Beyond 1:1...What's Next?

Last August was a proud moment at Lake Park High School. For the first time, an incoming class, the Class of 2020, entered our building fully 1:1. It was an exciting and powerful moment, yet it was also an altogether quiet moment, and it is that quiet that we are most proud of. Why? Simply put, the focus remained on what matters most; great teaching and learning, not technology.

Shortly after that, I posted about our First Week 1:1, where I echoed many of these sentiments. Today, we are six months into our 1:1 program, and certainly, we are always looking to grow, iterate and learn. However, we are doing great things in and out of the classroom and believe in what our teachers are doing. We believe in creating a culture where innovation and engagement drives great teaching and learning.

We also believe in the power of collaboration and sharing, and know that we couldn’t be where we are today without the help and support of many others. As we reflect upon of first semester 1:1, I want to share some of the steps we have taken since August to help ensure our version of 1:1 has been successful. Here are some key factors around our 1:1 program we believe continue to drive engaged and innovative teaching and learning at Lake Park:

Lake Park Ignite! Program

We knew there was a need to ensure that all of our students receiving Chromebooks had the opportunity to learn about the device, practices in the classroom, school vision, as well as digital citizenship, to name a few. However, we also knew that students would come to us with various levels of experience and knowledge of using technology to support their learning. As such, we landed on the creation of our Lake Park Ignite! 1:1 Program. Students take part in a series of four modules, presented over four days in various classes covering these topics and more, aimed at providing a blended experience ensuring all of our students obtain key information. These modules are also available to transfer students, families and teachers throughout the District.

Evolution of our “Tech Committee” into the Learning Innovators Team

Our focus on technology had greatly shifted from the “tool” to innovation and engagement in learning. With that, we took the opportunity to shift the focus of our Technology Committee into our inaugural Learning Innovators Team, with a simple vision; less meetings, more time spent providing coaching, resources and guidance to our teachers. Each member of the L.I.T. commits to continue their own learning and working with members of their own department to do just that.

Classroom Visits & Discussions

It’s impossible to overstate the importance and value of this. Once you are up and running, you must get into classrooms and have discussions with teachers and students. Otherwise, it is difficult to know what is happening, the great teaching and learning that is taking place as well as areas of support that are needed. We learn more from popping in and out of classrooms than from anything else.  

Ongoing Professional Development

Along with our 1:1 rollout, it was imperative that we had a well articulated and thought out professional development plan for the current school year and beyond. It is important that teachers know they are supported and can continue to learn throughout the process. After an intense past school year and summer of offerings, we created a plan that offered multiple learning opportunities per month, both during and outside of school hours, in addition to our upcoming Institute Day, incorporating "Ed Camp" style sessions on instructional technology.

Moreover, we were proud to introduce our instructional technology professional development cohorts, designed around “101” and “201”  levels. These three-part offerings, designed for veterans and new teachers alike, engage teachers who are looking to grow and challenge their practices and beliefs. What’s more, we were able to integrate our District strands of professional development, assessment literacy and differentiated instruction, to design our “201” program around how instructional technology supports these practices.

Information Collection & Analysis

In order to continue iterating, it’s important to assess where you are, collect information and data, analyze it and continue to grow. During the first week of classes, we collected baseline data and information from students, teachers and parents, centered around both engagement and usage, but more importantly the 4 C's: communication, collaboration, critical thinking and creativity. If our 1:1 program allows students and teachers to communicate, collaborate, think critically and be more creative, we are on the right track. We collected this same information at the start of this semester, and will continue to assess our program as we continue to grow.

There is always work to do, and we are always looking to improve. We are proud, though, of the incredible teaching and learning that is taking place. Teachers are engaging their students, pushing them to collaborate, think critically and be creative, while taking risks, and challenging their own practice. Isn’t that what we strive for?  

Our First Week 1:1

It’s been a really proud week for us. With the start of the 2016-2017 school year, Lake Park High School officially began it’s 1:1 program as the Class of 2020 picked up their very own Chromebooks during orientation. It was an amazing, inspiring, powerful and interestingly, low-key moment. And for that, we are proud.

We’ve had a pretty exceptional start to the school year; we welcomed over 600 new Lancers with two days of orientation, highlighted by an incredible student panel, sharing their advice, memories and recommendations with the Class of 2020. They even put together this welcome video, sharing their best “Dear 8th Grade Me” moments.

Our opening Institute Days kicked off with a spirit march for our all of our staff, where over 250 students lined the hallways and our teachers and staff were paraded to the Auditorium, lead by our drumline. Pretty remarkable moment.

From there, the year took off. Our Superintendent, Dr. Lynne Panega, inspired all of us with a simple message, continuing to build on our vision that “We Are One.” Our new Principal, John Gouriotis led with a message echoing that vision, showing that our teachers make a difference for our students. He had a video to prove it.

This energy-and excitement-has permeated into the start of the school year and it’s evident no matter where you go at Lake Park. Proud to be part of this community.

Amongst everything else taking place our first week, Lake Park embarked on a historic moment. We began our 1:1 journey, after 2 years of research, discussions, data collection and pilot experiences. But, that was not the focus last week, and that’s what I am most proud of. Rather, it continued to be about our core message and values; great teaching and learning. Period. Instructional technology, along with our other major initiatives in assessment literacy and differentiated instruction, is part of what we always strive for. They support it. We want great teaching and learning, and going 1:1 is about supporting that.

So, what did we learn in our first week as a 1:1 school?

We learned that it’s imperative to create a culture where teachers are comfortable taking risks, going outside their comfort zones and know that as an administration, we not only have to encourage this, but model it. Throughout the last couple school years, we have been consistent with the message of launch and iterate, Google’s mantra. We’ve stressed Simon Sinek’s invaluable message that we must “start with the why,” that we believe in collaboration, critical thinking, teamwork, engagement, rigor and great teaching and learning. Why go 1:1? Because these are most important to us and instructional technology truly supports these ideals. And we described that everyone has a path to travel, from their point A to their point B, but know that it’s never a straight line.

We learned that all of the professional development that we have been offering, and that teachers have been eager to embark on-over 60 teachers took part in different instructional technology professional opportunities this summer alone-is essential to ensuring 1:1 begins successful. We also know that we are just getting started in this area and have already begun planning for this school year and next summer.

We learned that it was crucial to research, go on site visits, talk with schools that are 1:1, plan, pilot and prepare for how 1:1 will affect our students, teachers and school. Seriously, this is a must. It's also something we will continue to do.

We learned that we must have plans in place to ensure our students are prepared, learn key information and can take full advantage of this opportunity from day one. Our 1:1 Ignite! program, where students go through four days of modules (Tech Support Center & Digital Citizenship, Gmail & Calendar, Chromebook & Chromebrowser and Google Drive) was designed to do just that. This was an outstanding program that the York High School Tech Diva’s created which we used as a model.

We learned that it’s important to collect various forms of “data” from the beginning to continue growing, iterating and bettering our program. All students in our freshman class were asked to complete a Google Survey that served as a our “baseline data” on day two of school, providing information and feedback on not only day to day information, but also how engagement grows as a result of the Chromebook, focusing on the 4 C’s (creativity, collaboration, critical thinking and communication.) This is what we value and what we want to continue to grow.

At the end of the day, we’ve learned that this is an amazing, important, momentous, engaging and honestly, normal moment. 1:1 is about providing opportunities for students to engage, collaborate, think critically, communication, challenge themselves and explore their passions. It’s about great teaching and learning. That’s what we do as educators, as Lancers, and as we head into week two, I can’t wait to see what’s next.

What I Learned in my First Year as an Administrator

As I finish what can be described as the fastest year of my career, I’ve been doing quite a bit of reflection on what I learned in my first year as a high school administrator. Sometimes, it feels like a blur, thinking about just how quickly it has gone; my entire interview process fell right along the same time my wife was expecting our first child. Today, my daughter is sixteen months old and I’m heading into my second year in administration. On both ends, I'm pretty darn lucky.

I’m a passionate guy, sometimes wearing too many of my feelings on my sleeve, but I really love what I do. I love teaching. I love working with students. I love trying to create change to help others grow. Every morning, I am excited to head into school, to work with some incredible colleagues and stand at the front door to greet the best part of our job; the students. As this year comes to an end and we begin looking at next year (well, really, that has been taking place since February!) I can’t help but think about all of the amazing things I have learned in just one year. While I could write for days about this, I believe that these six thoughts do a pretty solid job of capturing it.

1. Relationships are essential.

This isn’t anything groundbreaking, I realize. However, it is something that is quite possibly the most important aspect in education. I have always believed in the power of developing relationships and I realize today, more than ever, that you cannot be successful without them. Teachers must have relationships with students. Schools must have relationships with communities. Boards of Education, school unions, administrators, teachers, families, students; the list goes on and on. I have learned that if you are going to be successful in any venture, you must commit to building relationships and actively work on them.

2. Listen, and learn.

There’s an old adage in education that first year teachers-and really administrators as well I suppose-should just sit quietly and listen. While I don’t believe this to be true, or even close to a best practice as many first year educators have a vast amount to contribute, there is a lot to be said on the idea of listening. Throughout this first year, I did as much listening, observing and information gathering as I possibly could. I listened to my colleagues, to our teachers, to our students, to the community, to Twitter. As often as I could, I would sit back and just absorb what was taking place. Certainly, I offered my thoughts, beliefs, skills and ideas and they were often well received. But, what I believe to be most important, in my first year in administration, is to listen and learn as much as possible from everyone around you. Only by doing so am I able to begin to understand what our true needs are.

3. Don’t forget why we do what we do.

I must admit, the favorite part of my day is when I get to stand at the front lobby, hold open a door and welcome our students to school. If for just a few seconds, I can grow connections with our students. As an administrator, there are times, and roles, where being with students simply isn’t an everyday occurrence. However, I made it a goal that I would spend time with students every single day. I would welcome students at the door. I would pop in and out of classes. During passing periods, I would be out and about as often as possible. I would interact with kids. Sure, there were days this just wasn’t possible, and those days were always tough for me. All of us-whether we are teachers, administrators, sponsors, coaches, directors-must always remember why we do what we do; our students.

4. You will miss the classroom. A lot.

Over the last few years, as I thought a lot about the next chapter of my career, I always had one persistent thought; how can I leave the classroom? Honestly, I was terrified to leave why I got into this field in the first place. I love teaching, working with students everyday, seizing teachable moments and having those proud moments when your students just “get it.” When we would talk about this, my good friend and mentor, Jason Markey, once told me that he would never hire an administrator who wanted to leave the classroom. It was at that moment I knew that for as much as I would miss teaching, I could have an entirely new impact on a school, on students, on culture and on learning as an administrator. I was extremely fortunate to have the opportunity to start that new chapter, and it has been an amazing experience. But I miss teaching. Terribly. I guess that’s not such a bad thing though.

5. Balance

This is something I struggle with. In fact, most all educators I know have difficulty with this. We love what we do, we are passionate about it and because of that, we want to give it our best efforts. And we do, day after day. However, there must be a balance; time with family, time for the things you love doing, time to simply separate yourself. This is essential because I have come to believe that if you don’t create a balance, you won’t be truly effective in any aspect of your life.

6. Jump in, feet first

To further a point I made earlier, it is important to listen as much as possible and to learn everything you can. But, I’ve also realized the importance of offering your perspectives, skills and character from the start. After all, the school has decided they want you to be part of their team, so why not jump right in? I know that I am constantly learning, but I believe that I bring a lot to the table, and so from day one, I was eager to offer what I could. Now, a year later, I am still learning, and I am still adding my touch and ideas any chance I get. And what I appreciate most is that I have the opportunity to work with a team and a school that are always open to these ideas.

It's been a great first year. Excited to see where the next year brings us, and to see what I can learn next. Happy summer all!

Google Apps and Teacher Observations: Using Google Apps to Raise the Bar on Teacher Evaluations

Let me begin by saying that what I am about to write is nothing earth-shattering. I also want to acknowledge that many people are likely doing something very similar, perhaps even more efficiently, then what I've been working with and honestly, I'd love to hear from as many people as possible in order to tweak, iterate and come up with the most effective way possible to harness the power of Google Apps throughout the teacher evaluation process. (This idea was first suggested to me by my former Department Chair at Leyden High School, Chuck Skrabacz and furthered in my discussions with Dr. Hank Thiele, Asst. Super. for Teaching and Learning at Maine Township High School District 207)

We are in our first year of using TalentEd, an online software that streamlines the entire evaluation process for both teachers and evaluators. Schools have a lot of opportunities to customize this program to fit their evaluation model and because we, like many, are using a Danielson model, we have tailored TalentEd to correspond with the domains and our evaluation needs. However, the best thing about Google Apps is that they can be used in a variety of ways, so know that these are simple suggestions that can be tailored.

As I gear up for teacher observations, here are the basic steps followed using Google Apps:

Step 1: Pre-conference
Prior to the pre-observation conference, teachers are asked to complete a Pre-Observation Form, which mirrors Domain I and discusses planning and preparation. Looking for a way to organize my notes during this conference, I came up with a Pre-Conference Meeting Form via Google Docs that follows the flow of Domain I. This is what I use to take notes during the pre-meeting.

Step 2: Lesson Observation
During the actual observation, I have found that scripting is an effective and powerful strategy leading to honest and thoughtful follow up discussions. However, scripting long hand, even with a computer, proved to be tedious. Additionally, trying to record timing, transitions, quotes and observations often led to missed notes. After playing around for a bit, I came up with this simple form:

Sample lesson scripting tool via Google Forms

For each observation, I simply copy the form, rename it and am ready to go. My first entry is always "Lesson begins" and I hit enter, which records the start time and then I am off. Throughout the lesson, I am scripting quotes, observations, evidence and discussion points, quickly hitting enter to submit, then a quick tab, enter and I am back to the scripting form to continue working. In no time, you have an extensive, time stamped spreadsheet that is a play by play of the lesson. Here's what it looks like:

Sample lesson script via Google Forms

Step 3: Coding the Lesson
Once the lesson is complete and I am ready to begin the post-evaluation write-up, I start with the observation script spreadsheet. One by one, I go through each entry and code it with a primary, and often times a secondary, Domain. Here's an example:

Sample lesson script via Google Forms with Domain coding

Step 4: Filtering

Typically, I go back and forth between Step 3 and Step 4, since I like the idea of using the time stamp to discuss timing and transitions. Once you filter for the Domains, you lose the chronological order but gain an incredibly organized spreadsheet that can be used to complete Post Observation forms that line up with Domains II & III. After coding the spreadsheet, as the example above shows, the last step is to filter the evidence. By simply clicking on the arrow at the top of column C, you can select "Sort A-Z" and just like that, you have a time-stamped, domain coded, organized form of evidence from your observation that can be used to effectively complete post-observation documents and for incredibly rich conversations. 

Sample lesson script via Google Forms, filtered by Domain

As I mentioned, I know this is nothing earth-shattering however I have found it to be a great way to organize evaluations and ultimately, lead to what the true goal of teacher evaluations should be: deep and reflective conversations about teaching and learning. The depth of discussion that this technique affords, particularly with a time-stamped, chronological record of the lesson that can be organized in countless ways, is irreplaceable and I would challenge anyone who evaluates to give this a chance. Try it once. It might not be for you. For me, though, I will continue to tweak this method to provide the best feedback I can. 

Technology Doesn't Belong in the Classroom?

Late last week, I had what I would consider to be an extremely enlightening yet quite frustrating experience as I took part in a professional panel for the South Suburban School Crisis Response Team as they conducted a seminar on the impact of social media during a school crisis. Admittedly, I was eager to take part and share with those in attendance, consisting mainly of student services personnel, law enforcement officers and school administrators, some of the great things that social media and technology can do for a school. I was proud to show first hand how our students responded to a situation where an app was widely used in our West Campus by a few students to bully and harass others; with technology, creating a video to spread a message:

Please understand, I am by no means an expert in this area nor do I claim to be. In fact, I am not really sure anyone is truly and "expert." Rather, some people are far more open to it and devoted to teaching the responsible use of technology in the classroom and in schools than others. This I learned first hand, and very quickly.

The panel consisted of a representative from the State's Attorney's Office, an editor from the Patch, an online news source, a school media specialist, an incredibly inspiring student, a school resource officer and the chief of police from the local town. Initially, the questions were straight forward; what apps are our students using today? How are students using them? Somehow, however, the conversation quickly went from this to a philosophical debate on the use of technology in schools. Mind you, and this is something I realized well after the event was over, the room was full of individuals and teams that have a largely negative context of technology and social media in schools. Many of these educators and officers see nothing but violence, self-harming behaviors, suicidal thoughts and sexually charged posts.

Without even understanding how the conversation took this turn, I suddenly fell in the minority with my liberal views of technology in schools. What sticks out most to me are two individuals from this conversation-the chief of police and a social worker in the audience-because they had such passionate views against technology in schools. Both went so far as to say that all technology, including cell phones, should be banned in schools from 7:00am until 3:00pm. This didn't even shock me as much as the one individual who said "there is absolutely nothing good from using technology in the classroom." Needless to say, I was speechless and realized this was not the time nor the venue to get into a philosophical argument. I tried stressing the idea that instead of using resources-referrals, time, staff-on enforcing a ban, use those resources to educate our students on using technology responsibly. "It doesn't matter" was a common response; another person went so far as to say we could teach students how to use technology responsibly without having devices allowed! I held back, but all I wanted to say was that this belief is like telling your PE class you plan on teaching them to play soccer without a soccer ball.

I was pretty frustrated by the end of this panel, so I took a step back and after a while, I had a few reflections and wanted to share:

• It was pretty clear that student service personnel have a strong opinion on the negative effects of social media and technology, understandably because of the nature of interactions they have with students and parents. We can't lose sight of this.
• As schools move towards 1:1, we have to keep in mind the mentality that many of our staff members will have reservations and some will be flat out resistant. It's so important to keep the “why” at the forefront of all of this; we need to continue to stress why we believe it is important (collaboration, new opportunities, furthering discussions, creating opportunities, etc). Otherwise, we run the risk of people looking at this as simply another “educational fad” instead of a great new opportunity for teaching and learning.
• We should consider during our planning and pilot processes looking at developing a curriculum around digital citizenship, responsible usage and online communications.

While these thoughts were at the forefront of my experience, I was also able to take a step back and look at one other major component, which ultimately was the key concept behind the seminar; what is the role of social media during a school crisis?

• Does your school have a plan regarding social media during crisis and lock-down? Will the District communicate via social media? If so, what outlets?
• Do we have a person dedicated to tracking and following social media during a crisis?
• Have we communicated with our local media sources regarding our procedures and contact points during lock-down or crisis? I learned first hand from the reporter at the Patch that they will run a story, so the better relationship they have with a school, the better.
• What should your vision be in terms of students using social media during lock down/crisis? We won’t be able to keep them from texting, but do we want to look at a plan where students are made aware of reasons to stay off social media and have a plan in place with our teachers and how to react to it?

Looking back, I laugh because a few hours after this seminar, I started to write a quick note to my colleagues and before I knew it, the email was nearly two pages long. I suppose I was partially venting. But, I realize that I believe in the power of technology in schools and more importantly, I believe in the good of our students. They are pretty incredible young people, and we can't let a few bad experiences hold back the positive. It's all about how we go about it. 

The Dance Twitter Built

Turnabout. Sadie Hawkins. King of Hearts. Winter Dance. People call it a lot of different things, but one thing that is consistent is that Leyden hasn’t had a Turnabout dance in over five years. Numbers were low. Students just weren’t that excited about it. We tried different approaches; formal, informal, themed. It just seemed to make sense take the dance off the calendar. And we did. That is until this last Friday night. We had out first Turnabout dance in five years. And you know what? It was a HUGE success.

Anyone who was involved with the dance several years ago can tell you that the intention was always great and there was always a great group of students wanting to be involved. Isn’t that always the case though? But, for a variety of reasons, the interest just wasn’t there anymore. So, instead of continuing to push it, we made the decision to hold off for a while and see where that would lead.

Over the last few years, different groups of students have asked about bringing the dance back. Last year, we even looked at some possible dates, but when time came to start planning, interest had waned. So, what changed that led to last Friday night’s Turnabout, a dance where nearly 800 students came out and had a great time? Well, the truth is, everything and nothing. Students always have great ideas and they are always willing to step up. However, now, more than ever, we have worked hard to empower our students and ensure that they know that not only is their voice heard, but it is listened to. This dance is a perfect example of that.

We have really placed a concentrated emphasis on working to create student voice and empowerment; not simply hearing them out, but really working hard to provide opportunities so that students can actually accomplish real, tangible changes and know that their ideas are listened to. It starts with something as simple as being present in the halls, saying hello and talking with students. If they bring up an idea, listen. Work towards a building culture where ideas and creativity are encouraged and open. Provide venues for students to have these discussions and bring these ideas forward. While we are not perfect and are always looking to improve, because of our conscious and constant efforts, our culture of communication and openness gets better and better every day.

As we continue to grow, what becomes more and more clear is that we are here to serve our students; not the other way around. Through our conference, we build our junior Leadership Team, consisting of students from sports and activities alike. These students define and tackle real issues that are important to them, and throughout the last three years, what they have accomplished is impressive. The birth of our popular video announcements. Discussions with our administration about creating an honors level PE course. A renewed focus on getting students involved at school, with talks about bringing back Turnabout. Just this last year, we have had several groups of students bring us wonderful ideas about clubs they wanted to start, including “ExcELLence,” a group focused on getting our ELL and minority populations more involved in the school culture, as well as “Rebels with a Cause,” a group of students who want to come together to simply do good. What’s more incredible is that both of these groups were developed by freshmen. Why? Because they know that in their school, their ideas matter and their voices are heard. We are really excited to see what these groups can do!

That’s where Twitter comes in. Last Fall, after a successful Homecoming Week, students continued to bring up the idea of having a Turnabout dance. Our Leadership team wanted to help. So did our Girls Cross Country Team. And our Freshmen Class Board. And Choir. We couldn’t deny the fact that this is something our students wanted, but we were hesitant; would the interest still be there after a cold, long winter? (we never imagined it would be this cold and long) Then it happened. The night after our Homecoming Dance, one of our seniors who is well respected and liked, sent a tweet to our Principal, Jason Markey, with a simple message-bring back Turnabout. So, Jason did what he is so great at doing. He listened, and replied along these lines: Let’s see how much support there is for Turnabout. Retweet if you’re interested.

150 retweets and nearly an hour later, it was clear; this is something that our students want. And the retweets kept on coming. The next day, students were asking us all day long whether or not the dance was going to happen. We both knew it was, and before long, the planning was on. What’s amazing though is that all of the groups who said they wanted to make this happen-the leadership team, cross country, class board, choir-didn’t miss a beat. They hit the ground running and never looked back.

After five years without a dance, a dedication to student empowerment and voice, working hard to create a culture of ideas and creativity and one crazy Twitter campaign, Leyden brought back Turnabout. But Leyden didn’t just bring it back; Leyden students brought it back, and with class. 800 students came out for the evening and had a great time. That’s when I was chatting with Jason Markey and sent him a picture of the dance.

His reply? “The dance Twitter built…” What an amazing concept. What a cool thought. It brings a smile to my face knowing that this is something our students did. And I couldn’t be more proud.

Music and Balance...

When I was seven, for some reason, I really wanted to play the piano. This was a bit surprising, considering no one in my family has any musical ability. At all. For some reason though, I really wanted to learn to play. When I asked my mom, her response was logical-"Dom, we don't even have a piano"-so, I did what any seven year old would do; I found one. My friend's parents had a huge, out of tune upright sitting in their living room that I had never seen anyone play. Looking back, it probably weighed well over 500 pounds. Somehow, I convinced them to let us have the piano and I can still remember my dad and his four of his friends rolling this huge piano down the street and into our home. My parents still laugh at this story, but what they sometimes don't realize is how much music has meant to me since. Or how much I miss playing today.

Fast forward twenty plus years. I really am a lucky, lucky guy. My wife is the most amazing person and we are expecting our first little one very soon. I have an incredible, close family. My dog thinks I am a rockstar. Believe it or not (don’t laugh!), I even recorded an album when I was in college. For the last six years, I have been doing what I love everyday; educating and working with amazing young people. Every day, I am surrounded by passionate, dedicated and driven colleagues and friends. Throughout the last year, I have worked hard to grow and learn from a great network of educators. I am fortunate for all of this and couldn't be more grateful.

However, I have to admit that for the last week, I decided to take a step back. Certainly, it's been a busy week, but that has little to do with this. Instead, I purposefully disconnected. There is tremendous value in collaborating, connecting, blogging, tweeting and learning, and as a goal I set one year ago, I have tried to learn from and share as much with my PLN as possible. And learn I have.

However, I also believe that sometimes, the most productive and reflective thing you can do is nothing at all.

That’s almost counterintuitive as an educator; we have so much to accomplish, so much to take part in that there is no way we can sit back and do “nothing.” Even as I was disconnecting, I found myself flipping through Twitter. Yet, I actively tried to give myself some time away from what I have come to love and as a result, I have realized so much...

...I realized that over the last few weeks, my students and I had spent a lot of time discussing what "success" is. College? Grades? Careers? But, the incredible thing I realized is that sometimes, our students know a lot more about what makes a successful person than we think. Just look at the three different service projects students took part in so far this break, simply because they wanted to.

...I have realized that there are so many intangibles that are important and really make people happy. This is a simple statement, I know, yet powerful. Family. Downtime. Hobbies. Friends. Just as it’s key for educators to stay connected and learn from one another, it’s also important to find a balance.

...Balance. I have realized that balance is perhaps one of the most important aspects in our lives. As educators, this is something many of us struggle to find. Particularly at this winter break, it’s all about finding that balance.

...I’ve also realized just how important goals are. Last year at this time, I made it a priority to grow my learning network, become active on Twitter and share my thoughts through my blog. I am proud today knowing that I am off to a great start. Of course, I’d like to get better and I know I will, but I am proud of the connections I have made and most importantly, how much I have learned through these connections.

So, with all of this, I look towards the upcoming year with eagerness and excitement. I look forward to helping students continue to find their voice and share their ideas. I can't wait to meet our little one. I look forward to learning, to connecting. I look forward to continue growing that balance.

And, I think I will start that right now. In reflecting over the last week, I have also realized that these last few years, I have not found the time to play piano nearly as much as I would like to. Some months, I don't play at all. It’s time to change that. Balance. Just hope my wife doesn’t mind the noise…

Happy New Year!