It's all about building culture

I have been mulling over the theme "reconciling standards with 21st century learning" for a few weeks now, or to be honest, for the last sixteen years or so (I have been in education for seventeen years).  The first year of teaching, there was no mulling or reflecting, just surviving.


Since I an relatively new to the world of blogging and tweeting, I thought I would first tell a brief bit about myself and so you could put my thoughts into some sort of context.  I began my teaching career in a very large, urban elementary school in the early nineties as a Teach for America teacher.  I absolutely loved it, became a certified teacher, and stayed for a total of five years at my placement school, three years beyond the two year commitment most TFA members serve.  I served at my school during an interesting time period because I taught there before there were any sort of state standards and while I served standards were put into place by the state of Maryland.  I have to be honest, I am not anti-standards in any way, shape, or form.  Before standards were instituted, my school was the education version of the wild west.  Everybody just did their own thing and there certainly was no sheriff in town to keep things orderly.  I survived on some old textbooks, an educator's library card from Baltimore County that allowed me to check out vast amounts of books, and my wits.  My colleagues, once they saw I was not a quitter (which was well into my second year of teaching) started to help me too. 

Toward the end of my tenure in Baltimore, standards were put into place.  I felt a certain a sense of relief that I did not have to come up with everything myself.  I also liked that I had some sort of measure to strive for with my students.  I also knew our school, with new leadership along with the state standards, began to take the education of poor, minority children much more seriously than they had before.

Fast forward ten years and I am now an elementary principal in Albemarle County, Virginia in  a school that is a majority minority school with two thirds of our students qualifying or free/reduced lunch.  I was placed in the school, my second as principal, to "turn it around".  Turning a school around, in case you have not been reading anything for the past five years or so essentially means getting those test scores up.  My first year at the school in 2007, I was confident I could raise those test scores from I guess my sheer presence.  That first spring, the test scores actually went down.

That began the major "aha" moment that has carried me through the last three years of leading my school.  With the scores going down that year, we qualified for a school improvement grant from the state and used some of the money on some powerful staff development the folks from Responsive Classroom and Expeditionary Learning.  What I started to learn that year from this professional development that I experienced with our staff was that it was all about building our culture and it was not just about test scores.  Sure, we went on to significantly raise our scores two years ago (with a dip in reading this past year) but we started to make some intentional changes in our community of learners, adults and children, that have allowed us to attempt the reconciliation between 21st century learning and the standards movement (for the purposes of this post, 21st century learning standards equals our work with expeditionary learning, hands on learning, authentic products, public audience etc.)

So now, a few years later, our school is on a continual path of working deeply and thoughtfully with state standards in a way to make them meaningful to 21st century learners, our students.  We have a long way to go in the process, but I have learned some things along the way as a leader that I think, helps support teachers in public schools to deal with the tests and also make learning engaging and meaningful.

  • All learners in the building must have social and emotional needs attended to through respect and basic human kindness.  Our work through Responsive Classroom has been powerful and transformative and has taught us that adult learners have a need for support and connection as much as kids do.  Most of our meetings have some sort of connective time that allows to value each other or just plain have fun.
  • To borrow a phrase from Bob Sutton, the principal must serve as a "human shield" from this awful world of punishment and corrective action that we experience with NCLB.  A true leader never uses threat and "if we don't get the scores up bad stuff is going to happen" kind of language with a staff.  Of course, I have probably resorted to this a time or two over the years, I am human and have been in a high stress position.  But as soon as a staff is threatened, innovation and change end.  And I have not done it in a long time.
  • The leader must model not only good quality instructional practice, but also be completely honest when things go wrong.  When you ask a staff to innovate, mistakes will happen all of the time.  They are wonderful mistakes, and they will happen a lot, but mistakes must be seen as reflective opportunities and we must model that constantly.  People will want to take more risks when they see a leader or colleague to the same.  When I lesson plan a meeting, and the lesson does not go according to plan or was just plain bad, I admit it.  That can be a powerful thing.
  • Leadership must be distributed throughout the school.  I am lucky to work with a very powerful group of people.  I used to try and make all or most of the decisions, and I did it poorly.  Now, we are creating structures to tap into the real leadership that is evident throughout our building and are helping us to build a culture of honesty and collaboration at a level that I have never experienced before.  In a committee meeting just two days ago, teachers were having a lively and spirited discussion about what true achievement in math really means in an elementary school.  If that comes from me in a meeting, it is about a tiny fraction as powerful as it is when it happens among colleagues. 
  • A leader needs to set in place feedback loops from both parents and staff that help keep us on course and also help us realize where we are not communicating very well.  Everything always makes perfect sense in my head.  My first year at my current school, everything was in my head and no one had any sense of what was wanted.  Beginning this fourth year, I am trying relentlessly to see if people are understanding all of the goals and trying to get feedback about where we are in terms of that communication.
  • A good leader of a public school in this country is in constant reconciliation mode between standards and 21st century learning.  If you put supportive, honest, and strong structures in place to help everyone in the building learn and take risks, I firmly believe that we can live well with the standards without losing engagement and deep understanding.  It is a long hard journey, but in my mind, the only one worth taking.

    Matt Landahl

    Greer Elementary School, Charlottesville, Virginia

    For more about our school's journey, check out my personal blog: http://elementaryleadershipmattlandahl.blogspot.com/

    Twitter: @mlandahl

    'Upstreamism': Your zip code affects your health as much as genetics

    Upstreamism advocate Rishi Manchanda calls us to understand health not as a "personal responsibility" but a "common good."

    Sponsored by Northwell Health
    • Upstreamism tasks health care professionals to combat unhealthy social and cultural influences that exist outside — or upstream — of medical facilities.
    • Patients from low-income neighborhoods are most at risk of negative health impacts.
    • Thankfully, health care professionals are not alone. Upstreamism is increasingly part of our cultural consciousness.
    Keep reading Show less
    Videos
    • A huge segment of America's population — the Baby Boom generation — is aging and will live longer than any American generation in history.
    • The story we read about in the news? Their drain on social services like Social Security and Medicare.
    • But increased longevity is a cause for celebration, says Ashton Applewhite, not doom and gloom.


    Dubai to build the world’s largest concentrated solar power plant

    Can you make solar power work when the sun goes down? You can, and Dubai is about to run a city that way.

    Photo credit: MARWAN NAAMANI / AFP / Getty Images
    Technology & Innovation
    • A new concentrated solar plant is under construction in Dubai.
    • When it opens next year, it will be the largest plant of its kind on Earth.
    • Concentrated solar power solves the problem of how to store electricity in ways that solar pannels cannot.
    Keep reading Show less

    Yale scientists restore brain function to 32 clinically dead pigs

    Researchers hope the technology will further our understanding of the brain, but lawmakers may not be ready for the ethical challenges.

    Still from John Stephenson's 1999 rendition of Animal Farm.
    Surprising Science
    • Researchers at the Yale School of Medicine successfully restored some functions to pig brains that had been dead for hours.
    • They hope the technology will advance our understanding of the brain, potentially developing new treatments for debilitating diseases and disorders.
    • The research raises many ethical questions and puts to the test our current understanding of death.

    The image of an undead brain coming back to live again is the stuff of science fiction. Not just any science fiction, specifically B-grade sci fi. What instantly springs to mind is the black-and-white horrors of films like Fiend Without a Face. Bad acting. Plastic monstrosities. Visible strings. And a spinal cord that, for some reason, is also a tentacle?

    But like any good science fiction, it's only a matter of time before some manner of it seeps into our reality. This week's Nature published the findings of researchers who managed to restore function to pigs' brains that were clinically dead. At least, what we once thought of as dead.

    What's dead may never die, it seems

    The researchers did not hail from House Greyjoy — "What is dead may never die" — but came largely from the Yale School of Medicine. They connected 32 pig brains to a system called BrainEx. BrainEx is an artificial perfusion system — that is, a system that takes over the functions normally regulated by the organ. Think a dialysis machine for the mind. The pigs had been killed four hours earlier at a U.S. Department of Agriculture slaughterhouse; their brains completely removed from the skulls.

    BrainEx pumped an experiment solution into the brain that essentially mimic blood flow. It brought oxygen and nutrients to the tissues, giving brain cells the resources to begin many normal functions. The cells began consuming and metabolizing sugars. The brains' immune systems kicked in. Neuron samples could carry an electrical signal. Some brain cells even responded to drugs.

    The researchers have managed to keep some brains alive for up to 36 hours, and currently do not know if BrainEx can have sustained the brains longer. "It is conceivable we are just preventing the inevitable, and the brain won't be able to recover," said Nenad Sestan, Yale neuroscientist and the lead researcher.

    As a control, other brains received either a fake solution or no solution at all. None revived brain activity and deteriorated as normal.

    The researchers hope the technology can enhance our ability to study the brain and its cellular functions. One of the main avenues of such studies would be brain disorders and diseases. This could point the way to developing new of treatments for the likes of brain injuries, Alzheimer's, Huntington's, and neurodegenerative conditions.

    "This is an extraordinary and very promising breakthrough for neuroscience. It immediately offers a much better model for studying the human brain, which is extraordinarily important, given the vast amount of human suffering from diseases of the mind [and] brain," Nita Farahany, the bioethicists at the Duke University School of Law who wrote the study's commentary, told National Geographic.

    An ethical gray matter

    Before anyone gets an Island of Dr. Moreau vibe, it's worth noting that the brains did not approach neural activity anywhere near consciousness.

    The BrainEx solution contained chemicals that prevented neurons from firing. To be extra cautious, the researchers also monitored the brains for any such activity and were prepared to administer an anesthetic should they have seen signs of consciousness.

    Even so, the research signals a massive debate to come regarding medical ethics and our definition of death.

    Most countries define death, clinically speaking, as the irreversible loss of brain or circulatory function. This definition was already at odds with some folk- and value-centric understandings, but where do we go if it becomes possible to reverse clinical death with artificial perfusion?

    "This is wild," Jonathan Moreno, a bioethicist at the University of Pennsylvania, told the New York Times. "If ever there was an issue that merited big public deliberation on the ethics of science and medicine, this is one."

    One possible consequence involves organ donations. Some European countries require emergency responders to use a process that preserves organs when they cannot resuscitate a person. They continue to pump blood throughout the body, but use a "thoracic aortic occlusion balloon" to prevent that blood from reaching the brain.

    The system is already controversial because it raises concerns about what caused the patient's death. But what happens when brain death becomes readily reversible? Stuart Younger, a bioethicist at Case Western Reserve University, told Nature that if BrainEx were to become widely available, it could shrink the pool of eligible donors.

    "There's a potential conflict here between the interests of potential donors — who might not even be donors — and people who are waiting for organs," he said.

    It will be a while before such experiments go anywhere near human subjects. A more immediate ethical question relates to how such experiments harm animal subjects.

    Ethical review boards evaluate research protocols and can reject any that causes undue pain, suffering, or distress. Since dead animals feel no pain, suffer no trauma, they are typically approved as subjects. But how do such boards make a judgement regarding the suffering of a "cellularly active" brain? The distress of a partially alive brain?

    The dilemma is unprecedented.

    Setting new boundaries

    Another science fiction story that comes to mind when discussing this story is, of course, Frankenstein. As Farahany told National Geographic: "It is definitely has [sic] a good science-fiction element to it, and it is restoring cellular function where we previously thought impossible. But to have Frankenstein, you need some degree of consciousness, some 'there' there. [The researchers] did not recover any form of consciousness in this study, and it is still unclear if we ever could. But we are one step closer to that possibility."

    She's right. The researchers undertook their research for the betterment of humanity, and we may one day reap some unimaginable medical benefits from it. The ethical questions, however, remain as unsettling as the stories they remind us of.