Educators... the work you do matters!

Today is Labor Day, which signals the unofficial end of summer and the start of fall. As much as I love the summer—the chance to recharge, travel a bit, and spend extra time with family—the fall brings a lot of excitement of its own. The weather is turning cooler, football season is here, and school is back in session. For some districts, students have been in class for almost three weeks (including my district, Yadkin County Schools), while some educators just welcomed their students back last week. Either way, when Labor Day arrives, every school in North Carolina is back in session and the summer has “unofficially” come to a close. And that is why I am wrapping up this year’s edition of the NC Ed Leaders Summer Blog Series by publishing the final post of the season on Labor Day.

I had the honor of speaking at our annual Yadkin County Schools Convocation to kick off our school year in early August. This event is attended by the teachers and staff in our district, so I wanted to use this opportunity to thank the educators in Yadkin County for the work they do day in and day out for our students and our community. Below is the transcript from my speech (the names of some students have been changed when necessary to protect their privacy). I am sharing it today as a reminder to ALL educators about how important public education is for our state and our country. With the school year getting underway, this post felt like an appropriate way to close up our Summer Blog Series. I hope you enjoy it and I look forward to bringing back our NC Ed Leaders Summer Blog Series next June. Have a great school year everyone!

Good morning everyone, my name is Boomer Kennedy and I am the principal here at Forbush High School. I am honored to have the opportunity to speak to all of you this morning. My staff will tell you that I like to talk… so I have been warned by several of them to keep my remarks brief! So I will try to do that, but this beginning of the year Convocation is a celebration for our district, so I want to use my time this morning to do just that, to celebrate the awesome educators here in Yadkin County.

It seems like more and more often we hear from politicians and from “experts” about how public education is failing; about how the public education system needs to be completely overhauled because it just “isn’t working.” You’ve heard what those “experts” say, right? Those experts—who haven’t spent a day in a classroom or in a school building—but they have all the answers for why public education is “broken.”

I am here to tell you—no, I’m here to remind you—that public education is not broken. Public education is strong—in Yadkin County, in North Carolina, across the country and the world. Graduation rates are at their highest, literacy rates continue to go up, the job force is strong, college-going rates are up. Why are all those things happening? Because our K-12 public education system is strong and continues to get stronger. Can we grow? Can we improve? Sure, and we will! But make no mistake, public education is anything but broken. Public education continues to be the great equalizer in this country, in our state, and in Yadkin County.

Sometimes I just want to ask some of those “experts,” do you really think public education is broken?

If so, then you should talk to “Haley,” a young girl who enrolled at West Yadkin Elementary last year and who did not speak a word of English. She was nervous, uncomfortable, and she worried about how she would fit in at her new school. But the other students at West Yadkin helped her out tremendously and the fifth grade teachers—Mrs. Watts, Mrs. Hobson, Ms. Cox, and Mrs. McDonald—worked with her every day. By the end of the year not only did Haley love coming to school, she considered West Yadkin to be HER school!

Or let's consider a rising fourth grade student at East Bend Elementary, we'll call him "Big G.” This student had some notable behavior issues going into third grade last year and he had basically given up on himself in many ways. But his teacher, Ms. Pettit, refused to give up on him and continued to fight for him, sometimes even when he did not want her to! In the end, because his teacher and other staff members at East Bend never gave up on him, he had a successful school year, growing academically and gaining a ton of confidence in himself.

Still think public education is broken? Why don't you ask London, or Ethan, or Allison, or Jay-Bez, or Dorothy? Because the teachers at Jonesville Elementary sat down with those students and told them, face-to-face, why those children inspired them and motivated them every day to be their very best. And then, those teachers videotaped those messages and shared them with their school community.

So, you don't think public education is working? Why don't you talk to the staff at the Yadkin Success Academy (our district’s alternative school), who work tirelessly to support the needs of their students. Even if those students have struggled in school or made some poor decisions in their lives, the staff at YSA still pushes them, and cares for them, and helps them get back on track. Last year, three students at YSA earned high school diplomas and another 15 students earned their way back to their regular educational setting, including several who graduated from Forbush and Starmount High Schools. That is another 18 Yadkin County success stories thanks to the hard work of the staff at YSA!

Are you not sure if the work we do every day matters? Let’s check in at Boonville Elementary, where a student named “Carson” perseveres every day through a rare blood disorder that impacts his body and has caused him to have over 100 blood transfusions. However, with the support of his friends and the Boonville staff, he comes to school every day with a positive attitude and he finished first grade last year on grade level. Carson is the definition of determination!

Since we are on the topic of determination and perseverance, let's talk about Julie Dalton, 1st grade teacher at Yadkinville Elementary. Julie overcame an illness that led to her needing a kidney transplant and now she is back for her 22nd year of teaching. It is teachers like her—those who are truly dedicated to our students—who make our district so great!

Still not convinced? Well then you should have been at Starmount High School’s graduation last spring when the entire graduating class and audience gave a very special student with disabilities a standing ovation. This student had major complications at birth, but he was a daily blessing to Starmount High School. He is a top notch kid who tried his best in every class, had great attendance, and always had a smile on his face. What a role model for all of us to follow!

And finally, if we still are not sure if public education is working, maybe we should ask Forbush High School graduates Madison Carter and Navaeh Hemric. Madison and Navaeh were Health Science and HOSA students with Mrs. Adrianna Sloan, and with Mrs. Sloan's guidance and the support of numerous Forbush staff, both of them were accepted into Lenoir-Rhyne's very prestigious and highly competitive RIBN program. And I have to end by telling you about Zach Morris and Zeke Matthews, both of whom are automotive students with Mr. Keith Senter. With the help and support of Mr. Senter and so many others at FHS, Zeke—who is a rising senior—earned a $5,000 scholarship to Lincoln Tech and Zach—who just graduated last May—earned over $30,000 to UTI!

And those are just a few of the numerous examples of success stories here in Yadkin County. I want to thank all of the principals who shared those stories with me and I wish I had time to share more, but let those stories be a reminder to each of us that what we do, day in and day out, really matters. It matters to our kids, it matters to their parents, and it matters to our communities.

The educators in this gym are the heart and soul of public education is this county. The work you do changes lives; the work you do breaks cycles of poverty; the work you do builds communities. Thank you for your passion, for your dedication, and for your commitment. Thank you for all you do and have a GREAT school year!

Boomer Kennedy is the principal of Forbush High School in East Bend, North Carolina. Connect with him on Twitter @BoomerKennedy.

What You See is What You Get: 5 Tips for Becoming a More Purposeful, Illustrative Leader

For many educators across the state of North Carolina (myself included!), the school year has already begun. For others, the first day of school is right around the corner. It is an exciting time for students, parents, and educators! The start of the school year also means that our NC Ed Leaders Blog Series will soon come to a close for the summer, but we are not finished quite yet!

Today's post comes from Jamie Frye (@mrjamesfrye), principal of Claremont Elementary School in Claremont, North Carolina, which is a part of the Catawba County Schools system. Mr. Frye has previous experience as a teacher, district administrator, and assistant principal. He is a North Carolina Teaching Fellow who is currently working on his Ph.D. in Educational Leadership and Policy with The University of Kentucky. Jamie completed his undergraduate degree in English Education at Lenoir-Rhyne University and holds graduate degrees from Michigan State University and UNC-Greensboro.

Jamie has been affiliated with and held leadership positions in several professional organizations and conferences, including the North Carolina Technology in Education Society, The Friday Institute for Educational Innovation, the North Carolina Department of Public Instruction's Digital Teaching and Learning Division, and the North Carolina Association of Supervision and Curriculum Development. He was also named to ASCD's Emerging Leader class of 2015. Mr. Frye's post below describes the importance of "Illustrative Leadership" and provides great tips of how school and district leaders can transform the culture of their organization.

Great educational leaders are hard to find.

Literally -- not only are elite leaders rare, vibrant, and passionate, they’re hard to find because they don’t frequently darken the doors of their office during school hours.

Though it may seem contrary, exemplary leaders who affect growth and systemic change in learning do not always prioritize the “shallow work” (of e-mails, phone calls, or many meetings) over, as Cal Newport describes it, “deep work.” Good leaders know that the depth of that creative-intensive work is what, as an end result, enacts positive change for students (note: that isn’t to say that checking emails or having meetings are bad -- just that they should take less of your time than actively implementing your creative work).

The best leaders don’t endorse “best” practices, but rather encourage limitless attempts to grow “better” practices instead. Articulating a vision of growth is a skill that is not simply taught, but more effectively modeled -- and modeling takes time. Sometimes, people grow more by observing others’ actions than they do when a plan is explained to them.

How better to lead human beings, who were once also students in the schools we are working to grow, than by modeling your example and expectations experientially? This is something I call Illustrative Leadership. 

The mission of a leader to ensure a sound, basic education -- and to facilitate continuous school and district growth -- is more important now than it ever has been. All of the most important visions, initiatives, and incentives, from personalized learning to STEM education, flourish with time; however, to ensure all teachers, custodians, and support staff can promote the success of our visions of equity in classrooms and beyond, we as leaders must be careful to model our leadership with purpose.

Of course, these truly illustrative leaders are exceedingly few and far between, and the passing of the torch from experienced to lesser-experienced leaders doesn’t always involve discussions of the importance of emotional connections with constituents, nor of how to model “better” (not best) practices. In times when leaders are overtly consumed with ensuring the basic survival of their schools and districts due to budget crises, it’s become simple to lose sight of the importance of modeling/illustrating the pinnacle of purposeful, intentional leadership; that kind of leadership, in the words of Kouzes & Posner, “is an affair of the heart.”

With this in mind, let’s talk five tips for transforming culture and learning by putting Illustrative Leadership into action:

1. Articulate Your Vision

“The capacity to imagine and articulate exciting future possibilities is the defining competence of leaders...keep in mind that your constituents...want to share in that glimpse of the future” (Kouzes & Posner, 2010).

As leaders, our vision is our foundation. Aristotle wrote in Politics that “the law is reason free from passion.” Sometimes, we become so lost in enforcement of law and procedure that we forget that it is our primary job to be proactive evangelists of learning.

By combining reason in decision-making, passion in action, and modeling in servitude, we create a culture of open-door Illustrative Leadership. It is one thing to speak of passion for our work, but to be passionate, articulated with vibrant visibility, is unique. Passion without vibrance is dead -- vibrant visionaries are illustrative leaders who can get others on board, guide a shared mission, and produce large-scale results.

2. Share Your Creative Process
“[M]odeling requires and therefore teaches many imaginative skills” (Root-Bernstein, 1999).

Perhaps one of the most crucial components of modeling through Illustrative Leadership is sharing your creativity and thought process. Sometimes spoken as one of the more difficult to implement of P21’s 4Cs, great leaders employ creativity as they shape learning and culture daily. By sharing our creative process and steps we take to reach an idea -- and how we connect those ideas into long-range plans -- we model for our teachers how to reimagine their own visions for learning. This is yet another piece that distinguishes continuously improving leaders.

To learn more about creative ways to illustrate your creative-intensive deep work, I highly encourage you to visit the Sparks of Creativity wiki, collaboratively constructed by Michigan State University instructors and students.

3. Become Your Vision
“[Leaders] need to be curious and search for a deeper meaning and understanding of what’s going on around [them]” (Kouzes & Posner, 2010).

One of the most incredible principals I’ve ever had the opportunity to see in action transformed the dynamic of an elementary school through her implementation of the Leader in Me program. This visionary woman created a culture that continued well after her departure by modeling her expectations. Mrs. Julia Styers spent three days modeling and coaching teachers in the classrooms each week, in addition to greeting every student as they walked in, helping with routine duties, and ensuring that all students were truly learning. Her two remaining days were dedicated to shallow work, such as e-mails, phone calls, and meetings -- a clear illustration of her prioritizing her vision for facilitating an innovative learning environment. By her example, this “lead learner” created a persistent culture of love and learning that empowered teachers and students alike to become servant leaders and learners. By being a leader who made time and not excuses, she modeled what dedication to Whole Child success looks like -- and her staff and students followed suit.

4. Teach with Your Actions
“...when working at their personal best, leaders transform their followers into leaders” (Kouzes & Posner, 2010).

A great way to strike your vision to the ground as a leader is not to practice what you preach. If your school is focused on the transition to digital learning then your professional development for staff should begin utilizing those tools and mindsets to demonstrate their ideal potential. If I ask a group of teachers to redefine Formative Assessment in their classroom, I’ll lead a meeting with a Kahoot! to assess prior knowledge, thereby illustrating my expectations for those teachers.

Another method of teaching with your actions involves letting others see you at your weaker points. Allowing your co-workers and constituents to see you in times of stress or uncertainty (to an extent) -- and letting them see how you positively react to and handle it -- strengthens your constituency and builds their own problem-solving skill set. These actions don’t always come easily; don’t be afraid to take the unpopular action, even if some political flack comes with it.

5. Embrace Problems and Solve Together
“Love creates the desire to serve others and to see them grow and become their best…[p]eople do their best when there is an opportunity to change how things currently stand...[Good leaders] motivate others to exceed their limits and look for innovative ways to improve the organization.” (Kouzes & Posner, 2010).

The answers to some of your greatest problems can be unveiled in conversations with people who don’t normally have a seat at “the table.” As an illustrative leader, by having collective and inclusive conversations about your vision with everyone who has a stake, your actions can show that you value competency over credential -- and you’ll learn quickly that the stories your custodians and cafeteria workers can share may provide valuable insight into your decision-making process. As one of my greatest mentors, David Stegall, taught me, "everyone deserves a seat at the table."

And, according to Daniel Willingham in Why Don’t Students Like School?, problem-solving is rejuvenating for your staff, too: “[w]hen you solve a problem, your brain may reward itself with a small dose of dopamine” (Willingham, 2009). Problem solving is dope!

You don’t have to tattoo the name of your newest initiative on your forehead, but impactful leaders should walk in a way that puts their beliefs into practice. Picasso said that “[t]o model an object is to possess it.” Combine this with the notion that our perception becomes our reality, and it becomes obvious that Illustrative Leaders who share their vision, model expectations and aren’t afraid to get their hands dirty really can accomplish anything they set their minds to.

How are you working to practice Illustrative Leadership?

Jamie Frye is the principal of Claremont Elementary School in the Catawba County Schools system. You can find him on Twitter @mrjamesfrye.

References:

Kouzes, J. M., & Posner, B. Z. (2010). The truth about leadership: The no-fads, heart-of-the-matter facts you need to know. San Francisco, CA: Jossey-Bass.

Mishra, Punya et al. (2014). Sparks of Creativity. East Lansing, MI: Michigan State University.

Newport, C. (2012). Knowledge Workers are Bad at Working (and Here's What to Do About It...). Retrieved December 8, 2015, from http://calnewport.com/blog/2012/11/21/knowledge-workers-are-bad-at-working-and-heres-what-to-do-about-it/

Root-Bernstein, R., & Root-Bernstein, M. (1999). Sparks of genius: The thirteen thinking tools of the world's most creative people. Boston, Mass.: Houghton Mifflin.

UC-Davis. (n.d.). Why EL? Retrieved December 8, 2015, from http://www.experientiallearning.ucdavis.edu/why-el.shtml

Willert, T. (2016, January 7). Midyear budget cuts could force some Oklahoma school districts to close. The Oklahoman.

Navigating Conflict and Managing Relationships in the Workplace

The summer is quickly coming to a close, but we have a few more blog posts in the NC Ed Leaders Summer Blog Series before the school year begins. Today's post comes from Phil Echols, Senior Administrator of Professional Learning in the Wake County Public School System. Mr. Echols works with educators across Wake County, coaching and supporting Professional Learning Teams. He is passionate about collaborative relationship building and teaming, and his post below offers specific advice for teams of educators looking to better manage conflict, have courageous conversations, and build deeper, authentic relationships. Phil was a recipient of the Cary Chamber of Commerce Entrepreneurial Award in Education and is also a member of the ASCD 2018 Emerging Leader cohort. Check out Phil's post below and be sure to follow him on Twitter @PhilEchols.

Since the age of five, I've spent every August in a school building as either a student, teacher, counselor, or professional learning specialist. I used to think that was a bad thing, but I've grown to appreciate it as a part of who I am. Education, relationships, and leadership have been my life's work as well as a part of my identity. My father, a Baptist minister, and my mother, a first-grade teacher, instilled in me the importance of a good education and being a contributing member of society. My deceased mother was a retired elementary educator with 36 years of service. To avoid conflicts in the workplace, I attended every elementary school on the western side of Henry County, Virginia to avoid her school. She wanted it that way. Maybe, I wasn't the most pleasant child to work with. Nonetheless, exposed to a variety of school cultures and populations, I adapted to many different school environments.

As a heterosexual, middle class, African American male, my experiences varied from racism and discrimination to favoritism and admiration. In most cases, I found myself adapting for survival. It wasn't until early adulthood that I fully understood how difficult school survival was and just how critical interpersonal skills and relationship management are. I recognized not only were these things at play for students, but also for adults. Somehow, I thought it would be easier as an adult. But I found the skills needed as students to navigate the "playground" are the same skills needed for teachers to maneuver the workplace.

I often dreamt of writing a book entitled "We Work In a Middle School, We're Not In Middle School." For now, I'll settle with this blog post. The same behaviors we as adults detest in classrooms are the same behaviors we engage in and model in the hallways and staff meetings. Catfighting, backbiting, cliques, and exclusion are alive and well in our adult interactions.

My current role as a Professional Learning Specialist has allowed me to grow in areas I support such as effective learning communities, effective communication, and courageous conversations around race and equity. We must be an example for others and our students. This blog entry is not a "holier than thou" sermon, and I'm not where I ultimately want to be professionally, but thank goodness I'm not where I used to be. Here are a few takeaways from my growth in the areas of navigating conflict, courageous conversations, and keeping the lines of communication open.

Navigating Conflict

Conflict isn't a bad word, and it's necessary for community. Conflict can improve team effectiveness. Imagine a world where we all thought the same thing and had the same preferences. Not only is it boring, but there's no growth in tossing around the same ideas. Conflict is an opportunity for something better to be produced.

In the work of Adaptive Schools by Thinking Collaborative, Cognitive Conflict focuses on substantive, issue-related differences of opinion. Cognitive Conflict can produce increased understanding, better decisions, and an increased level of commitment. Affective Conflict focuses on individuals and is personalized, ultimately resulting in decreased commitment and poorer decisions. The goal is for Conflict to be cognitive.

One way of engaging in Cognitive Conflict, as outlined by the Adaptive Schools Foundations Seminar (2014), is through the use of stems of connection. These stems connect and build on ideas already placed on the table and further engage others to continue participating in the conversation.

Stems of connections:

"Here's a related thought…"

"I hold it another way…"

"Hmmm, from another perspective…"

"An additional idea might be…"

"Taking that one step further…"

Courageous Conversations

In matters of race and equity, the Courageous Conversations Beyond Diversity work developed by Glenn Singleton and the Pacific Educational Group, Inc, outlines the Courageous Conversation Compass with the four quadrants: Thinking, Acting, Feeling, and Believing. When engaging in conversations around race and equity, we must stay centered on the compass. The most productive discussions will come from us, remaining centered. If you know you're in the "Feeling" quadrant, take a break and come back once you've gathered yourself. Most organizations operate on the right side of the compass (Thinking and Acting). If you keep functioning on the right, there's going to be problems. Be mindful of how you're showing up in conversations around race and your location on the Courageous Conversations Compass at any given moment. An excellent resource for more is "Courageous Conversations About Race" by Glenn Singleton.

Pinging (Check-ins)

The only conversations we're having with people SHOULD NOT be to offer criticism or ask for help. In the book Never Eat Alone, Keith Ferrazzi talks about the power of "pinging" or checking in with others to keep the relationship fresh and the lines of communication open. When people see you coming around the corner or view a message from you, the last thing you want them to think is, "What do they want NOW!?"

Here are a few ideas of ways you might "ping" your colleagues:

Text or call to say hello without asking for a favor

Don't text or call the day before just to set them up for a favor the next day

Stop keeping score on how many they owe you or vice versa.

No matter how busy you are, always greet the person before getting down to business.

In summary, Relationship Skills are identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. Clear communication, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed are all examples of relationship skills. All of these are also closely related to Emotional Intelligence. We can't control others, and as my father often says, "We can barely control ourselves." Ultimately, we influence others by practicing what we preach and through our lives being the example. Given your commitment to improve our world for our students, how might you enhance your relationships moving forward?

Phil Echols is Senior Administrator of Professional Learning in the Wake County Public School System. You can find him on Twitter @PhilEchols.

I'm Sorry

The latest edition of the NC Ed Leaders Summer Blog Series features a post from Donald Wyatt, principal of Sedge Garden Elementary School in Kernersville, North Carolina. Donald began his educational career as a 4th and 5th grade teacher in Craven County, North Carolina, before moving to Forsyth County in 2010. He was an assistant principal in the Winston-Salem / Forsyth County Schools system until 2016 when he was named principal at Sedge Garden. I have known Donald for a few years and I have to say he is just an all-around good guy. He is highly-respected by his teachers, he loves and cares for the kids at SGES, and he is a very hard worker. His post below talks about admitting mistakes and building a culture of mutual trust and respect in your school. Admitting when you are wrong is a hard thing for any human to do, let alone someone in a "leadership" position. Donald's thoughts are humble and genuine, and they really struck a chord with me. I hope you enjoy Donald's post and be sure to follow him on Twitter @donaldgwyatt.

I have been an administrator for 6 years now. As Assistant Principal and as Principal I have made countless decisions that have had positive impacts on students, staff members, community leaders, and parents. I have also made countless decisions that have led to high student growth, high student engagement, and high teacher moral. This post is not about any of those decisions.

I once made a teacher move her entire classroom to the room next door. I made the decision for cohesiveness; I believed the team needed to be beside each other in adjoining rooms. I remember, vividly, watching her and her husband move furniture from one room to the other. I remember, vividly, thinking “This is the right thing to do.”

A couple of weeks later that teacher stood at my door. I said, “I’m really sorry, this is my fault, I will rectify this as quickly as possible.” The look on my colleague’s face has prompted this post.

Leaders make decisions all day, every day. Some are thought out, analyzed, and evidence based. Others are gut-driven while some happen so fast we don’t have time to process every detail. None of these things are bad; we all know a decision can be over-analyzed and that data doesn’t always reflect the social and emotional goal. We also know that even the best leaders make the wrong decision.

So, what happens when leaders are wrong...

We begin with FINGER POINTING: we say, "the teacher didn’t complain or give me additional information."

Then we say “it’s not my fault” ... wrong again.

We try to MAKE IT A SYSTEM ISSUE: we say, "the kids, the administration, the state." Nope, nice try!

Or we blame our lack of a CRYSTAL BALL: “I could never have known that." Well, maybe, or maybe not.

Why do people have such a difficult time apologizing and truly accepting responsibility for bad decisions? I don’t have the answer to this question. I’m sure there are some psychologists out there who could go on for days. I can tell you, for me as a leader, learning to say "I’m sorry" was one of the most empowering moments of my career. It allowed me to be vulnerable to the people I am leading. It allowed them to see that I understand I don’t always get it right. It allowed them to see that I am constantly reflecting on the decisions that I make. It allowed them to see me as a person, not just a position. Being a leader means making mistakes, and owning mistakes builds respect, trust, and collaboration.

It wasn’t easy for me to admit I was wrong to the people I am supposed to be leading. I was scared to death that admitting I got it wrong would open a floodgate of people questioning my every decision. I was scared it would give the teachers ammo to question me, relentlessly, when I made a decision that was not popular.

I am here to tell you that none of that happen. In fact, it was the opposite. It opened a floodgate of conversation, collaboration, trust, and respect. It brought the entire staff together. It starts with modeling. Every person in that building saw that it was okay to be wrong, and furthermore, to openly admit it. They say that a bad decision leads to reflection and reflection leads to growth.

Learning to apologize for poor decisions was one of the biggest turning points in my leadership career. It was more about realizing that leaders, no matter how good the intentions, don’t always get it right. It was also about really becoming a family with the ones you lead. It is okay to get it wrong, and once they see that, they feel that same way. I have watched teachers build much deeper relationships with children, parents, and other staff members because they are able to own their mistakes.

If you are a leader in any capacity, you will make mistakes. I challenge you to use the power of owning those mistakes to build a culture rooted in honesty, respect, and trust!

Donald Wyatt is the principal of Sedge Garden Elementary School in Kernersville, North Carolina. You can find him on Twitter @donaldgwyatt.

The Transformational Power of Education

We have reached the halfway point of this year's NC Ed Leaders Summer Blog Series and I am very excited to share our next post. Today's writer is Shiela Patterson, a history teacher at South Stokes High School in Walnut Cove, North Carolina. Shiela may not realize it, but she had a huge impact on me as I began my administrative career at South Stokes as an assistant principal several years ago. She is one of the most positive, hard-working people I know, and she helped guide and mentor me as I navigated the waters of my first year as an assistant principal. It came as no surprise to me when Mrs. Patterson was named the 2019 Burroughs Wellcome Fund Piedmont Triad Regional Teacher of the Year. Shiela has been an educator for 23 years, 20 of which she has spent at South Stokes. She was formerly an exceptional children's teacher but has taught history for the last 12 years. In addition to bringing history to life in the classroom, Mrs. Patterson has also led a variety of professional development sessions addressing the social studies curriculum, technology integration, and vertical alignment. As you will see from the post below, Shiela believes in the transformational power of education for students, teachers, and the community. If you need an inspirational boost to get ready for the school year, this is the post for you!

Education is transformational... for students, for teachers, for communities. And, as educators, we are at the center of that transformation process. It is an awesome responsibility and reward, and it is surely not for the faint at heart. As our student population changes statewide, we must adapt and change our thinking and approach. No matter how hard change may seem to be, it is our duty, our job, our passion to transform education so that it can transform our students.

My transformation began last week as I spent a week at NCCAT with the North Carolina Regional Teacher of the Year team, led by Mariah Morris, our 2019 Teacher of the Year. Through fabulous speakers like Freebird McKinney and Tabari Wallace, I was able to begin to understand the amazing challenges that we have in front of us as educators. We must begin to see education not only as a career or passion, but we must become educational diplomats that help our teachers and our communities understand and overcome the barriers that so many of our students face today. We must transform education to address the equity needs and educational goals and outcomes of each and every student. Education is transformational.

Education is transformational for our students. Education is the avenue by which students can overcome struggles and barriers that may have been placed in their way through family situations, physical and educational disabilities, or entrenched cultural struggles. When students come to us hungry, neglected, abused, we must remember that they CAME TO US and we have the power to meet them where they are and help provide them with the tools they need to face these challenges as we provide a meaningful educational experience. Through collaborative efforts among teachers and community members, we can begin to provide an educational environment for our students that will allow them to pursue 21st-century careers. This will not only allow them to be successful in the classroom, but in the amazing life they will live after they leave our four walls.

Education is transformational for teachers. Through constant growth by engaging in PLNs, immersing ourselves in research-based models of instruction, and staying abreast of societal issues, we can grow and learn how to best serve our students. The growth mindset does not only apply to our students, but we must apply it to ourselves as educators. We must learn it is no longer enough to impart knowledge to our students in the vacuum of a classroom; we must engage in the response of our profession to a changing student population. We can no longer ignore the huge impact technology has on our students; we need to understand how that will shape their education and their lives. Our roles as teachers are not the same as it was when I became a teacher over 20 years ago, and I embrace that. We can be transformed as educators into educational diplomats, teacher-leaders, and educational advocates.

Education is transformational for our community. As the centerpiece of most communities, schools and teachers provide a pivotal role for the direction communities can take. Schools must be inclusive, warm, and engaging to students and parents, but also be responsive to the needs of the community. By engaging community partners such as community colleges and local businesses, schools can begin to forge partnerships that allow the school to produce the citizens our areas will need in order to thrive in the 21st-century. While it is important to have local support at athletic events, the community transformation takes place when schools invite the community into their schools for STEM events, apprenticeship programs, and job shadowing days. These events help begin the dialogue addressing the needs of the community, allowing students to see a positive future in their community instead of the desire to leave when they graduate. Communities must transform if they hope to grow and schools are an integral part of that process.

Education is transformational, there is no doubt about it. We all have our transformation stories, whether it was when we were a student or as a teacher. We must remember the power of that transformation and know that every student deserves that experience. As educational leaders, we must help those around us discover their transformational power so they can be a part of the educational transformation process, not an additional barrier for our students. Good luck with the 2019-2020 school year...and let the transformation begin!

Shiela Patterson is a history teacher at South Stokes High School in Walnut Cove, North Carolina. She can be found on Twitter @historyguruE2.

The Secret to Great Leadership

The NC Ed Leaders Summer Blog Series continues with a post this evening from Dr. Myra Cox, Superintendent of Elkin City Schools. Dr. Cox has a wealth of educational experience, having served as a teacher, curriculum specialist, school-level administrator, and district-level leader. I had the privilege to work with Dr. Cox when she was the Assistant Superintendent of Yadkin County Schools during my first year as principal of Forbush High School. While I was sad to see her leave our district, I was excited for her when she was named Superintendent of Elkin City Schools in 2016. Myra has always been committed to motivating, teaching, and inspiring all students to learn more and do more to make the world a better place. In her post below, Dr. Cox describes a book study completed by members of her staff that focused heavily on the importance of leadership. As she describes below, the most important quality a leader can have is the ability to "SERVE." Check out her post below and be sure to connect with Dr. Cox on Twitter @elkinsupt.

In the spring of 2018, I introduced the book The Secret: What Great Leaders Know and Do to the Elkin City Schools Core Team. This book is authored by Ken Blanchard and Mark Miller. Our Core Team is comprised of school-based administrators and the central office directors. Mr. Chad Tidd, owner of the Chick-fil-A Restaurant located in Mt. Airy, NC, recommended the book because the Chick-fil-A company values the leadership model described in the book. Come on, I am no dummy! Chick-fil-A is a highly successful business with exceptional service and food. I knew I had nothing to lose and everything to gain.

Now that the book study is complete, I have learned that some of the Core Team members were less than excited about reading a book. Let’s face it, we have all been there. Our leader gives us a book to read with the plan of “doing” a book study each month. Then, everyone dreadfully anticipates which chapter he or she will be responsible for presenting to the group. We all know that when the chapters are divvied up at the beginning, the chances of everyone reading the book in its entirely is slim to none. Human nature tells us to only focus on the chapter assigned to us. Why? We are busy people!

I was hooked after reading the first chapter. The crux of the book stems from the question, "What is the secret of great leaders?" which surfaced within the first 25 pages. The book is an easy-to-read fable focusing on the working relationship between a young, business executive and her mentor. I immediately knew that the answer to this critical question would be revealed in the following chapters, and that everyone on the Core Team needed to read it firsthand. So, I broke the typical book-study mold and challenged all of the leaders in Elkin City Schools to read, absorb, and apply every word. I intentionally left the monthly book study topics and agendas open so that our conversations surrounding the concepts would evolve organically.

We started with a self-assessment prior to the actual reading. It was located at the end of the book. We, of course, used it as a pre-assessment. Individuals on the Core Team rated themselves on a series of questions related to the leadership model in which they would become very familiar with by reading the book The leadership model is the acronym "SERVE." What is the significance of SERVE? That is the answer to the all-important question, “What is the secret of great leaders?” Great leaders serve. You might say we began with the end in mind.

Let me quickly break down the letters in the acronym, SERVE.

S stands for See the Future.
E stands for Engage and Develop Others.
R stands for Reinvent Continuously.
V stands for Value Results and Relationships.
E stands for Embody the Values.

The question in my mind, and probably everyone else’s too, was is this going to applicable? If we know great leaders serve, what do we literally do with that information? Ironically, as the book study unfolded, it aligned beautifully with the development and implementation of Elkin City’s new, five-year strategic plan. The plan was approved by our Board of Education in May of 2018 and the summer retreat was held in June. Rich discussions were held each month during Core Team meetings throughout the 2018-2019 school year as a result of our reading. These discussions naturally lent themselves to the comparison of the secret to great leadership and the progress made toward attaining our school system goals. Little did I know that the book would be a powerful tool for guiding our team through the first year of the strategic plan's implementation and evaluation. This is not to mention that our school system theme for the 2018-2019 year was KAPOW, which stands for Kids Are the Purpose of Our Work. Who can effectively carry out that theme without having a servant’s heart?

Understanding that great leaders SERVE has strengthened the Elkin City Schools’ Core Team. The pre-assessment was only the beginning to understanding where we were and where we wanted to go as a leadership team. The book study grew from a dreaded reading to a meaningful event. For example, each individual on the core team wrote a professional goal related to the SERVE model. They completed a written reflection at the end of the year describing the impact the SERVE model had on their work. Upon reading those, I gleaned that everyone felt the book was motivating and inspirational. At least one director asked her staff members to read the book because the five concepts resonated so deeply with her. Testimonies, success stories. and high-fives were common whenever the Core Team was together this past year. Most of all, the concepts provided a unifying set of leadership tools that represent who we are and what we are about.

Where will SERVE fit in the Elkin City Schools for the 2019-2020 school year? In a few short weeks, when the core team is gathered for the beginning of the year meeting, I plan to ask everyone to take the assessment from the book once again and use the results as a post-assessment. As we review our mission and vision statements as well as our belief statements and overall goals, I will ask the team to determine which letter(s) and concepts(s) will be their area of individual focus going forward. The “secret” to great leadership will continue to be our leadership framework. And the Core Team should be happy that they will not receive a different book to read this year as my goal is to spend another year diving deeper into the five concepts.

Dr. Myra Cox in the Superintendent of Elkin City Schools, located in Elkin, North Carolina. She can be found on Twitter @elkinsupt.

Leading for Equity: From "All" to EVERY

Today's NC Ed Leaders Summer Blog Series post comes from Dr. N. Chaunté Garrett, Head of School at Rocky Mount Preparatory School in eastern North Carolina. Dr. Garrett is an instructional leader with building- and district-level experience transforming schools and increasing student achievement. She has experience designing both remedial and accelerated curricula, developing and implementing instructional initiatives, and supporting teachers and administrators in closing achievement gaps. Chaunté's post highlights some important tips for teachers and administrators to remember when working towards equity for "every" student in your classroom, school, or district. Be sure to share Dr. Garrett's post below and connect with her on Twitter @drncgarrett.

I set out in education, knowing I was well prepared and yet feeling clueless due to what I was certain I didn’t know. I was overwhelmed at the responsibility of helping students reach expected outcomes. As well educated and prepared as I was upon graduation; I was a ball of nerves. I wanted to do this well. I found my copy of the First Days of School by Harry Wong. I followed every checklist. When thinking about what would happen after “the first days of school,” I was still feeling a sense of unreadiness. It was then I knew I had to move beyond the checklist and follow my heart.

First Days of School and its helpful tools set the tone for the way the classroom would run. That was me setting the foundations for what would happen for all children in my classroom. For some reason, this did not feel like the way to make a difference. I didn’t start understanding the difference I was seeking to make until I simply resolved to do what I knew was best. I understood my work beyond the checklist to be helping students to meet the standard. If there was a barrier to meeting the standard, I had to build the ladder for them to be able to climb over it. Yes, there were barriers, personal, social, academic and especially institutional. For this reason, some “ladders” were the same, but some needed to be different. All students could not climb the same ladder to reach the standard. Much to my surprise, my first year of teaching, every child experienced success. I know now it was because each child had their own "ladder." Yes! All students can learn. It is only when we move from ALL to EVERY that we secure and ensure each student has the opportunity to learn.

“All” is the notion that, “This is what I do for a group of students,” or “This is what is implemented to help this group succeed.” Once we get past the banners and broad stroke implementations that support our feel good mottos and mission statements declaring, “All Students Can Learn!,” how do we explain away the persistent achievement gaps between ethnic subgroups, economic subgroups, ability subgroups, and any other subgroup we can define? All students CAN learn, yet when we, as educators, focus and find rest in all, we fail to acknowledge that every student in the group may not have the same needs. Equity occurs when we move our focus from “all” to Every.

Focusing on Every is when we begin to focus on each student. Realizing that each student has their own needs. The difference comes when we are intentional about meeting these needs. How do we move from “all” to EVERY?

Start with the Data

We have so much data, that there are very few things we actually have to guess. Under an “all” lens, data can tell us what groups of students learned the material and provides insight into the effectiveness of instructional practice. Scores indicate students reaction to the instruction provided; however there is another lens. For EVERY student, we want to identify if there was anything that hindered students from accessing the curriculum and instructional outcomes expected. When using data to support equity, we identify and examine multiple data points. These data points include: attendance, discipline, classroom walk-through, formative assessments, and other data describing factors that are a part of the school culture.

Identifying Each Instructional Narrative

Equity driven data discussions extend beyond the student’s performance on paper to include the student’s experience within the classroom. This requires looking beyond the whole class performance to identifying challenges for each student. We often look at data to identify which students scored below a certain percentage and then develop next steps. The difference between “all” and EVERY is looking at the data from the perspective of “This student performed at…,” or “This student did….,” then naming their challenges and brainstorming how to address them within the classroom. This approach ensures our support for the student is based upon THEIR NEED verses their apparent similarities with their peers. The process of naming challenges, includes all of the factors that impact their ability to access learning. Every student has an instructional narrative that tells the story of their performance, not their potential. Using their narrative we can support each student in reaching their potential.

Plan and Implement The Appropriate Reaction

Meeting student needs means planning and implementing the appropriate reaction to their needs as identified. From an equity lens, this happens instructionally and personally as educators.

*Instructional Reactions are key. Our data can stir emotions depending on what story it tells. It is personal. Sometimes data conversations, no matter how well crafted or intended, cause teachers to feel “called out” or perceived to be bad teachers. As educators, our response is instructional, not emotional. Looking at data as a narrative of experiences, we can identify the appropriate strategy to change the narrative for each student.

*Addressing Perceptions and biases are a must. Including multiple data points, will identify trends in how “all” and EVERY student is engaged within the context of the classroom. This is a result of perceptions manifesting within the environment. As the data begins to tell the story, the adults must be willing to identify and address the beliefs they are carrying that impact their interactions with students and ultimately impact the students ability to access the learning opportunity. These access limiting perceptions often manifests as follows: natural barriers, messaging of policies and practices, lack of instructional relevance, implicit biases, lack of resources provided and reluctance to change practices.

Helping EVERY learner succeed is the lens that has allowed me to support students, teachers and administrators throughout my career. Since “the first days” of my teaching career, it is ensuring equity and access that has yielded the strongest outcomes and opportunities for those I have served. Utilizing data to construct the instructional narrative, developing the appropriate reactions, instructionally and internally, ensures equity for each student. When we do the work to ensure EVERY student is able to learn, we establish equity so that ALL students can and will learn.

Dr. N. Chaunté Garrett is the Head of School at Rocky Mount Preparatory School in Rocky Mount, North Carolina. Chaunté can be found on Twitter @drncgarrett. 

Know the Rules

The third post in our NC Ed Leaders Summer Blog Series comes from Dr. Justin Marckel, the assistant principal at Southwest Elementary School in Clemmons. Justin is a self-proclaimed sports fanatic who enjoys exploring the intersection of education, sports, and leadership. His post below does just that, examining the importance of "knowing the rules" and being up-to-date on all district, state, and federal policies. Justin is a graduate of High Point University's Educational Leadership Doctoral Program. He lives in Lewisville with his wife, Andrea, and their three kids, Emerson, Devin, and Henry. Be sure to connect with Justin on Twitter and share his blog post below.

As a self-proclaimed sports fanatic and wannabe athlete I have always been fascinated with the intersection between sports, education, and leadership. In my brief sports playing career, (you can learn a lot sitting on the bench!) I discovered that there are a lot of lessons learned on the field and in practice that crossover into real life. Things like teamwork and respect are a couple that come to mind right away, but there are many more.

As I dive a little deeper into this intersection of sports, education, and leadership, there’s one concept that I believe gets overlooked.

Know the rules.

All sports have rules that are enforced by officials. In our world, we have policies and procedures that serve as our rules. These rules govern what the players can and can not do. So do our policies.

Bill Belichick, arguably the best football coach of his time, has a unique approach to the rules. He has all of his players take a rules quiz at the beginning of each training camp, and players must pass this quiz before they can get on the field. For Coach Belichick, it’s all about knowing what you have to work with, and then figuring out innovative ways to operate within those parameters.

In a feature for Grantland, the reader is reminded of Belichick’s response to a reporter who asked him about the NFL’s rulebook: “We try to look at the rule book as a useful tool, something that can benefit us if we know what we have to work with, how to make the best of a situation based on the way the rules are written and try to maximize our opportunities there.”

Kobe Bryant, an NBA superstar and future Hall of Famer, took great pride in knowing the rules of his game as well. In this interview with Jimmy Kimmel, Bryant describes how he used the rulebook to his advantage.

I have four thoughts on the importance of knowing the rules:

1. Knowing the rules keeps us out of trouble. If you love your job as much as I do then you probably want to keep it. I’ve heard talk before that there are three things that can get an educator fired. I’m sure there are more than three, so make sure you know your district’s policies as best you can.

Know where to find your district’s policy manual. Is there a hard copy somewhere in your school? Is there a place to access your local policy manual online? Stay current with the School Board minutes to keep a pulse on what changes may be coming, and the reasons behind these changes.

Attend any professional development offered by your district’s legal office. Almost every time administrators have a professional development day in our district, there is an option to attend a session led by one of our school attorneys. As an assistant principal, for example, I always try to attend any professional development on updated discipline policies so that I know I am aligned with the expectations of the district.

Know your rules and policies so that you can stay out of trouble and be a present and engaged leader.

2. Knowing the rules allows us to operate efficiently and effectively. You’ve heard the old adage “work smarter, not harder.” I think this applies perfectly to knowing rules and policies. When you are current and knowledgeable you can think and act efficiently.

In a December rivalry game against the Denver Broncos in 2018, Oakland Raiders punt returner Dwayne Harris took advantage of a little-known rule to return a punt 99 yards for a touchdown. After the game, Harris told reporters, “A lot of people don’t know that if a punt team bats the ball before it goes into the end zone, if we pick it up and try to run with it and fumble, we still get the ball back. A lot of people just don’t know that rule.”

In that instance, Harris was able to operate at his highest level because of his knowledge of the rulebook.

In our buildings, we can operate at our highest level of efficiency and effectiveness when we know our rules and policies. One example that comes to mind is end of year testing. Always a stressful and tense time, testing days can go very smooth, or go very sour. When administrators and test coordinators work together, develop a plan, and communicate it with staff, everyone is on the same page and those tense days can go smooth for all.

I think of things like safety drills (fire, lockdown, tornado), student discipline conferences, and IEP meetings where it is critical to know the policies and procedures in order to be most efficient.

3. Keeping track of policy changes and discussions helps keeps you current. In a world where our rules seem to always be changing, it’s important to stay up to date on the latest discussions about policies that govern our work.

Twitter is a great source, and there are multiple accounts to follow to keep up with the ever-changing NC education policy landscape.

@BESTNCorg - A non-profit, non-partisan coalition of business leaders committed to improving North Carolina's education system through policy & advocacy.

#nced – this hashtag is used for education-related issues that affect North Carolinians.

@EducationNC – all things North Carolina education can be found here.

4. If you don’t know the policy, you have to know who to ask or where to find it. I should have started off with this, but I admittedly do not know every policy in the school district handbook. It’s cumbersome, and I doubt anybody has the policy manual memorized.

Therefore, it is critical to know where to look and who to call. If you have a Human Resources question, do you know the person or people in that department to call? What about maintenance? Or legal?

Whether we are discussing sports, education, or leadership, one thing is clear. To operate at our best, we have to know the rules.

Dr. Justin Marckel is the assistant principal of Southwest Elementary School in Clemmons, North Carolina. Justin can be found on Twitter @mr_marckel.

Beyond the Desk Leadership

The NC Ed Leaders Summer Blog Series continues with a post from Robert Breyer, principal of Cameron Elementary School in the Moore County Schools system. Robert has served as a classroom teacher and administrator at the elementary, middle, and high school levels so far during his career as an educator, having touched the lives of over 6,000 students along the way. Robert is an active blogger (check out his "Beyond the Desk Leadership" blog here) and a great educator to follow on Twitter (@rbreyer51). Robert has a passion for leadership development, and his post below provides some great reminders for administrators, whether you're a newbie or a veteran!

Being named the school principal is the greatest accomplishment for aspiring school leaders, as they now get the opportunity to live out their vision for creating an amazing school environment for staff and students. With their new title comes a new office, a new desk, and possibly even a secretary. Their name now appears on all school letterhead, as well as above the “Principal” name plate on their office door. They are officially the leader of their new school, and the demands of the job begin on day one.

There are a thousand decisions that need to be made before the first day of school. It begins with scheduling, hiring, purchase orders, class lists, retentions, etc. And, let us not forget, that time needs to be made to talk with all teachers, build trusting relationships, and create a shared vision with staff and community. Staff surveys need to be created and the data analyzed so that they can begin planning professional development for the upcoming school year.

They need to schedule meetings over the summer with all their different teams to plan out how they will proceed in the upcoming year. Staff and parent handbooks need to be updated and modified to reflect their thoughts and beliefs. Community meetings need to be planned out, and summer meetings with PTA and other key community stakeholders must be held. While all this is going on, they need to learn everything they can about the culture of their school, beliefs and traditions, and what the school data says to inform their decision making. Sounds easy right? Did I mention that this happens every summer, whether you are a seasoned veteran, or new to the position?

The role of the principal is not easy, and it is not for everyone, but it is the most rewarding leadership position you can have. You are able to work side by side with amazingly talented teachers, positively influence every student in your school, and create partnerships with families to ensure their child's educational journey is a successful one. To accomplish this, it requires you to be present and involved in your school.

It starts with an understanding that there is a fundamental difference in thinking between a leader and a manager, and it starts by leading outside the four walls of your office. You have to make a promise to yourself to get out and be an active leader; a leader who is willing to engage every stakeholder in their school, both inside and outside of the school building. It requires you to make a commitment to yourself to not get bogged down by all the paperwork and daily issues. Move beyond the desk to work side by side with teachers so you can ensure that you are building a culture that includes an “all-in” mindset.

Here are my suggestions to help all school leaders move beyond the desk:

Set The Tone: You are the leader of your school, and it is up to you to create a positive and inviting school environment. Every morning, you will either find me helping out at car rider line, or on the walkway greeting students as they come in to the school. I am there to give high-fives, hugs, and offer a smile to help start students days off right. I have conversations with students, and will sometimes celebrate things I heard from students on the morning announcements. Announcements are key for setting the tone for your whole school. They allow you to create positive energy, celebrate staff and students, and remind every person in your school that you are there to support them, and most importantly remind them that you love them.

Be Purposeful So You Can Be Present: It is often hard to get into classrooms regularly with all the other disruptions happening around school. You have to be purposeful with your planning if you want to make that happen. My assistant principal spends her mornings visiting classrooms and talking with every teacher before the first bell. I set time in my calendar where I do nothing but visit classrooms and make time for kids. I have a list of teachers each day that I want to visit, and I intentionally add two extra names to this list should I have extra time. I also make time to walk my campus after the first bell every morning. This serves two purposes, it allows me to visit with custodians, bus drivers, school resource officers, and cafeteria workers. It also allows me to evaluate and address any campus issues that I see.

Lead By Example: My first mentor said something that has stuck with me all these years, and that was “never ask others to do something you are not willing to do yourself.” She was the principal, but it was not out of the ordinary to see her out front pulling up weeds from the garden beds, picking trash from the parking lot, and wiping down lunch room tables. She was a part of the team, and she was never afraid to get her hands dirty.

“What Can I Do To Help You?”: When I am visiting classrooms, I ask the same question to teachers before I leave, “what can I do to help you?” or “is there anything you need for me to do?” Both these questions let teachers know that I am invested in their success, and I am there to support them.

Every school leader gets caught up in the daily grind of management, as I know I have been guilty of it myself. This is why we must be intentional with our desire to lead from beyond the desk to ensure the success of our schools.

I would love to hear your thoughts about the idea of leading beyond the desk. Please share them in the comment section below or reach out to me on Twitter at @rbreyer51.

Robert Breyer is the principal of Cameron Elementary School, located in Cameron, North Carolina, in the Moore County Schools system. Follow him on Twitter @rbreyer51 and check out his blog at https://www.beyondthedeskleadership.com/. 

Reasons for Teaching

I am excited to kick off the 2019 edition of the "NC Ed Leaders Summer Blog Series" with an inspiring post from Emily Francis, an English as a Second Language teacher at Concord High School in Concord, North Carolina. As she shares in her post, Emily’s journey to become an educator was likely different than most. Her experience as an English Language Learner inspired her to become an ESL teacher, giving her a deep understanding of the challenges her students must overcome to find success.

Emily earned her B.A. in Spanish and her M.A.T. in E.S.L from UNC-Charlotte, and she serves as a professional development facilitator and motivational speaker in addition to teaching. She is also a member of the Carolinas TESOL Board and Team Member of Confianza LLC. Emily was named Cabarrus County Teacher of the Year in 2016 and she is an excellent follow on Twitter. Enjoy the first post of the 2019 NC Ed Leaders Summer Blog Series from Emily Francis!

When I started my teaching career (15 years ago), my mother gave me a hanging sign that reads “3 Reasons for Teaching - June, July, August.” I hang on to it just because my mother gave it to me; however, you’ll never see this sign in my classroom because summer breaks are not my "reasons for teaching."

Now, don’t take me wrong, I love summer breaks and I always take full advantage to recharge and refresh before the start of another school year. But as good as summer breaks might be, they’re NOT my reasons for teaching.

My Why
The path to the teaching profession was not an ordinary path for me. I immigrated to the United States at the age of 15 years old. I started high school with the hopes and desire to graduate and go to college to be the teacher I’ve always wanted to be. From day one, I embraced school and education. Breaking all sorts of barriers, I was able to learn the English language and get all the required credits for graduation. But unfortunately, everything fell apart when I failed the American History Regents exam. With disappointment and a heart in a million pieces, I took the bus home and never went back. In 1997, I became part of the Latino high school dropout.

Failing at school made me question everything I believed I knew about myself. I started working as a cashier and every time I scanned an item the beep was a constant reminder of my failure. I didn’t believe I was capable to do anything else.

Years later I decided to rewrite my personal narrative by returning to school. I found a local community college and obtained my GED. I went on from there to find success in college, first earning an Associate’s degree, then a Bachelor’s degree, and finally my Master’s degree. Today, I am where I need to be: inspiring students every day to reach their highest potential. You see, I had potential within me all along. What I didn’t have was someone who believed in me; someone in my corner encouraging me to find my passion and help me fulfill my human potential. I strive to be an educator who will be for my students what I didn’t always have: someone to believe in them.

So, if you ask me what my reason for teaching is, I would say it is INSPIRING MY STUDENTS TO KNOW THEIR POTENTIAL and PURPOSE.

Professional Passion
Our experiences, our potential, and our purpose are the source and core for our professional passion. We need to maintain a burning passion for what we do in order to inspire our students. We cannot expect our students to tap into their highest potential and follow their passion when we ourselves are not passionate about our profession. Of course, if you are reading this, I have no doubt that you are passionate about what you do, otherwise, you probably wouldn’t be reading this post!

Having a very clear understanding of who we are meant to be for our students should drive our intentional efforts to maintain a burning professional passion. These intentional efforts could be very simple but effective to reinforce our WHY:

Engage with other "eduheroes": Engaging with other educators with a shared passion and vision contributes to developing experiences that keep our passion burning. There are many ways to engage with other educators. One way I’ve found to be helpful is participating in Twitter chats. I don’t participate every day, but I’ve tried to be consistent on one or two. We are always discussing topics of interest, not just educational but also personal. If you are interested, check out this link with a ton of educational chats and find the one that fits you best.

Read, Read, and Keep Reading: If you are a passionate reading, good for you. If you’re not - it is time to grab a great book! Reading and learning from other passionate educators can help validate what you already feel and do for your profession, and this feeling is like no other. It’s like a tap on our shoulder for doing greatness without someone telling us what/how to do it. If you’re interested in titles to get you started, I just finished reading Relentless: Changing Lives by Disrupting the Educational Norm by Hamish Brewer, a nationally recognized principal in Virginia.

Reading and learning can also provide the tools we need to empower ourselves and find within us our highest potential to better serve our students and school.

Focus on the objective: I have no doubt in my mind as to what our job as educators is. Our job is to know our content, teach it to our students, and support their learning so they are successful individuals in our society. However, if this and only this is my focus in the teaching profession, then I’ve missed the biggest objective in our profession...to INSPIRE students. Our purpose goes beyond knowing what to teach to how and to whom we are teaching. Our profession’s objective, and where our focus should be, is in lasting relationships that inspire students to discover their own potential to be the world-changers our society needs today!

What’s Your Why?
So now, I ask you as I close...

*What are your reasons for teaching?

*Do you know your potential?

*What’s YOUR purpose?

*What’s your WHY?

See, you have to believe that as educators we have the most amazing opportunity every day to uplift lives and help students find their own purpose and own passion.

Keep your fire burning and let's never stop believing and embracing the responsibility we have to protect and inspire our students’ own potential and burning passion.

Emily Francis is an English as a Second Language teacher at Concord High School in Concord, North Carolina. Emily can be found on Twitter @emilyfranESL.

The NC Ed Leaders Summer Blog Series is back!

The school year is coming to a close and educators are hitting the reset button for the summer so they can rest and recharge. Last year I introduced the NC Ed Leaders Summer Blog Series, featuring blog posts from North Carolina principals, teachers, and district leaders from across the state. I am excited to announce that the Summer Blog Series is back again!

Numerous North Carolina educators will be sharing their thoughts and reflections over the coming weeks. Be sure to read their posts this summer, share them with your colleagues, and connect with them on Twitter to expand your PLN. Below is a preview of some of the educators who will be contributing to the Blog Series this summer...

*James Frye, Principal at Claremont Elementary School, which is part of the Catawba County Schools system. Connect with James on Twitter @mrjamesfrye

*Emily Francis, ESL Teacher at Concord High School of Cabarrus County Schools. Emily can be found on Twitter @emilyfranESL

*Chris Poston, Executive Director of Elementary and Middle Grades Education for the Chatham County Schools system. Follow Chris on Twitter @PostonPrincipal

*Robert Breyer, Principal at Cameron Elementary School, which is part of the Moore County Schools system. Robert can be found on Twitter @rbreyer51

*Dr. Chaunte Garrett, Chief Academic Officer at Rocky Mount Prep. Be sure to follow Chaunte on Twitter @drncgarrett

Be on the lookout for these NC Ed Leaders (and many more!) over the next several weeks as we kick off the Summer Blog Series. Also, I am always looking for more bloggers, so if you are interested in submitting a post, make sure you follow me on Twitter @BoomerKennedy, then either send me a direct message or tweet at me so I can add you to my list of future bloggers.

I look forward to connecting with educators from across the state this summer... I hope you'll join me! Be sure to check out the posts over the next several weeks and share them with colleagues. Have a restful, relaxing, and reflective summer everyone!