Job Description

After spending the last 14 years in administration at the building level, this year moves me into a district view.  I have loved the opportunities that I have had in a HS, and I believe that the job I did was a good one that benefitted students.  In short, I'm proud of what I have done, what my educators have done, and what my students have accomplished.

In my fifteenth year, my focus has changed.  Although the opportunity to lead is still there and the challenges of that opportunity are still invigorating, the vantage point has changed a bit.  What I use to do well and had a comfort with has now become new, unsure, clouded, and unfamiliar.  Normally that is exceptionally refreshing for me.  This is, to a degree, similarly refreshing.  The part I was not expecting was that the challenges are so different from what I have done that it has been hard to keep up.  The support here has been outstanding, and I am so very proud to be working with and for this community.  My desire to be as good as I can be, however, causes me to be concerned when I fall short of my own expectations. 

There are days that I long to return to the principalship and feel a comforting level of security in my capabilities.  Then there are other days that I am thrilled with the challenge and believe that I'm doing an acceptable job so far.  My expectations include my personal improvement and continued learning and experience to be able to provide leadership for this district and the students and community that we serve.

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Let the Beatings Stop

Although I originally loved the creativity and fun of the title of this blog "Beating the Dead Horse" as it was an attempt to drag conversations into the depths of challenging our own beliefs.  I still look for those opportunities and cherish those moments and hours where that has been achieved. 

Following a move to a school system where the Bronco is the mascot, the reference takes a new twist.  What once was fun and playful is now potentially offensive and derogatory to a degree.  Although not intentional, it is appropriate to move the site.  So feel free to join me at Bronco Bits, the new option.  URL is http://broncobits.blogspot.com/ if you are interested...

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It's All About the Benjamins (Repost)

Back in April of 2010, I posted the below on another site.  That was as a High School Principal.  Now as a Superintendent, it seems to be consistently relevant.

I'm sure that many people out there would agree that we really work hard in education to provide the best possible education for our students. I have believed this for a long time and still do. With the current status of economy across the nation, however, it is my observation that what I have long believed to be a staple belief is being eroded by another key belief...survival.

Survival is one of the initial instincts that we all have. It spans across the personal barriers of eating, reproduction, learning, loyalty, interdependence, and so many other concepts. As institutions or businesses, survival is key to being able to do anything positive for society. Look at mission statements and visions that promote the "grander thinking" of humanity in terms of what a company or organization can provide. Think about it...no survival, no anything. It suddenly becomes "all about the Benjamins" in order to finance our efforts.

So when the economy takes a dive, schools and educational supports are hard hit - not without an understanding of the long-term effects this will produce, but in a survival mode. Our government needs to survive too...keep that in mind...and without the government's survival, where do we all land? So education takes a 10% rap on the proverbial head, which is handed out at the district level. Seeing about 75-85% of all current funds for each district are tied to salaries, what is the natural response? Survive! Cut staff! Trim the fat! In order to "make it" the belt will again be tightened around the concept of doing more with less.

Now that we take a huge whack (again) at the individuals responsible for learning, what happens? Some leave the field, some become unemployed, some move to another position. Whatever they do, the hard part about reductions is that it is unlikely that the only individuals removed from their current positions will be those that are less effective with students. Due to contract language, we WILL be losing some of the most excellent educators across the nation. At the same time, there will be individuals that maintain their positions with less than stellar performances. That's the system, and there is a contract involved. For those that have the option to retain the correct people in the correct places, my hope is that they have the intestinal fortitude to make the calls on behalf of students. That can be a lonely place when it may involve a lot of battles, but it is necessary to place the students first if that is truly the cause in which we believe.

Now that we have eliminated a large part of our expenses and reduced the number of people working for the schools to do so, we face the next step of the spiral. With less local individuals making a salary, the tax base shrinks. Do the math, and yep, less money again. Less tax means less government ability to support anything, and I'm sure we'll look for another cut in the future. More spiraling.
There isn't an easy answer, but as a nation, we need to look at our most valuable resource - our kids - and think about them in our quest to survive financially. When we talk about the Benjamins, my hope is that our decisions reflect that it truly is "all about the Benjamins." But I hope that these Benjamins have a face and a last name and that they represent every child we touch, even those not named Benjamin.

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I LIKE STRESS

Much like that famous quote from the movie Wallstreet, "Greed, for lack of a better word, is good,"  I think I like stress.  Taken alone and out of context, it really appears to be one of the worst concepts imaginable, like greed being good.  I have to admit, though, that when I'm stressed, I do better.  When lots of things are happening, I get focused.  When pandamonium erupts, I become effective.  When things look the most bleak, I personally find some hope and energy.  That must mean that, "stress, for lack of a better word, is a motivator".  I think you can/should quote me on that.  So, should I go looking for more stress in my life?  Do I need to sit down and create a list of wants that I don't really need so that my greed can increase?  Can I find ways to worry about how to get what I need to provide what I want?  That seems like the ultimate compilation of stress and greed, so it must be perfect!  Of course that sounds ludicrous, but it also seems like there has got to be a thread of truth in there too.  Somehow, somewhere stress is serving a function, and I think I LIKE IT.

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Kept?

During a presentation, a man that I hold in high regard and for whom I have great respect stated essentially the following (quoting as best I can from a couple years ago):


Educators are basically “kept” individuals that typically have never had to venture out on their own. When we were children, our parents cared for us, we attended college where necessities were provided, and then we were hired into a field that provides income, insurance, support, training, etc. We have never, as educators, had to create or re-create anything in order to survive.
As the individual stated the above, he also was very careful to apologize and state that he wasn’t meaning to be offensive or say that educators are lazy or incompetent (as some naturally bristle at anything) and was including himself in the mix. I remember the statement’s core message and some of the following conversation that ensued, but it wasn’t a turning point in my life or even an “ah-ha moment” for me.
Spin the hands of time forward about two years now, and this statement really started to make more and more sense. Due to budget reductions, one of the actions of my school was to reduce an administrator. That burden had to fall somewhere, and it landed on me after 8 years with the district, which left me out of a job with a family to support. That also meant no health care through the system and even a limited professional sense of who I was. That part surprised me.
I flashed back to this statement, and realized the truth in it more than ever. It was a realization that my employment really is much like my parent or guardian, making sure that things get done and are accounted for accurately. It provides structure and security as well as challenges and income.
Since that point, it has been my fortune to interview at several schools across my state and enjoy the learning and exchanges that occur in those settings. A few times I saw some positions that seemed to be a very good fit, but the district found an educator that they saw as a better fit. Other times at the end of the interview, I knew the phone would not ring with good news as the fit was clearly not there. The part that I liked is that they saw me for who I was and what I stood for.
As the season for hiring was well underway, there were several opportunities still waiting and still being hired, but it seemed to me that they were less plentiful and maybe even less of a fit. At some point, I decided maybe it was time not to be “kept” and began talking to a few people out of the educational community as I continued to interview and submit applications in the educational field. Although it was certainly an interesting option, most of what I heard was not overly appealing and lacked a certain level of challenge that I have come to expect and enjoy. It would, however, be a job and I could support my family.
I don’t know how many times I heard about doors closing and windows opening, but it was frequent. I appreciated the concept and believed that it was true-that the right thing would be out there. It’s amazing how that happens sometimes as ultimately a district and I found a mutual fit that I anticipate to be a great opportunity for myself, and it is my belief that the district will also benefit from my efforts. Although I would have taken a few other positions had they been offered, this position is clearly one of the top two for which I applied and was interested. So good, solid doors closed on me (ouch, by the way) so that Garage Door of Opportunity could open and beckon me in to a challenging and rewarding position that I look forward to starting. What a relief and burden was taken from my shoulders when that occurred.
Once again I will be the “kept” individual in a system that values students and learning. I can live with that.

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Opportunity in Disguise

In recent months, I have begun a job search that has allowed me to meet with a variety of educational leaders in various parts of the state of Iowa. Initially, this was not a pleasant task. Due to finances and the decision to close one of three buildings in our district, our administrative team was reduced by one. Unfortunately for me and my family, the administrator reduced was, you guessed it, me. After serving our students here for eight years, I found myself in a situation that was not planned nor expected only a few months ago.




I have enjoyed my time here, found great successes and good friends, and felt that I had done a very good job in my position. Determined to continue with pride and professionalism, I took the deep breath and put on the smile I had always carried. It was superficial as my heart raced with fear of the unknown and deep uncertainty of my preparedness for a job search. Sitting down and updating a resume along with a cover letter in less than 2 hours is a skill made possible only by this type of situation, but I can verify it can be done.



Many people have talked with me about my situation of insecurity and trepidation of what the future may bring. All have been very supportive and have even offered assistance, support, and perspective. This was another opportunity that I have been overlooking all along - that of actually telling someone that they are appreciated. This noted, I have found myself much more able to take that step and let those around me know how essential they have been to my life.



The last disguised opportunity that came from this development was that of meeting with the educational leaders I mentioned in the opening paragraph. Wow, what good things are happening around our state! What great people we have in all kinds of educational positions! What a difference these people are making for our kids! What learning I have come away with through these conversations!



Although it would not be my desire to repeat the last few months - at least this part of it, my appreciation of what we are currently offering students has only grown. I have enjoyed much of this experience as a learning opportunity. Shedding the distasteful and bitter emotions of forced change can open a heart and mind to what is out there and the potential that exists for our students, kids, children...and maybe, if I get lucky, the right opportunity will land in my path. Hopefully I'll see through that disguise as well and look for the opportunity beneath the surface.

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It's All About the Benjamins

I'm sure that many people out there would agree that we really work hard in education to provide the best possible education for our students. I have believed this for a long time and still do. With the current status of economy across the nation, however, it is my observation that what I have long believed to be a staple belief is being eroded by another key belief...survival.
Survival is one of the initial instincts that we all have. It spans across the personal barriers of eating, reproduction, learning, loyalty, interdependence, and so many other concepts. As institutions or businesses, survival is key to being able to do anything positive for society. Look at mission statements and visions that promote the "grander thinking" of humanity in terms of what a company or organization can provide. Think about it...no survival, no anything. It suddenly becomes "all about the Benjamins" in order to finance our efforts.
So when the economy takes a dive, schools and educational supports are hard hit - not without an understanding of the long-term effects this will produce, but in a survival mode. Our government needs to survive too...keep that in mind...and without the government's survival, where do we all land? So education takes a 10% rap on the proverbial head, which is handed out at the district level. Seeing about 75-85% of all current funds for each district are tied to salaries, what is the natural response? Survive! Cut staff! Trim the fat! In order to "make it" the belt will again be tightened around the concept of doing more with less.
Now that we take a huge whack (again) at the individuals responsible for learning, what happens? Some leave the field, some become unemployed, some move to another position. Whatever they do, the hard part about reductions is that it is unlikely that the only individuals removed from their current positions will be those that are less effective with students. Due to contract language, we WILL be losing some of the most excellent educators across the nation. At the same time, there will be individuals that maintain their positions with less than stellar performances. That's the system, and there is a contract involved. For those that have the option to retain the correct people in the correct places, my hope is that they have the intestinal fortitude to make the calls on behalf of students. That can be a lonely place when it may involve a lot of battles, but it is necessary to place the students first if that is truly the cause in which we believe.
Now that we have eliminated a large part of our expenses and reduced the number of people working for the schools to do so, we face the next step of the spiral. With less local individuals making a salary, the tax base shrinks. Do the math, and yep, less money again. Less tax means less government ability to support anything, and I'm sure we'll look for another cut in the future. More spiraling.
There isn't an easy answer, but as a nation, we need to look at our most valuable resource - our kids - and think about them in our quest to survive financially. When we talk about the Benjamins, my hope is that our decisions reflect that it truly is "all about the Benjamins." But I hope that these Benjamins have a face and a last name and that they represent every child we touch, even those not named Benjamin.

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Ready for 1 to 1?

In the geographic area of Iowa there has been a lot of conversation over the past few years about 1 to 1 technology in schools.  Apple has done a nice job of getting their foot in the door and creating opportunities for several school districts to make the move to having a computer in the hands of each student that enters their door.  Now that the PC revolution has followed suit with making notebooks inexpensive enough to be considered, the race is on.  Moving to 1 to 1 status is more than a financial outlay and setting up simple policies for care of the computer and access to the internet both at school and at home, however.  It is about a new way of thinking in the classroom and teaching and learning at an incredible pace.  It is about letting down the guard to some level and yet protecting students.  It is about finding the balance of safety and learning.  It is about being comfortable with something that may be foreign.  It is about students being more familiar and expert at the tools than those charged with leading the learning.  It is about finding a wealth of tools available and at our disposal that weren't there before.  It is about collaboration.  It is about stretch learning.  It is about 21st Century learning.  It is about shared learning.  It is about learning...for all.

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A Response to Justin's Response

I just read a good perspective from Justin Bathon over at "The Edjurist" that got my attention and maybe even a bit of ire. Some of the point is well taken, but some appears to be more of a "slight of hand type of move to focus on someone else, not me" thing. Please note that Justin is a respected blogger by many, including me. This time, though, I think he just has missed his normally high bar of expectation. Hey, that happens.

In his response was this excerpt:

How flippant, that combo of teachers' unions and ed schools. Are we to be demonized the same way as teachers' unions historically have been? Are we now officially part of the "problem" narrative in the media and amongst politicians? I have been noticing an uptick in the blame associated with ed. schools lately and this seems to be just the latest evidence in our eroding respect.

Justin, are you saying that the unions are "rightfully" demonized then? Politicians too, I would guess. I'm in administration, and frequently there are disagreements in philosophy. That doesn't mean they are clearly “the bad guys” it means they have their priorities and I have mine. At the same time, I have hired teachers that have been poorly prepared by higher education institutions for the current need. This basically means that in these three groups I have found a level of difference between their core beliefs and mine. None of these groups do I consider villains, but neither do I consider the masses of these groups representative of knights in shining armor. Sure there are some that are exceptions on both extremes. That's life. I always laugh, for example, at every movie that depicts the principal of a HS as a tyrannical moron, which is a vast majority of the movies I have ever found. Yep, those personalities are there, and maybe I'm one, but I don't really think to the degree that is depicted. I think on this one, Justin, tougher skin may be the answer for you.

Also, Justin, if you did check this out, I'd invite you to join in on a few of the conversations we're having here. We clearly don't have all of the answers, but I think you'll find honesty and daring in the conversations. We don't always make people happy, but I think we are pretty realistic and listen to other perspectives than our own. Love to have your perspectives on some of our topics as well, and thanks for your post.

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What Really is Important?

Currently there is a lot of good discussion about assessment of learning in our schools, and I would think it is with very good cause.  One part of this discussion is based on determining what information is truly valuable to assess - that educators should assess what is critical for long term retention and not worry about assessing that information that is more supportive and/or readily available.  It's a conversation that I've had many times and in many different ways, but copied below is one of the most recent I've had regarding the concept of whether a teacher should assess students on remembering the parts of a neuron as was originally posted on Dangerously Irrelevant.  The time and date are noted from Skype, and this is posted with the permission of my colleague.

[1/16/2010 3:30:48 PM] Marshall: I've been thinking on that Neurons one too. I have long said that we attend school through HS for the purpose of learning how we learn much more than the exact information.


[1/16/2010 3:33:29 PM] Colleague: I agree and disagree. I have lots of useless information that I can retain but for some reason labeling neurons and remembering exact dates and stuff were not my thing, but I do get the big picture most of the time and think that is the most important thing. But I do remember a discussion you had with me about calculators versus retained knowledge and see that side also.


[1/16/2010 3:35:36 PM] Marshall: We obviously do learn some things, and that is important. We'll keep what we use and the facts will fade when not used. Once leaving HS, though, the training becomes more geared toward what you will be doing every day and therefore re-enforcing in your own mind. That information will be necessary and applicable over time, unlike neurons will be to the majority of us.
 
The calculator discussion that was referenced above is basically an application of knowledge vs. technology supported application.  Essentially the question asked is:  Given a set of directions and outcomes necessary, would the individual with much knowledge retention be more or less effective and efficient (better employee, producer, worker, etc.) than a counterpart with less retention but strong technology skills?  I've not personally tried it, but I wonder what the outcome could be...hmmm...but I have digressed from the key questions which are being asked.

So ultimately are we able to say today (as we have said in the past) that knowledge is power?  Does that phrase need to be modified to reflect the fact that so much of what we consider knowledge is available with relative ease and speed?  Does having that knowledge (whether in memory or accessible through a computer) provide "power" for us?  Is knowledge now something that is simply expected to be provided to us for use in whatever manner we see fit?  Is there a minimum level of knowledge needed for all of us to know?  For some of us to know?  Does it depend on our specific culture, our political society, and/or our employment?

So, once again:  What really is important?

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Is a Blog "Publishing" or "Posting" and does it matter?

Several times I have heard the reference that someone has, "...published their writing for all to see." By placing their thoughts in a digitally accessible format, others are clearly able to view, read, learn, and agree/disagree with the posting. In an even more advanced format such as a blog, they are additionally able to comment, have conversations, add input and insight, challenge the thinking, support the idea, and 100's of other options not available in traditional print and/or media based publishing such as television or radio. What a great opportunity for on-going learning on both sides of the post! Newspapers and TV news programs are using this as well to allow their print and broadcast news to get the interactive responses of their audience. Clearly the two are merging, and it appears to be for the better.
Each of these formats has a great purpose for our society and they reach both shared and separate goals, meaning that each consumer is able to use a combination of these tools to best provide for his/her individual need for news and information. So why is it that we are less comfortable with using the word "post" and are determined to be "published" when considering a blog? My simple answer is that journalism over time has created a credibility (and as a sole source for information that is good or bad) for those items that have been "published" and those of us that are blogging would like to ride that coattail of credibility for our own use.

When something is truly “published” it indicates that there has been a level of review of the material and that someone has determined that it is worthy to be placed in front of the public to represent that newspaper, radio station, magazine, or whatever the medium. Another person other than the author has reviewed the material to see that it meets a level of criteria that is acceptable to the existing standards. At the same time, these publications are limited based on time, space, etc. so there is a competitive nature of gaining access to these mediums.  Conversely a blog meets the criteria of a single person – the author, and truth be told that is probably tainted just a bit. That seems to set a different, much lower level of credibility from the start. It also is essentially limitless in content, so the battle for exposure is not at all competitive - virtually everyone's perspectives and thoughts can be posted.

Each blog can create its own level of credibility, and we have seen several that have. These sites are to be commended for doing so and should be encouraged to continue their efforts. At the same time, when any of these authors are recognized by the mainstream journalism they appear quick to note that in their blogs. This standing alone would indicate that there is a credibility and even a pride in being “published” as opposed to “posted” for even the most reliable of bloggers.

So does it really matter what term we use?  At this point in time, my decision is to differentiate the two and use the terminology of "posting" for blogs and "publishing" for the mainstream.  With that in mind, I invite all opinions to be "posted authors" on BTDH, and if you feel that you need the terminology of being a "published author" you can term it any way you want to all of your friends and colleagues.

Now I will click the little button that may be an oxymoron based on the above information.  It says, "PUBLISH POST."

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Ease of Use - aka - Limiting Paperless Paperwork on BTDH

After my last post about blogging anonymously, I have finally figured out how to allow people to comment on this site without all of the rigmarole (or if you prefer rigamarole) of signing in, etc.  Please keep in mine the fact that credibility is established with transparency, and I encourage you to be the "real you" on this site.  My clear effort is to honor our different perspectives and even revel in the divergence of our opinions.  If you have all of the same opinions as I do, for example, boy do I feel sorry for you.  I also would encourage you to follow this site by adding yourself as a follower...it's over there-->

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Keeping Us Honest

Recently I was reading an exchange on Dangerously Irrelevant that placed the author in a position of defending his position on a posting vs. a reader's interpretation.  This is nothing new, but what tweaked my thought process was the concept that so many of the bloggers are truly anonymous.  In my responses, I use only my first name "Marshall" to reply to posts.  To most people this means little.  To those I personally know it may mean more (possibly it means less).  To be honest, my first few comments I made were done under a false name, and I felt free to say anything I wanted without ever having to back it up - or I didn't have to really back it up.  I know several people that do this or have done this as well.  In addition to blogs, how about the comments that come after the on-line articles in the news.  People have made comments there I sincerely can't imagine would be made if the source was known.  On the other hand, those that may not have large audiences but still speak with credibility continue to impress me (Dave Keane, for one).  With an ability to be anonymous and therefore to be unaccountable, do we get more honest feedback, or do we encourage those that can simply unload their thoughts?

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Another Piece to Prioritize

Several times we have eluded to being too attached to technology, but ultimately it does come down to personal decisions. When the life of another is put secondary to a desire to play a game, things are out of whack. Check out this tragic story to see an example of how becoming too deeply rooted in anything can cause us to poorly prioritize our needs and wants. In a world where avitars are seemingly real to some, it is still important that we keep the true reality in the foreground. Any distraction could have been to blame - a basketball game, lunch, or a book - so this isn't a condemnation of technology, just an awareness that it, like other things, needs a place in our lives.

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Distance Learning Brainstorming Meeting

After attending an area meeting to discuss and brainstorm ways to connect various school districts in order to better serve the students, the following questions have been generated for additional discussion. In order to maintain clarity, please note the number of the question you are referencing in your comment. If you are responding to another comment directly, please note that as well. This will simply help our on-going conversation to expand. If there is a great swell of conversation on a particular question, we can add a separate posting to handle that one in more depth.

Your contributions here are important and add to the brainstorming and idea generation that occurred in the face to face conversation that occurred. It is important to note that this is a public and freely accessible site and that all ideas and suggestions are theoretically based and hypothetical at this point. If you find there is a question you would like asked and has not been addressed/listed below, please include it in your comment and assign a number for reference.

Questions that surfaced:

1) How do we maximize our resources to teach all of our students?
2) How can we structure technology to meet the needs of our students?
3) What structures do we need to break down to make this work?
4) What structures do we need to maintain to make this work?
5) What structures do we need to create to make this work?
6) What are some of the concerns that exist in moving this direction?
7) What solutions and possibilities exist to manage the concerns?
8) How can we make connections to 21st Century Skills?
9) How can we make connections to Iowa Core Curriculum?
10) Does Project-Based learning lend to this opportunity?
11) What happens with student engagement on distance learning?
12) Can we emphasize/enhance differentiation through technology?
13) How do we maintain a personal connect with students?
14) How does this change how we view leadership roles?
15) What tools need to be accessed (Twitter, Facebook, Wikis, Blogs, etc.)?
16) How does this affect a need for brick and mortar buildings (physical changes)?
17) What other skills are needed to access the technology necessary to distance share?
18) How is the curriculum developed?
19) What is the goal of the curriculum?
20) How are Gifted and Talented and/or Special Needs students impacted?
21) In what ways can the technology be supported outside of school?
22) In what ways can the technology be supported outside of the school day?
23) Is saving money a major goal and is it possible and/or probable?
24) How will the state view shared on-line learning in terms of accreditation?
25) Which curricular areas are most applicable (vocational, electives, core)?
26) What kind of training can be made available for teachers, leaders, and students?
27) Is commonality a key aspect of this change?
28) What opportunities are available from AEA and ICCC (technology/leadership)?
29) How are concepts of oral communication, body language, etc. supported when learning is primarily supported through digital print?
30) How is a framework to provide these outcomes established?
31) What are the next steps that need to be established?
32) Is seat time still an issue with the state in this learning atmosphere?
33) How will differences in contracts (pay scales, expectations, duties, etc.) be affected by sharing among districts?
34) How do we ensure scheduling effectiveness or reduce scheduling conflicts?

In review, this is kind of an overwhelming and daunting list. Some of these questions seem to be more concise, and others lend to drifting outward in conversations about additional thoughts. Best of luck as you walk through the process and share ideas with the goal of providing the best educational opportunities for the students we collectively serve.

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