IMAGINARY BOUNDARIES

Part of my morning meditation included reading this article by Margaret Wheatley: //www.mindful.org/at-work/leadership/webs-boxes-and-boundaries and that took me back to all the times we have crossed a border, north, south, east or west. 

What I found was that regardless of country, language or culture, people are all of the same species, homo sapiens, although one has to question the wisdom part.  That we are the only surviving members of this genus is quite amazing when you review the history of wars, poverty, hunger and disease. 

I believe our survival has more to do with our being fairly adept at communication such as language and art for self-expression, the exchange of ideas, and organization. We have created many cooperating and competing groups, from families to countries. 

Our very human desire to understand and influence our environment, and explain and manipulate phenomena, has been the foundation for the development science and religion.  And both have created enormous conflicts in our world and why?   Is it because of the old territorial imperative, pride, jealousy or some psychological need for control?

Right now, the world seems a little wacked out over some big differences in values and consequent behavior of how we human beings treat each other.  On the one hand you have compassion, kindness and love and on the other side of the fence what seems like cold-heartedness, cruelty and hatred.

Each side is trying to prevail through various means and neither negotiation nor force is resolving very much.  The conflicts and disagreements continue to reinforce the boundaries and separation rather than breaking down those things that keep us apart and prevent our cooperation and collaboration to solve some of the common issues that affect everyone.

Sometimes it is like a bad dream and we hope that we will wake up and it will be over but such is clearly not the case.  Some of us have hope that the next generation of children growing up will do a better job at all of this and more, and make the world safer, healthier and more friendly. However, it is really up to us to do what we can while we can to erase those things that keep us apart and strengthen those things that bring us together around common concern for our mutual well-being.

SMALL HOUSE MOVEMENT

SMALL HOUSE MOVEMENT –

Check it out on a web search.  Fascinating and appealing, at least to some of us older folks who have lived in larger houses, in different places over the years.  We often hear people talking about “downsizing” and we all know what that means.  I like to refer to it as “right-sizing” which to me means having enough shelter and comfort to meet our needs.  The small house or tiny house movement began when people became concerned primarily about two things – the environment and finances. 

The typical American home is over 2000 square feet and we were definitely in that category for many years.  Some of the small houses are under 1000 square feet so you can see immediately that the impact is cut at least in half if not more.  Many of the designs of these houses are very creative and use space in interesting ways, often multi-use instead of separate rooms for everything.  I can remember when some houses even had a sewing room! Imagine that!  Who makes their own clothes today?

In January of this year, we sold our 2700 square foot house, six acres, a barn and several outbuildings and moved into approximately 370 square feet, plus an outdoor patio.  Never mind that it is a 47’ motor home with four slide-outs and a diesel engine.  Our carbon footprint is up for review but we often park it for several months at a time, usually in a great place.  This experience started us thinking about what’s next and what some viable options might be.

We had seen many RV parks and a number of them had modular houses or park models as they are called, some known as manufactured houses.  The history of those buildings is simple.  Once upon a time there were house trailers and a classic that has been around for a long time is the Airstream but there were many other brands as well.   They were built on a chassis with wheels, parked somewhere and people lived simply and inexpensively.  In the mobile RV market, there are travel trailers, camping trailers, fifth wheel trailers, Class C which is a truck chassis onto which a camper is attached, Class B which is basically a van outfitted for camping and Class A which is a self-powered diesel or gas motor home that comes in various sizes and configurations. And there is a percentage of RV folks who live and travel full time in these conveyances.

In one particular RV park we noticed a senior community of these manufactured homes, some 60 of them located behind the campground and we started talking with people who lived there and visited a few of the houses.  Voila!  The construction looked solid, the floor plans flexible and we could get everything we needed in a 16x68 single wide house that ends up being just slightly over 1000 square feet with two bedrooms, two baths, living and dining areas, utility room and we will add a small, covered porch/deck.  We rent the lot and we are ordering the house to be built to our specifications within the next few weeks.  It will be delivered intact and it will be our residence for the foreseeable future at least when we’re in town  Seems like a good choice for us given where we are, geographically, chronologically and financially.  And perhaps as important as the house, our neighbors are interesting people and we like them.  Check out the most recent issue of dwell, Clever Living Solutions for Homes Under 1,000 square feet.  Small Space, Big Design.  http://www.dwell.com/magazine

BIRTH OF A SCHOOL

On Thursday, August 14, I was witness to an historic occasion of a school being born.  This was the third such opportunity in my career and while each one was quite different, as you will see in a moment, there were also some surprising similarities.  What we might learn from these occasions will depend on our own insight, understanding and experience.  Starting a new enterprise of any kind can be an enormous challenge and starting an independent, private school has its own peculiarities.

The challenges for those who have a vision for what a new school should be include:

• inspired leadership
• sufficient financial support
• adequate and desirable physical facilities
• outstanding teachers
• a dynamic curriculum
• the enthusiastic support of the local community
• families and students who want to be part of the experience.

Fortunately, in each of the three cases that I will outline very briefly, these elements came together  because there were talented people who wanted to make a difference, who were passionate about the project and who were committed to see it through.  The most recent one, just beginning, does not yet have a track record of success but I believe they are well-positioned to head in that direction very soon with an opening scheduled for August of 2015.  In all three cases, advanced planning has been a key component in putting the pieces together.

1.  Bosque School, Albuquerque, New Mexico.  It opened in August, 1995, with 60 students in grades 6 and 7 and today has over 500 students in grades 6-12 on a campus of 40 acres, nine buildings and growing.  I was asked to become the founding head of school and began work in August of 1994 with a year to put it all together.   I had a lot of good help along with the vision of the founder, Peggie Findlay, who marshaled a field of energy, people and resources that took us forward.  We rang the bell on opening day that has rung every day since for the past 20 years.  The stories surrounding the beginning years has many aspects, more interesting to those of us who were involved than the current constituents.  Suffice to say that Bosque School would not exist without the early support of many people and all seven characteristics listed above.

2. Monte del Sol Charter School, Santa Fe, New Mexico.  In 1998, Tony Gerlicz and I had a conversation about his career path and I suggested that he consider opening a charter school since the legislation for these public schools of choice had just been enacted in New Mexico.  Tony worked diligently, as is his style, and the charter was granted in December of 1999 for five years.  I served as the founding Board Chair.   In the ensuing years, the first 10 of which were under Tony's leadership, the school received many awards and is still ranked by U.S. News and World Report as one of the best high schools in the United States.  The fourth head of MdS has just taken the reins and the school continues to thrive with its innovative and progressive programs.

3.  The Delta School, Wilson, Arkansas.  Last year I was contacted by a former colleague who has known of my work these past 15 years as a school consultant focused on leadership. John Faulkner, formerly of Choate and Ensworth schools, had been hired as the town manager and developer for a small town in southeastern Arkansas about an hour north of Memphis.  John was working with Gaylon Lawrence, Jr. one of the principals of The Wilson Company and Gaylon believed strongly that the town and the region would benefit greatly with the presence of a new, independent school.
I agreed to help The Delta School find a founding head because I saw the possibilities and I had been in the search and consulting business for quite awhile.  I was no longer ready to take on a project of such proportions although it was very tempting because of the uniqueness of the situation.  The Delta School founding Board signed the papers this past Thursday and that paves the way to build this new school with all seven components churning away.  A 17,000 square foot mansion and surrounding property have been allocated for the opening in August of next year.  A new head has been hired, plans are on the drawing board and the next steps are being taken in the weeks and months ahead.

What I conclude from all three of these experiences is that while each one is very different from the other, the similarities may be more important than the differences.  The success of each of these schools rests on those seven characteristics at the top: 1- inspired leadership from both head and board; 2- sufficient funding that comes from numerous sources; 3- a teaching/learning environment that is optimum for both students and adults, 4- passionate, talented and committed teachers,
5- a program that is student-centered, developmentally appropriate, comprehensive, integrated and performance-based; 6- community recognition and support; and 7- students and families who are excited about being part of a progressive educational experience.

The stories of each of these schools are rich with people who care and who have what it takes to make it all happen and keep happening.  I am grateful to have played some part in each one and feel honored and humbled by the experiences.

OBSTACLES TO SUSTAINED THOUGHT

FOG

The origin of the word is obscure but we all know its meaning.

It is usually associated with damp, moist and thick air where

Sound travels better although it might seem muffled.

Apparently the drops of water in fog are not connected

And it’s really hard to see (or think) in a very thick fog!

That exercise of 55 words started a train of thought about some of the things that present obstacles to sustained thought.  I have often thought that I probably “suffered” from ADD as it has always been easy for me, at times, to be distracted by some peripheral, external activity.  In fact, it still is unless I am really concentrating and focusing on a specific activity.  I did not consider my deficient attention to be a disorder but rather a welcome diversion, at least on many occasions when I found something of interest even if momentary.

Here is one example.  We will be driving down the road having a conversation, which we do a lot, and I might say, “Look, there’s a chicken!”  I know it seems rude to my wife and for awhile it became a kind of joke that we could use as a reference whenever either of us interrupted the other with something other than the current thread of conversation.  You need to understand that I had a genuine interest in chickens and kept some for several years.  I was especially fond of French Black Copper Marans.  So it was easy for me to be drawn to chickens in the same way that classic cars might turn my head at another time.

Another obstacle is what I call overloading the circuit.  In other words, there is just too much draw on the amperage, the circuit breaker trips and off goes the current.  Everything stops until we can either reset the breaker or reduce the load and start over.  Too many simultaneous or diverse thoughts at the same time will do that and so, we start over.  We can back up, find out where we were and go at it again.  Actually, there are times when that’s a good idea anyway, to get a fresh start or review where we have been so we know where we’re going.  It’s really quite clarifying!

Here’s my last example and I hope you will think of your own obstacles and how you deal with them.  Or have a discussion with your “team” and discover what others may struggle with that prevents getting to where you want to be with your thoughts, ideas and activities.  I keep a mental list and sometimes write down what I am working on in terms of projects, things to do, what needs attention and who I need to contact for this or that.  When there is a lot on that list, I seldom reorder the priorities.  I just try to plough on the best I can.  I think there may be a better way!

CALLING TO MIND

Earlier this week, a name came to me, perhaps because we were talking about various authors, or for some unknown reason, but the name kind of popped into my head and I could not remember what he wrote.  It would have been easy to just “look it up” as Google dumbs us down and makes everything instantly available and I decided consciously not to do that. I decided instead to exercise my tired, old brain and see how I might come up with it on my own. 

For three days, consciously, and unconsciously I’m sure, I tried various associations to see if I might dredge up what he wrote and even why I might have been thinking about it.  When it finally came to me, it seemed like a flash of insight although it happened that the title came into my mind a little backwards and over time.  What I mean by that is that I got the last part before the first part and then after some time put it all together.  For those of you acquainted with American literature it’s probably a no-brainer but for my addled mind it was buried away somewhere in the deeper recesses and I had to find a way to access it.

Calling things up from a storehouse that is chock a block full of all kinds of memories is in itself an interesting exercise and finding something that is still there that has been long forgotten, but still available, is at some level reassuring that I have not lost my mind completely. 

We are in the travel mode these days and arrived in Ohio last week to visit my hometown where I grew up, went to school and managed to learn a few things.  We saw my brother and some other family members and that visit was probably the stimulus for some of these what might appear to be random thoughts.  It was in Ohio, at Miami University, where I took a course in American literature, also a course in sociology, and so Ohio was kind of lodged there in my conscious mind.  I did remember some studies by the Lynds, with the fictitious name of Middletown and the town was actually Muncie, Indiana which was thought to be representative of small towns in middle America.  There is a Middletown, Ohio but that was not it.  There is probably a Middletown in most states.

The Ohio name kept looming large and I thought that if I could just get the first part I would have the title but it just wouldn’t appear.  And then, while driving east of Cleveland, it came to me.  Was it possible that I was geographically near the town and was there some kind of affinity because of proximity?  That would just be very strange but not impossible.  You probably noticed that I have not mentioned the author’s name but that’s because I had that all along.  What I could not retrieve was the book title.  The author was Sherwood Anderson and the novel was Winesburg, Ohio, a group of short stories about small towns.  I felt rather smug or proud that I finally got it on my own and by plumbing the depths of a faded memory but it was there.  I knew it was there somewhere.  It was simply (?) a matter of fishing it out and calling it to mind, the conscious part.  You see, I was born and grew up in one of those small towns and there I was, smack dab in the middle of all of it and it was if I knew George Willard personally.  I actually did know someone from Clyde, Ohio where Sherwood Anderson grew up.

WHAT IS THE RUSH?

We have endured what a lot of people believe, which is more, faster and bigger are better.  Competition in many situations is all but out of control and cooperation has been sidelined in favor of winning.   It may be unfortunate that the U.S. Dept. of Education chose “race to the top” for their latest effort at rewarding innovation.   It sounds more political than it does educational.  I would have chosen “love to learn” or at least something that sounds more connected to children and teaching and learning.

In many instances, I believe that slow still has a certain value and that cannot be supplanted mechanically.  Just because it looks like a tomato does not mean what it used to mean.   We might want to encourage children (and adults) to look carefully into the purpose and value of GMO’s, (Genetically Modified Organisms) and a whole host of other products and materials.  Aesop’s fable of the tortoise and the hare may still have something to say.

Being called number one could easily become a late night comedy sketch.  Just imagine being called number two!  It is why I smile when I see a team member who has just won a game holding up his finger to indicate that his or her team is number one.  In one of our early grades, we had to hold up either one or two fingers when we had to go to the toilet and that was to tell the teacher what it was we had to do.   I don't know whether or not she excused us quicker depending on the number or whether we were simply learning to ask for permission.  Regardless, it seemed to work and it was a quiet and symbolic way to communicate.

Action heroes - faster, stronger, more powerful - can defeat every enemy except for one.  Father Time will catch up, sooner or later

SOLSTICE

This coming Saturday, June 21, marks the annual event known as solstice, summer in the northern hemisphere, winter in the southern hemisphere.  Literally, it’s the moment when the “sun stands still” before it starts back in the other direction and for those of us in the north, it is the “longest” day, meaning the most amount of sunlight and marks the official beginning of summer. 

For half of the year we are inclined toward the sun and for the other half the southern hemisphere has this distinction.  Why this makes any difference to anyone or to me may be the question so let me offer a brief explanation.  It’s almost in the category of “if I have to explain, you wouldn’t understand” but I’ll give it a go anyway.

I am one of those who follow the sun along the horizon in its northward and southward trek, most often by watching the sun rise or the sun set and this way I have a fairly good idea of where we are in the year, on the planet.  I see this solar path that is a result of both rotation and revolution and I sense a deeper connection to the earth and the sun.  I happen to love the four seasons and I celebrate each one on the four dates of the two solstices and two equinoxes.

The lessons for me in all of this can be summed up as follows:  It is a very good thing to stand still before changing directions and to know on which axis I’m traveling and why.  Secondly, how I let external conditions affect my internal frame of reference informs me about how my response will impact those around me.   Finally, while I am “in motion” during each of the seasons, the directions, activities and conditions under which I operate fluctuate appropriately, especially when I am in sync with the sun, the moon and the stars.   And maybe, because my birth date is a mere three days after solstice, I am even more affected than I even know at the conscious level.

LEARNING FROM A SMALL STONE

Ever notice how little things can become a big irritation if you don’t do something about them?   This morning, while taking a walk, I got a small stone in my shoe and I could feel it moving around.  Sometimes it was more irritating than others but I thought I would keep walking and hope it would shift to a spot where I didn’t notice it as much.  That started me thinking about some people I have known and situations I have been in that were irritating and instead of doing anything about it, I just endured the irritation hoping it would go away or become less of a pain.

I know that had I stopped walking, removed my shoe, taken the stone out and put my shoe back on, I could have continued walking without the irritation although there was the possibility of another one to take its place.  How long do we put up with what we know we are eventually going to have to deal with rather than remove the source of the irritation or annoyance?  Why do we not take care of it right away?  There may be some good reasons to wait, especially when people and their lives are involved.  Stones are another matter.

What are the sources of irritations in your world?  Lousy customer service?  People who are habitually late?  Colleagues who have excuses for why something isn’t finished?  Poor or inadequate wifi connections?  Disappointing quality of products or services?  Too much traffic? Rude behavior by people who seem self-absorbed?  Political gamesmanship? Create your own list and then see how you might remove the irritant.  Simply ignoring it might actually work in some situations.  Brush it off, let it go, and walk on.

A stone in the shoe, a speck in the eye, a splinter in your finger, a hangnail, , something caught between two teeth – most can be dealt with successfully by removing them.  Perhaps therein lies the answer.  If you have the ability and the leverage, remove the source of the irritation and the sooner the better.  On occasion, you might even ask for help in the removal process.

How to keep the little things from taking over your life was the sub title of a book written 8 years ago by Richard Carlson.  The title: Don’t Sweat the Small Stuff….and it’s all small stuff.  Often it is the little things, like a stone in the shoe, that keep chipping away and diverting our attention from more important things.   Perhaps the best response is the swift removal of the irritation and eliminate the pain for everyone.

TOP TEN AFFLICTIONS AFFECTING EDUCATORS

I wrote this originally a few years ago and people seemed to enjoy it.  It's good for a laugh at the end of the academic year so herewith a reprise.  Some further treatments and therapies may be in the works. 

10. MABS - Myopic, Apathetic, Blame Syndrome - This disease is characterized by lack of vision, indifference and the attempt to shift responsibility to other people. (see following ailment).

9. PEST - Plasmapheretic Educational System Transference - A condition recognized in those who drain the organism and then because of inactivity offer bureacracy as a reason for the illness.

8. CRUD - Cholangitis Reoccurence Under Duress - Inflammation of bile ducts marked by pain in the upper right quadrant of the abdomen and caused by infection or obstruction, it is often treated by drugs or surgery.  Obstruction is a condition often occurring when progress is blocked or when one wishes to block progress.

7. DEAD - Deeply Entrenched Atrophic Dementia - Often seen in those who mistake the edge of the rut for the horizon, this condition is a progressive state of mental decline, especially in memory and judgment, often accompanied by disorientation and disintegration of the personality.  If caused by a metabolic diseases, it may be reversed.  If due to brain injury or degeneration due to aging, change may be irreversible.   This is often not recognized by those who have it.

6. PAIN - Psychogenic Aphakic Intestinal Nonsense - Persons afflicted with this cannot swallow pride or much else but is mostly a mental condition accompanied by blurred vision and there is no biological basis for the condition.  Those suffering from this disease are very uncomfortable with change and often fearful, insecure and have a weak stomach.  May be heard to whine to colleagues.  Radical and aggressive treatment often consists of removal to a new location and job.

5. BORE - Big Opthalmic Rectal Enteritis - Sometimes a crossing of certain ocular and rectal functions cause diarrhea, verbal or otherwise and this can adversely affect one's outlook; in extreme cases it can lead to fecal impaction; the reverse condition renders one filled to capacity.  Treatment is most often accompanied by a change in attitude.

4. LAME - Loud Aching Martyred Epicondylitis - This characterizes those who complain about carrying a heavy load while wishing others would work as hard as they do.  This can be very contagious so caution is recommended for those in proximity.

3. GRIPE - Glottic Repetition Instead of Pitching in Energetically - This is self-explanatory and recognizable because those so afflicted would rather talk about the problem than do something creative to solve it.  They also seem to enjoy hearing themselves more than listening to others.

2. ARUMP - Arteriosclerosis Revealing Union Mentality Proliferation - A condition that reflects a hardening of the institutional arteries which in turn prevents the open flow of communication and it can spread if not kept in check through a healthy exercise of mental and physical renewal.  (This is sometimes used as a prefix to meetings)

1. SOSOB - Same Old Same Old Beliefs or in medical terminology Systemic Osteolysis/Schizophrenic Obsessive Burnout -  Those fearing change become stuck, hard and fast in their way of acting and refuse to consider new paradigms. The result if finally just giving up and giving in rather than trying to learn something new and improve both self and system.

TEN ESSENTIALS FOR A SUCCESSFUL SCHOOL

© Gary R. Gruber, Ph.D.  June 2014

These ten essential factors for a successful school assume that a good business model is in place and operating efficiently and effectively.  Every school needs to be operated in a business like manner because it is a business and its business is the education of young people, and often, adults as well.

How these essential elements are developed further and applied will depend in large measure on the history, culture and philosophy of the school, the school’s leadership and the measure of support enjoyed by the school.

What these ten essentials illustrate is something of the complexity of a school with so many parts that all need to work together toward a common purpose, a common vision and common goals.  That is how to build a learning community.  It takes time, patience, perseverance, and a lot of talent and energy.  Combine those with kindness and compassion and you will be well on your way to a high level of success.

1) Financial sustainability - financial futures are based on how much money is available for the future, either short or long term, and it is often difficult to predict how much will be available with a high degree of certainty.  That said, we must still project how much income is anticipated from all sources whether tuition or non-tuition revenue.

Some schools have been the beneficiaries of a large gift or of many smaller ones.  Others have established foundations separate from the school that help support the school through tax-deductible gifts and contributions.  This is particularly true most recently with charter and public schools.  Establishing and growing an endowment fund also helps to provide a cushion for the future, even when the bottom falls out of the market.  For a family-owned and operated school (a term sometimes preferable to proprietary) a separate, 501c3 foundation is a productive way to receive tax-deductible gifts, grants and contributions.

Tuition revenue in a private school is based on enrollment and what percentage of the annual budget is dependent on tuition can be revealing.   Parents are not only the source for tuition, but can also provide other gifts whether financial or gifts in kind, and encouraging others to send their children to the same school helps with enrollment.  Tuitions have been rising at most schools, including colleges, and that puts increasing burdens on families for whom it is a stretch to pay for a private school, often for more than one child.

Schools with longer histories, good reputations and more support are in a better position to raise money than most of those that have started in the past 40 years.  However, as these schools and their constituents mature, there will be more opportunities for increasing the levels of financial stability and that will help insure a healthy future.

Having the ability to project with some degree of accuracy what the anticipated income and expenses are for the coming year, with a goal of a balanced budget, keeps a school financially healthy, thus sustainable.

While it sounds rather simple and straightforward, a school’s budget is kept sustainable either through increasing revenue or decreasing expenses.  Or, in some cases the challenge may be finding strategies to do both in ways that are reasonable and realistic.  One final note about financial health is that being able to pay competitive salaries to teachers and staff, while meeting all the of the other expenses attendant to supporting the school overall, helps attract and retain the best teachers and administrators.

 

2) A high quality staff of teachers and administrators who know how to work together for the common good – The first and perhaps most important variable in the education equation is hiring teachers and administrators who have the characteristics and qualities that will connect genuinely with the mission, vision and values of the school.  Each person added to the staff should enrich the school, as well as making specific contributions to the grade level, classroom or department that is his or her primary responsibility. 

Some of the characteristics and qualities that one seeks in a high quality staff are a) a visible and palpable commitment to the well-being, growth and development of children b) a passion for teaching and learning c) a philosophical match with the core values of the school d) a willingness to extend one’s self, participate in all-school activities and go the second mile and e) the requisite energy and enthusiasm that are contagious.

In addition to the aforementioned descriptions, some other desirable attributes sought in exemplary teachers are the abilities to be creative and collaborative.  These traits can often be confirmed by means of thorough and deep referencing prior to hiring any particular individual.

Ongoing in-house opportunities for professional development, helping teachers to learn how to “work together for the common good” is one strategy that may well contribute to a staff that is more cohesive, cooperative and mutually supportive. 

Giving teachers a faculty handbook that spells out the expectations for a full time teaching position helps to provide a document and a guide which teachers can, in fact, help design and implement.  This documentation can also lay out ways that assist in the assessment and evaluation process for teachers, which can be transparent to all constituencies.

3) An appealing program and curriculum that engages students totally – mentally, physically, emotionally and spiritually.    There are many qualities of a curriculum that meets the following four criteria: a) comprehensive, b) developmentally appropriate c) integrated and d) performance-based.  These benchmarks can be applied as a kind of litmus test to see if the program has qualities that are inviting and welcoming to students and whether students are attracted or whether they resist. 

There are significant differences between teacher-centered instruction and learner-centered instruction.  Research suggests that student-centered programs engage students better, keep them involved and invested longer, and have longer lasting results.  The following outline lays out the differences between the two paradigms and the reality is probably some combination of the two, not simply one or the other.

Teacher- Centered vs. Learner-Centered Instruction *TC* *LC*

TC- Focus is on instructor

LC- Focus is on both students and instructor

TC-Focus is on language forms and structures (what the instructor knows about the language)

LC-Focus is on language use in typical situations (how students will use the language)

TC- Instructor talks; students listen

LC- Instructor models; students interact with instructor and one another

TC- Students work alone

LC- Students work in pairs, in groups, or alone depending on the purpose of the activity

TC- Instructor monitors and corrects every student utterance

LC-Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise

TC- Instructor answers students’ questions about language

SC- Students answer each other’s questions, using instructor as an information resource

TC- Instructor chooses topics

SC- Students have some choice of topics

TC- Instructor evaluates student learning

SC- Students evaluate their own learning; instructor also evaluates

TC- Classroom is quiet

SC- Classroom is often noisy and busy

In today’s world the role of technology in schools is being developed and refined as educators debate the best ways to benefit from the advances in hardware, software and online connectivity.  Children now grow up as digital natives, with computers, tablets, and smart phones as integral parts of their everyday lives.  Taking advantage of these tools and using them to advance learning and an awareness of how to get the most benefit from these devices will continue to be a topic of interest in most schools.

Finally, if you hold everything constant, the one variable that makes the biggest difference in the education of children is the relationship between the teacher and the student.  This is what motivates students and what engages them in a meaningful experience that is both productive and lasting.

4) Supportive parents  - Parents want an educational experience for their children that meets their needs and one that is both challenging and supportive.  The school’s program can be both rigorous and nurturing and if parents feel that their children are safe, that they are being loved and cared for and that the teachers and staff have the children’s best interests at heart, those qualities go a long way toward developing and cultivating parental support.  Helping parents to understand, accept and embrace the school’s mission and involving them as “volunteers” whether in a parent organization, in special events or in the admissions and enrollment efforts will also help the dimension of parental support. 

One of the more difficult challenges with many parents is letting them know that the school and the teachers are the professional educators, that they are especially trained and talented to deliver a high level of service to their children. Their role as parents is to be an active partner in the education of their children and they need to respect the boundaries between home and school just as the school must also respect those same boundaries.  Think of the health care profession with the physicians and nurse practitioners as the trained professionals for diagnosis, prognosis and treatment.  Think of a well-trained faculty as the professionals for assessment, recommendations and a program of learning and growth.   When parents understand and support teachers, teachers can understand and support parents.

Happy children make for happy parents and happy parents are supportive parents.  This assumes that the teachers are also enjoying positive relationships with both students and parents.  If any of these are out of sync, then there is an indication of where attention is needed to make the necessary improvements.

5) Good communication internally and externally Most parents and teachers start their research on a school through finding the school’s web site, thus a well-designed, comprehensive, user-friendly web site is an essential part of good communication.  It can also be used to keep people informed and up to date.  Additional sources for communication may include regular newsletters, one to internal staff and one for external constituents.  These may be posted and may also be sent via an email blast.

Keeping people abreast of what is going on in a timely manner engenders a positive feeling of being included.  Making a provision for feedback and suggestions helps people feel like they have a voice, even if they don’t have a vote.

Taking advantage of opportunities for ongoing conversations both internally and externally about the school also helps with continuous, two-way communication.

Press releases about special events or student and teacher achievements help not only with communication but also with the next essential of a clear identity and brand in the larger community.

Those connected with the school are also good sources of communication as long as they are equipped and empowered with accurate and clear information that can be articulated to anyone with whom they come into contact.  If teachers, it should be obvious what they can share.  If parents, their word of mouth is priceless as long as it’s positive.  If students, their excitement and enthusiasm about their school can be apparent when they are asked about their school experience.

6) A clear identity and brand in the larger community In the larger community a school’s objective should be for people to know the school, be familiar with its programs and be able to say what the school is all about in a precise, succinct and compelling way.  In other words, when someone mentions the name of your school, the desired response is “Oh yes that is the school that has such an outstanding education for children” or something similar, preferably with some specific illustrations about what the school does that sets it apart from others.

Branding can be as subtle as a logo and as simple as the name of the school.  Consistency is important so that regardless who is telling the story or what materials are being reviewed, the message is the same.  What you don’t want are different stories depending on who is telling it.  

There are some occasions where branding is a new initiative or it could be rebranding an older image with an updated and revised one.  In marketing, the phrase “new and improved” can be replaced with an imperative invitation which says, “Visit the newly reorganized XYZ school and see for yourself what a 21^st century education looks like.”

The message going out from the school and all connected to it must be clear, accurate, timely and compelling.  This reinforces and strengthens the identity of the school.  And, the visible images and text are worthy of repetition without overkill.

7) Adequate and up to date facilities and resources – The teaching learning environment is a critical piece to any successful school. While it is possible to teach effectively and productively in a barn or in a storefront, the spaces in which teachers teach and students learn can enhance the educational experience or they can detract from it.  

A recent publication, The Third Teacher explores the critical link between the school environment and how children learn, and offers 79 practical design ideas, both great and small, to guide efforts to improve our schools. This book makes the point that the environment as an essential element of learning. Including a wealth of interviews, facts, statistics, and stories from experts in a wide range of fields, this book is a how-to guide to be used to connect with the many organizations, individuals, and ideas dedicated to innovating and improving teaching and learning.  (Amazon.com)

Children need lots of space both inside and outside.  They are very active human beings and helping them to not only take advantage of spaces dedicated to their learning but also learning how to care for their own space can be an integral part of a good program.

 8) A solid plan for the future – A strategic and tactical plan for the future is a blueprint that illustrates the specifications for how the school is going to continue to move forward into the future.  Goals and objectives based on fulfilling the mission and vision of the school, how those will be funded and who will be responsible for implementing all parts of the design are essential to the overall plan.

The most effective strategic plans are those that include representative stakeholders’ input and this can be achieved in a variety of ways such as focus groups, surveys and interviews.   Change comes more easily for some than for others and helping people to prepare for change so that they accept, embrace and support it enthusiastically is a worthwhile goal.  Most growth involves change one way or another, thus leading and managing change is a key factor in school success.

A plan that presents a clear vision, a worthy purpose and desirable goals can be a very compelling document, tantamount to a case statement when one is raising a level of awareness and desiring broader participation and support.

In most cases, it is difficult to project more than three years into the future although longer-term goals may be stated with the realization that they may take more time than the current plan allows.

Three resources, among others, to help consider how schools must change to meet the future are Ken Robinson’s The Element, Daniel Pink’s The Whole New Mind and Howard Gardner’s Five Minds for the Future.

(9) Management protocols and procedures – An outline of policies and professional practices can be incorporated into a faculty and staff handbook.  Whether or not there is an organization chart that illustrates positions for reporting and supervising responsibilities, the important issue is that employees support and follow what is considered to be effective and efficient management. 

There are several models for leadership and management from those that are more hierarchical and authoritarian, a kind of top-down management, to those that are more team oriented, democratic and participatory.  Regardless what model a school has in place for its leadership and management practices, what is important is whether or not people are satisfied with the results.

A board of directors, whether in a family-owned and operated school or in an independent school can serve as an advisory group to assist in matters of leadership and management, especially in fiduciary and legal matters. If there is a charitable foundation, a separate board may function as an advisory group to assist with investments of various kinds.

(10) A process for assessment and evaluation and holding people accountable - Most accrediting organizations insist on a clear process for determining how a school measures progress and improvement.  The traditional method for assessing student performance has been primarily grades and tests scores.   Teacher reports in a narrative form often give parents and colleagues more helpful information than a mere grade or score. 

For evaluating teacher performance, there are rubrics that have been developed from various sources that can be employed to check on success in the classroom and beyond. Other methods and systems for assessing whether or not teachers are measuring up to expectations in the delivery of a high quality learning experience may include self and peer evaluations along with those of a supervisor or academic dean.

In some states, schools are now being evaluated as to whether or not they are helping students succeed and move successfully to the next level and the schools themselves are being graded on their performance.

The definition of success can be tricky as it may differ from institution to institution and from individual to individual.   However, if the defined purpose is being fulfilled, that is a good beginning!