Each year that the #oneword posts start to fill up my twitter stream I am in awe of how sharply focused folks can be at the turn on the calendar page.  To be honest, I have usually dragged my feet a bit when it came to proclaiming the word that I would pronounce as IT for the rest of the year.  I guess it’s just been hard to make up my mind; I’ve found it difficult to boil it all down.  However, I persist…

As an educator, I feel like my year runs August to May, not January to December.  Choosing a word halfway through the year seems a bit half baked…and what a year this has been.  Instead of the smooth transition from summer to school we got Harvey.  I have found myself working through the new or unknown more times than I can count and in every way measurable this has just been a different kind of year.  As I reflect on my first half experience and couple that with several spring semester changes on the horizon, I have arrived at my #oneword.


I’ve always felt that I am the best version of me when I wrap my arms around that task in front of me and welcomed the new.  If the this school year has taught me anything, it’s that new is what I’m going to continue to welcome.

So, bring it on 2018.  I’m ready for you, with open arms.


What’s next?

I’ve started reading #MarchingOffTheMap by @TimElmore recently and there is a significant piece near the beginning that talks about keeping up.  I’ll be honest, keeping ahead of the curve and being able to anticipate what’s next in education is important.  When asked what’s next? I would hazard a guess that most folks think about technology and the classrooms and buildings of the future.  Me?  I thought about the types of kids that we will be tasked to serve.  The world we grow up in shapes our experiences, and in turn, our mindset and it is critical that we understand the types of learners we have in our classrooms so that we can best meet their needs.  Below are a few questions that I kicked around with my colleagues and have my mind buzzing, consider these the next time you are looking for dinner conversation 🙂

  1. Which current educational trend do you feel will eventually change the way we teach and learn?  I’m not sure it’s ready to ‘pop’ yet, but I’ve always been fascinated with the idea of distance learning, or learning with and from people that are not in the same room.  This model certainly lacks the personal touch, but having access to others seems like something that could really impact education.  Here at Condit, we’ve connected with specialists and speakers around the world via Skype and Google Hangouts in the past; it’s not the same as a virtual classroom, but it would likely qualify as baby steps.
  2. As adults/teachers, how are we ensuring we are ready for what’s next?  I tend to take a commonsensical approach to this one, keep your eyes open and remain well read.  If we accept that things change and the world changes with it, then we will remain open to the possibility that what we do will have to change as well.  Foundations like fostering positive relationships should never go out of style, however the tools we use to learn, and the way in which we approach content will always be subject to advancement.
  3. How do we ensure that student learning looks like what the world will be, not simply what school has always been?  What is the saying about recognition being the first step?  If we continue to look forward and consider what can be, as opposed to doing things because that’s the way we’ve always done it then we will have the mindset we need to get our kids ready.  It’s not a matter of throwing out what we’ve always done for the shiny new toy, it’s about recognizing that as the world changes and students change, we need to respond accordingly or we are doing our kids a disservice.

My holiday wish to each of you is that the next 2 weeks turn out exactly the way you have planned; that you enjoy time with your loved ones, and you return to school on January 8 ready to make it happen.  Rest, relax, and recharge because you never know what’ next 🙂



Being Misunderstood

I recently had a conversation with my colleagues about an article that I had stumbled upon in my twitter feed, it was about how the job of a school principal is largely misunderstood. To be more specific, there are several paradoxes that exist in the job of the person tasked with simultaneously moving the work and vision forward on a campus, while at the same time balancing the bureaucracy on the district level. For the most part, being #conditproud while at the same time being a member of #TeamHISD is a pretty seamless affair since our goals are largely the same: making sure we grow our student leaders, honoring their unique talents, and creating a love of learning. However, that doesn’t mean that everyone understands what I do. I wonder what the responses would be if I took this one question poll: What does the principal do? Perhaps that’s a topic for another time 🙂

The idea that we don’t all clearly understand each other is one that I have been kicking around since my conversation; I see a road fraught with peril when we believe we understand exactly what everyone does and who everyone is, and this idea extends well beyond my specific position at our school.

As teachers, how do we really get to know our students? We tend to instruct our students with some fairly large assumptions about them until we learn otherwise. This is one of the reasons that I fell in love with the idea of parent conference day at the beginning of the year. Spending the time to get to know about our kids before getting to know them as learners really set the stage to respond to each of their needs. Understanding our students in the context of their lives outside of school is powerful stuff.

As parents, do we understand all the different directions that teachers are pulled? While the idea of what a principal does is largely accepted as ‘lots of things’, I have found that sometimes the parent view of a what a teacher does is narrow and leaves lots out. Perhaps we need to make space for those types of conversations on our campus as well?

The great part about recognizing a misunderstanding is that there is always an opportunity to address it. Habit 5 tells us to seek first to understand then to be understood and the best time to practice that is always! My advice: ask a lot of questions, take a lot of notes, and be a good listener. There will be time to explain a problem, it’s best to understand context first.

As we head into Thanksgiving Break I hope you enjoy the cooler weather, you find time to rest and relax as we enjoy a nice week-long break, and you eat altogether too much as you are surrounded by friends and family…that is something I’m quite certain we all understand 🙂


Making Memorable Moments: Pits and Peaks

Welcome to the 2017-2018 school year!  While most people consider January 1 the beginning of the new year, most of us in the field of education know that the real beginning is somewhere around the end of August.  I can’t wait to see what adventures and opportunities for growth await us this year and I’m excited to be a part of that journey @ConditES.

I recently began reading the latest book from a few of my favorite authors, The Power of Moments by Chip and Dan Heath.  The premise of the book is that when we realize that certain moments have incredible impact we can better harness and create those moments; pretty interesting stuff.  Two specific types of memorable moments that are discussed early in the book are pits and peaks.  The more I thought about it, the more I felt like as a school leader, pits and peaks were what constituted most of my time, however I never thought of those moments as opportunities…until now.

Prior to the idea of thinking in moments, I seldom thought that working with people during a low point was a blessing.  I mean, I always seek to empower students/teachers/parents that I am working with, but I wasn’t considering these moments as opportunities to make a positive, memorable impact that, in hindsight, would be seen as a proud moment.  I’m challenging myself to make that switch as we begin the new year.

Consider the student that has been sent to speak to me because of something that happened in the classroom, usually a repeated issue that hasn’t been addressed fully by using classroom interventions.  Instead of simply addressing that specific issue, what can I do to make sure that when that student looks back on the event that they see it as a turning point?  What does that conversation sound like?  What does the follow up look like?  How do I turn something that at the onset is such a negative experience, into something so positive and transformational that this student will look back on it as something they were glad had happened?  No easy answers here, right?  I don’t claim to write because I have all the answers, but I can say that the more I write, and the more I read the writing of others, the more questions I seem to have.

You may be asking, why start the year with these types of questions?  Shouldn’t I be writing about the super fantastical awesome year that is on tap at Condit?  Maybe, but I suppose I’d prefer to think about how I will respond to the missteps, because the way I figure it, the memorable moments aren’t always when things are going awesome, they tend to be when we can take something horribly un-awesome and turn it into something we want to remember, and that’s hard.

I hope we can make 2017-2018 a memorable school year for all the right reasons.  I look forward to celebrating all the things that call for celebrations, and finding a way to celebrate even that things that don’t.  

#conditproud Dan

Forget Perfect and #EmbraceTheMess

I ran across a fantastic blog post this past week written by a 9th grade teacher who mused over the idea of perfection in our profession.  In her post she reflected on the perspective that a set of recent visitors may had after leaving her class and observing a lesson that wasn’t exactly seamless.  Upon reflection the teacher said this:


Sydney is dead right; we need to drop this idea of perfection as a goal when we are talking about education.  Working with kids is reality and reality is messy.  We need to #EmbraceTheMess, rethink our expectations, and recognize what working together to develop learners is all about.

There is no such thing as the perfect student.  Granted, there are some that make better, more consistent, choices than others but I’ve yet to run up against a student who is error-free.  Part of growing up is sorting everything out and as a wise educator once said if you aren’t making mistakes, then you probably aren’t trying hard enough.  To expect perfection out of students is like asking them to perpetually play it safe, to never take risks, and to fear what happens if things don’t always work out.  We want our kids to be brave, not operate out of fear of a misstep.

There is no such thing as the perfect parent.  As most of you know I have a 3rd grader and an 8th grader and among the many words I would use to describe my journey as a parent, perfect is not one of them.  We do the best we can with what we have, right?  We raise our kids the best we know how, we tell them all the right things, but when we drop them off at school there will be 7 hours when we hope they make all the right moves.  Sometimes they don’t and we sort it out but it should never a referendum on what type of parent we are.

There is no such thing as the perfect school year.  My 11 years in the classroom and now 9 years in admin have been instructive, to say the least.  I have earned 2 master’s degrees, worked on 4 campuses, taught 4 different grade levels, in 2 different districts, and did a short stint at the administration building; one lesson I continue to learn is that each year will have successes and setbacks, each year is a special kind of rewarding, and none of my 20 years in education, in any capacity, have been perfect.  We strive for better, to learn from our mistakes, to be proactive in looking for pitfalls, to care for each of our kids, and to do our best to grow them as learners, and we will never expect that 180 day process to be perfect.

My Cat Chat articles this school year started out talking about embracing the new as we moved into a brand new, different type of building and from there I have thought about being a marigold, getting it wrong, and seeing things as nails if all you have is a hammer.  I passed the midway point in the year and moved on to difficult conversations, being empathetic, being more dog, and doing things specifically because they’re hard.  Do you sense a theme?  The difficulty of the work we do is only surpassed by the importance of the work itself.  I know what’s at stake and because of that thinking of the way we go about things matters.  A lot.

I’ve run out of time, and Cat Chats, this school year and there is little left to say other than enjoy your summer.  I can’t wait to see everyone in a few months when we kick off the 2017-2018 school year; it’s going to be perfect. 🙂

The Easy Way Is Overrated

At a recent meeting I attended with fellow Leader in Me administrators there was a video clip shown that struck a chord with me. Have you ever listened to, or watched, John F. Kennedy’s speech at Rice University? On September 12, 1962 our president outlined, in great detail, how we would get to, walk on, and return safely from the moon. In talking about the why he tells the crowd that we will go to the moon and do other things “…not because they are easy, but because they are hard…” Pretty good stuff, right?

I think it’s important to make a distinction here – doing something because it’s hard doesn’t mean that there is no guarantee of success. I ran a 100 kilometer race this past fall, and I knew full well that 63 miles was going to test me in a way that my previous running adventures never had, but I didn’t going in expecting failure. After spending 12 hours and 46 minutes covering the distance I can assure you, it was hard 🙂 The way I see it, that is no different than learning to play a new instrument, learning a new language, or even learning to read; the value is in the process and the process is what will empower us. You may not become a master guitar player or a fluent speaker of another language, but you will likely gain some amount of skill and be better off for the experience.

We do things that are hard because we see value in the struggle. It’s not about winning, it’s about doing something so difficult that it provides perspective for when we are in a situation to win. Life isn’t always like sports; it’s rarely as neat at 9 innings, 12 rounds, or 4 quarters.   Ask yourself this question: do you seek out experiences that you know will challenge you, or you do simply wait for challenging situations to find you? I know that there is an element of proactive vs. reactive to this question, but there has to be more to it. As a child, I remember complaining about something to my parents and at times their response would be something along the lines of it’s character building. Looking back that may have been the case, but I don’t remember anyone ever telling me to find challenges that would build my character and I wish that would have been the case. If we get into the habit of doing something because it is hard, it provides context for all the things that land at our feet that we do not seek out.

By time you read this summer will be right around the corner and we will be enjoying our last few weeks of the 2016-2017 school year. I encourage you to spend time this summer doing something that you know is hard and reaping all the benefits that come with it. We may not be going to the moon this next school year, but I’m certain there are great things ahead and hard work that goes with it.



Have we become more dog?

I recently read an inspiring blog post by an educator who shared an experience her principal gave the staff at the beginning of this past school year.  The experience centered around this video  which I believe started as a super bowl commercial a few years ago, but I’m not 100% on that.  Underneath the obvious humor of the clip there is a very important question – why settle?  Do we do things the way we’ve always done them because it’s comfortable?  Maybe even expected?  Or, do we follow our passion and ‘be more dog’?

The video appealed to me on two very different levels.  The first being that I’m a dog person and not a particular fan of cats, so I got a kick out of the contrast between the two 🙂  The second level is one of much greater importance and it connects to a recent experience I had when our new building was a finalist for the Learn By Design competition at SXSWedu.  Allow me to explain…

When the folks at VLK Architects submitted our building for the inaugural SXSWedu Learn By Design it was a distinct honor to just be a part of the group of five finalists.  Our building was in the experiential category, which meant the design of the building itself impacted the experience of the students, and adults, that used the space.  Being a part of the presentation team was also an honor, but perhaps in hindsight it was more of a challenge.  Trying to explain how the design of our school has changed the experience of learning and teaching at 7000 S. Third was tough.  The panel that was judging consisted of three architects and one educator, so explaining our ideas in both of their languages was important as well.


During the Q&A section I was asked about the design of our learning spaces and how it has impacted test scores.  My answer was something along the lines of we acknowledge the importance of test scores but we are much more concerned with the student experience.  As I reflect on the question that was asked that day, and the answer I gave, I think it underscores the philosophy of our building committee; we never sat down at the design meeting and made design decisions based on what would result in better test scores.  We didn’t know it at the time, but what we were doing for the nearly 1 full year of design was asking how do we become more dog?  How do we go about creating a building that doesn’t settle for what has always been, rather focuses on what learning can be?

Our Project Advisory Team wasn’t looking back, we were looking forward; we wanted to make sure our new building was one that would keep up with our kids and drive our teachers.  We wanted our learning spaces to flex and evolve as our children did the same.  We wanted the spaces to bend to the needs of our learners instead of forcing us to constantly devise ways to teach beyond what a building would allow.  We weren’t willing to settle for the way elementary schools have always been built, we wanted to be something more.  That is what the SXSWedu design competition was about, but more importantly that is what Condit’s design team was about.

So have we become more dog?  I’d like to think so.  We are utilizing our flexible learning spaces in ways that we weren’t able to before, we are improving upon the practices we were utilizing under the relative constraints of our old building, and kids are having learning experiences previously not possible.   While I don’t expect to go before a panel of experts each year to describe the innovation happening in our building, I do expect to have 750 very discerning young people each year who demand innovation to happen.  I look forward to working as a school community to make sure we don’t let them down.