Saturday, July 16, 2016
Sunday, July 3, 2016
Can't We All Just Get Along - One Can Only Hope
My latest post can be found on Medium by clicking on this link. https://medium.com/@Glennr1809/cant-we-all-just-get-along-one-can-only-imagine-d2ef7f29cea1?source=linkShare-8547fe4baa75-1467551205
Sunday, May 22, 2016
What If...Reverse Mentors in Edu
New post: "What if-Reverse Mentors in Edu" https://medium.com/@Glennr1809/what-if-reverse-mentors-in-edu-e8d74b67b948#.hjphc5y8c
Sunday, May 8, 2016
Friday, March 11, 2016
Embracing The Inner Hermenaut - #PENNSV16
Throughout this past year, I have been blessed to travel across the globe, searching for creative ideas, deep conversations, unique methodologies, and so much more, in hopes of continuing to improve my staff, students, and my family. Ultimately, it's about trying to disrupt the hedonic adaptation that consumes our lives, our schools, and those around us. I am honored that I have the opportunity to join an incredible group of educational minds on the #PennSV16 study tour, lead by Dr. Joe Mazza, as we head to San Francisco and Silicon Valley.
Here are some focus areas for the trip, as we visit multiple schools and companies:
Flexible space, brain-based design
Brain-based learning
Instructional design
Low-income devices
Student privacy
Virtual Reality
Networking internally and externally for PD
Research on audio, asynchronous, wearable tech, artificial intelligence
Be sure to follow along with our journey on Twitter at #PennSV16, starting March 20th.
"Why We Explore", by Shots of Awe
Sunday, March 6, 2016
"Nothing"
“Nothing.” Yes, that simple, yet, truthful, one word answer that every parent, and/or family member receives when they ask a student, “What did you do today at school?” Yes, “nothing” is the very powerful word that students bring home, when they aren’t engaged or empowered. In a day in age where advanced technology is available for all ages, and could fit in the palms of any hand, there are so many educators that continue to ignore, banish it, or restrict it. We have the opportunity to be connected to infinite resources, worldwide communication, and tools beyond our wildest childhood imaginations, yet we embrace fear when it comes to allowing students to use it in schools. Ultimately, as educators, we must overcome our fears, become more transparent, and establish trust, respect and student voice. When students feel valued, empowered, and can engage in honest conversations, that’s where “sparks” begin to fly.
Take a moment and think of a time in your life, that something or someone caused your mind to reach a state of rapture, which prompted you to share with everyone? As Jason Silva states “these moments are what make final cut” and create memories of a lifetime. These moments occur in school, when students are empowered by educators to take risk outside their comfort zones, utilize design thinking and/or personalized learning, without the sense of failure, as learning is the main focus, not grades. Student empowerment reawakens curiosity, wonder, and moments of awe, that is sadly missing in secondary school systems.
“Most creative, successful business leaders have tended to be expert questioners. They’re known to question the conventional wisdom of their industry, the fundamental practices of their company, even the validity of their own assumptions.” (Berger, 2014). We need to continue to question the traditional silos that have been in place for years, because “it’s always been done that way,” and realize that authentic learning can only happen if students and staff are given a chance/voice to create their own beautiful questions.
Saturday, February 13, 2016
Ego, Jealousy, and Fear
Ever since NASSP bestowed me Digital Principal of The Year, I still wonder about others in education who are affected by “ego, jealousy, and fear.” As of today, my school has hosted over 30 schools from across the Tri-State area. We gladly share our story, all our resources, and make sure visitors leave with more than they came with. The biggest message we try to send them home with is what matters is what you don’t see. Our focus is always on answering the following question:
Why did you become a teacher, paraprofessional, supervisor, principal, superintendent, and/or board of education member?
Of course the most obvious answer is: to better the lives of students.
It is so important that we make sure that as a faculty, we hold true to our initial reasons for entering the field daily. It is too easy to lose sight of the obvious answer, which is why we repeat our mantra daily.
In education, there are producers and consumers. You know who the producers are: they are those who happily give whatever intellectual property they own to support the growth of others, expecting nothing more in return than the opportunity to talk education with a peer. The opportunity to potentially raise the level of pedagogy to positively impact instruction. That’s gravy.
Then, there are consumers. We know them, too. Consumers work from a place of intellectual property rights and tradition. They wear their fear, competition, and pride badges in the same place the producers wear their hearts.
We know as a building, and a school district, that it was important for us to always be producing -- for ourselves, for each other, for the field at large, and for our children. If not, our daily affirmation could be anything, and it wouldn’t matter.
As the lead learner in the building, I regularly reflect on the memorable people who’ve impacted my career in education. Were they producers or consumers? Did they hold true to "bettering students," or did they possess and demonstrate "ego, jealousy, and/or fear?" I remind myself of this because the dual dynamic ultimately creates the opposite of potential empowerment. It creates toxic environments, bringing out the worst in people instead of the best.
I often wonder why this continues to occur and why it continues to happen in some places. At Northfield, we talk of innovating, bettering our students/staff/schools, and then check our egos, jealousy, and fear to make sure we don’t sabotage ourselves on the way to success and forward thinking for our students.
As I work in the field of education, the staff of Northfield and I will continue to affirm ourselves and each other, as well as ask our daily questions in order to continually reflect on who we are, and why we do what we do. We can be part of the problem, or part of the solution, but we cannot be both.
When our visitors come, we ask them to do the same.
“Imagine what we would do if we weren’t afraid,” Dr. Spencer Johnson, from Who Moved My Cheese.
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