Thursday, December 19, 2019
Wednesday, December 11, 2019
Tuesday, December 10, 2019
Educational Resources & Tech Tools 12/11/2019
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How To Manage Emotions At Work: Life Kit : NPR
- Whoever you're giving feedback to, make it specific, make it actionable. That shows you care about helping someone evolve and helping them level up.
- Venting is useful for a small period of time, if you're doing it to someone you trust.
- If you're feeling a really strong emotion, you sometimes just need to calm down because you're not in a rational state [to] figure out what you want to do next. [Venting] becomes negative and actually detrimental to your own success when it turns into rumination, which is just venting to vent.
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What other ways do you recommend working with a coworker that kind of just rubs you the wrong way?
Mollie West Duffy: One of them is to remember that they might have something going on you don't know about.
- As much as you can, limit exposure to this person. Put a bubble around yourself.
- When you're so invested in your job, that's when a co-worker that maybe drives you a little batty becomes this huge problem because work is everything to you. Just taking the time to invest in non-work things can be a really valuable way to come back to the office the next day with a little more distance.
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Friday, November 15, 2019
Educational Resources & Tech Tools 11/16/2019
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Inside the Subtle Marketing Shift That Changed Roomba's Fortunes
- “We very quickly learned that when you try to convince the consumer by starting the dialogue with the technology, you certainly attract some early adopters who are technically oriented,” Brown says of the initial approach, “but you may be missing the vast majority of consumers who are much more interested in hearing about the benefit.”
- winning converts wasn’t about changing the product; it was about recalibrating expectations.
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Thursday, October 24, 2019
Monday, September 16, 2019
Educational Resources & Tech Tools 09/17/2019
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Here’s my challenge to white parents this school year
- We had to tell him that his behaviour had to be twice as good as his classmates’. That he had to stand extra still when it was time to line up to go out for recess and to be sure not to get too excited in class. When other kids bothered him, he should always just ignore them and never engage. Essentially, to never defend himself or raise his voice, because his teacher may misinterpret his behaviour as threatening. We had to teach him to police his behaviour first, before others had the opportunity to do so. We had to teach him the realities of being Black.
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Friday, August 30, 2019
Educational Resources & Tech Tools 08/31/2019
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Three Key Groups Too Often Left Out of Diversity Assessments of Campus Climates - Higher Education
- a crappy climate does not enhance the likelihood that students from diverse backgrounds will enroll, achieve and graduate.
- Too often left out of the litany of surveys, interviews and town halls designed to learn about campus climate – and, ultimately, the decision-making process – are the people who have the true on-the-ground understanding of what is really taking place.
- They are the custodians, food service employees and groundskeepers who are engaged in more invisible work within our organizations. These individuals are key to any meaningful, intentional and honest assessment of what is really occurring on our campuses.
- we found these three groups are absolutely central to conversations on student success. Namely, because they serve as the primary educators (yes, “educators”) that provide validation for low-income, nontraditional and students of color who often do not receive these messages of support from their own faculty or administrators.
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Such employees within our organizations often come from the same communities as students of color and are often people of color themselves, whereas students’ faculty members overwhelmingly are not. While the voices of these key groups are needed in conversations on student success. so, too, are they needed for discussions of campus climate. And here is why.
They have a true pulse for the climate and culture of the campus. Quite often, they are among the first to hear, see or say that something has gone wrong. They are also often the ones tasked with pulling down fliers and posters from extremist groups that are designed to spread hate, bias and fear.
- they often have deep and authentic relationships with students, particularly those who are from the most marginalized backgrounds.
- hey can provide deep insight into the climate experienced by marginalized communities – as they are too often the recipients of subtle slights, insults and sharpness from many faculty, staff and administrators who see them as second-class citizens.
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White Teachers Need to See Color. Here's Why. - WeAreTeachers
- Every person of color has a similar story where an elder takes time to talk about the way their physical appearance is interpreted by white people. Do white people talk about how to make themselves appear more culturally aware in interviews?
- Every time a white teacher says, “I don’t see color,” you abandon a child in an educational void by refusing to recognize them for who they are. Additionally you fail to prepare them to enter a world who will see their color as a factor to their success and abilities.
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Monday, August 26, 2019
Educational Resources & Tech Tools 08/27/2019
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VRIO framework explained | SMI
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- VRIO framework
- is the tool used to analyze firm’s internal resources and capabilities to find out if they can be a source of sustained competitive advantage.
- the author identified four attributes that firm’s resources must possess in order to become a source of sustained competitive advantage. According to him, the resources must be valuable, rare, imperfectly imitable and non-substitutable.
- VRIO analysis stands for four questions that ask if a resource is: valuable? rare? costly to imitate? And is a firm organized to capture the value of the resources? A resource or capability that meets all four requirements can bring sustained competitive advantage for the company.
- The first question of the framework asks if a resource adds value by enabling a firm to exploit opportunities or defend against threats. If the answer is yes, then a resource is considered valuable. Resources are also valuable if they help organizations to increase the perceived customer value.
- Resources that can only be acquired by one or very few companies are considered rare. Rare and valuable resources grant temporary competitive advantage.
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- Historical conditions. Resources that were developed due to historical events or over a long period usually are costly to imitate.
- Causal ambiguity. Companies can’t identify the particular resources that are the cause of competitive advantage.
- Social Complexity. The resources and capabilities that are based on company’s culture or interpersonal relationships.
A firm that has valuable, rare and costly to imitate resources can (but not necessarily will) achieve sustained competitive advantage. Barney has identified three reasons why resources can be hard to imitate:
- The resources itself do not confer any advantage for a company if it’s not organized to capture the value from them. A firm must organize its management systems, processes, policies, organizational structure and culture to be able to fully realize the potential of its valuable, rare and costly to imitate resources and capabilities. Only then the companies can achieve sustained competitive advantage.
- An easy way to identify such resources is to look at the value chain and SWOT analyses. Value chain analysis identifies the most valuable activities, which are the source of cost or differentiation advantage.
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- Which activities lower the cost of production without decreasing perceived customer value?
- Which activities increase product or service differentiation and perceived customer value?
- Have your company won an award or been recognized as the best in something? (most innovative, best employer, highest customer retention or best exporter)
- Do you have an access to scarce raw materials or hard to get in distribution channels?
- Do you have special relationship with your suppliers? Such as tightly integrated order and distribution system powered by unique software?
- Do you have employees with unique skills and capabilities?
- Do you have brand reputation for quality, innovation, customer service?
- Do you do perform any tasks better than your competitors do? (Benchmarking is useful here)
- Does your company hold any other strengths compared to rivals?
If you still struggle finding valuable resources, you can identify them by asking the following questions:
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- Does your company has an effective strategic management process in organization?
- Are there effective motivation and reward systems in place?
- Does your company’s culture reward innovative ideas?
- Is an organizational structure designed to use a resource?
- Are there excellent management and control systems?
Step 2. Find out if your company is organized to exploit these resources
Following questions might be helpful:
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Step 3. Protect the resources
When you identified a resource or capability that has all 4 VRIO attributes, you should protect it using all possible means.
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Step 4. Constantly review VRIO resources and capabilities
The value of the resources changes over time and they must be reviewed constantly to find out if they are as valuable as they once were.
- Google’s ability to manage their people effectively is a source of both differentiation and cost advantages. Unlike other companies, which rely on trust and relationship in people management, Google uses data about its employees to manage them. This capability allows making correct (data based) decisions about which people to hire and the best way to use their skills.
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The Structure of a Good SWOT - How to do it Right | SMI
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- SWOT
- is a framework that allows managers to synthesize insights obtained from an internal analysis of the company’s strengths and weaknesses with those from an analysis of external opportunities and threats
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SWOT is an acronym which stands for:
Strengths: factors that give an edge for the company over its competitors.
Weaknesses: factors that can be harmful if used against the firm by its competitors.
Opportunities: favorable situations which can bring a competitive advantage.
Threats: unfavorable situations which can negatively affect the business. - Strengths and weaknesses are internal to the company and can be directly managed by it, while the opportunities and threats are external and the company can only anticipate and react to them.
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The aim of swot is to identify the strengths and weaknesses that are relevant in meeting opportunities and threats in particular situation. [4]
- When looking for strengths, ask what do you do better or have more valuable than your competitors have? In case of the weaknesses, ask what could you improve and at least catch up with your competitors?
- Clear definition. Very often factors which are described too broadly may fit both strengths and weaknesses.
- Benchmarking. The key emphasize in doing swot is to identify the factors that are the strengths or weaknesses in comparison to the competitors.
- VRIO framework. A resource can be seen as a strength if it exhibits VRIO (valuable, rare and cannot be imitated) framework characteristics. Otherwise, it doesn’t provide any strategic advantage for the company.
- Opportunities and threats are the external uncontrollable factors that usually appear or arise due to the changes in the macro environment, industry or comp
- etitors’ actions.
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PESTEL. PEST or PESTEL analysis represents all the major external forces (political, economic, social, technological, environmental and legal) affecting the company so it’s the best place to look for the existing or new opportunities and threats.
- The most visible opportunities and threats appear during the market changes.
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Guidelines for successful SWOT
- Factors have to be identified relative to the competitors
- Factors should be action orientated.
- At the most, swot is considered to be only a reference to further analysis as it has too many limitations and cannot be used alone in the situation analysis.
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- Importance. Importance shows how important a strength or a weakness is for the organization in its industry as some strengths (weaknesses) might be more important than others.
Strengths and weaknesses are evaluated on 3 categories:
- A number from 0.01 (not important) to 1.0 (very important) should be assigned to each strength and weakness. The sum of all weights should equal 1.0 (including strengths and weaknesses).
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- Rating. A score from 1 to 3 is given to each factor to indicate whether it is a major (3) or a minor (1) strength for the company. The same rating should be assigned to the weaknesses where 1 would mean a minor weakness and 3 a major weakness.
- Score. Score is a result of importance multiplied by rating. It allows prioritizing the strengths and weaknesses. You should rely on your most important strengths and try to convert or defend your weakest parts of the organization.
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- Importance. It shows to what extent the external factor might impact the business. Again, the numbers from 0.01 (no impact) to 1.0 (very high impact) should be assigned to each item. The sum of all weights should equal 1.0 (including opportunities and threats).
- Probability. Probability of occurrence is showing how likely the opportunity or threat will have any impact on business. It should be rated from 1 (low probability) to 3 (high probability).
- Score. Importance multiplied by probability will give a score by which you’ll be able to prioritize opportunities and threats. Pay attention to the factors having the highest score and ignore the factors that will not likely affect your business.
Opportunities and threats are prioritized slightly differently than strengths and weaknesses. Their evaluation includes:
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- Porter’s five forces model
- is an analysis tool that uses five industry forces to determine the intensity of competition in an industry and its profitability level. [1]
- The stronger competitive forces in the industry are the less profitable it is.
- This force determines how easy (or not) it is to enter a particular industry. If an industry is profitable and there are few barriers to enter, rivalry soon intensifies. When more organizations compete for the same market share, profits start to fall.
- Strong bargaining power allows suppliers to sell higher priced or low quality raw materials to their buyers. This directly affects the buying firms’ profits because it has to pay more for materials
- Buyers have the power to demand lower price or higher product quality from industry producers when their bargaining power is strong. Lower price means lower revenues for the producer, while higher quality products usually raise production costs. Both scenarios result in lower profits for producers.
- Threat of substitutes. This force is especially threatening when buyers can easily find substitute products with attractive prices or better quality and when buyers can switch from one product or service to another with little cost.
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- There are many competitors;
- Exit barriers are high;
- Industry of growth is slow or negative;
- Products are not differentiated and can be easily substituted;
- Competitors are of equal size;
- Low customer loyalty.
In competitive industry, firms have to compete aggressively for a market share, which results in low profits. Rivalry among competitors is intense when:
- complements. Complements increase the demand of the primary product with which they are used, thus, increasing firm’s and industry’s profit potential. For example, iTunes was created to complement iPod and added value for both products.
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- Step 1. Gather the information on each of the five forces
- Step 2. Analyze the results and display them on a diagram
- Step 3. Formulate strategies based on the conclusions
- After gathering all the information, you should analyze it and determine how each force is affecting an industry. For example, if there are many companies of equal size operating in the slow growth industry, it means that rivalry between existing companies is strong.
- Step 3. Formulate strategies based on the conclusions. At this stage, managers should formulate firm’s strategies using the results of the analysis For example, if it is hard to achieve economies of scale in the market, the company should pursue cost leadership strategy. Product development strategy should be used if the current market growth is slow and the market is saturated.
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- PEST or PESTEL analysis is a simple and effective tool used in situation analysis to identify the key external (macro environment level) forces that might affect an organization.
- PEST analysis is also done to assess the potential of a new market. The general rule is that the more negative forces are affecting that market the harder it is to do business in it.
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- Step 1. Gathering information about political, economic, social and technological changes + any other factor(s).
- Step 2. Identifying which of the PEST factors represent opportunities or threats.
The process of carrying out PEST analysis should involve as many managers as possible to get the best results. It includes the following steps:
- it is essential to identify which PEST factors represent the opportunities or threats for an organization and list only those factors in PEST analysis. This allows focusing on the most important changes that might have an impact on the company.
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Wednesday, July 10, 2019
Educational Resources & Tech Tools 07/11/2019
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One more from ~60 k in. So fast she's blurry! She's got 120km left so we will check back in a bit! http://t.co/m883Gu86w5
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jenny on Twitter: "And out of T2!!! "Only" a marathon to go! http://t.co/HnAzFUuUPS"
And out of T2!!! "Only" a marathon to go! http://t.co/HnAzFUuUPS
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edutopia on Twitter: "Looks like the real risk is doing nothing. http://t.co/EKpEq0rarn"
Looks like the real risk is doing nothing. http://t.co/EKpEq0rarn
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jenny on Twitter: "Biking strong!! http://t.co/duYLO0YEeA"
Biking strong!! http://t.co/duYLO0YEeA
Thursday, June 13, 2019
Educational Resources & Tech Tools 06/14/2019
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NAIS - Building More Inclusive Communities with Grading for Equity
Questions about grading practices that we can incorporate in to BTS.
- Yet, grading—how teachers evaluate, describe, and report student achievement—is rarely considered part of DEI work.
- Perhaps most profoundly, grades shape how our students think about themselves—who they are, what they’re good at, and whether school is a place they can succeed.
- But, as many parents, teachers, and school administrators are frequently stunned to learn, many common grading practices are outdated, inaccurate, and undermine student success. In fact, many grading policies—which appear to be an objective, fair, and accurate method to describe a student’s academic performance—often increase achievement gaps by infusing grades with teachers’ implicit biases or by rewarding or punishing students based on their families’ resources.
- Neither school leaders nor teachers have had a framework or vocabulary to examine grading and understand its inequities, to recognize the harms of century-old grading practices, and to identify and implement more inclusive and accurate grading.
- Our current grading practices were created during the Industrial Revolution, shaped by our country’s early 20th-century cultural dynamics and demographics, and founded on beliefs about teaching, learning, and human potential that have since been thoroughly debunked and disproven.
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- Grading is in contradiction with growth mindset
- we believed that humans were effectively motivated by extrinsic rewards and punishments—think rats taught to pull a lever by offering pellets or electrifying the cage floor—a belief that underlies teachers’ constant use of “points” to incentivize (and some might say control) student behaviors, such as coming on time to class or completing homework.
- intrinsic motivation—the kind of motivation that generates creative thinking and fuels effective learning—is undermined by extrinsic rewards and punishments. In other words, our continued use of points to motivate students is demotivating them from learning.
- Teachers also frequently use mathematical calculations that hide student growth and handicap students who struggle.
- Averaging his performance doesn’t accurately describe his skills, and it hides all his growth and improvement.
- Teachers often use grades not just to indicate how well students master course content but also to evaluate student behaviors. Categories such as “effort” or “participation” are highly subjective and heavily influenced by a teacher’s own experiences and habits. The student who is penalized for not asking questions or contributing to discussions may be learning just as much as other students, and the student who is taking copious notes may not be learning at all. Similarly, teachers judge student behaviors through culturally specific lenses and assumptions that they might not even be aware of, which can result in student actions being misinterpreted and misjudged.
- Homework can be an important element of learning, but when teachers include students’ performance on that homework in the grade, they incorporate an institutional bias that rewards students with resources and impedes students without resources, effectively replicating intergenerational disparities of race and income.
- Teachers use points to evaluate every action or assignment in a class, which creates pressure-cooker classrooms where no accomplishment goes unrewarded and no mistake goes unpenalized.
- Effective teacher-student relationships require the opposite: a space to take risks without penalty, to disclose weaknesses without being judged, to feel safe simply knowing that you don’t have to perform perfectly every moment.
- Our traditional practice of grading everything students do inadvertently sows distrust, shame, and deceit—which leads to students copying homework to earn points, not suggesting an answer if it might be wrong, rote note-taking only for the notebook check—thereby weakening the teacher-student relationship qualities that support learning.
- For example, if homework is indeed an opportunity for students to practice and to make mistakes, then we can’t include their performance on that homework in their grade.
- I expect you to take risks and make mistakes and to share with me your academic confusion and weaknesses without fear that your grade will be lowered because of those mistakes.
- tracking each earned or forfeited point for every activity or behavior reduces teachers to point-tabulators and accountants rather than supportive mentors and guides for students’ paths to success.
- the way teachers graded often contradicted the school’s commitment to academic excellence as well as equity.
- She then sent an open invitation to any teacher who wanted to dig deeper into grading—to research, examine, and imagine ways to align grading to the school’s vision for progressive and equitable education.
- grades must be accurate, validly reflecting a student’s academic performance; bias-resistant, preventing our implicit biases and subjectivity from infecting grades; and motivational, helping students strive for academic success, persevere, accept struggles and setbacks, and gain critical life skills.
- This pilot group was also trained to use more equitable grading practices, which include employing a 0–4 point scale rather than a 0–100 percentage, incorporating retakes and redos, and ensuring that grades indicate how well students actually master subject matter than whether students’ behavior or work habits gain their subjective approval.
- Students were less anxious and classroom environments felt more relaxed and supportive of learning, and grade inflation decreased because teachers no longer padded grades with points for participation or homework completion.
- The teachers continue to track students’ participation and homework, but have expanded how they give feedback on those nonacademic skills: for example, with student conferences or separate reports and calls to parents. The school’s grades give more accurate information about where students are in their learning, and Previna and some teachers are beginning to imagine how their report card could communicate student achievement more accurately and equitably as well.
- If we can improve how we grade, we will leverage significant improvements in every aspect of teaching and learning as well as our school cultures.
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- The rate of students receiving As decreases, and it decreases more dramatically for students from more resourced families. Grades are no longer rewarding students for just “doing school,” which disproportionately benefits students with more privilege, but grades instead reflect students’ actual academic performance.
- At the same time, the rate of students receiving Ds and Fs decreases, and does so more dramatically for vulnerable and historically underserved students (African–Americans, Hispanics, and students from low-income families). Grades are less susceptible to teachers’ biases and no longer filter students for privilege.
- There is a statistically significant increase in the correlation between students’ teacher-assigned grades and standardized assessment scores, suggesting that teachers’ grades more accurately describe their students’ performance. This correlation is particularly strengthened for students from lower-income families, suggesting that those students were more likely to have their performance misrepresented by traditional grading practices.
- Teachers and students report less stressful classrooms and stronger student-teacher relationships.
- Teachers find that learning and implementing these grading practices improves their work as educators and has led to improved student learning.
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- The results of a more equitable grading system
- By not correcting grading practices, schools risk undermining other initiatives aimed at improving equity and make our schools less inclusive and supportive of every student.
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Thursday, May 30, 2019
Educational Resources & Tech Tools 05/31/2019
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NAIS - Reflections on Navigating the High School Admission Process
- Parents worry that their kids don’t know how to overcome adversity, so the response is to try to remove it.
- Parents who remove obstacles from their children’s paths diminish their capacity to overcome them.
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Thursday, May 23, 2019
Tuesday, May 7, 2019
Thursday, April 25, 2019
Educational Resources & Tech Tools 04/26/2019
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Widening the Lens: A Conversation with Beverly Daniel Tatum - Educational Leadership
- So we have to think about who sees themselves in the curriculum and materials we use in the classroom—and how.
- Facing History and Ourselves has some excellent material on Reconstruction, for example, as well as contemporary issues. Teaching for Change and Southern Poverty Law Center are other organizations that offer resources that can help teachers provide greater balance and depth.
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Sunday, April 7, 2019
Educational Resources & Tech Tools 04/08/2019
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What the College-Admissions Scandal Reveals - The Atlantic
- A successful first meeting often consisted of walking them back from the crack pipe of Harvard to the Adderall crash of Middlebury and then scheduling a follow-up meeting to douse them
- with the bong water of Denison.
- Sometimes, in anger and frustration, the parents would blame me for the poor return on investment they were getting on their years of tuition payments.
- Today, according to Slate, “in places like Greenwich, Conn., and certain zip codes of New York City and Los Angeles, the percentage of untimed test-taking is said to be close to 50 percent.”
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Friday, April 5, 2019
Educational Resources & Tech Tools 04/06/2019
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Should We Speak to Little Boys as We Do Little Dogs? - The New York Times
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During the school day the boys soldier through. They use “inside voices,” hold back tears that they’ve learned they would be shamed for, keep their bottoms in the chair and their hands to themselves. After school they are ferried to highly structured adult-led extras: enrichment, remediation and sports practices.
Finally at home after the long day, there’s homework to do.
At this point many boys have used up their cache of self-control. Some go on strike. It’s what union organizers call “malicious compliance”: show up but don’t work. Unless a parent acts as concierge and personal assistant from start to finish.
- Their extreme anxiety is their energy, imagination and passion turned inward, against themselves and their family’s peaceful home.
- My question to the parents in my office is this: What percentage of your communication with your son consists of nagging, reminding, chastising or yelling? “Uh … 90 percent, 100?” Which I know isn’t true, just as confidently as I know these boys aren’t mentally ill and these families aren’t rife with hidden dysfunction.
- In general he’s more comfortable chatting side by side than face to face. Holding an object in his hands eases tension, too. Your role is to be attentive and receptive to the commentary.
- Hinting may be lost on your son.
- So think of your conversations as shooting hoops. You say a little something, then another little something, and sometimes it goes through and you get a basket.
- Shower your son with the easy affection, appreciation and tolerance you show your dog.
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Thursday, February 28, 2019
Educational Resources & Tech Tools 03/01/2019
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Using Neuroscience to Launch a Research-Informed School Schedule | EdSurge News
"Though we had changed many of our pedagogical practices, our schedule was still outdated. We wondered whether we could leverage research in educational neuroscience to transform it."
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Though we had changed many of our pedagogical practices, our schedule was still outdated. We wondered whether we could leverage research in educational neuroscience to transform it.
- students saw the value of about 90-minutes of quality homework that was assigned for one of three reasons: retrieval practice, to connect or extend prior learning or to be prepared for the next class period.
- Launching something imperfect when you already have something that is comfortable can be challenging, but it gave us an opportunity to model what we were already messaging to our students about “failing forward.”
- Any change in a school’s daily schedule impacts the entire school
- community including students, teachers and families. For our teachers, it was an especially emotional transition.
- One of the most enjoyable parts of our journey was when we piloted the new schedule for a week in February 2018, seven months before our permanent launch date. While this pilot highlighted some of the schedule’s flaws, it also assured those who were not yet on board that this was a good move.
- Teachers have reported that longer class periods are elevating the use of multiple modality instruction and allow now students time to go deeper into discussions and projects, or even begin homework during class time.
- I never heard anyone of them say “we love our daily schedule.” For many school leaders, leveraging research in the sc
- ence of learning to rethink their daily schedule is truly the next frontier.
- It has been emotional, and it is a process that makes school systems, administrators, teachers, students and parents think deeply about their priorities and what student-centered truly means. But it is worth it because we now know more about how the brain learns, works, thrives and changes, and we can use that understanding to create a daily schedule that allows each student to be more challenged, creative, healthy and engaged.
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Thursday, February 14, 2019
Educational Resources & Tech Tools 02/15/2019
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Opinion | The Two Codes Your Kids Need to Know - The New York Times
- Of all the skills and knowledge that we test young people for that we know are correlated with success in college and in life, which is the most important? Their answer: the ability to master “two codes” — computer science and the U.S. Constitution.
- if you want to be an empowered citizen in our democracy — able to not only navigate society and its institutions but also to improve and shape them, and not just be shaped by them — you need to know how the code of the U.S. Constitution works.
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Wednesday, January 30, 2019
Educational Resources & Tech Tools 01/31/2019
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The Importance of Self-Care for Administrators | Edutopia
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“The moment you want to retreat is the exact moment you have to reach in.”
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As an administrator, I use this mantra when the work feels too difficult or the feedback seems too tough, to remind myself that the challenge is also a moment of opportunity.
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- Making a commitment to a regular practice of reading gives a fresh viewpoint on ways to make your school better.
- In the weekly newsletter I send to my staff, I include a quote from what I’m reading.
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Make time for exercise and family interactions. Good health is essential to the ability to do our job and must be a priority.
- Each morning, I use daily journaling. On one side of a page, I write, “Grateful For,” and list my items of gratitude. On the other side I write, “Looking Forward To,” and reframe items I might otherwise avoid. For example, instead of writing, “yet another parent conference,” I write, “looking forward to creating a stronger connection with a parent through relationship-building at parent conference.”
- At the moment we feel most challenged as administrators, it’s important to pause and remember the value of caring for ourselves as well as our students, staff, and schools.
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