Taking Bold Action on Difficult Issues is Required to Lead

Reflecting after a job interview: Tackling Chronic Absenteeism requires Strong Relationships and Making a Meaningful School Experience for Every Student the Top Priority

In a recent job interview for a role serving as an assistant principal I bungled an opportunity to highlight my expertise about a topic close to my heart.

The gist of the question concerned chronic student absenteeism and how I would aim to help the school improve in this area. The question lingered long after I hung my suit back up in the closet and it compelled me to find a better answer in preparation for a leadership role. 

"How would I, as the new assistant principal in a school plagued with student attendance issues, prioritize and implement a program to improve?" 

Everything connected to any answer about the topic of student attendance comes back to three key principles: 

1) Relationships are the most important aspect of any school. Engagement in school begins with relationships.

"The conditions that students living in poverty face exacerbate poor attendance. 
And slipping school attendance often leads a person back down the poverty 
path. The good news is that by taking an all-in approach to the problem, we 

can begin to close the attendance gap, bend the overall attendance curve, and 
help our most vulnerable students and families."  - Ned W. Lauver     
PHOTO: Nick Gregory

2) Focusing on instruction and learning guides staff and students in their effort to rally around meaningful goals.

3) Doing nothing is not a wise option, especially when we can drill down to the root of the problem and help children succeed.

Sharing my philosophy and theorizing about possible solutions in my interview was sincere, but my response never got beneath the surface. My answer lacked the type of bold ideas necessary to support lasting change. (I can only hope that a second interview will provide the opportunity to articulate my ideas better.)

My devotion to equity demands that I think more about student attendance as a leader and not merely as a candidate for the job. 

As a leader, I will need to put my heart and passion into actions aimed at addressing student attendance because it is one of the foundational principles for education reform. We know that poor attendance in school leads to lower achievement and negative outcomes for children after high school. The research indicates that socioeconomic status and health problems predict poor attendance so how we approach our understanding of both of those topics in our community requires expertise and a team effort. Leading with empathy will help me understand the complexity of the challenge, and leading with courage is necessary to work toward changing outcomes for children. 

"A national rate of 10 percent chronic absenteeism seems 
conservative and it could be as high as 15 percent, meaning 
that 5 million to 7.5 million students are chronically absent."  
SOURCE: Balfanz, R., & Byrnes, V. (2012). Chronic 

Absenteeism: Summarizing What We Know From 
Nationally Available Data.    PHOTO: Nick Gregory

There are so many factors tied into student attendance including the sense of belonging in a school community (for students and teachers), the family backgrounds of individual students and the past school experiences for individual students. With knowledge about about different learning styles and the onset of technological and social media advances, educators are charged with evolving to meet new needs for an ever changing student population. By the time we add employee engagement and confidence in the building leadership to the mix, it is inescapable that positively impacting student attendance involves a myriad of factors. All of this needs to be acknowledged as a part of improving the building culture. Staff and community buy-in requires bold leadership that is equipped to adapt to the changing school landscape.

There is not a one-size-fits-all answer so knowing what is currently being done to tackle the attendance challenge and the history of successful efforts will help me hone in on specific actions and align any new initiatives with best past practices.

Seven of my ideas to begin the brainstorming process are included below. These are the key points I should have stated in my interview.  (Sources are cited at the bottom of this blog entry for your review)

Prioritize the specific needs of the school 

With guidance from the principal, counselors and teachers, figure out the specific problems in regard to chronic absenteeism. Agree on the problems before working on the solutions. What is the priority?

The home of every student at-risk of missing out on graduation gets a personal contact from the school before we start the school year

As the AP, most of these calls would be made by me. By finding out how many students in next years senior class are in jeopardy of missing out on graduation and tracking attendance data to find important trends among that population, we can begin to get a clearer picture of how to set realistic and ambitious goals.

The "Welcome back to School!" phone call includes an introduction, the reason for the call and the interventions in place to help the student succeed. The call will include our interest in enlisting ideas from parents and guardians. This is also a great time to make a personal invite the school open house, take note of any concerns, etc. This information comes in handy as the year progresses. This could be just the beginning of something more that includes check-ins with mentors and regular contacts to homes. These students are on my radar as a building leader and noticing positive attendance trends and improvement will become a major part of what I do each day in my leadership role. We will determine measures for positive recognition and spread the opportunities among staff to deliver the good news to our students and families.

Invest time and resources in a simple communication system 

A system that makes parents aware of absences in real time can help the school deliver on its mission of reducing chronic absenteeism. Communicating the importance of attendance to students and parents as part of the school culture will improve attendance, and it may take some time to see the results of these actions. Communication involves celebrating successes and building on struggles with regular feedback to staff. Educators struggle when being asked to implement strategies that are not couched in a specific vision with measurable goals. An initiative like this one will involve the entire staff working on this and a tireless effort by me to monitor and evaluate so I can lead our improvement.

Monitor new students to develop strategies and check our impact

By collecting data on all of the chronically absent eighth grade students from the previous year, we can identify and begin a process of tracking attendance and other measures for success in real time.

We should add a second tier of incoming ninth grade students who are close to "chronically absent status" in order to broaden our reach and invest the resources necessary to assist those students and families before they might fall through the cracks (school leadership can determine cut-off points).

We will begin the process of specific interventions with the incoming ninth grade class before school begins in August. Just like with incoming seniors, these students get a phone call and invite to the open house. This means my July and August just got a lot busier, but the payoff will be students and families recognizing that we care about student success and attendance. We serve our students when we show them we are invested in their success.

Many students feel that school is not relevant in their 

lives. "While having dedicated mentors to work with students 

and families on school connection is one strategy for improving 

attendance, mentors are not the only adults in the building who 

can be a part of the solution. There is a role for classroom 

teachers." - The Hamilton Project          PHOTO: Nick Gregory

We can track cohorts from previous years using the same "chronically absent" criteria and we can measure whether our interventions appear to be having an impact. Naturally, this process requires staff input and the expertise of experienced leaders in the school district. Reaching out county-wide at the ISD level and even statewide to discover best practices will become a critical part of my responsibility and it is a charge worth leading for our kids. With a seminar class and other possibilities for mentoring at the high school, we could eventually scale our communication plan to work with students and families and also include their input for strategies.

Provide mentorship to students who are chronically absent 

Through a seminar or student resource class in which students are assigned to a specific teacher for four years important relationships can be built in the school setting. There are models in existence to learn from and we can choose to implement plans that meet our needs and budget. Our goal is constant: Increase the likelihood of student success by decreasing the level of chronically absent students.

Give the experts in the school district a voice! 

Reform efforts warrant the space and time to bounce ideas around, leaving out the "buts" and reasons/excuses for why success is unattainable aside. These conversations are not confined to administrators. In my experience teachers and other staff are waiting to be asked for ideas. Education will always be a team effort and those who "go it alone" rarely succeed at bringing solutions to scale.

Chronic absenteeism among students usually endures over a long period of time so the pattern is predictable for many of our students. A cursory review of best practices reveals that we have to find the root of the problem, learn from trends and create realistic goals and strategies that can be effectively measured. 

We cannot lose sight of the fact that we are working together to reverse a negative attendance trend that seems to have gained momentum in recent years. Improving in the area of student attendance has an impact on everything we do in our school.

Measure the impact and share the results, even if the goals are not met

If the initiative is done with fidelity and the support exists to succeed then the staff and community deserve to see the progress. School improvement goals should reflect the priority of reducing chronic absenteeism and the message about attendance leading to success needs to exist year round, not just when we notice dips and slides.

The cliche, "what gets measured gets done" applies to the attendance challenge. Our progress will require more than a measure to understand if we are solving this problem however. We will need to look at metrics that provide a baseline for us to make comparisons. Reviewing performance metrics and outcome metrics will be a necessary and important part of the leadership mission. Collective responsibility for progress should be noted and celebrated as we make progress.

As a leader, I will be prepared to take ownership of our shortcomings and give credit to the staff and students when we are successful. My role is to keep trying and to move the needle on progress by working with others with a focus on student learning.

Sources that inspired my ideas are included below:

• Bauer, Lauren. “Reducing Chronic Absenteeism Under ESSA.” www.brookings.edu/research/reducing-chronic-absenteeism-under-the-every-student-succeeds-act/.

• Lauver , Ned W. Closing the Attendance Gap - Enforcing Regular School Attendance May Be One of Schools' Most Potent Weapons in Fighting Poverty. Educational Leadership , www.ascd.org/publications/educational-leadership/may13/vol70/num08/Closing-the-Attendance-Gap.aspx. 

• Every School Day Counts: The Forum Guide to Collecting and Using Attendance Data.”Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2001-2002, E.D. Tab, National Center for Education Statistics, nces.ed.gov/pubs2009/attendancedata/chapter1a.asp.

• Balfanz, and Byrnes. “The Importance of Being in School - A Report on Absenteeism in the Nations Schools.” John Hopkins University School of Education 

Source: Attendance Works

ABOUT THE AUTHOR of CIVICS ENGAGED: Nick Gregory has been a social studies and journalism teacher in Michigan since 2000 and he has been a National Writing Project Teacher consultant and a junior varsity basketball coach since 2003. Gregory is a Michigan Education Voice Fellow and he has exhibited photography related to Detroit and social justice causes since 2011. Gregory, who has a Masters degree in Educational Leadership, believes that building positive relationships helps students find their passion for learning. You can follow him on Twitter @CivicsEngaged.

Ideas to improve education

Creative solutions to systemic challenges facing our schools

I am offering to my audience a few stories on a bi-weekly basis that promote good ideas and demonstrate bold leadership. I have been inspired by great ideas that often make their way into my classroom or into my leadership journal. The more good ideas we share, the greater the chances for improving education policy and practices.

When I get a little down and feel like I am delivering a twentieth century education to my students, I turn to reading about innovative thinking within the profession. When I feel like the status quo is winning, I search for inspiration. Usually I quickly snap out of the funk to deliver the best I can for my students and school.

There are some pretty cool ideas out there - too many to count - but my mention here is worth the effort. These writers provide reporting that could be the creative fuel and inspiration needed to creatively solve our problems.  Please read and share.

Each headline is an active link to the original story.

Many Detroit educators have never worked in a high-performing school. This program imports coaches who have

Photo By Nick Gregory

This article featured in Chalkbeat by Erin Einhorn lays out a super ambitious plan at work in Detroit to improve Detroit Mumford Academy. It is clear that a blend of innovation, best teaching practices and clear goals are pitted against several challenges.

It's not that the leaders in charge do not want to face the uncertainty, it's just that they are so determined to win that they do not spend time wishing for outcomes. Instead, they are taking action with a bold approach. Part of the premise is based on the fact that winning in Detroit is tougher because many of the teachers and leaders in Detroit's school system have never worked in high-performing schools. With that fact in mind and with incredible support from the Team Fellows Program funded by the Detroit Children's Fund, a new model for leading and teaching is emerging as you read this.

The work of the education leaders featured in the story is couched in a clearly defined mission and they are setting out to cut "shadow missions," a term for all the work that takes away from their priorities. The ideal Detroit Children's Fund Leaders Institute candidate characteristics:

• A track record of positive results for students
• A clear vision for an engaging and rigorous culture of instruction
• A growth mindset and the ability to translate feedback into action
• A desire to take personal responsibility for every child’s success
• A sense of urgency and dissatisfaction with the status quo

It is refreshing to see a new approach in an effort to move the needle on progress. Obviously there are all-star teachers and leaders on board, and their challenge is one that most suburban teachers cannot relate to due to inequity and circumstances. The lessons on innovation apply to all education systems however. You will read this story impressed by the effort, nervous about whether it can work and most of all proud to see a laser-focus approach to give every child and teacher a school where learning and preparation for the future are the priority.  I badly want to be part of an initiative like this one!

When Administrators Keep Teaching - Teaching keeps school leaders connected to students and other teachers and lets them feel the effects of their own decisions

With subheads like, "Walking the Walk" and "Recharging the Batteries" this interesting idea written by Heather Wolpert-Gawron of Edutopia is worth reading for school leaders looking to step-up the learning in a stagnant school culture. Heck, it's also worth it for schools that have a proven record of taking risks in order to serve students. These risk-taking schools are most likely to seek imaginative ways to increase collaboration among staff and administration and this article will start you on that journey. 

Why is it that so many schools fail to give teachers and leaders room to grow? Too many schools lack creativity. Imagine how much could be gained for everyone if building administrators actually taught students.

Lately I have been spouting off to my colleagues that my dream job would be to teach at least one class and assume an assistant principalship role simultaneously. Then I am usually quick to follow-up with a complaint about the archaic nature of most schools and the fact that path does not exist yet. Well, I could not have been more wrong. This is quick read at less than 800 words got me thinking about how to find a leadership position with the capacity for a hybrid role. Thank you for Ms. Wolpert-Gawron and Edutopia for giving me hope!  

What Happens to Student Behavior When Schools Prioritize Art 

This article is not just for the die-hard fans of the arts. It's also for visionary leaders and anyone who appreciates a good risk.

By Nick Gregory

In a tale of nothing to lose the featured school, Orchard Gardens Elementary in Roxbury Massachusetts may have even exceeded their own expectations by scrapping the old way for something better.

In an age of cookie-cutter attempts to improve test scores, this piece from You, Your Child, and School: Navigate Your Way to the Best Education by Sir Ken Robinson & Lou Aronica sheds some light on good ideas that harken back to the good ole days. The basic gist: the arts and providing space within the school culture for students to find their voice is a win.

(Now, if we can just get schools to understand that recess and enough time to eat lunch will also help schools meet the learning needs of students)

"Innovative schools everywhere are breaking the mold of convention to meet the best interests of their students, families, and communities. As well as great teachers, what they have in common is visionary leadership." 

- Sir Ken Robinson & Lou Aronica

Be inspired.

Please message me your ideas and interesting reads using the "Contact Me" tab on this link.

Coaching high school sports is an awesome opportunity to lead

With more than 700 games on the bench as either the head coach or an assistant, my leadership journey started with organized sports

I absolutely love coaching so when I began seeking K-12 leadership positions last year, it hit me that I will be stepping away from coaching high school basketball. This fact makes me sad. In addition to leaving the classroom at a time when teaching brings me incredible fulfillment, coaching has been a major part of my professional identity for more than 15 years.

Trading team huddles for something new leaves me conflicted because my involvement in high school athletics has given my life so much meaning. After all, the joys and challenges of coaching were factors that pushed me to explore my interest in advancing a career in leadership. Educational leadership is a career move that excites me and I am ready for the challenge.

This was the scene after a last second basket to beat our top rival. 

We are the team in white. The basket came after a timeout where 

we designed a play to score. As often happens, the players adjusted 

when our plan was not working and the unlikely shot won the 

contest. The picture was sent to me by a parent.

My growth as a classroom teacher has gone hand in hand with my development as a coach. Many of the parallels are obvious - a shared community of like-minded people working to help others. In addition to working on the craft itself, through coaching I have learned how to gain trust, communicate more effectively and listen better.

I am proud of my association with hundreds of parents as well as dozens of coaches and referees throughout my career. Most of all, the student-athletes in my charge have been at the center of my pride. Since I began working toward the next chapter on my career journey, I have enjoyed coaching at a deeper level. The thrill of coaching in big games and the connections made with young people on the hardwood never gets old.

In coaching, the drawbacks are humbling and failure is on public display. Those failures steel a coaches approach to leadership and simultaneously make us vulnerable. That realization led me to these nine takeaways from a coaching career that includes buzzer-beaters, raucous locker room dancing, season-ending injuries and even hostile parents demanding I be fired.

I often tell people that coaching is just teaching with a ball and just like classroom teaching, reflecting on the lessons learned is a valuable exercise.

1. Being right is overrated; losing is underrated

Most of the time it’s not worth it to be right. In fact, it usually doesn’t even matter if you're right because the failure to understand and validate people’s perspectives comes at a greater cost than being wrong. I wish I had figured this out sooner. Whether dealing with student-athletes, parents or even my athletic director, not being right has liberated me to focus my energy on building stronger relationships. The time wasted fighting to be right is better spent listening. Regrettably this lesson usually materializes in losing scenarios when it is most difficult to properly evaluate the situation.

Sometimes it takes a loss to recognize weaknesses that were present all along. A loss at the right time can lead to more success in the long run. We have a saying on my teams that when you win it doesn't mean you did everything right and when you lose it doesn’t mean you did everything wrong.

Coaching requires leaders to distinguish the process from the the results. Striving to win is great, and my teams remind me not to be fooled by scoreboards or other people's measures of our success. Losing is a necessary and healthy part of growth. This lesson is directly linked to lesson number nine, it ain't about me.

2. Respect is given, trust is gained and confidence is earned

From the whiteboard in the locker room - I enjoy 
delivering pre-game speeches and this one was 
especially intense. We won a close game and the 
celebration is one of my favorites. When I step back 
from coaching I am not sure how I will fill the void. 

Despite popular lore, the notion of people having to earn respect is outdated and backwards. My student-athletes do not need to prove to me they deserve my respect. I do not want them clamoring for my appreciation and approval. Each player takes a risk by trying out for the team, they sacrifice their time, meet immense physical demands, fail repeatedly throughout the season and bounce back over and over again. Who am I to determine whether they deserve my respect? Commitment to our team comes with a mutual understanding that each player is naturally respected.

My teams have shown me that we are better off putting forth our effort to gain mutual trust rather than trying to prove we're worthy of respect from coaches and teammates. If we can build trust both collectively and individually then it becomes safer to take risks, exert maximum effort and get to the business of improving. We begin earning our confidence in a culture where trust is acknowledged and valued every single day. Self-confidence and confidence in teammates comes with hard work, repetition and discipline. There are no shortcuts to earning confidence - it requires effort, respect and trust.

Two of my players after a game. They hurried 

out of our locker room to perform in a concert 
and I got to see part of the show. It is rewarding 
to coach well-rounded players. I stay in touch 
with dozens of my former players. 

3. Relationships make the experience

One of my most successful seasons came later in my coaching career. While we lost 70% of our games, I learned how to adjust and focus on building stronger relationships with my players. Winning teams thrive on trust and losing teams depend on it in order to stay together. I was constantly working on forging a positive culture by starting with personal relationships with and among members of the team.

Relationships have always been critical to my fulfillment as a leader but this was different because my competitive nature could have made the process miserable. We were not a good basketball team and I had grown accustomed to coaching teams that won a vast majority of our games. My struggling team helped me learn how to adapt and coach with a winning mindset. We developed meaningful measures for our growth and we hung on to high expectations. Success and failure are never by accident and both are a function of relationships.

4. Learn to follow

Some problems have a lot in common and others are so unique they leave your head spinning. The common denominator that has spanned nearly every one of the headaches in my coaching career is that people have an unwavering need to belong. A condition of that fact is that players and their parents ultimately want to be heard and understood. When I have lost sight of these simple common denominators, my ability to lead has suffered.

We should not expect people to understand what we want as leaders if we fail to listen to what they need as players and parents. From the most disgruntled to the most valuable, everyone wants to belong. In roles outside of my own leadership, I have witnessed good leaders helping others and bringing meaning to the experiences of others and it reminds me that all leaders benefit by learning how to follow. I have had to learn how to get out of my own way so I could grow into a better follower. Coaching has taught me how to adapt to the various leadership styles of authority figures in my school. Leading a team provides great opportunities to build rapport with diverse parent groups and establish that I care about the young people in our program at a crucial time in their development as adolescents. There is no better training ground for learning how to follow than coaching children.

5. It is a marathon, not a sprint

This is the mantra I repeat most often during the season. I love planning and leading our practices because I know the reward for the entire process is in the journey. The annual basketball banquet at the end of the season is a highlight of my year both personally and professionally because it marks the celebration of our team and our seniors in the basketball program. As coaches, we invest so much in our teams that it naturally becomes part of our personal life. Coaching has never been a hobby for me. It is an extension of my teaching.

Over the years I have gained a better appreciation for 

all the people involved, even the refs! I have a lot of 

respect for referees and have gotten to know quite a few.

Devising practice plans, evaluating our team needs and helping fellow coaches gives my long winter days a little extra punch. The whole process is a series of steps and unexpected challenges that keep my team engaged. Injuries, opposing teams, road games, the referees, rigorous practices - so many unknowns to contend with every week makes the process alive.

There’s also something about the daily work that brings out my best energy. I love working with my players. I enjoy the details and the drills. I love building habits and teaching our system. When my players simply feel prepared they are more likely to have success. Sometimes that feeling can go a long way, but actually being prepared is critical for teams trying to get to the next level. That is the marathon part - stringing together days and weeks of working our tails off to be better today and at the finish line.

Whether it involves the promise of the early season or the late-season grind, my coaching experience has taught me more than any other leadership endeavor that the process is the result. Focusing on the marathon keeps my leadership in perspective. I love a strong finish.

6. Making the experience uniquely ours

My student-athletes have spent their youth hearing and seeing all kinds of motivational quotes about how to be great. The slogans are plastered on t-shirts, placards in locker rooms, in song lyrics and all over social media. Being great is marketed to kids as a product they can have by simply watching motivational YouTube videos. I don't buy into the hype, but I do intentionally find moments to share motivational stories with my team. I try to create those moments in my pre-game speeches to set a tone. Those pre-game speeches and motivational lessons always have a basis in our shared experience and that's what makes them meaningful.

I thoroughly enjoy when those special occasions emerge in a season and they become part of how we define our team experience. I refer to this collection of events as "honest moments" and like my best coaches, I have learned how to harness the power of those unplanned parts of a team experience that are consequential to our story.

Each November, our boys and girls basketball

programs lay wreaths at the graves of military

veterans as part of our community service

initiative. This is part of our program culture.

My student-athletes have taught me to appreciate the authenticity in the moments we experience together as a team and build our lessons around our struggles. They have also helped me remain mindful of the togetherness outside of practices that help define us too - the times when we do community service, joke around after practices, and go through shared experiences like final exam week together - all of that is part of the team story.

I learned how to shape the stories we tell and the strategies I employ for practice around the qualities that make each team unique. My players taught me how to leverage our unique story to inspire them rather than depending on general platitudes.

7. Who gets your water?

If you want to see how a high school team is really doing, look at the bench during games. My best teams have always included players who were willing to fill up the water cups before timeouts and deliver them to players in the huddle. These small selfless acts, often by the players who play least, contribute to a culture of lifting others up.

Your team culture reveals your values. A culture includes a lot of elements and often times the guys pushing others in practice despite a lack of playing time are central to the culture of a team. Expressive cheering and shows of support are part of it too, but even those things can be fleeting. A culture is built in practices and in the habits, the body language and the approach taken by players and coaches every day.

The cool thing about a winning culture is that it remains constant in times of struggle or great success. Everyone can embrace the culture because it’s based on who we are and our commitment, not unpredictable conditions.

8. Space required

I am so grateful that 
my wife and children 
support my coaching 
commitment. The 
experience is one that 

we share and it means 
the world to me. (By 

the way, my team is 
the Tigers - hence the
striped costume)

Great teams dance with risk and failure and balance it with security and predictability. We need space to grow and that means we should expect and embrace some discomfort. My teams have helped me accept that uncertainty and frustration are a necessary part of our growth. My players have helped me learn how to let go of futile stubbornness and old ideas in the face of new evidence. In order to become our best as leaders and teammates, we need space to grow. This space encourages all team members to own mistakes, honor the team and remain mindful. As a coach, I learned to embrace opportunities to model this ownership and the response from young people and parents has been overwhelmingly positive.

9. It ain't about me

It seems that at anytime in my coaching career that I began to lose focus of this lesson I was humbled and realized quickly how much I don’t know. The games, the team record, the big wins or tough losses - none of it is about me. Admittedly, it took a few seasons to realize that not only is it not about me now, but that my success leading others in anything will never be about me. The positive relationships with young men and women (I have assisted with high school girls basketball too) that I will keep forever leaves me feeling grateful that I am aware that none of this is about me.

Coaching has accelerated my professional growth and the realization that my passion revolves around improving the lives of others. My life is richer because of a career spent in education.

Coaching lineage is often referred to as a "coaching tree" and I have always been grateful that I can trace my roots back to some remarkable men. I am hopeful that as my players approach adulthood, they will feel the same way about me.
 

Dedication 

My junior high basketball coach Steve Walter made the 100 mile 
trip to watch me coach. We are pictured here with my children. As 
it turned out, our team completed a come-from-behind win on a 
last-second shot after trailing the entire game. I was so proud my 
coach came to support me. I was truly fortunate to have a lot of 
special coaches in my life. 

I would like to dedicate this entry to the special coaches in my life.

• Starting with Kyle Henry who introduced me to baseball, which I still love. Now I share that love and coach my own children.
• Phil Agostini who taught me how to be a part of a team and stuck with me as a kid when I had a tendency to challenge authority.
• Steve Walter is the coach I wish my own children could have because he was such a great teacher.
• Mitch Mercer with his incredible ability to relate to kids and see the big picture.
• Darin Magley, a remarkably patient and kind role-model. Great for kids.
• Jim VanSyckle & Chris Booth - Both men spent a lot of time helping me learn the value of patience and hard work as I sat the bench trying to earn playing time. A lot of coaches don't talk about sitting the bench, but I share the experience with my teams every season. These two coaches helped me grow through the challenge and I am a better coach because of them.
• Scott Swinehart - the most prepared and detail-oriented coach I ever had as a kid. Our team respected him and responded to his demanding expectations. A master of consistency.
• Jim Graham - Skillful deployment of the pre-game speech and motivating his players to go all in. Fired up and proud.
• Jerry Reams - One of my all-time favorites. "Old Dawg" was the finest assistant coach a young man could want. He always encouraged us, made us laugh and kept the game of baseball a game. I appreciated him at the time because his calm approach to coaching and his kind heart kept some negative influences at bay for me. He always found the positive and we knew he respected the game. More importantly, he cared about us as players and we knew it.
• Joel Leipprandt was my JV basketball coach and I still call him each season before big games. I knew early on how lucky I was to have him in my life. He was a selfless leader, an authentic man with high expectations and integrity; on my coach's Dream Team.

Martin Luther King’s influence on me as a teacher

.

From the Southern Poverty Law Center, Teaching Tolerance: On April 4,  2018 we will observe the 50th anniversary of Dr. King's assassination. As we approach this milestone, we'd like to know how his life influenced you and your teaching. Tell us what Dr. King's legacy means to you.

Martin Luther King Jr.’s legacy can be seen at every positive turning point in our nation over the last year.

The thousands of courageous young people standing up today and demanding safer American schools reveals the brand of energy and organization Dr. King displayed during the Civil Rights Movement. By refusing to cave to the NRA and ridiculous critics, Parkland High School students have drawn awareness to our longstanding national failure on gun policy in the United States. These inspiring activists have a vision for our nation that their older counterparts gave up on after political inaction following the massacre at Sandy Hook Elementary in 2012. The creativity and passion modeled by these young activists is motivating people young and old to take action. It is refreshing and there’s no doubt that Dr. King would be proud.

Art work by Eric Patrick Kelly, a friend of my brother. 
We all grew up in Ionia, Michigan together. Eric created 
this marker drawing on MLK Day. He said, "I drew his fist 
a lot larger than the photo - for some reason I imagined 
him shaking it at the current administration.”

   

   We have also witnessed Dr. King’s lessons about standing up to injustice as teachers continue calling people to action to improve education for the millions of children left behind in American schools. First in Detroit, then West Virginia and now in Oklahoma teachers continue to organize on behalf of students who face poor learning conditions and inadequate funding. Just as Dr. King spoke out against awful policies that harmed the poor, American teachers have led the fight for equity by speaking out against inept leadership and dreadful education policies plaguing our children.

   And we also feel King’s legacy in the tears of parents crying out when their black and brown children are gunned down by police in American streets. When we call out injustice and seek to understand the legacy of the darkest parts of our history (slavery, lynching, Jim Crow, etc.) and how those truths connect to our problems today, we honor Dr. King and American heroes who continue to shine a light on the truth.

From Ferguson to Charlottesville and every stop in between and after, Martin Luther King, Jr. marches with us today just as he did in Selma, Birmingham and Washington, DC.

Our March Continues at Rallies, on Twitter and in Classrooms

We see the resemblance of Dr. King in our new leaders as they inspire us and hold us accountable for who we are and who we aspire to be as a nation.

Young activists have taken to Twitter to organize and they use Instagram to influence the hearts and minds of followers. They are using the same social media tools that have helped divide our country and flipped the script. American corporations whose advertising supported hateful commentary have been called out through social media channels and have since chosen to change course. Social media helps people mobilize to action as town hall meetings, walkouts and rallies are planned on a global scale.     

I try to channel King's remarkable persistence when we tackle topics like privilege and bigotry in our classroom. Dr. King’s ability to nudge, pull and prod people away from the comfort of their own indifference remains his legacy for thousands of teachers coast to coast.

My teaching philosophy and my ability to keep my own light shining is inspired by Martin Luther King, Jr. He taught a nation how to come together and take action and make the positive change we desire. I make it a priority to do my best to help students find their own meaning and appreciation for diversity and equality. We read, we watch, we listen, we discuss and we try to understand what is happening in our world by digging deeper. I try my best to emulate Dr. King’s intentional and honest approach in my own efforts to eliminate prejudice from my heart and the world.

Dr. King had the capacity to convince people that indifference toward oppression was part of our American DNA and he also showed us that it doesn’t have to remain that way. He was uniquely qualified to help hundreds of thousands of people understand why we needed to change by articulating and devising strategies that revealed a real-life honest account of America’s failures that could no longer be denied. Simultaneously, King showed a nation how to change as he skillfully unified people from every race, creed and background in a fight for equality, love and justice.

Whether we look to the Black Lives Matter movement, the Me Too movement or the Parkland students demanding change, we see Dr. King’s blueprint that requires we use the tools at our disposal to make the truth inescapable to the masses. Sometimes that involves video and the use of social media to shine a light on realities that only some people know first-hand. King was no stranger to the fact that it is messy and difficult to open people’s eyes to ugly truths that require collective action to address. He was a master at helping people dig deeper into the weighty issues of prejudice, poverty and policy. These topics still deserve the attention and commitment of every educator, spanning every single school in America.

We want our students to feel the gravity of our greatest challenges today just as Dr. King taught us more than fifty years ago. He reminded us there is incredible value in recognizing and facing the the complexity and nuances of racism. Standing up for what is right and fighting for causes that advance progress will always be a part of who we are as Americans. That is his legacy and we should try to honor that legacy in our classrooms and beyond. Dr. King had the persistence and patience to teach us to never give up on people who seem, at the moment, unwilling to confront their own intolerance.

Building Our Empathy Muscles

Dr. King taught an entire generation the value of empathy and in classrooms across the nation we continue to honor him with meaningful conversations about American history and our responsibility to keep striving to do better. We build our empathy muscles every time we try to walk in the shoes of others and there’s no better leader to guide us than Martin Luther King, Jr.

As an educator, I try to confront my own biases and lead by example for my students. Dr. King taught us that we can not afford to shut the door on important conversations and listening is one of our greatest assets when confronting bigotry. If we seek first to understand then we can slowly let go of the need to be right and turn our attention to taking action to make our communities better for everyone. Dr. King helps me and my students to work toward measured words and persistent action in hopes we can make America whole.

  

Dr. King reminds us that when we try to feel the pain of others, we can grasp an inescapable truth: we will always have our humanity in common. He taught us to embrace an empathetic approach to understanding the world and we honor Dr. King when we choose love over hate. We can feel Dr. King's legacy in the embrace of someone whose ideology, background or views may be different than our own. King reminded all of us, "Let no man pull you low enough to hate him."

As teachers, we need to show our children that our desire to do better and to be better requires that we maintain the courage to speak out against intolerance and demonstrate a personal ambition to understand others.

The legacy of Dr. Martin Luther King, Jr. can be seen by today’s leaders - ordinary men, women and children - who are taking action to fulfill our dream for a better America.  

Note: Dr. King creatively weaved his lessons about fellowship and resistance into a sermon (1956) in which he read a letter from the Apostle Paul to Americans and that sermon inspired this blog entry. His teachings are just as relevant today as as they were more than 60 years ago.  I strongly encourage you to check it out HERE.

Love is the only force capable of transforming an enemy into a friend.                                     - Dr. Martin Luther King, Jr.