Trolls Trolls TROLLS!

 

Trolls-P1
image credit: http://www.dreamworks.com/trolls/ 

Warning: if you don’t have kids, much of this post won’t make sense.

 

They say that, when a woman becomes pregnant, she immediately becomes a mother, and the father doesn’t become one until he has the child in his arms. I’m certainly in that category.  There were certain concepts I just did not understand.  One of them was reading, watching, or doing the same activity, over and over and over. Then my twins came, and everything changed. Everything. I think this goes without saying, but things changed for the better.

Currently, my daughters are obsessed with the 2016 animated movie “Trolls.” Sometimes they watch the movie two, even three times a day. This is not the first movie they have been glued to; before this was Disney’s “Moana,” and before that was every episode of “Little Einstein’s,” “Mickey Mouse Clubhouse,” “PJ Masks,” “Goldie & Bear,” “The Wiggles,” and the 60’s version of “Batman.” There are books that go with us everywhere, and certain activities have to be done every day including long walks or wagon rides, coloring and singing at least three songs. When I introduce a new toy or a new show to them, they buck. Wanting nothing to do with it, they want to focus solely on what they already know.  It is habitual.

Back to the “Trolls” movie. If you haven’t seen it, I can tell you every line. I’ll spare you that; the gist of the story is that there is a group of happy trolls and a group of unhappy monsters called the Bergens. The Bergens believe that if they eat a troll once a year (called Trollstice), they will experience true happiness. Through a series of fun songs, dances, and goofiness, Trollstice is avoided and true happiness is discovered.

I found many similarities between the Bergens and internet trolls–petty, bitter, angry, jealous, and refusing to accept change and anything different from their routine.  The trolls in the movie are happy, singing, dancing, and smiling–nothing like internet trolls who sit and find someone or something to happen and immediately point out all of the things not up to par with them, their beliefs, or their way of life.   The Bergens were like vultures, circling around until they found something. Anything. The Bergens were completely clueless and in the end were exposed for what they were–miserable–until the trolls showed them that happiness was inside them and that they didn’t need to eat a troll to be happy.

I feel the movie has a multitude of great takeaways for life these days.  Our political spitefulness on all levels, from the President to the local superintendent, is both polarizing and shameful. Whether you love or loathe people elected or appointed to office, we should be setting examples for our future and displaying some kind of decorum.

Since becoming an administrator, I have been rather aggressive in trying to get teachers and administrators into practicing and being mindful of digital citizenship. Programs ranging from “Common Sense Media” to “HaikuDeck” offer lessons and applications on digital citizenship, platforms to use creative comments, and even how-to guides for chat rooms and posting comments online.

Will there still be internet trolls and Bergens in our world?  Yep. Can we do something about it? We sure can. Don’t be silent. Do something.

Onward!

Going Backwards?!?

They say that the old stuff is new again. Wood paneling on walls. Deviled eggs. One teacher for all subjects in middle school.

Just kidding…or am I?

About once every two months I’m fortunate enough to still meet at a local diner with stakeholders from a former district. Great food, wifi, and, yes, a room in the back where we can eat, drink, and be merry. Our “dinner club” consists of teachers, parents, retirees, employees, and even some current and former elected officials. We should really call ourselves the dirty dozen; our table is rather messy by the time we are done.

We do have one rule at this gathering; NO SHOP TALK. Meaning, I don’t want to get into current practices, gossip, or local politics. We’ve been good for almost a year, and then we slipped. A parent lashed out about a logistical change. A change back to something that was pretty cool to do between the inception of public school to about the 1960’s, lingered on until the late 80’s, and was all but dead when everyone realized how detrimental such a concept is given our world today.

When a parent brought it up, I choked on my food. Surely this couldn’t be. Yet it was. All I could do was shake my head and sigh. Those poor kids, being set up for failure. All of the hard work and buy-in, all of the long meetings, all of the anger, for what? All gone.

As disappointing as it was to hear and sad to see that students will go back into a pattern of remediation the following year to catch them up to where they are supposed to be, I was very quick to switch gears. “Oh, well,” I quipped.

“Oh, well?” the parent bit back. “That’s all that you can say?” She was legitimately annoyed and expressed to the table that her kid was getting screwed in the process. The parent felt this was being done not out of student benefit, but out of bitter political spite. “They are literally going through a checklist of accomplishments that were made under your watch and are undoing them. You changed this for the better and now we are going backwards in every way.”

I said, “Oh, well,” again.

She began to cry. I pulled her over to the side and said very simply that there is nothing I can do about it. The board of education sets the polices and philosophies, writes the paychecks, and has control over one person–the superintendent. If a board changes multiple times and new leadership is elected, the board goes on a different path; the board itself changes every time a person leaves or comes on. That’s how it’s supposed to work.

That being said, if the board directs the superintendent to go in a certain direction, the superintendent will most likely do it if he/she needs a job. It’s unfortunate, but it is what it is. Most people have families, mouths to feed, and bills to pay. Some superintendents can take the rogue and/or lazy route if they have other things lined up where their families are taken care of and so on. But if the Superintendent needs a job, well the Superintendent is most likely going to listen to the bosses. Thankfully, Superintendents don’t have tenure.

In the meantime, you can and are allowed to disagree.  That’s healthy and democratic, but please be supportive in a way so that your child can grow, learn, and move forward. Politicizing, witch hunts, and fishing expeditions don’t do anything but create stress amongst a myriad of stakeholders and waste money. There is no need to put you or your child through that. In all seriousness, if things were that bad, the teacher, leadership, or board member(s) wouldn’t be there; they’d be in jail.

One last point I told the mom to consider–wait until the standardized scores come out. When you look at one set of data of what was good for kids versus implementing something that isn’t, you’ll see it, clear as day, guaranteed. You’ll compare it to other state reports, and you’ll be able to make a clear path and argument that what was in place versus going backwards for future years will explode in the board’s face. Surely, they will try to spin it and place blame on something or someone (one time I was even blamed for potholes, on public record!), but the real truth will get out, and now you have a case to run for the board yourself.

I’m looking forward to our next gathering. Diner food is…well…a Jersey thing!

Onward!

I’m Pushing Boundaries

Below is my guest blog post from the Pushing Boundaries educational consulting website. You can see my post below and why I’m so excited to be working with this fantastic group of educators!

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Meet Superintendent Jay Eitner

September 5, 2017

Rick Jetter & Rebecca Coda

This Superintendent of Schools is passionate about every learner growing, learning, and moving forward.  ALL-IN-EVERY-DAY!  Everything Jay does pushes boundaries.  Whether he is at the U.S. Capitol advocating, talking with national leaders, promoting change in our system, or running leadership podcasts from the Hot Tub, he is ALL IN!  Superintedent Eitner is the founder, blogger (The Sup’s Scoop), consultant, and host of Eitner Education (www.jayeitner.com) He settles for nothing less than his personal best because our students are counting on us! 

We approached Jay Eitner because of his contribution to educational excellence and his unstoppable force of influence and passion to always do what’s right even adversity is inevitable. He isn’t afraid to knock over the apple cart to gain traction for kids.  This is who we are and Jay is the epitome of what a “boundary pusher” is in his own right!

Here’s what Jay had to say about his role in pushing boundaries:

For my entire educational career, I’ve been pushing boundaries. As a student, I recall a few incidents where I challenged the status quo and  even went rogue. Some key incidents include:

Leaving my 5th grade class (without telling my teacher) so I can go to the GT class and speak to the zoning official about the building that was being constructed next to our school (my teacher, Mrs. Donatello, did not take kindly when I told her I was doing it because I thought her class was boring);

Giving a student council speech in 7th grade calling out two of my teachers in front of the whole school  because they were so disconnected from today’s times (my principal, Mr. Malles, didn’t take it too kindly, and I got some time off for it);

Writing a letter and reading it to the Board of Education as a senior in high school and copying all of my physical education teachers stating the program was “completely useless” and I’m failing because I couldn’t run a mile in 12 minutes (not only was my Principal, Mr. Fortunato, pretty steamed, the entire phys ed department gave me some extra attention in class).

I pushed the boundaries. I bucked the system. I called people out and I pleaded for the person who was not meant for cookie-cutter education: me.  It was the entire reason I went into education.

As an educator, I’ve taught everything from kindergarten to second semester seniors. I pushed the boundaries with my kids, always encouraging them to think and act outside of the box. I’ve been an Assistant Principal, K-12 Supervisor, Superintendent of Schools in rural, suburban, and urban environments. I pushed the boundaries in all of those arenas.  I rose to the top and gained statewide, national, and international attention because I’ve pushed boundaries.

For years, I have sought out people who think like me; leaders who don’t care what people say, who have no problem adapting to change and making it work for their districts, schools, and students, who speak up against the old boys club and status quo, and most importantly, who make every single decision based on their students, because our students are counting on us.

I have found a group of dedicated, inspirational, and progressive educators who have no problem pushing boundaries. The #pushboundedu team has stood up to complacency, speaks and acts when necessary, and have no qualms with upsetting the educational applecart.

September 13 marks a new day in education across this country; we are Pushing Boundaries, and we are doing it for one and only one reason; because our kids are counting on us to do it.

Please join us on September 13 for a chat focusing on how all of us can push boundaries so we can grow, learn, and move onward in new and amazing ways.  We look forward to changing the educational game with you under the hashtag #pushboundEDU.

Onward.

You can find Jay everywhere on social media and at many national conferences. He will be co-presenting on Prevailing Leadership at the AASA National Superintendent’s Conference in February in Nashville and travels the nation influencing our profession.

We are honored that Jay is one of “us” and willing to break the glass ceiling together. Check out his blogs and podcasts!  He is a contagion for sure!

The White Elephant

image credit: https://goo.gl/eAPDq5

It’s that time of year again, when we all go back to school. Some districts have started; some are about to.  Here in NJ, we typically start after Labor Day.

For the past five years, I have been privileged to kick things off by gathering everyone together and sharing new goals, fun videos, exciting images and apps, and discussing issues that we conquered the previous year. I have recorded each of them; you can watch them by clicking here.

Last year, I inserted a slide of a white elephant.  The prior year had some challenges, something that comes with change. There were rumors running amok, and I had people asking me questions about some issues up to the moment before we started. It wasn’t one white elephant; it was a parade. I wanted to address the parade with everyone in the room, head on. I don’t avoid controversy, and I certainly don’t hide behind any white elephants. It was and will always be my opinion that we address issues openly, so that we can all move forward.

That being said, I addressed them, and I placed a strong emphasis on what had happened the past year, was just that, the past. It was a new year, and what had happened, had happened. No grudges, no drama, no one cares, and onward we go. People get passionate when change takes place, especially when they don’t want it. They will also do anything, say anything, and organize in a way that will prevent the change. That’s okay, too. In fact, it’s hopefully encouraged where you are. We are born with these inalienable rights that should be practiced because we can. It’s the beautiful part of our democracy. Can you tell that I was a civics teacher?

It should be noted that I think protesting and disagreeing are far different from going on a gotcha campaign, a “fishing expedition,”or what I call “loading the shotgun.” (If one loads a shotgun with buckshot and fires, it sprays. Some of it will stick to a target; some won’t). The latter does nobody good. It’s a waste of time, money, and energy that should be focused on you and your students.

This is a new school year. What happened in the past is the past.  Don’t be the white elephant in your room or school this year. Start fresh, start positive, and start with a smile. Holding a grudge, celebrating a coup, or even relishing in bitterness and spite will do no student, colleague, or, most importantly, you any good.

If you’re starting a new school year, have a great one.  If you just retired, congratulations and enjoy your next chapter; you earned it. If you’re a student, parent, or board member, make it a great year. You deserve it!

Onward!

 

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Scores, Lies, and Tries

Below is a great piece by Jay Mathews of The Washington Post. You can find the original article by clicking here. Take a moment and digest; it’s worth having some conversation with your administrators about this (if you are in the central office role).

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Few pieces of research have shocked the American education system more than the 2009 study “The Widget Effect,” by the New Teacher Project, now known as TNTP. It found that classroom assessment systems were a sham, with fewer than 1 percent of teachers being rated unsatisfactory.

Reformers promised to fix this. They demanded that schools augment the standard ratings by principals with data on how well each teacher’s students did on standardized tests. Now, that reform seems to be crumbling as test results have proved erratic and unusable with subjects such as science and history that don’t have standardized state tests.

So, are principals triumphant, eager to assert their assessment responsibilities, show some spine and rate teachers honestly?

The answer is no. Two new studies reveal principals still trying to make nearly all teachers happy. Interviews by researchers and by Education Week reporter Liana Loewus reveal a troubling reason principals are not telling subpar teachers they need to get better: It takes too much time.

One middle school principal in a Northeastern urban district told Matthew Kraft of Brown University and Allison Gilmour of Temple University that the demands of extra observations and support were too great. “I just feel like sometimes you have to have a lot of extra detail before you can give somebody a Needs Improvement,” the principal said. “When you have an unsatisfactory teacher, it takes a lot of time to observe that teacher, to give true honest-to-goodness feedback.”

It’s even worse if several teachers need help. “It’s not possible for an administrator to carry through on 10 Unsatisfactories simultaneously,” another principal said. “I mean, once somebody is identified as Unsatisfactory, the amount of work, the amount of observation, the amount of time and attention that it requires to support them can become overwhelming.”

In Loewus’s exposé of how principals avoid accurate evaluations, she found some school administrators willing to go on the record. “At the end of the year, if you haven’t repeatedly gone into the classroom and given the teacher suggestions for improvements, it’s really not fair to give a poor evaluation,” Marilyn Boerke, director of talent development for the Camas School District in Washington state, told the Education Week reporter.

Researchers Jason Grissom of Vanderbilt University and Susanna Loeb of Stanford University published a study in the journal Education Finance and Policy similar to the study by Kraft and Gilmour in Educational Researcher. Both reports compared the formal district evaluations principals submitted with how those principals assessed the same teachers in confidential surveys. The formal and confidential assessments were as different as your view of your company’s latest mission statement might be when talking to your boss or your spouse.

In the Grissom-Loeb study of 100 principals in the Miami-Dade County schools, the teachers who were scored “very ineffective” on the confidential assessment were on average deemed “effective” on the reports the principals filed with their districts.

The Kraft-Gilmour data, based on a survey of 157 principals and other evaluators, had them assessing 19 percent of teachers as below proficient to the researchers, but rating only 6 percent of those teachers that way in their official reports.

Kraft and Gilmour looked at teacher assessments in 24 states that have supposedly improved their systems after “The Widget Effect” exposed the empty optimism. There was no consistency. Only 9 percent of teachers were above proficient in Massachusetts, but 62 percent reached those heights in Tennessee.

In New Mexico, 29 percent were rated below proficient, compared with only 1 percent in Hawaii. Loewus said New Mexico seems to have thought better about being so tough and is moving to ease its standards.

If principal evaluations and test-score evaluations won’t work, what will? The researchers mention the Peer Assistance and Review (PAR) systems that use independent teacher evaluators. In PAR systems like the one in Maryland’s Montgomery County, those trained people also help struggling teachers improve.

That approach has been praised for decades but is very expensive. I don’t think it is going to supplant the easier and cheaper alternative of telling ineffective teachers they are doing just fine.

Jay Mathews is an education columnist and blogger for the Washington Post, his employer for 40 years.

Setting Meaningful Goals

When I first became a superintendent, I wrote down two goals I wanted to reach by the end of my 5th year. Those goals were:

  • To get back to the North / Central NJ area
  • To gain experience in rural, suburban, and urban districts

I’m proud to say that I’ve reached those goals–surely not the way I planned to, but I did it.

In our first NJASA Superintendents’ Academy meeting, Dr. Bozza had us take a leadership style assessment and set goals. Just as we all do when we read “set goals,” I balked and assumed it was a waste of time. What was cool, though, was that it was also the first year of Student Growth Objectives (SGOs) in New Jersey, where all teachers had to also set goals that were in alignment with their classes. Since we, as leaders, were being indoctrinated in this new practice as well, it was the perfect time to set them. SGO’s should exhibit three characteristics:

  • Be achievable
  • Be measurable
  • Be attainable

I wanted to choose my superintendent goals with the mindset of SGO goal-making. I wanted to emulate the experience that all of my teachers and principals would have to go through. I initially started with two goals that were a joke–all fluff. Then I circled back and really thought about them. Are these goals which I can share with my board? Are these goals I can actually achieve? Can these goals be measured? Can I attain these goals by doing my job and not creating a myriad of extra work?  I then rewrote my goals, and I recall rewriting them several times that day. I finally worked it down to the two goals and felt that they were achievable, measurable, and attainable.

When the offer to become a superintendent at the age of 34 was presented, I took it. My taking the position required me to move to a new home, be submerged in a new culture (that of South Jersey), and transition from working in powerhouse, wealthy, progressive districts to the complete opposite. I was way outside of my comfort zone but knew I could do it; I was made to do this.

I’m proud to say that I’ve successfully turned around two districts and am now beginning my third. I’m not saying it simply because it believe it; I’m saying it because every single state report with every single piece of data shows it. Test scores? Up. Technology integration? Accomplished. More meaningful and effective PD’s? Check. Financial stability? Done. Again, not my saying so.  The state reports show it, and that data can’t be manipulated or fabricated in any way.  The first two districts were in the land of the “856,” and now I’m back in the “908.”

My second goal was a personal one. While I feel that my background has served all walks of life, I wanted to gain experiences on all socioeconomic levels in all geographical areas. It’s my personal goal to take my skill set and apply it on a statewide or federal level. While my business experiences and aspects of my job have allowed me to meddle in some statewide initiatives and federal projects, having the data to back up my accomplishments would be paramount in ascertaining the position.

As so many school years are getting ready to commence, I hope you take some time and write down two attainable, meaningful, achievable goals that you can shoot for this year. I wish all of you a wonderful 2017-18 school year!

Onward!

Blockbuster, Redbox, Netflix, & __________

The AASA Digital Consortium met in the last week of July in Roseland, Illinois (right outside of Chicago). The group consists of superintendents from around the country who are looking to continue to expand on services provided for our students while seeing true innovation and leadership by example. We were in Chicago last year and had our socks knocked off; this year did the same.IMG_0248We jumped right in and began to review the ISTE standards for administrators from 2009.  While we were all impressed that the standards did apply to today’s times, I had a fascinating conversation with Dr. Nick Polyak, superintendent from nearby Leyden, IL. Nick and I were talking about the above slide and how, while some things change, there will always be folks looking back to the past and wanting to use what was comfortable to them before. Nick used the great analogy of how we had once had thisdownload-1 and then this download-2

and now many do this,download-3 and in the future we’ll be doing something I can’t list because it’s not in existence yet.

Now, Blockbuster isn’t entirely dead.  There are still stores in Alaska (a great story done by CBS Sunday Morning if you haven’t seen it) and there’s a great video from The Onion as well.

But…

The moral of the story is that we in education need to adapt, just as the rest of the world has. Education is one of the few (if not only) professions where the times have changed, but we are still implementing a system that was designed by a group of rich white guys from the 19th century, placed in facilities that are largely from the 20th century, and occupied with students who are in the 21st century.

Besides this brain-exploding moment I had, other highlights of this gathering included

  • Learning about all of the wonderful happenings in CCSD59 and how the focus in on employees, learners (who attend a year-round program in this school), and shifting from the traditional education system to learner-active classrooms (Pics below are from the year-round school’s media center / makerspace).
  • Exploring how Rolling Meadows High School offers its students design challenges The chair below was made with $20.00 worth of supplies and had to hold up to 40 lbs and how their physical education program will change the rest of the country. I firmly believe this.  Not only did they build an indoor track and gym under their main gym, but they are using technology to track everything from student recovery time to how students are using velocity to lift weights!
  • Speaking with recently graduated seniors from Wheeling High School‘s NANOTECHNOLOGY LAB to see how their studies have changed their lives.  Not kidding! This lab has millions of dollars worth of scientific equipment in it.
  • Examining future possibilities from the CoSN’s learning matrix.

In all, this was a superb gathering that showed everyone in attendance how education continues to evolve for the communities and learners we serve. I can’t wait to see what Seattle brings us in October!

Onward!

 

SuperCUE = Super Learning

IMG_0229.JPGA few months ago, I received a random message from Jon Corripo, one of the rock stars over at CUE.  CUE is a nonprofit educational corporation with the goal of inspiring innovative learners in all disciplines from preschool through college. CUE has thousands of educational professionals and supports many regional affiliates and learning networks in California and from around the country. It is the largest organization of its type in the West and one of the largest in the United States, so to receive an invite to attend a conference with 24 other superintendents from around the country is pretty cool to say the least.

The conference took place at the Asilomar Conference Grounds, located steps away from the world-famous Pebble Beach Golf Course. The campground and conference center are in the heart of California parks; we could not have had a better venue. I mention this because it’s the perfect balance of getting our heads together and really driving educational conversations and soaking in views that are nearly impossible to mirror.

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The majestic Pacific at sunset

 

All superintendents who attended had a presentation to make to others on how we are aligning to FutureReady standards and how we are impacting our learners.  I chose digital equity (you can find my presentation by clicking here). Other presentations ranged from how districts are embracing the digital credentials movement (f/k/a ‘badging’) to how others are meeting all learners where they are, so that education can succeed for everyone.

With all of that sharing also came a weaving in of national speakers spreading their good words.  We were fortunate enough to have Joe San Felippo (#GoCrickets) and Sarah Thomas (#EduMatch) with us talking about how they are changing the educational games in their districts. Joe has been a friend for years, and to see how he has taken an 800-student, K-12 district in Wisconsin to an international presence is amazing. Sarah is also a amazing.  Watching her grow, as well as watching her share all of the great things she is doing in education, is pretty cool. I’m very lucky to know her and call her a friend.

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The amazing @SarahDuhTeechur

 

We all know that Twitter has connected us on a whole new level. Getting to meet so many outstanding leaders in person (Barbara Nemko, Candace Singh, Jon Corrippo, and too many others to list) has been such a powerful tool for all of us to become better leaders and better serve our students, staff, and community. We are all in it to grow, learn, and move forward. SuperCUE has contributed to my doing that and so much more. I can’t wait to see what we can all share next year.

Onward.

 

Complacency Kills

I just finished reading one of the best books ever. The Operator by Robert O’Neill is the story of the Navy SEAL who dedicated a good chunk of his life fighting for American freedoms. If the name doesn’t sound familiar, it should; he’s the SEAL who fired three rounds into Osama Bin Laden.

The boy from Butte, Montana, gave his all for all of us for over 16 years. He didn’t stay 20 years (20 years gives a pension and benefits); he left after 16. He left for a myriad of reasons, but the biggest factor was how he was becoming complacent when he was going on missions. He shared about one specific mission where he was so lax that he was smoking cigars a few minutes before a planned ambush of terrorists. After the ambush, he was hanging out with guys who were tossing around damaged RPG heads as if they were nerf balls. O’Neill said flat out that if he kept up his complacent ways, it would literally kill him, which had me thinking.

What about those in education who become complacent? The teacher who is waiting until 25 years? The principal who won’t do anything that would “rock the boat”? The superintendent who is just trying to keep everyone happy? All of these complacent actions are killing the creativity of both staff and students and dashing the hopes of some, keeping them from being the best they can really be.

We’ve all seen these so-called educators in our schools. We’ve either subjected to them as a student, worked with them as coworkers, or even supervised them. If you think that none of them are where you work, you’re being foolish. They are everywhere. Some are placed in positions that have the least student contact, some have positions created for them (or a position is created to keep them occupied and out of everyone’s hair), some become lapdogs for administrators, and some even brainwash an entire community into thinking that they are so important that whatever they do is equally important. What these people project versus what these people do is just flat out sad. Their complacent attitudes end up just wasting space and tax-payer dollars.

I once worked with one who was the master of complacency. The stars aligned–a volunteer on multiple district committees to feel and look important, overseeing a program that was created because the individual was awful on other positions (tenured, of course), and didn’t even have a schedule. The teacher literally did whatever, whenever and was the laughing stock of the district by both teachers and administrators. Don’t be fooled, though.  The person was seen as a savior in the community, because when you have nothing else to do but brainwash, why wouldn’t you? I couldn’t tell you how many times, when something was needed or the name was brought up, it was followed by either laughter or, “That person does nothing! How do I get that job?” All I could ask myself is how could the complacency of a do-nothing person be tolerated by peers and supervisors alike?

To an extent, I don’t blame the person. I really blame the immediate administrator who coddled for so long and the central administrator who continuously looked the other way when this person was championing everything BUT educating students. It was petty and pathetic.

In no way am I trying to compare the valor and bravery of SEAL O’Neill to what we do in schools. However, his point about getting out before becoming ineffective or complacent really hit home.  As school leaders (from superintendents to supervisors to aides), we need to step up when we see others becoming complacent. The complacency is killing creativity and positivity, deterring others from being the best they can be, and promoting a culture of letting kids only partially succeed because it’s not what the complacent person wants to do or isn’t aligned with a fundraiser or field trip.

Twenty Years Ago

I still can't believe that I graduated Union High School 20 years ago this year. 1997 was a fun year–a senior in high school, not a care in the world. Then again, it was a different world.

My superintendent, Dr. Jakubowski (with whom I still speak), made two prominent points at our graduation.

1. Don't get into a stranger's car.

2. Don't use the internet.

Today, I use the internet to get into a stranger's car.

Twenty years ago, I had to call Domino's Pizza and order a large pie and have cash on hand.

Today, I can tweet, use my watch, tell Alexa to order me one, text an emoji, and, yes, still call. Cash is discouraged.

Twenty years ago, I needed a travel agent to get to college and have a paper course guide in hand while being prepared to stand in line for hours to pick classes.

Today, it's all done in a matter of clicks.

Twenty years ago, most of my classes were heralded by teachers going right out of a textbook, with desks in rows and giving out so many worksheets that I probably had a tree's worth.

Today, in many classrooms, that practice still continues. Why hasn't that changed?

Many reasons. Some teachers don't know any better, some administrators refuse to budge on allowing other pedagogues besides the ones that worked for them, and some boards show defiance as well as their lack of knowledge and insight. Often, it's a combination of all three groups interchanging all three characteristics.

This is just downright sad. There are establishments and cultures in place where mediocrity is encouraged and heaven forbid someone goes rogue and tries meeting learners where they are today. There are school districts in place (from the BOE down to the staff) where the same ol' same ol' is practiced, hence producing he same ol' same ol' student. Towns and people who accept this are going to get what they've always had, but we now have students who are ready to change the world in 2017 instead of 1997. Is this fair for the future students who will eventually be taking care of us?

An education union representative once told me that "education has changed more in the past 6 years than the past 60." If everyone is cognizant of it, why fight the inevitable?

We all get it; change sucks. People love to say "change" but don't want to change, especially if it affects them. However, in today's times where today's students have had internet access and have been exposed to social media & apps for their entire scholarly lives, how can those in the educational field continually maintain past practice damn well knowing it's going to hurt our future?

Twenty years ago, I didn't know my career path, let alone knew that the path I chose has a broken system that is still frequently embraced. Today, I'm well aware of it and refuse to stop advocating for those who don't know any better.

I'm here for our future. Are you?

Onward.