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I really enjoyed getting the chance to speak with Michael and encourage you to consider reading the post he wrote about WA Mash.

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“A great revolution in just one single individual will help achieve a change in the destiny of a society and, further, will enable a change in the destiny of humankind.”

The message I hear in that quote is that in order to change the destiny of our schools, our students and society as a whole, we must begin by seeing ourselves as the catalyst for that change. By embracing the notion that a “great revolution” in just one individual can help the rest of us achieve the change we need or want to see is a powerful motivator. Think about it this way. The ability to inspire one teacher to try something new has the ability and potential to inspire other colleagues to do the same. Creating an environment where people are willing to take risks with their practice requires that as leaders, we need to support these individuals through that process, even when things don’t always go as planned, and we all know that things don’t always go as planned.

But more importantly, I am inspired by this quote in the potential it has for our students. They truly are the revolution that may be needed to solve some of the greatest problems facing modern society. As leaders in schools, it is my humble opinion that the responsibility to provide the necessary ingredients needed for these current students to blossom into the future leaders and creative thinkers of the future begins with our ability to see the change in ourselves and model that change for others around us.

Photo Credit: ecstaticist

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Mr. Morse couldn’t be here today so he asked me to step in on his behalf, and welcome all of you to the start of the 176th year here on the Hilltop. 176 years. Have you ever stopped for a moment and thought about what it means to be a part of a place that has been around that long? Go back in time with me for a moment and think about how much our world has changed in that time. Consider for a moment, that back then, in the early to mid-1800’s there were a group of creative thinkers, some would call them rebels, who were pushing the envelope by rebelling against what they saw as the current situation and what they were trying to be different from. They were call the Transcendentalists and another way to look at them is to see them as a generation of people who were struggling to define spirituality and religion (our words, not necessarily theirs) in a way that took into account the new understandings that the time they were living in made available to them. This movement brought us some of the most important and influential thinkers of their time. Ralph Waldo Emerson and Henry David Thoreau. And while this moment in history was unfolding, in real time, Worcester Academy students were taking classes and learning from one another and their teachers. It was all happening right around them.

Or think about the fact that just shortly after the civil war, Worcester Academy students were watching the Headmaster at the time, Dr. Daniel Abercrombie, slowly expand the campus to include the buildings we use today. Kingsley, Walker Hall, The Megaron. But more importantly, they were experiencing a curriculum, which he brought to the school from Europe and was considered progressive and innovative for its time. It included the study of science and mathematics. And again, while that moment was unfolding, in real time, Worcester Academy students were gathering around the quad, much like you do today. Engaging in conversations, making steadfast friendships, competing in athletic events and performing on stage. They may not have realized at that time, in fact, I am pretty sure that like most teenagers, many of them were completely unaware that they would become the leaders of tomorrow. These same students, very much like all of you, would go on to become the founder and first editor of National Geographic magazine. Or create companies that would dominate industry such as Merrill Lynch. They would help break important social and racial barriers and go on to compose music that will forever be woven into the fabric of the American experience.

But back then, they were just ordinary students, being told to tuck in their shirts and avoid being late to class, and whether they realized it or not, they were living during extraordinary times; the industrial revolution, the Great Depression, World Wars I and II.

And in my opinion how lucky they were.

Can you imagine what it would be like to be a student at Worcester Academy when amazing and profound things were happening all around you? Just think for a moment what it might be like…

Climate change, world conflict and war, global economic challenges, the first African American President of the United States, the first Latina to be appointed to the Supreme Court and here at Worcester Academy, the first latina to be elected Head Monitor. Imagine how amazing it would be to live during a point in time when we would see advances in technology, medicine and engineering bringing us iPhones, hybrid fuel efficient cars and advances in the detection and treatment of breast cancer.

It would be pretty amazing.

So here we are, at the start of a new school year. And while this moment begins to unfold, in real time, those of us fortunate enough to be a part of Worcester Academy once again have a unique opportunity. It is our privilege to be living during a moment in time that I strongly feel, and many others believe, will be looked at as historic, some might even say revolutionary. And while others might disagree with that statement, what matters and what makes living during historic times so amazing is that they stand out. They represent moments that future generations will recall and for better or worse, will define those of us who lived during them. Students looking back at this time 100 years from now, in the year 2109, sitting where you are sitting today, will either look back and remember us as having collectively risen to meet these historic challenges or having missed the opportunity to seize the moment and truly be the change we wish to see in the world. I for one, firmly believe in all of you. Every adult who is a part of Worcester Academy believes in you, all we ask, is that you believe in yourselves.

Have a historic year. Thank you.

(Presented at the all school assembly 9/3/2009)

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I blogged earlier in the summer that the warm (albeiet not so warm this summer) months are where I find the best time to refuel the creative tank and get my own brain thinking and churning in new ways. It’s when I find the time to try new ways of working personally like my recent re-adoption of Evernote, which is fantastic by the way! To spending time reading, researching and engaging with my extended network of colleagues through a variety of social networks online and in person. And as the summer starts to turn the corner, it dawned on me that through all of these conversations, it isn’t that we can’t engage in new models of teaching and learning, and it isn’t even that some of us haven’t, with success. I have come to believe that the issue is that as institutions and living organizations, the reality is that unless the critical mass is ready, we will have but small and modest success in rethinking how our schools should look. By critical mass I mean a majority of the people in our schools must embrace a new way of looking at themselves as teachers and professionals. They need to embrace the notion that their roles have changed. As Wendy Drexler put it in her wonderful video “The Networked Student” are teachers going to start seeing themselves as synthesizers of knowledge, connected learning incubators, modelers and information sherpas? Or will they continue to see themselves as content driven authorities who must cover material in order to reach the “end” of the book?

If you take Howard’s comment that his role is NOT about integrating technology but about leading the use of digital tools and practices that enhance, extend AND support the teaching and learning process, you need to be ready to rethink what technology means in your school. You need to be looking at resources like Creative Commons so that you can reassess how students understand the use and remixing of content. You need to be engaged in the conversation about how your graduates obtain and demonstrate the skills needed for our “new media culture” and the media literacies that will be required to not only be successful in the workplace, but to become thoughtful, creative citizens.  Your curriculum committees need to be reading the work of Henry Jenkins and his work in New Media Literacies and your humanities departments need to see themselves as HUMANITIES departments and not isolated islands. They must engage in a rethinking of what the New Humanties are and explore the work of Richard Miller at Rutgers University.

It is simply not enough for us to sit back and start having conversations about this brave new world. It’s here and we better start doing something, because I for one don’t think we have the luxury to wait around and keep talking about it.

Photo Credit: Pete Ashton

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Last week I attended the “Meaningful Faculty Evaluation” workshop given by ISM in Philadelphia. For those of you who are not familiar with MFE, it is a process of engaging faculty through conversations and personal growth that is intended to strip away the focus and obsession with weaknesses and focus on what teachers are good at. Now I know that many of my administrator colleagues are thinking “Wait a minute, what about those teachers that need to improve on X, Y or Z?” It’s all there, trust me. And if you haven’t had a chance to check it out, you should.

But the purpose of this post is not to focus on MFE as an evaluation tool but rather on one small, very simple exercise that lives within it that caught my attention. It was, in fact a very zen like exercise when I stepped back for a moment and reflected on its purpose and outcome.

At the very start of the MFE process, teachers are asked the following question “Other than making a living, why this, now with my life?”

Go ahead. Take a minute and re-read it.

Thought provoking to say the least and applicable to not only those of us in the field of education but just about everyone out there who has seemingly struggled with the question of why am I doing this work? It can be at times a challenging, thankless, exhausting exercise to wake up every morning and ask yourself that question. And you should. We all should. It is simply not enough to be working in education as a means to an income or 3 month summer vacation.

My last post focused on how I personally reflect on the year that has just ended, and it seems only fitting that I would follow that up with a post that looks upon the start of this new “year” by sharing my own personal mission statement with all of you.

“Antonio Viva exists to provide mindful leadership, raise a thoughtful, caring and successful son and reshape the world, one creative thinker at a time.”

Consider sharing/writing your own!

Photo Credit: ambergris

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I was invited to speak with administrators from the Asheville School this week by my good friend and colleague, Peter Baron from Admissions Quest. The conversation lasted about 30 minutes and we discussed a variety of topics including; using social media in the classroom, understanding how to leverage the potential of social media technology in your communication strategy and changes in school culture.

I hope you enjoy it!

To find out more about Admissions Quest visit http://www.admissionsquest.com/

For information on the Asheville School, visit their website at http://www.ashevilleschool.org/

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This is my first time attending EduCon and I must admit that it has on the whole, delivered in every way. As I sit here in a Starbucks trying to catch my breath and enjoying a Vanilla Rooibus Tea latte I am thinking about the depth and breadth of conversations I have been able to have over the last two days. From our arrival on Friday afternoon, our tour of the Science Leadership Academy, the panel discussion at The Franklin Institute, the Saturday sessions, my presentation, the networking gathering and Sunday morning panel, the experience has been superb.

While I am still gathering my collective thoughts and trying to process much of what I have learned and heard over the past few days, I wanted to capture some of the enduring understandings that have left a mark on me.

• Part of the purpose of school should be to foster creativity, collaboration and courage.
• Schools should be a place where students generate ideas rather than just regurgitate them.
• We should strive to create environments where students have the ability to try out new ideas and test creative ideas.
• Working towards fostering new humanities rich environments where teachers can help “capture and harness student energy in order to shape it.”
• Schools should try to provide opportunities for students to convey concepts and original ideas through thoughtful, technology rich collaboration opportunities.
• “Schools should be about communication.”
• “A teacher has not really taught unless the student has learned.”
• If schools looked to the Mars Rover Mission for inspiration, they could see that any decision that they are about to make that does not meet the mission of the school is expendable.
• Schools should serve as the anchor and social hub for young people; they should be “the place to be” and have access to cool creative tools where students can create.
• As school administrators, we should strive to accept and embrace change with courage and confidence to challenge the status quo, and work toward fostering this mindset among all members of our school communities.
• Schools should work hard to become partners in the local economy where they can provide authentic, real-world experiences that allow students to take their original ideas to market.
• Small “schools” can exist within larger school structures. Meaningful relationships where no child falls through the cracks.
• “Transforming schools is not a mystery. What is needed is the moral courage to do what we know is right.”
• Gary Stager “As the richest country in the world we should provide every student with a computer and a cello.”
• Mandating systemic change has failed our schools, at what point will we truly honor diversity by seeing every school as unique?

I am sure that this partial brain dump is only a portion of what I have been able to digest and I hope that it provides you with a flavor what EduCon has done for my thinking around what education can be. I will be sure to process a more formal response once the conference is over.

In the meantime, have I left anything off the list?

Photo Credit: christopherl

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Last spring I worked on a weekly series called “Monday Morning Meditation” where I would try to connect some thoughts, ideas and perspectives about leadership to the teachings of Zen. It is my hope that by devoting some time to the complex and very human interactions associated with leadership, we can find new ways to approach our work as leaders and help us on our journey towards reshaping our schools.

On Balance

Gaoan Said:

“What students should keep in mind are balance and truthfulness; even though thwarted in a hundred ways they will remain serene and untroubled. But if they have any inclination or bias, and spend the days and nights in petty striving with gain as their aim, I fear their enormous bodies will not fit between the heaven and earth.”

I am sure that many of us in leadership positions have found ourselves looking for that perfect balance. In our professional and personal lives, in our ability to deal with the stresses of work and home. It never seems to be fully possible to find that perfect balance because those of us who work in schools are keenly aware that the nature ebb and flow of the school year comes with moments of rest and reflection while at other times, the pace feels frenetic and out of control. What I find interesting in this passage is the notion that balance and truthfulness are linked together. Our inability to find balance often comes from our unwillingness to be truthful with ourselves. Why do we prioritize certain things over others? What drives us to make the decisions we make? What frames our way of thinking about our work and our relationships with our colleagues and direct reports? Remaining free of bias, keeping an open mind and perspective are often challenges for those of us in leadership positions. We can quickly become thwarted by a variety of factors that can get in the way, for example making decisions based on seeking personal gain.

Finding that perfect balance in life may seem a lofty aspiration but if we take the time to recognize that our approach to our work, our colleagues and our personal lives can serve as the vehicle towards finding more balance in our life, the challenge may not seem as difficult as it once did.

Namaste

Photo Credit: pshutterbug

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