Tag: leadership

Professional Learning in a Ball Pit

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Inspired by the video created by Soul Pancake, I wanted to translate the effects of the experience in the ball pit to the staff in my building. In the video, two strangers sit and discuss question prompts written on various balls. Through the experience they come to common group, develop relationships, and communicate on a deeper level. Plus, sitting in a ball pit is fun, unique and out of the norm for most adults!

 

So, with a baby pool and plastic balls already in our storage room from our school carnival, I set to replicate the experience as an ice breaker to our staff meeting. The ball pit wasn’t as big as the one from my inspiration and the staff weren’t strangers to each other, but we did learn a lot about each other!

15284016_1339918552706662_706842125235464285_n 15284069_1339918596039991_6162684776448783187_n 15326470_1339918546039996_8691936351617556857_nAs teachers or staff members sat in the ball pit, they pulled questions and prompted answers from their partners. Questions included light-hearted questions to get-to-know each other and education related topics focused on sharing strategies and best practices. Some questions included:

  • What’s your proudest moment as a teacher?
  • Why did you become a teacher?
  • How do you de-stress after a challenging day?
  • What are you most passionate about?
  • What content area, skill, or concept do you enjoy teaching the most?
  • What is your favorite technology tool to use in the classroom?
  • How do you connect your students to others outside the walls of your classroom?
  • If money were no object, what would you want to add to your classroom to improve student learning and engagement?
  • What’s your favorite read aloud?
  • What website do you visit most frequently?
  • Use only one word to describe your classroom.
  • What is one thing you would wan the public to know about teaching?

Some questions were also just plain silly to bring some laughter and levity to our experience:

  • Would you rather be hairy or bald?
  • What would you name your yacht if you had one?
  • What’s the first thing you do when you wake up in the morning?
  • What would the title of the book based on your life be?
  • If your personality was an animal, what would it be?

 

The ball pit ice breaker was a perfect introduction to our staff meeting. With a little humor and fun, we learned about the teaching practices and lives of our staff.

Top Ten Things NOT to Do as a Principal

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Ten Things NOT to do as a Principal

 10. Think you only have to wear a pant suit to work. Your staff and students expect you to remain professional at all times, but it is equally important to remember to have fun, take risks, and create memorable and meaningful working and learning environments. I find no shame in dressing up as a banana, hot dog, superhero, rock star, book character, or in other costumes if it means making an impact on my students.

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9. Forget about the Parents: The parents of our students are our greatest allies and partners in education. Think outside the box in how you can you show appreciate and gratitude for parents or engage them in unique and meaningful learning opportunities!

https://dunlapgradeschool.edublogs.org/2015/10/06/dgs-literacy-harvest/

http://blogs.dunlapcusd.net/d323/2015/12/02/donut-drop-of-gratitude-at-dunlap-grade-school/

8. Lock Yourself in the Office: A key piece to my principalship has been my portable office. The Port-a-Principal is simple. I spray painted an old AV cart (that was on its way to the dumpster) in royal blue (of course). With a couple touches, it is now a mobile office that will allow me to stay connected to email and the school secretary while being visible in the hallways and classrooms. It is stocked with stickers, post-its and note cards that will allow me to leave notes of encouragement to staff and students, provide feedback on their work, and support their teaching and learning. With all the necessities of my office, I can observe lessons, engage with students, and still respond to emails or situations that need my attention in the office. I enjoy carting around the port-a-principal , and more importantly, interacting on a more frequent and regular basis with my students and staff.

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7.Communicate in a Single Manner: Gone are the days of relying on paper newsletters as a sole strategy for communication in my building. Parents are provided with updates through digital newsletters, video updates, facebook posts, blogs, twitter, and Instagram posts. Promoting the positive elements of our school, including student learning and best teaching practices, plays an important part in establishing relationships, trust, and communication with parents, families and the community.

(https://dunlapgradeschool.edublogs.org/2016/01/15/promoting-positive-school-communication-with-video-updates/)

@dgsroyals

www.facebook.com/dunlapgrade

https://www.instagram.com/dgsroyals/

6. Forget about your Personal Inspirations: I often say that I want to be the leader and principal that I would want my daughters to have. They are the driving force that propels me to continue to learn, improve and grow in my leadership abilities and to seek new and innovative ways to teach and learn. I continuously learn from my own children and in doing so, develop and hone my leadership abilities. These reflections come at inopportune times, including times I relish as a mom at gymnastics practices! https://dunlapgradeschool.edublogs.org/2015/11/04/lessons-from-a-gymnast/

Furthermore, much of my inspiration and love of learning comes from watching my own two children grow and develop. I often employ strategies from my home at school and from school at home. My girls truly make me a better leader and I’d be remiss not to link my passion of education wtih my inspirations that come from being a mom: https://nerdybookclub.wordpress.com/2015/12/04/how-does-a-principal-foster-a-love-of-reading-in-her-own-children-by-mandy-ellis/ 

5. Think that Professional Development has to take the form of a Traditional Staff Meeting to be Effective: As a teacher, I sat through my share of institutes and faculty meetings that were laborious and tedious. The information was either not relevant to my position or could have been communicated through an e-mail. Professional Learning does not have to be that way. As educational leaders, we have to think creatively to model for our staff how learning can be engaging, differentiated, meaningful and FUN! I have done this in numerous ways:

https://dunlapgradeschool.edublogs.org/2015/12/08/the-ripple-effect-thinking-of-professional-learning-differently/

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4. Fail to Provide Feedback to Staff: Our teachers are the front lines that make an impact on the success and achievement of our students and school. I participated (and continue to participate) in a series of challenges that have provided a structure for showing appreciation, honoring voice, and offering support for teachers. You can learn more on twitter at #leadlap or read my posts below:

https://dunlapgradeschool.edublogs.org/2015/10/20/a-is-for-appreciation-challenge-accepted/

https://dunlapgradeschool.edublogs.org/2015/11/12/challenge-accepted-honoring-voice-and-choice-in-teachers/

https://dunlapgradeschool.edublogs.org/2015/11/19/challenge-accepted-o-is-for-offer-support/

https://dunlapgradeschool.edublogs.org/2015/12/04/great-learning-comes-from-happy-teachers-happy-teachers-come-from-dgs/

3. Think Reading is ONLY for the Students: Anyone knows me, knows that I love to read. I firmly believe that leaders are readers and readers are leaders. I share my love of learning and reading in my building with displays of my current book titles, an update in my weekly staff memo with my current book titles, and a good reads account linked to my blog and webpage. I look forward to seeking and reading new titles, tweeting resources and sharing new practices and ideas with my staff (in memos, the lounge or even posted in the staff bathrooms!) My top ten books for professional reading can be seen at https://dunlapgradeschool.edublogs.org/2015/10/13/top-10-cornerstone-books-in-my-professional-library/

2.Ignore the Impacts that PIRATES can have on Teaching and Learning: Pirates? Really? “Teach Like a Pirate” was written by Dave Burgess and has been revolutionizing teaching and learning since its publication. This has been a game changer for my staff and me. The book details how to increase student engagement through various instructional hooks. TLAP reinforces the art of teaching as the cornerstone of education and focuses on the presentation of a lesson in congruence with content knowledge and curriculum. It is important to me that we set the stage for student learning in the environments and experiences we create. Why wouldn’t you roll out the red carpet for your students on the first day of school?

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I was able to guest moderate a twitter TLAP chat on 10.05.2015 that you can read at https://dunlapgradeschool.edublogs.org/2015/10/06/teach-like-a-pirate-twitter-chat-10-05-2015/. 

I also reflected on the opportunity to meet with and learn from Mr. Burgess at https://dunlapgradeschool.edublogs.org/2015/10/01/finding-the-spark-lighting-a-flame/

1. Take Yourself Seriously. You work for 5-12-year-old children. There is always a time to be professional, communicate effectively, and manage a building. Leading a building and staff is vital to success of an institution and cannot be overlooked, but when all is said and done, you are creating learning environments to promote lifelong readers, learners and thinkers. Kids need to feel important, empowered, and loved. Why not do that while having a little fun?

 

Great Learning Comes from Happy Teachers. Happy Teachers Come from DGS!

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In the early 2000s, an ad campaign was launched that suggested, “Great cheese comes from Happy Cows. Happy Cows come from California.” In a happenstance conversation with a former staff member, we began talking about this slogan. Although we live in Illinois, she is from Wisconsin and dairy, cheese, and cows are items that came up in our conversation when we discussed her Thanksgiving Break. What was interesting was an immediate connection we made to school culture, teacher performance, and student engagement. We can spin the slogan to say, “Great Learning Comes from Happy Teachers. Happy Teachers Come from DGS!”

Establishing a school culture that promotes teacher engagement and satisfaction rests on some basic tenants of school leadership:

  • Administrators need to remember what it was like to sit on the other side of the desk. I was told this by a veteran educator that had served on his community’s Board of Education as well. This advice came the week I accepted my first principalship. His advice has always focused my interactions and approach with staff. As principals, we are teachers first and must consistently remember what it is like to be a teacher.
  • Staff norms that are collaboratively development, monitored, and celebrated are the core to staff interactions and efforts. Our staff norms are focused and intentional mutually agreed commitments. They are displayed in common work areas, celebrated in weekly communications to staff in our Friday Focus, and the start to our leadership and faculty meetings. An area in the teacher’s work room provides an opportunity for teachers to use post-its to share examples of their colleagues modeling these norms.nroms
  • Principals should model taking risks and support staff that do. I am not talking about jumping out of an airplane or bungee jumping off of a bridge; I would never be able to model that kind of risk taking. I am referring to professional educational risks that push learning in the classroom and foster creativity and innovation. This may include trying a new strategy or lesson, using a different app or technology device, or thinking outside the box regarding an approach to classroom management. Some of the best memories our students will have in school are those times when teachers stepped outside their comfort zone and tried something new or did something unconventional. In order for this to happen, teachers need to feel secure in knowing their attempts in learning will be encouraged, supported, and celebrated. After all, we are modeling lifelong learning for our students and the notion that the word FAIL can represent “a first attempt in learning.”
  • Recognition and Support go a long way in validating teachers in their work and interactions with students and families. As adults, we are motivated on positive affirmations and validation of our work. Just as our students benefit from positive praise, teachers do to.  Recognition can be both formal and informal. Some examples include:
  • Hiring and Mentoring practices that support ongoing learning. The core to any positive staff culture is the hiring of the right individuals that will contribute to their culture and teaching environment. Hiring practices that include the teachers or staff members that will work directly with the new hire can improve collaboration and offer voice to current staff members and give a glimpse into culture for the potential new hire. I make it clear in interviews the expectation of collaboration, communication, and positive interactions. This sets the tone that it is something that is part of being a DGS Royal.
  • A school that is student focused and accepts responsibility for all learners. As I write this, I really should place this at the top of the list. To foster a positive school culture, this tenant is paramount. The adults in the building need to accept ownership for all learners, not just the one in their classes or supervision. Learning is a process and doesn’t stop when a child leaves a classroom or grade level. Staff that accept this promote a student first approach and work collaboratively to support all student learning.

This reflection does not discredit the fact that there are challenges, moments of frustration, or bouts of tension. To move forward and grow there are stumbling points and growing pains. The bumps are what we climb on. What does matter is that teachers feel supported by their leadership and each other to weather the storms and look for the rainbows. After all, Happy Teachers make Happy Kids.

 

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Leadership Lessons Learned as an Iowa Hawkeye

When I married my husband, it was no secret that I was marrying into a family of Iowa Hawkeyes and that the expectation of the family was to assimilate my allegiances, wear black and gold, and cheer for the Hawks as well. This season has been one in which I am proud that I am a Hawkeye, even if just by marriage. As the football team made history this past weekend by going 10-0 for the first time ever in school history, I reflected on the practices that make strong sports teams successful and their application to the K-5 Educational Setting.

 

1. A winning team made up of talented and committed individuals promotes positive culture. Individuals are deeply dedicated to self-improvement as well as a cohesive team structure. Teachers in successful educational settings are also deeply engaged in individual self and professional improvement while advocating and supporting the successes of their colleagues. This comes in the form of classroom teachers presenting their learning during professional learning opportunities, teachers opening the doors of their classroom so colleagues can observe best practices, or a team of teachers nominating another team for an award to honor their collaboration. Just as a highly successful football team relies on positive culture, so do schools and educators.

2. Fans and cheerleaders that encourage and support the team are vital to success. High functioning schools have high engagement of their families and communities just as sports teams have high interactions and support of their fan base. Supportive families and engagement can lead to a variety of positive outcomes in the school setting.

3. A head coach and other leaders provide vision and provide support for the players to execute plays and make history! Principals are essential to fostering a culture that supports vision and mission and provides support for this to become a reality. As a college football coach coordinates putting key players in essential positions, provides feedback, and orchestrates plays, he also places trust in the capable hands of his players to execute this vision on the field. Principals and other administrators function in much of the same way by placing teacher leaders in key roles, articulating vision and monitoring progress.

4. A strong and identifiable brand is formed and communicated throughout the community. On Saturday night, tens of thousands of Hawkeyes filled Kinnick Stadium dressed in black and gold with Hawkeye logos and University of Iowa trademarks. Their progress was continuously updated on social media, important information was dispelled on their website, and fans from all around the country tuned in to watch the game. Schools can benefit from these practices as well with a glass classroom approach that shares important learning goals, activities, and information through social media, blogs, websites, and other communication home. The brand that is communicated shares positive stories of learning, student accomplishments, and teacher successes and is identifiable to students, parents, boards of education, and the community.

 

As the Hawkeyes won their game against Minnesota, they marched across the field united in solidarity to retrieve the trophy of Floyd of Rosedale. The trophy marks yet another win against a rival team, but also signifies the victory that was a function of hard work, individual success, a positive team dynamic, cohesive group effort, strong leadership, and active and supportive fans. We can have that in the school setting as well as we lead our teachers and students to educational victory toward common and meaningful goals among a positive and supportive school culture with four key components:

1. A dedicated and professional team of teachers, administrators, and support staff that understand how their individual roles contribute to the success of the school as a whole.

2. Parents and Community Members that support the school, the students and all learning endeavors.

3. Leaders that are learners and foster vision and mission.

4. An identifiable brand that is communicated efficiently to engage families and the community.

 

Go Hawks!

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