoming our fears is from Beth Buelow’s book The Introverted Entrepreneur: Amplify Your Strengths and Create Success on Your Own Terms.
I also referenced The Nerdy Book Club blog, one of the best online resources for finding great literature for the classroom and learning from other educators.
When we say “That teacher has high expectations”, what are we really conveying? I briefly explore this idea and why we make excuses for poor performance in this post.
When growing up, what did you read? Comics and (now) graphic novels are common fare for kids, even though they sometimes stoke concern with educators and parents. Check out my post on this topic.
A website you must check out is Wisconsin DPI’s “Wisconsin Writes” project. This initiative, led by Marci Glaus, reveals the writing process of published authors and students (including my courageous son!).
Regie Routman, respected educator and literacy guru, shared a video from Winnipeg Schools of how students wrote comics to communicate the importance of the environment for younger peers.
In the comments section of the comics post, Jen Robinson shares her own story of letting her daughter read whatever she wanted on her way to becoming a reader.
Neil Gaiman, esteemed author, gave an interview about the power of comics and why they are perceived as less than equal to other forms of literature.
A favorite quote from Gaiman: “Comics, because of the capacity for offense that an image can give, will always have one foot in the gutter…pictures cannot be ignored.”
P.S. What do you think of the newsletter so far? Feel free to leave a comment about what you like, what you don’t like, and/or how it could be improved.
I was only partially surprised when a librarian mentioned to me that in her school, graphic novels were not seen as quality literature by some of the teachers. This discussion was prompted by a note a former student had written to her recently.
Thank you for letting me read graphic novels. They really hooked me as a reader, and now I am a great reader. I wish more people would have believed that these are the books that I could have.
“The books that I could have.” That statement alone speaks to the empowerment that graphic novels can foster within a reader. We need to move past the misconception that graphic novels and comics are not valuable as literature for students.
My own son is a shining example. He’s read a truckload of comics and graphic novels; he also happens to test very well in literacy (if that type of thing is important to you). This genre is not the only type of text that he reads. I’ll even admit that at times we have had to gently guide him toward other genres when he is in a rut as a reader. But we all get into ruts, such as my predilection for nonfiction at the expense of fiction. Lifelong readers are able to examine their own reading habits and make adjustments.
Understanding our students as readers can help to honor all literacies in school. My son was fortunate to participate in a statewide literacy project that advocates for this type of thinking, called “Wisconsin Writes“. Marci Glaus, an educational consultant with our department of public instruction, spearheads this initiative. The goal is to “provide a glimpse into example writing processes of Wisconsin writers from a variety of contexts”. Below is an interview with my son for this initiative.
The question remains: how do graphic novels and comics lead to empowered readers and writers? There are many possibilities…Regie Routman recently shared out a project from Winnipeg Schools. After a community-wide clean-up of plastic waste, older students created comic book superhero stories for younger students. Their hero’s superpower helped address environmental problems. (Go to 4:30 mark for the comic book project.)
The purpose of reading is to understand. Our understanding is dependent not just on the reader but also on the writer’s ability to communicate. If visuals help in this process, I see little reason why educators should disregard any medium. What are your thoughts about comics and graphic novels in the classroom? Please share in the comments.
Have you heard the following statement made in the past?
That teacher has really high expectations.
I have. Several times. From experience I have found that this statement, typically coming from an educational leader, means one of two things:
The teacher has high expectations and believes all students can learn to their potential. The administrator is stating this because they are proud of him/her.
The teacher has high expectations and that is why some students struggle in his/her class. The administrator is stating this because they won’t address the situation.
If the situation is the former, then their beliefs and practices are student-centered. He or she is able to balance grade level and standards-based benchmarks with the immediate needs of the students. They use a variety of strategies and approaches to ensure that each student has access to an excellent educational experience. If a student fails to make sufficient progress, they usually blame themselves and seek out more support and ideas.
If the situation is the latter, then their beliefs and practices are the status quo. He or she is only able to see academic performance as a response to their initial instruction; student needs are secondary to teacher directives. They are limited in or resistant to new strategies and approaches to ensure that each student has access to an excellent educational experience. If a student fails to make sufficient progress, they usually blame others such as interventionists or parents and expect them to provide more support.
I realize that this is a more black-and-white perspective than I usually post on this site. I also realize that a similar dichotomy could also be applied to administrators. In any case, it is only when we understand the true meaning behind our statements that we can truly start to make change schoolwide.
The reason we don’t change is fear. The more specific reasons may vary – not sure how to start, concerned about making mistakes, worried about ridicule – but they all fall under the category of fear.
In my own career as an educator, I can think of several instances in which fear was the underlying factor in my decision making. One example that comes to mind is when I first started student teaching. My cooperating teacher expected me to read aloud every day to the 6th graders. He even provided me with a tried and true book (Where the Red Fern Grows).
I resisted this practice initially. I was uncomfortable with being in the spotlight for that long. All those eyes on me made me want to crawl out of my own skin. I do believe my introversion/anxiety led me to be more successful with student-directed classroom experiences such as cooperative learning. However, there were times when I should have been more of the center of attention for demonstrations. My cooperating teacher was often out of the classroom to attend to building leadership duties, so I found reasons to not read aloud: the previous lesson ran too long or I had to deal with a student behavior.
Eventually, I did come to integrate read aloud in my classroom and actually embrace it as a keystone of my instruction. So what changed? Among other things, I remember taking a closer look at reading aloud and trying to understand the benefits of this practice. The research I discovered about it along with the enjoyment I eventually experienced outweighed any anxieties I was experiencing. My fear gave way to the benefits.
To address a fear in order to make a positive change, blogger, author, and fellow introvert Beth Buelow offers a process:
List your fears, uncertainties, and doubts, or “FUDS”.
Perform a reality check.
Realize you have choices.
Choose a prosperity perspective.
I think if I had access to this process, I probably would have started reading aloud much sooner. For example:
My FUD was not just being in the spotlight but worrying about what others thought of me as I read aloud.
My reality check was that I was more concerned about how people would view me, which was probably not aligned with others’ actual perspectives.
My choices were to continue to avoid reading aloud in spite of all the evidence to support it or to create the conditions in which I would feel more comfortable with reading aloud.
My prosperity perspective (thinking in terms of “both/and” instead of “either/or”) was to have the students help me select the read aloud so that we would all have ownership in the story and I would feel less anxious about the experience. I also dimmed the lights so it helped everyone, but especially me, calm down during read aloud.
To summarize, I went from actively resisting reading aloud to becoming a strong proponent for the practice, including writing blog posts about favorite books to share with students for the Nerdy Book Club blog. This change came about not by resisting my fears, but by better understanding why I was afraid and then addressing it with strategies.
So what fear are you struggling with that is preventing you from changing? Are you trying to let a practice go and/or adopt a new one? How might this process help? If you have changed, how did you overcome your fear? Please share in the comments.
This blog now has a newsletter! I’ll be reposting the first couple of lists here to build awareness for it. You can subscribe here for free. Thanks for reading, -Matt
This week I found personal growth to be a common thread in the posts and related resources.
When we lead like a coach, we are more likely to see growth in our teachers. Check out my post on this topic.
An excellent resource for leading like a coach is Coaching Conversations: Transforming Your School One Conversation at a Time by Linda M. Gross Cheliotes and Marceta F. Reilly.
Can principals even be coaches? I wrote about this in a post from five years ago. I am not sure I currently agree with my thinking at that time.
I questioned whether we are talking about what really matters when try to grow professionally in this post.
The previous post references a recent ASCD Education Update article. The subject involves a teacher and a principal facilitate a mock conversation about the challenges with traditional teacher evaluation systems.
Last summer, I wrote a post on how literacy leaders might release some of the responsibility of professional development to teachers via study groups.
The previous post is in response to Jennifer Allen’s excellent resource Becoming a Literacy Leader. We (contributors and I) responded to this book in our own online study group; click here to check out all of our posts.
My wife and I plan to attend an author Skype visit with Tara Westover at a local library (we both read the book). Check out the author’s website for her schedule.
Journaling is how Westover documented her upbringing. Related, I enjoyed this article by Benjamin Hardy for developing a habit and process regarding reflective journaling for professional and/or personal growth.
What’s going on in your world? Any themes you are noticing? Please share in the comments.