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Welcome to my first blogging effort. I hope you will take time to both read and respond to my comments. I plan to keep this blog updated fairly often so please keep checking back periodically. In this first message, I want to discuss where we currently are in the district regarding teaching, learning, student achievement and leadership.
First, let me say that it is probably more challenging to be in education today than it ever has been. We are faced with much greater accountability, more students coming to us without the requisite social skills they need to be successful, higher rates of mobility, and, in increasing instances, less family support than we have seen in the past.
These challenges make our work all the more important! We have an opportunity to impact our students while they are with us during the school day in significant ways. And, we have to focus on what we can do and control, not what we can’t. Given all of the complexities we face, our district has accomplished a great deal in working with our students and helping them to succeed. We have an array of learning options for students which assist us in better meeting their needs.
But, is it enough? Are we optimally organized to provide the best learning opportunities for all of our students? Some would say no. Some would say we are continuing to prepare our students for the world of the past, not today’s world or the world of the future. We know many things about education; we know that all students do not enter our classrooms at the same place in their learning journeys. However, it would appear that our organizational structures presuppose that they are. You’ve heard me say in the past that we don’t control a lot of what happens to us in education. We do, however, control how we use the time every day to organize for successful teaching and learning. We need to consider other approaches and options relative to the organization of our school day and we need to find ways to use our learning support and curriculum resources in ways that help us not only feel better about what we are doing, but help us encourage student achievement at high levels.
One of the realities about our work as educators is that our profession is a journey and not a destination. Our work is never done; we are always looking for ways to continue to make us better. I’d invite your comments and discussion when I come to your building concerning ways we might better position ourselves as a 21st century school district, committed to preparing our students for the future. Thanks for participating in this blog effort.
John Morton
2 comments:
Thank you for your comments. Our son attended a private Catholic elementary school. We have been ecstatic with the NHS administration and staff. We feel everyone is dedicated and in tune with the students needs. Thank you for your efforts.
Organizational changes to promote efficiency and effectiveness remain inherent necessities when establishing (and maintaining) effective communities. In order to smoothly successfully transition into any new change, clear, open, and trustworthy leadership is crucial. USD 373 should be commended for its apparent dedication to reflection and self-evaluation, BUT must also cautiously counterbalance a perpetual national desire--particularly within the field of education--to "change" merely for change's sake.
Too often the latest fashions of change (gleaned from well-meaning but incomplete or misconstued research) prove counterproductive, and even dangerously detrimental. Such is especially true when the underlying goals and long-term consequences for radical reorganization are:
1) not communicated forthright with all affected participants
2) lack meaningful oversight from the larger community and
3) are not grounded in a consistent and reliable methodology that has withstood the rigors of diverse application.
In order for true & meanignful reform to occur, be it in business, politics, or education, real change should/must be not only supported, but driven, by grassroots networks of respected and talented "local" leaders. For public education specifically, this necessitates that classroom teachers are provided ACTIVE participation and input throughout the entire process, and not merely patronized by loose "dialogues" or "updates" on pre-determined course of action (regardless of the initiators best intentions).
As USD 373 pursues the realignment hinted at by the Superintendent, may building leaders and district administrators not only promote full transparency but continually seek the guidance and wisdom of those professionals who know the needs of students the best.
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