Due to the fact that Teach Like a Champion has not arrived, I began reading my second book, The Hardest Questions Aren't on the Test by Linda Nathan. This book, written by an administrator at an innovative urban high school for the arts in Boston, actually has an uncanny relation to what I am experiencing as the Program Director at camp this summer. With what little time I have to read, I have only gotten through half of the book, but her ideas and experiences have inspired me and she has allowed me the freedom to ponder my educational philosophies.
Before I continue, I will point out that her book is so relate-able to me because a Program Director's job is much like an educational administrator, although to different degrees. My days are spent approving lesson plans, supporting and training specialists (in this case, who run camp activities and lessons), giving positive encouragement and constructive suggestions, buying all necessary materials within the budget, and dealing with any and all questions or conflicts that these valuable staff may experience. This list does not include the morale boosting, the coordination with other leadership staff and counselors, or the long, grueling hours spent in preparation.
In her book she talks about getting her staff to buy in to the systems, ideals, and principles that drive the school; this is the side of administrative work that I had never considered, and that I am experiencing first hand. Over the past few weeks I have noted how my staff react to the top-down mandates that I have no control over versus the initiatives that they start or that we start together. Not only are they more passionate about the latter, but they hold each other accountable to the expectations that they establish for themselves. They also respond well when the "why" is given, especially if that "why" is accompanied with a story or an activity that proves a point.
One aspect of her book that I love is how she emphasizes empowering teachers and enabling them to do what they do; her vision for a team of administrators and teachers working together inspires us to consider that the best dynamic in a school exists when all staff cooperate as a team. Like most other people, I have watched inspiring movies of teachers that have challenged preconceived notions about students by proving that all students can learn. However, I had never noticed how most of these movies set administrators against teachers, setting the teacher up as the hero or heroine. In real life, we need a more established view of all educators and administrators as a mutually beneficial team of support staff. That is one thing that I can add to this book. She talks about how she empowers and supports her teachers to do what they do, and that is what administrators should be doing. The summer camp I work at has moved away from calling anyone a 'boss' or 'supervisor' and we are referred to as support staff. I absolutely love this idea, because we are constantly reminded that our job entails being servant leaders, and I have really cleaved to this idea that my entire job is to support and empower others. I have already fought a few battles for my staff to be able to succeed, and I hope that later in her book she talks about how she determines which battles to fight. For the most part I would say that I have picked my battles well, but there have been a few circumstances that made me wonder if I could have used more wisdom in picking what to say or when to say anything.
She has also touched on communication, initiatives, and assessment methods that are unique and effective. All of these ideas have inspired me. For example, I love the idea of a portfolio that students present, and how students can pick their own challenge to master in their portfolio. This allows students to have a growth mindset about their own learning, and allows teachers to know exactly how they can support student growth. Students also take the initiative in their learning, and when they don't, they are challenged to get more help so that they can learn. Not only does this teach responsibility and ownership, but I can see how this can create lifelong learners and not just students trying to get good grades so that they can get a degree. In essence, isn't becoming a lover of learning the entire point of education?
Expect more to come! I am only half way through this fabulous book, and I am already thinking of so many ways that her ideas can be applied beyond BAA! I would recommend it whole heartedly, she is articulate, passionate, and understanding. She takes into account multiple perspectives, then, after considering all the possible options, she deliberates the best option. Her best quality would also have to be her humility in this book. Instead of flaunting her own success, she discusses quite openly the hardest decisions, as well as the most controversial decisions, that she has made in her role. That is inspiring to me because sometimes leaders act as though they know everything and they can never admit they have made a mistake. In this book, however, she challenges educators and administrators to think about the influences on students, the perspective of students, the goal of education, and how to individualize instruction for each student. Due to all of these factors, Nathan talks about how we make the best decisions that we can, but we are always learning, reflecting, and becoming better at what we do.
Before I continue, I will point out that her book is so relate-able to me because a Program Director's job is much like an educational administrator, although to different degrees. My days are spent approving lesson plans, supporting and training specialists (in this case, who run camp activities and lessons), giving positive encouragement and constructive suggestions, buying all necessary materials within the budget, and dealing with any and all questions or conflicts that these valuable staff may experience. This list does not include the morale boosting, the coordination with other leadership staff and counselors, or the long, grueling hours spent in preparation.
In her book she talks about getting her staff to buy in to the systems, ideals, and principles that drive the school; this is the side of administrative work that I had never considered, and that I am experiencing first hand. Over the past few weeks I have noted how my staff react to the top-down mandates that I have no control over versus the initiatives that they start or that we start together. Not only are they more passionate about the latter, but they hold each other accountable to the expectations that they establish for themselves. They also respond well when the "why" is given, especially if that "why" is accompanied with a story or an activity that proves a point.
One aspect of her book that I love is how she emphasizes empowering teachers and enabling them to do what they do; her vision for a team of administrators and teachers working together inspires us to consider that the best dynamic in a school exists when all staff cooperate as a team. Like most other people, I have watched inspiring movies of teachers that have challenged preconceived notions about students by proving that all students can learn. However, I had never noticed how most of these movies set administrators against teachers, setting the teacher up as the hero or heroine. In real life, we need a more established view of all educators and administrators as a mutually beneficial team of support staff. That is one thing that I can add to this book. She talks about how she empowers and supports her teachers to do what they do, and that is what administrators should be doing. The summer camp I work at has moved away from calling anyone a 'boss' or 'supervisor' and we are referred to as support staff. I absolutely love this idea, because we are constantly reminded that our job entails being servant leaders, and I have really cleaved to this idea that my entire job is to support and empower others. I have already fought a few battles for my staff to be able to succeed, and I hope that later in her book she talks about how she determines which battles to fight. For the most part I would say that I have picked my battles well, but there have been a few circumstances that made me wonder if I could have used more wisdom in picking what to say or when to say anything.
She has also touched on communication, initiatives, and assessment methods that are unique and effective. All of these ideas have inspired me. For example, I love the idea of a portfolio that students present, and how students can pick their own challenge to master in their portfolio. This allows students to have a growth mindset about their own learning, and allows teachers to know exactly how they can support student growth. Students also take the initiative in their learning, and when they don't, they are challenged to get more help so that they can learn. Not only does this teach responsibility and ownership, but I can see how this can create lifelong learners and not just students trying to get good grades so that they can get a degree. In essence, isn't becoming a lover of learning the entire point of education?
Expect more to come! I am only half way through this fabulous book, and I am already thinking of so many ways that her ideas can be applied beyond BAA! I would recommend it whole heartedly, she is articulate, passionate, and understanding. She takes into account multiple perspectives, then, after considering all the possible options, she deliberates the best option. Her best quality would also have to be her humility in this book. Instead of flaunting her own success, she discusses quite openly the hardest decisions, as well as the most controversial decisions, that she has made in her role. That is inspiring to me because sometimes leaders act as though they know everything and they can never admit they have made a mistake. In this book, however, she challenges educators and administrators to think about the influences on students, the perspective of students, the goal of education, and how to individualize instruction for each student. Due to all of these factors, Nathan talks about how we make the best decisions that we can, but we are always learning, reflecting, and becoming better at what we do.
