The Prequel

Fewer than 48 hours before we get this party started, and I already have so many thoughts going through my head--some of them mind, and some of them reflections from the books we've been asked to read before Day 1 of classes.  I don't know about anyone else, but when I think about all I would like to do, I mostly come up with questions about what I really can accomplish, and then I read a book and I'm like "Oh yeah, that's what I think to!" or "Oh my, I never thought about that."  I don't know whether it's better to have all the questions or all the answers, but I do know that these assigned readings have helped me start the reflection process (Click on the Links for more info on the books):

• Crucial Conversations: While reading this one, I tried to keep in mind scenarios that I've been in as a teacher and Learning Team Facilitator, but inevitably my mind continued to go back to conversations I've had and need to have in my personal life.  I don't know about anyone else, but there are plenty of times I've felt the need to say something but get so bogged down with the how to say it that it never gets said.  Probably my biggest take away will be these three question in a frame for my desk, so that I can remember my purpose:
• What do I really want for myself?
• What do I really want for others?
• What do I really want for the relationship?
• Teaching with Poverty in Mind: A couple of years ago, I got the pleasure of attending one of Eric Jensen's workshops based on this book, so I was quite familiar with the content.  What I found most helpful were the action steps he includes in the book that I don't remember being part of the workshop (maybe I zoned out), so I've marked each other them, and will keep the book on my shelf as a sort of trouble-shooting manual.  One of the things that sticks with me the most was what he calls the "Seven Achievement Killers" because I can clearly picture examples of each of these that I've either been part of or observed in my schools:
• Overdoing the Pep Talks and Hot Air:  He says "instead of repeating platitudes, explain why hope is justified."
• Planning Endlessly:  "If you cannot generate, share, and agree upon a plan in 30 days, the plan is too complicated."  Yep, I've definitely been on one (or more) of those endless-planning committees.
• Putting Kids First and Staff Last: "Like soldiers in war, teachers need logistical support, emotional support, and development."  I've seen this pendulum swing back and forth to the extremes many times, so I'm hoping to find a middle ground.
• Creating a Climate of Fear:  I think this is quite self-explanatory.
• Measuring Improvement Solely Through Test Scores: Jensen says that in addition to quantitative acheivement, we should also be looking for qualitative data in the form of "soft signs of a successful school", which are tied to moral and decreased discipline.
• Treating the Symptoms, Not the Causes:  We need to figure out what the underlying causes are for the issues we want to tackle, rather just putting bandaids on the things we see that annoy us.
• Counting on Big Wins Quickly: I've seen monster School Improvement Plans, but this year, I learned the value in choosing 2-3 goals for the year and tying all decisions in the school to these goals.
• What Great Principals Do Differently:  Again, I had the pleasure of attending Todd Whitaker's workshop based on this book, and I took away so many things from that workshop that while I was reading the book, I sat here nodding in agreement.  One of the key things that sticks with me, probably because it's always been a hot button issue for me, is what he has to say about staff meetings.  They need to be purposeful, and everyone should be expected to be engaged in the content of the meeting, but that means that the meeting must be meaningful and relevant to the teaching of children.  He says, "No matter what the purpose, content, or focus of the faculty meeting might be, [there should be] one additional goal: [for] the teachers to be more excited about teaching tomorrow than they were today."
• The Principal's Companion:  Honestly, I'm still trying to work through this one.  I have it in my mind that it reads like a trouble-shooting manual, and so without actual scenarios or needs in mind, I'm having a hard time putting it into perspective.  I see it being helpful in the long run, but my own ideas are too jumbled right now to allow this one to settle in.

Being as it took me 2 days to finish this post, it is now T-1 hour before we go do this team-building thing and see what we're in for this year.  I've been to this experiential camp before, and I'm still nervous about the Ropes Course, mostly because I'm afraid of heights.  Last time, I couldn't even attempt one of the climbs, preferring to be a coach on the ground, so we'll see what today brings.  It would be a shame to die of a heart attack on Day 1, but I'm sure they'll be a post about it, even if from the great beyond.