Even at 15 I was a salesperson. By the time I could take the driving test, I had sold over $100,000 worth of clothing at the popular retail store at which I worked as a kid. I even received a special award from the company, which at 15 was quite an honor. In a matter of minutes of meeting a customer I felt this incredible power to put them at ease, predicting quite accurately what made people feel special, seen, and beautiful. Selling self-confidence was what I saw it as, until I realized it was superficial. Now, at over double that age, I realize that this manipulative behavior can indeed be used for a much better cause and leveraged with others who possess different strengths from which to draw.

Malcom Gladwell describes three types of people who influence social movements or epidemics. The Connectors I have known in my life and career have been able to take action quickly, build consensus with ease, and drive upward momentum. They have been tremendous advocates for our district, finding funding for special projects and grants through unexpected avenues. In the education world, those connectors help bridge the world of benefactors and stakeholders with educators and schools. 

My first principal I worked for at an independent day school was quite a maven. He was abreast of new changes in approaches to planning, technology use, and differentiated instruction. He was persistent in his weekly emails about new and underused technology, and his sheer exuberance for any facet of educational development made his staff eager to try new methods of instruction and assessment. Often ahead of the curve, he faced some opposition from some staff members. Some felt he saw their strategies and methods of instruction as anachronistic and were threatened by his new ideas. I often wonder what would have happened if he had leveraged the "salespeople" educators in our building. I continue to learn from him through my PLN and the things he posts at his new school. Had I been farther along in my career, perhaps I might've been the one to help his visions and knowledge gain social momentum and build consensus within our team.

Salespeople like myself do best when we believe vehemently in the things we are selling. Stuart Ablon, PhD at Mass General Hospital believes, "All kids do well if they can," and what he is selling certainly "sticks" with me. After seeing him speak at a conference, I truly do believe in his message that we as educators must provide the conditions for our kids to succeed. I'm buying what he's selling and I'm going to sell it anywhere people are available to buy in. In my own professional context, I need to find mavens to continue to be inspired by new and cutting edge ideas. I need to find connectors who can bring me people to whom I can sell this idea that all kids can succeed. I need to be the kind of salesperson who manipulates what our kids see in the mirror so they may see the potential self, the future self. I need to capitalize on our kids' hopes, dreams, and interests. I need to sell them that product of self-confidence, only this time not through an overpriced pair of pants but through a deep rooted belief that they are amazing, innovative thinkers with the world at their fingertips. How do you see yourself as an actor within the social context?

January 19th, 2020

My husband asks me, "But how long will this be?" as I put my reading glasses on early this morning. He is trying to gauge how long he has to do an activity before I will want to do something together or task him with something once I've "finished" on my computer. Today, I am wondering about balance and efficacy. I have listened recently to a few podcasts and read a bit on the ever-elusive work/life balance and am curious, does one ever really reach it? And, is it good if you actually achieve it?

I enjoy learning. I thrive when given new information with which to interact. I feel recharged and invigorated when I am engaged in trying something new. But I know this is not the case for everyone. I know for some, new things or new ways of thinking about old things can be daunting. How do skilled leaders build a community where those in their charge don't feel exhausted and drained by new initiatives, but rather empowered and excited?

"When you're doing something you love, you never work a day in your life," is what they say. It seems this sets people up for unrealistic expectations for their chosen careers. So far, it seems when you do what you love, you work on it every day of your life, whether it is for a paycheck or not. How do we avoid becoming jaded and exhausted with new initiatives? How do we seek to find and help others find the new nugget of information often hidden in "retro" ideas? Being young and early in my career, I know my perspective is highly skewed. When you're in your thirties, everything is new. You haven't been around long enough to experience the pendulum swings of education first hand. 

However, how do we continue this momentum towards self efficacy once we have reached a more senior moment in our careers? I think it involves choice. Choosing to sustain your curiosity and passion for what you do and extending your career into your life isn't necessarily a bad thing. I think building a community at home who care deeply about your learning and work seems paramount when balancing work and life. After all, reading something and learning it is one thing but the real joy we get is from sharing and interacting with that information (oh, hi Twitter). So, I'd say to build more balance into my life, I'm going to engage on my learning intentionally and collaboratively not just with those in my field, but with those who love me. No longer seeking to keep the two worlds apart. I'll let you know how it goes. Looking to learn from you, reader.

asks balance build career choosing chosen community drained early education efficacy empowered engage ever-elusive everyone everything exhausted far feel gauge glasses help information initiatives interact joy keep learning life love necessarily nugget oh paycheck pendulum reach reading seek seems skewed skilled something task things think thirties today twitter wondering work

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January 13th, 2020

He'd never know it, but the leader I have in mind has made a powerful impact on me as an educator. "I'm on a teacher's contract, I'm not here to evaluate you," is what he'd say each time I'd stutter with trepidation to reflect after he would observe my minilesson. He was the kind of leader who did not need positional authority to influence educators. A true example of a Simon Sinek leader, he could get you to believe what he believed with his sheer exuberance and unequivocal belief that all kids could access the challenging math program set before us to teach. This leader was calm and patient in his questioning with both with students and faculty alike. Eliciting higher order thinking and reflection each time he conferred, adults and children learned in a safe and exciting space with him.

Often he'd lead the minilesson and allow me to both watch and critique the work of the children and of himself. He was honest in his experience, sometimes admitting the result was not his intended outcome. Empathetic and trustworthy, I was not afraid to ask him for help and he became enthused just discussing a difficult problem set or topic. His passion was matched by his competence and I felt he was continually learning himself as he'd show a new technique he learned from another teacher. This willingness to adapt, change, and reteach allowed me to have the freedom to make mistakes, learn from them, and share my experiences with my own students. This coach was a tremendous leader in many ways, but overall helped me refine and shape who I want to be as an educator and coach to our students.

January 12th, 2020

I suppose I am a little late to the game, as I begin my very first blog. A member of the general masses. Not early adopter or innovator type behavior. However, I'd like to think that as I begin this important work of including technology into my learning and own pedagogy, I am the kind of leader who is not afraid to be new.

Although I am only in my sixth year as an educator, I have been a learner all my life. I am not afraid to try something new or to be the new person on the block. In my short career, I have worked at three different schools, moved to a new state, and learned many lessons from each position I've held. I suppose if I were to describe myself as a leader, I'd describe myself as new. I am humble in my interactions with my colleagues. Listening more than speaking has been my modus operandi. However, recently what I've found is that when I do contribute, things happen. People listen. They ask me questions about my thinking and want to see how I've done something. While this is obviously flattering, it is humbling too. I am humbled by the educator who has taught 16 years and wants to watch my Workshop lesson. I am humbled by the department leader who came to see me teach, and left asking if I could visit him to provide feedback. I am finding as a new leader within my learning and teaching communities, I communicate best by listening first.

Being a relatively new "leader" means my focus is on our students. Framing every contribution and interaction with my colleagues with the idea that we all have their best interests and success in mind helps me empathize and work to help my colleagues. My goal is to build a team of people who have similar goals for our students and seek to build a culture of trust and respect between staff members and students. I hope to someday be the kind of leader who helps new become comfortable for more of my colleagues. I hope to have the tools to provide support and resources, but also allow members of my team to experience and thrive in the new opportunities and risks our field affords.