LEADING THROUGH LISTENING

What if everyday were similar to a day between Thanksgiving and New Year's? I ask this question because as I walked through the malls and stores this past weekend, it's ironic to me to see how many more kind and giving people you come across during this one month stretch. I find people saying please more frequently, I see people donating to causes, and I certainly hear the words "thank you" more often for simple gestures like letting someone go onto the escalator first. What would our society be like if every day were like this? I ask this question because I wonder, does everyone suddenly change into some bizarro personality because that's what they think they are supposed to be during the holidays or do all of the really polite, well-mannered people suddenly emerge from hiding and spend time in public during this month? We all know manners, how to be respectful, how to treat others... so what is so hard about being that way every day? I am excited for our sch

This past week I had the privilege and honor of meeting with and fielding questions from a Syracuse University Project Advanced (SUPA) English class. Having the opportunity to meet with kids and answer their questions is always the best part of any day. Our students bring a unique perspective to schools and can really cause us to think about 'WHY' things are the way that they are. After all, isn't public education supposed to be about what kids want and need? For the longest time, since I can remember, the phrase "because I said so" has been a fixture in public schools. Teachers use it frequently when kids question an assignment, topic, or expectation; administrators use it frequently when challenged by teachers or parents; and district leaders and politicians use it as a blanket clause to justify decisions. The reality is, we often use the phrase "because I said so" because we don't know any other way to do what it is that we do, educate. Public

  Roughly 4 years ago the entire educational community was spun into a tizzy and the alarms were sounding as if our entire universe and all that we stood for was about to explode because of the Common Core Learning Standards  (CCLS). Mass confusion, hatred, fear, assessment, optimism, APPR (New York's teacher evaluation system), money (yes we can't forget to mention Federal/State financial aid), and many other things ensued following the arrival of the CCLS. Back then, it almost felt as if the world of education was being terminated in light of a new effort, an effort that none of us could explain or figure out. Fast forward to today and I ask, what ever happened to the Common Core? All the hysteria, panic, fear.... education was being ruined... where did it go? Schools look very similar today as they did then and one could even argue that schools that implemented the CCLS with fidelity are finding increased academic outcomes. Of course we are still dealing with the stres

One of the prevailing trends in education is to hear that morale is low in our schools. Teachers' morale is low, students are negative about their school experience, and parents are just frustrated with the whole ball of wax. Walk into almost any school and ask the administration this question,  "what's the must important thing to fix in your school currently?" Almost universally you will get the cliche answer of,  "morale." Is that truly the case though? I will admit that I'm one of those administrators who thought morale was low and that's the solution to all of our problems, but I'm not sure that's true. I have struggled to find a teacher not wanting to teach kids to the best of their ability. If morale was low, wouldn't we expect to see people "mailing it in." Teachers and staff members routinely come to work every day smiling and ready to make a difference. Even in the face of disruptive students and rude mannerisms

 One of the most challenging things that all human beings can face is change. By nature we enjoy the comfort of routine and knowing what happens next. In education, most of our whole lives are centered around routine and clearly defined expectations. We have bells that tell us when to leave or arrive at class, due dates for assignments, clear and precise directions for how to complete assignments, and curriculum that tells us what we should be teaching. So what happens when these routines are disrupted? In our classrooms we have mastered the art of improvisation because rarely does a lesson go the way we want in our head. However, many of us still struggle to handle change when we are not in control or don't know what's coming. This week I begin my new journey with my new professional family at Rome Free Academy High School. While I myself am excited, nervous, optimistic, and yes a bit scared; I know that the foundation established at RFA will help this transition. I look f