http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 Most Recent Submissions from Carol_Hunter on ASCD EDge Wed, 27 Mar 2013 15:04:50 GMT Wed, 27 Mar 2013 15:04:50 GMT website@ascd.org (ascdAdmin) website@ascd.org (ascdAdmin) KickApps Feed Builder 2013-03-27T15:04:50Z 21 http://edge.ascd.org/service/searchEverything.kickAction?as=127586&includeVideo=on&includeAudio=on&includePhoto=on&includeBlog=on&sortType=recent 0 http://edge.ascd.org/_Nurturing-Effective-Teachers-Priceless/blog/6517956/127586.html When I first became a teacher in Ontario, Canada, we were evaluated once a year by a Superintendent of Education who flew in from Toronto to evaluate teacher performance against expectations contained in a small grey book. We were made aware of the date and time of their visit and were expected to teach a lesson upon their arrival. We coached our students to look engaged in the lesson and folklore has it that some teachers even told their students to raise their right hand if they knew the answer and their left if they didn't. Hence, all appeared to be engaged. The Superintendent also evaluated the "climate" of the classroom. In those days, this was reduced to checking the thermostat, the consistency of the level of the blinds and the general tidiness of the room. This evaluation obviously had no impact on teacher development or student learning. How things have changed! Ontario now has a comprehensive teacher evaluation system which is an integral part of a continuum of professional learning that supports effective teaching. The goals of the Teacher Performance Appraisal (TPA) System are to:  promote teacher development; provide meaningful appraisals of teachers' performance that encourage professional learning and growth; identify opportunities for additional support where required; and provide a measure of accountability to the public. Teachers and principals are partners in the process which focuses on the continuous improvement of teaching practices. The process is different for beginning and experienced teachers as well as for those experiencing difficulty and those with a strong record of performance. In consultation wtih principals, teachers create an Annual Learning Plan that focuses on areas in which they can continuously improve. As a principal, I guided my teachers to set routine, creative, problem solving and personal growth goals. They would then develop action plans for each goal and I would be engaged in ongoing support and follow up discussions.  The vision of the TPA System is that every teacher in publicly funded education reaches his or her potential. When this is achieved, our students will also reach their potential.  WIthout a focus on continuous improvement relative to comprehensive quality standards, our schools will be stuck at meeting minimal standards on standardized tests and will not begin to address important issues such as personalization through learning styles and brain research; creating safe and caring cultures, climates and communities; reducing bullying; and simply making a difference.  School districts currently spend approximately 10% of their budget on staff development and evaluation. This is a lot of money. Too much of it is spent far removed from the relationships in the classroom and the school. Teacher evaluation systems too often get out of hand. A recent on-line discussion group asked the question of whether we should bring in outside experts to "do" teacher evaluations in order to free up some of the principal's time for more important things. This would be a huge step backwards. There is nothing more important for a princpal to do than develop his or her staff to meet their full potential. Only then will our students be getting the personalized, supportive education they need. We need elegant teacher evaluation systems that focus on what is important in promoting meaningful student learning and development as human beings. This is what matters. This is priceless! When I first became a teacher in Ontario, Canada, we were evaluated once a year by a Superintendent of Education who flew in from Toronto to evaluate teacher performance against expectations contained in a small grey book. We were made aware of the date and time of their visit and were expected to teach a lesson upon their arrival. We coached our students to look engaged in the lesson and folklore has it that some teachers even told their students to raise their right hand if they knew the answer and their left if they didn't. Hence, all appeared to be engaged. The Superintendent also evaluated the "climate" of the classroom. In those days, this was reduced to checking the thermostat, the consistency of the level of the blinds and the general tidiness of the room. This evaluation obviously had no impact on teacher development or student learning. How things have changed! Ontario now has a comprehensive teacher evaluation system which is an integral part of a continuum of professional learning that supports effective teaching. The goals of the Teacher Performance Appraisal (TPA) System are to:  promote teacher development; provide meaningful appraisals of teachers' performance that encourage professional learning and growth; identify opportunities for additional support where required; and provide a measure of accountability to the public. Teachers and principals are partners in the process which focuses on the continuous improvement of teaching practices. The process is different for beginning and experienced teachers as well as for those experiencing difficulty and those with a strong record of performance. In consultation wtih principals, teachers create an Annual Learning Plan that focuses on areas in which they can continuously improve. As a principal, I guided my teachers to set routine, creative, problem solving and personal growth goals. They would then develop action plans for each goal and I would be engaged in ongoing support and follow up discussions.  The vision of the TPA System is that every teacher in publicly funded education reaches his or her potential. When this is achieved, our students will also reach their potential.  WIthout a focus on continuous improvement relative to comprehensive quality standards, our schools will be stuck at meeting minimal standards on standardized tests and will not begin to address important issues such as personalization through learning styles and brain research; creating safe and caring cultures, climates and communities; reducing bullying; and simply making a difference.  School districts currently spend approximately 10% of their budget on staff development and evaluation. This is a lot of money. Too much of it is spent far removed from the relationships in the classroom and the school. Teacher evaluation systems too often get out of hand. A recent on-line discussion group asked the question of whether we should bring in outside experts to "do" teacher evaluations in order to free up some of the principal's time for more important things. This would be a huge step backwards. There is nothing more important for a princpal to do than develop his or her staff to meet their full potential. Only then will our students be getting the personalized, supportive education they need. We need elegant teacher evaluation systems that focus on what is important in promoting meaningful student learning and development as human beings. This is what matters. This is priceless! Wed, 27 Mar 2013 15:04:50 GMT http://edge.ascd.org/_Nurturing-Effective-Teachers-Priceless/blog/6517956/127586.html Carol_Hunter 2013-03-27T15:04:50Z ASCD EDge When I first became a teacher in Ontario, Canada, we were evaluated once a year by a Superintendent of Education who flew in from Toronto to evaluate teacher performance against expectations contained in a small grey book. We were made aware of the date and time of their visit and were expected to teach a lesson upon their arrival. We coached our students to look engaged in the lesson and folklore has it that some teachers even told their students to raise their right hand if they knew the answer and their left if they didn't. Hence, all appeared to be engaged. The Superintendent also evaluated the "climate" of the classroom. In those days, this was reduced to checking the thermostat, the consistency of the level of the blinds and the general tidiness of the room. This evaluation obviously had no impact on teacher development or student learning. How things have changed! Ontario now has a comprehensive teacher evaluation system which is an integral part of a continuum of professional learning that supports effective teaching. The goals of the Teacher Performance Appraisal (TPA) System are to:  promote teacher development; provide meaningful appraisals of teachers' performance that encourage professional learning and growth; identify opportunities for additional support where required; and provide a measure of accountability to the public. Teachers and principals are partners in the process which focuses on the continuous improvement of teaching practices. The process is different for beginning and experienced teachers as well as for those experiencing difficulty and those with a strong record of performance. In consultation wtih principals, teachers create an Annual Learning Plan that focuses on areas in which they can continuously improve. As a principal, I guided my teachers to set routine, creative, problem solving and personal growth goals. They would then develop action plans for each goal and I would be engaged in ongoing support and follow up discussions.  The vision of the TPA System is that every teacher in publicly funded education reaches his or her potential. When this is achieved, our students will also reach their potential.  WIthout a focus on continuous improvement relative to comprehensive quality standards, our schools will be stuck at meeting minimal standards on standardized tests and will not begin to address important issues such as personalization through learning styles and brain research; creating safe and caring cultures, climates and communities; reducing bullying; and simply making a difference.  School districts currently spend approximately 10% of their budget on staff development and evaluation. This is a lot of money. Too much of it is spent far removed from the relationships in the classroom and the school. Teacher evaluation systems too often get out of hand. A recent on-line discussion group asked the question of whether we should bring in outside experts to "do" teacher evaluations in order to free up some of the principal's time for more important things. This would be a huge step backwards. There is nothing more important for a princpal to do than develop his or her staff to meet their full potential. Only then will our students be getting the personalized, supportive education they need. We need elegant teacher evaluation systems that focus on what is important in promoting meaningful student learning and development as human beings. This is what matters. This is priceless! nonadult false Nurturing Effective Teachers - Priceless! text blog 415 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 0 6517956 25227600 ASCD EDge Member 250 http://edge.ascd.org/_How-to-34Be34-a-Real-Leader/blog/6513899/127586.html In my two previous posts I talked about what leaders need to know and do. Now here's the hardest list - How do leaders have to be? Again, I've reduced the ideas to a list so that you can deal with the ideas in a way that best suits you.  To be a real leader you must be: knowledgeable and wise an excellent communicator, listener, learner, and thinker someone with a strong sense of self who is willing to articulate personal beliefs and values courageous visible balanced optimistic caring genuine trustworthy self-aware, embracing your own humanness and leading others to do the same enthusistic and positive consistent present supportive and respectful the best you can be As with the previous lists, this seems very simplistic and straightforward. However, please take time to think about what each point means to you and how you can truly "be" the leader we need in public education today. In my two previous posts I talked about what leaders need to know and do. Now here's the hardest list - How do leaders have to be? Again, I've reduced the ideas to a list so that you can deal with the ideas in a way that best suits you.  To be a real leader you must be: knowledgeable and wise an excellent communicator, listener, learner, and thinker someone with a strong sense of self who is willing to articulate personal beliefs and values courageous visible balanced optimistic caring genuine trustworthy self-aware, embracing your own humanness and leading others to do the same enthusistic and positive consistent present supportive and respectful the best you can be As with the previous lists, this seems very simplistic and straightforward. However, please take time to think about what each point means to you and how you can truly "be" the leader we need in public education today. Tue, 26 Feb 2013 20:25:42 GMT http://edge.ascd.org/_How-to-34Be34-a-Real-Leader/blog/6513899/127586.html Carol_Hunter 2013-02-26T20:25:42Z ASCD EDge In my two previous posts I talked about what leaders need to know and do. Now here's the hardest list - How do leaders have to be? Again, I've reduced the ideas to a list so that you can deal with the ideas in a way that best suits you.  To be a real leader you must be: knowledgeable and wise an excellent communicator, listener, learner, and thinker someone with a strong sense of self who is willing to articulate personal beliefs and values courageous visible balanced optimistic caring genuine trustworthy self-aware, embracing your own humanness and leading others to do the same enthusistic and positive consistent present supportive and respectful the best you can be As with the previous lists, this seems very simplistic and straightforward. However, please take time to think about what each point means to you and how you can truly "be" the leader we need in public education today. nonadult false How to "Be" a Real Leader text blog 199 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 0 6513899 25227600 ASCD EDge Member 250 http://edge.ascd.org/_What-Do-Real-Leaders-Do/blog/6509299/127586.html Leaders do everything. Their "To Do" list is infinite and additions to the list never stop. The expectations placed on school leaders are impossible to achieve - without a solid base of vision, mission, values and beliefs. Real Leaders take control of their "To Do" list by doing the following: • earn and give trust and respect • inspire, engage and empower others • see the Big Picture and share this to enact change • lead by example • act decisively and confidently • drive sustained improvement in teaching and learning • provide differentiated/ customizedsupport to staff and students • challenge long-cherished practices when facts show they are ineffective • build relationships • give your heart to what needs to be done • believe in continuous improvement • share leadership through engagement and empowerment • help others access their own inner wisdom • learn and grow through and with other people • broaden your thinking and integrate perspectives • create synergy through building connections among people and ideas • make acute, wise observations of human behavior and patterns • focus energy so that inaction is impossible • articulate your beliefs and values • communicate and celebrate • have high expectations • plan and budget strategically • use wisdom and common sense • instill a sense of efficacy • build a collaborative, trust-based culture • align organizational design with purpose • infuse a sense of humor in interactions • ensure that students feel comfortable and safe • model and create a sense of balance between school life and home life • practice what you preach With this action framework in place, each new "Action Item" can be assessed as to how it fits and how much time will or will not be alllocated to it. I used this for almost 30 years as a principal and was never stressed by the unrealistic demands placed on principals by the system or other stakeholders. With this solid foundation guiding my actions, I was always comfortable with the way my time was used and with the demands I placed on my teachers. More importantly, I was always proud of the impact of my focused actions. Leaders do everything. Their "To Do" list is infinite and additions to the list never stop. The expectations placed on school leaders are impossible to achieve - without a solid base of vision, mission, values and beliefs. Real Leaders take control of their "To Do" list by doing the following: • earn and give trust and respect • inspire, engage and empower others • see the Big Picture and share this to enact change • lead by example • act decisively and confidently • drive sustained improvement in teaching and learning • provide differentiated/ customizedsupport to staff and students • challenge long-cherished practices when facts show they are ineffective • build relationships • give your heart to what needs to be done • believe in continuous improvement • share leadership through engagement and empowerment • help others access their own inner wisdom • learn and grow through and with other people • broaden your thinking and integrate perspectives • create synergy through building connections among people and ideas • make acute, wise observations of human behavior and patterns • focus energy so that inaction is impossible • articulate your beliefs and values • communicate and celebrate • have high expectations • plan and budget strategically • use wisdom and common sense • instill a sense of efficacy • build a collaborative, trust-based culture • align organizational design with purpose • infuse a sense of humor in interactions • ensure that students feel comfortable and safe • model and create a sense of balance between school life and home life • practice what you preach With this action framework in place, each new "Action Item" can be assessed as to how it fits and how much time will or will not be alllocated to it. I used this for almost 30 years as a principal and was never stressed by the unrealistic demands placed on principals by the system or other stakeholders. With this solid foundation guiding my actions, I was always comfortable with the way my time was used and with the demands I placed on my teachers. More importantly, I was always proud of the impact of my focused actions. Tue, 05 Feb 2013 00:07:28 GMT http://edge.ascd.org/_What-Do-Real-Leaders-Do/blog/6509299/127586.html Carol_Hunter 2013-02-05T00:07:28Z ASCD EDge Leaders do everything. Their "To Do" list is infinite and additions to the list never stop. The expectations placed on school leaders are impossible to achieve - without a solid base of vision, mission, values and beliefs. Real Leaders take control of their "To Do" list by doing the following: • earn and give trust and respect • inspire, engage and empower others • see the Big Picture and share this to enact change • lead by example • act decisively and confidently • drive sustained improvement in teaching and learning • provide differentiated/ customizedsupport to staff and students • challenge long-cherished practices when facts show they are ineffective • build relationships • give your heart to what needs to be done • believe in continuous improvement • share leadership through engagement and empowerment • help others access their own inner wisdom • learn and grow through and with other people • broaden your thinking and integrate perspectives • create synergy through building connections among people and ideas • make acute, wise observations of human behavior and patterns • focus energy so that inaction is impossible • articulate your beliefs and values • communicate and celebrate • have high expectations • plan and budget strategically • use wisdom and common sense • instill a sense of efficacy • build a collaborative, trust-based culture • align organizational design with purpose • infuse a sense of humor in interactions • ensure that students feel comfortable and safe • model and create a sense of balance between school life and home life • practice what you preach With this action framework in place, each new "Action Item" can be assessed as to how it fits and how much time will or will not be alllocated to it. I used this for almost 30 years as a principal and was never stressed by the unrealistic demands placed on principals by the system or other stakeholders. With this solid foundation guiding my actions, I was always comfortable with the way my time was used and with the demands I placed on my teachers. More importantly, I was always proud of the impact of my focused actions. nonadult false What Do Real Leaders Do? text blog 647 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 0 6509299 25227600 ASCD EDge Member 250 http://edge.ascd.org/_Knowing-the-The-Common-Core-of-Leadership/blog/6504951/127586.html What does it take to implement the Common Core? Real Leadership. Real leaders share a common core of knowledge, values and action. These three form the solid foundation our leaders require to have a real impact on the future of public education.  Specifically, our leaders need to Know the following: themselves, their beliefs, values and moral purpose their people what it is they can do uniquely well to help others seize opportunities or solve problems that matter to them effective teaching strategies current education theory change theories relevant data and be able to turn the data into knowledge and wisdom the affective climate of the school (system) how to build common understandings how to create structures that support and sustain collaborative cultures what difference they want to make Although reduced to an 11-point list, these points are very complex and cannot be addressed by a quick read and check-off. Each requires deep thought, analysis and follow-up. In order to encourage this level of engagement in the list, I will post the Doing and Being Lists separately.  What does it take to implement the Common Core? Real Leadership. Real leaders share a common core of knowledge, values and action. These three form the solid foundation our leaders require to have a real impact on the future of public education.  Specifically, our leaders need to Know the following: themselves, their beliefs, values and moral purpose their people what it is they can do uniquely well to help others seize opportunities or solve problems that matter to them effective teaching strategies current education theory change theories relevant data and be able to turn the data into knowledge and wisdom the affective climate of the school (system) how to build common understandings how to create structures that support and sustain collaborative cultures what difference they want to make Although reduced to an 11-point list, these points are very complex and cannot be addressed by a quick read and check-off. Each requires deep thought, analysis and follow-up. In order to encourage this level of engagement in the list, I will post the Doing and Being Lists separately.  Fri, 25 Jan 2013 17:27:17 GMT http://edge.ascd.org/_Knowing-the-The-Common-Core-of-Leadership/blog/6504951/127586.html Carol_Hunter 2013-01-25T17:27:17Z ASCD EDge What does it take to implement the Common Core? Real Leadership. Real leaders share a common core of knowledge, values and action. These three form the solid foundation our leaders require to have a real impact on the future of public education.  Specifically, our leaders need to Know the following: themselves, their beliefs, values and moral purpose their people what it is they can do uniquely well to help others seize opportunities or solve problems that matter to them effective teaching strategies current education theory change theories relevant data and be able to turn the data into knowledge and wisdom the affective climate of the school (system) how to build common understandings how to create structures that support and sustain collaborative cultures what difference they want to make Although reduced to an 11-point list, these points are very complex and cannot be addressed by a quick read and check-off. Each requires deep thought, analysis and follow-up. In order to encourage this level of engagement in the list, I will post the Doing and Being Lists separately.  nonadult false Knowing the The Common Core of Leadership text blog 154 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 0 6504951 25227600 ASCD EDge Member 250 http://edge.ascd.org/_Reality-Check/blog/6495487/127586.html The tragedy at Sandy Hook is a reality check we wish we didn't need. The knee-jerk reaction to arm school officials or even install security personnel in all schools will do nothing to understand and meet the needs of the children in our schools. What is the new reality? it is what has driven ASCD's Whole Child initiative. ASCD identified and addressed the issues years ago and has worked tirelessly on making change. Making changes of this magnitude does not come easily when done in a politically-charged environment. To make the point, let's look at the tenets of the Whole Child Initiative as a Reality Check. Currently: Many students do not enter school healthy and practicing a healthy lifestyle. More and more of our students are living in poverty with limited access to adequate health care, nutrition and social-emotional support. They have access to drugs and negative role models. Many students do not learn in an environment that is physically and emotionally safe for students and adults. Bullying continues to be an issue. Mental health issues are not adequately addressed. At the sytem-level, the major focus continues to be on raising test scores, not raising whole children. Many students are not actively engaged in learning and are not connected to the school and broader community. Many are engaged in on-line activities and fantasy worlds, perhaps as escape mechanisms. Some find connections in street gangs and other sub-cultures. Many students do not have access to personalized learning, supported by qualified, caring adults. Within the classroom, caring teachers strive to know, teach and support each of their students as individuals in order to help them succeed. Unfortunately, this is not a systemic priority. Many students are not challenged academically and prepared for success in college or further study and for employment and participation in a global environment. Too many schools today are unable to create a culture of personalized learning in which students feel safe, cared for and challenged. They are busy dealing with classrooms characterized by disenfranchised students who don't see a positive future for themselves and feel a lack of relevance of schooling in its current form. When students don't see a place for themselves in their local community, it is difficult for them to relate to the global community.  What good is a Reality Check without action?  Can something happen right now? Rather than waiting for things to trickle down, let's look to the many examples across the country and around the world where positive change is taking place at the grassroots level. In my book, REAL LEADERSHIP REAL CHANGE, I describe what we did in our disadvantaged, inner-city school community to make a difference. It can be done. It is being done. We can do it! The tragedy at Sandy Hook is a reality check we wish we didn't need. The knee-jerk reaction to arm school officials or even install security personnel in all schools will do nothing to understand and meet the needs of the children in our schools. What is the new reality? it is what has driven ASCD's Whole Child initiative. ASCD identified and addressed the issues years ago and has worked tirelessly on making change. Making changes of this magnitude does not come easily when done in a politically-charged environment. To make the point, let's look at the tenets of the Whole Child Initiative as a Reality Check. Currently: Many students do not enter school healthy and practicing a healthy lifestyle. More and more of our students are living in poverty with limited access to adequate health care, nutrition and social-emotional support. They have access to drugs and negative role models. Many students do not learn in an environment that is physically and emotionally safe for students and adults. Bullying continues to be an issue. Mental health issues are not adequately addressed. At the sytem-level, the major focus continues to be on raising test scores, not raising whole children. Many students are not actively engaged in learning and are not connected to the school and broader community. Many are engaged in on-line activities and fantasy worlds, perhaps as escape mechanisms. Some find connections in street gangs and other sub-cultures. Many students do not have access to personalized learning, supported by qualified, caring adults. Within the classroom, caring teachers strive to know, teach and support each of their students as individuals in order to help them succeed. Unfortunately, this is not a systemic priority. Many students are not challenged academically and prepared for success in college or further study and for employment and participation in a global environment. Too many schools today are unable to create a culture of personalized learning in which students feel safe, cared for and challenged. They are busy dealing with classrooms characterized by disenfranchised students who don't see a positive future for themselves and feel a lack of relevance of schooling in its current form. When students don't see a place for themselves in their local community, it is difficult for them to relate to the global community.  What good is a Reality Check without action?  Can something happen right now? Rather than waiting for things to trickle down, let's look to the many examples across the country and around the world where positive change is taking place at the grassroots level. In my book, REAL LEADERSHIP REAL CHANGE, I describe what we did in our disadvantaged, inner-city school community to make a difference. It can be done. It is being done. We can do it! Wed, 02 Jan 2013 14:42:21 GMT http://edge.ascd.org/_Reality-Check/blog/6495487/127586.html Carol_Hunter 2013-01-02T14:42:21Z ASCD EDge The tragedy at Sandy Hook is a reality check we wish we didn't need. The knee-jerk reaction to arm school officials or even install security personnel in all schools will do nothing to understand and meet the needs of the children in our schools. What is the new reality? it is what has driven ASCD's Whole Child initiative. ASCD identified and addressed the issues years ago and has worked tirelessly on making change. Making changes of this magnitude does not come easily when done in a politically-charged environment. To make the point, let's look at the tenets of the Whole Child Initiative as a Reality Check. Currently: Many students do not enter school healthy and practicing a healthy lifestyle. More and more of our students are living in poverty with limited access to adequate health care, nutrition and social-emotional support. They have access to drugs and negative role models. Many students do not learn in an environment that is physically and emotionally safe for students and adults. Bullying continues to be an issue. Mental health issues are not adequately addressed. At the sytem-level, the major focus continues to be on raising test scores, not raising whole children. Many students are not actively engaged in learning and are not connected to the school and broader community. Many are engaged in on-line activities and fantasy worlds, perhaps as escape mechanisms. Some find connections in street gangs and other sub-cultures. Many students do not have access to personalized learning, supported by qualified, caring adults. Within the classroom, caring teachers strive to know, teach and support each of their students as individuals in order to help them succeed. Unfortunately, this is not a systemic priority. Many students are not challenged academically and prepared for success in college or further study and for employment and participation in a global environment. Too many schools today are unable to create a culture of personalized learning in which students feel safe, cared for and challenged. They are busy dealing with classrooms characterized by disenfranchised students who don't see a positive future for themselves and feel a lack of relevance of schooling in its current form. When students don't see a place for themselves in their local community, it is difficult for them to relate to the global community.  What good is a Reality Check without action?  Can something happen right now? Rather than waiting for things to trickle down, let's look to the many examples across the country and around the world where positive change is taking place at the grassroots level. In my book, REAL LEADERSHIP REAL CHANGE, I describe what we did in our disadvantaged, inner-city school community to make a difference. It can be done. It is being done. We can do it! nonadult false Reality Check! text blog 194 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 0 6495487 25227600 ASCD EDge Member 250 http://edge.ascd.org/_Lessons-to-be-Learned-From-Sandy-Hook-Elementary-School/blog/6489142/127586.html   Once again, it takes a tragedy to open our eyes to the importance of taking real action to make real change. When addressing the issue of keeping our schools safe, we generally focus on suspending or expelling students who pose a risk. We install screening devices, security cameras, locks and lock-downs. All were in place at Sandy Hook. All necessary but not sufficient. The issue is much bigger than these solutions.   How a society deals with mental illness says much about its commitment to getting to the root of its problems. When it comes to providing services to youth experiencing mental illness, there simply aren’t enough.  As an elementary school principal in Canada for almost 30 years, I experienced several serious incidents including students who were taken directly from school to the hospital for mental health assessment. One teenage boy was found barricaded in the school kitchen, standing on the counter waving a knife at anyone who came near. Police were called and he was taken away. He was back in school within a few days with his name on a wait list for help. A teenage girl was found under a desk in the fetal position, completely uncommunicative. She was also a known cutter who had apparent psychotic episodes. Again, there was a visit to the hospital and a name on the wait list. We had children with diagnosed bipolar disease, schizophrenia, psychosis and severe anger issues. All were receiving care but on an intermittent basis with an apparent goal of management of behaviors, without the resources for intensive interventions for real change. Our child psychologists and psychiatrists are wonderful resources in our communities, who simply can’t serve all of the needs and must work on a triage basis that leaves many young people and their families in limbo. In short, we have students in our schools and communities who shouldn’t be there without adequate support. They are a potential danger to themselves and others. The system doesn’t have the resources to intervene and really make a difference for these kids.  The limited resources we do have must be even more effectively coordinated to maximize results.   In Canada, we don’t have to deal as much with the issue of gun control as they do in the US. Without easy access to guns, the children at Sandy Hook Elementary School would not be dead. It is time for us to acknowledge and understand the link between societal issues driving aggressive and irrational behaviors and accessibility to weapons.  In President Obama’s words, “We can’t tolerate this any more. These tragedies must end and to end them we must change.” The best possible outcome of this recent tragedy would be a change in gun control laws in America together with an intensification of services available to those experiencing mental illness.       Once again, it takes a tragedy to open our eyes to the importance of taking real action to make real change. When addressing the issue of keeping our schools safe, we generally focus on suspending or expelling students who pose a risk. We install screening devices, security cameras, locks and lock-downs. All were in place at Sandy Hook. All necessary but not sufficient. The issue is much bigger than these solutions.   How a society deals with mental illness says much about its commitment to getting to the root of its problems. When it comes to providing services to youth experiencing mental illness, there simply aren’t enough.  As an elementary school principal in Canada for almost 30 years, I experienced several serious incidents including students who were taken directly from school to the hospital for mental health assessment. One teenage boy was found barricaded in the school kitchen, standing on the counter waving a knife at anyone who came near. Police were called and he was taken away. He was back in school within a few days with his name on a wait list for help. A teenage girl was found under a desk in the fetal position, completely uncommunicative. She was also a known cutter who had apparent psychotic episodes. Again, there was a visit to the hospital and a name on the wait list. We had children with diagnosed bipolar disease, schizophrenia, psychosis and severe anger issues. All were receiving care but on an intermittent basis with an apparent goal of management of behaviors, without the resources for intensive interventions for real change. Our child psychologists and psychiatrists are wonderful resources in our communities, who simply can’t serve all of the needs and must work on a triage basis that leaves many young people and their families in limbo. In short, we have students in our schools and communities who shouldn’t be there without adequate support. They are a potential danger to themselves and others. The system doesn’t have the resources to intervene and really make a difference for these kids.  The limited resources we do have must be even more effectively coordinated to maximize results.   In Canada, we don’t have to deal as much with the issue of gun control as they do in the US. Without easy access to guns, the children at Sandy Hook Elementary School would not be dead. It is time for us to acknowledge and understand the link between societal issues driving aggressive and irrational behaviors and accessibility to weapons.  In President Obama’s words, “We can’t tolerate this any more. These tragedies must end and to end them we must change.” The best possible outcome of this recent tragedy would be a change in gun control laws in America together with an intensification of services available to those experiencing mental illness.     Mon, 17 Dec 2012 14:08:20 GMT http://edge.ascd.org/_Lessons-to-be-Learned-From-Sandy-Hook-Elementary-School/blog/6489142/127586.html Carol_Hunter 2012-12-17T12:32:43Z ASCD EDge   Once again, it takes a tragedy to open our eyes to the importance of taking real action to make real change. When addressing the issue of keeping our schools safe, we generally focus on suspending or expelling students who pose a risk. We install screening devices, security cameras, locks and lock-downs. All were in place at Sandy Hook. All necessary but not sufficient. The issue is much bigger than these solutions.   How a society deals with mental illness says much about its commitment to getting to the root of its problems. When it comes to providing services to youth experiencing mental illness, there simply aren’t enough.  As an elementary school principal in Canada for almost 30 years, I experienced several serious incidents including students who were taken directly from school to the hospital for mental health assessment. One teenage boy was found barricaded in the school kitchen, standing on the counter waving a knife at anyone who came near. Police were called and he was taken away. He was back in school within a few days with his name on a wait list for help. A teenage girl was found under a desk in the fetal position, completely uncommunicative. She was also a known cutter who had apparent psychotic episodes. Again, there was a visit to the hospital and a name on the wait list. We had children with diagnosed bipolar disease, schizophrenia, psychosis and severe anger issues. All were receiving care but on an intermittent basis with an apparent goal of management of behaviors, without the resources for intensive interventions for real change. Our child psychologists and psychiatrists are wonderful resources in our communities, who simply can’t serve all of the needs and must work on a triage basis that leaves many young people and their families in limbo. In short, we have students in our schools and communities who shouldn’t be there without adequate support. They are a potential danger to themselves and others. The system doesn’t have the resources to intervene and really make a difference for these kids.  The limited resources we do have must be even more effectively coordinated to maximize results.   In Canada, we don’t have to deal as much with the issue of gun control as they do in the US. Without easy access to guns, the children at Sandy Hook Elementary School would not be dead. It is time for us to acknowledge and understand the link between societal issues driving aggressive and irrational behaviors and accessibility to weapons.  In President Obama’s words, “We can’t tolerate this any more. These tragedies must end and to end them we must change.” The best possible outcome of this recent tragedy would be a change in gun control laws in America together with an intensification of services available to those experiencing mental illness.     nonadult false Lessons to be Learned From Sandy Hook Elementary School text blog 508 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 0 6489142 25227600 ASCD EDge Member 250 http://edge.ascd.org/_Creating-Purposeful-School-Cultures/blog/6484477/127586.html In a recent Blog I outlined the importance of redefining the purpose of public edcation.To implement even some of the suggestions, culture is the key. If administrators, teachers and students are working in a culture defined by negativity, a narrow focus on test scores as the only measure of success, excessive rules and regulations to cover any weak links, and little room for creativity, we will not move forward. How do we create school cultures that reflect a collective belief in the group's ability to succeed?  We create collaborative, trust-based cultures in which people are engaged and empowered to become the best that they can be.  Imperatives for creating collaborative, trust-based cultures in our classrooms, schools and school systems include: We must truly believe in the power of culture to drive results. A well-defined, shared purpose must guide all actions and interactions. Caring, respect and shared responsibility must be at the core. People must feel trusted to apply their skills, talents, knowledge and wisdom to specific situations. Leadership must be distributed throughout the school and throughout school distriscts. There must be a spirit of management optimisim, a belief in people, a belief that people cqn and want to make a difference. We must feel that we can constantly contribute new ideas and be receptive to the ideas of others. Organizational cultures must focus on what is working and what we hope will work. Our actions must align with our stated beliefs and values. We must be transparent and consistent in communication and action. Although this looks like a simple top-ten list of things to do to create positive, impactful cultures, each point requires in-depth thought, discussion and action. Many refer to basic beliefs and ways of being. These are difficult to assess and to change. That's why Number 1 is where it is on the list. Without it, there isn't the will to dedicate resources, time and emotion to creating purposeful cultures in our schools. In a recent Blog I outlined the importance of redefining the purpose of public edcation.To implement even some of the suggestions, culture is the key. If administrators, teachers and students are working in a culture defined by negativity, a narrow focus on test scores as the only measure of success, excessive rules and regulations to cover any weak links, and little room for creativity, we will not move forward. How do we create school cultures that reflect a collective belief in the group's ability to succeed?  We create collaborative, trust-based cultures in which people are engaged and empowered to become the best that they can be.  Imperatives for creating collaborative, trust-based cultures in our classrooms, schools and school systems include: We must truly believe in the power of culture to drive results. A well-defined, shared purpose must guide all actions and interactions. Caring, respect and shared responsibility must be at the core. People must feel trusted to apply their skills, talents, knowledge and wisdom to specific situations. Leadership must be distributed throughout the school and throughout school distriscts. There must be a spirit of management optimisim, a belief in people, a belief that people cqn and want to make a difference. We must feel that we can constantly contribute new ideas and be receptive to the ideas of others. Organizational cultures must focus on what is working and what we hope will work. Our actions must align with our stated beliefs and values. We must be transparent and consistent in communication and action. Although this looks like a simple top-ten list of things to do to create positive, impactful cultures, each point requires in-depth thought, discussion and action. Many refer to basic beliefs and ways of being. These are difficult to assess and to change. That's why Number 1 is where it is on the list. Without it, there isn't the will to dedicate resources, time and emotion to creating purposeful cultures in our schools. Thu, 06 Dec 2012 12:22:31 GMT http://edge.ascd.org/_Creating-Purposeful-School-Cultures/blog/6484477/127586.html Carol_Hunter 2012-12-06T12:22:31Z ASCD EDge In a recent Blog I outlined the importance of redefining the purpose of public edcation.To implement even some of the suggestions, culture is the key. If administrators, teachers and students are working in a culture defined by negativity, a narrow focus on test scores as the only measure of success, excessive rules and regulations to cover any weak links, and little room for creativity, we will not move forward. How do we create school cultures that reflect a collective belief in the group's ability to succeed?  We create collaborative, trust-based cultures in which people are engaged and empowered to become the best that they can be.  Imperatives for creating collaborative, trust-based cultures in our classrooms, schools and school systems include: We must truly believe in the power of culture to drive results. A well-defined, shared purpose must guide all actions and interactions. Caring, respect and shared responsibility must be at the core. People must feel trusted to apply their skills, talents, knowledge and wisdom to specific situations. Leadership must be distributed throughout the school and throughout school distriscts. There must be a spirit of management optimisim, a belief in people, a belief that people cqn and want to make a difference. We must feel that we can constantly contribute new ideas and be receptive to the ideas of others. Organizational cultures must focus on what is working and what we hope will work. Our actions must align with our stated beliefs and values. We must be transparent and consistent in communication and action. Although this looks like a simple top-ten list of things to do to create positive, impactful cultures, each point requires in-depth thought, discussion and action. Many refer to basic beliefs and ways of being. These are difficult to assess and to change. That's why Number 1 is where it is on the list. Without it, there isn't the will to dedicate resources, time and emotion to creating purposeful cultures in our schools. nonadult false Creating Purposeful School Cultures text blog 678 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 0 6484477 25227600 ASCD EDge Member 250 http://edge.ascd.org/_What39s-the-Purpose-of-Public-Education/blog/6475579/127586.html The more we question the effectiveness of our current public education system the more we are led to question what it is we are trying to accomplish. Granted, students should become competent in the basics of reading, writing, math and technology. However, I believe the time has come to redefine broader goals which have previously been addressed as peripheral to the core curriculum. ASCD's Whole Child Initiative has a wonderful framework that should officially become a part of public education world-wide. When I asked a group of teachers, administrators,  and parents in Canada what they felt the purpose of public education was, the answers focused on the following: give kids the tools they need to be optimistic, responsible, productive and resourceful members of society help students to harness their internal resources, identify their own strengths and then make life and career choices that optimize those strengths teach our children to understand that everyone, including themselves, is unique and valuable teach children to lead and be led by example ensure that students are literate, numerate, and can think critically in different contexts build students' confidence and perseverance in tackling new problems teach students to set short and long-term goals and to pursue those goals tenaciously help students to become people who do the right thing, even when no one is looking teach students good social values (inclusion of all, justice, love, honesty, hard work, family, right from wrong) nurture creative thinkers and life-long learners who are open to new opportunities Although we know that these are all important, we haven't reached agreement that these must be directly addressed at school. If not there, then where? Many families are not making time to focus on such things. A recent study indicated that young people spend close to 7 hours a day on-line. What are they learning there? Many schools have attempted to address these broader goals through character education programs. Unfortunately, these programs are often treated as being separate from the core curriculum rather than being embedded in the culture and climate of the schools.    It is time to define the place for social/ emotional aspects of student growth and development in a broad-based curriculum. This is the only way to truly maximize student learning. Once these are defined and accepted, all educators must be trained on how to create the necessary safe, caring, positive, supportive learning environments that will create confident, competent, creative, caring students. It can be done. Find out more in my book "REAL LEADERSHIP, REAL CHANGE Moving beyond research and rhetoric to create a new future for public education" available at www.impactleadership.ca.    The more we question the effectiveness of our current public education system the more we are led to question what it is we are trying to accomplish. Granted, students should become competent in the basics of reading, writing, math and technology. However, I believe the time has come to redefine broader goals which have previously been addressed as peripheral to the core curriculum. ASCD's Whole Child Initiative has a wonderful framework that should officially become a part of public education world-wide. When I asked a group of teachers, administrators,  and parents in Canada what they felt the purpose of public education was, the answers focused on the following: give kids the tools they need to be optimistic, responsible, productive and resourceful members of society help students to harness their internal resources, identify their own strengths and then make life and career choices that optimize those strengths teach our children to understand that everyone, including themselves, is unique and valuable teach children to lead and be led by example ensure that students are literate, numerate, and can think critically in different contexts build students' confidence and perseverance in tackling new problems teach students to set short and long-term goals and to pursue those goals tenaciously help students to become people who do the right thing, even when no one is looking teach students good social values (inclusion of all, justice, love, honesty, hard work, family, right from wrong) nurture creative thinkers and life-long learners who are open to new opportunities Although we know that these are all important, we haven't reached agreement that these must be directly addressed at school. If not there, then where? Many families are not making time to focus on such things. A recent study indicated that young people spend close to 7 hours a day on-line. What are they learning there? Many schools have attempted to address these broader goals through character education programs. Unfortunately, these programs are often treated as being separate from the core curriculum rather than being embedded in the culture and climate of the schools.    It is time to define the place for social/ emotional aspects of student growth and development in a broad-based curriculum. This is the only way to truly maximize student learning. Once these are defined and accepted, all educators must be trained on how to create the necessary safe, caring, positive, supportive learning environments that will create confident, competent, creative, caring students. It can be done. Find out more in my book "REAL LEADERSHIP, REAL CHANGE Moving beyond research and rhetoric to create a new future for public education" available at www.impactleadership.ca.    Fri, 23 Nov 2012 13:46:02 GMT http://edge.ascd.org/_What39s-the-Purpose-of-Public-Education/blog/6475579/127586.html Carol_Hunter 2012-11-23T13:46:02Z ASCD EDge The more we question the effectiveness of our current public education system the more we are led to question what it is we are trying to accomplish. Granted, students should become competent in the basics of reading, writing, math and technology. However, I believe the time has come to redefine broader goals which have previously been addressed as peripheral to the core curriculum. ASCD's Whole Child Initiative has a wonderful framework that should officially become a part of public education world-wide. When I asked a group of teachers, administrators,  and parents in Canada what they felt the purpose of public education was, the answers focused on the following: give kids the tools they need to be optimistic, responsible, productive and resourceful members of society help students to harness their internal resources, identify their own strengths and then make life and career choices that optimize those strengths teach our children to understand that everyone, including themselves, is unique and valuable teach children to lead and be led by example ensure that students are literate, numerate, and can think critically in different contexts build students' confidence and perseverance in tackling new problems teach students to set short and long-term goals and to pursue those goals tenaciously help students to become people who do the right thing, even when no one is looking teach students good social values (inclusion of all, justice, love, honesty, hard work, family, right from wrong) nurture creative thinkers and life-long learners who are open to new opportunities Although we know that these are all important, we haven't reached agreement that these must be directly addressed at school. If not there, then where? Many families are not making time to focus on such things. A recent study indicated that young people spend close to 7 hours a day on-line. What are they learning there? Many schools have attempted to address these broader goals through character education programs. Unfortunately, these programs are often treated as being separate from the core curriculum rather than being embedded in the culture and climate of the schools.    It is time to define the place for social/ emotional aspects of student growth and development in a broad-based curriculum. This is the only way to truly maximize student learning. Once these are defined and accepted, all educators must be trained on how to create the necessary safe, caring, positive, supportive learning environments that will create confident, competent, creative, caring students. It can be done. Find out more in my book "REAL LEADERSHIP, REAL CHANGE Moving beyond research and rhetoric to create a new future for public education" available at www.impactleadership.ca.    nonadult false What's the Purpose of Public Education? text blog 1418 11 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 1 0 6475579 25227600 ASCD EDge Member 250 http://edge.ascd.org/_No-Quick-Fix-for-Bullying/blog/6443101/127586.html  It is always heartbreaking to hear of another teenager being driven to suicide by relentless bullying. At the risk of sounding old fashioned, what is the world coming to? When did we pass the tipping point of treating others the way we would want to be treated? When did we stop caring not only about others but, more importantly, ourselves? When did we give up? How can we re-engage everyone in creating a culture of caring, kindness, respect and shared responsibility? As a school principal for almost 30 years, I saw my students change. At first there were many shared beliefs and values that had been instilled at home. As time went on these shared understandings became fewer and fewer. Students came to us with a wide range of basic beliefs and values. There were few shared understandings about right and wrong. Students were increasingly guided not only by their parents but by peers, traditional media and social networking. Although schools and school systems typically have something in their mission and vision statements about citizenship, well-being, and respectful cultures, actual implementation is inconsistent. Because school culture is difficult to measure, we tend to focus on bullying as the issue. We want to stop bullying but we don’t plan to create cultures in which bullying is no longer the norm or even a rite of passage. A safe and caring school culture emanates from well-defined beliefs and core values based on a foundation of caring for all. Safe and caring school cultures don’t just happen, they are consciously developed and nurtured. In creating safe and caring school cultures, we must focus on building connections and fostering relationships — in real time and face-to-face. Developing positive relationships with a variety of people encourages respect for diversity and helps prevent prejudice. The last school of which I was principal had this very diverse population. We had special education classes for students with behavioural, emotional and intellectual challenges, deaf and hard of hearing students, and gifted students. We had English and French Immersion programs. We served three public housing projects and students from over 50 countries. Through concentrated effort, we created a culture where all students felt respected and valued and bullying was minimal. We started by doing student surveys about how safe and cared for they felt at school and what we could do to make things better for them. At their request, we implemented a reporting system through which students of all ages could report being bullied or someone else being bullied. The students filled out brief reports and placed them in boxes located throughout the school. They could choose whether to identify themselves or not. This got them used to reporting bullying. When the students found that their reports were being acted upon with sensitivity and in a timely manner, they began to report openly, trusting that things would get better, not worse. We provided many opportunities for our diverse population to build connections with one another. Grade 7 and 8 students from each of our programs were cross-grouped once a week for our Option Program. Students would choose from such diverse offerings as cooking, board games, guitar, hip-hop dance, magic and Ping-Pong and then worked alongside students with a wide range of difficulties, abilities, talents and backgrounds. All students were encouraged to form and take part in Service Learning groups where they would work together to make a difference in their local and global communities. The vast majority of our students felt totally engaged in school and connected to their teachers and fellow students. They felt like they were doing something important for themselves and others. You don’t stop bullying by zero-tolerance policies, criminalizing it, or saying “no” to it. You stop it by creating cultures and communities where people feel connected to and respectful of one another. In schools, children need to be encouraged to show respect for others and learn how to work together in order to become responsible citizens. Our at-risk students have the highest need for belonging and inclusion yet are the least likely to have that need satisfied. We need to fix this. We can fix this. At my last school, we did fix it. We must understand that we have passed the point where education is just about curriculum and even learning skills. It is about developing the whole child. This isn’t social engineering, it’s a social imperative if we are to get back from the brink of a bullying, win-lose society. Teenage suicides and bullying are a call to action, not a call for more research and rhetoric. We have access to research studies in anxiety, depression, bullying, resilience, suicide and learning done by extremely qualified people and organizations. We know what we need to do. We need experts, politicians, educators and parents to work together to create a better future for all of our children. Carol Hunter is the author of Real Leadership, Real Change and a retired Ottawa-Carleton District School Board principal (impactleadership.ca). My article was originally published in The Ottawa Citizen, October 22, 2012.  It is always heartbreaking to hear of another teenager being driven to suicide by relentless bullying. At the risk of sounding old fashioned, what is the world coming to? When did we pass the tipping point of treating others the way we would want to be treated? When did we stop caring not only about others but, more importantly, ourselves? When did we give up? How can we re-engage everyone in creating a culture of caring, kindness, respect and shared responsibility? As a school principal for almost 30 years, I saw my students change. At first there were many shared beliefs and values that had been instilled at home. As time went on these shared understandings became fewer and fewer. Students came to us with a wide range of basic beliefs and values. There were few shared understandings about right and wrong. Students were increasingly guided not only by their parents but by peers, traditional media and social networking. Although schools and school systems typically have something in their mission and vision statements about citizenship, well-being, and respectful cultures, actual implementation is inconsistent. Because school culture is difficult to measure, we tend to focus on bullying as the issue. We want to stop bullying but we don’t plan to create cultures in which bullying is no longer the norm or even a rite of passage. A safe and caring school culture emanates from well-defined beliefs and core values based on a foundation of caring for all. Safe and caring school cultures don’t just happen, they are consciously developed and nurtured. In creating safe and caring school cultures, we must focus on building connections and fostering relationships — in real time and face-to-face. Developing positive relationships with a variety of people encourages respect for diversity and helps prevent prejudice. The last school of which I was principal had this very diverse population. We had special education classes for students with behavioural, emotional and intellectual challenges, deaf and hard of hearing students, and gifted students. We had English and French Immersion programs. We served three public housing projects and students from over 50 countries. Through concentrated effort, we created a culture where all students felt respected and valued and bullying was minimal. We started by doing student surveys about how safe and cared for they felt at school and what we could do to make things better for them. At their request, we implemented a reporting system through which students of all ages could report being bullied or someone else being bullied. The students filled out brief reports and placed them in boxes located throughout the school. They could choose whether to identify themselves or not. This got them used to reporting bullying. When the students found that their reports were being acted upon with sensitivity and in a timely manner, they began to report openly, trusting that things would get better, not worse. We provided many opportunities for our diverse population to build connections with one another. Grade 7 and 8 students from each of our programs were cross-grouped once a week for our Option Program. Students would choose from such diverse offerings as cooking, board games, guitar, hip-hop dance, magic and Ping-Pong and then worked alongside students with a wide range of difficulties, abilities, talents and backgrounds. All students were encouraged to form and take part in Service Learning groups where they would work together to make a difference in their local and global communities. The vast majority of our students felt totally engaged in school and connected to their teachers and fellow students. They felt like they were doing something important for themselves and others. You don’t stop bullying by zero-tolerance policies, criminalizing it, or saying “no” to it. You stop it by creating cultures and communities where people feel connected to and respectful of one another. In schools, children need to be encouraged to show respect for others and learn how to work together in order to become responsible citizens. Our at-risk students have the highest need for belonging and inclusion yet are the least likely to have that need satisfied. We need to fix this. We can fix this. At my last school, we did fix it. We must understand that we have passed the point where education is just about curriculum and even learning skills. It is about developing the whole child. This isn’t social engineering, it’s a social imperative if we are to get back from the brink of a bullying, win-lose society. Teenage suicides and bullying are a call to action, not a call for more research and rhetoric. We have access to research studies in anxiety, depression, bullying, resilience, suicide and learning done by extremely qualified people and organizations. We know what we need to do. We need experts, politicians, educators and parents to work together to create a better future for all of our children. Carol Hunter is the author of Real Leadership, Real Change and a retired Ottawa-Carleton District School Board principal (impactleadership.ca). My article was originally published in The Ottawa Citizen, October 22, 2012. Fri, 02 Nov 2012 15:56:34 GMT http://edge.ascd.org/_No-Quick-Fix-for-Bullying/blog/6443101/127586.html Carol_Hunter 2012-11-02T15:56:34Z ASCD EDge  It is always heartbreaking to hear of another teenager being driven to suicide by relentless bullying. At the risk of sounding old fashioned, what is the world coming to? When did we pass the tipping point of treating others the way we would want to be treated? When did we stop caring not only about others but, more importantly, ourselves? When did we give up? How can we re-engage everyone in creating a culture of caring, kindness, respect and shared responsibility? As a school principal for almost 30 years, I saw my students change. At first there were many shared beliefs and values that had been instilled at home. As time went on these shared understandings became fewer and fewer. Students came to us with a wide range of basic beliefs and values. There were few shared understandings about right and wrong. Students were increasingly guided not only by their parents but by peers, traditional media and social networking. Although schools and school systems typically have something in their mission and vision statements about citizenship, well-being, and respectful cultures, actual implementation is inconsistent. Because school culture is difficult to measure, we tend to focus on bullying as the issue. We want to stop bullying but we don’t plan to create cultures in which bullying is no longer the norm or even a rite of passage. A safe and caring school culture emanates from well-defined beliefs and core values based on a foundation of caring for all. Safe and caring school cultures don’t just happen, they are consciously developed and nurtured. In creating safe and caring school cultures, we must focus on building connections and fostering relationships — in real time and face-to-face. Developing positive relationships with a variety of people encourages respect for diversity and helps prevent prejudice. The last school of which I was principal had this very diverse population. We had special education classes for students with behavioural, emotional and intellectual challenges, deaf and hard of hearing students, and gifted students. We had English and French Immersion programs. We served three public housing projects and students from over 50 countries. Through concentrated effort, we created a culture where all students felt respected and valued and bullying was minimal. We started by doing student surveys about how safe and cared for they felt at school and what we could do to make things better for them. At their request, we implemented a reporting system through which students of all ages could report being bullied or someone else being bullied. The students filled out brief reports and placed them in boxes located throughout the school. They could choose whether to identify themselves or not. This got them used to reporting bullying. When the students found that their reports were being acted upon with sensitivity and in a timely manner, they began to report openly, trusting that things would get better, not worse. We provided many opportunities for our diverse population to build connections with one another. Grade 7 and 8 students from each of our programs were cross-grouped once a week for our Option Program. Students would choose from such diverse offerings as cooking, board games, guitar, hip-hop dance, magic and Ping-Pong and then worked alongside students with a wide range of difficulties, abilities, talents and backgrounds. All students were encouraged to form and take part in Service Learning groups where they would work together to make a difference in their local and global communities. The vast majority of our students felt totally engaged in school and connected to their teachers and fellow students. They felt like they were doing something important for themselves and others. You don’t stop bullying by zero-tolerance policies, criminalizing it, or saying “no” to it. You stop it by creating cultures and communities where people feel connected to and respectful of one another. In schools, children need to be encouraged to show respect for others and learn how to work together in order to become responsible citizens. Our at-risk students have the highest need for belonging and inclusion yet are the least likely to have that need satisfied. We need to fix this. We can fix this. At my last school, we did fix it. We must understand that we have passed the point where education is just about curriculum and even learning skills. It is about developing the whole child. This isn’t social engineering, it’s a social imperative if we are to get back from the brink of a bullying, win-lose society. Teenage suicides and bullying are a call to action, not a call for more research and rhetoric. We have access to research studies in anxiety, depression, bullying, resilience, suicide and learning done by extremely qualified people and organizations. We know what we need to do. We need experts, politicians, educators and parents to work together to create a better future for all of our children. Carol Hunter is the author of Real Leadership, Real Change and a retired Ottawa-Carleton District School Board principal (impactleadership.ca). My article was originally published in The Ottawa Citizen, October 22, 2012. nonadult false No Quick Fix for Bullying text blog 213 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 0 6443101 25227600 ASCD EDge Member 250 http://edge.ascd.org/_School-Reform-is-a-Matter-of-Principal/blog/6378047/127586.html   Who's leading school reform? Politicians? Parents? Researchers? Unions? School Districts? Schools? Principals? Teachers? Students? Yes. With so much leadership, you'd think there would be significant results. So why do we still have schools and school districts that have made very limited progress in changing the way our students are being taught and the results they are achieving? Why are there pockets of excellence and struggling areas that are even losing ground?   It's a matter of Principal. The Principal is the front-line leader of change initiatives mandated by governments and school districts. School reform focuses on a wide variety of issues from defining the meaning and methods of education to such specifics as curriculum, teacher quality, special education and costs. Little attention is paid to ensuring the Principal is a great implementer of change. In my 28 years as a principal, never once was I told in concrete terms how to effectively implement change. There were many definitions of leadership traits but little about processes, actions and just ways of being.   So what should educational leaders be doing to nurture Principals who not only embrace change but can also make it happen? How can we ensure that our Principals are having maximum impact?   Principals must be honoured as the most important person in getting the job done. Principals must be truly empowered to get results in a manner that fits their school community and culture. Principals should receive ongoing training and support in the very difficult process of leading change. It's not as simple as just saying,  "This is what we're going to do now." The focus on Quality Teaching must be expanded to include Quality Leadership. It's our Principals who will improve teacher quality. Leadership training must focus on implementing change but not in a theoretical or rhetorical way. Much  has been written about the Principal being the educational leader of the school. Little has been written about how the principal can truly be the change leader in the school. Principals are leaders not managers. This is not semantics. It has to be our reality if we are to move forward in sustaining world-class education.     Who's leading school reform? Politicians? Parents? Researchers? Unions? School Districts? Schools? Principals? Teachers? Students? Yes. With so much leadership, you'd think there would be significant results. So why do we still have schools and school districts that have made very limited progress in changing the way our students are being taught and the results they are achieving? Why are there pockets of excellence and struggling areas that are even losing ground?   It's a matter of Principal. The Principal is the front-line leader of change initiatives mandated by governments and school districts. School reform focuses on a wide variety of issues from defining the meaning and methods of education to such specifics as curriculum, teacher quality, special education and costs. Little attention is paid to ensuring the Principal is a great implementer of change. In my 28 years as a principal, never once was I told in concrete terms how to effectively implement change. There were many definitions of leadership traits but little about processes, actions and just ways of being.   So what should educational leaders be doing to nurture Principals who not only embrace change but can also make it happen? How can we ensure that our Principals are having maximum impact?   Principals must be honoured as the most important person in getting the job done. Principals must be truly empowered to get results in a manner that fits their school community and culture. Principals should receive ongoing training and support in the very difficult process of leading change. It's not as simple as just saying,  "This is what we're going to do now." The focus on Quality Teaching must be expanded to include Quality Leadership. It's our Principals who will improve teacher quality. Leadership training must focus on implementing change but not in a theoretical or rhetorical way. Much  has been written about the Principal being the educational leader of the school. Little has been written about how the principal can truly be the change leader in the school. Principals are leaders not managers. This is not semantics. It has to be our reality if we are to move forward in sustaining world-class education.   Mon, 01 Oct 2012 17:54:47 GMT http://edge.ascd.org/_School-Reform-is-a-Matter-of-Principal/blog/6378047/127586.html Carol_Hunter 2012-10-01T17:54:47Z ASCD EDge   Who's leading school reform? Politicians? Parents? Researchers? Unions? School Districts? Schools? Principals? Teachers? Students? Yes. With so much leadership, you'd think there would be significant results. So why do we still have schools and school districts that have made very limited progress in changing the way our students are being taught and the results they are achieving? Why are there pockets of excellence and struggling areas that are even losing ground?   It's a matter of Principal. The Principal is the front-line leader of change initiatives mandated by governments and school districts. School reform focuses on a wide variety of issues from defining the meaning and methods of education to such specifics as curriculum, teacher quality, special education and costs. Little attention is paid to ensuring the Principal is a great implementer of change. In my 28 years as a principal, never once was I told in concrete terms how to effectively implement change. There were many definitions of leadership traits but little about processes, actions and just ways of being.   So what should educational leaders be doing to nurture Principals who not only embrace change but can also make it happen? How can we ensure that our Principals are having maximum impact?   Principals must be honoured as the most important person in getting the job done. Principals must be truly empowered to get results in a manner that fits their school community and culture. Principals should receive ongoing training and support in the very difficult process of leading change. It's not as simple as just saying,  "This is what we're going to do now." The focus on Quality Teaching must be expanded to include Quality Leadership. It's our Principals who will improve teacher quality. Leadership training must focus on implementing change but not in a theoretical or rhetorical way. Much  has been written about the Principal being the educational leader of the school. Little has been written about how the principal can truly be the change leader in the school. Principals are leaders not managers. This is not semantics. It has to be our reality if we are to move forward in sustaining world-class education.   nonadult false School Reform is a Matter of Principal! text blog 398 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 0 6378047 25227600 ASCD EDge Member 250 http://edge.ascd.org/_Embrace-Change-Seriously/blog/6332527/127586.html   How are you handling the changes you are facing as an educational leader today? The pace and magnitude of change are unprecedented. If you're feeling threatened, defensive and stressed take heart! Here are ten strategies that appear simple but, if you take time to address each one, you will feel more in control of how change impacts on you and your role as an educator. They worked for me for 30 years as a principal. See change as an opportunity, not a threat. Whatever it is, you can do it. Become a prime supporter and mover of the change. "They said we have to..." is not an implementation strategy. Identify with the change, assess what's in it for you, your staff and your students. Take ownership.  Align change with your current Mission, Vision, Values and Plans so that change is not just another add-on.  Go beyond the awareness level of the change to investigate the philosophical and data base. Seek support and build teams in implementing the change. Be versatile, creative, innovative and take risks. Believe in yourself and your ability to be successful. Confront your possibilities. Act as if what you do makes a difference - because it does... good or bad. As you can see these are more ways of being, than a list of actions to take. To me, being a leader is more difficult than knowing what a leader should do and doing it. Only when you "are" a leader will you be able to truly embrace change.      How are you handling the changes you are facing as an educational leader today? The pace and magnitude of change are unprecedented. If you're feeling threatened, defensive and stressed take heart! Here are ten strategies that appear simple but, if you take time to address each one, you will feel more in control of how change impacts on you and your role as an educator. They worked for me for 30 years as a principal. See change as an opportunity, not a threat. Whatever it is, you can do it. Become a prime supporter and mover of the change. "They said we have to..." is not an implementation strategy. Identify with the change, assess what's in it for you, your staff and your students. Take ownership.  Align change with your current Mission, Vision, Values and Plans so that change is not just another add-on.  Go beyond the awareness level of the change to investigate the philosophical and data base. Seek support and build teams in implementing the change. Be versatile, creative, innovative and take risks. Believe in yourself and your ability to be successful. Confront your possibilities. Act as if what you do makes a difference - because it does... good or bad. As you can see these are more ways of being, than a list of actions to take. To me, being a leader is more difficult than knowing what a leader should do and doing it. Only when you "are" a leader will you be able to truly embrace change.    Mon, 10 Sep 2012 19:20:30 GMT http://edge.ascd.org/_Embrace-Change-Seriously/blog/6332527/127586.html Carol_Hunter 2012-09-10T19:20:30Z ASCD EDge   How are you handling the changes you are facing as an educational leader today? The pace and magnitude of change are unprecedented. If you're feeling threatened, defensive and stressed take heart! Here are ten strategies that appear simple but, if you take time to address each one, you will feel more in control of how change impacts on you and your role as an educator. They worked for me for 30 years as a principal. See change as an opportunity, not a threat. Whatever it is, you can do it. Become a prime supporter and mover of the change. "They said we have to..." is not an implementation strategy. Identify with the change, assess what's in it for you, your staff and your students. Take ownership.  Align change with your current Mission, Vision, Values and Plans so that change is not just another add-on.  Go beyond the awareness level of the change to investigate the philosophical and data base. Seek support and build teams in implementing the change. Be versatile, creative, innovative and take risks. Believe in yourself and your ability to be successful. Confront your possibilities. Act as if what you do makes a difference - because it does... good or bad. As you can see these are more ways of being, than a list of actions to take. To me, being a leader is more difficult than knowing what a leader should do and doing it. Only when you "are" a leader will you be able to truly embrace change.    nonadult false Embrace Change - Seriously! text blog 588 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 0 6332527 25227600 ASCD EDge Member 250 http://edge.ascd.org/_Back-to-School-Not-Back-to-Bullying/blog/6310207/127586.html  Back to school anxiety is normal. Few are comfortable facing so many unknowns. Where do I go? Will my teacher be nice? Will I have friends in my class? Do I have the right supplies? Will the work be too hard? Are my clothes good enough? None of these issues are earth shattering and will likely be answered in the first days.   However, what if a student's fears go deeper. Will anyone like me? Will they "get" me? Will they take time to see "me"? Will they see through me? Will they sense my weaknesses and pick on them? Will anyone care? Will I get the help I need?  Will I connect? Will I be bullied? Can I take it anymore? A recent  study indicated that 1 in 10 adolescents have considered suicide. This is incredible, unacceptable and unnecessary.   It's time that we look very carefully at society and what is going on that is driving our young people to such feelings of despair. It's time to move beyond research and rhetoric to take action and make a real difference. We can't fix it all in our schools but we have a responsibility to do whatever we can. Given that bullying is reaching epidemic proportion, this is a good place to start - not by banning bullying or creating zero-tolerance policies but by addressing the root causes of bullying and providing our students with alternatives.   Our schools will be much safer places for our kids if we:   Move beyond anti-bullying to character development. Create a comprehensive definition of character that includes ways of thinking, feeling and acting. Keep these in the ongoing discussion of bullying. Promote core ethical values as the basis for good character and integrate into all phases of school life. Engage and empower students in creating positive learning and living environments. Give equal or more importance to student character and mental health than to test scores.  Test scores will follow. Engage your community in the issues. Build partnerships with local agencies. Create a culture of support through such programs as guidance counselling,  inclusionary classrooms, customized learning, service learning, mental health, and character development. Focus on connections and relationships. Take a moment to think about what you are doing at your school to make a difference. Is creating a safe and caring school culture a real priority? Are staff feeling overwhelmed by the responsibility of developing people of character who don't even think about bullying? What is being done to empower students? Are staff modelling safe, caring, respectful behaviour?    Now is the time to move from knowing what needs to be done to taking real action for real change.    Back to school anxiety is normal. Few are comfortable facing so many unknowns. Where do I go? Will my teacher be nice? Will I have friends in my class? Do I have the right supplies? Will the work be too hard? Are my clothes good enough? None of these issues are earth shattering and will likely be answered in the first days.   However, what if a student's fears go deeper. Will anyone like me? Will they "get" me? Will they take time to see "me"? Will they see through me? Will they sense my weaknesses and pick on them? Will anyone care? Will I get the help I need?  Will I connect? Will I be bullied? Can I take it anymore? A recent  study indicated that 1 in 10 adolescents have considered suicide. This is incredible, unacceptable and unnecessary.   It's time that we look very carefully at society and what is going on that is driving our young people to such feelings of despair. It's time to move beyond research and rhetoric to take action and make a real difference. We can't fix it all in our schools but we have a responsibility to do whatever we can. Given that bullying is reaching epidemic proportion, this is a good place to start - not by banning bullying or creating zero-tolerance policies but by addressing the root causes of bullying and providing our students with alternatives.   Our schools will be much safer places for our kids if we:   Move beyond anti-bullying to character development. Create a comprehensive definition of character that includes ways of thinking, feeling and acting. Keep these in the ongoing discussion of bullying. Promote core ethical values as the basis for good character and integrate into all phases of school life. Engage and empower students in creating positive learning and living environments. Give equal or more importance to student character and mental health than to test scores.  Test scores will follow. Engage your community in the issues. Build partnerships with local agencies. Create a culture of support through such programs as guidance counselling,  inclusionary classrooms, customized learning, service learning, mental health, and character development. Focus on connections and relationships. Take a moment to think about what you are doing at your school to make a difference. Is creating a safe and caring school culture a real priority? Are staff feeling overwhelmed by the responsibility of developing people of character who don't even think about bullying? What is being done to empower students? Are staff modelling safe, caring, respectful behaviour?    Now is the time to move from knowing what needs to be done to taking real action for real change.   Thu, 30 Aug 2012 14:50:00 GMT http://edge.ascd.org/_Back-to-School-Not-Back-to-Bullying/blog/6310207/127586.html Carol_Hunter 2012-08-30T14:50:00Z ASCD EDge  Back to school anxiety is normal. Few are comfortable facing so many unknowns. Where do I go? Will my teacher be nice? Will I have friends in my class? Do I have the right supplies? Will the work be too hard? Are my clothes good enough? None of these issues are earth shattering and will likely be answered in the first days.   However, what if a student's fears go deeper. Will anyone like me? Will they "get" me? Will they take time to see "me"? Will they see through me? Will they sense my weaknesses and pick on them? Will anyone care? Will I get the help I need?  Will I connect? Will I be bullied? Can I take it anymore? A recent  study indicated that 1 in 10 adolescents have considered suicide. This is incredible, unacceptable and unnecessary.   It's time that we look very carefully at society and what is going on that is driving our young people to such feelings of despair. It's time to move beyond research and rhetoric to take action and make a real difference. We can't fix it all in our schools but we have a responsibility to do whatever we can. Given that bullying is reaching epidemic proportion, this is a good place to start - not by banning bullying or creating zero-tolerance policies but by addressing the root causes of bullying and providing our students with alternatives.   Our schools will be much safer places for our kids if we:   Move beyond anti-bullying to character development. Create a comprehensive definition of character that includes ways of thinking, feeling and acting. Keep these in the ongoing discussion of bullying. Promote core ethical values as the basis for good character and integrate into all phases of school life. Engage and empower students in creating positive learning and living environments. Give equal or more importance to student character and mental health than to test scores.  Test scores will follow. Engage your community in the issues. Build partnerships with local agencies. Create a culture of support through such programs as guidance counselling,  inclusionary classrooms, customized learning, service learning, mental health, and character development. Focus on connections and relationships. Take a moment to think about what you are doing at your school to make a difference. Is creating a safe and caring school culture a real priority? Are staff feeling overwhelmed by the responsibility of developing people of character who don't even think about bullying? What is being done to empower students? Are staff modelling safe, caring, respectful behaviour?    Now is the time to move from knowing what needs to be done to taking real action for real change.   nonadult false Back to School - Not Back to Bullying text blog 374 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 2 0 6310207 25227600 ASCD EDge Member 250 http://edge.ascd.org/_What39s-in-your-new-leadership-backpack/blog/6292063/127586.html  The countdown is on. Back to school gear is already picked over and the "best stuff" is scarce. As the leader of the school, what are you bringing with you to get the school year off to a fantastic start? Your "best stuff" backpack should include: leadership optimism - a belief that people want to and can do a great job a set of beliefs and values that guide your decisions and actions a focus on working from strength rather than fixing problems a belief in the importance of empowering others to maximize success a commitment to engage and be engaged  a sense of balance self-knowledge - know your strengths, talents and passion a commitment to grow, learn and take risks knowledge of those with whom you work a commitment to create a safe, caring, bully-free school culture Any questions?  The countdown is on. Back to school gear is already picked over and the "best stuff" is scarce. As the leader of the school, what are you bringing with you to get the school year off to a fantastic start? Your "best stuff" backpack should include: leadership optimism - a belief that people want to and can do a great job a set of beliefs and values that guide your decisions and actions a focus on working from strength rather than fixing problems a belief in the importance of empowering others to maximize success a commitment to engage and be engaged  a sense of balance self-knowledge - know your strengths, talents and passion a commitment to grow, learn and take risks knowledge of those with whom you work a commitment to create a safe, caring, bully-free school culture Any questions? Tue, 21 Aug 2012 12:47:26 GMT http://edge.ascd.org/_What39s-in-your-new-leadership-backpack/blog/6292063/127586.html Carol_Hunter 2012-08-21T12:47:26Z ASCD EDge  The countdown is on. Back to school gear is already picked over and the "best stuff" is scarce. As the leader of the school, what are you bringing with you to get the school year off to a fantastic start? Your "best stuff" backpack should include: leadership optimism - a belief that people want to and can do a great job a set of beliefs and values that guide your decisions and actions a focus on working from strength rather than fixing problems a belief in the importance of empowering others to maximize success a commitment to engage and be engaged  a sense of balance self-knowledge - know your strengths, talents and passion a commitment to grow, learn and take risks knowledge of those with whom you work a commitment to create a safe, caring, bully-free school culture Any questions? nonadult false What's in your new leadership backpack? text blog 341 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 0 6292063 25227600 ASCD EDge Member 250 http://edge.ascd.org/_Beginning-Principal39s-Survival-Guide-Engaging-Parents/blog/6277699/127586.html You may be a beginning principal and not even realize it. September is the month of new beginnings for all of us. Even if you're continuing on as principal in your school, you are starting many new relationships with staff, students and parents. If you are starting at a new school, your parent group is the largest group you have on which to make a first impression. To get this right, try any or all of the following as part of your relationship-building plan: 1. Be available and visible the week before school opens to meet new parents. This is not the time to be in your office catching up with paperwork. Let you office staff know that this is your priority and even work in the main office area as much as possible. You want parents to spread the word that you are "available". 2. Now that you are "available", take this opportunity to share your basic beliefs and values - let parents know and feel that you are there to support their children. Have a bit of an "elevator speech" ready but be able to customize to each parent and their needs. 3. Resist the temptation to rely on, "I'm new too and looking foward to getting to know more about the school" as a lead idea or as a support for parents who are feeling new and uncertain about the school. You should take the time to get to know the school and the community well before opening day. Think about how you plan to add value and make a difference. Instill confidence in your first interactions. 4. Listen. This is essential.  5. Take notes. People feel valued if they believe you want to remember them. 6. Follow up. A quick note, e-mail or call makes a difference and is time well spent. 7. Be present - physically and emotionally. When you are talking with parents, be totally engaged at an emotional level.  8. Have fun! No one wants to hear how stressed you are or what a difficult job you have etc. There really isn't a better job than school principal. Who else gets to impact the lives of hundreds of people each and every day? Each interaction is an opportunity to make a difference. Enjoy! You may be a beginning principal and not even realize it. September is the month of new beginnings for all of us. Even if you're continuing on as principal in your school, you are starting many new relationships with staff, students and parents. If you are starting at a new school, your parent group is the largest group you have on which to make a first impression. To get this right, try any or all of the following as part of your relationship-building plan: 1. Be available and visible the week before school opens to meet new parents. This is not the time to be in your office catching up with paperwork. Let you office staff know that this is your priority and even work in the main office area as much as possible. You want parents to spread the word that you are "available". 2. Now that you are "available", take this opportunity to share your basic beliefs and values - let parents know and feel that you are there to support their children. Have a bit of an "elevator speech" ready but be able to customize to each parent and their needs. 3. Resist the temptation to rely on, "I'm new too and looking foward to getting to know more about the school" as a lead idea or as a support for parents who are feeling new and uncertain about the school. You should take the time to get to know the school and the community well before opening day. Think about how you plan to add value and make a difference. Instill confidence in your first interactions. 4. Listen. This is essential.  5. Take notes. People feel valued if they believe you want to remember them. 6. Follow up. A quick note, e-mail or call makes a difference and is time well spent. 7. Be present - physically and emotionally. When you are talking with parents, be totally engaged at an emotional level.  8. Have fun! No one wants to hear how stressed you are or what a difficult job you have etc. There really isn't a better job than school principal. Who else gets to impact the lives of hundreds of people each and every day? Each interaction is an opportunity to make a difference. Enjoy! Tue, 14 Aug 2012 13:43:25 GMT http://edge.ascd.org/_Beginning-Principal39s-Survival-Guide-Engaging-Parents/blog/6277699/127586.html Carol_Hunter 2012-08-14T13:43:25Z ASCD EDge You may be a beginning principal and not even realize it. September is the month of new beginnings for all of us. Even if you're continuing on as principal in your school, you are starting many new relationships with staff, students and parents. If you are starting at a new school, your parent group is the largest group you have on which to make a first impression. To get this right, try any or all of the following as part of your relationship-building plan: 1. Be available and visible the week before school opens to meet new parents. This is not the time to be in your office catching up with paperwork. Let you office staff know that this is your priority and even work in the main office area as much as possible. You want parents to spread the word that you are "available". 2. Now that you are "available", take this opportunity to share your basic beliefs and values - let parents know and feel that you are there to support their children. Have a bit of an "elevator speech" ready but be able to customize to each parent and their needs. 3. Resist the temptation to rely on, "I'm new too and looking foward to getting to know more about the school" as a lead idea or as a support for parents who are feeling new and uncertain about the school. You should take the time to get to know the school and the community well before opening day. Think about how you plan to add value and make a difference. Instill confidence in your first interactions. 4. Listen. This is essential.  5. Take notes. People feel valued if they believe you want to remember them. 6. Follow up. A quick note, e-mail or call makes a difference and is time well spent. 7. Be present - physically and emotionally. When you are talking with parents, be totally engaged at an emotional level.  8. Have fun! No one wants to hear how stressed you are or what a difficult job you have etc. There really isn't a better job than school principal. Who else gets to impact the lives of hundreds of people each and every day? Each interaction is an opportunity to make a difference. Enjoy! nonadult false Beginning Principal's Survival Guide - Engaging Parents text blog 401 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 1 0 6277699 25227600 ASCD EDge Member 250 http://edge.ascd.org/_Beginning-Principal39s-Survival-Guide-Part-2/blog/6270657/127586.html   Now you know how important your first interactions are. You truly don't get a second chance to make a first impression. Well you might but it will take about eight positive interactions to undo one negative interaction. You might as well do it right the first time.   Get Real     People want to know that you are real.  They want to know what you stand for.  The original title of my book "Real Leadership. Real Change" was "Get Real" but I felt that it was a bit flippant. Getting real is very serious and very difficult in any part of our lives. Whether it's at work, with friends, family or self, we must be real. We're not playing a part and hoping for rave reviews. We are being ourselves, doing what we need to do, feeling a true sense of accomplishment and having an impact. This is the only "bottom line" that matters.   I don't imagine this has raised your comfort level very much but you'll be OK if you ...   Keep it Simple Take some time to think about and articulate the following:   What do you believe is your role as principal and how do you plan to be a real leader? Do you believe in the importance of empowering others and how will you do it? What are your specific strengths, talents and interests as an educational leader and how do you plan to share these with your team? How are you going to get to know their individual strengths, talents and interests? Which of your accomplishments are you most proud of? (This says a lot about what you deem important.)  What do you expect of yourself and your staff as you work to accomplish the school's Mission?  What are your negotiables and non-negotiables?   Talk about all or some of these in your first staff meeting. Avoid getting into the details of data analysis, test scores, teacher evaluation, specific school goals etc. at this time. At this point you are building relationships not defining requirements.   Be Consistent Once you have articulated this picture of who you are, everything you say and do must be in alignment.   People are always ready to question your actions and statements if there is inconsistency. For example, you can't say that you trust in their ability to think creatively or take action and then make rule after rule limiting their ability to do anything.    Again, you are building relationships. Trust is built on consistency.   The next post will deal with building trust with your parent group.     Now you know how important your first interactions are. You truly don't get a second chance to make a first impression. Well you might but it will take about eight positive interactions to undo one negative interaction. You might as well do it right the first time.   Get Real     People want to know that you are real.  They want to know what you stand for.  The original title of my book "Real Leadership. Real Change" was "Get Real" but I felt that it was a bit flippant. Getting real is very serious and very difficult in any part of our lives. Whether it's at work, with friends, family or self, we must be real. We're not playing a part and hoping for rave reviews. We are being ourselves, doing what we need to do, feeling a true sense of accomplishment and having an impact. This is the only "bottom line" that matters.   I don't imagine this has raised your comfort level very much but you'll be OK if you ...   Keep it Simple Take some time to think about and articulate the following:   What do you believe is your role as principal and how do you plan to be a real leader? Do you believe in the importance of empowering others and how will you do it? What are your specific strengths, talents and interests as an educational leader and how do you plan to share these with your team? How are you going to get to know their individual strengths, talents and interests? Which of your accomplishments are you most proud of? (This says a lot about what you deem important.)  What do you expect of yourself and your staff as you work to accomplish the school's Mission?  What are your negotiables and non-negotiables?   Talk about all or some of these in your first staff meeting. Avoid getting into the details of data analysis, test scores, teacher evaluation, specific school goals etc. at this time. At this point you are building relationships not defining requirements.   Be Consistent Once you have articulated this picture of who you are, everything you say and do must be in alignment.   People are always ready to question your actions and statements if there is inconsistency. For example, you can't say that you trust in their ability to think creatively or take action and then make rule after rule limiting their ability to do anything.    Again, you are building relationships. Trust is built on consistency.   The next post will deal with building trust with your parent group.   Fri, 10 Aug 2012 13:39:59 GMT http://edge.ascd.org/_Beginning-Principal39s-Survival-Guide-Part-2/blog/6270657/127586.html Carol_Hunter 2012-08-10T13:39:59Z ASCD EDge   Now you know how important your first interactions are. You truly don't get a second chance to make a first impression. Well you might but it will take about eight positive interactions to undo one negative interaction. You might as well do it right the first time.   Get Real     People want to know that you are real.  They want to know what you stand for.  The original title of my book "Real Leadership. Real Change" was "Get Real" but I felt that it was a bit flippant. Getting real is very serious and very difficult in any part of our lives. Whether it's at work, with friends, family or self, we must be real. We're not playing a part and hoping for rave reviews. We are being ourselves, doing what we need to do, feeling a true sense of accomplishment and having an impact. This is the only "bottom line" that matters.   I don't imagine this has raised your comfort level very much but you'll be OK if you ...   Keep it Simple Take some time to think about and articulate the following:   What do you believe is your role as principal and how do you plan to be a real leader? Do you believe in the importance of empowering others and how will you do it? What are your specific strengths, talents and interests as an educational leader and how do you plan to share these with your team? How are you going to get to know their individual strengths, talents and interests? Which of your accomplishments are you most proud of? (This says a lot about what you deem important.)  What do you expect of yourself and your staff as you work to accomplish the school's Mission?  What are your negotiables and non-negotiables?   Talk about all or some of these in your first staff meeting. Avoid getting into the details of data analysis, test scores, teacher evaluation, specific school goals etc. at this time. At this point you are building relationships not defining requirements.   Be Consistent Once you have articulated this picture of who you are, everything you say and do must be in alignment.   People are always ready to question your actions and statements if there is inconsistency. For example, you can't say that you trust in their ability to think creatively or take action and then make rule after rule limiting their ability to do anything.    Again, you are building relationships. Trust is built on consistency.   The next post will deal with building trust with your parent group.   nonadult false Beginning Principal's Survival Guide - Part 2 text blog 293 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 0 6270657 25227600 ASCD EDge Member 250 http://edge.ascd.org/_Beginning-Principal39s-Survival-Guide-Part-1/blog/6268379/127586.html   THURSDAY, AUGUST 9, 2012 Beginning Principal's Survival Guide - Part 1   The backpacks, markers and binders are stacked on the shelves and ready for the first day of school.  Stores are full of the latest back-to-school fashions.Teachers are reviewing their class lists and curriculum documents to begin planning for an exciting, productive year. You're a brand new principal gearing up for your best year ever.Are you ready? Many of you will be feeling that you aren't sure. With so many principal retirements,  many teachers are moving into leadership positions with a minimum amount of experience. You are probably ready to shine in the area of instructional leadership. You are well versed in all of the new instructional strategies that are used to maximize student learning. Having very recently been in a classroom, you know how to differentiate for student learning and how to create a safe and caring classroom environment. In this era of Professional Learning Communities, you also know how to work and learn as part of a team. Great.Not so fast! You probably already know that people won't follow you just because you're the Principal and were a great teacher. You need to build a sense of trust and respect with your teachers, students and parents. You need a solid sense of self and be ready to share that. You must get to know those you work with and for. You must articulate your Mission and Values so that people know who you are and what you stand for. Then you need to act consistently so that people will respect and trust you.Every interaction you have is significant but none more than the first. Choose your words carefully and be sure that you mean them. Don't let your first staff meeting go the way of this famous Gary Larson cartoon. Make sure you say important things from your heart and that people are hearing you. [image] We remember things which are relevant and have an emotional connection for us. At one of my first staff meetings, I told the staff that they were not to dump their problems in the office. They were to come to me with their problem, tell me what they had tried already and then ask for support or suggestions - not solutions. I believed in their ability as dedicated professionals to solve their problems when given necessary support. Many teachers told me that this trust had stuck with them from day one.   THURSDAY, AUGUST 9, 2012 Beginning Principal's Survival Guide - Part 1   The backpacks, markers and binders are stacked on the shelves and ready for the first day of school.  Stores are full of the latest back-to-school fashions.Teachers are reviewing their class lists and curriculum documents to begin planning for an exciting, productive year. You're a brand new principal gearing up for your best year ever.Are you ready? Many of you will be feeling that you aren't sure. With so many principal retirements,  many teachers are moving into leadership positions with a minimum amount of experience. You are probably ready to shine in the area of instructional leadership. You are well versed in all of the new instructional strategies that are used to maximize student learning. Having very recently been in a classroom, you know how to differentiate for student learning and how to create a safe and caring classroom environment. In this era of Professional Learning Communities, you also know how to work and learn as part of a team. Great.Not so fast! You probably already know that people won't follow you just because you're the Principal and were a great teacher. You need to build a sense of trust and respect with your teachers, students and parents. You need a solid sense of self and be ready to share that. You must get to know those you work with and for. You must articulate your Mission and Values so that people know who you are and what you stand for. Then you need to act consistently so that people will respect and trust you.Every interaction you have is significant but none more than the first. Choose your words carefully and be sure that you mean them. Don't let your first staff meeting go the way of this famous Gary Larson cartoon. Make sure you say important things from your heart and that people are hearing you. [image] We remember things which are relevant and have an emotional connection for us. At one of my first staff meetings, I told the staff that they were not to dump their problems in the office. They were to come to me with their problem, tell me what they had tried already and then ask for support or suggestions - not solutions. I believed in their ability as dedicated professionals to solve their problems when given necessary support. Many teachers told me that this trust had stuck with them from day one. Thu, 09 Aug 2012 19:44:00 GMT http://edge.ascd.org/_Beginning-Principal39s-Survival-Guide-Part-1/blog/6268379/127586.html Carol_Hunter 2012-08-09T19:44:00Z My Blog Banner ASCD EDge   THURSDAY, AUGUST 9, 2012 Beginning Principal's Survival Guide - Part 1   The backpacks, markers and binders are stacked on the shelves and ready for the first day of school.  Stores are full of the latest back-to-school fashions.Teachers are reviewing their class lists and curriculum documents to begin planning for an exciting, productive year. You're a brand new principal gearing up for your best year ever.Are you ready? Many of you will be feeling that you aren't sure. With so many principal retirements,  many teachers are moving into leadership positions with a minimum amount of experience. You are probably ready to shine in the area of instructional leadership. You are well versed in all of the new instructional strategies that are used to maximize student learning. Having very recently been in a classroom, you know how to differentiate for student learning and how to create a safe and caring classroom environment. In this era of Professional Learning Communities, you also know how to work and learn as part of a team. Great.Not so fast! You probably already know that people won't follow you just because you're the Principal and were a great teacher. You need to build a sense of trust and respect with your teachers, students and parents. You need a solid sense of self and be ready to share that. You must get to know those you work with and for. You must articulate your Mission and Values so that people know who you are and what you stand for. Then you need to act consistently so that people will respect and trust you.Every interaction you have is significant but none more than the first. Choose your words carefully and be sure that you mean them. Don't let your first staff meeting go the way of this famous Gary Larson cartoon. Make sure you say important things from your heart and that people are hearing you. [image] We remember things which are relevant and have an emotional connection for us. At one of my first staff meetings, I told the staff that they were not to dump their problems in the office. They were to come to me with their problem, tell me what they had tried already and then ask for support or suggestions - not solutions. I believed in their ability as dedicated professionals to solve their problems when given necessary support. Many teachers told me that this trust had stuck with them from day one. my blog banner nonadult false Beginning Principal's Survival Guide Part 1 text blog my blog banner 1095 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 My Blog Banner 0 6268379 25227600 ASCD EDge Member 250 http://edge.ascd.org/_REAL-LEADERSHIP-REAL-CHANGE/photo/17319719/127586.html Thu, 09 Aug 2012 16:30:29 GMT http://edge.ascd.org/_REAL-LEADERSHIP-REAL-CHANGE/photo/17319719/127586.html Carol_Hunter 2012-08-09T16:30:29Z My Blog Banner ASCD EDge my blog banner nonadult false REAL LEADERSHIP REAL CHANGE photo my blog banner 330 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 My Blog Banner 0 17319719 25227600 ASCD EDge Member 250 http://edge.ascd.org/_REAL-LEADERSHIP-REAL-CHANGE/photo/17319703/127586.html Thu, 09 Aug 2012 16:25:47 GMT http://edge.ascd.org/_REAL-LEADERSHIP-REAL-CHANGE/photo/17319703/127586.html Carol_Hunter 2012-08-09T16:25:47Z My Blog Banner ASCD EDge my blog banner nonadult false REAL LEADERSHIP REAL CHANGE photo my blog banner 237 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 My Blog Banner 0 17319703 25227600 ASCD EDge Member 250 http://edge.ascd.org/_REAL-LEADERSHIP-REAL-CHANGE/photo/17319557/127586.html This blog will lead others to be the educational leaders we need now. The pace of change is affecting the viability of our public education system and we need to take action now.  This blog will lead others to be the educational leaders we need now. The pace of change is affecting the viability of our public education system and we need to take action now.  Thu, 09 Aug 2012 15:40:49 GMT http://edge.ascd.org/_REAL-LEADERSHIP-REAL-CHANGE/photo/17319557/127586.html Carol_Hunter 2012-08-09T15:40:49Z My Blog Banner ASCD EDge This blog will lead others to be the educational leaders we need now. The pace of change is affecting the viability of our public education system and we need to take action now.  my blog banner nonadult false REAL LEADERSHIP REAL CHANGE photo my blog banner 245 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 My Blog Banner 0 17319557 25227600 ASCD EDge Member 250 http://edge.ascd.org/_Screen-Shot-2012-01-31-at-52444-PMpng/photo/15968062/127586.html Wed, 01 Feb 2012 03:28:02 GMT http://edge.ascd.org/_Screen-Shot-2012-01-31-at-52444-PMpng/photo/15968062/127586.html Carol_Hunter 2012-02-01T03:28:02Z ASCD EDge nonadult false Screen Shot 2012-01-31 at 5.24.44 PM.png photo 256 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 0 0 15968062 25227600 ASCD EDge Member 250 http://edge.ascd.org/_REAL-LEADERSHIP-REAL-CHANGE/photo/15968115/127586.html Tue, 31 Jan 2012 22:35:59 GMT http://edge.ascd.org/_REAL-LEADERSHIP-REAL-CHANGE/photo/15968115/127586.html Carol_Hunter 2012-01-31T22:35:59Z My Blog Banner ASCD EDge my blog banner nonadult false REAL LEADERSHIP REAL CHANGE photo my blog banner 459 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=25227600&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15967914_127586_25227600_ap_160X120.jpg false Canada ON Ottawa 1 My Blog Banner 0 15968115 25227600 ASCD EDge Member 250