Hi all-
I just can't let Chapter 1 go without talking about Ellin's question, "In what
ways can we live our adult lives as intellectually curious leaders for our
students and our colleagues?"
In The Last Lecture, Randy Pausch says (in regards to dreams) that he "won the
parent lottery." I couldn't help but think about how Ellin described her early
teaching career and her superintendent who understood the value of living
intelligently and developing professionally; I think she certainly won the
"school district and administrator lottery." It's then that I remember how
important each of us are to each of those we work with. Anything we do to
promote living a intellectual life will matter to someone.
I'm kind of bold (you're kidding, you say?) about being "out there" without
having all the answers, and sometimes that's good and sometimes that's bad.
But I love it when Ellin writes of her super, "He valued the struggle," and
then "He sought to make people uncomfortable, somehow applying Piaget's concept
of cognitive dissonance (we learn most effectively when we are slightly
uncomfortable with an idea and not sure we understand it) at a district level.
He understood that we learn when we are in just a bit over our heads." I LOVE
this. But since I've been a literacy coach, I've come to better understand
that some folk have a much greater drive than I to "do the right thing," and
"be the 'good' teacher," and ask "am I doing it right"? Is this a function of
their personal nature--or is it a function of coming from some teachers'
colleges who do not "value the struggle?" One of our teachers received a B in
"bulletin boards" once because she put the staples in the border in "random
directions." WOW! That helps her have an intellectual life and really
prepares her for Lesson Study and other stretching experiences! Really makes
her want to take a risk.
And what do 4-minute "walk-throughs" do for a teacher who excessively wants to
"do the right thing?" Does this encourage a teacher to risk, to stretch, to
reach deep into living intelligently? What would Ellin's first super have to
say about these drive-throughs? Are these administrators encouraging being in
"just a little over our heads?" Trial and error is a legitimate learning,
problem-solving, technique, but what do our current practices in regard to
supervision say to young (or seasoned) teachers?
What does charting "fidelity" say to our teachers?
Finally, I love when Ellin writes, "I attempted professional undertakings
because he inspired me, challenged me, irritated me, fought back at me, and
indulged my passionate tirades." I HATE it when standing up for our
well-considered beliefs is considered "not being a team player" or "being
insubordinate to our administrator." We all want to get along with our
colleagues and friends! Who doesn't?? But why should getting along be
mutually exclusive with standing up for what you believe in? Ellin later
writes "If we want to serve as credible intellectual mentors, we must live
intellectual lives." That's pretty clear, huh? Clear--but not easy. And
harder for some of us than for others of us
So what I take most from Chapter 1 is about each of us becoming an intellectual
mentor for those around us, even though most of us will never be Van Gogh or
Ellin Keene. We get to keep being ourselves, just our "stretched" selves. So:
Down with Smug!! Up with "I'm wondering," "have you ever thought," "do you
think," and "Did you see and hear...?"
Bev
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