The Common Core and my Fraternity

I'm a proud, life-long alumni member of my fraternity, Sigma Chi. I didn't go to college with the intention of joining a fraternity; I watched Animal House too many times to think I would fit in. But when I went through the process, I came across a group of guys that I got along with, and seemed generally interested in things I also enjoyed. Choosing to become a pledge, and going through initiation proved to be one of the best decisions of my life in that it opened me up to learning about myself, but also about working with a diverse and changing group of people.

Sigma Chi is based on a set of principles: Friendship, Justice, and Learning. And, based on those basic principles, a diverse group of men can put aside differences of opinion to work together to accomplish greatness. The basic standard that we live by and find members by is called The Jordan Standard. It highlights the following qualities that we are reminded to be:

*men of good character 

*students of fair ability

*set with ambitious purposes

*having congenial dispositions

*possessed of good morals

*having a high sense of honor

*having a deep sense of personal responsibility 

Pretty straight forward, right? How we accomplish these traits are not laid out or broken down into great detail. It doesn't bullet out that "men of good character" must open doors for old ladies. Or that "having a congenial disposition" will be demonstrated each March during the chapter's open mic night. Or that by the time we are juniors "having a high sense of honor" will be shown by 6 specific sub categories. We are given broad ideas that we can interpret for ourselves and for our chapter. 

I witnessed this open interpretation of the standards when I attended the Sigma Chi Leadership Training Workshop when I was an undergrad. Members from most of the chapter across the US and Canada came together to exchange ideas and talk Sigma Chi. It was eye opening for me to see how different we all were. How our chapter location and university culture could lead to such different views on things. But, we all shared the same value structure and we all worked with the same pride in the organization. The same drive to be great. It was remarkable to see such difference in approach and perspective driven by our common belief and standards. 

When I came back to my chapter I looked around and realized how different my own chapter brothers and I were as well. I was reminded of this recently, when a fraternity brother of mine posted a message on facebook. He was calling out a person based on the ideals that we share as members of this fraternity in a way that I didn't agree with. And in most of his posts I disagree with him and some of his worldly views. Yet, these differences, while upsetting at times, bring a perspective to me that I never considered. It opens me up to understanding a vastly different look at the world. His intentions and goals are the same as mine, but his interpretation on how to use our common ideals are so different. Neither way is better. They are just different, because we have been left to take these broader standards and interpret them as we see fit. 

It is here that the DOE can take some notes. There is nothing wrong with setting a Common Core set of educational standards for our kids. We should all be striving for educational excellence in our schools. Laying out what that means in a broad way can be so helpful, especially in a school like mine that is 60% military families that are coming and going frequently. But to lay down such specifics on what each of these standards mean almost all the way down to the how it should be done starts to take away the respect of differences. I have yet to teach the same kid twice. In fact, the students I have today are not the same version of the kid that started my class in August. The life I grew up in back home in Illinois, is not at all comparable to the community that my own kids are growing up in here in Fairbanks. Yet, the common core in all of its specifics takes none of that into consideration. 

As an educator I strive to understand, appreciate, and nourish the differences in all of my students. I recognize that my kiddos will all learn differently, and I broaden my teaching to reach as many as I can. But when I look at the specifics of each of the standards that I need to reach for next year, I see where this Common Core missed the mark. Where the potential to show respect to the schools and districts is missed, because we have been over looked in our ability to teach to the strengths of our students. 

I've spoken out supporting aspects of the Common Core (click here). But in general, I think the DOE overreached with this. An opportunity was missed because the passion for what we teachers do each day wasn't felt by those creating these standards. The love for what I do daily wasn't present in the room when the Common Core was sent out to us all. It would have been similar to a university president and board of regents choosing the founding ideals and standards for Sigma Chi. They wouldn't have had a genuine stake in the creation of the fraternity, so the passion for creating what we would represent and accomplish wouldn't fit. It would be disjointed and nearly 160 years later the fraternity wouldn't exist. Much like I'm sure the Common Core will not exist as we see it today even 10 years from now. So, I'll continue to do what I do everyday, which is to teach my students the best way I can. And to strive to reach whatever standards are laid in front of me understanding that I'll interpret those standards for me and my students. If that means some don't do as well on the "TEST" as they should, then so be it. Because as long as my students leave my classroom driven to be something, and then following that drive to accomplish further greatness later... I did my job, and those standards didn't have any part of that. I did. The teacher. You can call it the Runkle in me.

The bad business of education

I was recently removed from consideration for a teaching position out of state. This shouldn't be too big a surprise being that all new personnel options get moved from the list until the final candidate is chosen. The part that I had a hard time with was the reason I was eliminated from consideration.

I had made the short list of candidates (about 5) for interview and consideration at a school that I had been in contact with for a few years. Let's say that I have a few connections. I was so excited to get the email letting me know that it was interview time! But when I went to schedule the interview, I learned that I was no longer on the list, because I had too much experience. Huh?

Was I qualified? Most definitely, I made the short list. But without even an interview, I was overlooked simply because of my experience. My personality match, work ethic, references, all of it overlooked, because I've been teaching too long and they couldn't match the years.

As a teacher, I totally get this. Budgets are tight everywhere in the ED world. It was fortunate to even find a school to have a math opening.. 3 math openings. But as a man with a business degree and 4 children of my own, this decision just doesn't make any sense.

It's sad that we look at schools as a place to trim budgets forcing schools to operate at limited personnel levels with new teachers that are frequently thrown to the wolves. At no point, was the question about what was best for the students. You know... the reason we have schools. It was never about the candidate that would have the best impact on the school and the department. It didn't become a question of who could come in and bring a spark of energy and creativity that could make the building that much better for the students. Or maybe it did, but at the pay range that suited them best.

I know this type of stuff happens in the world of business. But typically not to a 36 year old; some one in the prime of productivity and experience. Maybe to someone in his 50s... 60s that has reached the top, and was cut due to greed, mergers, or both.

But for schools, where the "business" is educating kids, the best fit should always come first. It shouldn't always come down to money. Would it have sucked to have heard, "Well Ken, we just don't think you're the best fit for our school right now." Sure it would have! But, at least the decision would have been about the school and the kids. At least I would have had a chance to interview and meet the people I would have been working with. Instead, I'm sitting back and contemplating the state of education.

I've realized that one of the main problems with education is that we continue to run it with a bad business plan. We greedily funnel the money to the top, and neglect the overall product. The best business minds in our country can be found at their offices mingling with employees, nurturing them to help create the best product and service for their clients. The decisions made are always about what is best for the customer, and not strictly about the bottom line. There is trust in the employees to do their jobs, and to maintain that trust there is mutual respect from the top all the way down. But that's just not the case in education. The news is hardly about what is best for students. We are constantly told we are not cutting it. Decisions are made at a larger level that fall to the shoulders of the workers. The best of us meet all challenges head on, and work to have a voice for change. The majority fester in frustration, anxiety, and fear. The majority that represents our work force in the media, and in political discussions. How do you think their classrooms are for students if there is the constant sound of disgust coming from outside voices?

At the rate things are going, I don't see a change happening any time soon. Quality education leadership is hard to come by, and those that are great find their own voices limited in the political arena. To their credit, they're out there, and they're trying. It's just hard to move forward when those in charge are fearful of you.

It also appears as though I'll be teaching in this district for quite a bit longer. At least, I know that what I'm doing in my classroom is student centered, and supported by my students, their parents, and my principal. It's not like our boss (the "super") is checking in on us anyways... I wonder how his paid Admin leave is going....? I'm sure a post about that would get me in trouble... darn.

Building up our kids to Dream for the Future

I came across this picture a few weeks ago while cleaning out some boxes in storage. This is me on my high school graduation day with my grandparents. When I think back about that day, I remember them being there, but I have no memory of them being proud or excited about the milestone. And really, I don't remember being proud either.

As a kid I always knew that graduating high school was expected. There really wasn't a choice. So, as I  made my way through high school, the basic expectation of graduation was never daunting, it was something I had to do, so I was going to make it happen. For me, graduating wasn't about accomplishing anything major, it was about moving on to the next phase. It was about moving away from the person I was in order to become the adult I was expected to be.

The problem with this is that I became less of a dreamer about what I wanted as I focused on the check points along the life path I was on. Everything was set out for me which narrowed my vision as to my options for life beyond high school. That meant that my focus was centered on the "now," and the fun in the present. I wasn't looking ahead to what could be, but was instead dreaming for the moments in the present (day dreaming).

As a teacher I see this a lot. Students that come in having had their ability to dream about their futures stymied by life at home. For me it was due to a parental path that was safely laid out in front of me with an end goal of financial wealth beyond college; all done with the best of intentions. For others, it is stymied by a more harsh world. A world where parents aren't around, and when they are, the kids are made to believe that they aren't good enough for a life different then what they have already. The absolute worst is when these are combined. When parents have a high standard beyond college that they discuss with their child only to further tell the kid it's a life he will never achieve. For me, the career paths were narrowed by options that weren't good enough for the desired end goal, but for these kiddos the career choices are limited by what they are made to believe THEY aren't good enough for.

The result? A student body that is focused on surviving the moment. Not able to see the impact of work they are doing in school, and how it can shape the future. We have a group of students interested in the world of games where shaping the future is possible due to the strengths of the character the student is playing. Because for that moment, he can accomplish anything with the press of a button, and the game is won. Simple. No one there to stop the dream from happening.

As a teacher, I strive to help my students dream. To provide lessons and support that give them the chance to grow into confident learners. To provide an adult in their lives that they know believes in them as a competent individual with limitless potential. I strive to help my students see all that they can become, and to encourage them to define what they believe happiness should be, and to work for it.

Finding the picture above was so eye opening for me. I had no idea the pride my grandparents had that day. But to see those smiles now. To know that there was so much they felt, but didn't say to me, helps me realize all that I truly want to be for my own kids, and for my students. They all need to know the pride I have for them, and the belief I have in them. It is what I expect from the teachers my own kids have each year, and it's what I expect my fellow teachers to have about the kids in our building. Teaching is about building the confidence and the skills of the young dreamers, so that we can make the world a better place. Our job isn't to force content, but to use content to help guide the kiddos to learning about themselves.

I encourage you to let your kids and students dream. To help them believe that what they dream can be a reality, and that you have confidence in them to get there. And that along the way, you will be there to help guide and support in all ways that you can. Even if that means they want to be the driver of the Pizza Planet Truck, or a CareBear, or the builder of Lego weapons that keep the world safe. Let them learn to dream about the future, so that along the path of learning they can shape those dreams into the reality they truly want.

Side note: I think I turned out pretty good, so in no way am I complaining about the path my parents had set for me. In fact, without that path, the husband, father, and teacher I am today wouldn't have been possible. So, thanks Mom and Dad. Love you.

A teacher-dad's thoughts on vouchers

My baby cousin messaged me last week to get my opinion on vouchers. Her college Econ class was discussing its impact on education, and she wanted my teacher thoughts! (Not so much a baby anymore, huh?). I will admit that I've always had a hard time connecting to economics, but from what I know, this is a great topic for a class discussion! Kudos to her Econ professor!

I will admit that my thoughts on the matter may be different than that of most teachers. As a teacher, I work hard to be the best, and expect the best of those that work with me in my school. I believe that I work in the best middle school in our area, and it would be foolish for any parent not to send their kiddo to learn with us. That said, if a parent thinks otherwise, why shouldn't they send their child to the school that is a better fit? Isn't learning about making kids comfortable, and teaching to their interests and strengths? If my classroom, or school isn't making a connection that will help a kiddo learn and grow, I think it is fair that the student leaves to go to the learning environment that is a better fit. I want to have that option for my own kids, and as a person passionate about opportunity for all kids, this just makes sense.

That said, we have to be realistic with what this means. I live in a small community. We are isolated in the center of Alaska, and even though we are the 2nd largest "city" in the state, our educational options are more limited. So, let's say we do vote-in a voucher system and everyone wants to use vouchers to go to our local Catholic school. The trouble there is Monroe is limited in space and resources. So, as demand goes up, and supply/space is limited the value increases. So, now this private school might have to raise tuition further beyond what the voucher covers to balance the demand, thus putting the school back in the same place it was (a school for the more financially secure). This is great for them, because maybe they can expand to take in a larger population of kiddos. But what if then the quality goes down? How will they manage the influx of students and maintain the high quality educational product? These questions apply to all of the private schools in our town.

Or, let's say my school's reputation becomes more widely known, and everyone wants to come to my school. Again, we have limited space, and we can't duplicate the success of individual teachers forcing others to be like us, because it's our unique personalities that make us the strong educators that we are. It's the leadership of our school that gives us the umbrella of comfort to teach our students the way we do. But, when our population increases compared to the other middle schools, won't they have to at least shift what they are doing? Won't their "product" have to improve? Isn't this creating a competitive edge that will start to drive improvement? Or at least shouldn't it?

In my opinion, the problem with education is that there isn't a worry about competition. Students in your neighborhood will go to the local school regardless of the quality. Unless, we throw down piles of cash to go to a private school, but that isn't much of an option for most of the population. Parents can also choose to stress about a charter lottery system to avoid going to their zoned school. In the end, many parents feel stuck. If we throw in a system that drives schools to work in the best possible way for the kids, then we will start seeing a shift in teacher quality, and more importantly education leadership. Principals will become more focused on mentoring teachers to improve the quality of the staff. Districts will have to start listening to what the parents are saying to understand what the community sees as the qualities that make a successful learning environment. If money is being thrown at private schools, then it would force the public education system to figure out why. Is it the lack of required state testing? Is the teacher quality that much better? How is it is better? If the vouchers are being applied to on-line education, how can our district better meet that demand? How can we better our value? Or, do we focus our efforts to be the best education option in another way?

All of these questions drive a concept of increased competition that, in my opinion, would lead to school reform and improvement. Schools would have to focus on what is best for the students from the kis' eyes and more importantly their parents' eyes. It's time to take away the idea that legislators and districts know what's best for all kids, and give that power back to those that truly know best, the parents.

I understand the issue of keeping state and/or federal money away from religious organizations. But this isn't necessarily about religion. This is about educating our youth. And if a community has an excellent school that is private and religion based, how can we say the dollars set aside to educate the kids in that district can't go to that school? We are giving recognition to a school for working at a high level, it just so happens that the school has a religious foundation. If the local public school doesn't like it, then it is up to them to buck up, and provide a better educational quality. A quality centered on students, and not on new standards and the test that supports them.

In the end, I spent over an hour catching up with my 20 year old cousin. Her opinions on education and life were so refreshing. I left our conversation knowing that if she represents even half of her generation, we're going to better off. We have to support opportunity for all kids to grow in learning environments that are best for them and their unique differences, instead of this one size fits all system. We both agreed that a little competition would be good for public schools, so I'm open for giving vouchers the opportunity to create that competitive spirit. And hopefully, help drive us to a better public education system.

Time to Trust the Process

There has been a lot of drama in our Fairbanks school district lately. The most recent bit that has scored media attention (and a social media buzz) is centered on the principal search of one elementary school (story click here, and principal union response click here). Basically, the parents feel that the process is too closed, and the superintendent didn't openly ask for staff and parent input. The district process for an admin search involves a small committee that includes a few teachers and staff from that school, a PTA volunteer or 2, a native association member, and a member of the central district office big wigs (e.g. assistant superintendent). There may be a few other individuals, but that's what I remember from my time as a member on an admin selection committee when my middle school had a long time principal retire.

When she left several years back, I knew that I wanted my voice heard, and thankfully, my co-workers agreed that I would represent their interests well through the process. We all knew the routine going in. This committee would be doing the research, setting up the direction of the process, and basically all of the leg work. However, the superintendent would make the final decision. That was the scary part. We had heard the stories of past superintendents hiring candidates other than the one the selection committee had suggested. We knew that was a possibility, so we took our roles on the committee seriously. This committee represented the interests of every staff member, every student, and every community member, so it was an honor to be given the chance to be that voice. I wasn't going to let anyone down.

Thankfully, we were able to narrow our pool of candidates to 2 very good options. And in the end, our number 1 was hired by the superintendent. We clearly listed the strengths that set our number 1 choice above the number 2, and made sure that no one would have been able to steer in the direction opposite of our suggestion. Our school gave faith to the process, selected individuals that we trusted, and it payed off. To top it off, we didn't have a PTA or a PTO at the time. Parent involvement at the middle school level falls drastically from elementary school. So, I don't remember having a consistent parent voice. But the teachers and staff at our school made it clear what was in the best interest of our students and their parents. Because we know. We're there every day.

I write all of this because the current drama comes from a strong group of parents that feel they are not being heard. They're faith in the system in not present, and they want more control. To me, the issue is a lack of trust in the decision making abilities of the superintendent. That fear that he might swing away from the committee's choice is overtaking them, and they are speaking out. The problem is the superintendent is the boss. He will choose the candidate he wants. But, honestly, we put him in that position. Our Fairbanks community voted in the school board members that selected him to be our "boss," the "decision maker." And if we aren't happy about that, then it's time to change up the school board. I know there are members that have been there for quite awhile and frequently go unopposed in the process. I also know that we have a new head of the school board that is mother of 3 in the district, so maybe that voice is growing. But truly, if parents are that un-happy it's time to make changes at that level.

So, while we are laying off teachers this week, we have this distraction which I'm sure the superintendent appreciates. The focus should be on all of the teachers that have received pink slip notices this week. It is instead, on the hiring process of one prinicpal. Which in the end, the parents already had their voices heard when the school board members were voted in and the superintendent was hired. So, it's time to trust the system that these parents have already shown support of in voting in these school board members, and to also trust those committee members that have been selected to be the voice of the school community. Regardless, the head of that school is changing. It'll be a new style of leadership, and new could be great. So let's keep it positive, people!

The CORE isn't the root of the homework problem

My wife is an amazing photographer. She just is. When she started her business, MachC Photography, 7 years ago, she spent a lot of her time researching and building a PLN (Professional Learning Network) to help inspire her to have the business she has today. And through all of the networking she created a community of people that are more than a network, they are almost a family. A family of people that share amazing images of their own lives with each other. Great images that she often shares with me.

A couple days ago, my wife called me over to check out an image in her feed. It was an image taken by one of her photographer family that was tough to see. In it was a little girl, kindergarten aged, standing in her pajamas behind a kitchen table. She was crying, sobbing really, holding a pencil over a piece of paper. The tag under the image read, "I hate Common Core." The comments underneath mostly talked about the amount of homework early elementary students were getting with the blame falling directly on the new Common Core learning standards that many of the states are adopting.

As a dad, I completely connected to the image, because it related to the experience my wife and I had when our oldest went to kindergarten at a district school. A 5 year old shouldn't be sobbing over homework. A 5 year old should be building an enjoyment of learning. A 5 year old should be given the freedom to explore and learn in a stress-free way.

Now, the problem here is not the Common Core. Not at all. Nothing written in those standards requires teachers to hand out homework starting at age 5. Yes, these standards are rigorous. Yes, these standards are intended to create a population of 18 year olds that are college ready at the level college professors would prefer to see. Yes, these standards are inquiry based which will require many teachers to change current teaching strategies. But no where do these standards force the delivery of content through mass amounts of homework.

The timing of these standards couldn't be worse for many districts that are now implementing teacher evaluations that are partly based on student test scores. This fact has brought stress on teachers and administrators, and in turn has created a panic that established this sense that students NEED to be doing more work at home. So, the truth is that kindergarten homework has more to do with teachers and administrators not having the confidence in themselves to create a learning environment that meets the rigor of these standards and their related state tests head on in the classroom.

What I appreciate most about common core, and have in turn already embraced in my classroom, is the inquiry based structure of learning. Basically, students are to be working to solve real-world based problems to establish a solution that they then can explain or communicate back in the form of a presentation or written response. They are doing math in a real world way. Not a worksheet way, but a way that allows them to create a path of their own with guidance from me, the teacher.

I have been explaining to the parents of the kids in my classroom, that I'm having to re-teach the kids how to learn. I'm taking away the 30 to 40 minute lecture/lesson with 10 to 15 question homework assignment, and replacing it with group work on a single dynamic real-world problem that is the lesson, and the assignment all wrapped into one. The result of this change is that my students are working at a higher level than any 7th grade year I've taught. They are applying an understanding of math concepts that is sticking better than before, and it's amazing to watch. And on top of it, I'm owning the responsibility of my students' learning, and I'm not placing it on the parents to help with homework every night.

The advice that I have for you, the parent, in this homework nightmare situation is to take control. If your elementary school student is spending hours doing homework every night, talk to the teacher and to the principal. Demand an explanation beyond, "to prepare your kid for middle school." See how homework factors into the classroom grade. For my oldest, it wasn't even entered in, it was simply busy work! Ultimately, as the parent you are the boss of your child's education. The school, the teachers, and the administrators work for you and your kid. If the homework is damaging the family life you want to have, then it's time to change. I give you permission to speak up! So, now you have to.
Good Luck!

And please leave a comment about your homework nightmare, or how the teacher or admin you spoke to handled your request. Thanks!

A Tribute

My oldest turned 8 yesterday. It just so happened that The Lego Movie also opened yesterday, and since he is a Lego fanatic, it was a no brainer that we would do his party at the theater. The Regal Cinema in town did an excellent job, and we would highly recommend it for any of you with kids. Money was well spent! 

But, that's not the focus of this post. This post is about someone else that shares this day with my son. And while for my son it is a day we celebrate his birth, for this other special person it is a day we celebrate the life she had lived. On my son's first birthday, my Auntie Geri passed away. It has been an extremely hard truth that each year my wife and I stress about as his birthday approaches. While we live so far away from my Chicago area family, social media brings us all together in a way never before realized. Understandably, his birthday has become a day of memory for my Aunt by her children, as well as my cousins. So much so, that my wife and I have avoided things like Facebook on our son's birthday to focus on his special day. We post pictures the day before, and then stick to our own personal pages and groups, avoiding the main timeline. Just to stay positive, no disrespect to those in our family still remembering and honoring in their own respectful ways. 

I can't say that I was super close with my Auntie Geri. I CAN say that she loved me. She loved all of us. Everything about her glowed with happiness when she was around her children, her nieces, and nephews. I will never forget her smile as she would talk with us kids. She had a softness about her that made you feel comfortable and safe. So, when I think about the "why." The "why did she have to pass away on my son's 1st birthday?" I don't get angry, cause the "why" is so clear to me. My Aunt passed away on the first birthday of her first great-nephew. He was the first child born to any of us cousins, so in my mind she passed on a day she knew would be a celebration for a child. A child that while she only met a few times, I know she loved with all of her heart. The way she loved us all. 

So, while it is hard, I use my son's birthday to remember to celebrate him the way that I know she would want me to. They way that she celebrated all of us. Because, in my mind and heart, that is the reason she left us that day. She gave us a reason to celebrate the way she wanted us to. She also has given us a day to reflect on our own parenting to make sure we are loving our kids in a way she would be proud. 

Love you Auntie Geri.