Technology is no Replacement for the Classroom Teacher

A decade is a long time. But I continue to remind our employees it will pass in the blink of an eye. I just recently finished my first round of one on one meetings with our new teachers, and one of the points they all make is that they can't really believe it is Thanksgiving already. No doubt. They will hardly believe their calendar when spring break arrives in March. Or when day 180 arrives at the end of May. Even when we consider those dark, cold days in January and February; well those do seem like long days! Yet we take solace in the gradual lengthening of the day and the warming of the weather. Even though it just got cold, spring seems like a long way off. But it isn't. 

I've been having these new teacher meetings for several years now, once in the fall and again in the spring. It's a treat for me to have these informal chats with them. To see how they are adjusting to the life of a teacher and seeing their confidence grow.

Once they enter that second year the 'newness' has worn off. The nerves have largely faded into the background and they can anticipate the changing of the seasons and how the students will respond. They understand the rhythm of the school year and have developed lesson plans and units that fit their style. Classroom management is probably still something they are working on, but mostly they have the large concepts mastered. Ten years later, they can't believe they are no longer that 22 year old kid that had just graduated from college.

One of my great joys is watching these young teachers develop into true professionals. Not only that, but I have had the privilege of watching them begin families and now get to see them bring their own children to school! I recently asked those teachers, ones who have been in the district between 6-10 years to tell me how education has changed during their time at Hudson. The answers surprised me!

I suppose my surprise came from the fact that the physical changes that have occurred (and are occurring around the campus) were the most obvious, but least mentioned. The fact is, there was not one comment about these changes. Instead, the most common observation was related to the ubiquitous use of technology in the classroom. This was followed closely by how teaching and learning shifted during covid, and the fact that some of those practices never went away. My observation is the link between the these two points is self-evident. Video conferencing became the norm, and we continue to utilize this type of technology today. The ability to collaborate and share ideas and work product via Google platforms went into overdrive. 

Even though our construction projects weren't top of mind when thinking about how education has changed here in Hudson, I think they are right to highlight technological advances. One teacher wrote:

I think the dependency on technology is profound. The way content is shared with students is now largely reliant on some form of technology. 

But even as technology has become such a critical tool in our instructional inventory, the one thing that covid taught us is that regardless of these advances, there is no replacement for the teacher. We are now starting to see AI become part of our lexicon and are grappling with how this technology will impact the way our students learn. My suspicion is that just like the 1:1 device that came before, it will reinforce the importance of the classroom teacher.

Ironically enough, when I considered the changing educational landscape over the last decade, technological advances were at the beginning stages of a pretty significant paradigm shift in Hudson. Beginning in January of 2013, the board began preparations to move the high school to a 1:1 computer environment. Coined the 'connected learning initiative', we spent a lot of time in our community over the course of that school year educating our teachers, community, and students on what that actually meant. This all culminated in a 'referendum' on the project in September of 2023 when we had the PPEL renewal on the ballot. We were explicit that part of these funds would be used to pay for the computers as part of this initiative. Voters approved that measure in a landslide: 78.7%! 

Here we are ten years later and we are now contemplating our next generation of device to replace the fleet of computers that are being used by our teachers and students. I do believe this will be our third generation of device. Computers are a great learning tool. AI will certainly enhance the student experience, and will likely cause some headaches along they way. But there is no replacement for the classroom teacher!

 

Finding Your Passion

I hold a unique position in the district insofar as I have the privilege of seeing young children turn into young adults. They enter our schools unable to read, sometimes unable to tie their shoes; and when they leave, they are able to calculate math equations that are far more advanced than I can even contemplate. Along the way they pick up hobbies and interests. In most cases they find a passion that enables them to take advantage of the multiple activity programs that are available to them at school. 

Granted, I don't have a front row seat to this magical transformation that takes place with our students. My view is usually from the 'cheap seats'--because all the hard work is really done by our teachers, coaches, and parents. I see their growth and progress in passing snippets. Perhaps during a fleeting moment in a classroom. Or one of those more public and traditional events that are part of the fabric of our school: a concert or a basketball game. Maybe since the junior high/middle school is located adjacent to the central office I have the opportunity to see these students on a more consistent basis that our other students. And let's be honest: It is really difficult to figure out what exactly is going on with that age group most days!

I suppose that is why it is so thrilling for me when they get through that epoch and into high school, because then they really start to figure things out. What interests them? They begin to discover their talent, whatever it might be! The best part for me is seeing these students find their niche, because when they do: they shine!

That is what I witnessed at our musical, "The Addams Family" last weekend. Students who I had watched grow from small children in elementary school, through that awkward phase of middle school, and finally to high school. In a high school where they found their people. A place of comfort and a sense of belonging. With a talent that took my breath away.

Now, I do know a bit about what it takes to produce a musical. The hours are very long for everyone involved (and that includes the parents!). The pace at times can be quite grueling and the volume of details that need attended to can be overwhelming. But at the end, the adrenaline rush of performing for a sold out crowd makes it all worth it. To see all that hard work come to fruition; from the monotonous words of a script to a living breathing thing: well that is really pure magic. The sense of accomplishment that our cast and crew feel at this moment is exhilarating. I can promise that all of those involved have created memories that will last a lifetime. 

So as a former drama director, here is what I really think. The choreography was outstanding and the casting of the show was absolutely brilliant. The vocals were of superior quality and the flow of movement on the stage appeared natural and believable. Little details that may have gone unnoticed by the casual observer were attended to with precision.

I have been in Hudson a long time and as such have seen numerous productions. Furthermore, over the course of my career I have been blessed to direct numerous productions. So it is through that lens that I share this. Without taking anything away from those who have gone before you, either here at Hudson or in my prior career as a director: this was one of the best shows I have ever seen.

Congratulations to the cast and crew of 'The Addams Family'!

One Bite at a Time

While it may not appear to be so from an outside observe, we've reached an important milestone on our high school construction project. At roughly five months in, it is gratifying. I have to continue to remind myself that patience is a virtue and remember that delays are part of the process. This isn't my first project and probably won't be my last. I have numerous colleagues who are, and have completed construction projects. All are in agreement that it can be frustrating at times. But I am reminded of the old adage, 'How do you eat an elephant? One bite at a time'. 

The space that was previously utilized as the high school library has been converted to three classrooms and the two rooms that were utilized as the 'inquiry space' and 'college classroom' have been converted to a new art room. The new art room was released for instruction on November 7, and this week new furniture is being installed in all four of those classrooms. The two rooms closest to the commons will be the new home of the math department and the northern most room will be a 'multi-purpose' space. Before this week is out, those teachers and students will be able to move into this space. Then begins a process of musical chairs, where teachers will become mobile as the classrooms along Washington Street will be renovated.

Most of the classrooms along the parking lot side of the building were finished before school started this year. Meaning they all received new windows, ceilings, lighting, paint, and carpet. Now that the new art room has been finished, focus will turn to the old art room which will be converted into the agriculture room. If you are curious about what is happening with the library, that will be part of the current industrial arts suite, which, as a larger classroom to begin with is being split in half and extended into the offices that sat in the middle of the building. The general public probably wasn't even aware these spaces existed, nonetheless those will become part of the new library and business lab. That work is scheduled to begin over the holidays with an anticipated completion of spring break. 

Understandably, most of the public excitement is likely on the addition. To orient everyone with the general layout of the building, the structure closest to Wood Street is the new locker rooms and safe room. I can promise you the safe room will indeed be a safe place to be if ever needed. Fun fact: the foundation and footings of this space alone contain more than 80 tons of steel! The walls to the gym addition are very obvious, with the northern most wall of that gym nearing completion. We are very close to being in a position to install the steel that will support the roof structure. It is our hope this will be an enclosed structure before it gets too cold and we have snow to content with. 

To the north, you can also see the new Career and Technical Education (CTE) center going up. This will be the home of industrial arts, including construction trades and automotive. With the agriculture room adjacent to the addition, it will provide great access to this space for our [ag] mechanics class and horticulture. Once completed, all our CTE strands and coursework will be located in one central location! We also hopeful this can be covered before the snow flies, so the work on the inside can continue without interruption.

Our goal for completion remains August of 2024. Indeed we have a lot of work to do in the interim and have some time to make up, but we'll keep at it: one bite a time.

Squared Away

This week we pay tribute to those who have worn the uniform in service to our country. On Friday we'll hold our annual Veterans Day Assembly and luncheon, which is planned and organized by Mr. Simmer's government class. If you are a veteran, I do hope you can join us. I'm always impressed with the thoughtful way our students go about planning and preparing for this event. It is wholly proper to thank our veterans for their service to the country. At one point in their lives, they put on the uniform and were willing to give the ultimate sacrifice in service to the nation. There is honor in doing so. 

In a Veterans Day message a year ago, I alluded to a belief that my time in the military likely had a much larger impact on me than I ever did on [the Navy]. When my enlistment was up they tried to get me to re-enlist, but when I politely declined I'm sure they didn't lose much sleep over the fact. 

At the same time, I've always been clear that my time in uniform was quite different than those who are currently serving. While I am of the Desert Storm era, my enlistment was during a period of relative peace: The calm before the storm of September 11, 2001. As a reference point, I mustered out of the reserves fully and honorably in April of 2001. So to put me in the same category as those who truly were in harms way would not be appropriate.

As a young man, I was not very responsible and quite immature. In many respects, I was 'rudderless'. (You see what I did there, right? That was purposeful!) Joining the Navy was something I had considered from time to time in my adolescence, but even when finally enlisting I think it came as a bit of a surprise to everyone who knew me. It turned out to be one of the best decisions I ever made. I was taught the value of teamwork; and that a time may come where we would have to rely on our shipmates as a matter of survival. I learned to respect those of greater rank, not just because of the insignia on their collar: but because they had wisdom, experience, and skill sets that far surpassed my own knowledge. 

Being a 'squared away' sailor was drilled into all of us constantly, repeatedly. When wearing a uniform, the boots were shined and the gig line never needed to be fixed. I can recall a shipmate with 'gear adrift' being told in very explicit terms that 'a mistake like that could get someone killed in the fleet'. It that particular case it was most certainly hyperbole, but the moral of the story was that attention to detail was a critical skill. Indeed, not being self-aware and paying attention to the little things could have, and did have, catastrophic consequences.  

Many of those skills I was taught were transferable. I still prescribe to the old adage, 'A place for everything and everything in its place'. (This really is important when you are underway. Think about it; in rough seas who wants to experience flying projectiles because someone forgot to stow their gear?) I suppose this is why to this day I have those little quirks that may seem obsessive to some, but provide a bit of comfort to me.

The reality though, is that all of these skills that were drilled into us really boiled down to respect. Respect for oneself. Respect for others. Respect for country.

So on this Veterans Day when we say thank you to the men and women who have and are currently serving in the armed forces, I am also one to be thankful for the privilege of serving. 

The Team

As we close out October, which is designated as 'National Principals Month', I want to take just a few moments to express my appreciation and gratitude for our building principals. Building leadership is among the most challenging of jobs in a school district. Not only do they have to manage hundreds of students daily, they are also tasked with supervising a professional staff that at times have competing interests. In addition to the challenge that comes with day to day building operations, they are also required to navigate oftentimes complex relationships with parents. Indeed this is not an easy task and some days they are likely left wondering: why did I choose this path?

To reach this career milestone takes years of training, field experience, and, for certain; perseverance. This odyssey begins like any other educator: as a classroom teacher. At some point along they way, a trusted colleague or a [role model] recognizes something in them. Maybe it is through the demonstration of key leadership attributes, or the way they navigate difficult conversations. Perhaps they recognize an innate ability to see the bigger picture. That may be all that is needed, a bit of encouragement and a small nudge to consider something different. And with that, an opportunity to have an impact that extends beyond the walls of their individual classroom unfolds before them. Thus begins a quest that takes them back to school for more training and coursework. Classes on leadership. Curriculum, instruction, and assessment. Politics. Ethics. Finance. All of these skills go into the creation of a principal. That training typically ends with a Masters Degree in hand, and then they are ready to lead their own building.

But to be clear, the training doesn't end there. In fact, it never ends.

I'm currently leading our administrators through a book study that examines the leadership traits employed by Abraham Lincoln during his presidency. Over the summer I read 'Team of Rivals' and following a side trip to Springfield picked up 'Lincoln on Leadership' by Donald Phillips, which became the book that we are now reading as a team. I've always been fascinated by our nations presidents and have read quite a few biographies and autobiographies about their time in office and how they navigated what is arguably the most difficult job in the world. Yet when it comes to Lincoln, he stands alone. Through our examination of Lincoln's leadership, hopefully we will be able to emulate and develop some of the skills he used that rank him in a class all his own. 

Now, I am no Lincoln. None of us are! And running a school and running the country are about as different as night is to day. Side note: I love this quote on the back cover of the book: "You think you have it rough? Only ten days before Abraham Lincoln took the oath of office in 1861, the Confederate States of America seceded from the Union, taking Federal agencies, forts and arsenals within their territory." Indeed, perspective is a powerful image! Even so, Lincoln led with character, deploying traits and skills that enabled him to succeed and become one of our most revered presidents.  

Lincoln encouraged his subordinates to take initiative and to act on their own judgement. In other words, he delegated responsibility and empowered them. At the same time, when working with his cabinet he demanded consultation [collaboration] when dealing with 'high stakes' issues. He asked for feedback and input from his trusted advisors often, and understood that once decision time came, it was his burden to carry. This kind of teamwork can only be achieved when you are dealing with leaders of integrity and those whom you can trust. 

So then at our meeting last week, I told the story of being a young and inexperienced administrator. Anytime I had to be away from the school, even for a day I felt duty bound to check in. I would call my secretary a couple of times a day just to check in. In my mind I was demonstrating assertive leadership and assuring everyone that even though I wasn't physically in the building I was still in charge. Everyone could rest easy. Yeah, right! What I was really doing is saying, "I don't trust you to be able to handle it if something comes up". 

Fast forward twenty years. Once I became superintendent I realized that not only was this unrealistic; in many ways it was counterproductive. Furthermore, over the last nine months I have found myself out of the district more than ever before. It has forced me to change my schedule abruptly, move meetings without warning, and lean on my team in ways that I never thought would be necessary. Not only have they been able to rise to the occasion, they have excelled!

I have been able to distribute responsibility, enabling my team to act--and to be comfortable doing so. Why is this? Because of the tremendous amount of trust I have in their abilities, and the understanding that as a team we are able to debate very difficult problems and solve them through consensus. Just like Abraham Lincoln, our administrators are individuals of high integrity. They are honest brokers. We are very lucky to have them at Hudson, and I am thankful for the way we work together daily to make one another, and this school district better.