How much time are we already wasting?

ClockIn one of my favorite sections of The Passionate Learner, Robert Fried says:

If we are to act boldly on behalf of passionate learners, we will have to stop wasting so much time in school. . . . Most teachers and students waste 50 percent or more of their time in school. I say this with no disrespect. . . .

There are, of course, various ways of wasting time we all acknowledge as such:

  • Teachers trying to get the class to settle down so the lesson can begin
  • Teachers having to deal with kids who are disrupting the learning of others
  • Students talking or daydreaming instead of doing their work
  • Students who come to class without pencil, textbook, paper, or homework

. . . 

But there are other manifestations of wasting time that we may have never even considered:

  • Students having to listen to things that they either already know or can’t understand
  • Teachers obliged to ‘cover’ material that’s required by the school or district but whose value and relevance they deeply question
  • Students not caring about what’s being taught, seeing no connection to their lives
  • Students who just don’t learn well by sitting still and who decide not to pay attention
  • Teachers handing out ‘busy work’ to keep students occupied and in their seats
  • Teachers grading assignments that have been carelessly or sloppily prepared
  • Students who cram for the test but then forget everything as soon as the exam is over

. . . 

Imagine asking yourself every class hour: How regularly do students come to school anticipating that they will be discovering valuable information, practicing useful skills, and engaging in interesting activities and challenging conversations? And imagine viewing everything that hinders or prevents these kinds of engagements as potential time wasters. (pp. 70-72)

I love that big question (and accompanying proposition) in that last paragraph. As we think about ‘learning loss’ during the pandemic, how much time are we already wasting with our students, particularly as we have moved into remote, hyflex, and blended class environments?

Image credit: Clock, Richard Wezensky


Women in school leadership: A few awesome initiatives

WomenEdThere is some incredible work happening right now related to women in P-12 educational leadership. Below are four initiatives that have caught my attention over the past few months…

  • Women Who Lead. The first initiative is Women Who Lead, which is led by the always awesome Kim Cofino and her team at Eduro Learning. Women Who Lead has more than 500 curated video conversations with over 70 women who hold leadership positions in education. There are 8 different learning modules, customized pathway options, protocols, scholarship opportunities, a private discussion forum, a curated Twitter list, and much, much more. 
  • SheLeadsEdu. The second initiative is SheLeadsEdu, which is led by the phenomenal Jody Britten and Missy Emler and their team of ‘hell raisers.’ SheLeadsEdu hosts frequent Twitter chats, online video meetups, and book clubs. There also is a private community for participants as well as a SheLeadsEdu directory of women leaders around the world. 
  • WomenEd. The third initiative is WomenEd, a ‘global grassroots movement’ that brings together both existing and aspiring women leaders in education across the globe. WomenEd boasts a community of over 35,000 participants and has hosted hundreds of events. The leaders of WomenEd have a new book out, titled 10% Braver: Inspiring Women to Lead Education, as well as an active blog, mailing list, and a variety of networks that you can join.
  • Women’s Leadership Incubator. The fourth initiative is the upcoming Women’s Leadership Incubator, sponsored by the Office of Professional Learning and Community Education (PLACE) in the University of Wisconsin School of Education. The incubator experience begins in July 2021 and will feature ongoing coaching, regular meetings with experts, community action projects, and access to relevant research from one of the best colleges of education in the world.

If you’re a woman in educational leadership – or another school administrator who wishes to be an ally in this work – be sure to check out the amazing work happening in these communities. In addition to the initiatives featured above, tune in to the #SheLeadsEdu#WomenEd, #WomenEdLeaders, and #WomenWhoLead Twitter hashtags for some great discussions.

If you know of other initiatives that bring together awesome woman leaders in education, let me know!


Will schools acknowledge where and how they failed during the pandemic?

In an article about the Negro Leagues and Major League Baseball, Howard Bryant said:

Baseball should have taken the honest road, which would be to carry its stain and leave the tattered, piecemeal records of the various Negro Leagues as a historical reminder of its own destructiveness. Baseball did not do that — not because it was so important to give Josh Gibson a posthumous batting title but because like most of white, mainstream society, it does not want to carry its share of the responsibility for the condition it created.

While baseball has taken what it considers to be a step toward reparation, it has taken another away from accountability. Part of the strength of an institution is in its acknowledgment of where it has failed, and who suffered because of that failure.

This idea pertains to schools and the pandemic as well. The first months of 2020 were an emergency that caught most school systems and their leaders off guard. In the summer months of 2020 (here in the United States), school leaders had an opportunity to learn from the mistakes that they made in the spring and do things differently in the fall. While some school administrators used that window of opportunity, others did not and their schools and districts have repeated many of the mistakes they made in the spring again this fall. This winter break has given us all yet another chance to rethink what our schools are doing and make significant changes for January and beyond. How many school systems actually did so?

It’s one thing to make new mistakes. It’s another to keep making the same ones again and again. How many school leaders will look inward and, as Bryant said, ‘carry [their] share of the responsibility for the condition(s) [they] created?’ How many students, families, and educators have we failed as school systems, and will we ever hold ourselves accountable? If ‘part of the strength of an institution is in its acknowledgment of where it has failed, and who suffered because of that failure,’ how many school organizations are actively examining and owning their current failures in order to not repeat them over and over again?

Is your school system acknowledging where it has failed and who has suffered as a result? Are your school leaders making new mistakes or repeating the same ones again and again? Why?


Command and control versus key principles and autonomy

In Leadership and the New Science, Margaret Wheatley noted:

Scientists now describe how order and form are created not by complex controls, but by the presence of a few guiding formulas or principles repeating back on themselves through the exercise of individual freedom. The survival and growth of systems that range in size from large ecosystems down to the smallest microbial colonies are sustained by a few key principles that express the system’s overall identity combined with high levels of autonomy for individuals within that system. (p. 13)

In the rush to serve children and families and create new modalities of learning and teaching during the coronavirus pandemic, I wonder how many school systems gravitated toward greater ‘command and control’ and how many embraced ‘a few key principles … with high levels of autonomy for individuals within that system.’ I also wonder about the organizational contexts and leadership mindsets that fostered one or the other, as well as which approach worked better…

Thoughts? Experiences?


Books I read in December 2020

Call for the DeadBooks I finished reading (or rereading) in December 2020…

TOTAL FOR 2020 = 104 books

My goal was 100 for the year. Made it with a strong December and winter break…

Hope you’re reading something fun too!


Like No Other School Year

Like No Other School YearAs you may remember, I conducted 43 interviews for my Coronavirus Chronicles series in Spring and Summer 2020. I was interested in learning how schools were responding during the first months of the pandemic. I am pleased to note that I wrote up some ‘findings’ from those interviews as a chapter in Pamela Gaudet’s edited book, Like No Other School Year: 2020, COVID019, and the Growth of Online Learning, and also shared a few takeaways from my summer class on crisis leadership. The book includes multiple contributing authors and some stories from Pamela’s own interviews.

Like No Other School Year is chock full of interesting information about school responses during the pandemic. Pamela asked me to write the chapter on leadership. Here is the table of contents:

  • Chapter 1, Introduction
  • Chapter 2, Learnings
  • Chapter 3, Social-Emotional Health and Learning
  • Chapter 4, Leadership
  • Chapter 5, Relationships
  • Chapter 6, Communication
  • Chapter 7, Online Learning and Teachers 
  • Chapter 8, Cybersecurity and Technology
  • Chapter 9, Summary and Recommendations
  • Chapter 10, Interviews

Hope you get a chance to check out this great resource. If so, happy reading!


Books I read in November 2020

Law of innocenceBooks I finished reading (or rereading) in November 2020…

Hope you’re reading something fun too!


Books I read in October 2020

What unites usBooks I finished reading (or rereading) in October 2020…

Hope you’re reading something fun too!


Sir Ken Robinson: A Brief In Memoriam [guest post]

Amidst the chaos of 2020 we lost a true leader in education in late August just as schools were trying to reopen. In the event that you might have missed it, I wanted to circle back and offer a brief tribute.

Like most of you that knew Sir Ken Robinson’s impact on education, I first learned about him through his wildly popular TED Talk in 2006. It was, of course, not the first impactful thing he said, nor the last. He was by then already declared a Knight by the Queen, so I assume the story before the TED talk was robust as a professor and leader of the arts. But, anytime something is viewed around 100 million times, it tends to define the person. So, of course, the relationship between schools and creativity, and the embedded story of a young dancer, is perhaps Sir Ken’s most defining message. If you have not watched it yet, as it is the starting place for so many others, I do of course recommend viewing. 

A different message of his, less well known, has always resonated most deeply with me though. It is a metaphor he liked to use about a garden and it shows up in a few different videos that do not have a million views. Articulated more fully in his book Creative Schools (chapter 2), this is a short clip of the essence of it (start at 1:30 where he speaks of changing metaphors … at around 6:00 he begins on the distinction with industrial agriculture):

 

 

Contained in this message is something that strikes at the essence of our outdated approach to learning systems. As America, Britain, and others grew and industrialized, we adopted elements of that mentality for our schools as well. While the factory model of school narrative is certainly overused and a bit misplaced (particularly by reformers and salesmen) the transition to large-scale institutions of learning certainly shared notions of efficiency tied up with our conception of mechanization, standardization, and competition. As Sir Ken says in the video above, perhaps the better comparison is not the factory as much as it is the monoculture-based industrial farm. 

I would have loved to see Sir Ken continue to explore and develop this idea further for it is something that our generation must confront. It is remarkable what was achieved by industrialization and, specifically, industrial farming. I grew up working on an industrial farm and was convinced of its efficacy. Billions have been lifted out of subsistence poverty and the American grocery store became the envy of the world. But, these industrial achievements came at a heavy cost. We burned oil and coal to power our machines and changed our climate. We cleared the forests endangering countless species. Our topsoil has suffered and now must be supplemented by lab-created chemicals. With pesticides and herbicides we poisoned our waters. We medicated our domestic animals and produced lower cost, but lower quality, meats that have been shown to have adverse health effects on the humans that consume them. I’ve personally been recently diagnosed with colorectal cancer and I can’t help but wonder what might have contributed. Sir Ken died of cancer as well. I wonder whether he might have asked similar questions.

In a comparable way, in America, our industrial schools have achieved much but at a high price. We have achieved near-universal basic literacy. Nearly nine out of ten students graduate high school. Yet, according to Gallup polling of students, more high school students are actively disengaged in school than are engaged. Our schools have shown a nearly complete inability to close achievement gaps or serve as a tool of desegregation. And, research has shown economic mobility, achieving higher standards of living than your parents, has declined as inequality in America continues to grow. This year, 2020, has shown with stark clarity the implications of these failures. Our society is dangerously scientifically illiterate. Racism continues to bring out America’s worst inclinations. A majority of us are economically vulnerable. And, perhaps most concerningly, we seem unable to share a common social purpose or work across differences to make any substantial progress. Like our farms, the dominant ideologies of our schools are good at many things but increasingly feel antiquated and ill-equipped to help us solve our modern challenges. 

In this way, Sir Ken Robinson was a critical voice that, in his humorous but insightful way, brought forward the loss of the full complexity of humanity we have sacrificed for standardization. He considered our approach to be Out of our Minds, in that we only sought to develop some of the potential each mind has to offer.  His passion and stories around dance and the arts were just one of those sacrifices that, upon reflection, a listener can’t help but regret. With a chuckle, Sir Ken was able to cut through the dominant narratives of education and insert a new notion that we might be capable of schools in which all children can flourish. Schools in which each child can find their Element

He offered a different mental model through a new metaphor.  “Human flourishing is not a mechanical process, it is an organic process.” A teacher’s role then is to prepare the soil, nurture it, and then let natural processes innate in each learner grow. In well prepared soil with the right conditions life of all forms flourishes. Our attempts to craft the standard educational system has worked very well for a few, but left many others for whom “the standard” was not a good fit to wither. In this sense our schools, our farms, and our society must be more organic. 

For me, and I think a great many others, Sir Ken pollinated a shift in paradigm. For the millions who watched his videos, read his books, or listened to speeches, he prepared the soil and created the conditions for us to grow our own new notions of how we might help learning flourish. The task of growing the complex, organic ecosystems in which all children might flourish then is left to us. Happily, Sir Ken, and many others, have helped to pollinate these ideas so widely that a global effort to grow these more organic models of school has inspired models of Creative Schools to bloom all across the planet. 

Sir Ken Robinson had a unique and irreplaceable ability to reach an audience and to open minds. His legacy is a challenge for us to be creative ourselves to empower students to engage the full range of their natural instincts to learn. 

Thank you, Sir Ken, for opening my mind and engaging my own natural instinct to learn, grow, and find a better way. We have lost many precious things in 2020 and we will dearly miss your presence, wit, and insights. But, you have left us a powerful metaphor from which to find our way to a better place. 

Guest Post by Justin Bathon. Associate Professor of Educational Leadership, University of Kentucky. Director, Center for Next Generation Leadership.


Vote for America

American flags[I only have one post about politics on this blog. It’s time for a second one…]

As America heads to the polls again, we must recognize that this election is not just a choice between different policies. Even though the majority of Americans are against most of what the GOP supports, this election is not just a choice between bigger government or smaller government or conservatism versus progressivism.

This election is a referendum on who we are as a people. On whether or not we’re going to preserve basic precepts of American democracy. On whether or not we’re going to restore fundamental human decency to our nation. Unfortunately, we must recognize that a vote for Republicans right now – or for any non-viable third party candidates (sorry) – is an affirmative vote for four more years of…

  • Voter suppression instead of assuring the Constitutional right of every American to vote
  • Nearly 1,000 dead Americans every day from the coronavirus (and no national plan or help in sight)
  • Trying to take away Americans’ health care (even during a deadly pandemic)
  • Trying to take away Americans’ food, housing, and employment supports (even during a deadly pandemic)
  • A sycophantic cult of personality instead of the rule of law
  • Presidential and First Family narcissism that sees no obligation to the rest of America
  • Non-stop, shameless lying and gaslighting (and dishonoring of the Presidency)
  • Conspiracy theories and outright lunacy instead of science, facts, and the truth
  • Using the power of the federal government – particularly the Department of Justice – to punish ‘enemies’ (like in tinpot dictatorships)
  • Amoral (and hypocritical) grabs for power at the cost of everything and anyone else (see, e.g., Merrick Garland and Amy Coney Barrett)
  • Ongoing obstruction of justice and outright refusals to cooperate with legitimate legal and governmental inquiries
  • Self-enrichment, self-dealing, and outright corruption at taxpayers’ expense
  • Gutting of government ethics enforcement
  • Nepotism and temporary (and sometimes illegal) appointments of key officials that result in governmental dysfunction
  • Appointment of Cabinet members who are antithetical to the mission of their own departments
  • A non-transparent federal government that destroys or hides public records and data and is unaccountable to the American people
  • White supremacy, racism, bigotry, and hate toward our family members and neighbors of color
  • Denial of ongoing racial injustice and attacks on social justice-oriented remedies and protections
  • Sexism, chauvinism, misogyny, and sexual harassment toward our female family members and neighbors
  • Attempts to deny women the basic right to choose what happens with their own bodies
  • Homophobia toward our LGBTQ family members and neighbors
  • Xenophobia, nationalism, and the denial of the humanity of others – particularly Black and Brown people – around the globe
  • The elevation of the interests of fundamental Christians over those of other faiths
  • Ongoing Presidential mockery of women, our military, our war dead, and people with disabilities
  • Russian election interference
  • Unrequited Russian bounties on American soldiers
  • Global warming and the denial of human-accelerated climate change (do you like hurricanes, flooding, and wildfires?)
  • Dirtier air, more polluted water, and the destruction of environmental protection laws (do you like mercury poisoning?)
  • Oil lobbyists over clean, renewable energy self-reliance
  • Drilling and mining in our beautiful and precious national parks
  • Gutting consumer protections and favoring corporate profits over people
  • Removing food safety protections (do you like diseased chicken?)
  • Attacks on the poor, increasing inequity, and favoring the interests of rich people over those of average Americans
  • Cozying up to dictators who commit human rights violations
  • Alienating our global allies
  • Continued erosion of America’s global reputation and prestige
  • False claims about ‘fake news’ and the destruction of citizens’ trust in professional journalism
  • Fake piety toward – and frequent Presidential denigration of – the people who serve in our nation’s armed forces (they are not ‘losers’ and ‘suckers’)
  • Simplistic patriotism that is more concerned with an athlete’s knee on the ground during our national anthem than a police officer’s knee on the neck that kills
  • Protecting military-style weaponry instead of the safety of our citizens
  • A Department of Education that favors the 10 percent of students in private schools over the 90 percent in public schools
  • Separating infants from their asylum-seeking mothers and caging small children
  • Gassing (and worse) of peaceful protesters exercising their First Amendment rights
  • Armed White supremacist domestic terrorists (aka ‘militia’) in the streets that intimidate, harass, and injure others
  • Manipulation of the Constitutionally-required census
  • A political party that doesn’t even have a policy platform (it’s just whatever Trump wants)
  • The historical dominators over the historically-dominated
  • White people in red MAGA hats screaming vitriolic hate at the rest of America
  • The worst of America, not the best of America
  • Utter chaos and exhaustion

America has always been an imperfect nation. We have yet to live up to our espoused ideals of liberty, equality, freedom, democracy, and justice for all. But like in previous chapters of our history, we have a stark choice this fall: we can vote for America as it should be and the continual striving to be better and more inclusive, or we can vote for the dark forces of division, ugliness, and autocracy that have emerged once again.

The Democratic Party has numerous flaws right now. But I’d be willing to stack up that list against the one above any time. Sadly, over the past four years Republicans have shown us who they are right now. There seems to be no corner of America that they are not willing to erode and destroy. They currently favor a declining minority that is desperately and tyrannically attempting to hold onto power at the expense of the rest of us. They are more than willing to proudly support a President who spends his time golfing, watching Fox ‘News,’ rage tweeting lies and insults, and destroying our country. It’s time for us to vote out as many of them as we can, and force the once-proud party to confront its internal demons, cowardice, disrespect for the norms of democracy, and growing irrelevance to a younger, multicultural population and electorate (since they won’t do it themselves). We not only have to vote out Trump, we have to vote out every single enabler as well.

Our more-fragile-than-we-thought democracy deserves nothing less. Vote for America. And then talk with your family members and neighbors about how we move forward from here.