Category: leadership

  • Hope for the future. My dilemma.

    My driving force has always been hope for the future. That everything I do is buttressed by this incredible hope for the future. Indeed, that everything we do in education is held up by the same.

    There is a lot of talk about hope lately. There has to be because some pretty hope-less events are happening.

    Men are being killed for the colour of their skin and their killers are not being punished for the colour of theirs.

    Women are lost/missing/disregarded for their ties to the land.

    Children are dying for a difference in matrilineal lineage.

    If we look at the comments to almost any article written about these events, the situations seem even more dire.

    My dilemma is that I place hope in the future. Or towards the future. So today I question: must hope always refer to the future?

    If I focus on hope, do I deny the good being done today, for today?

    As educational leaders – and to this I include teachers, consultants, administrators, support staff – we need to lead our learners to find the actions and events infused with hope that are happening in the present.

    #NMOS14
    #JewsandArabsRefuseToBeEnemies
    #IdleNoMore

    I. Hope.
    Now.

    #leadershipday14

  • What do you believe? And does it matter?

    If you don’t know who Mary Hynes is and have never listened to (and nodded with, yelled at, cried to, and questioned) Tapestry, CBC’s weekly radio show and podcast on spirituality, myth, faith, our connections then hop to it. It is inspiring and regularly leads me to question my own beliefs.

    A recent article by the show’s host, however, reminds me that belief ain’t all that.

    How do people know what you believe without action?
    Cliché –> Walking the Talk
    Theory –> Theory in use and espoused theory (Argyris & Schon, 1974)

    I’m going to point fingers at myself for the sake of illustration here. As well to remind me how important it is to act and not merely believe. It’ll be a mix of the good, the bad, and the ugly.

    Belief:
    I say I believe in relationship-based learning.

    It’s on my cv, I recently created and updated some web sites (LinkedIn, about.me, and others) where it was the first thing I wrote down.

    Action:
    A few years ago I used this blog as a venting venue about students and pressed send before thinking about relationship. I did the very opposite of caring for our relationship.

    I have been known to end relationships abruptly. I turn silent, I disappear.

    I can go for long periods without returning phone calls or contacting people.

    I try to listen for/feel the ‘why’ behind a colleague’s or student’s actions and consider my own actions based on that.

    I spend my breaks at work with students: talking, listening, and helping.

    I get to know my students interests, goals, and abilities before designing learning and evaluation situations.

    After uncomfortable, hinky …arguments… with friends or family I don’t talk about it. Time passes, then we drift back to a certain homeostasis.

    I feel hurt and angry when I see teachers do things like yell at students, call them out in front of their peers, apply classroom expectations inconsistently, yet I do not know how to approach the subject with them for fear of creating an adversarial relationship.

    So. Though I advertise that relationship-based learning is fundamental to who I am and what I do, I do not always take care of relationship the way I would like to. But I do think it needs to be taken care of and I work each day to get better at this. It’s hard work. Which lets me know that it is worth working at, thinking about, improving. But as it stands, some of my actions fall in line with that belief while others very pointedly don’t.

    Another So. This morning I wrote a post called ‘I believe..’. Does any of that really matter? They are things that quicken my pulse but unless they are followed through with action, they are merely words. Belief then, is important as much as it provides a context for action but not so much on its own.

  • A quick letter to Harper. #IdleNoMore

    I just wrote a quick letter to our Prime Minister, Stephen Harper. He is, after all, the Prime Minister of Canada. So why are Canadians not holding him to task for his actions?

    “I have been reading about Chief Spence and the Idle No More movement with growing sadness. How can you not meet with Chief Spence? Each moment that passes is one drained from her life where you come up as a coward, afraid to talk with aboriginal leaders. I am ashamed by your inaction.”

    If you aren’t sure who I am refering to by Chief Spence and the Idle No More movement, read this and then search #IdleNoMore on twitter.

    And here is the PMs contact info for when you want to tell him how you feel.

  • “Planned school board cuts anger Quebec teachers”…why?

    When I first heard the news – that Line Beauchamp, Quebec’s Education Minister, is presenting a proposal during this weekend’s Liberal party caucus to cut school board funding in half – I literally high-fived my rear-view mirror. Maybe not the best thing to do while driving through the slippery roadways skirting the construction of highway 30 as you approach the island of Montreal from the west in the dark and rain at 6am… but I was happy to hear it.

    We’ve been moving in this direction. Decision-making power has been slowly shifting to the schools over the past little while as it is. School-based success plans are one example. The Quebec Education Program, with its student-centered, competency based approach, is in itself a template for a school-centered education system.

    Where will the money that is being cut from the school boards go? Last night on CBC news Mrs. Beauchamp said it herself – it will go directly to the schools. And it will be the schools who will decide where the money will go.

    So why are teachers (and here I am probably referring more to teacher unions rather than individual teachers) angered?

    There is a lot to do in order to make the transition from the model where school board makes the decisions that principals and, in turn, teachers have to carry out to a model that has principals and teachers carrying out their own decisions. But this model can only benefit our bottom line, our students. Individuals in the schools know what is best for the students in them. As well as for the adults that care for the students.

    I think this is great news. What do you think?

    ps – the title to this blog post is taken directly from this Oct. 21/2011 CBC news article:
    Planned school board cuts anger Quebec teachers

  • mid-night invictus, a story of inspiring leadership

    I woke up at 2 am, couldn’t fall back asleep, so began to watch Invictus, the story of Nelson Mandela’s call to Rugby to begin healing South Africa in 1995. Watch the film for the final game. I think it’s one of the best EVER. Even though I knew the outcome, I was on the edge of my seat, cheering with the crowd, admittedly with tears on my cheeks.

    That game happened because of Mandela’s inherent leadership. He knew what was needed to inspire his country – his family, as he called its citizens – to begin to become a nation undivided and he did not let anyone get in the way of that vision, no matter how unpopular it was.

    These are the words that inspired his powerful vision, throughout his 27 years in prison and his presidency:

    Invictus by William Ernest Henry

    Out of the night that covers me,
    Black as the Pit from pole to pole,
    I thank whatever gods may be
    For my unconquerable soul.

    In the fell clutch of circumstance
    I have not winced nor cried aloud.
    Under the bludgeonings of chance
    My head is bloody, but unbowed.

    Beyond this place of wrath and tears
    Looms but the Horror of the shade,
    And yet the menace of the years
    Finds, and shall find, me unafraid.

    It matters not how strait the gate,
    How charged with punishments the scroll,
    I am the master of my fate:
    I am the captain of my soul.

    Those final two lines, a reminder that no matter what we control how we are in the world.