Blog Archives

Acts of Intentionality - #ReclaimingOurCalling

1/24/2019

The third and final chapter of the “Moral Foundation of Education” portion of Gustafson’s book echoes a now familiar, but slightly varied version of his definition. “The moral foundation of education is built upon relationships and learning that lasts.” Relationships. The silver bullet of education. I have yet to find an educator who doesn’t give the importance of relationships as the answer to nearly any problem. While it seems like a simple answer, at its core, relationship building is an unending task as we work to build a trust and understanding with each and every student and staff member and community member, and is daunting, to say the least. Gustafson points out that “the most gifted educators connect in a manner that’s meaningful to the other person.” You must connect with people over something that is important to them, not you, which requires an investment of time that may be easy to dismiss. However its benefits will pay off tenfold in the common culture and community that embrace each other before embarking on new learning endeavors.
While many educators do see relationships as the answer to most educational questions, Dr. Gustafson reminds us of two things. One, that we must be intentional about investing in those relationships, and two, that relationships cannot be the answer without relevance. He states, “I don’t think it’s a coincidence the same teachers who build deeper relationships with students are also able to make the learning process meaningful to individual learners. They are gifted noticers who prioritize listening, asking open-ended questions, and learning about students’ interests outside of school. These teachers understand the importance of who. This helps them ensure their approach is always relevant.” Staying relevant means that we must let go of “this is the way it has always been done” from time to time (or more often than that) and give ourselves the freedom to let go of old routines, push boundaries, and think outside the box about the ways to best interact with out students. Again, as whole learners. As Dr. Gustafson shares, “We need to enter into our students’ world, wherever they might be, and seek to understand who we can become to serve them better.” This is our moral obligation to the youth we serve.

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#Reclaiming Our Calling - Ode to Kenny

1/18/2019

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Part 3 of my blog series reflecting on Dr. Brad Gustafson's new book, Reclaiming Our Calling

Part of our duty in our quest to secure our moral high ground, our quest to see every child as a whole learner, is to help outsiders see school as more than a structure for surface level content learning. On its face, “surface level learning alone is inadequate in preparing students for an unknown future.” While some may argue that content is for school and character is for home, this is not the reality we live in. If we understand school as a place where children go to prepare for their future, we must take into account that we are on a technological precipice that makes our future utterly unpredictable.

To prepare students for the unpredictable we must equip them with skills that transcend content knowledge. We must equip them with the skills to question and advocate and empathize and build relationships. They must be able to tap into their creativity and be familiar with the determination it takes to work through productive struggle. These are not easy to teach. But as Gustafson points out, “We should be operating with our feet firmly planted on the moral foundation of teaching instead of leaning toward the things that are easiest to measure. The moral foundation of teaching is our high ground, and we need to stand firm on it.”

When think about our own moral high ground and ethical obligations to our students, Dr. Gustafson suggests writing them down as a reminder of what we want to stand firm on. My own code of ethics is posted on my blog because of this. Reminders of the work we know we must do are helpful ways to make sure that you are following through with purpose.

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Reclaiming our Calling: Higher Ground

1/15/2019

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   “Seeing students as whole learners - lifelong learners - is the moral foundation of education. No program or policy that prioritizes short-term gains should ever prevail over learning that lasts.” The moral foundation of education is seeing students as whole learners. Not numbers. Not test scores. Not weighted seats. I truly believe that it is with this conviction that each of us enters this noble profession. However, it is not long before stress, policy, mandates, and a lack of resources find many jaded and trying to get by while meeting the requirements and calls for improvement by those that have little understanding of how things like ESSA designations and School Report Cards are calculated. It is easy to succumb to the external pressures that lead otherwise passionate educators down a path of standardization and one-size-fits-all curriculum meant to better align to test scores. It is not to be said that student achievement isn’t important, but if the moral foundation of our profession is, as Dr. Gustafson states, seeing students as whole, lifelong learners, then we must do a better job of communicating the variables that are not seen in these mass-produced formulas and weighted criteria that dictate the perceived “success” and “failure” of a school district.
   What we must value, as Dr. Gustafson illustrates in his portrait of a classmate named Joey, is the way our students feel about themselves. We must value our ability to see in our students a potential that they may not recognize for themselves. We must seek to help each and every student find the light within them and empower them to grow as individuals. This must be true for ALL students.
   Obstacles will present themselves. Dr. Gustafson reminds us that we do not all have the same priorities or philosophies about what is best for children. We will run into challenging co-workers and supervisors. There will always be difficult situations. But he also states that, “Adversity can always teach us something if we let it. Vulnerability and humility accelerate our learning, but even the smallest excuse or deflection will stunt our growth.” It is our duty as educators to identify priorities and common goals; “to help students achieve at high levels while seeing them as whole learners.”

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Reflecting on Reclaiming Our Calling

1/12/2019

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I started a new book in the new year and used it for some reflections for my latest assignments in my principal licensure program. I felt passionately enough about the topics that I wanted to share some of them. Today's post looks at just the prologue.

In Brad Gustafson’s book, “Reclaiming Our Calling” he introduces four passions of the education profession: 1) The Moral Foundation of Education, 2) The Heart of Education, 3) The Mind of Education, and 4) The Hope of Education. In the opening of the book he reminds us that there are many people who think they are well-positioned to evaluate and critique the work of education based on a single credential: they have been through the education system. However, Gustafson notes that it doesn’t matter who those people are, “the way they are trying to define our work doesn’t always position us to do immense good for the students we serve,” and as such he challenges us to think about how we can take back our profession.

As we worked our way through the ethics standard for class, one piece of advice seemed to be the golden rule: do what you need to do with the best interest of kids as your guide post. We all know the struggle that afflicts modern schools; the struggle between academia and student well-being. Gustafson’s prologue serves as a reminder that we cannot ignore accountability, but “what we need to confront are the destructive testing influences that aren’t serving students.” The opening words of his work serve as a challenge to the status quo of high stakes testing, and as a reminder to put the child before the test. He identifies “Passion I” in his book as the moral foundation because, “We already know doing what’s best for kids is an ethical obligation that extends far beyond preparing students to do well on testing day.” While I think most (or all) of us would hold this to be true, it sometimes comes at odds against district policy, community/parent focus, and state and federal regulations. It is our job as educators to remind ourselves and our stakeholders that the whole child is first and foremost in every step of the way.

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A Lesson in Ethics

1/11/2019

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I am on the brink of completing my work in the ethics standards of my principal program. While a standard about ethics initially seemed to me to be the least exciting of the bunch, it was hardly the dry, procedural information I anticipated needing to check a box. The opportunity to dig into the murky waters of decision making and educational scenarios that happen each and every day around the globe turned out to be one of the experiences that I believe will best benefit me and my future school(s). Much like police officers are trained to think in theoretical situational responses, educators must also be practiced and aware of their options, deficits, and challenges. From the inspirational, to the practical, to the practice scenarios, this standard illustrated the need for all of us to have a firm grasp on procedure, policy, law, and a little bit of creativity.

In writing my own code of ethics I really wanted to illuminate that we are on the cusp of some really potentially history-making scenarios. As we contemplate gender equality, gender fluidity, the re-segregation of our schools, and what it means to be accepting and tolerant in an era of increased hate crimes, we must balance that with what it means to live in a geographic region that holds strongly to down-home, “traditional” values. It is not unlikely that any of us in this cohort will face one or more of these issues in our careers as educational leaders. It is also imperative to note that while not every issue that comes across our desks may be one of these “high stakes” hot topics, the issue very likely is high stakes to someone; to some child. Whether it be adopting a new curriculum or deciding whether or not to hand down a suspension, our actions have impact that have lasting effects on the children we serve. Holding ourselves in the highest regard of ethical practice is essential to the well-being of those children.

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Equity is NOT something we DO

1/8/2019

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Equity. A word that has resurfaced in education as another hot topic on the verge of becoming a buzz word (or maybe already has). I was at a workshop recently and I heard phrases like "our district does a lot with equity, so I guess I'm doing it?" and "new teachers have enough on their plate, adding in the idea of equity as another thing might be too overwhelming." Stop. Stop it right now. At this point I'm wanting to jump out of my seat with my decoder ring yelling, "Activist allies unite!" to my friend across the room who I know would back me up in this conversation. All this after I had just shared a story about how inspiring and powerful it had been to hear a group of 4th, 5th, and 6th grade students bravely ask questions and share insights into the role race plays in our past and current society. Friends, equity cannot go the way of the buzz word. Equity is not something we do. It is embedded in the very foundation of who we are. It is embedded in the interactions we have with our children; our students.

Equity, by definition, is fairness. It is justness. It is giving each and every child regardless of race, class, gender, religion, ability, citizenship status, or sexual orientation - a chance to succeed. And equity, in practice, means that all kids do not get the same thing because they do not all need the same thing. Equity in our schools means that we have created a space where all students are seen and where all students' stories are valued. Each and every one. I've been reading Dr. Brad Gustafson's new book, "Reclaiming Our Calling," and in it he says, "We need to enter into our students' world, wherever they might be, and seek to understand who we can become to serve them better." I would add to that WHOever they might be. He says we must "seek to understand who we can become to serve them better." Who we can become. How can we change, what can we intentionally do to better situate ourselves to build relationships and empathy and understanding for these children that we serve? Especially the ones that come from a different background than we do, a different type of family than we do, a different way of life than we do?

If this premise, the idea of serving each and every kid no matter who they are to the best of our ability is not at the foundation of who we are as educators, I would argue that you are in the wrong profession. Equity is not something we do. It is not a professional learning series. It is not a workshop. It is not a box to be checked. Equity is a way of being. It is making sure ALL your kids have what they need to learn. It is not one more thing, it is THE thing.

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