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.

Is It Me?

These past four years have been the hardest years of my career thus far. While they have taken me places I would never have thought I would go, both academically and physically, I do admit they’ve taken a toll on me.  Yes, I’m admitting it; being a superintendent is draining.

I knew it going in, but like all jobs, you don’t really know until you live it.

Has it been rewarding?  The best job in the world.

Has it been challenging? LOL, yes.

Is it everything I thought it would be? Oh, yea. And then some! 

Would I have gone down this path knowing what has and could happen? Absolutely.

Would I have done it all the same exact way, step by step? Of course not! I’m human; I make mistakes like everyone else.

Would I have taken the same jobs in the same places knowing what I know now? No doubt. I’ve learned so much about communities, family, and life!

I came from a blue-collar family. My dad was a CNC Machinist; my mom was a secretary. I was the first in my family (on both sides) to graduate college. While I went to a very expensive university, I never forgot my roots. It’s what made me. That being said, I spent most of my educational and administrative career in very affluent school districts where money was never a problem (but don’t be fooled, as the rapper B.I.G. said, mo’ money, mo’ problems – and different kinds of problems).

When I became a superintendent, I went to South Jersey. The 856. The land of hoagies, Eagle nation,  “pork roll,” and scrapple.  Why do I say all of these things? Ladies and gentlemen, if you don’t know, there is a very, very big difference between North & South Jersey. And while I can scapegoat to the map below and blame it on this:

images.jpg

It’s nothing to do with that.

It’s  really this:

I’m the guy who willingly came into no-man’s-land, and I say that because people down there like it that way.  When I became a superintendent, I was hired (twice) in very small districts because they wanted someone from the outside and they wanted change.  Change they got. Do people really want change?  I have found in my career that people love to throw the word change around, but wanting to change…

The higher you move up the totem pole, the bigger your target gets. I knew that going in.  So, why even do it?

Because I can. Because I was made to do this. Because my passion is infectious. Because I don’t care about the size, money, or what you have or don’t have. Because I’m hell bent on proving that a zip code will not determine an education of a student. Because I have no problem not being everyone’s friend and don’t believe in playing politics to keep a job. Because I don’t mind having the hard conversations. Because I expose; I expose the great things going on in a school and also expose the bad stuff because no district is perfect. Because I am relentless and will never bow down to the old boys club or special interests. Because I know those who know me know that I will show everyone, everything. Because I never have anything to hide.

Is it me? Yep. Im a Superintendent. Deal with it.

Onward.

 

 

The Do-Over

Sitting on a plane is typically not my favorite thing to do. However, it’s been a great time for me to catch up on reading. I have no excuses not to; no screaming kids (that are mine), no texts, and I even try to refrain from Netflix. 

I read a book review of Do Over by Jon Acuff a few weeks back and couldn’t help but to laugh.  The review spoke about how people dread Mondays, their current job, and how people feel stuck in their Groundhog-Day-like jobs (if you don’t get the reference, you need to watch this). Being that I’m always talking or tweeting about how people should leave their job if they are not happy, I was intrigued.

The book eventually delved into a myriad of issues that deal with relationships, skills, character, and hustle. These four qualities help you shape your entire career and how you will proceed.

Some great quotes and takeaways from the book include:

Relationships get you your first job; your skills get you your second. There’s so much truth to that.  Think of your first career or non-career job.  What did you know? Nothing until you stepped into that job. You got that job because you sold yourself as being the best person for that job.  You really learned how to do it once you started it.  And yes, this includes EVERY job in the education field.

When it comes to career relationships, invest in those that you want to keep. Sure, you think everyone one you work with is wonderful at the lunch table (kidding). Yes, you have a circle of friends you keep around but are they REALLY your friends?  If they are, take the time to really know them. They will be with you on your entire journey, whether it be in the same place or not.

Foes are everywhere but limit your defintion. Chances are, people are not out to kill you. Yes, some will try to make your life miserable, are jealous of you, and even will lie about you so they can succeed.  You can’t obsess over them, and you can’t compare the ones that are online to the ones in real life.  As the author states, “if the internet foes were in person, you’d ignore them.”

Miserable foes love company, and also recruits it. Don’t get sucked into foolishness; come in, do your job, do a good one, and proceed with your life.

Don’t burn every bridge you can. Acuff admits that his hands are soaked in gasoline and has done his fair amount of bridge burning.  In fact, we all have burned a bridge or two. But just because you can, do you have to? The workplace is getting smaller and smaller thanks to the internet; chances are you’ll see someone from a burning incident down the line.

When you ignore someone face to face with your phone or computer, you’ve put that person on pause and have made them feel like they don’t matter. I’m guilty of this and have been told more than once occasion to focus.  I blame ADD, but it’s really me just trying to get everything done. Not cool.  Your relationships are the most important things in life, not technology.

Overall, this was a great read that all employees should check out.  This book applies to all walks of life, not just those in education. Your job is what you make of it.  Speaking of, it’s time for a glass of lemonade, not sour lemons.

@EitnerEDU Launches a New Podcast…from the Hot Tub!

Eitner Education debuts in its’ new podcast called “The Tub”! Each episode will feature a trend in schools, a trending book in education, and something to turnkey into your educational lifestyle. This podcast is for all leaders, teachers, and everyone in between.

My first podcast features Rebecca Coda and Rick Jetter, co-authors of “Escaping the School Leaders Dunk Tank”, which is available on amazon, Barnes & Noble, and classy bookstores everywhere!

I hope you enjoy this; thanks for coming on the journey with me!

About The Authors

Dr.  Rick Jetter  is an Educational Consultant, Speaker & Trainer, and Multi-Genre Author. He was a solid “D+” student in 7th grade and he has a cool dog, named George Jetter. Dr. J. also types faster (with two index fingers) than he talks. Dr. J. is interested in all types of topics–especially the ones that no one wants to truly take on (even though they say they do while their fingers are crossed behind their backs).

For more information about the book, Escaping the School Leader’s Dunk Tank: How to Prevail When Others Want to See You Drown, visit http://www.leadershipdunktank.com

Dr. J. has also successfully worked with other authors on their ideas and creative concepts by offering book concept and writing strategies through his own unique coaching process.

He is the founder of and lead consultant at RJ Consultants.

Rebecca Coda is the founder of the Digital Native Network. http://www.digitalnativenetwork.net She currently serves as a STEM Coach, weekly contributing columnist for School Leader’s Now, and article contributor on LinkedIn. She has over 18 years’ experience in education as a teacher, ELA curriculum and assessment writer, and technology program leader. Rebecca is a National Board Certified Teacher & Arizona K12 Center Master Teacher. She is a Christian and lives each day by faith, hope, and love.

Interested in hopping into the tub? Join me on my podcasting journey!

 

Thank your (BOE) president today!

While Presidents’ Day is reserved for honoring and celebrating our American presidents, I can’t help but think about local board of education presidents today as well. Like any elected officials, some you love, some you loathe, but most deserve credit for the time they put in to make sure the best is being done for students. Most have great working relationships with their superintendent, and most know the role that they play. I do keep saying  most, because, well, there are some that do not. I’ll focus on that a little later. Below are three boards that deserve some credit this Presidents’ Day.

Walt Sheets is a proud member of the Lower Alloways Creek community–a retired worker from the PSEG power plant, an active community member, and most importantly to me, a father of four.  Patriotic, witty, and possessing an infectious laugh, Mr. Sheets always had my back. No doubt we had our disagreements and clashes in certain arenas, but he always acknowledged that the superintendent was in charge and listened to my recommendations. What I still admire about Mr. Sheets was his mantra, “You take care of you first, then us (LAC) second.” I learned so much during my time in the crick and owe much of it to him.

Kevin Blondina is a board president that I ran into (literally) by accident. Both of us were enjoying a cigar, and I asked if I could use his lighter because mine kicked. From that point on, we have had one of the most cordial, real friendships around. Mr. Blondina is a financial planner in Sussex County, NJ, and I was working in Salem County. While geographically far apart, we couldn’t  have more commonalities if we tried to. We always make time to catch up over convention dinners and text on a daily basis about educational issues and how they affect us. Kevin is another who wears his heart on his sleeve and wants nothing but the best for students and staff. His passion is admirable, and his leadership style is envious. I owe much of my newly learned diplomacy to him.

Fran DiRocco is now a retired board member. Spending over 20 years on a  board, a decade of them as the president, Mr. DiRocco has navigated through a sea of educational issues ranging from collective bargaining to switching a sending school district. Mr. DiRocco’s professionalism, despite any internal board conflict, has been nothing but top-notch. I was hired under Mr. DiRocco’s term as president and chose to join the district even when the vote was 5 yes and 4 no. Was I crazy for doing so? Yep. Was it worth it?  Absolutely. Besides being 10 miles from home, I was able to work with a board president who knew what needed to be done and backed me when I needed it most. DiRocco didn’t have some underlying agenda, had nothing to prove to the town, and wasn’t bitter or vindictive when things didn’t go his way. He stayed classy until his term expired in December and now thoroughly enjoys his time volunteering at his church and on the local OEM committee.

Needless to say, I admire these three current and former presidents immensely. They set the bar on what great things can happen when an honest agenda and partnership occur.

Now what about the bad presidents?  Yes,  they are out there, too. Sadly, there are presidents who

  • Run to the soccer field to rile up parents when they don’t get their way
  • Undermine a superintendent with a self-righteous political agenda in order to prove that they are right
  • Turn road bumps into sinkholes by taking quotes and data out of context
  • Fail to recognize national and local student recognition and replace it with canned naysayers and planted questions
  • Use the board president’s chair as a springboard to attempt to get on a municipal government
  • Use the president’s chair as a throne to show they are worthy (i.e. If they weren’t hired in town as teachers)
  • Apply a “past practices” mindset to today’s problems when attempting to lead

And, yes, there are scads of examples of this all over the  internet. You will also have the chance to read about some real whoppers by purchasing one of my quick reads this summer–available on Amazon and at Barnes & Noble!


Okay, that was a cheap plug, but it is nice to know about the good presidents in the land.  Enjoy the holiday…and thank a president!

Talking Taboo

I think everyone knows I’m addicted to Dave Burgess.  I have bought his book, Teach Like A Pirate, for 3 different school districts and was fortunate enough to book him fo kick off one district’s school year (I had to book him 16 months in advance!). His passion alone has invigorated me; his dedication and bravery to publish is something that I consider a public service.  Recently, Dave’s publishing company published a book that will make everyone stop and think about the daily grind of education. Escaping the School Leaders Dunk Tank is a brilliant collection of stories that are hard to read because of how true the scenarios presented are.  Rebecca Coda and Rick Jetter have walked the walk, survived the school administration witch hunts, and present a myriad of steps on combating everyone and everything ranging from jealous colleagues to people who try to thwart change because of exposure. Below is his post about the new book and why it’s raising so many eyebrows.   Dave’s post is below the line in non-italics:   


I hate to be the bearer of bad news but…here it comes:

Sometimes they really ARE out to get you!

Yep. Nobody wants to talk about it but crooked politics, discrimination, revenge, and ego-driven adversaries are awaiting you in the dark underbelly of the educational leadership world. Sinister sharks swim in the seas of our school systems. The waters are chummed with rumors, saboteurs, misinformation, slander, and deceit and sooner or later you may find yourself thrown overboard and, when that happens, you better know how to swim.

Maybe your school board president is mad that his daughter didn’t get the kindergarten job. Maybe your boss feels threatened by your innovative ideas and popularity. Perhaps it is a jealous co-worker who wanted the promotion you received. Or, it could be a disgruntled parent group upset you didn’t cater to their every whim like the last leader.  Then again, it could be the boosters who want your head on a platter because you removed the winning football coach because he was an incompetent teacher and humiliated kids. Maybe you’re the outsider coming in to shake up a stagnant system and you’ve ruffled some feathers. Maybe it is just outright racism or sexism…or some religious zealot doesn’t care for your sexual orientation.

It could just be that sometimes people do bad stuff for their own reasons that you’ll never know.

But the bottom line is that this sh&$ happens.

Every day.

We call it The Dunk Tank.

The problem is that NOBODY wants to talk about it. And if nobody talks about it, you can’t be prepared to avoid it in the first place or develop the skill set to survive if it happens to you.

Who would have the guts to write a book on these types of controversial topics? And, even if you found authors willing to risk their reputations and careers to write it, what publisher would touch it with a 10-foot pole?

I think you know where this is going…

Escaping the School Leader’s Dunk Tank: How to Prevail When Others Want to See You Drown is our edgiest book ever…this one is going to ruffle feathers. But sometimes you have to make a ruckus to reach the right readers. The authors, Rick Jetter and Rebecca Coda, are Dunk Tank survivors themselves. They know of what they write! It is filled with mesmerizing accounts from REAL leaders who have swam in these waters. Many of them are still in their systems so we had to go to extraordinary lengths to obscure identities and we are forever thankful to these courageous educators who risked sharing their journeys. The stories are truly compelling.

Find it on Amazon here: goo.gl/1tz8Ey

Find it on Barnes & Noble here: goo.gl/RHca0P

Don’t get me wrong…this isn’t a book that wallows in the negativity. This is a survival guide. This is a manifesto and a call to arms for those who love being an educational leader and want to fight the good fight.

The types of tactics adversaries may use against you are clearly explained along with giving you an insightful look at the emotional motivators in play. Most importantly, you’ll receive a crash course in proactive strategies that limit your chances of entering the dunk tank as well battle-tested ideas for how to prevail if it happens to you.

It includes chapters such as 10 Ideological Practices of Dunk Tank Survivors and 8 Tasks to Optimize Triumph Over Tragedy. This is about coming out on the other side emotionally and spiritually healthy no matter what they throw at you.

You don’t have to be afraid of the Dunk Tank. You have to be ready. As Zig Ziglar said, “F-E-A-R has two meanings: Forget Everything and Run, or Face Everything and Rise.” We want you to rise.

We’re so committed to seeing that this book gets into the hands of those who need it, that we have gone the extra mile to publish a COMPLETELY FREE companion e-book specially designed by Rick and Rebecca to guide you through the reflective process. It’s called, Entering the School Leader’s Think Tank, and it is IDEAL for book study groups and/or educational leadership courses that want to use Escaping the School Leader’s Dunk Tank as a text. You can find the link to download on my blog here: http://daveburgess.com/surviving-the-dunk-tank/

Join the discussion on Twitter using the hashtag #SLDunkTank

I’m just going to guess that even if you’re convinced you don’t need this book (you may want to read their chapter on “proactive paranoia,” by the way!), you know somebody who desperately needs it right now. It might save their career…or at least their sanity.

As always, thanks so much for your support and for everything you do to make school amazing for kids.


If you are thinking about going into or are currently in school administration, get and read the book.  More importantly, connect with Dave, Rick, and Rebecca. Great people is an understatement.

The Tech Conductor

Below is a post that was written by Jeffrey Bradbury.  I have been very proud to call Jeff a colleague and great friend since we met at the first EdCampNJ in 2012.  Since then, Jeff has helped me navigate the educational seas on a myriad of levels, ranging from creating a new district website to offering in-person professional development to support staff. Read his great post below:

The other day, I had a technology coach from a neighboring school district visit my school and shadow me for the day.  It was a fantastic experience and something that I hope to be able to do with other districts this year and beyond.  The teacher and I had a great day of learning from one another, but I couldn’t help but use the day to reflect on many of our common conversation topics.  One of the deep conversations we had was around the simple question: “What is a Tech Coach?

Rather than use this post as an opportunity to dive into what a Tech Coach is, and what a Technology Integration Specialist is, I would like to propose a question to my readers that might shed some light on how I have approached these titles and my current position for the last two years.  The question is one that might sound strange, but those knowing my background might find quite interesting.  Should I consider myself a Tech Coach … or a Tech Conductor?

Let’s dive into this topic …

Everything I Know … I learned From The Podium

It’s no secret that my background is in Music Education.  I have countless memories of rehearsal sessions, and amazing performances of the worlds greatest pieces of music.  About 10 years ago (or more) I decided that I wanted to get up and instead of sitting in the orchestra, I wanted to start down a path that allowed me to stand in front of the orchestra and work along side them to perform sonata’s, symphonies, and operas.

It was during that time that I started taking formal conducting lessons from several amazing teachers.  From there, I learned how to physically stand and present myself to not only an orchestra, but a paying audience, and of course work along side a board of directors to help promote my vision, the orchestras vision, and most importantly, the composers visions.

Of all the things that I learned in the world of conducting, these lessons stand out:

  • The conductor is the only one on stage that doesn’t make noise, yet his actions are what tie the group together
  • The musicians don’t need a conductor to know what to do. A conductors job is simply to start everyone and guide them through transitions.
  • Treat every musician with respect, but understand that different instruments require different needs.

It has been through these lessons that I approach every day as a Tech Coach.  It is through these lessons that I find myself more becoming a Tech Conductor.  Let me try and explain how these lessons can be applied in a school system.

From Podium To Classroom … and Back Again

When you break down everything that happens on the podium, it starts and stops with the simple concept of Respect.  I can honestly say that I have my good days and I have had my bad days as I learn how to be a Tech Coach to over 400 staff members.  As a conductor, you have your good days and bad days too.  You have your rehearsals where everything goes well, and you have those times where someone puts you on the spot in a rehearsal and you simply don’t know the answer.  This happens in the classroom all the time.

What is important is that you come prepared to every rehearsal, meeting, classroom, as prepared as possible.  If you don’t know the answer to a question, you always make sure you have a resource (your PLN) that can help you find the answer quickly.

From early on in my conductor training, I learned that the word Maestro is one that gets placed upon you from day one, but the concept of Maestro, a word that literally translates into Teacher, (or coach) is one that is earned day after day, rehearsal after rehearsal and is earned only through respect.  This is extremely true for Technology Coaches who not only work with everyone in a district at all levels, but must also be walking talking resource centers of technology and pedagogy that are essentially on call 24/7.

You Are The Only One Who Doesn’t Make Any Sound

In an orchestra setting, the violin players, play the violin, the tuba players play the tuba, and the bass players play the bass.  Each of these musicians or groups of musicians has an instrument that they can pick up anytime and practice.  A Conductor on the other hand has the orchestra.  There is no try way to practice late at night with an imaginary group of 50 people.  The preparation for Conductors is mostly mental and requires you to study scores of music and practice “gestures” in the air, sometimes in front of mirrors to make sure that the one single time you are in front of a group you get it right.

As a Tech Coach, it is very much the same.  Teachers have the opportunity to learn from their students every day.  They learn how their classrooms work, act, and interact with each other.  As a Tech Coach, you have just one moment to walk into a classroom and nail your lesson.  When you are given an opportunity to present in front of a building, you are given an opportunity to showcase your self in front of 150 (or more) strangers who are all there to learn from, and support you. They know you are in front of them to help them become better educators, but there might not be the same friendly connection that a teacher and a group of students has, or a principal and a faculty have.

Walking into a building to give PD is very much like bring asked to come into a new orchestra and guest conduct a rehearsal or performance without ever getting to meet the musicians.

Your Teachers … They Don’t Need You

Let’s face the fact that teachers have been teaching for hundreds of years without the need for a “Technology Integration Specialist.”  They don’t need “Tech Coaching.”  But … do they?

One of the first rules of conducting is … Show Up When Needed, and Get Out Of The Way …

There are times when you can simply tell a musician how to play something, times when you can describe a sound, and times where you have to grab an instrument from the violin section and demonstrate for a group.

This couldn’t be more truer as a Tech Coach.  There are times where I have worked with a teacher and my role was simply to answer a question or two and back away.  Other situations have lead me to helping them create a co-teaching lesson where together, we worked with the students on an innovative lesson.

In the classroom, the role of a Tech Coach is to quickly enter and assess a situation and provide whatever the teacher needs when they need it.  Perhaps it’s by simply answering a question and other times it’s by picking up the instrument to demonstrate how something should look or sound.

If you choose the right method of support, the group/teacher will appreciate your help and together the rehearsal/lesson will move forward.  If you choose the wrong method at the wrong time, you are libel to insult someone and create a situation you never intended to have started. As a Conductor and as a Tech Coach, it’s always important to know the personalities you are working with so you can quickly make the right decisions and choices.

Some Teachers Are Section Players … Some Are Soloists

If you really think about it, a school district is very much like an orchestra. To conceptualize this, lets break down the different parts of each.

The Orchestra

Violin SectionThe Strings

In the front of a symphony orchestra lies a massive section known as the Strings.  All together, their instruments are in the “violin family.” Their instruments look similar, they play with a bow, and there could be as many as 24 of the same instrument in each of the 5 distinct sections.  Together, they can be broken down into string quartets, trios, and often, composers write for them as either a full section, or as soli sections. Each of the subsections (violins, viola, cells, bass) are seated by rank (ability level) and there is a section leader who is for conversation sake, “the boss” of that section.

The Winds

The next group of musicians behind the strings is the Woodwinds. This section is composed of your Flutes, Oboes, Clarinets, and Bassoons.  They are your mid range, mid level instruments who are put in the awkward position of sitting behind the massive string section, yet they sit in front of the might brass and percussion sections so it’s often possible that while playing loud and proud they don’t get heard when the entire group is playing together.

Winds and BrassThe Brass, Percussion, etc …

Composed of the Trumpets, Trombones, and Tubas, Drums, Marimbas, Cymbals and all other instruments these musicians are highly specialized and are only in your group because, like the winds, they passed an audition based on their ability to be leaders and soloists.  When addressing these musicians a conductor should simply be able to describe in as few words as possible the sound or quality they wish to hear and it should happen with as little retakes as possible.  These are HIGHLY skilled and trained musicians who spend hours in a practice room learning what is known as “excerpts” or very tiny solo passages just to have the opportunity to audition for the group.

A School District

Elementary Teachers

Elementary Teachers, should be approached as a group. In any building, for example, you have several 4th grade teachers all teaching their own class, but teaching a common curriculum to the classroom next door.  They meet in departments to plan common activities but they often do their lesson plans on their own.  When you work with one and not the others, it is often not looked highly on. Sometimes it’s best to talk about concepts such as blended learning, or SAMR models, but they are also the first to allow a Tech Coach to pick up their instrument (classroom) and come in to demonstrate something new and amazing in the world of Technology.

Elementary teachers often have degrees in general elementary education rather than a specialized degree in a subject area and for that reason it’s often best to show a wide variety of examples and build lessons together.  Elementary Teachers and Buildings should be approached the same way a string section is approached.  It’s always best when you are able to demonstrate the concept as well as describe.

Middle School

Much like the proud woodwinds, Middle School teachers are caught between elementary and high school teachers. They have the hardest job because without them students don’t have a solid direction when they get into the older grades.  Also much like the Woodwinds, Middle School teachers are soloists who often times are remembered the most when a student looks back at their favorite years in school  Their hardest job is that they often have to work with a group of students who came from multiple elementary schools and haven’t yet jelled together as individuals yet … and oh, did we mention those wonderful puberty years.

High School

Much like a conductor should never (unless specialized themselves in the instrument) tell a brass player how to play the trumpet, a good Tech Coach should never (or hardly ever) approach a high school teacher and tell them how to teach their subject. . . Trust me …

High School Teachers are HIGHLY talented, and HIGHLY Specialized educators who command the respect of teenagers every day and for those reasons I love popping my head into classrooms each day, asking if they need anything and moving on.  Often, I find myself sitting down with high school teachers to plan out lessons the same way I would sit down with a soloist to plan out a solo passage in a symphony.  If you show them respect, they will reciprocate and come back time and time again because their only goal each year is to produce the best students and pass them on to college.