Inspired by a Neal Shusterman Novel --A Note to My Staff

     In preparation for our author visit with Neal Shusterman, I committed to reading at least two of his novels.  Last week I finished Bruiser.  I have to say I was so engaged with the characters that I acted like a YA and read it in one night.  I enjoyed the book for its handling of tough subjects (divorce, isolation, bullying, friendship) and the journey the characters take to accepting the pain involved in dealing with these situations.  The best part of reading a novel is connecting it to past or current experiences.  In thinking about our school's Big Rocks, I was struck by this quote from the character Brontë. 

     "In horse racing they put these slats on either side of the horse’s head, blocking the creature’s peripheral vision. They’re called blinders. They don’t actually blind  the horse, but they allow the horse to see only what’s right in front of it; otherwise it might freak out and lose the race.
     People live with blinders too; but ours are invisible, and much more sophisticated. Most of the time we don’t even know they’re there. Maybe we need them, though, because if we took in everything all at once, we’d lose our minds. Or worse, our souls. We’d see, we’d hear, we’d feel so deeply that we might never resurface.
     So we make decisions and base our lives on those decisions, never realizing we’re only seeing one-tenth of the whole. Then we cling to our narrow conclusions like our lives depend on it.
     Remember how they imprisoned Galileo for insisting the earth revolved around the sun? You can call those people ignorant, but it was more than mere ignorance. They had a lot to lose if they took off their blinders. Can you imagine how terrifying it must be to suddenly realize that everything you believe about the nature of the universe is wrong? Most people don’t realize how terrifying that is until their world is the one being threatened." (Shusterman, 85)

     Last week we were part of department CSIs whose topics ranged from reviewing summer curriculum work, creating assessments, aligning curriculum to CCSS, to digging further into the teacher evaluation plan.  I can imagine that the influx of knowledge and change in some ways felt, at the very least, unnerving to what we know.  So when I read this, I could not help but think about how our Big Rocks are helpful blinders to keep us focused on what is most important in front of us so that we do not feel as if we will not resurface from the onslaught of changes.  Unlike Brontë who is about to witness a family "nuclear fission" that she didn't see coming, we know the big picture.  

CCSS and TEVAL for those who see the big picture, is an opportunity to take our teaching and learning and professional growth to a new level. Implementing the standards themselves will not bring about new waves of student achievement, but the creation of lessons that allow students to analyze, exercise critical thinking skills, and apply their knowledge and understanding using technology and performance based assessments will.  The TEVAL plan while new in someways, overall is similar in so many others to what we already have done as it allows for teachers and administrators to identify and create smart goals, a plan of action, and opportunities to assess progress.  For all of the concern about an end rating, WHPS' approach to TEVAL is what it should be: an opportunity for us to grow as professionals and discuss those areas of need and strength with other professionals who can serve as resources and coaches to continue our growth.   

As we go through the year, I want us to wear the blinders not to keep out the "threats" to our way  of doing things, but to help us focus on the goal of supporting students to grow and achieve academically, socially, and emotionally with razor like precision so the we are not swallowed up by the avalanche of reform.

Image from Venosdale