Leaders Weaving The Web
This morning when I went out to do the morning feeding I saw a very beautiful spider web as I went in the barn. It was so awesomely constructed I had to take a picture and then I got the inspiration to use it in a 3D Leadership Gathering I was facilitating for our Florida participants today. I had them relate the spider web to their leadership development during the last 240 days of the Global Pandemic. A great way to describe leadership is to compare the construction and function of a spider web. Just like each strand of web is carefully woven in just the right places for a spider to capture what’s necessary for it to survive, an effective leader also weaves attributes that attract and nurture those the leader serves. Each strand of that web is a specific tactic the leader can use to engage and influence.
We discussed the vibrations that happen when something touches or gets caught in the web. These vibrations go quickly through an organization so communications should be chosen carefully. A leader should have a meaningful feel of what is going on at the ground in the organization, and that he or she should want to be in touch with the whole organization through effective representatives, reports, liaisons, collegiality, and partnerships within the organization. Leaders should constantly work towards enabling their organizations to become intricately woven groups of people in harmonious partnership.
We Voted!
Today was a very special day. First off, it was Election Day; a very special day for our democratic society. It was even more special because my son, Heath, chose to come home from college to vote in person. It was his first National election he was eligible to vote in. He wanted us to go as a family. Of course, I was excited to have him home and I was proud he wanted to go together to vote. From a young age Heath always went in to vote with me before we went on to school and then would proudly wear his “I Voted” sticker into school. He was such a cool kindergartner!
This got me to thinking about how much our children learn about civic responsibility from their parents and other adult role models. Heath has always seen me take the ballot seriously and we even discussed the school board and judge candidates. I’m proud that Heath understands his role and civic responsibility in the local, college, state, national, and world communities he lives and belongs.
In doing a little studying on the topic I learned that, “Civic engagement during adolescence predicts adult volunteering and voting. Furthermore, civic engagement during adolescence can promote positive developmental outcomes, particularly for marginalized and at-risk youth” (Middaugh, Clark, & Ballard, 2017, Pediatrics, 140). This really got me thinking about the civics experiences we need to be giving our children and students. They need to be given opportunities for civic engagement. These need to be project-based so the students are actually engaged in real world community experiences.
Bottom-line: parents who involve kids in elections raise civic leaders! By involving our children and our students in civic engagement and exposing them to the voting process teaches them real-life lessons in democracy, and it helps show our communities and country that families matter and have a powerful voice.
An Invitation
“It is such an honor to be part of a community of citizen leaders who seek conversations by showing up through invitation rather than mandate, and the diverse gifts of each person are acknowledged and valued. Together we will answer the question, ‘What can we create together?’ so students of all backgrounds and circumstances are prepared to succeed in school, work, and life.”
~ My remarks on October 22, 2020 when accepting the gavel as Chair of the National Association State Boards of Education Board (NASBE) of Directors
The remarks above come from the personal core values I have developed from being a student of Peter Block. Peter Block’s name is synonymous with “Community” and he literally wrote the book on it: Community: The Structure of Belonging. I first became acquainted with Peter through my great friend Mike Fleisch. Mike kept telling me that everything I believed in was aligned with Block’s values as well. Mike told me I just had to read the book, Community, and that I would learn so much from Peter Block. So, I began reading and studying, and have since had the chance to visit with Peter Block a couple of times. The bottom line is that everything we do is as part of a community whether it is an organization, neighborhood, city, country, or world that works for all. We need to take our membership in these organization, truly belong, and then be accountable for the leadership of making communities great to be part of.
So, my post here deals with an organization, the National Association of State Boards of Education (NASBE) – let’s call the organization a community. A week ago I took the helm as Chair of the Board of Directors and I reflected back on how I really came to be so involved and belong in this organization. It all happened because of one of the most powerful tools that Peter Block says we have in a community in the power of the invitation. The question becomes “Whom do we choose to invite into the room?” In our case as an organization made of state boards of education and their members, that’s who we want to invite, right?
“If the artist is one who captures the nuance of experience, then this is whom each of us must become.” ~ Peter Block
(Block, 2008, p. 9)
That is where my story begins. Shortly after being appointed to the Indiana State Board of Education back in 2015, fellow board member, Gordon Hendry, personally invited me to attend the NASBE New Member Institute. Peter Block would remind us how powerful the invite is “because at the moment of inviting, hospitality is created in the world” (Block, 2008, p. 117). Gordon told me about NASBE and how valuable the organization would be to my development as a board member and how awesome the New Member Institute is. Here’s the deal: any new state member can go to New Member Institute. But, here’s the big deal: Gordon Hendry had asked me to attend and raved about how great it was. How could I refuse? I couldn’t abdicate my responsibility to the communal structure. I registered and I attended. I didn’t just attend, however, I became a part of the fabric of NASBE and was woven into the fabric of a collective community of great citizen leaders from all over the United States, including Guam.
This transformation from thread to fabric happened because another group from Delaware (without consulting me, I might add) nominated me during the Institute to serve as the New Member Representative to the Board of Directors. First of all, how cool is that? Quite an honor coming from my new east coast friends. Secondly, how cool is it that an organization has a new member sit on their board? What a way to truly get to know customer needs, right? Anyway, the members from Delaware nominated me and a day later somehow I was elected to serve on the Board of Directors (and there were even three other candidates). The rest is history or history that is still being written. I served two years as New Member Representative, then two years as Secretary-Treasurer, then a year as Chair-Elect, will serve this year as Chair, and then next year my final year on the Board will be as Past-Chair.
Again, what a ride that is still running. Here’s my point in all this: none of this would have happened without the invitation from Gordon Hendry to be at the “table” and then the Delaware delegation further weaving me into the social fabric by nominating (a form of invitation) me as a New Member Representative on the Board. Peter Block taught us that, “To build community, we seek conversations where people show up by invitation rather that mandate, and experience an intimate and authentic relatedness” (Block, 2008, p. 93). We need to have diversity of thinking, dissent encouraged and valued, and the gifts of everyone valued.
Our NASBE community is an asset-based community that is continually evolving because of the tremendous aptitude of our members. Together we continue to advance education equity and excellence for students of all races, genders, and circumstances by answering the question, “What can we create together?”
What do you have going on, and who do you need to invite? Go ahead and bring some more hospitality to the world!
Knowing The Water
Yesterday I assumed the role of Chair of the National Association of State Boards of Education (NASBE) Board of Directors. The day before, in a meeting, I was introduced with the byline that in 24 hours I would be taking the helm. I’m not sure why, but I shivered a little at this. I even said, “I’m not sure what to think about that.” Then, our NASBE Northeastern Area Director, Dr. Audrey Noble (Delaware State Board of Education member) who is an avid boater/sailor said, “You’ll be fine. The key to success at helm is about knowing the water, and you know it well.” She had made a powerful statement there and had said a lot.
Later, as I reflected on that interaction, I remembered an awesome story that came out of World War II. And, of course, the story involves the great leader and 34th President of the United States, Dwight D. Eisenhower. The story goes that he went to the tent where his soldiers were mapping out a location for the troops to cross a river. Eisenhower pointed at a spot on the map and said, “We will cross here.” One of his troops said, “We cannot cross there, Sir.” Eisenhower asked why not. They told him they were not sure how deep the water was. Eisenhower pointed to his dampened pants leg and said, “It is this deep.” Clearly, he “knew the water.” Eisenhower had taken the time to actually get his feet wet and know where he was sending his troops.
Leadership by example and working shoulder to shoulder with those you serve continue to be the most successful forms of leadership. These concepts can take many different forms, but is expressed well with the phrase that is on a picture that hangs in my den, “Walk The Talk.” Walking the talk is one of my core values. It really speaks to the fact that our character is our legacy. If we say we believe or will act in a certain way, then our actions should prove that. I blogged about this in Walk the Talk!
A helmsman relies on his knowledge of the water he is in, visual references, GPS, other technological tools, and a rudder angle indicator to steer a steady course. Leading in an organization is no different. One must “know the water.”
Shine Brighter
Today in Chapter 8 of Mindset Mondays With DTK, David Taylor-Klaus (DTK) used Marianne Williamson’s classic poem Our Greatest Fear to point out we should “Play Bigger.” There is the greatest question ever in her poem: “…who are you not to be?” As Williamson makes very clear; we are designed by God to be brilliant, gorgeous, talented, and fabulous. The wonderful part is that “brilliant, gorgeous, talented, fabulous” looks different on each one of us. Therefore, we must go out and BE! We must BE brilliant, gorgeous, talented, fabulous in carrying out our bold purpose in life. Here is the poem:
OUR DEEPEST FEAR
By Marianne Williamson
Our deepest fear is not that we are inadequate.
Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us.
We ask ourselves,
“Who am I to be brilliant, gorgeous, talented, fabulous?” Actually, who are you not to be? You are a child of God.
Your playing small does not serve the world. There’s nothing enlightened about shrinking
so that other people won’t feel insecure around you.
We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us.
It’s not just in some of us; it’s in everyone.
And as we let our own light shine, we unconsciously give other people permission to do the same.
As we’re liberated from our own fear,
our presence automatically liberates others.
My favorite part of the poem is: “We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It’s not just in some of us; it’s in everyone.” You heard that, didn’t you? “Everyone,” yes, “everyone.” We all get to shine! Think about those who have inspired you the most. You’ve probably noticed that these are people who are tapped into something bigger than themselves – the ones who leave us craving that same feeling for ourselves. So what is the difference between you and that extraordinary individual? I got news for you – NOTHING. Stop playing small, and shine.
How can you play big and shine even brighter?
Don’t Overlook The Brilliance Of Our Students
I’m still getting caught up on my reflection of the lessons from Kevin Eikenberry’s Virtual LeaderCon last week. This post is about Chip Bell’s response to my question about where education and the students we serve fall into the realm of the work he has put together in his latest book, Inside Your Customer’s Imagination: 5 Secrets For Creating Breakthrough Products, Services, and Solutions. The first thing he said was, “We must treat students like customers, not consumers.” There is brilliance in our students that so many times gets overlooked.
I asked Chip to go into a little more detail about treating students like customers and not consumers. To this he stated that we have board meetings and where are the students (I’m excited that many states have put students on their state boards of education – I’m still working on Indiana)? But, local school boards should think about student members in some capacity, too. He also asked us to think about where the student was when we were having planning meetings. Chip explained that everything we do should “have our customer’s fingerprints all over it.” He used the example of when we coach little league baseball we tell the kids to “be the ball.” We need to be telling our students to “be the customer.” And, then letting them be the customer. Chip believes our students should be partners along with our students’ families. He promotes student-staff partnership initiatives.
Chip Bell reminds us that customers can give us our best next idea. We should be asking the question, “What is something no-one else has ever thought of?” This discussion reminded me that the words “customer” and “consumers” are often interchangeably used and are easily confused with one another. While students are consumers and the ultimate user of the product, we need to treat them like customers – the person buying the product. We need to think of our students as a final customer– these are the customers who buy the product for their own need or desire. This kind of thinking will help us to better individualize education for every student.
We must innovate. Listening to our students will help us to do this. We can’t keep offering the same thing over and over and over again. We owe it to our students to be authentic. As Chip told us during Virtual LeaderCon, “Authenticity wins every time.”
Precisely What Students Need
Yesterday I had the opportunity to spend the morning at Heartland Career Center with the Mark Hobbs, Director; Lori Dubois, Precision Agriculture Specialist; and, most importantly, students of the new Precision Agriculture Program at Heartland Career Center. I say I was at Heartland Career Center, but actually the bulk of our time was spent 15 minutes from the school in the field.
We were out on McKillip AgVenture land learning about seed genetics and the start to finish process of their seed corn operation. Last week the students had sorted seed corn as it was being harvested. This is just one of many partnerships that has been formed so that students can get real world and relevant content for learning.
This all took me back to my days as an Agriculture Science Teacher and our partnerships with AgReliant Genetics and our students doing real research for the company in our school greenhouse alongside geneticists. As I always say, “School work must look like real work.” I talk about that a lot in my book, The Hand In The Back Of The Room.
I am passionate about this program and have had the opportunity to be part of many of the planning meetings, served as a champion, have helped remove obstacles along the way, and helped make connections where I could. One of the many things I love most about this program is that it was developed shoulder to shoulder with business and industry. The very businesses that will be hiring students from this program, helped design the program. Novel idea I know, but you’d be surprised how often this does not happen. Students are able to leave this two year program with an Unmanned Part 107 Drone Certification, Chemical Applicator License, and a Class A Commercial Drivers License (CDL).
Yesterday, I had the opportunity to experience drone flying first hand. In fact this was the very first time I had ever flown a drone. We’re not talking some toy drone, but a commercial drone like would be used in precision agriculture businesses. I was shocked at how quickly I was able to learn to fly the drone. The students did an incredible job of teaching me. Here are two videos of me piloting the drone:
This two year program of study prepares students for careers that bridge the gaps between agronomy, agriculture, machinery management, and data analytic sciences caused by the rapid evolution of high-speed sensor agricultural technology. This is all stuff that fascinated me. We even got into a discussion about artificial intelligence, which is an area I have been exploring with some of the work I have been doing with SMART Factory League, globally.
This program is truly making school work look like real work! Well done!
Salient Issues From The Field Of Personalized, Competency-Based Education
I had the opportunity to be a part of what I would call a silver lining of the COVID-19 Pandemic situation. Aurora Institute had to pivot to their annual symposium being virtual so took that opportunity to develop a virtual pre-symposium webinar series of over 20 webinars leading up to the Aurora Institute Virtual Symposium being held October 26-28, 2020. Click here to see past webinars and click here to see webinars yet to happen. The webinar series has been incredible and I had the opportunity to present with Lauren Bailey from the Middlebury School Corporation and Sarah Koontz of Horizon Education Alliance. I have had the opportunity to work a great deal with both of these great individuals when providing professional development on project-based learning for the school corporations in Elkhart County, Indiana and then when we (Noble Education Initiative) partnered with them on our free webinars last spring. Click here to read about this.
Yesterday, Lauren, Sarah, and I presented on Integrating Project-Based Learning in Online and Blended Courses in Indiana for the Aurora Institute Pre-Symposium Webinar Series. This was such an awesome experience and I have had so many participants reach out afterward wanting further information and wanting to stay in touch. I also love the fact that the Aurora Institute has made the recordings of these webinars open access. Its great that that these webinars are available for educators, education leaders, and policymakers for high quality learning.
For this post I am going to let our webinar recording and the quote banners that the Aurora Institute did do the talking. Here is our webinar:
Here are some quotes from the webinar:
Angry Fishing
I just tweeted that having your son in Murray, Kentucky at Murray State University had its advantages; one of which is getting to spend the day on Kentucky Lake fishing for Crappie. Heath picked such a beautiful place in the world for college. We had a great day that started at 5:30am. It’s always great to spend the day doing anything together with the boy. We have been blessed to make so many memories doing a variety of things together. I’ve always said that raising this kid has been the single most important and rewarding thing I am doing.
Today, we had the opportunity to use some of the latest computer vision technology for fishing. Thus the title for this post: Angry Fishing. It was truly like a video game, at times, that I would call Angry Fishing (referring to Angry Birds). As always, I was fascinated with the technology and learning how to use it. I was also amazed at how being able to use the technology, in much the same way a video game does, enabled me to improve my fishing skills.
We were fishing for Crappie today and they require a very patient technique, but you must be quick to set the hook at the right time. With the video technology we could literally watch the fish going for the bait. I’m not going to lie, I missed several today because I got caught up watching fish going for Heath’s hook and him catching them. We were able to, in real-time, just like when playing Angry Birds, know what adjustments to make in our techniques. And the great part about Angry Fishing (real life fishing like we were doing) is you get to do it over and over, just like you can when playing Angry Birds. It was fascinating!
This was a reminder of how we need to always employ ways to give students, or anyone we are teaching for that matter, immediate and usable feedback. Today, I was even able to begin to self diagnose areas for improvement and make those changes immediately. Another reason we need to always be teaching using real-world and relevant contexts. We all, no matter what our age learn best when we are using adaptation. We need to be applying across disciplines, thus why I am right now applying this day of fishing to doing a better job of teaching and professional development. This also gives us the opportunity to apply the learning to real-world predictable and unpredictable situations. I talk about these same things when using Angry Birds as a throughline for discussing high impact teaching strategies.
It is also my hope, and I believe they are, that these technologies can be a catalyst for transformation of fishing and fishery policy. Under a sustainable approach, where we satisfy the needs of the present without compromising the resources of future generations, technological innovations like my son and I used today offer an opportunity to improve the fishery and seafood industries; as well as protect the environment. Electronic monitoring systems and computer vision technologies combined with artificial intelligence machine learning is being used to improve the cod fishery and preventing overfishing of halibut in the Pacific.
I continue to be amazed and hungry to keep learning the technological innovations that can help us all learn more effectively and continue to make the world a better place. The possibilities are as vast as the great bodies of water we love to fish on. Join me in continuing to explore and learn!
“Sticky” Learning
I made the comment last week that relevance makes the learning “sticky.” This really caught on and caused quite a bit of discussion. As an old Agriculture Science teacher I have preached about using relevant and real-world contexts for facilitating learning for years. In fact, I even wrote a book about it: The Hand In The Back of The Room: Connecting School Work To Real Life. This book is all about how we (four agriculture science teachers at one school) went about teaching science in the relevant context of agriculture. The great part of the story is the statistically significant impact leading learning in a relevant context had on student learning. In other words, there was proof that relevance makes learning “sticky.”
In the book I state, “It has always been my belief that there are three worlds that a student exists and learns in; school world, real world, and virtual world. While these three worlds can be drawn as three separate circles, I believe that for true learning to take place we must, as educators, help connect the circles for them. This means finding a way to facilitate learning in a way in which the student uses real world contexts where the student plays an active role” (location 320 on Kindle). Right now, during the Global Pandemic (we are in day 165) we have some real opportunities to make use of these world colliding. I wrote about this yesterday in When Worlds Collide. I also argued in the book that, “…facilitating learning in a relevant context enables the work to be student centered and for there to be a connection made between the student’s real world and school world for learning” (location 331 on Kindle). This connection is what makes the learning so “sticky.”
“We have to make sure that all our students have access to these kinds of challenging and hands-on activities. Although much of the focus has been on the new technology that is fueling the maker movement, even more important are the values, dispositions and skills that it fosters, such as creativity, imagination, problem-solving, perseverance, self-efficacy, teamwork and “hard fun.” ~ Secretary of Education, John King Jr.
I proposed at time of writing the book and would still advance six ideas for improving learning (Ernest, 2016):
- Knowing what the end product needs to be before practicing the parts
- Study content and apply it to authentic real world predictable and unpredictable problems/issues
- Applied learning opportunities must be afforded to the students
- Students must participate in active exploration of real world problems
- There must be opportunities for students to make adult connections
- We must make schoolwork more like real work and real life.
If we intentionally use the six ideas, we will make the learning be what former Secretary of Education, John King Jr. called “hard fun.” The nature of using relevant contexts makes the learning more rigorous. I love the term “hard fun” over rigor. If our students are learning to adapt what they have learned by addressing real world situations they will be more motivated and the learning will stick with them.
The bottom line is that education can be inspiring for our students. I believe agriculture education has an important place in creating a real world context for our students to learn in. I also believe that there are many ways for cross-curricular collaboration to be done in all subjects. At the very least, we have an obligation to our students to find ways to give our students hands-on, real life lessons that answer the questions of the hand in the back of the room and make the learning sticky for our students.
Byron's Babbles 
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