Recently, JB sent me this 90-second Dan Meyer video. I have watched it a dozen times, and I have shared it with my entire faculty. Near the end, Dan makes the critical point about sharing what we are learning.
Also recently, I posted about my annual 360º review feedback…particularly about sharing the results. This morning, as I clicked through e-mail, I received some formative assessment better than any grade on an assignment could ever communicate. Someone from Seoul, South Korea – a school person there – wanted to get more information about my 360º review questions and prompts. What a bright-spot form of assessment – someone actually read the post and followed up wanting more information. Thanks to my new colleague in Seoul – one I have never even met. And thanks to Dan for creating such a compelling message about the power of sharing what we are learning.
>>> [N] <[email]@gmail.com> 2/16/2011 1:02 am >>>
Dear Principal Bo Adams,
Hi, my name is [N] and I stumbled across your excellently written post about 360 reviews on https://itsaboutlearning.wordpress.com. Our school, Saint Paul Preparatory Academy in Seoul, South Korea, is thinking about using a 360 review for our staff members as well. We are at the development stage and I was wondering if you would share with us the review/survey questions you use. We, of course, would use this information as reference only. I completely understand, however, if you would like to keep the exact information private. Any help you could give would be greatly appreciated.
Thanks so much for your time and energy.
Best,
—
[N]
Saint Paul Preparatory Academy
.
.
.
Dear N,
I am happy to share – that’s what learning is really all about, isn’t it? The two links below should prove helpful for you, if I understand your request correctly. In the first, I have set up a Survey Monkey collector just for you. If you want to scrub the questions/prompts from here, you can. Also, you could enter data if you want to play with this particular interface. The second link will allow you full access to the results that you enter, so you can experiment with question filtering, etc.
If you have a Survey Monkey account, I am happy to simply transfer the survey to your account. I would need your user name from Survey Monkey to do so.
On Thursday-Friday, February 10-11, 2011, our 8th grade (200 strong) embarked on the fifth annual Leadership Retreat. This yearly event provides time and training for the advisement groups to make great leaps and bounds on their leadership projects. During the 8th grade year, student-advisement teams address a global issue or social-justice concern with a locally enacted project. The projects take the form of direct action, indirect support, and/or advocacy.
To give you a small sample of the projects, here are a few of the current ideas and implementations:
Lifestraws (safe drinking water)
Refugee housing in Atlanta area
Gift baskets for hospitalized children
Literacy
At the retreat, advisement groups rotate through a number of sessions. Some sessions are based in outdoor/adventure education as a means for students to develop deeper team skills and understanding of complex leadership traits. Other sessions are specific to the advancements of the particular projects. Below are two resources: 1) a 20-minute video showing clips of the various sessions, and 2) a document explaining the sessions and a schedule of retreat events. Additionally, a search for #20minwms on Twitter (during Feb. 10-11) would provide a micro-blogging window into the trip.
Our fabulous students, superb advisors, and critical support staff (Deans Little and Breithaupt, Grade Chairs Cutbirth and McMillan, Ms. Schoen from the Glenn Institute, and Ms. Brown and Mr. McMahan from Discovery) made the trip a great success!
At this year’s retreat, we achieved an added bonus. One of the retreat sessions involved the showing of Darius Goes West, an amazing documentary film about a group of friends who travel across the United States to raise awareness about Duchenne Muscular Distrophy (DMD) and ADA wheelchair access. Thanks to the tireless work of Leslie Ann Little, Darius Weems and Barbara Smalley (mother of Logan Smalley – watch his TEDxAtlanta RE:SOLVE talk here) joined us at Simpsonwood to inspire our students and faculty about how to make a difference.
On Thursday night, Ms. Smalley sent the following e-mail to Ms. Little:
Hi Leslie Ann,
In a word, WOW! All of us agreed that visiting your “crew” tonight was amazing. Your students were so enthusiastic and so attentive. Darius loved the standing ovation and all the great comments and questions. Thanks so much for having us, and let’s all keep in touch.
I’m including some DGW updates in this email for you to share with your faculty and students…
Quick timeline:
2005: Trip taken
2006: Movie edited by Logan while a senior in college
2007: Film festival circuit, where DGW won 28 film festival awards (woo-hoo!)
2008-09: Darius and crew spent an entire year back on the road visiting schools and hosting screenings all over the country.
2010-11: Still going strong. Emphasis is on our school program now. Darius does a lot of skypes with classes.
Darius’ health:
During the year-long road trip (in April 2009), Darius came down with what we thought was a bad cold/cough. During a short break in the trip, he went home and to the doctor, then was admitted to the hospital and diagnosed with congestive heart failure. It scared us all, because with DMD, the heart and lungs are the last to go. The doctors in Athens know nothing about DMD and told Darius, “You’ll be with the angels soon,” then told his mom to call Hospice. We took him to a specialist in Atlanta, who put him on heart meds. Darius started watching his diet and lost 70 pounds. He is in great health (all things considering) now, and we expect him to be around for a while.
Darius’ raps:
I’m attaching an MP3 file of one of his newest raps called “On a Mission.” Please feel free to share with everyone.
You can also check out/download another of his newer raps, called “Don’t Stop Believing,” by clicking here. This rap has a video that goes with it that shows all the places Darius and the crew visited during their year on the road.
Cool stuff:
* In May of 2009, Darius won a prestigious “Do Something” Award and was able to travel to NYC to accept the award. During the ceremony, he got a big surprise: MTV announced that they would show Darius Goes West on MTV2 and mtvU…and that happened on Darius’ 20th birthday, which was September 27 2009. A representative of MTV went as far as to apologize to Logan and Darius in an interview with CNN (how amazing is that?). Here’s a link to that interview. Note that all of this came about after four years of Darius and the crew stumping for their cause. Lesson learned: Never give up!
* MTV also donated $10,000 to Charley’s Fund in D’s honor. Yay!
* As part of the “Do Something” Award, Darius’ picture and story are now on the back of 40 million Doritos bags. Tell everyone at Westminster to see if they can find one of these in their local supermarket. They are the 99 cent bags.
* Darius and Logan were on the Ellen DeGeneres Show, where she surprised them (plus the entire DGW crew) with a cruise. Check out the video of that awesome announcement by clicking here.
* People always ask Logan and Darius if they’re going to make a sequel to DGW. Nope! But they have been posting videos since the trip. Check them out on YouTube’s DGW page by going here.
How you can get involved/help our cause:
* Spread the word by sharing Darius’ story with others. One good way to do this is by hosting a screening, and we have an online screening kit to help you with that.
* Help us raise more funds for research by purchasing DGW merchandise (Goslabi shirts, Lamborghini orange DGW wristbands, DGW DVDs, and bumper stickers). If you use the attached form, you get a $5 discount on Goslabi shirts plus free shipping if everything is sent to one address. Another way to help us raise money for research is to take the Goslabi Challenge...if you dare! You can sign up as an individual or as a team. Or, get creative with your own fund raising ideas. We love it when students do that!
* Friend Darius on Facebook so you can keep up with what Big Daddy and his crew are up to. Darius has three accounts, and two are full, so look for Darius O. Weems. Also join our “Darius Goes West” Facebook group.
* Come to Athens this summer to help us celebrate our 7th Annual Darius Goes West Day(s) the weekend of July 22-23. And if anyone has any connections to a great rapper/rap group that might want to play at our concert that weekend, holler!
Thanks again for having us. Westminster rocks!
Know about it!
Barbara
—
DGW Headquarters
135 Pine Tops Court
Athens, GA 30606
(706) 613-7237 (Voice)
(706) 613-5109 (Fax)
Every year, I engage in a “360° review” as part of my annual evaluation as a principal. As part of the review, I invite hundreds of faculty, parents, students, and administrators to contribute to a survey which solicits feedback about various aspects of my job performance. In short, I want to learn and grow. I think I do good work with considerable effort, but I hope I am not yet the principal that I will learn to be. When we stop growing, we stop. And more mirrors on the bus provide a deeper, richer view of what’s around us.
Collecting feedback is not unique. However, I always share the results of this particular survey. Certainly, this survey data is not the only feedback I get. However, it is the most formalized way that I collect feedback from a large set of constituents and people who deserve to share a collective voice in my learning and growth. Interestingly, sharing out the results seems to be a rather unique practice. For me, it seems natural to complete the loop…to connect the dots…to round out the circle of community.
This week, I sent the following email to all those I invited to participate in my formal feedback collection (the survey):
On Feb 7, 2011, at 1:03 PM, Bo Adams wrote:
Dear All (BC field):
On Jan. 6, 2011, I invited you to take part in providing me with formal feedback about my job performance as principal of the Junior High at Westminster. Thank you to the many of you who chose to participate. Of course, I welcome feedback from all of you, at any time; the survey was just one method for feedback.
As has been my practice for all eight years of my principalship, I like to share the overall survey results with you. Here is a link to a PDF of all 37 pages – a summary from Dr. Clarkson and 36 pages of the survey monkey results.
[link was here.]
Overall, I found the feedback to be very positive and encouraging, and the various voices all give me good things to think about as I continue to learn and grow in my work to serve the Junior High School and Westminster at large.
Thanks,
Bo
Approx. 50% of JH faculty responded [37 of 80]
Approx. 10% of JH parents responded [42 of 400 sampled]
Approx. 25% of Admin responded [7 of 30 sampled]
Approx. 60% of Synergy 8 students sampled responded
Why do I feel so strongly about sharing out the results of my feedback and evaluation?
I believe it helps those who participate to “calibrate” their feedback with the whole…the collective voice.
I believe it shows that I have nothing to hide – I value all the voices who contribute for one reason or another. I am the principal and/or colleague for 100% of the people from whom I solicit feedback…not just the ones with whom I agree.
I think networked (three-way) feedback is stronger than mere two-way feedback.
Sharing solicits more feedback and conversation. Already I have received 12 follow-up emails, 4 phone calls, and 6 drop-by visits. We get to interact with the feedback so WE can continue to understand each other better, each person’s perspectives better, each person’s work better.
I ask my faculty to share their student-course feedback with me. Shouldn’t I model a reciprocal respect by doing the same? Shouldn’t I be cautious – nay, resistant – to doing something to/with others that I would not do to/with myself?
Today, a culminating event occurred in the Junior High School – an event that is an important part of a bigger effort and critical project. Today, we experienced the “Embracing Differences” culmination. Yet, it feels wrong to call it a culmination. It is more like a new beginning, a new start, a new chance to move beyond tolerance…to move beyond acceptance…to move to embracing our differences.
For months, students in Mrs. Woods’ and Mrs. Curtis’ art classes have been engaged in producing works of art that expose student feelings about drawing the line against prejudice. Other students participated in the “Power Over Prejudice” workshops. Together, they helped open a student exhibit at Oglethorpe University.
After an advisement session last Friday, today students participated in the “Dots” activity. The advisors used the following resource to facilitate the activity.
Then, we moved into an assembly with a special visitor. I hope you can find 20 minutes to watch the video below, which captures two advisement groups during the Dots, as well as key pieces of the assembly. I am so proud of our students, our advisors, our diversity coordinators (Lalley, Reina, and Jones), our art teachers, our Glenn Institute and Ms. Schoen. What a fine example of project-based learning. More importantly, though, what a fine example of Embracing Differences!
Principals, other school admin, teachers, educators, and other learners…STOP! and READ! Bill Ferriter’s The Tempered Radical blog post “What I’d Hold YOU Accountable For.” From the perspective of this principal teacher, Bill’s tweet and post are right on the money…they certainly do NOT rub me the wrong way. May I strive to live and lead by his recommendations!
Are we creating the conditions necessary for innovation in schools? Are we leading learning innovation?
In an effort to complement Bill’s post, I offer these supports, suggestions, and examples:
Tear down the walls that exist between teachers and rebuild an infrastructure that provides for a powerful community of learners. The PLC infrastructure is well-researched, well-documented, and well-utilized (in many places). At the Junior High at Westminster, we have adopted and adapted an aggressive model – replace a class in the rotating schedule with an opportunity for regular, job-embedded PLC work. Our teams meet four days per week, for 55-minutes each day…just like our student learners meet for math, English, science, etc. Additionally, we use a co-facilitator, teacher-leader model, and we rely on a PLC structure to support the facilitators of the various teams. As a facilitator PLC, we meet one day per week for face-to-face time.
Tear down the walls that exist between teachers and leverage social media to provide an “anywhere, anytime” PLC/PLN. For the past month, a growing team of teachers at Westminster has been engaged in the “20 minute experiment” on Twitter. Take a look…
Tear down the walls that exist between teachers and implement a faculty assessment plan that holds growth and development more dear than evaluation. Let’s conduct “physicals” rather than “autopsies.” We are several years into this process at Westminster.
Tear down the walls that exist between teachers and promote innovation, creative thinking, and project-based learning. Find ways to highlight the experiments, innovations, prototypes, and trials of an amazing faculty of lifelong learners.
it's about learning 