LEADING THROUGH LISTENING

One of the most common phrases you hear with regard to new things or change is, "resist the urge." In education, resisting the urge of the decades has become more of the norm than the rarity. Recently, technology integration, the Common Core Learning Standards, new teacher evaluation models, turbulent budget season, and more have all been a valid reason to resist the urge. However, resisting the urge of these initiatives and other societal events that are pushed upon us does not take away the issues we face or change or mission/focus. Regardless of what happens in the world around us, our children and students will still be walking through our doors each day, innocently expecting an education. We owe to each and every child to stop resisting the urge with education and start becoming the urge. If we all put a fraction of the time we spend complaining about things "we have to do" into being a part of the solution, who knows what could happen. At any given point s

I often wonder as I am observing teachers, or students, or people watching at the mall, "What does a snap shot observation/evaluation of this individual/situation really mean?" Is there ANY value in a one time observation? The public education system has been built on evaluations and meeting criteria. Those of us that have spent our lives in education and dedicated ourselves to helping our societies improve make judgments about situations and people daily. But is that fair? Does achieving a '65' on a single exam really tell us anything about whether or not a student is prepared for the next challenge? Or walking into a classroom to observe a teacher in action for 40 minutes once a semester, are we really able to determine if the teacher is productive or not? Many would say no, and I would as well at times. But, I believe that if we ask the right questions following an evaluation, then a 1 time snap shot can prove valuable. Instead of damning an individual or makin

This past week, Rome Free Academy began to implement the Positive Behavioral Interventions and Supports (PBIS) program throughout our school. As our teachers were presenting the introductory lessons to our students and we had the opportunity to listen into the discussions being had, it was simply amazing to see the amount of individuals (adults and students) that brought about real world issues for our school and sought ways to make things better. As much as teenagers want independence and the ability to do as they please, it is obvious through talking with them that they also crave structure, expectations, and a positive climate. Most defiance comes when teenagers feel disrespected. Ironically, isn't that the case for all people? Our students have no problem being accountable, and most accept accountability, but they need positive reinforcement as well. Being positive is a mindset and a habit. And often times, more challenging than being negative. Research claims that people w