You may not hear it often (or ever), but if you’re an educator, you’re making a difference in the lives of learners. And that impact has a domino effect.
In Because of a Teacher, more than fifteen of today’s leading educators remember the teachers and administrators who inspired and supported their careers. Through a series of heartfelt and uplifting stories, they reflect on their early years teaching, offering advice and strategies suited to first-year teachers and longtime educators alike.
These personal stories offer hope for new teachers, encouragement for educators tiptoeing into burnout, and reassurance that the work you’re doing right now will inspire generations to come.
Because of a Teacher will inspire you to
remember those who encouraged your love of learning;
honor and thank educators who have advocated for you, championed your career, and equipped you with the skills necessary to lead;
reflect on how far you’ve come since you entered the profession.
Endorsements
“Whether you are in your first year of teaching or nearing your last, Because of a Teacher will remind you why you went into education in the first place and help us all focus on what is really important: the legacy we will leave with the students and staff we are blessed to work with.”
—Allyson Apsey, principal and author of The Path to Serendipity
“I would highly recommend this book to any educator I know!”
—Morgane Michael, educational consultant and author of From Burnt Out to Fired Up!
“Because of a Teacher is filled with voices from the field who remind us of the impact we can make with all students, even on our toughest days. If you are looking for an inspiring read to remind you why you went into the profession, this book is it.”
—Jimmy Casas, educator, author, speaker, and leadership coach
You can develop the skills to meet the needs of learners in any learning environment.
This approachable, in-depth guide unites the adaptability of Universal Design for Learning with the flexibility of blended learning, equipping educators with the tools they need to create relevant, authentic, and meaningful learning pathways to meet students where they’re at, no matter the time and place or their pace and path. With step-by-step guidance and clear strategies, authors Katie Novak and Catlin Tucker empower teachers to implement these frameworks in the classroom, with a focus on cultivating community, building equity, and increasing accessibility for all learners.
As we face increasing uncertainty and frequent disruption to traditional ways of living and learning, UDL and Blended Learning offers bold, innovative, inclusive solutions for navigating a range of learning landscapes, from the home to the classroom and all points in between, no matter what obstacles may lie ahead.
Endorsements (3)
“Whether you are new to the world of blended learning with UDL or could teach a course on both, this book is sure to set you ablaze with new ideas to reach and teach with equity in mind for all learners.”
—Andratesha Fritzgerald, author of Anti-Racism and Universal Design for Learning
“If you care about giving students more flexibility to personalize their learning through a blend of in-person and online environments, you’ll want this book.”
—Jay McTighe, educational consultant and coauthor of the Understanding by Design® framework
“Throughout this book, you will learn strategies that will help you remove barriers to learning, create more personalized learning experiences, and teach students how to become expert learners. This is something every teacher needs to read, discuss, and think about how to put into action.”
—Katie Martin, PhD, chief impact officer at Altitude Learning and author of Learner-Centered Innovation
As we are embracing emergency plans to the best of our ability and learning about what is most effective in remote learning, one of the things that I have heard frequently is that learners don’t know how to learn. More specifically, I hear time and time again, this crisis has highlighted the passivity of some students. During a school day, a teacher can keep most kids on track and effectively move them from activity to activity and ensure assignments are turned in. Closely related to students not knowing how to learn that I am hearing that they aren’t motivated to learn.
I have seen this frustration and disengagement in my own home with my two kids but I have also seen quite the opposite. The freedom and flexibility has also brought out the ingenuity of others that isn’t always apparent in a classroom. Last night, my son gave the best presentation I have ever seen him give. He was organized, spoke clearly, and had prepared his key points because he had done his research and put together a compelling presentation filled with interesting facts, anecdotes, and his plan to convince us that he should get a snake… I know!
So if you can get over the fact that it is a snake (I am ignoring this too for the record), let me share a bit more insight into his learning process. While the rest of us were watching a movie, Zack was preparing a presentation on his computer. He was reading a variety of non-fiction articles as he was conducting his own research, watching youtube videos about how to care for snakes, and identifying the main ideas and key details to make his point. He paid attention to his spelling and the craftsmanship of his presentation. It turns out that he can type a sentence without groaning at every key stroke. He sought feedback and critique from his sister and by all accounts, they worked together and no one was harmed in the process. He revised and added more as he continued to learn. One of the most impressive parts of this was he was ready to give the presentation the previous day and was very eager but it was late after a long day and he said I am going to wait to do my presentation when you aren’t tired and there is a better chance that you will say yes- hello emotional intelligence! So, last night after dinner he cleared the table and made his pitch. We had some follow up questions about cost and maintenance and so he went back to conduct more research (and do some really relevant math) and now we are in deliberation. #helpme
Autonomy, Mastery, and Purpose
One of the major concerns is that our students will regress without being in school and this fear is real but we have to remember that learning happens in learners, when they are interested and motivated, not just because we tell them to and watch them do it. Much of what I have seen in remote learning has been focused on foundational skills and content and while foundational skills are absolutely necessary, when these skills are isolated or learners lack the opportunity to use them in authentic contexts, they can lose a sense of purpose and disengage. While there are many other issues that can cause learners to disengage and prevent access, a sense of purpose is more important than ever for both our academic learning and social-emotional health. If we want learners to be skilled learners and motivated, we would be wise to provide opportunities (and acknowledge the learning they are already doing) that allow them to engage in authentic tasks that foster autonomy, invite the pursuit of mastery, and intrigue them with a sense of purpose.
In our home, we continue to go through the highs and lows of quarantine and remote learning. We are figuring out how to manage time, learn how to navigate the technology, and deal with all the emotions of missing friends, routines, and life as we knew it. My hope, for now, is that we are not just going through the motions and doing school but that we are learning the skills that matter and building habits and mindsets that will carry them through life. As we emerge on the other side of this crisis, although there may be gaps in content knowledge and skills, I will be content knowing that my kids are more resilient and they understand that life is unpredictable but have skills to navigate and cope when things don’t turn out as expected. I want them to know how to learn when no one is telling them what to do, how to fight for something that matters to them, and how to communicate ideas, feelings, and dreams and inspire others to do the same. As an educator (and really just a human), I want this for all of our kids.
I want to acknowledge that his is really hard and there are so many variables with no right answers. I have my own ups and downs but I am encouraged and hopeful as we continue to come together in community and learn to design the path forward with our learners and learning at the center.
Did you know that IMPress author George Couros puts out a podcast once a week? Below is the blog post that accompanies the podcast (link to the podcast in the post) about ways you can influence change!
No matter your position in education, you can influence change. If we are waiting for “someone else” to create meaningful change, it might not happen.
You can check out the full podcast on Apple iTunes, Soundcloud, or Spotify. You can also read the slightly “updated” post below.
“At the end of the day, what qualifies people to be called ‘leaders’ is their capacity to influence others to change their behavior in order
to achieve important results.” Joseph Grenny
In a time where the only constant in education is “change,” people involved with education need to become “change agents” more now than ever. You can understand pedagogy inside out, but if you are unable to define “why” someone should do something different in their practice, all of that knowledge can be ultimately wasted. People will take a “known good” over an “unknown better” in most cases; the challenge is to help make the “unknown” visible and show why it is better for kids.
Simply sharing new ideas is not enough. It has to go deeper. Ultimately, you want people to feel and value that any change is better than they were kids, and that are current students will be better served by creating a better experience. Innately, educators want what is best for kids.
Tap into that, and people are more likely to move forward. As Dan Pink states,
“To sell well is to convince someone else to part with resources—not to deprive that person, but to leave him better off in the end.”
So how does this happen? Below are some things that I have seen effective leaders (from any position) to help people not only accept change but embrace it as an opportunity to do something better for kids.
1. Model the change that they want to see.
Although this might seem extremely “cliche,” it is the most crucial step for any leader in leading the “change effort.” Many organizations talk about the idea that people need to be “risk-takers,” yet they are not willing to model it themselves. Until that happens, people will not feel comfortable doing something different. It is also the difference between talking from a “theoretical” to “practical” viewpoint.
People will feel more comfortable taking a journey to an unknown place if they know that the first steps have been made by someone else. Although I believe in the idea of distributed leadership, the idea of “leaders” is that they are also ahead; they have done things that have not been done before. Chris Kennedy has shared the belief that leaders need to be “elbow deep in learning” with others, not only to show they are willing to embrace the change that they speak about but also to be able to talk from a place of experience.
2. Show that you understand the value that already exists.
The word “change” is terrifying to some because it makes them feel that everything that they are doing is irrelevant. Rarely is that the case. I have seen speakers talk to an audience for an hour, and people walk out feeling like they were just scolded for 90 minutes on how everything that they are doing is wrong. It is great to share new ideas, but you have to tap into what exists already that is powerful.
When you show people that you value them and their ideas (and not in a fake way which is pretty easy to read through), they are more likely to move mountains for you, and for themselves.
Strengths-based leadership is something that should be standard with administrators to teachers, as it should be standard with teachers to kids.
3. Tell stories.
Data should inform what we do and is an essential part of the change process, but it does not necessarily move people forward in a positive direction.
Of course, using evidence to inform practice is important, but stories are what move people forward.
Great organizations know the importance of telling a story to make people “feel” something.
This is something I truly believe:
To inspire meaningful change, you must make a connection to the heart before you make a connection to the mind.
Stories touch the heart. What is the story of your classroom, school, or district? Not only the one you can tell but the one you want to create together?
Think about it…this is a school newsletter. Imagine if I handed out a piece of paper to educators and asked them to read a newsletter from another school. Do you think they would care as much as seeing the kids, their faces, and their emotions?
Don’t let a grade be the only thing that tells a story about the kids in our schools. Let’s empower our students to learn to share their own stories, as well as the stories of the school.
5. Get people excited and then get out of the way.
“Increase your power by reducing it.” Daniel Pink
I have been to schools, watched administrators encourage their teachers to embrace something different in their practice, and they make that change impossible to do.
Answering that “we need to change the policy before you can move forward” not only encourages the detractors, but it kills the enthusiasm in your champions.
When “yeah but” is the most commonly used phrase in your leadership repertoire, you might as well learn to say “no”; it’s essentially the same thing. The most successful people in the world rarely follow a script, but write a different one altogether. Are teachers doing something better “because of you” or “despite you”? If you want to inspire change, be prepared to “clear the path” and get out of the way so that change can happen.
The change process is a tough one, but merely being knowledgeable is not enough. Some people that actually “know less” but “influence more” create more change than some of the smartest people we might know.
Education is not about “stuff” but about “people.” Tap into that, and you are more likely to see the change that you are hoping to see.
Most of us have been conditioned to believe that changing school culture takes several years. While there’s some truth to this, I’m learning it doesn’t have to be the nebulous process many people make it out to be. There are tangible steps school leaders can take to make meaningful change a reality in less time than you might think. (Spoiler Alert: #3 is my favorite!)
1. We can create “quick culture” by focusing on smaller groups or teams within the larger organization. By being intentional with how we are nurturing the culture in smaller group situations, we can demystify many of the complexities that are more difficult to change en mass. You might be thinking a focus on smaller groups within your school or district might be at the expense of the larger whole (or somehow disconnected from the broader mission), but it’s just the opposite. Look at it like reading a book. Starting with the first sentence, page, and chapter creates momentum.
2. Resist the temptation to create artificial dichotomies. It can be too easy to demonize one thing to promote something different. For example, don’t pit people against one another. Don’t pretend you have to choose between phonics instruction and a balanced approach to literacy. Don’t portray worksheets as pure evil just to propel your technology agenda forward. And NEVER settle for the notion that you need to choose between relationships and results. Be honest and thoughtful about the value and challenges each of these things inherently possesses.
3. Lastly…and despite everything we learned in principal school…school culture is not about who they say you are…it’s about living out who you know you are. It’s about identifying the shared values and beliefs of your school community and then following that vision in an unswerving manner. And if you or your school is being described in a manner different than you might choose, figure out why. What’s the disconnect? What do you need to do to communicate differently? Or better yet…what do you need to do to better align with who you decide you want to be?
I absolutely love the quote from Angie Thomas’s book, “On the Come Up.” The main character, Bri, is an aspiring rapper who is struggling with who she wants to be as an artist. The quote is part of a larger conversation between Bri and her mom. I’d go so far as to say that if more school leaders started by deciding who they were and then committed to learning who the people they serve want to be, culture would become much more malleable than we make it out to be.
I was reading the article, Five Teens Who Changed the World, and it reminded me of one of the sections within my book, Take the L.E.A.P.: Ignite a Culture of Innovation. Malala is one of the five teens mentioned in the article, who I also share about in my book while speaking on risk taking. Malala, an activist for female education, took significant risks because of the passion and determination she felt for her cause. Now, here in 2019, we have Greta Thunberg turning heads and making waves as an environmental activist. Regardless of if you agree with her stance or not, I think we can all agree that her passion is palpable- and she’s an influential leader at just 16 years of age. The Global Goals for Sustainable Development are also amplifying the voices of our youth through the 17 goals in connection with the United Nations. There are so many children who feel compelled to speak up and stand up for what they believe in. Watch this video to learn more and feel the passion children exude for finding solutions to existing problems.
#KidsToday
Although this level of leadership from our youth is incredibly unique, I notice other children from around the world making an impact, too. If you visit the hashtag of, #KidsToday, used regularly by Tom Murray, you’ll see many examples. Murray shared with me that he began using the hashtag, “to change the narrative of how we talk about this amazing generation of kids.” From an eighth grader who created a school closet to provide needy classmates with clothes and necessities, to a ten year old boy inventing a genius device to stop children in hot cars after his neighbor’s death, our kids really are doing some incredible things!
The hashtag of #KidsToday is a reminder that our kids are pretty spectacular. They are capable of great work and are more driven when they have ownership, in addition to feeling invested in something personal and meaningful. It makes me wonder what it would be like if all children had the opportunity to explore their interests, develop their strengths and passions, and had the support along the way. We need to ensure we are laying a foundation that supports all learners to thrive and that doesn’t mean just being successful with learning content. Every individual who steps out of their comfort zone to help others, raise awareness or take action on their ‘big idea,’ has the potential to make an impact. Isn’t that an opportunity we want to foster for all?
As educators, are we creating space for learners to identify their interests and develop passions?
Are we fostering a culture that supports thoughtful risk taking and celebrating efforts to persevere through challenges or failure, just as much as we celebrate accomplishments?
This is Your Moment, Step Out
Many of our learners may have their own big ideas while others haven’t even begun to consider what it is they’re passionate about. However, we can create opportunities for exploration and empower students through authentic and meaningful learning experiences. Makerspace, project and problem based learning are excellent for this purpose. We can approach this work through various avenues. My hope is that together, we will inspire our youth to identify what deeply matters to them so that they can engage in purposeful work that they’re passionate about- becoming world changers and innovators.
Making shifts can feel uncomfortable. Anytime we step beyond our comfort zone, we may feel unsteady about where we’re headed as the outcome may be uncertain. Especially if it means that we are turning more ownership over to learners. But, until we decide to take those thoughtful risks, we won’t know. If we ensure that we have structures in place such as daily routines, protocols for learning, processes for reflection, feedback and revision, etc., our students develop an understanding of what’s expected. Often, we blossom through the process. To demonstrate this in my book, I share about the filming of The Greatest Showman.
The hit movie The Greatest Showman is packed with emotionally charged songs full of passion and inspiration. One song, “This is Me,” sung by Keala Settle, has become incredibly popular. A YouTube video of the live behind-the-scenes recording of this anthem reveals the immense synergy felt amongst individuals who collaborated to bring this musical masterpiece to life. In an interview with director Michael Gracey and Settle, they share that the recording captured the very first time Settle sang, “This is Me,” as no one had heard her sing it before that moment. To this day it fascinates me to learn from the interview that Settle didn’t even want to come out from behind the music stand to sing in front of others. Having watched the movie and listened to the soundtrack numerous times, I initially struggled to look at Settle through a different lens. How could someone who possesses extraordinary talent and appears so confident feel uncomfortable and even scared to step out in front of others in the studio to shine?
I encourage you to take a moment and watch the video to gain the full context. Watch until the end to grasp the magnitude of their synergy and feel their emotion:
