Reimagining the Magic of the Workshop Model Series 1: Inviting Change

A Special Note: Many months ago, I was encouraged by George Couros to create a digital portfolio in order to highlight and archive my learning. These conversations started before the COVID-19 global pandemic emerged as one of the most challenging and life-changing events in history. During the quarantine, I connected with Kristen Nan and Jacie Maslyk, co-authors of All In: Taking a Gamble on Education in a book study Voxer group. This is when Kristen invited me to co-blog on her website. This was a great opportunity to test drive blogging. The experience was incredible and gave me the confidence to take George’s advice and create my own platform. One of the first blogs I wrote during this time was Reimagining the Magic of the Workshop Model. The purpose of this blog was to keep the workshop model alive during emergency remote learning. I wanted to share my experiences with other educators and show them that what may seem impossible is in fact, possible.

With that being said, as I learn more about implementing the workshop model in physical and virtual learning spaces simultaneously, I want to share my process with other educators. So, I welcome you to the beginning of a series of blogs titled: Reimagining the Magic of the Workshop Model. I will break up my learning process and the workshop model framework into various components so that they are easier to digest. Please understand that my learning is constantly evolving and all of these ideas may be revised over the course of time!

This blog series is dedicated to George Couros, Jacie Maslyk, Thomas C. MurrayKristen Nan, my PLN: #Read2Lead, #EdCampLI, #LBLeads, and my Long Beach colleagues who have inspired, motivated, supported, and encouraged me to write and share my learning and voice with the rest of the world. I am forever grateful.

What Happened to the Magic?

There is a certain kind of magic that lives within an educational universe. If you orbit around an organization and open the doors, you will find sparks of light. These sparks of light shine brightly because they are ignited by communities of educators who pour their souls into maximizing and elevating learning experiences for kids. It’s that spark that ignites into flames when curiosity and wonder spread like wildfire. It’s that spark that rallies a community of learners together to support one another through the learning process. It’s that spark that embraces the idea of agency, voice, choice, and productive struggle. It’s that spark that empowers and guides learners towards independence. And just as the flames happily dance and spread around our magical learning hubs, the intensity of the flames can just as easily be disrupted, startled, dimmed, faded. What happened to the magic? I’ll tell you in one word: CHANGE. When change invites itself through our doors, it can be paralyzing. It can be suffocating. It can be stressful. It can be shocking. It can also be eye-opening.

Change is the Epicenter of the Journey

I have been in education for 15 years and I can assure you that change has been the epicenter of my journey. Most of the time, change has been a gradual occurrence that happens over a steady course of time. It’s so slow, that at times, it cannot be recognized until it’s looking you straight in the eyes. However, recently change has looked quite different in the world of education. Across the globe, educators have been pushed to rethink education. Educators have been challenged to question their core values. Educators have been pushed to revisit their philosophical beliefs. Educators have been remixing existing teaching and learning practices that have lived in the nucleus of their daily lives and in the book Innovate Inside the Box, George Couros brilliantly states, “I’ve long believed that change isn’t to be feared; it is an opportunity to do something amazing…Change will come our way. We can “go” through it or “grow” through it. We grow when we seek out solutions rather than letting those obstacles hinder us.” This quote resonates even more deeply since the Covid-19 global pandemic has jolted the more traditional educational landscape we have always lived and known. I’ll admit when shifting to emergency remote learning and now teaching in physical and virtual spaces simultaneously, I have paused multiple times and questioned the what and the how. I have questioned whether or not the philosophy of the workshop model can live on in virtual environments. I have questioned if I can make the workshop model come alive for learners the same way I did in physical learning environments. Katie Martin, author of Learner-Centered Innovation confirms how vital developing solutions are to the barriers of change with this astute notion, “If the world is changing, the evidence and research become irrelevant if you don’t consider a new context.” And if we want to reach learners effectively, we MUST consider the new educational contexts that have been thrust upon us. We cannot look back, we must keep moving forward! And then, I came across a tweet from Thomas C. Murray, author of Personal & Authentic that spoke to my core, solidified these ideas, and reminded me of my why. And when I revisited my WHY, I knew it is to continuously cultivate lifelong learners who feel empowered to reach their social, emotional, and academic potential. And then, I realized that through the workshop model, I can continue to rally together a community of learners and build community by prioritizing the social-emotional needs of students and keeping “who” we teach at the heart of the learning journey.

Choosing What is Right

I have encountered many people who have embraced different educational philosophies. I have listened to theories and have read multiple books and articles by countless leaders and experts in the field of education. I have indulged in and have digested several perspectives about various topics with the intention of catapulting learners to academic success through multiple kinds of curricula and teaching and learning practices. And every time I have read an article, a book, or listened to a podcast, I used to think, wow, this must be the magic prescription for success. In my earlier years of teaching, when I was handed a curriculum, I followed it to a T. I thought that the curriculum itself was the key driver of developing a learner’s social, emotional, and academic potential. I thought that the people who were responsible for making decisions about the curriculum knew best and I looked to them as the experts. Now I know better. Now I know that the learners are the curriculum. They tell you what they need. I learned that there is not one single curriculum that works best for all learners. I know that every curriculum must be viewed as flexible and should be modified to meet learners’ needs. Knowing this made me realize that I can adapt the Workshop Model in both physical and virtual spaces. Knowing this helped me understand that I can revise the implementation and the process at any time. Knowing this made me feel more comfortable with taking risks, sometimes meet those risks with failure, share and reflect on those experiences with colleagues, and recognize that it’s an opportunity for growth.

Thomas C. Murray invites Kristen Nan to share how important it is to take risks and step out of your comfort zone in this #LeadershipMinute!

The Workshop Model Will Live On

Suddenly, a spark was ignited within me…I knew that by inviting this change, I was still going to continue to honor my belief system and keep the magic of the workshop model alive. I felt committed to implementing what I have known to be best practices in the new context we are living in. It is because I believe that this is the framework that empowers learners to become confident readers and writers. This is the framework that guides them towards independence. On October 17, 2020, the Teachers College Reading and Writing Project held their first virtual Saturday Reunion. When I logged in to watch and listen from the comfort of my own home, Lucy Calkins was delivering her opening remarks. She said “We need to be as connected as we can be…Teaching is about holding onto the faith that the work we do matters. This is hard to hold onto right now. Even if it feels that nothing is going well, we need to show up.” These are powerful words that made me ask myself again…How can I rally learners together and build community when we are teaching in both physical and virtual learning spaces simultaneously? What can I do to cultivate meaningful connections and develop relationships with face-to-face and virtual learners? What new and existing tools can I utilize to support the execution of the gradual release of responsibility? I know that while navigating this learning journey, I must continue to be patient, I must continue to give myself grace, I must continue to be open to feedback from my colleagues, my PLN, and my students who are living this with me, and I must show up. And as Calkins suggests, I will show up for my students, their families, my community, and my country. EVERY. SINGLE. DAY. The fact of the matter is that change has already invited itself through our doors. As George Couros says, “You can fight change, adapt to change, embrace change, create change, or lead change. No matter your choice, change is not going away.” And do you know what else I will not let go away? The Magic of the Workshop Model.

Lucy Calkins passionately delivered her introduction at the October 17, 2020 TCRWP
Saturday Virtual Reunion.

Stay tuned for the next blog in this series: Reimagining the Magic of the Workshop Model Series 2: Rallying Learners and Building Community

Eternal Memories Manifest Hope for the Future

My Eternal Mental Movie

I’ll never forget my fourth-grade teacher, Mrs. Roth. Although I was only 9 years old, I can still remember thinking that she was one of the most innovative and inspiring teachers I’ve ever had. She had this unbelievable ability to make you feel special and valued. She celebrated your strengths and would ask you to share them with peers, she made learning incredibly fun, and continuously tried to implement new and better teaching and learning practices every single day. The overhead projector (remember those?) was a staple in her practice when most other teachers had them pushed into a corner in the back of the room (perhaps because it was a new and unfamiliar technological tool). I didn’t realize it then, but she used it to model her own writing life, make her invisible thinking visible, and showed us “the learning process” across various content areas. I often recreate the mind movie of me lovingly staring at her with my elbows locked on my desk and the palms of my hands cupping my chin as she gracefully carried around a book that was practically stuck to her hands like glue. This book looked important because it had that “lived-in” look about it. It was worn out at the edges like it had been thumbed through frequently, had colored tabs strategically placed throughout, and was covered with intentional highlighting, underlined words, phrases, and sentences from top to bottom. It was a book that reminded me of my favorite “go-to”  80s movies; you know, the ones I watched over and over again because I connected with the plot lines and hidden gems of life-lessons, or the humorous parts that made me laugh or the serious parts that got me to reflect on my own life and all of the “what if this happened to me?” moments!

My Lucky Day

I contemplated asking Mrs. Roth what the name of the book was, but I was a painfully shy young girl; so shy that I only spoke in class when I was invited to do so. Also, I wasn’t sure if it was appropriate for an elementary student to be interested in a grown-up book for teachers! And then the moment arrived…it was my lucky day. I noticed that the mysterious, treasured book was left by itself on the kidney-shaped table Mrs. Roth used for small group instruction. I spontaneously grabbed my notebook and pencil, briskly walked up to the table, and furiously scribbled down the title and author of the book. This was all while Mrs. Roth wrote the schedule for the day on the chalkboard in different colored chalk (remember chalkboards?). I hurried back to my desk and immediately opened my notebook to read the title…In the Middle: A Lifetime of Learning About Writing, Reading, and Adolescents by Nancie Atwell. So, this was the book that Mrs. Roth kept close to her teaching heart. I had to have it. I had to because I felt compelled to emulate the qualities I saw in Mrs. Roth, someone who valued their students, someone who created exciting learning experiences, someone who made you feel like your contributions mattered and kept you running back to school every day. And, if I was going to be a teacher one day, I wanted to be the teacher that felt empowered to create innovative experiences for students and colleagues. I wanted to be the teacher who was collegial, but also not afraid of success or the idea of positively impacting others in dynamic, influential ways. I wanted to be that teacher who embraced every student and tapped into their passions and interests. I wanted to be the teacher who was aware of the learning goals, but did not necessarily get there by using the same pathways as everyone else. I wanted to value people, creativity, and motivate others to share their gifts. So, at the age of 9 years old, I asked my parents if they would purchase the book for me, and they did.

Moving Beyond the Status Quo

Do you ever find yourself continuously reflecting on the impact your mentors have had on your growth and development both personally and professionally? I believe it’s a wonderful way to reconnect with your “why”. Just imagine if every child had their very own Mrs. Roth from a young age to touch their hearts and minds? How would having these positive role models impact their personal journeys, encourage them to create their own opportunities, and then share those gifts with the world? Recently, I listened to a new #InnovatorsMindset podcast by George Couros titled “Hopes for School”. He asked the questions, “Who has empowered you to create and be a leader?” and “Are we empowering people to create their own opportunities?” Later, he went onto share that his best mentors have pushed and challenged him to grow. These are also the same people who have his back and truly value him as a person and an educator. These ideas resonated with me because the trusted people I would consider to be my mentors have pushed me to grow in ways I never could have expected; they never held me back from success and perpetually pushed me to move beyond the status quo. Perhaps these were the people who saw qualities in me that I wasn’t able to name or see in myself because I was so consumed with employing daily practices and routines naturally. Don’t we have the same hopes for our own children, and for that matter, every student who enters our classroom door? All learners deserve to meet trusted people who will be their champion. All learners deserve to be welcomed into an environment that values their stories. All learners deserve to have a voice and choice in how they learn. All learners could use an invitation to share their thinking in safe spaces. Throughout my educational journey, I have crossed paths with a multitude of people who have modeled practices that were destined to become a part of who I am as a person and educator. I consider myself a very observant person. Studying people, their actions, and reactions to various events are important when intentionally exploring the ins and outs of life. Why is that? Every time I get the opportunity to observe the habits of others…styles of communication, teaching and learning practices, approaches to management, and the types of leadership qualities they embody, I am more inclined to open doors to new experiences with an empathetic heart and open mind. It is difficult to navigate the world without having the ability to understand others. There are things I observe that I hold onto so tightly because I look at those ideas as vital to my present and future successes. 

George Couros Image

Image from the #InnovatorsMindset podcast by George Couros titled “Hopes for School”

When the Past Meets the Present

About 10 years ago, my supervisor had sent an email inviting a group of literacy teachers to attend a Nancie Atwell conference. I immediately jumped on the opportunity to meet the literacy guru who had a profound impact on my favorite teacher, and me. Before leaving for the early morning New York City conference, I tucked my “lived-in”, worn at the edges, highlighted, underlined, tab filled 21-year-old In the Middle: A Lifetime of Learning About Writing, Reading, and Adolescents book in my bag. As I listened to Atwell speak about her passion for literacy and what it means to her to empower learners to have meaningful literacy lives, I couldn’t help but think about what got me to that moment. If it wasn’t for Mrs. Roth, her love for learning, and empowering her learners to grow…would I be sitting at the table with other educators who traveled near and far for a Saturday morning of professional learning? During the lunch break, I patiently waited for my turn to speak with Nancie Atwell holding my adored book in hand. I got to share the story about why and how I have a 21-year-old copy of the book. She smiled, laughed and appeared to have connected with my experience. Then, she graciously and willingly signed my precious copy of the book, a cherished book that symbolized eternal memories of hope for the future.

nancie atwell

 

 

Unlocking Significant Moments in Time

Manifesting Significant Moments

Have you ever experienced significant moments in time that have transformed your perspectives and altered the path you were walking on?  These significant moments often engender a multitude of feelings and encourage us to make choices that impact the direction we choose to take. These are the moments that are difficult to see in real-time because you are so consumed with the experience itself. These are the moments that unlock our potential and catapult us to stand in our power and continuously evolve.  Very often these moments are revealed with the various people we encounter throughout our lives. And whether these interactions are perceived to be productive or unfavorable, they empower us to reflect on who we are, who we want to be, and expose our true purpose in life.  

Getting Personal and Authentic

As I read Thomas C. Murray’s book, Personal and Authentic: Designing Learning Experiences That Impact a Lifetime, I was immediately captivated by the first chapter where he passionately states, “A life-changing moment happens in a blink. It’s that moment where faith overcomes fear.  It’s the first step towards a new reality, a step that permanently alters your dreams and changes the way you think about your life-forever.” Tom shared a powerful personal story in Chapter 1 of his book and most recently on the George Couros Innovator’s Mindset podcast: Personal & Authentic During Coronavirus- A convo with Tom Murray about how his relationship with his mentor shaped the legacy he would want to leave with his students and colleagues. It was his mentor who created compelling significant moments that were focused on the quality of relationships, leading with empathy, and loving and caring about kids. It was his mentor who supported him and helped him understand that although being an educator is hard work, it is crucial to have patience throughout the journey and own the experience. It was this mentor/mentee relationship that influenced the educator he was going to be and helped define and create his path to success.  It is because of this relationship that Tom has been able to unlock the potential in others and inspire educators around the world with dynamic, influential stories from within.

The Spark that Ignites a Fire 

The stories in the book Personal and Authentic encouraged me to think a lot about the relationship I had with my own mentor when I was just a brand new teacher at P.S. 65, in Ozone Park, Queens.  My mentor was one of the people who helped me step toward a new reality and pushed me to manifest my own dreams. And, although it is sometimes hard to recall every detail about our significant moments together; I am certain that she created a spark that still ignites a fire in my relentless spirit. It is because of my positive experience with my own mentor, that makes the pairing of Mentors and Mentees in my own school district so important and special. These significant relationships are built on trust, hope, and promise; the promise to provide opportunities that will empower the next generation of teachers leaders to thrive.  It has been wonderful to observe the evolution and strength of these partnerships. For this reason, I am happy to highlight my experience with MY mentor and a few of the Mentors and Mentees in the Long Beach Public School’s Mentor Program. They were happy to share some of their significant moments together!

Barbara                                 laurenpicture2

Barbara Herman (Mentor)         Lauren Kaufman (Mentee)

As I began working with Lauren I soon realized that she was a natural for the teaching profession. She was not only bright, but compassionate, organized, willing to learn, and accepting of advice, as well as, (I hope) constructive criticism. I loved the way she spoke with her students, making each one feel special. You could see them glow after a conversation, even if she was correcting a behavior. Lauren also developed a great rapport with her colleagues. She was my first mentee after many, many years in the classroom. As the relationship grew we both benefitted. I imparted to Lauren what I had learned throughout my career and Lauren brought to me a fresh perspective and enthusiasm. I suppose you could say this is collaboration at its best. This is what the mentor/mentee program is all about. -Barbara

When I was a first-year teacher, Barbara gave me the confidence I craved as I journeyed through my first year teaching successes, challenges, and failures. Some of the qualities that Barbara possessed were her genuine kindness, patience, and content knowledge.  She was extremely approachable and gave me the confidence and advice I needed to navigate relationships, protocols, and teaching and learning practices. One day, I vividly remember standing in front of the overhead projector (remember those?) “ready” to teach a writing lesson. After all, I had it written in my planbook, the learning objective was clearly written on a sentence strip, and was posted on the chalkboard, “Students will be able to write a good beginning of their story by hooking the reader.” I looked around the room, stated the learning objective (that’s what we called it at the time), and then…I completely froze.  My inner voice said, “I know how to write, but how do I TEACH writing?” I pretended to look completely cool; I turned off the overhead projector and called Barbara.  I whispered into the phone, “Barbara, how do you teach writing?” She laughed in the most supportive way possible, “I’ll be right there, don’t worry!” she responded. –Lauren

Long Beach Public Schools Mentor/Mentee Relationships

Stacey                                    Christina

Stacey Mason (Mentor)                  Christina Gardrvits (Mentee)

Being a teacher is one of the most rewarding careers to have, but helping other teachers hone their craft and improve their practice is almost equally as rewarding. Signing up to be a mentor for the third time was a little daunting because my two previous experiences were picture-perfect; both of my former mentees are very close friends of mine to this day! As soon as I was paired with Christina, I knew that this time would be no different. She is an eager and motivated sponge, soaking up all there is to learn and know about teaching middle school while navigating the challenges of being a permanent substitute teacher. This includes following other teachers’ lesson plans and procedures, while still making the classroom environment her own each time she walks into a new classroom. This is not an easy task and in many ways, is way more difficult than being a typical first-year teacher! Her drive and desire to grow professionally is evident. This is all while she takes on new challenges, commitments, and certifications! She also volunteers her time and shares her expertise around the building… and still, she (somehow!) finds time to be an amazing mom to two young daughters. On top of all of that, she has become my friend and one that I know will become lifelong, just like my other two mentees. Three for three!! I am so proud of all that Christina has accomplished so far and can’t wait to see what her professional future holds! -Stacey

Most of us can think back and remember a teacher who made a difference in their lives.  You don’t remember exactly what they taught you but how they made you feel.  That is exactly how I would describe my experience this year having Stacey as my mentor. On my first day, I came into the classroom that I was teaching in and found a gift bag from her waiting on the desk filled with fancy post its, a beautiful notebook, and other teacher essentials with a card that couldn’t be more encouraging. The part that was even more important to mention was that I am a permanent substitute in the building so she had to track down which teacher I would be covering for. That is just one example of what I have learned from her this year. She made me feel like I mattered, that she cared and that’s exactly how she makes her students feel.  

The support and encouragement that Stacey has given me are what I will carry over to my students one day. I want them to feel that they matter, that I am rooting for them, and I have their back. I have learned that relationships are the backbone of the school community; if you can establish them from the beginning, then learning comes naturally.  With our mentor coordinator, Lauren, creating such a strong bond with all of the mentors/mentees, we always know that we never have to do it alone! I really feel like I found my fellow educator soulmate.  I couldn’t have asked or needed a better person.  She doesn’t preach her expertise but instead gives me the confidence to try myself and is there when I need her.  We need to model the behavior we want to see in our students and I have been lucky enough to be one of her ‘students.’  It doesn’t hurt either that she is also an extremely talented reading teacher! -Christina

Brianna                            Ashley

Brianna Carnevale (Mentor)               Ashley Garry  (Mentee)

As the committee prepared for another round of interviews, Ashley Garry entered the room beaming with passion, enthusiasm, and a high level of professionalism. As she spoke about her teaching experiences and her expertise in the field of ENL, I remember thinking WOW!! Long Beach High School would be the perfect home for Ashley. Since day one, being Ashley’s mentor has been such a rewarding experience because of the bond that we share. Not only do we get to plan lessons together and engage in professional learning opportunities like presenting, but I truly consider Ashley to be a lifelong friend. She has helped me to grow so much by bringing in new ideas with technology and innovative teaching practices that would never have crossed my mind without our dedication to working as a team. I value her strong work ethic and how compassionate she is when working with our ENL students.  We build each other up and support one another each day; even during the most stressful times. We laugh together, we vent together, we call each other; but more importantly, we have taken on a journey that I am forever grateful for. -Brianna

The first day I walked into Long Beach High School for my interview, I felt a sense of belonging. There was something about the culture and climate of the school, the friendly faces, and the warm welcome from anyone I passed. The first person I spoke to was Brianna Carnevale, as she and I were both early (no surprise there). Brianna’s enthusiasm and love for LBHS shone through her bright personality; her confidence and professionalism was something I truly admired. Fast forward to the days before school, where we spent time on the phone, exchanging emails, and lesson planning, sometimes by the beach. I felt confident and secure knowing that my journey at Long Beach would be an incredible one, having Brianna supporting me from day one. Brianna has not only been a phenomenal mentor, but she has truly become one of my lifelong friends. She pushes me to do my best work, day in and day out and is always there for me, whether it’s been the best day or a hard one. I can’t imagine my journey without her and am forever grateful for her knowledge and friendship. -Ashley

Arlyne                                Nicolette

Arlyne Skolnik (Mentor)              Nicolette Samardich (Mentee)

I wondered and hoped as I awaited meeting my mentee. Would she be receptive to support? Flexible? Enthusiastic? A team player?  Now that I’ve had the pleasure of working with Nicolette over the past year, she is all of those things and more. Nicolette is the full package! Spending time with my mentee continues to be a very rewarding experience and especially in our “new normal” world; we are each other’s support with all the new challenges that COVID-19 has presented to us as educators. I love that she’s enthusiastic to try anything new to engage her young first-grade distance learners. I adore that she explores every avenue and leaves no stone unturned. I also love when our roles switch and Nicolette mentors me when I have a technological glitch! Like a spring flower, Nicolette continues to blossom into a truly fine, caring teacher. She is among our newest shining stars at West School!  We are so fortunate to have her and I am proud to call her my colleague! -Arlyne

As I approach the end of my first year, I think back to how much my Mentor meant to me. At first, I thought: A reading teacher and a classroom teacher? How will she be able to answer all the questions I have?  Boy was I wrong. Arlyne is a wealth of knowledge, wisdom, and positive energy. She knows the answers to everything I have asked, and if she didn’t, she always pointed me in the direction of someone who would. Arlyne is so cordial and helped me to feel comfortable the day I walked into school. She gave me the confidence and support each and every day to help drive my relationships with colleagues, students, and families. She consistently supports my growth as an educator by sharing new practices, resources, and applications with me. Arlyne pushes me on a daily basis to be the best teacher I can be and constantly applauds my achievements. Best of all, each morning she walks by my classroom, pops her head in with a bright smile, and says good morning; always starting my day off on a happy note. -Nicolette

No Interaction is too small

#AuthenticEDU Callouts

Swimming in a Sea of Change

Revolving Doors

Education is a perpetual revolving door of change. Every time the door rotates, new learners walkthrough, discoveries loom, fresh learning tools/platforms emerge, and technological advances burst into our worlds. We are continuously swimming in a boundless sea of eternal possibilities. As we tread in the water, we find ourselves looking around, grasping for the right answers, and searching for the people who will hold out a life vest and swim with us. These are the people who have faith in our ability to believe in ourselves; they lift us up, empower us to take the lead on decision making, and let us spread our wings by sharing with others. And while the doors endlessly turn and transformation ensues, we recognize that education begins with people; not protocols, not a curriculum, not instruction, not technology, not evaluations, and certainly not assessments. We need to ask ourselves, what can we learn today that will strengthen our ability to amplify the social, emotional, and academic capacity of our students? Who will support our efforts and give us permission to sink in the ocean and then push ourselves up for air so we can swim again? 

A Commitment to Transformation

When you become an educator, you are committing to a journey of lifelong leadership, learning, and growth that stretches far beyond the required traditional years of schooling. It is a mindset and professional obligation to push yourself down a path of innovation, creativity, risk-taking, and reflection. How can we work to create professional learning communities that value collaboration, open dialogue, reciprocity, and a willingness to share instructional practices with one another? Becoming a part of professional learning communities will ultimately transform your practices and propel you forward so that you positively influence your colleagues and students. You see, you can’t wait for growth to come to you; if you want to make an immediate impact, you have to be willing to proactively seek it out!

Finding My Life Vest

When I stumbled upon the book, The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead a Culture of Creativity by George Couros, I knew I had found my life vest.  I felt as if George was speaking right to my core.  As I read his book, my whole educational journey flashed before my eyes.  I became deeply reflective about my own successes, challenges, and failures.  I thought about what I could have done differently to positively impact my students and colleagues and wished I could go back in time to make adjustments to some of the choices I made. I thought about the present and the future and how I can use my learning to elevate others in intentional, meaningful, and relevant ways. His philosophy and mindset are what every educator and person who comes in contact with learners should hear. Every time I read another line in the book, I would write it down in my journal and share it with whoever would listen. In my heart, I knew this book could be a key driver in moving teaching and learning practices forward in my school district.  After all, the district vision statement supports innovation, risk-taking, collaboration, and creativity; I wanted to help bring this vision to life.  

Living the Innovator’s Mindset

When I became the Mentor Coordinator in my school district, one of my goals was to use the book The Innovator’s Mindset to inspire and empower new teachers and their mentors to be lead learners, share their special gifts with others, and not be afraid of success! These are the educators who consistently model professionalism, have strong interpersonal skills, value collaboration, are empathetic, compassionate, reflective, and responsive to ALL learners’ needs. These are the educators who will ultimately become the hub and driving force behind the development of powerful professional learning communities. With them by your side, you will build social and professional capital, strengthen collective efficacy, and empower educators to improve the learning outcomes for ALL students. To me, these educators will be able to embrace the 8 Characteristics of the Innovator’s Mindset; they will become connected and networked educators while making a positive impact on school culture, their colleagues, and the students and community we serve.

innovators    IMG_5451

Long Beach Public Schools Mentors                 LBPS Mentors and Mentees  

Finding the Courage

I am so grateful to have connected with George Couros.  He has the natural ability to rally people together, lead with empathy, empower educators to fail forward, be resilient, encourage risk-taking, and challenge people to create new and better things. One of my favorite quotes from Couros is, “Change is the opportunity to do something amazing!”  He truly does inspire me to embody the change I want to see.  When you are open to inviting new perspectives that stretch beyond the walls of your classroom and school district, you ARE embracing innovation.  Finding the courage to believe in yourself while motivating and inspiring others, showing bravery and strength in your convictions, and creating collaborative learning communities are the heart of continuous personal and professional growth.  And, as the perpetual revolving door of change keeps spinning in the education world, we manage to keep ourselves afloat in the boundless sea filled with eternal possibilities; Suddenly, we realize that the door of transformation has always been open. Sometimes it just takes the inspiration and optimism from the right people to help you recognize that you are your our own life vest and are READY to swim!

IMG_2523

George Couros, Lauren Kaufman, and

Sari Goldberg McKeown at an

Eastern Suffolk Boces Conference.