Rethinking/Rebranding “Back-to-School”

Posted on by Dr JR Entsminger

Last week, my wife and I were conversing about our “back-to-school” experiences as children. She reminisced about how she was so excited to go back to school. She elucidated her enthusiasm for meeting her new teacher and seeing her new classroom. She declared, “I couldn’t wait to meet my new teacher, see my new classroom, and see my new desk/seat!” She also recalled her excitement for back-to-school shopping. She would go back-to-school shopping with her entire family. She detailed her peculiar admiration for school supplies (special pencils, pretty-looking paper, extraordinary erasers, etc.) and how she loved these experiences and the back-to-school time of year.

For me, back-to-school was completely different. I was never excited about any of it. I wasn’t looking forward to meeting my new teacher. I was dreading my new seat in my new classroom. I loathed back-to-school shopping. In fact, I usually just handed my school supply list to my mom and she went to the store by herself and purchased everything. Interestingly, I have a feeling that my experience isn’t all that dissimilar compared to many kids, past and present.

I began to cogitate on the following: As educators, what can we do to ease the transition back into learning after summer break? I’m not talking about simply getting students excited about going back to school. I’m talking about getting students excited and prepared for re-engaging in cognitive activity. I’ve seen the back-to-school parades on youtube and twitter. I’ve seen entire school rallies with popular sports mascots encouraging students to “get back in the game”. I’ve seen schools begin the school year with field trips and field days in order to ease the transition. I’m sure those types of activities certainly have the potential to excite students about being present in school after the culmination of summer break. However, I see getting excited about simply being present back at school as different from getting students excited about re-engaging in learning.

I also thought about a typical response to my cogitation: Students should continue learning throughout the summer. Thus, if students continued learning all summer (by going to the library, experiencing museums, engaging in activities at day camps, etc.), re-engaging in learning once school started back up wouldn’t be such a shock to the system. I completely understand the validity in that notion. Yet, I try to think about the kids like me (and the kids worse off than me). It’s not that my parents didn’t help continue the learning journey throughout the summer. They did. I went to summer camps. My family and I traversed the plethora of museums throughout Illinois and beyond. At dinner time, we talked about all the fun stuff we did during the day. We engaged in continuous dialogue about world events. My parents encouraged me to read (though, don’t tell my mom, I rarely ever read anything over the summer). Put plainly, I simply did not care about re-engaging in learning, let alone being present back at school.

In addition, throughout my years in education, I’ve served students who did not engage in a single learning activity the entire summer. I assure you, this is not an isolated incident. Unfortunately, this happens everywhere, regardless of race/socioeconomic status/culture/etc.

Therefore, as educators (parents are educators, too), what do you do to get your students (or your children)/prepare your students (or your children) for re-engaging in learning? Have you seen a school/district successfully rethink/rebrand “back-to-school” to encourage the dive back into cognitive activity and not just garner excitement about being present back at school?

Any tips or tricks you’d like to share? Feel free to do so!

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Turns Out, Happiness is the Key (or, at Least One of Them)

Posted on by Dr JR Entsminger

Did you know the following benefits of happiness (Achor, HBR, 2012):

  • 56% greater sales
  • 3 times more creative
  • 31% more productive
  • 40% more likely to receive a promotion
  • 23% fewer fatigue symptoms
  • Up to 6 times more engaged
  • 39% more likely to live to age 94
  • People who are happy and positive are more productive, which results in a better ROI for companies and school districts.

I attended a 2-day Happiness Advantage workshop in Schaumburg this week.  At first, I was skeptical.  I mean,  I already knew happiness was important.  I knew being happy was a big part of success and creativity.  I knew that happiness helped fuel relationship building.  However, I didn’t know the aforementioned specific benefits of being happy.

Also, happiness is a mindset.  We must make a choice to be happy.  As obvious as that may seem, I never truly thought about happiness that way.  I thought that if I worked hard and became successful, I would be happy (almost automatically).  However, that thinking is backwards.  I must first choose to be happy, which will help my brain work better, and then potentially help me become more successful.  As the presenter mentioned, negative emotions narrow our focus towards fight-flight, whereas positive emotions broaden the amount of possibilities we process, thus, making us more creative, thoughtful, and open to new ideas (Fredrickson, 2004).

In addition, I learned that we have to be careful.  Apparently, it’s fairly simple to fall into the “darkness” or be negative (which shouldn’t be hard to believe.  Just turn on the news).  What is more, I also learned that there are specific habits that people engage in order to remain consistently happy.  During the training, I made a commitment to try at least one of these habits for 21 days.  I’m hoping this commitment will become a habit so that I can begin working on developing another one of the happiness habits.

To clarify, it’s not that I’m not a happy person.  I am happy.  There are many things that make me happy.  However, as the presenter also said (or asked), we’re not always happy at work.  He asked a poignant question: why do we always wait until retirement to be happy?  We should be focusing on ways to make work happy, so that happiness is part of our regular routine and so happiness is also shared with all the people with whom we come into contact.

I definitely plan to live by what I learned.  I was about to say, “implement what I learned.”  Yet, what we learned can’t really be implemented (in the most literal sense).  The Happiness Advantage focused on a paradigm shift/mind shift/seeing the world through different lenses (emotional lenses).  The presenter wasn’t selling a program or some type of scripted curriculum.  Being happy is within us all.  We must choose to be happy.

Let’s bring this post back to the classroom and apply it to my context as an educational leader.  I believe the rubber will truly meet the road when I’m faced with the plethora of issues that plague educational leaders (or, educators in general) on a daily basis: student misbehavior, problematic parent, having difficult conversations with teachers, etc.  When I’m faced with those challenges, I hope I can remember what I learned from the Happiness Advantage training.  I hope that I can remember my commitment to being happy, and spreading that happiness to others.

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What Do We Have Control Over As Educators?

Posted on by Dr JR Entsminger

This post is a partial continuation of my most recent post, Considering School Improvement in Underserved/Disadvantaged Areas.

I’ve had the conversation regarding school improvement (especially as it relates to underserved/disadvantaged districts) with so many educators. In fact, after my most recent post, I’ve had multiple educators in my district approach me and thank me for sharing the post and express interest in learning more. Again, I posit that there are aspects of education we can control (or have a better chance of controlling), and think it’s essential that we A) take a look at ourselves and determine if we are honestly doing the “right work” by focusing on the things we CAN control while B) simultaneously acknowledging the copious amount of outside-of-school factors that impact student learning, but not letting those factors define our solutions or plague our thinking/efforts.

This list includes a plethora of aspects in education over which we have NO/VERY MINIMAL CONTROL (not an exhaustive list):

  • Poverty and its various effects
  • Dysfunctional family home lives
  • Lack of parental involvement
  • School segregation/school district redlining/other discriminatory policies
  • Blighted/unsafe school communities and neighborhoods
  • Paucity of school funding
  • For some districts, decrepit schools and facilities
  • Formal schooling is not mandated in Illinois until first grade (6-7 years old)

These are some of the aspects in education I think we CAN CONTROL (or have the most control over) in order to help improve schools in underserved/disadvantaged areas. What am I missing? (feel free to comment!):

  • Teacher quality
  • Administrator quality
  • The support we provide our teachers and administrators
  • The type/quality of the professional development offered
  • Safe/comfortable environment for teachers/administrators to act autonomously/take risks/innovate
  • Level of collaboration between teachers and administrators
  • Building relationships/rapport/respect with the entire school community
  • Instructional practices
  • The hiring process
  • Interventions/servicing students who are experiencing difficulty
  • Curriculum
  • Student engagement
  • Culture building/developing/rebuilding
  • School branding
  • Exercising fiscal responsibility with the funds schools do receive
  • Prioritization of duties/responsibilities

Again, please Comment/Like/Share!  I’d love to know your thoughts!

Considering School Improvement in Underserved/Disadvantaged Areas

Posted on by Dr JR Entsminger

I’ve been thinking about this a lot lately. Actually, this has probably been a thought of mine (at times, it may have lingered in the back of my head as opposed to taking center stage), since I first started my career in education. I work (and have worked since the start of my career) in a severely disadvantaged school district. Over 80% of our students come from low-income homes. We have a 40% student mobility rate. It doesn’t help that our standardized test scores according to PARCC are not very good (which, in my opinion, is highly indicative of socioeconomic status. You can take a map of the south suburbs of Illinois, throw a dart at it, and you will more than likely hit an area that’s underperforming while serving a severely disadvantaged population). What’s even more unfortunate, there is an undeserved negative connotation associated with my district and a plethora of unfavorable perceptions regarding my current school district (and a lot of districts that serve similar populations).

This unfortunate scenario is reinforced by social scripts, which are “a series of behaviors, actions, and consequences that are expected in a particular situation or environment”(https://www.alleydog.com/glossary/definition.php?term=Social%20Scrip). In my district’s case, the social script is defined by environmental factors such as poverty, dysfunctional student home lives, high percentages of EL students, high percentages of students with special needs, etc. Districts like mine (there are many) are often expected to fail (sometimes, this expectation is even held by those whom the district employs) because of the out-of-school factors impacting our students and their learning (among other things). But, I’m trying to find a way to flip that script. We focus a lot on what we CANNOT control in education. Let’s start focusing on what we CAN control.

Elena Aguilar (2013), author of The Art of Coaching: Effective Strategies for School Transformation, describes the Coach’s Optical Refractor as an essential tool which encourages coaches to view issues/problems/situations from six different lenses. If you’d like to learn more about the Refractor, I highly recommend her book. I want to focus on the first lens, Inquiry, and how it relates to my thoughts regarding school improvement in disadvantaged areas. She states, “The way we define the problem dictates how we define the solution” (p. 50). Defining/describing improvement efforts concerning our disadvantaged schools are almost always plagued with assertions and descriptions regarding the effects of pervasive poverty, the dysfunctional family home lives of our students, the lack of resources to properly help our students learn and live productive lives, etc. I understand that those issues impact our reality. There’s no way around that. We can’t deny this reality, and we must be cognizant of how it shapes our own perceptions, beliefs, and actions.

However, I can’t help but wonder if we’re focusing on those aspects of the problem so much so that the solution (if there is one) is often (only) defined in these ways as well. I’ve heard the, “If only we had more resources,” “If only our students’ parents cared more,” “If only we had more parental involvement,” “If only the neighborhoods where are students come from were safer,” “If only our kids came to school on grade level (a good portion of our students do not come to school on grade level),” etc.

In my opinion, we may need to reframe the problem so that it doesn’t focus so much on issues outside of our control. By reframing the problem, we may also need to adjust our professional practice mirrors onto ourselves to determine what exactly we CAN do in order to positively enact change and improve learning and/or achievement for our students. Can we safely reframe the problem so that we take into consideration all the contributing factors to a student’s success, but also focus mainly on what we, as educators, can do to help ensure learning? I think so. I think it will require honest, courageous, uncomfortable conversations. But, I think it’s possible (and worth it). I also think that this type of change won’t occur until we get honest with ourselves and begin focusing on what we CAN change, as opposed to focusing on those issues over which we have no control.

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Teacher Appreciation: Embedding Regular Teacher Appreciation into Your School Culture

Posted on by Dr JR Entsminger

It’s that time of the year!  Teacher Appreciation Day/Week!  Yes!!!!!!!!

Teachers do amazing things.  It’s always surprising to me when people are shocked to hear about the many hats/roles teachers wear/perform.  It probably shouldn’t be surprising.  Most of my friends and family are not educators.  Why would I expect them to know any different?  However, I think it’s important to raise awareness regarding this issue.  Teachers don’t just teach anymore (I doubt “just teaching” was ever their sole responsibility).  In addition to teaching, teachers I know often act as a nurse, a social worker, a role model, a mentor, an advice giver, a guidance counselor, a therapist, an actor/actress maintaining high levels of classroom engagement, a volunteer, a fundraiser, a community liaison, a shoulder to cry on, a family man/woman, etc.  I’m not saying that educators have backgrounds in all these areas.  Nevertheless, situations within our schools (or society at large) often require us to take on these responsibilities.

I am striving to build a culture where it’s always an appropriate time to appreciate a teacher.  Appreciating teachers doesn’t have to be scheduled or relegated to a certain time in the year (in fact, it probably shouldn’t be).  As an administrator, I make an effort to show my appreciation for my teachers and teachers in general on a regular basis.  Moving forward, I’d definitely like to get better at this.  Sometimes, my days are so busy that I don’t always get to show my appreciation.  I plan to reprioritize my days in order to better accomplish this endeavor.  Teachers deserve it.

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When I Grow Up, I Want To Be…

Posted on by Dr JR Entsminger
Professional Football Player
Professional Soccer Player (“like Cristiano Ronaldo”)
Professional Video Gamer
Professional Youtuber (I wasn’t fully aware this was a thing)
Actress
Actor
Voice Actor
Growing up, I wanted to be an archaeologist, professional baseball player, professional golfer (which is ironic because I’m a terrible golfer), or a rock star.  It was so fun to have these dreams.  I’d picture myself hitting a grand slam to win the game as a professional baseball player.  I’d have daydreams of myself on stage rocking out with my guitar.  However, I was also encouraged (by my parents and teachers) to have more realistic dreams in addition to my utmost desire to be the next Eddie Van Halen.  For instance, after visiting Springfield as a junior high student, I became enthralled with politics.  I was encouraged to consider a career as a lawyer and then to enter politics.  Looking back, I’m so happy that I was encouraged to have a “Plan B Dream” in addition to my ultimate dreams.
At this point in the school year, I get to go out to all the schools within my district in order to learn more about our 6th grade students.  I get to interview 6th graders, which affords me the opportunity to get to know them so much better.  These students are amazing.  They’re smart.  They’re funny.  They’re shy.  They’re nervous.  They’re kind.  They’re caring.  Some are quiet.  Some are more talkative.  Some really like video games.  Some really like animals.  Some really like the Chicago Bulls.  But, most importantly, they’re all 6th grade kids with wide eyes and incredible dreams.  Many times, those dreams consist being a professional singer, an actor in Hollywood, a reality TV star, or a football player for the New England Patriots, just to name a few.  I’v heard students say they wanted to be every single one of those things in the list at the beginning of this post, and then some.
As educators (and parents as well), I think it’s important to embrace our students and their dreams, and to also encourage our students to have “Plan B Dreams” in addition to their ultimate dreams.  These “Plan B Dreams” tend to be a bit more realistic or like “regular jobs” as one student described.  That’s not a bad thing.  Having a backup plan is important (I may be biased because I’m a habitual planner).  Some people take issue with the phrase “Plan B Dreams” because they claim it implies that we’re discouraging students from pursuing their real dreams or that we’re “dream killers.”  If you don’t want to call it “Plan B Dreams,” fine.  Don’t.  These “regular job” dreams can go by another name.  However, I think it’s essential that kids are encouraged to have these “regular job” dreams.  Being real about future careers and opportunities is so important.  What is more, I think it’s important to help students and their parents research future jobs and understand their skills and potential.  As I got older (high school), I remember taking aptitude tests or skills tests that would help identify careers that would be a good fit for me.  The results of these tests were always so narrow.  The results almost always had to do with a public service position like a law enforcement officer or a teacher (nothing wrong with either of those professions).  That being said, it’s our job as educators to show kids and their families that there are so many other opportunities out there in this world, in addition to their ultimate dream jobs/careers and in addition to the jobs/careers that may be identified for them based on the results of some test.
We’re not dream killers.  We’re not crushing the dreams of our students.  Encouraging students to have realistic dreams in addition to their ultimate dreams is not killing their dreams or discouraging them from pursuing their ultimate dreams.  We just want to ensure that the children within our care (whether our own kids or the students in our charge) have a variety of dream jobs/careers and “Plan B Dream” jobs/careers, have the knowledge and ability to one day pursue their dreams, and understand that just because their ultimate dream job/career may not have come to fruition, that doesn’t mean they’re not or they won’t be successful in life.
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Calling All School Administrators: Collaborate! Deprivatize Your Practice! Share The Learning!

Posted on by Dr JR Entsminger

Dr. Brad Gustafson said, “If school leaders are not modeling effective collaboration, can we really expect teachers to facilitate it for students?” (2017, p. 50). Gustafson went on to say, “School leaders must model collaboration if it is to become part of a school’s culture” (2017, p. 53).

I wholeheartedly agree. I first focus on these questions as they specifically pertain to administrators and teachers (before thinking about the trickle-down effect with students). Can we really expect teachers to facilitate or engage in collaboration among THEMSELVES if we as administrators aren’t modeling it OURSELVES? I can’t help but notice some reluctance or trepidation regarding collaboration in my meetings with fellow administrators. Clearly, effective collaboration takes time, effort, commitment, and support. Therefore, apprehension concerning collaboration is most certainly understandable. Yet, purposeful reluctance or defiance regarding collaboration will only serve to harm teachers, students, and school culture.

In order for us to improve as educators (and improve schools and the field of education itself), collaboration is key. We must become comfortable with collaboration. We must become committed to collaboration. One of the most effective ways to begin this process is through dialogue with other educators. It is essential to deprivatize our practice and share our learning (and failures) with others (I completely understand that this may be difficult when systematic issues in some districts discourage failure and risk-taking, thus hindering trust, the deprivatization of professional practice, and effective collaboration). However, if as an administrator (or educator in general), you don’t personally accept the reality that collaboration is key for improving schools, you will hinder your school’s efforts towards improvement.

In my district, we’ve implemented Professional Learning Communities (PLCs) which, when done well, requires high levels of collaboration, risk-taking, and deprivatization of professional practice. We’ve had lots of bumps in the road. It has not been smooth sailing to say the least. However, we are committed to the process and the reality that, without collaborating, our schools will not improve. I can’t speak for the other administrators in my district. But, I can say that I will stay the course, as I’ve seen wonderful results regarding collaboration in our PLCs. It must be noted, PLCs are not the only avenue through which educators can collaborate. Educators from across the world have collaborated through face-to-face methods and have broken down barriers by collaborating through asynchronous means using social media. Thousands of educators have embraced technology to help build their Professional Learning Networks (PLNs). Embracing technology’s ability to tear down barriers to collaboration is a wonderful example of effective, technology-based collaboration. Teachers and administrators are constantly learning and developing (for free!) by reaching out to their PLNs.

Also, collaboration doesn’t always have to start with the school leader. I’ve read about teachers starting their own collaborative efforts (through traditional methods or by using social media) and the wonderful effects these efforts have had on the entire building. However, it is important to understand that if the school leader does not personally embrace collaboration, this will drastically harm the school’s collaborative culture and its improvement potential.

During my next administrator meeting, I will challenge/encourage my fellow colleagues to not only deprivatize their practice and share the learning, but also collaborate with school leaders inside and outside our district. I will encourage the utilization of traditional and more modern methods (such as collaboration using social media) to help our schools improve. These types of collaboration, when effectively modeled by the school leader, can lead to positive changes for teachers, and eventually have a positive impact on students.

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The Importance of Good Mentors

Posted on by Dr JR Entsminger

I just finished reading a book on being a successful school administrator. The book included anecdotal observations and experiential information from past and current educational administrators. It was unanimous. All of the administrators who provided their expertise for publication in this book said the same thing: all educators, including assistants, teachers, curriculum coaches, maintenance and janitorial staff, building level administrators, and district level administrators need good mentors.

I try to read at least two educational books a month and as many research articles I can find. I’ve scoured the internet searching for books to read that could help me in my profession. I’ve picked my colleagues’ libraries clean in search of practical books/information that can help me grow. All this searching and reading has been extremely beneficial. However, besides on the job experiences and making mistakes then learning from them, I think mentoring is probably the most propitious form of growth in my professional practice.

Many districts place heavy emphasis on the mentoring and induction of our new teachers. Yet, I know there are some districts that provide no formal mentoring for their administrators. I’ve heard how some districts assume that because someone was a successful teacher, they will be a successful administrator. I find that assumption problematic.

I’m thankful that my district invests in its administrators by providing them an opportunity to work closely with mentors. During my first year as an assistant principal, I was partnered with a retired high school principal. Because of the difference in grade level experience of my mentoring relationship, I was skeptical at first. However, even though my mentor was a previous high school administrator, much of the wisdom he shared with me has been certainly applicable. In addition to my formal experiences with a mentor, I’m thankful for a superintendent who invites all the administrators in the district to learn and grow with him. I feel that he has taken me under his wing and helped me understand things and get better at things along the way. This informal mentoring has been and continues to be just as beneficial as the formal mentoring.

Essentially, I think it’s important for districts to remember that as administrators, we need mentors, too.

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Teacher Quality and Practice Comes First

Posted on by Dr JR Entsminger

At yesterday’s district institute, we had a wonderful presenter who initiated the conversation regarding grading practices and homework. He brought the data to help support his claims. He cited relevant research that showed that homework, especially in the primary grades, often results in an effect size of zero when it comes to student learning. Yet, one of the aspects about his presentation that made it so compelling was his connection to our children and our students. We may have heard the message before, but he was particularly effective in communicating “If it’s not good enough for your own kids, why would you consider it good enough for the students you teach?” I’ve traveled to neighboring districts to see similar presentations from different presenters on grading practices and homework policies. The presentations lacked that compelling piece.

I completely see the validity in the presenter’s claims regarding homework and grading. It’s hard to argue with the majority of the evidence he presented. However, I’m not quite sure that teaching/instructing/informing teachers about proper grading practices is a step towards district improvement (or the most effective step towards improvement). For example, with homework, if a teacher looks at an assignment and determines that it’s good/quality, but in reality, the assignment is not very good and serves no purpose for student learning, I’m thinking there’s a deeper issue at hand. With this scenario, we may have an issue of teacher quality. In this instance, I do not believe that teaching/instructing/informing teachers about proper grading practices or what good homework should look like (if homework is given at all) is the first step in the process of improving the quality of that teacher. Yes, having this knowledge regarding grading practices and homework is essential. But, like I said, there may be an underlying issue that can’t be completely addressed by learning more about homework and grading.

Point being, improving teacher quality (especially from an instructional standpoint) before focusing on grading and homework policies is essential. We may be putting the cart before the horse by considering homework and grading policies before considering teacher quality.

Later, I was fortunate enough to participate in a round table discussion with the presenter. He agreed that addressing teacher practices and teacher quality before grading practices and homework policies was essential. He then clarified (which I had difficulty articulating for some reason) that with good teaching practices and improved teacher quality, grading practices and homework policies could lead to school improvement.

Overall, the presentation was fantastic. I’m simply concerned about any execution of his suggestions before improving teacher quality (and administrator quality for that matter).

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Safety in Our Schools: A Parent’s Poignant Question Regarding Erin’s Law

Posted on by Dr JR Entsminger

Last night, I had the pleasure of meeting Tom Kress. He will be presenting information concerning Erin’s Law to our entire district (parents, students, teachers, administrators, and other community members). His presentation was very informative. In addition, it was certainly geared towards his most important audience members: students.

Last night’s session was intended for parents and community members. Tom presents to parents and community members first in the event that a parent may wish to opt out his/her child from the school-wide presentation. Thankfully, it didn’t seem that any of our parents desired to do so.

After the presentation, Tom opened the floor for a Q & A session. A parent asked a question that rattled me all night and has stayed with me this morning as well. She asked, “Why aren’t training and informational sessions such as this [Erin’s Law training and informational sessions] mandated like other safety drills throughout the district/schools?” The parent was referring to tornado drills, fire drills, lockdown drills, etc. I began to cogitate on her inquiry. We have fire drills. We have tornado drills. We have lockdown drills. We constantly engage in other safety precautions and measures throughout the entire school year. It’s not that these measures aren’t important (especially from a preventative perspective). I’m not saying that these drills are not essential. Of course, anything that has the potential to keep our students safe is pivotal. However, we haven’t had a fire in years. We’ve never had a tornado. We do occasionally have external lockdowns (when something unsafe or potentially unsafe for students occurs within the city or community), but they are always resolved by the community police force. Yet, we have an abundance (unfortunately) of students who are the victims of sexual abuse. As a teacher, I had multiple students confess to me about sexual abuse they experienced. As an administrator, I’ve had teachers bring their concerns to me regarding potential abuse of students in their classrooms. Clearly, as a mandated reporter, I brought these concerns to the proper authorities. But, one can’t help but wonder about this reality.

In the room last night, a parent broke down and admitted to being the victim of sexual abuse as a child. She mentioned knowing others who were also victims of sexual abuse. If we work to keep our students safe at all times from ALL threats, isn’t sexual abuse training just as essential as the tornado drills, fire drills, and lockdown drills, especially considering that many of us teachers and administrators have actually had to navigate situations where children confide in us regarding some of their horrific experiences?

I encourage you to reflect on this parent’s question. Should we mandate and normalize sexual abuse training the same way we’ve mandated and normalized tornado drills, fire drills, and lockdown drills? In addition, should parents be able to opt their children out of training regarding sexual abuse? This is an issue that impacts so many and truly has the potential to alter the trajectory of a child’s/family’s life.

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