Change is good? (weeks 2 & 3)

From, The Lion King

(After Simba talks to his father's spirit through the cloud)

Rafiki: What was that!? (laughs) The weather. Very peculiar. Don't you think?

Simba: Yeah. Looks like the winds are changing.

Rafki: Ahhh. Change is good.

I'm taking my advice from a monkey? A mandril? A baboon? Whatever.

This is the end of the first week back. Teachers reported on Monday, and students reported on Thursday. Things have very suddenly - and distinctively - changed. Over the course of the previous three weeks I was in the office doing things, but didn't feel like my role from last year (7th grade teacher) had changed that much. Just a lot of housekeeping issues - both figuratively and literally. When people would ask, "How's the new job," I'd answer that it was great, but that it was about to change once the teachers and students arrived. I knew that, but had no idea how.

No longer am I merely viewed as a colleague. No matter how much I'd like to be.

No longer am I simply treated as one of the teachers, struggling to understand the idiosyncrasies of the new administration. I am the new administration.

Almost overnight, my role has changed. And, I'm scared. Excited, but scared.

Teachers are frequently defined and typecast as "creatures of habit." And understandably so. A single teacher could, theoretically, do the same thing every day for 20-30 years - if allowed to do so. If a teacher is teaching the same subject/grade over and over, it's easy for that teacher to develop a routine, procedure, and habit in their daily life that would allow them to simply "plug in" new students each year into their pattern of instruction. In education, we call those procedures and routines. Everywhere else we call those habits, or even worse - ruts.

I'm not kidding myself. As a teacher, I didn't necessarily design my classroom (rules, routines, procedures, and instructional styles) primarily because I thought it would benefit the students. One of my primary, contributing factors was how it could make my life easier, more comfortable. The problem was that the level of comfort I enjoyed didn't push me to grow - which, ultimately, inhibited the growth of my students.

At my school - and across our district and state - we're being urged (and even required) to change the way we do things. It's uncomfortable, but it's ultimately for the glory of someone else. At school, we do all these things so that - at the end of the day - the kids can hold their hands up high in victory for accomplishing something they couldn't earlier. We do it for their glory.

I'll tell you that right now I'm coming to work every day and wondering what in the world I'm doing. Everything is new. There's new vocabulary. New responsibilities. New challenges. New struggles. And a new strategy for coping and understanding it all. However, I'm loving every minute of it. It's constantly exciting and engaging. And it's to bring glory to someone else.

And isn't that what Christ is promising to do in our life? He doesn't want us to stay where we are - where we are most comfortable. He wants - and requires - us to change and bring glory to Him in order for Him to bring glory to someone else - US! He turns it back around on us! In Matthew 18:3, Jesus tells us that "unless you change and become like little children, you will never enter the kingdom of heaven." We will never experience His amazing victory if we don't change from whom we once were. And we will never change if we don't allow someone to come into our life and make us uncomfortable.

Will it be scary - yes.

Will it be exciting - definitely.

Will you be changed? Undeniably.

Will it be good?

It will be forever.

I like your style (Week 2)

-"I like your style, Dude."

-"Well, I dig your style too, man. Got the whole cowboy thing goin'."

- The Big Lebowski, 1998

Week 2.

This week started off with a 4-day workshop training administrators in the new teacher evaluation model. This model divides the teacher evaluation process into 4 or 6 classroom observations (lesson length/partial, announced/unannounced) for teachers based on their certification status; professional or apprentice. It’s very rigorous and thorough in its application, but is a tool that seems to effectively guide teacher instruction – which is what our school needs to refine. In preparation, we watched several hour-length videos of various lessons and had to record evidence (or lack thereof) of quality instruction. Afterwards, we had to score each lesson based on a 12, 3, or 4-indicator rubric – depending on which area we were addressing through that particular observation. It was very intimidating at first. I felt very inadequate, and I questioned my training and placement as an administrator several times. Another thought that crossed my mind was that not only am I going to be evaluating teachers for the first time, but I will be evaluating teachers that, in many cases, have more experience and/or more expertise than me – especially in the elementary grades! Fortunately, I can say that I grew more and more comfortable as the training continued, and I know that I will become more and more confident in my own skills as the process unfolds.

One thing that was interesting to me while in the workshop was how there are so many different “types” or styles of administrators. There were those principals or assistant principals that were very gregarious and outgoing – that apparently enjoyed what they were doing. Some that were very well-spoken or well-dressed that had something very poignant to say periodically throughout the training. There were those that conveyed a sense of authority as soon as you entered the room; you know the ones that you’d be scared to be called to their office even now! And those that were very non-chalant in their approach to their role – the ones that tried to go out of their way to show you they weren’t taking this too seriously. There was one, however, that really stood out to me. Although, not necessarily for the right reasons. She surprised me with her language. You’d never expect those foul words to come out of such a petite, well-dressed, young lady (which reinforces the old adage that “you can’t judge a book by its cover”). The type of language she used and the way she talked about her staff was very unsettling. All of that made me wonder what type of administrator I wanted to be. For the first couple of weeks I’ve struggled with my “administrative style.” Did I want to be the hard-nosed, disciplinarian or the approachable people-person? Both have their strengths and weaknesses. I have – almost religiously – worn tennis shoes with my khakis and polo to work. Maybe as an unconscious effort to “stay connected” or approachable to the kids and staff, or maybe it’s a promise to myself (and others) that I don’t intend to turn into one of those cynical, foul-mouthed, suits that we’ve all experienced in an administrative role in one way or another – either as a student or teacher.

I am becoming aware that I will continue to refine my “style” throughout the rest of my career. And, that at times I will have the opportunity to wear many different “hats” as new roles and challenges are presented each day. Some roles will require me to be the disciplinarian, the shoulder to cry on, or even the instructional leader.

My prayer is this…may my style always be one that reflects the love of Christ. For where the love of Christ is found, many other characteristics follow…compassion, knowledge, patience, discipline, and others.