Harmonized? I was BLOCKED! :)

I have been taught from an early age to always meet my commitments. My dad had many talks with me about the importance of “doing what you say you will do.” I have certainly tried to always live that out in my personal and professional life. As a dad, I have found myself having the same talks with my sons.  (Note: I purposely chose to describe the interchanges as “talks” and not “conversations” as Dad never left room for compromise in this area.)

Imagine my consternation when I found myself unable to do what I was supposed to do during my travels in China. This blog is important to me for several reasons (keeping staff, students, and community informed about my work as the SPOY, sharing with Principals across the state my work on their behalf, routinely sharing how thankful I am to have this opportunity, and using the blog to highlight the amazing educators and their work as I encounter them along this journey.)

For the trip to China, the blog would also serve to allow the Cuthbertson Community and anyone else who might be interested to follow along as I experienced a “brand-new world.” A reporter from our local paper, the “Enquirer-Journal,” had also asked to publish excerpts in the paper to allow community members across the county to also follow along.

Suffice it to say, regular blog posts would be important to meet the obligations I made for myself. Before leaving, I checked to ensure that the hotels we were staying in would have internet access. Confirming they did, I was ready to enjoy China and share my discoveries. The first day we visited perhaps the most famous sites in China and I made a grave error. I was blown away by our visit to the Forbidden City, and the Summer Palace. I tried to capture in my blog entry how incredible the visits were. The error? Well, I happened to mention that we had visited Tiananmen Square. For daring to list that location, my blog was quickly blocked and completely inaccessible within China.

It took me some time to find out what had happened. I tried using the tricks that our creative students have used in the past to “jump” around the school’s filters only to be blocked at every turn. To be able to continue to add to the blog, I had to email the posts to our Assistant Principal Kim Warr for her to post on the blog. My very simple blog had joined Facebook, YouTube, Twitter, and Google on the banned list in China. It still seems incredible to me that a blog that simply mentions Tiananmen Square would be blocked so that the Chinese people could not read it.  

Nicholas Kristof wrote in the New York Times of a similar experience, “Psst. Don’t tell the Chinese government, but I started a Chinese-language blog here in China, and it contains counterrevolutionary praise of dissidents. Now let’s count — 1, 2, 3 ... — and see how long my blog stays up. My hunch is that State Security will “harmonize” it quickly. In Chinese, Web sites are mockingly referred to as “harmonized” when the government vaporizes them so as to nurture a “harmonious society.”  http://www.nytimes.com/2011/01/23/opinion/23kristof.html?_r=2

It sounds better to share that my blog was “harmonized” rather than bluntly state that they “BLOCKED” it. The truth is, by cordoning off large sections of the internet, the Chinese Government has made it harder for the Chinese people to “harmonize” with the rest of the world. We cannot learn from Chinese educators in our eLCs (Electronic Learning Communities) as we tweet great ideas back and forth because they are not allowed into the conversation. They cannot engage with us and sadly, we cannot engage with them. The Chinese people I met were friendly and warm. The teachers we observed were obviously dedicated to their work and to their students. I am sorry that they are not allowed the opportunity to grow professionally by conversing with colleagues around the world.

Sitting here at my computer, moments away from posting this latest post, I am again overcome by the feeling of gratitude for the blessing of being an American. I can access the blogs of my choice. If I chose, I could read or write comments that were unflattering to the government or our leaders. As an American educator, I am going to continue to encourage the students and teachers I encounter to learn all they can about the rest of the world and in so doing learn more about themselves. I believe that the more they do that, the more they will have to be thankful for. That reason seems a little selfish as I read it back to myself. That is not my intent. We have much to learn from others and I am grateful that we have the opportunity to do so!

Learning with our Colleagues in Northeastern North Carolina

On Thursday, July 14, 2011, I had the honor of giving the keynote address for the Northeastern North Carolina School Leadership Program, hosted by Elizabeth City State University (ECSU). I had been asked to share strategies and best practices I use as a principal with the audience of Principals, Assistant Principals, University Professors, aspiring administrators, and university students. The session seemed to go very well and seemed well-received.

I was so blessed though by the content of the rest of the day as schools and districts presented the remarkable things they have been doing. Through ECSU, they had access to a federal grant. An evaluator from the US Department of Education was on-hand to hear from them on their progress. All of the other school and district representatives were there supporting their colleagues and learning from them. Throughout the day, I tweeted some of the smart things I heard from them using the hashtag, #nncslp.

Each school or district had access to the competitive grant process to tackle a Problem-Based Learning Initiative. The project had to be grounded in the school’s School Improvement Plan and support the principal’s personal/professional growth as measured by the NC Standards for School Executives.

Project #1 “Ace Time” John A. Holmes High School, Edenton, NC

Students needed a continuum of Academic Interventions. The project was developed to increase the number of students receiving credit, decrease the number of students needing credit recovery, decrease 9^th grade retention rate, increase 4-year cohort retention rate, and increase student’s sense of belonging. To meet these needs, the school created a 20 minute focused intervention time between 1^st and 2^nd periods. The target group was ALL students with less than a 77 in any class. Progress Reports are sent home every two weeks

Project #2 – “The Power of Formative Assessments”, Edgecombe County Schools

The Middle Schools in Edgecombe County identified a need for high-quality formative assessments called Common Formative Assessments (CFAs). They give the assessments every 10 days. The Principal collects the tests and does the data analysis. They talk of “constantly climbing the ladder” The Middle School Principals found themselves talking almost daily in their efforts to help each other.

CFAs are given more often than benchmarks. In rural areas, the students often do not have resources allowing them transportation to afterschool tutoring, etc. CFAs are used to inform and drive instruction and tutoring during the school day.

Project #3 – Northeastern High School, Elizabeth City – Pasquotank Public Schools

The school developed a project called, “Leaders Developing Leaders.” It was designed to improve teacher leadership in the school. The presenter described the School Improvement Plan (SIP) development process as a “beast.” Their goal was to create the School Improvement Plan and make it a living, breathing document, instead of something gathering dust on a shelf. Their project gave teachers a stipend to write the SIP during the summer and stipends for the School Design Team to work on the presentation of the plan to the school and community.

Project #4 – Northampton County Public Schools; “Controlling Classroom Management”

The district Needs Assessment identified a Teacher turnover rate at 22% and found that 26.8% of their new teachers were struggling with classroom management. Their objective was to create and enforce school-wide behavior plans. Each challenged teacher filled out a checklist on classroom management while their administrators reviewed their discipline data. They created a program involving 6 Principals; 11 challenged teachers; and 10 accomplished teachers. They used Harry Wong’s “The First Days of School;” Marcia Tate’s “Worksheets Don’t Grow Dendrites,” and “Shouting Won’t Grow Dendrites;” formal surveys; and model classroom management skills demonstrations.

Project #5 Perquimans County High School - Perquimans County Public Schools

Perquimans County High School used the project to create a multiple day freshmen transition program. The Vision and Mission of the school was the foundation of the program. The principal found that, “some 9^th grade parents needed this more than the 9^th graders.” She said that she observed that the 9^th graders felt like they “fit” on the first day of school and saw more freshmen in clubs.

Project #6 Warren County Public Schools

Warren County Public Schools used the project to create a PLC for the county’s 8 principals using the theme, “Teamwork makes the Dream Work!” They brought in a variety of guest speakers and engaged in great dialog with each other. At one point, 5 of their 8 principals had two years or less experience as a principal. They appreciated the Opportunity for networking; the Opportunity to learn information and ways to become more effective leaders (curriculum matrix, teacher/principal evaluation process); the Opportunity for “at home” professional development; and the Opportunity to learn and grow successful leaders.

Project #7 Weldon Elementary School, Weldon City Public Schools

The principal from Weldon Elementary presented their project, “Educational Leadership at It’s Best; Success for All Students.” They were looking at Reading Scores in 3^rd and 4^th grade because their scores in reading were way below their scores in Math. The school’s goal is to become a 90/90/90 school. “The term “90/90/90” was originally coined by Douglas Reeves in 1995 based on observations in Milwaukee, Wisconsin, where schools had been identified with the following characteristics:  90% or more of the students were eligible for free and reduced lunch, 90% of more of the students were members of ethnic minority groups, and 90% or more of the students met the district or state academic standards in reading or another area” (Reeves, 2000). The school’s project goals came from their SIP and were based on data. After a year of intense data disaggregation and work with teachers in this area, the school saw scores rise. They have more work to do, but feel good about their progress.

I know that I have done a poor job of capturing the remarkable work of these schools and districts. I would encourage you to reach out to them if you are interested in learning more about their work.

I am very grateful to the Northeastern North Carolina School Leadership Project for inviting me to spend the day with them and wish to especially thank Mrs. Yvonne Walton, the NNCSLP Coordinator, and Dr. Claudie Mackey, the NNCSLP Director for being such gracious and welcoming hosts. I learned much, much more than I shared during the day and leave having reaffirmed that the strength of public school education in North Carolina resides in our shared belief in learning from each other.   

    

From Beliefs to Blessings

A frequent recurrence to fundamental principles is absolutely necessary to preserve the blessings of liberty.  NC Constitution Art. 1, Sec. 35

During the State Board Meeting, Legislative Liaison, Ann McColl, referenced the quote above from the North Carolina Constitution. She frequently referred to the Board’s Legislative Directives. As she reminded the board of the priorities they had set for themselves, I found her approach resonating with me. Organizations have Mission Statements, Vision Statements, Core Values, Goals and Strategies, but without someone continually recalling them or highlighting them, they can degenerate to a shallow life of pretty words on a forgotten page.

My church has a mission statement on the front of our weekly bulletin. One of our Assistant Pastors is especially great at recalling the elements of the Mission Statement as he makes particular announcements. As he mentions a new program that may have an associated cost, the potential pain of implementation is mitigated when we are reminded that it supports our stated goals.

Our school has a mission statement that represents the work of many over the course of a full year. It was built on a foundation of shared beliefs about the purpose of education and our hopes and dreams for the new school. Parents, students, staff, and community members each shared their desires and beliefs. This mission statement is central to who we are, but absent a constant check-in with it, it could lose its power to guide our efforts. Ideally, our elected Site-based Management Team will constantly check it against our progress attempting to determine that we are still aligned with our goals.

As a principal, I was motivated by Ms. McColl’s approach with her State School Board presentation to also continually touch on our school community’s beliefs. As the statement (written in 1776) from the Constitution of North Carolina warns, a continual check-in with our core beliefs is absolutely necessary to keep receiving the blessings and success our school has enjoyed. Regardless of the institution, we cannot lose sight of our guiding principles.

The Privilege of Education

Later this week I will begin my service as an Advisor to the State Board of Education. I will pay great attention as the State Board Members discuss the policies and procedures that will guide Public Education in our great state. I will offer my opinion when appropriate and will do my best to serve the children of our state in this new role. For one year I have this remarkable opportunity before another will step up to take my place. During this year I will take great comfort in the words that appear on the wall over the Chairman of the State Board of Education. “The people have a right to the privilege of education, and it is the duty of the state to guard and maintain that right.” –Constitution of North Carolina, Article 1, Section 15.

This “privilege of education” resonates with me today as we celebrate Independence Day. Throughout my recent journey to China, I had the opportunity to experience how another country chooses to educate (or not) its young people. In our schools we still believe in the American Dream, that every child might one day be President if they work hard enough, make good choices, and try their best. It is decidedly American to believe that EVERY child deserves the very best education we can give them. This was not the case in China. I saw no Exceptional Children  (EC) children there. There were no Individualized Education Plans (IEPs) to help students overcome obstacles in their lives. We were told that students had to test into schools. Those that did not make it were not admitted. This privilege of education seemed to be denied to some.  Not here. We seek to help every child reach their maximum potential. Every child is invited into the school to take advantage of this privilege. Our state guards and maintains their right to it. Even as our state leaders debate the cost and determine the allocations they will give, they do so knowing that it is a precious gift, this privilege of education.

It is a gift. It is a privilege. It is also something that is too often cast aside by some of our youth. While in China, I saw students who were pouring themselves into their studies. They listened with rapt attention as their teachers spoke. When called upon, they stood by their desks and responded respectfully. Though not all had access to the privilege of education, the ones that did seemed to be fully taking advantage of it. When I consider students who would walk away from a free, public education to drop out and condemn themselves to a life devoid of a high school diploma, my heart breaks. When I replay conversations with parents who say, “maybe that is best for them” or “I can’t do anything with them,” I am saddened. We put together new and inventive programs to increase our graduation rate. Our school’s graduation rate is higher than 96% and yet, still I worry about the ones who walked away, often with a multitude of poor choices on their disciplinary histories.

Still though, I remind myself that this is the beauty of America. We guard and maintain the right to the privilege of education, but we do not force anyone to take advantage of it. Our students and parents have the right to say, “thanks, but no thanks!” I served in the US Navy to help ensure their right to give up what has been give to them and I would not want to take that away from them. Our students must know how hard their peers around the world are working because they will compete with them for the best jobs. They must understand that they are given this amazing gift with which to conquer the future or drop on the wayside as they make their own way in the world sans education.

Education is a privilege. Being an educator is a privilege and one that I do not take lightly. I am honored to serve the State Board of Education as an Advisor and look forward to being on hand as this precious right to the privilege of education is guarded and maintained.