These Aren’t Normal Times for Teachers

I remember when I was a teacher and our staff voted for a calendar that started earlier in August but included a Fall Break between quarters 1 and 2. That was such a nice break for all of us, and a few years later, the State Department of Education decided that all schools would be on the same calendar with an earlier start date and a break between quarters. So we had a Fall Break, a Winter Break, and a Spring Break. I loved that schedule!

Fall Break was a popular time for Hawaii families to take trips. It was ideal to visit places like Disneyland. Because mainland students were still in school, wait lines for popular rides were much shorter. Unfortunately, this year, most families will not be vacationing or leaving the islands during Fall Break which starts next week. If they  do, they will have to quarantine for 14 days when they return. I’m sure many family plans were disrupted by COVID-19, and we had certainly hoped the pandemic would be under control by now. But it’s not, and that has also impacted schools.

I’m pretty sure I know what many teachers will be doing this Fall Break. They’ll be at home working on plans for the next quarter. Many will continue teaching virtually or remotely during the second quarter, and the lessons they learned during the first quarter will determine how to continue instruction so their students will be engaged and motivated. In this morning’s Civil Beat article, “Hawaii DOE Has Struggled To Cope With the Pandemic: Can It Do Better?”, Board of Education Chairperson Catherine Payne states, “We did not use the spring shutdown to do the planning and training that was needed for the opening of school in August.” The constant changing of information certainly did not help educators, students, or parents who had to pivot at the last minute from in-person instruction to virtual learning. The first quarter is almost over, and second quarter is right around the corner.
                                     
As a retired principal, I know that teachers will do what they need to do to get ready. They’ll do it even without any extra compensation, but schools and the Hawaii DOE  need to recognize that providing professional development stipends will really help to rebuild the trust that teachers feel has been lost. I’ve read their comments in articles and on social media, and I know they feel exhausted and unappreciated. Those who will be spending their Fall Break planning for the next quarter should be compensated. I know that when I was a principal, our teachers appreciated the time to collaborate and plan with their teams during the summer prior to the start of school; a stipend for their time was a bonus.

I also wanted to give a shout-out to all the educators who have gone above and beyond for their students. I am sure it was not easy, but you made it through the first quarter! These aren’t normal times for teachers, but you made it work for your students, and I’m sure that in the process, you learned a lot about yourself and your resiliency. Enjoy your Fall Break!

Effective School Leaders

This is a critical time to be a school leader. So much has changed in our world in the last few months, and leaders have had to adapt. These are perhaps the most challenging time for our nation’s educators;  Covid-19 has disrupted our school systems for six months and counting. Therefore, an effective school leader needs to have the courage to make difficult decisions in these tumultuous times. What are some of the characteristics of an effective school leader?

Effective school leaders are prepared and proactive. They don’t just live in the present; they look ahead. They keep up-to-date on trends and research and have a general idea of where they need to go in the future based on the needs of their school. It is evident that during this crisis, leaders who were prepared were able to get their staff ready to meet the challenges of this pandemic. Some schools were ready to go to a virtual learning model much more quickly than others. Those were the schools that had proactive principals who were planning with their teams during the summer, just in case. Rather than purchasing licenses for online programs, these schools created engaging hands-on, project-based, holistic lessons that meet the needs of their students

Effective school leaders are honest. They are positive but also realistic in communications with their staff and school community. They don’t minimize the challenges and pretend that problems don’t exist. They emphasize that everyone is in this together and will get through it together.

Effective school leaders are good communicators. They have established relationships with their staff, and open two-way communication is the norm at their schools. Effective leaders are good listeners and ask questions; they encourage their staff to share ideas that might get them through this crisis with minimal negative impact.

Effective school leaders support their staff. They provide opportunities for teachers and paraprofessionals to collaborate and to share ideas that they can use with their students whether it’s in a face-to-face or virtual environment. Summer might be a time for teachers to rest and recuperate, but effective school leaders know that it is the perfect time for collaboration or for professional development, and they found a way to provide these opportunities for their staff.

Effective school leaders look for innovative solutions to problems. They are open to new ideas and think of possibilities instead of just looking at barriers to implementation. They see problems as opportunities to try something new or to do things differently. During these challenging times, I’ve seen so many educators trying new ideas and sharing with each other, not just within their school, but with teachers around the state or nation. Effective school leaders encourage this kind of personal growth from their staff.

Most of all, effective school leaders have empathy. They understand the challenges their staff is facing right now, and they do whatever they can to make their job easier. They don’t micromanage; rather they offer assistance and support. Effective school leaders know that their staff is experiencing more stress than usual so they don’t put more on their plate at this time.

Leading and teaching during this pandemic is an anomaly, but out of adversity comes opportunity for growth. I believe educators will realize that they are much more resilient and will be proud of what they have learned during these challenging times. They will be better educators as a result.

Standardized Testing during a Pandemic?

U.S. Department of Education Secretary Betsy DeVos recently announced that schools would be not be granted waivers from annual high-stakes testing although states and school districts rail against that decision. DeVos has said it’s part of the agreement of the Every Student Succeeds Act and schools need to comply. Some members of Congress are saying that tests will show how the pandemic has impacted education especially for those students of color, those with special needs, or those from low-income households.

Honestly, I thought this was a no-brainer; it just doesn’t make sense. This year is already so challenging for schools, for teachers, and for students. We don’t know how long this pandemic will last and how long it will be before all schools can resume face-to-face learning. Teachers are struggling to provide quality virtual learning experiences while also addressing the social-emotional and mental health issues of students.

I am not a fan of high-stakes standardized testing. (Read about my viewpoints here and here.) I believe the money that is spent on those tests should be distributed to schools to update equipment and learning resources or to purchase additional staff who will directly impact students. I believe the time spent in preparing for and in administering these assessments is instructional time lost for students who may need it the most. I believe the comparing of schools based on test scores is not just unfair; it is disheartening when staff are working so hard to address their students’ needs to be compared to other schools with fewer societal challenges.

I remember a parent who was registering her child at our military-impacted school. She asked me if her son would have to repeat fourth grade. When I asked her for more information, she shared that he hadn’t passed the statewide test the previous year and would have had to repeat the grade if he were still in that state. “This would be his third time in fourth grade,” she shared. I assured her that we do not hold students back if they don’t pass the statewide assessment, and you could see the relief in her whole body. “He has been dreading me coming to register,” she said. “He’ll be so relieved.” Her story elicited a range of emotions in me ranging from sadness to anger. Students are much more than just a test score.

I saw examples of students who struggled with academics and felt so stressed during these statewide assessments. All we could do was encourage them to do their best and to build up their confidence and mindset. Some of these students gave up and others cried because they were so stressed. More than a few times, I felt tears in my eyes because they were so miserable. The thing is that many of these students who struggled with academics and statewide testing had other strengths. Some were natural leaders because of their empathy and caring for their peers. Some were creative and artistic, and others were athletically gifted. A test score didn’t define who they were.

This year should be a time for teachers to examine their practices and to try new ways of engaging and empowering their students to be the best they can be. It starts from recognizing student strengths and finding ways to provide the supports they need so that learning is meaningful. It is not a time for teachers and students to be spending valuable time preparing students for standardized assessments. And it is not a time for states or districts to be spending valuable funds purchasing these assessments.

Virtual Learning Challenges

 When the pandemic first started and we were hunkered down at home, my tennis lessons were cancelled. My coach asked if I wanted to purchase a license for a virtual tennis site where I could watch videos to learn from instructors and practice drills on my own at home. It sounded like a good idea, so I decided to pay for a subscription. It started off well, but after a few lessons, my enthusiasm waned. It wasn’t the same as taking an actual lesson which I looked forward to every week. It was boring, and I had no feedback about whether I was doing the drill correctly. So I stopped watching those videos.

Due to the pandemic, many students in our country are starting the school year off doing virtual learning. What will it take to ensure that students are meaningfully engaged in their lessons and that they will make steady progress towards their learning goals? What will we do for those students who need extra assistance? How can technology be leveraged to individualize learning while ensuring that students are meeting the required goals? There’s a lot to think about.

My virtual tennis lessons could be compared to some of the programs that schools have purchased for students to do at home during this pandemic. There might be a pre-assessment and students are then provided with assignments that are supposed to be what they need in order to achieve the grade level standards. It sounds easy to implement if students are motivated and need minimal adult supervision, but from experience, this is often not the case. Usage at home was spotty or varied greatly from classroom to classroom. It was difficult to gauge the effectiveness of an on-line program when students were not engaged in the lessons. As a principal, I received lots of sales pitches from representatives promising positive results if we purchased their programs, and earlier this year, I wrote a blog, Ed Tech Challenges, I believe it is appropriate today as schools scramble to implement virtual learning.

Here are some questions schools need to think about if they choose to purchase a program for virtual learning.  Will there be a positive and trusting relationship between the teacher and students?  Will the students feel comfortable asking questions if they don’t understand? How do students reflect on their progress and how does the teacher provide feedback to keep students moving forward in their learning goals? How does the teacher supplement these lessons to individualize the learning experiences for students? Does the teacher allow students choice in activities to keep them engaged in their own learning? Are there other options for students to learn the content besides the on-line program? Is the teacher allowed to deviate from the program and make decisions regarding what is best for students? 

I am optimistic. Many teachers are reaching out to others in their own schools as well as through social media to share ideas and to help each other to overcome obstacles with content as well as technology. Many teachers and schools are designing their own virtual learning lessons rather than relying on an on-line learning program. Virtual school allows teachers to learn from each other and to share strategies that focus on what’s best for their learners. Building relationships is still essential if we want our students to achieve their goals, and teachers can do this in a virtual environment just as they would in a face-to-face classroom. Teaching virtually is definitely challenging, but there are resources from educators who are willing to share their experiences and to problem-solve together.

Some educators have been preparing for the possibility of virtual learning since schools closed in March. They have been working with their school teams throughout the summer to implement activities and projects that give students more ownership over their own learning. It might be difficult and challenging, but teachers are finding a way to engage their students and to make their lessons meaningful. I was blown away by this Tweet from one of my educator friends:

And here’s a Facebook post from a principal that made me want to tear up as well. How many principals find the time to do this for their students?

Clearly, some of our schools are doing quality virtual learning with their students. Let’s learn from them!

Leadership in Challenging Times

I don’t usually use this blog for political reasons. I waffled about whether to write and publish it, but in the end, I decided it was a positive view of what leadership is and what it could be. 

Those who know me are aware that politics is part of my personal life. My parents taught us kids about the importance of voting, and we saw it as a civic responsibility. We helped candidates doing things like knocking on doors and dropping off brochures at houses or helping at coffee hours. After I got married, my husband ran for political office. He won his races for City Councilmember and State Senator and lost his races for Mayor and Governor, but that experience of being so close to a campaign and to someone in an elected position taught me a lot about leadership which helped me when I became a principal.

My cousin, Keith Amemiya, is running for Mayor of Honolulu, and our family is helping him, just as they all helped my husband when he ran for the various offices. Even if Keith were not my cousin, though, I would definitely support him. I see in Keith the kind of  qualities and can-do attitude we need in our leaders during these challenging times.

Keith was a 32-year-old attorney in private practice when he was selected as the Executive Director of  the Hawaii High School Athletic Association. It was an unprecedented selection but one that made a difference for high school sports and athletes in Hawaii. Keith made it a point to build relationships and to get to know all 95 schools that made up HHSAA. He talked story with principals, athletic directors, coaches, players, parents, and members of the community. He heard their concerns, he listened, and he worked collaboratively to seek solutions. Under Keith’s leadership, we now have divisions so all high schools have opportunities to play for state championships in different sports. He greatly increased the number of sports available to girls, he sought business sponsorships for state tournaments, and more students were able to go to college on athletic scholarships. In 2009 when the State faced a major shortfall affecting athletic programs at public high schools, Keith spearheaded a “Save Our Sports” campaign that unified the state and raised the funds to offset the budget cuts. 

What made this more remarkable, in my opinion, is that Keith was an unknown at the time of his selection as Executive Director of HHSAA, and he had to work within a system that was, for want of a better description, an “old boys’ network.” Most high school principals and athletic directors at the time were males, many twice Keith’s age, and they weren’t sure why he was selected. The HHSAA selection committee took a chance on an outsider, a young person, someone with ideas and the collaborative skills to change the culture of high school athletics in Hawaii. Their selection of Keith made a difference.

It’s a difficult time to be a leader whether it’s a school, a business, a nonprofit, government, etc. People are stressed and frustrated as the pandemic shows no signs of receding, and sometimes, we blame our leaders for their actions or their inactions. This is why we need leaders who have strong core values that guide them in their decision-making and who have empathy for others. We need leaders we can trust. We need leaders who are not afraid to think out-of-the-box and who can bring people together to discuss and find solutions to the major problems that are impacting us now and in the future. 

Getting Out of Our Comfort Zone

With this pandemic still raging, I’ve been observing from the sidelines as the public weighs in on the safety of opening schools and as educators prepare for the new school year. I empathize with my fellow educators who are navigating uncharted waters that could change at any time. It is during these uncertain times when getting out of our comfort zone becomes so important.

I saw teachers grow professionally last quarter when they were forced to do distance or virtual learning with their students. I was pleased to see teachers sharing about all the new technology tools they were able to try out. Many discovered new ways to engage their students while videoconferencing, and others shared fun resources to make sure that learning would continue during the stay-at-home order. And the professional development was outstanding! Teachers shared resources, held videoconferences to discuss concerns or to problem-solve, and reached out to assist their colleagues who were struggling.

Getting out of our comfort zone can be scary. It’s much easier to not rock the boat and continue to do what we know works. Yet it’s those opportunities to try something new that can be exciting and lead to growth. For those who may be hesitant to reach out to others, social media might be the answer. I am more of an introvert and being from Hawaii . . . well, we sometimes feel self-conscious about whether we’re “good enough.” It probably has something to do with our cultural background and/or our plantation roots. I found though, that when I started following educators on social media, I felt more comfortable about making a comment or asking questions because I was somewhat “anonymous.” Let me share how I got out of my comfort zone and grew as a result of social media.

I was a member of an educator leaders group in Google+ (before they shut down), and I followed Eric Sheninger. When he shared that he was leaving his high school principalship for a position as a consultant working with schools and districts, I congratulated him and wrote a comment “Too bad you can’t come to Hawaii.” What followed was a whirlwind of communication and Eric giving up a morning of his vacation the following week to speak to a large group of school leaders in our district. (Read about it here: Mahalo, Eric Sheninger!) I consider Eric a friend now, and we continue to meet when he comes to Hawaii to work. And it started with a simple comment on social media.

I started reading Peter DeWitt’s “Finding Common Ground” in EdWeek, and after reading a somewhat controversial op-ed, I sent him an email asking if he ever got push-back from his district for what he wrote. As principals here in Hawaii, we were also experiencing major challenges. I wasn’t expecting to get a response - after all, Peter didn’t know who I was - but he answered me right away. After that, we struck up a friendship that’s lasted to this day. In fact, he recently invited me to be a panelist on “A Seat at the Table” for a discussion about equity. I would never have had that opportunity if I hadn’t reached out to Peter via email.

I also followed George Couros on Google+ back when it was still a social media platform, and he invited experienced and new school administrators to sign up for SAVMP (School Administrators Virtual Mentoring Program). I read the description and after much deliberation, I submitted my application. I was not confident, but I figured that the worst that could happen would be getting a rejection. That didn’t happen, and thus began a wonderful year of leading and learning from others. Today, my virtual mentees continue in educational administration, and I continue to follow them on Twitter.

Since my retirement in the summer of 2018, I’ve had many experiences that have taken me out of my comfort zone. (There is Life after Retirement) I continue to grow personally and professionally, for which I am grateful; we should never stop learning! I encourage all educators to try something new or different and to explore new ways of learning from people you may not know personally but who may be experiencing similar challenges. What’s the worst that could happen? They might not respond to you, but know that there are many other educators who could provide you with suggestions or guidance, and hopefully, you will realize that you have much to offer as well.

Empathy and a Book Worth Re-Reading

I’ve been thinking a lot about empathy recently. Empathy is so crucial especially for someone in a leadership position. We cannot know exactly what someone else is thinking or feeling, but we can try to understand, to listen, and to empathize without being condescending.

It is said that President Franklin D. Roosevelt was a “blue blood,” coming from a rich and privileged family. After his bout with polio at age 39, he became a more humble and empathetic person, finding common bonds with his fellow “polio’s.” This empathy was crucial as he led the nation through the difficult Depression and created programs to address major domestic and international problems.

Let me share a bit about John Howard Griffin, the author of Black Like Me. I first read this book when I was in high school. I remember being disturbed by what I was reading, but I had difficulty really understanding about racial inequaliy because it was so foreign to me, living in Hawaii. With the death of George Floyd and the Black Lives Matter protests this summer, I felt it was time to reread Black Like Me. I’m glad I did. The book had a much greater impact on me this time around.

As I was reading, there were times when I had to stop and put the book to the side because what I read made me so angry. I kept questioning why racial inequality still exists in our country when this book was published in 1961, nearly 60 years ago. I could not imagine the level of empathy that John Howard Griffin had when he decided to temporarily become a Black man and travel to different cities in the segregated Deep South. Reading about his experiences was heart-wrenching and full of despair.

According to the “Afterword,” written on the 50th anniversary of the book’s release, John Howard Griffin suffered a severe concussion during World War II which led him to become blind for ten years. During that time, he became preoccupied with racism. These are his words: “For the blind man, the whole issue of racism on the basis of inferiority according to color or race is solved axiomatically. He can only see the heart and the intelligence of a man, and nothing in these things indicates to the slightest whether a man is white or black, but only whether he is wise or foolish.” He goes on to say, “The racists can see but they have no perception. Is not the gift of sight then being abused, since it leads men to judge an object by the accident of its color rather than by its real substance - is a red table any more of a table than a green one?” These powerful words explain why Griffin did what he did, going through the process of darkening his skin via medication, shaving his head, and becoming a Negro in the South in 1959 during a time of great racial unrest. Griffin actually walked in the shoes of a Black man, experiencing the injustices and the hatred based solely on the color of one’s skin.

I am concerned about the lack of empathy that is often displayed in our country today. We are sometimes so wrapped up in our own feelings that we cannot relate to the feelings of others. As a leader, it is important to have the kinds of experiences that lead to empathy. If we are born into a “blue blood” family, are we able to understand the challenges of those who are less fortunate? If so, what do we do to make things better for everyone, including those who may be struggling? Do we build positive relationships with others? Being aware of people’s behaviors can give us cues to how they are feeling, and when we notice subtle changes, having a conversation can be just what is needed at that time. Empathetic leaders are good listeners and know that honest discussions can lead to the kind of trust that is essential to the organization.

2020 has been a difficult year. More than ever, we need empathetic leaders who can bring us together to solve the problems that divide us.

Some resources about empathy:
Ages & Stages: Empathy
Can Empathy Be Taught?
There are Actually 3 Types of Empathy