Reflection for November 21: Professional Growth

I spent the morning of today’s professional development day with the middle school faculty as they worked on improving projects even more.  The morning session was structured like a mini-project.  Faculty started by sharing stories of project successes and frustrations and then generating questions they would like to see addressed in the workshop.  I snapped a picture of one’s groups “wonderings,” as I saw it indicative of the deep thought that goes into developing great projects.  See the sheet below:

I noticed the intellectual tension in the “what do you do if it is not good?” question.  Teachers want and will guide students into doing their best work.  But, what do you do if despite that the student is not producing how they should.  Inherent in the question is the struggle between allowing students autonomy and insisting on teacher control.  One team mentioned that after they allowed some substandard work at the culmination, the student commented in his post project reflection that his work was subpar and strategized how to improve it for next time.  That is real learning.  Others talked about how some work needs to be improved before it is published, if it falls below minimum standards.  Finally, there is no right answer.  Much of this is the art of knowing how to best motivate students (or let them motivate themselves) and that differs depending on the child. 

I do know that these days, when teachers can focus on their professional growth, are something to be thankful for. 

Reflection for November 4, 2011: Middle School Camaraderie

I arrived at FAMM today and saw a microphone in the middle of the gym.  David got up and said, "note the open microphone, figure out what to do."  Oleg started by thanking the seventh grade for being so awesome, which started a flood of students making comments thanking folks, including Carol who is leaving today, observing good things, like the library, and promoting future events, like next week’s play.  Every comment was impromptu, every comment positive and supportive, and every comment productive.  It made me appreciate Duke School even more.    

Riff for November 2: It's Hard Being a Parent

It is hard being a parent and according to last night’s speaker, Rob Evans, we often make it harder on ourselves.  He discussed how to navigate the shoals of parenthood.  Evans emphasized that we need to give our children three things—nurture, structure and latitude.  Here is what he meant:

• Nurture—kids need to know they are loved unconditionally.  In some ways the best way to prove that is for parents to spend time with their children.  Rob debunked the idea of quality time and sometimes children make it hard for experiences to be high quality. Sometimes they just need you around.
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• Structure—children need to understand the "non-negotiables" in your family.  The "non-negotiables" can change from family to family but in your house with your own children they must be clear and you must enforce them.  As Rob mentioned, your job is not to be your child’s friend but to be his parent.
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• Latitude—While keeping your child safe from real danger, let him struggle, fail, get up and fail again.  Understand that the process of problem solving, being defeated and finally finding victory builds perseverance, the attribute most associated with a happy and fulfilling life.  

Rob then suggested three tips to help better supply nurture, structure and latitude:

• Technique won’t save you.  By all means read parenting books but understand that you will not be able to faithfully follow any one program.   Learn what you can from books but embrace the best you.  
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• Take what you are good at and build on that.  Rob suggests taking a piece of paper, putting a vertical line down the center.  On one side write what you are good at as a parent, on the other what you want to work on.  Take the paper, rip down the middle and throw out the “what I need to work on” side and really focus on and “do more of what you are good at.”
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• Most kids are mostly resilient.  You as a parent will not be perfect, but your children don’t need perfect parents.  They need parents that supply reasonable amounts of nurture, structure and latitude.

I left Rob’s talk with three counter cultural parenting approaches I ask you to consider:

• Schedule less, perhaps dramatically less, outside activities for your children.  They will get more from spending time at home with you than they will get from being coached by someone else as you wait to drive them to their next activity.  With the time not spent on the road, have family dinners.  This will increase nurture.  
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• Next time your child says that everyone has something or does something except for him, calmly say, “oh well, that is the way we run our house and I guess you have to live with that.”  This will help supply structure.  
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• Next time your child is struggling at school, at home or at an activity, look him straight in the eye and say, “I bet that is hard.  How will you fix it?”  Give them advice (not directives) on their plan and then let them attempt to fix it at least twice before getting further involved.  This will build latitude.  

I was so glad to see about 100 of you there last night.  It gladdens me to know that you and Duke School are partners in preparing the next generation of problem solvers for our complex world.  None of us can do it alone and we are truly stronger working together for all of our children.  

Reflection for November 1: Design is Important

I was somewhat worried about what I might find wandering around the morning after Halloween night, but all students seem relatively focused.  Indeed, I meandered into Marki’s art room where a third grader commented; “it seems awfully quiet in here.”  And why not?  The students were creating covers for their art portfolios, which would house much of their work for the year.  So, they had to be perfect.  Each student had selected a font and was copying the style (by hand) onto a cover.  The pride they were taking in their work was palpable. 

It was also great that students were beginning to see that the font you select sets a mood.  In a world in which design is increasingly important, Duke School starts teaching those skills early and in an integrated way.   

Riff for October 21: A New Brand

The school has officially rebranded—a new logo, a new website and even new magnets.  Before the rebranding, we had a full school assembly where I asked, “What is a logo?”  A fourth grader answered, “It is a symbol that represents a company.”  (Who knew our fourth graders went to Fuqua before matriculating at Duke School?)  After congratulating him for a great answer, I asked what thoughts does the new logo stimulate and the students starting firing off answers—modern, clean, professional and sophisticated.   They got it.  As Duke School works to position itself as the school of choice in Durham, we want our name to be synonymous with modernity and sophistication.  Further we want to send the message that our curriculum and pedagogy represent the best of 21^st century education.  I think the logo carries some of that weight. 

We wanted the website to send some of the same messages.  As you know, the website is really divided into two portals—public and private.  We hope you find the private section personalized to your needs.  It should give you the information you want and need.  The public section is designed to help folks new to us to envision the school as we are.  The videos capture our program—its rigor powered by student engagement.  The advantage section touts our graduates’ success as well as the advantage of attending a 3 year-old-8 school.  The whole site speaks to a confident school positioned to help students master an ever-changing world.  It is exciting.

I want to thank the advancement team for their tireless work in getting the new brand ready.  I especially want to thank Danielle who spearheaded the project.

As we move forward remember to put the new sticker on your car, use your magnet and enjoy your cup.  It is an exciting time to be part of the Duke School community as we grow and improve.  As the kids like to remind me:  "We are dragons; we are real."

October 6 Riff: Validation

From October 2—October 4, the accreditation team came, they saw and they were conquered.  Within 72 hours they interviewed groups of teachers, students, parents, board members, administrators, visited classes, and reviewed our finances. They trekked around the campus numerous times and were glad they brought comfortable shoes.  At the end, they made recommendations—we need to hire more diverse faculty members, we need to do a better job with marketing and we should think about changing our signs.  Then they started their commendations:

·      They commended the faculty for their outstanding constructivist teaching,

·      They commended the strong overall academic program,

·      They commended our project based curriculum and urged we keep it,

·      They commended the strength of the communication between school and parents,

·      They commended the school’s strong sense of community, and

·      They commended the skill and dedication of the administrative staff. 

I literally chocked up hearing Marcia Spiller, our accreditation chair (and Chair of the National Association of Independent Schools board) sharing the team’s accolades at a school-wide faculty meeting.  The team concluded that Duke School is excellent at doing the most important thing--preparing our children for their future.  One team member said he so enjoyed visiting our classrooms that the three days felt like a vacation.   It is great to have an outside group validate your program; it is even better to know our children are getting the best education has to offer.  

Reflection for September 30: Vibrant and Exciting

Every five years, a team from SAIS (Southern Association of Independent Schools) visits Duke School to determine if the school is worthy of reaccreditation.  That team comes Sunday and stays through Tuesday. They will visit classes, interview parents, faculty, staff, board members, and students.  In a short time, they will learn a lot about us.  While such a visit causes some anxiety, I am confident the team will see a vibrant, exciting school giving its children the skills they need to succeed in high school and beyond.  I cannot wait to get their report.