Archive for the 'Change' Category

Eliminate clutter that depletes energy and anchors the status quo…

Dennis Sparks

Mental clutter interferes with the clarity of our thought and depletes our energy.

The clutter of too many items on our “to-do lists” and appointments on our calendars interferes with our focus and efficiency.

Ron Sherman takes this idea to another level in a blog post by describing the challenges caused when clutter clogs a school:

”…a building that couldn’t breathe under the weight of all the stuff in it.  And at a deeper level, I understood that it was a school that couldn’t develop it’s own culture and identity, it couldn’t move forward into it’s own future, because in many ways it served as a museum, and repository for others’ long-forgotten materials.”

Just as our minds can be museums of outdated ideas, our offices, classrooms, and schools can be repositories of objects that anchor the status quo.

What clutters your mind, office, classroom, or school, and what steps can you take today to reduce it?

[Belated Canada Day best wishes to my Canadian readers, and Happy 4th of July to everyone in the United States. I will be taking a mini-sabbatical for the next few weeks. My August posts will tie together some of  the themes and issues raised in essays during the past year.]

 

The biggest problem in professional development is…

Dennis SparksThe biggest problem in professional development is that administrators and teachers significantly underestimate the amount of effort and time required to create the new habits of mind and behavior that are necessary to provide high-quality teaching and learning for all students.

One of the best and most accessible explanations of the challenges of shaping human understanding and practice is provided by Alan Deutschman in Change or Die: The Three Keys to Change at Work and in Life in which he explains that people are influenced to change through three linked elements he describes as relate, repeat, and reframe. 

Relate underscores the importance of sustained relationships that inspire and sustain hope and provide support.

That means that:

• Teachers work in teams rather than in isolation and are accountable to one another for continuous improvement rather than to district offices or state education agencies.

• Teachers relationships exhibit high levels of trust and appreciation rather than distrust, blaming, and negativity.

• Teachers speak with candor and courage rather than evading discussion of important issues.

• Teachers are hopeful and energetic rather than victims of a “slow-death spiral” of distrust, anger, and stress.

You can learn more about promoting continuous improvement through positive relationships here.

Repeat means learn, practice, and master new skills until they become habits. 

The cultivation of new habits requires intention, attention, and persistence across many weeks or months until mastery is achieved, a task often complicated by the tenacity of old habits.

The development of new habits begins with an initial learning that explores new ways of thinking and acting. It continues with the repetition of those thoughts and behaviors (often in the face of opposition from people who prefer the old habits) until new ways of thinking and acting have become routine.

An example of what may be required for leaders to alter their own behavior—which is almost always a precursor to influencing the behavior of others—is provided here.

Reframe means providing new ways of thinking about a situation. Because established frames resist facts and reasoned arguments, deep-rooted beliefs and conceptual frameworks must be identified and altered to support desired changes.

Conceptual frames are the mental organizers we use to think about things. Our thinking, and hence our ability to change, is limited by these deeply rooted, beneath-the-surface system of beliefs and ideas. While often difficult to alter, frames can be changed. The process begins with awareness of the dominant frame and its influence on practice, and continues by identifying alternative frames that better serve student learning.

Strategies for promoting reframing can be found here.

Although Change or Die is not explicitly about education, it explains why well-intentioned innovations more often expire than thrive.

A problem, Deutschman says, is that leaders too often rely on relatively ineffective change strategies—facts (human beings are not as rational as we think we are), fear (at best it’s a short-term motivator), and force (there are many ways it can be resisted) to promote change.

Instead, successful change efforts in schools:

• offer a sense of hopefulness that student learning can be improved through a genuine sense of community and teamwork that supports the implementation of new practices (relate),

• provide sustained learning to enable the acquisition of new habits of mind and behavior (repeat), and

• enable the development of new conceptual frameworks aligned with the innovation (reframe).

Do you agree that administrators and teachers often underestimate the intensity and duration of learning that is required to meaningful influence thinking and behavior?

When professional learning is a barrier to continuous improvement…

 

Dennis SparksIn my experience most of us already know enough to make a much larger difference. 

While additional knowledge and skills may be helpful, a significant barrier to continuous improvement is the “default setting” of many educators to learn more before acting.

I value learning. I have always enjoyed learning how to do my work more effectively and efficiently. I enjoy learning about a diverse range of subjects that interest me. And I appreciate learning about things that I didn’t know interested me, like when my eye travels from shelf to shelf in a library or bookstore or when I follow a series of hyperlinks wherever they may take me.

But the endless pursuit of new professional learning can also be a barrier, and even a form of procrastination or avoidance, to diligently applying what we already know to improve leadership and teaching for the students who are in our classrooms today.

Sometimes the search for “perfect” knowledge prevents us from acting on the “good enough” knowledge that will benefit students now.

How do you distinguish between “I already know enough” and “New learning is essential?”

 

“Every encounter matters”: An interview with Chris Kennedy

Dennis Sparks

When I am asked to name a school system leader who is an exemplar in the use of blogging and Twitter to further educational purposes, Chris Kennedy is the first person that comes to mind.

Chris is superintendent of schools in the West Vancouver School District in British Columbia. Chris’  blog, the “Culture of Yes” and tweets (@chrkennedy) are a model of of how school leaders can use social/learning media to teach, encourage, celebrate, and link educators within and beyond West Vancouver. As a result, Chris’ influence is felt not only in British Columbia but throughout North America and around the world.

So I was particularly eager to see Chris’ responses to these questions.

What are the two or three most important things you’ve learned about school change from participating in it, observing it, or studying it?

I have learned that every school needs to go through its own process.  It can’t be speeded up because we need to have the conversations. We can’t microwave school growth and evolution.

Context really matters – from where schools are located, who is on the staff to what the history is of a school.  In particular, we need to honour a school’s history.

I would also say that every little encounter matters.  As a school leader a meeting might be a low priority for you, but it may be the most important meeting for the person you are with.  You build credibility with the little things.

What would you say to a principal or teacher leader in his or her first year on the job?

Smile and listen.  As nervous as you might be in the new role, others are also anxious about what it will be like to work with you.  The first thing you need to do is reach out and build relationships.

From your perspective what seem to be the qualities of leaders who thrive in their work? 

They are continually curious and comfortable with ambiguity.  They understand that doing things differently is not a sign of weakness, nor does it mean that we were doing things “wrong” in the past. Instead, it’s part of the rapid change we are seeing in education and our society.

What thoughts do you have about how leaders might develop those qualities?

I think leaders need to step back and consciously let go of control.  This can be terribly difficult, but something that can be practiced.  Leaders need to consciously give up control – even over small things to start – and to be curious rather than focused on trying to be right.

There seems to be agreement that experimentation and risk-taking on the part of leaders is desirable. In what ways were you encouraged to step out of your comfort zone, and what was it like for you to do so?

Risk-taking and experimentation are absolutely part of what we need in our leaders.

I have been fortunate to be surrounded by people that encouraged a culture of risk taking.  As a new teacher I was encouraged to take on new courses and teacher leadership, then encouraged to take on new roles. In turn, I have tried to do this for others and model it through my “Culture of Yes” blog.

It is terribly scary to take risks. I tell leaders to remember how risk makes us feel as we encourage our students and those we work with to take risks.

A common concern expressed by both new and experienced principals and teacher leaders has to do with teachers who are reluctant to engage in new practices. What ideas or practices would you offer to those leaders?

I think teachers are willing to engage in new practices if they believe the practices will make a difference for students.  I don’t know any teachers who do not want to improve the life chances of their students, and teachers are willing to go above and beyond when they believe doing things differently will be better for those they work with.

I think we need to keep the focus on students – how will using technology in the classroom benefit students?  How will an inquiry-based approach better engage those in our classrooms?  How will a commitment to self-regulation better prepare students to be ready to learn?  We can get caught up in bigger conversations around new practices, but we should always come back to students.

From your experience, what are the most important things a leader can do to influence teaching and learning?

School leaders should focus on being learning leaders themselves.  They should position themselves as the lead-learner in the school.  Principals and teacher leaders should model learning and be continually focused on improving learning for students.

It sounds obvious and simple, but we often get distracted.  That’s why I encourage school leaders to focus on a small number of things that resonate with teachers across subject areas, such as using inquiry.  It doesn’t mean this is all that is important, but it is crucial to have a focus.

I am also curious about what you regard as the areas of greatest leverage in your own work as a system leader.

I think the greatest power I have is as a connector and a storyteller.  I have the amazing benefit  of being in all of our schools and talking with students, teachers, administrators, trustees, parents, and the community.

Sometimes teachers and schools feel like they are on their own – I can help connect them and remind them they are part of something bigger.  As we move in the same direction with a fair bit of flexibility and autonomy we are far more than independent contractors who share a geographic region.

 

Finding the “third way” of professional development

Dennis Sparks

It is common to simplify complex things by thinking of them in binary ways—yes/no, black/white, good/bad, right/wrong, success/failure, and so on.

As a result, we often don’t see shades of gray or “third ways” to solve problems.

Many conversations about improving the quality of professional learning are framed in binary ways, particularly the emotionally-laden issue of who controls it—administrators or teachers.

In these conversations administrator-driven professional development is typically viewed as top-down, out of touch, and often demeaning. It is characterized by “sit and get,” irrelevance, and boredom.

Teacher-driven professional development, on the other hand, is described as motivating, relevant, and immediately useful.

I can say that from my decades of experience in a variety of settings that teacher planned and implemented professional development can be just as ineffective (or effective) as that planned by administrators. There are wonderful examples of long-standing teacher-directed professional development that demonstrably improves teaching and learning. And there are some that make little or no difference.

Fortunately, there is a third way in which professional development is “directed” by stretching, clearly-defined goals for student learning.

The “third way” has as its overarching purpose the continuous improvement of the quality of teaching and learning for all students in all classrooms in all schools. There are undoubtedly many other valuable purposes for professional development, but if that purpose is not fulfilled, in my mind, professional development has failed, no matter what other benefits it may provide.

The third way involves finding the appropriate blend of team-based learning/collaboration within the school in which all teachers participate and individualized approaches, including the use of social/learning media, for improving the knowledge and skills of teachers to provide tailored solutions for their unique challenges.

Such a blending of team-based and individualized methods requires skillful leadership that acknowledges the value of both non-negotiable team-based learning for the benefit of all students and individualized teacher learning goals and methods.

That means that when professional development is effectively lead and well designed it is both/and, not either/or.

 

5 ways to create energy for continuous improvement

Dennis Sparks A perennial challenge of school leadership is creating and sustaining energy for the demanding work of the continuous improvement of teaching and learning.

Fortunately, we know a great deal about creating and sustaining energy. Here are a few suggestions:

Have compelling purposes that stretch the school community outside of its comfort zones. Fortunately, because education is at its heart a moral endeavor, teachers, administrators, and parents have such purposes built into their daily responsibilities.

View the solving of important problems as a creative process (inventing solutions appropriate to your context) rather than a technical one (following a formula or script). People are energized when they create solutions—drawing on research and the best thinking of others—to the meaningful challenges they face.

Make professional learning and intellectual stimulation an integral part of each day. Such learning, of course, not only occurs on “PD days,” but is embedded in teachers’ work as a regular feature of faculty and team meetings.

Create strong teams infused with trust and interpersonal accountability that are charged with the responsibility of achieving stretching student learning goals. People are motivated by relationships that matter.

• Cultivate physical, emotional, and spiritual health within the school community. Leaders’ emotional health is particularly infectious.

What have I missed?

Lois Easton describes how to deepen professional conversations

 Dennis SparksIn my experience, too many conversations in professional meetings, including professional development, involve “talking about” complex subjects rather than moving progressively deeper into the substance of ideas and practices. Such conversations are often random, superficial, unproductive, and, for all of those reasons, unsatisfying.

To better understand how this problem might be addressed I asked Lois Brown Easton to offer her perspective and to describe how protocols and other strategies could be used to deepen professional conversations.

I have known and respected Lois’ work since I visited Eagle Rock School and Professional Development Center in Colorado in 1997, at which she was then the Director of Professional Development. These days Lois is a writer, coach, and consultant.  (Additional information about Lois’ books and professional contributions are provided at the end of this essay.)

Here’s what Lois Easton has to say:

Sometimes the best-intentioned professional discussions seem to go nowhere.  Polite to the last word, people leave them unsatisfied and uncommitted to making any changes in their daily practice.

Or, perhaps they ARE satisfied.  After all, a discussion that has no repercussions, requires no one to do much of anything, may be a lot easier than a discussion that goes somewhere.

And, perhaps they ARE committed, even if only subconsciously, to stay the same.  After all, what has worked for X years (you put in the number, including the years simply being a K-14 student), will certainly go on working, won’t it?

At the best, such discussions may yield only the most cynical of statements, “Well, another one done.  Back to work.”

Why do such discussions go nowhere? It seems to me that there are three reasons for “Nowhere Land” in terms of professional discussions:

1. The discussion is predictable.  It is not exploratory; there are no surprises.  These people will argue for Point A; these people will argue against Point A and offer Point B.  These people will go along with either one.  These people don’t really care.  One of the solutions will “win,” Point A or B.  Some people will take action accordingly; some people won’t.  Next week (month/year), there will be other discussions and other decisions, and they’ll go the same way.  It’s all politics and power… not new ideas, innovative solutions, or out-of-the box thinking.  Ho-hum!

One solution to predictable discussion is dialogue, real dialogue.  Dialogue is different because people slow down the pace of talking rather than race towards a conclusion or decision.  They consider each idea that is presented, building on ideas through comments and sincere questions, until they reach understanding.  The uncover assumptions, explore ramifications, project possibilities.  The language of dialogue is iterative and probing, as in, “Here is what I think you’re saying: ______.  I’m wondering about the assumptions that you have about that idea.”

Dialogue is a skill that needs to be learned and practiced, consciously.  Dialogue works for any topic that needs creative thinking, innovative solutions, and choices among surprising possibilities.  Effective leaders know that juicy dialogue can be sufficient unto itself or lead to productive discussion and awesome (in the original sense of the word) decisions.

2. The discussion lacks prompts or protocols that take people deeper into the subject.

Especially when people in a discussion are speeding down the highway of decision, discussion tends to be shallow.  Discussants deal with the basics in order to make the decision.

Prompts or protocols can take people deeper into discussion and, usually, into dialogue that lets them probe ideas.  One protocol that seems to work well for deepening discussion is the “Peeling the Onion Protocol.”

In one version of this protocol, a presenter (anyone who can present the issue) describes what a group will study.  The presenter also presents one or two key questions, such as “On what basis will we be able to make decisions about this issue? What should be our guidelines?

Everyone writes freely on the issue and the key question(s)—partly to get focused on the issue and partly to have something to contribute in the next steps.

Then there are three rounds, during which the presenter is silent and taking notes that reflect what the other participants have said.

In round one, the focus is on clarifying the issue.  Participants may say things such as, “What I heard the presenter say is . . . ” or “I’m wondering how we would describe this issue to [someone else]” or “I’m not sure I understand what we mean by [X].”

In round two, the focus is on probing the issue.  Participants may say, “One assumption that we seem to be making is…,” or “A question this raises for me is …,” or “I understand this issue as….” Others listen carefully to understand what others say and rephrase, comment, or ask questions before moving on to another probing statement.

In round three, the focus is on deepening the probing process through “What if” questions:  “What would happen if we…?” or “How would it work if we…?” or “What’s the worst/best that would happen if….?” As in round two, others listen carefully to understand before moving on to another probing question.

After the third round, the group is silent while the presenter reflects aloud (consulting notes taken during the rounds), further deepening the dialogue.  The presenter might say something such as, “I heard you say X, and that made me think further about this issue.”

Finally, the whole group debriefs both the content and the process.  At this point, the group has deeply explored the issue and may be ready for making a decision that all understand, approve, and can be accountable for.

3. The discussion does not lead to social accountability.

Decisions that come out of shallow discussions may result in accountability in the sense that someone is going to do something.  Others, especially when they feel the decision is preordained—already decided in some way by those with power—may feel no sense of accountability for the decision.  Since they have not really participated, probed, and pushed deeper into ideas to determine which solutions are really the best, they may feel no ownership of the issue and, likewise, unaccountable for the results.

In “Fist to Five” (with people holding up fingers on one hand to signal their commitment to an idea or decision; a fist representing no commitment and five fingers full commitment and active participation in carrying out the decision), people might show two fingers, meaning they’ll not interfere with the decision, but they will not work actively towards carrying it out.

Peer or social accountability occurs when people deeply understand an issue and its ramifications, and how they can be addressed.  They have had an active role in dissecting the issue and choosing the best solution. They have “owned” the issue and feel accountable for what happens as a result of the dialogue in which they have participated.  When the outcome really matters, people are willing to go deeper and stand behind the results.

Peer or social accountability means that people hold each other accountable for acting upon a decision. People expect others to take action and, therefore, will take action themselves. Peer or social accountability is critical when decisions are being made about whole-school (or whole-organization) change.

So, in a circular way, in order for people to feel accountable for substantial and lasting change—such as improving learning conditions for students or adults—they must engage in deeper discussions, such as dialogue, using protocols to guide those discussions, and making decisions as a result of them that hold each one of the participants accountable.

Lois Easton is the author of Powerful Designs for Professional Learning (which is being published in 2014 in its 3rd edition), Professional Learning Communities By Design: Putting the Learning Back Into PLCs (2011), and Protocols for Professional Learning (2009).  She writes a regular online column for Phi Delta Kappan, providing professional learning activities for articles in each edition.

Why teacher development isn’t the solution to all performance problems

Dennis Sparks

When “teacher training” is the default solution to all performance problems, its inevitable failure to improve teaching and student learning will be blamed on the professional development, not the faulty diagnosis that lead to the training.

Early in my professional development career I was asked by a principal to provide a workshop on classroom management for teachers. As we discussed the need for such a workshop, he admitted that only a few teachers had problems in that area. I also learned that he had never talked directly with the teachers about whom he was concerned because, as he put it, that wasn’t his leadership style. Instead, he hoped the workshop would communicate to them that there were better ways of doing things. Fortunately, we eventually agreed that a workshop was not the most appropriate solution to his problem, and we designed a more personalized strategy for the identified teachers.

Workshop-based professional development is not a substitute for:

• Candid, solution-oriented conversations regarding performance problems;

• Supervisory practices and school structures that ensure frequent, observation and evidence-based conversations about teaching and learning among teachers and between school leaders and teachers;

• A high-trust, collaborative school culture that enables continuous improvement; and

• A clear, results-oriented student learning agenda for the school system and school.

What have I missed?

11 dysfunctional beliefs that profoundly undermine leadership, teaching, and learning

 Dennis Sparks

Change the way you think, and you are halfway to changing the world. —Theodore Zeldin

You may call them beliefs, assumptions, conceptual frames, mental models, or world views.

While for the most part they may be invisible to us, they are likely to have a profound effect on leadership and teaching.

And, as a result, when left unexamined, some of our beliefs may have a profound negative effect on student learning.

Here are 11 such disabling beliefs that provide an often unspoken subtext in countless professional conversations:

1. Some students cannot be expected to learn very much because of their families, economic status, or race.

2. Teaching is a non-intellectual, low-skilled, primarily nurturing activity.

3. Good teachers and leaders are born, not made.

4. Teaching is “telling” and performing.

5. Content is “delivered”; learning is demonstrated by repeating what one has been “told.”

6.. Leadership of change means giving directions. Teachers who do not do as they are directed are “resistant.”

7. For the most part teachers know what to do and how to do it; they just have to be motivated to do it.

6. Because teaching is telling/performing, content is “delivered,” leadership is directing, and the primary challenge of leadership is motivating teachers, continuous improvement results from telling/delivering/directing/motivating.

9. Most significant questions and problems of teaching and learning have one right answer, and an “expert” knows it.

10. Therefore, the primary means of “delivering” professional development “content” is through speakers, workshops, and courses. PowerPoints are essential to such delivery.

11. It takes years to make significant and demonstrable improvements in the quality of professional learning, teaching, and student achievement.

Are there any dysfunctional beliefs that you would add to or subtract from this list?

“Set a compelling vision for your future and outline a path for getting there”: An interview with Stephanie Hirsh

Dennis Sparks

Stephanie Hirsh and I worked together for 20 years at the National Staff Development Council (now known as Learning Forward) where in 2007 she followed me as executive director.

Because I know Stephanie thinks deeply about improving the quality of professional learning in schools, and because I have deep respect for her views, I was eager to explore and share with readers her latest thinking about the issues I raise in the questions below.

In addition to her work at Learning Forward, Stephanie previously held a number of positions in the Richardson (Texas) Independent School District, including serving as a school board trustee. You can follow her on Twitter at @HirshLF.

What would you say to a principal or teacher leader in his or her first year on the job?

Hirsh: The first year sets the tone for your tenure. Think about how you want people to perceive you and what kind of leader you want to be. Consider what you think you know and what you need to learn more about. Make it a priority to do a lot more listening than talking. It may sound trite but it is true — people don’t care how much you know until they know how much you care.

As a new leader, you will want to demonstrate why you are in this position of responsibility, but at the same time you’ll need to temper the desires for immediate change — yours and others’ — with the need to practice listening and understanding your new context.

I suggest you use your time as a new leader to:

• Clarify your vision and values, including your values about children and your staff;

• Share your ideas for changes and for the future a bit at a time, and gauge peoples’ reactions carefully;

• Stand for significant ideas, engaging others in the process; and

• Stand for professional learning.

During your first year, be careful about drawing any lines in the sand. Make sure any lines are values driven and worth potential consequences. Be willing to let the small stuff slide.

From your perspective what seem to be the qualities of leaders who thrive in their work?

Hirsh: Leaders who I admire have several characteristics that I strive to develop and advocate.

First and foremost, they put student learning first. They are driven to do all they can in their sphere of responsibility and influence to advance it.

They are inspirational; they can clearly articulate their vision, beliefs, values, theory of action, and strategic priorities. They are consummate learners, which further advances their knowledge, insights, and actions.

The leaders I admire are people of integrity, they are authentic, and they practice what they preach.

Finally, these leaders treat people the way they want to be treated.

What thoughts do you have about how leaders might develop those qualities?

Hirsh: I think if you are committed to being a great leader, one of your first steps to growth is to identify other leaders who have the qualities that you admire. Set out to learn more about these leaders, watch them as they work, and read what they write. If at all possible, see if you can engage them in a relationship to support your own growth.

Gain clarity and write your own vision statement for the kind of leader you aspire to be. From there, create a plan for becoming this person. Seek feedback along the way, and learn to respond to it with appreciation. Always look for opportunities where you can learn some of the skills you admire in others.

As I encourage for all educators, extend your learning and growth circle to colleagues, mentors, and coaches. Each brings a different perspective and will contribute to your growth in different ways.

A common concern expressed by both new and experienced principals and teacher leaders is that some teachers are reluctant to engage in new practices. What ideas or practices would you offer to those leaders

Hirsh: While educators are motivated by their commitment to their students, substantive and sustained change is really difficult. While educators must think big for the kinds of improvement schools need, I encourage them to start “small” in their actions. To do so, leaders can:

• Select those practices that are the highest leverage;

• Articulate your theory of action behind new practices;

• Provide opportunities for practice and feedback before educators use new strategies in front of students or in an evaluative context;

• Build a safe and supportive learning culture by being a model, encouraging team teaching, and engaging the use of coaches; and

• Reflect on changes openly and often, celebrating successes and encouraging revisions to advance further.

I encourage principals and teacher leaders to “work smart” – that is, to apply their energy to a small number of areas or activities in which they are likely to make the largest difference for students and the school community. From your experience, what are those few areas/activities in which school leaders would have the biggest impact on the continuous improvement of teaching and learning?

Hirsh: For principals, I consider the following to be high-leverage areas for focus if their goal is to create a learning-focused culture in their schools:

• Align all professional learning decisions to Learning Forward’s Standards for Professional Learning. This stance positions you to explain the decisions you are making and the outcomes you intend to achieve.

• Make sure every educator in the school is a member of at least one high-functioning learning community, including yourself. Be a model learner; find, and if necessary, create your own learning community that will give you honest feedback and hold you accountable for achieving your goals

• Be an advocate for continuous improvement with stakeholders in the district office and the community. Be prepared to explain professional learning’s critical role in your theory of action and tell others how you will assess its quality and ongoing impact.

For teacher leaders, I suggest these high-leverage activities:

• Be an expert in your field. Invest in your own learning to ensure your students get what they need. It is difficult to advocate for change when you aren’t continually – and visibly – improving your own practice.

• Find or build a great learning community, just as I urge principals to do. Surround yourself with people who you respect and who will learn with you, and meet with them regularly for feedback and support

• Set a compelling vision for your future and outline your path for getting there.

Likewise, I am also curious about what you regard as the areas of greatest leverage in your own work.

Hirsh: I believe my highest-leverage work is similar to what I suggest for principals and teacher leaders.

It is important to me to clarify my values and vision regularly and to articulate it within my sphere of responsibility.

I immerse myself in the field of professional learning to be a content expert.

I also stress the importance of continual learning, seeking opportunities for my growth, asking for feedback, and providing opportunities for my staff to do the same.


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