Dreams Need a little work

John C. Maxwell in the first line of the preface in "The Complete 101 Collection" states, "I've been passionate about personal growth for most of my life. ....I wouldn't have achieved any of my dreams had I not been dedicated to continual improvement. Such a simple statement but so profound in its implications. Perhaps unrealized dreams dry up for lack of continuous personal growth. Perhaps the original effort, ideas,time and other critical elements may move the dream forward, yet may not sustain it.

One of my favorite poems from Langton Hughes

What happens to a dream deferred?

Does it dry up
like a raisin in the sun?
Or fester like a sore--
And then run?
Does it stink like rotten meat?
Or crust and sugar over--
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?

What is the most important thing?

What is the most important thing for us as educators? Where should we place our priorities? Are we making progress? moving forward? changing lives? As we move with unbelievable speed toward the end of this year, I am focused on assessing my 2008-2009 accomplishments. While my management objectives will be met, have I changed the life of one child? Have I impacted a teacher so that it is long-lasting.
Have I empowered, supported all of my team members, family, and friends so they have felt time spent was worth their while?

It's my personal assessment and it may not really matter to anyone else, but for me, the questions are monumental. I don't want glory, akalades or fame. To be truly humble is something I desire.

I just want to know-before I start this all over again next year. Did I do the most important thing?

Webinar Savvy

Today the leadership team of C & I PDS hosted a webinar. It was extremely exciting. Another technologically tool mastered--well a few more attempts and perhaps I can truly say mastered. There was a learning curve that provided challenges, but the enthusiasm exhibited by the team was wonderfully rewarding. This is what stretching the mind is all about. The energy that emanated from the small "production" room was palpable. The OD Team from PDS was wonderful in their collaborative spirit and encouraged in ways words can't truly describe. I now feel a kinship to Evelyn Wagner's team, Bibi, Pam, Farhan who were our number one cheerleaders. Kudos to my team and kudos to the Organizational Development team.
We're all strivers.

The Strain of Poverty

Poverty is the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include the lack of access to opportunities such as education and employment which aid the escape from poverty and/or allow one to enjoy the respect of fellow citizens.
In a recent report on "Children At Risk in Harris County-2008" 54.2 % of the student population live in economically disadvantaged homes which have an annual income of less than $34,000. Many school age children are homeless and the weekly economic reports reveal the numbers are rising. As we continue to provide professional learning experiences, we must be mindful of these factors that impact learning and find ways to provide the necessary supports that make education, "the way out."

How can we support teachers who want to understand and assist students from poverty?

Paying for Performance

The first time I saw Roland Fryer, a Harvard economist discuss cash based incentives for a group of African American students from poverty, I was appalled. I sat on my high horse in judgement over paying kids to care about learning. Why the desire to learn should be intrinsic, for after all, "Knowledge is power" and everyone wants to be powerful, right?

I was reminded in a conversation with an analytical that the world is built on incentives. I grew up with an allowance--so did my children and friends--not necessarily for getting good grades, but for being well behaved and completing chores and other responsibilities. So what's the difference? There probably isn't one.

But in my world and the world of my professional peers, we love learning, exploring new ideas, reading that latest book or article to expand our thinking. We can't wait to have time for those conversations where we agree and disagree and finally exhausted start searching for the next mind bender and extender. Never content to remain the same. Working among people who love to learn makes incentives for learning seem contrived and almost sacrilegious. Yet if we are a society of incentives, bonuses, and merit pay why shouldn't it extend to the kids.

Being "Cerebral"

Today I was asked to write a recommendation for someone I supervised several years ago. I was honored because I truly value her professionally. We spent some time talking and I drifted back to a time when we spent early mornings and late evenings having intellectual conversations. Although we often would do a "Seinfeld" and talk about nothing, she always challenged my thinking. She pondered the deep things and asked interesting questions that often remained unanswered. She was a real fine teacher and just as she challenged me, she challenged her kids. When she became a coordinator, she challenged the teachers and provided the kind of support that often got results where it mattered, in the classroom. Thinking was active for her. She pondered and paused until her thoughts were aligned and then she'd delve into a rich dialogue that always produced something profoundly engaging. My younger daughter calls it being "cerebral". Someone who thinks and stretches your thinking. Imagine the places kids could go if every teacher was "cerebral."

Goal Setting

I was reminded this morning of the importance of setting goals and persistence. We're about to take professional learning to new heights and I think it's going to be an exceptional endeavor. But we must revisit our goals and make sure we fulfill them as we consider setting new and realistic goals that are aligned with our mission. I'm having to slow down to speed up so that I don't move too far ahead of myself. I love the endless possibilities.