Who are you voting for in November?

This a question many of our educators are being asked by their students right now. The question also reminds me what former Ohio school superintendent Paul Imhoff urged school leaders everywhere to remember: "Our classrooms always must be places where we model the power of a civil discussion among those who are passionate about multiple sides of an issue." 

It's an important reminder because it has become increasingly challenging for educators to encourage conversation and dialogue in classrooms about controversial topics, particularly at the secondary level.  It's difficult and tricky to decide, for example, how far a conversation in a social studies classroom should go about the terror attacks against Israel and the subsequent war in Gaza. Equally perplexing for teachers and administrators is how much space and room can one allow for political discourse, especially in 2024 when political rancor and divisive speech from the highest offices in the country leave many educators confused and frustrated about how to react and respond.

Yet, it is a key function and responsibility of our public schools to allow multiple perspectives and voices, representing the many and diverse lives of our students, to be nurtured and supported within the classroom. This election season I have provided guidance for our teachers to help them understand both their role and their responsibilities in promoting a classroom and school culture that embraces discourse and conversation as part of our educational mission. The guidance reminds teachers that:

• Vigorous and age appropriate debate, dialogue, and discussion should be encouraged and celebrated within the context of approved school and educational programs.

• Classroom assignments, instruction, and programs should be based on the approved curriculum and can include political, religious, or controversial ideas and issues that reflect the approved curriculum. Teachers cannot take sides in a political debate and should avoid offhanded comments that may alienate students.

• Our students, all of whom come from a variety of family backgrounds representing many different ethnic, faith, and political traditions, look to their parents and teachers for guidance and understanding. Our job is not to tell them what to think, but rather to assist them to discern the truth and help them understand the world around them in a learning environment that is inclusive, fair-minded, and politically impartial.

None of this is easy!  However, I am confident that our teachers, staff, and administrators have the tools, experience, and resources they require to support our students and help them navigate an increasingly complex world.

And Laugh Often.

Following are excerpts from the remarks I shared with the faculty at our annual August back to school staff meeting.

The work of education - teaching and learning - has become increasingly complex and often unpredictable. 

Despite the difficulties and challenges we face as educators, I believe our work is extraordinary. I believe it is a gift to educate children in this community. Here are just some of the things we get to do each day:

• Nurture human connections - We have the responsibility and the honor to bring young people together, to bridge differences, nurture friendships. We have an opportunity to create small groups of children in our classrooms from many backgrounds who look, learn, pray, and love differently! We have the power to offer students meaningful human interactions that promote empathy, understanding, and a sense of wonder and curiosity in the world - and the people around them. We can help young hearts and minds develop a respect for human differences.

• Empower the next generation - Our Portrait of a Needham Graduate framework outlines the key skills and competencies we are privileged to offer young people. Through your hands and hearts you provide children with the knowledge, skills, creativity, and critical thinking abilities they need to shape their present needs, their future lives.  

• Resist negative influences - Acts of bias and hate, substance abuse, exposure to violence and economic inequality can weigh America down, can burden our students and their future selves.  By promoting a love of learning, a chance to build friendships and community, and by nurturing a school culture that allows mistakes, educators can help children develop resilience and resist harmful societal pressures. By considering the way we treat our students, listen to their voices, and elevate each child’s experience and life, we defy the negative narrative, we can embolden their hearts and minds.

• Build a better world - Education has the power to break down barriers and promote a more equitable and just society. We simply expect more of ourselves and our students within the schoolhouse; we aspire to be better and demonstrate more civility.  In this way we became counter-cultural and reflect back to the broader community how it just might be possible to learn from and respect one another if we take the time to listen carefully and acknowledge another’s personal story. 

• Laugh and discover joy - Let’s enjoy our students: Let’s laugh with them and relish their youthfulness and innocence. St. Ignatius Loyola reminds us to “Laugh and grow strong!” Let’s smile at their corny jokes and youthful exuberance...Let's laugh at ourselves more; take the work seriously but let’s not take ourselves too seriously!  Laughter will allow us to relax, take stock in what is really important, and, as Ignatius suggests, it will strengthen us for the arduous journey.

The power we possess - the responsibility we hold is enormous! The joy of building up a human being is exhilarating and awesome. We have the ability to show how education can be a counter narrative - and antidote - to the cynicism and incivility of a perplexing world. Yes, our work is hard.  

My advice on the eve of a new school year? Lean on and learn from each other; lift up your students' voices, seek perspective, pace yourself, screw up every once and a while, listen deeply to others.

And laugh often.

Generation Distracted or Connected? Student Learning, Mental Health and Phones in School

The student use of cell phones in schools is a hot topic this summer. 

I've had parents, including one who works for Instagram, tell me phones should be banned or limited in Needham Schools because of the harm the overuse of phones and social media may have on students. There exist clear policies about the possession/use of phones in Needham Schools but the concerns are growing. 

The recent publication of Jonathan Haidt's book, The Anxious Generation, has also spurred discussion and debate. In his book Haidt argues that today's parents have increasingly shielded their children from everyday struggles and over protect them, for example, by micromanaging their activities and learning in ways that have made children overly dependent and less resilient. He also believes that cell phones in the hands of children and adolescents has invited an epidemic of depression, sleep deprivation, and cyber bullying that did not exist before the technology became prevalent. 

I think Haidt is on to something: I've experienced that many parents do exert a lot of energy smoothing the path for their children so that they face few obstacles or struggles inside and outside of school; a young person's development and sense of agency is stunted with parents and adults always coming to the rescue. Young people report higher levels of stress and anxiety and seem to be attached to social media and their iPhones in ways that are almost compulsive. Phone use in schools can distract from learning and with building strong social interactions. 

One author's voice, like Haidt's, should not become gospel, particularly on an issue that is complex, nuanced, and knotty; there are other narratives and voices that take on the issue of the adolescent use of social media, cell phones, and growing up resilient (e.g., It's Complicated: The Social Lives of Networked Teens by Danah Boyd or The Self Driven Child by William Stixrud.) For sure, there is nothing about raising and educating children that is simple! 

The concern about student mental health and phones becomes more complex in the school setting where maintaining a focused and safe learning environment is a priority for teachers and principals. Unfortunately, folks are often too eager to tell professional educators what to do to manage and address various student/educational issues and problems that inevitably arise in the school setting. Here is one serious suggestion to parents who want devices banned: Don't purchase a phone for your child... But if you do give them a phone, don't let them take it to school. 

I do think it's time for the Needham Public Schools to have a conversation about the higher levels of stress and anxiety students report and the impact that social media and phone use has on them inside and outside of school. It's critical to note that the Needham Public Schools already has policies in place that prohibit the possession and use of phones in classrooms (and other electronic devices like Apple Watch) in grades K-8: if a K-5 student brings a phone/watch in school, the device will be confiscated. In grades 6-8, phones are only allowed to be in backpacks or lockers and turned off; they can't be used at anytime during the school day or will be confiscated. 

At the high school, phones are prohibited from use during classes unless a teacher integrates the use of the phone into the lesson; students are required to keep their phones in classroom phone "hotels" that allow for less distraction during class time. 

We embed within the K-12 curriculum learning opportunities to encourage responsible and safe use of technology tools for use inside and outside the classroom. We also welcome opportunities to partner with families and others to share ideas and best practices for the responsible and safe use of technology at school and at home. 

In the coming year the School Committee will expect that we look at data, review existing policies, engage students, families and teachers - all in an effort to better understand what the issues are in Needham and to determine if new practices and policies around phone possession or use might be put into place to help support and empower adolescent learning, independence, and resilience both at home and in the classroom. 

It may be difficult to get consensus around a challenging topic like this, but our goal must be to prioritize student well-being, responsibility, and academic success. In partnership with parents, we can figure this out!

Camping: One Way to Recharge!

Friends and colleagues are often surprised to hear that as soon as the school year ends, my wife and I head out the door for a week or so of tent camping.  Incredulous, they ask: "You mean you don't have a camper van?  You sleep, like, in a tent on the ground?!" This is quickly followed by a series of questions around bathrooms, cooking, bugs & critters, and stormy weather. The conversation usually ends with: "Yeah. I'm not doing that."

We love it. To be clear: We have not camped in the remote desert, Rocky Mountains, or anywhere near grizzly bears; for the last 20 years a favorite and annual family and neighbors' camping trip has been to Nickerson State Park on the Cape.   It's camping (and bugs, cold showers, a lack of privacy, etc.) but it's not exactly the wilderness!  I mean, we can make coffee on the camp stove or jump in the car to the Chocolate Sparrow in Orleans for an iced beverage and pastry.  (It's often the latter.)

But we love the experience and the work, focus, and intention it takes to plan your trip, pitch a tent, build a fire, and figure out a meal.  You can't help but attend to the task at hand and put the work day and the problems back at school out of your mind while you coax your damp fire pit into a roaring blaze. For sure, camping involves lots of work and incoveniences, but the rewards of sitting by the fire with friends, walking on the beach at low tide, observing the stars at night, or taking an unhurried dip in Flax Pond early in the morning before you grill up some pancakes... well, it certainly clears the head after a long school year.  And we all need time like this - with family, friends, and nature - to rejuvenate, relax, take a breath, and gain perspective.

In her blog post, How Nature Changes the Mind, UCLA's Diana Winston offers that spending time in nature provides the mind and body a much needed way to stay connected to yourself and the world around you.  She writes: 

"Some of the scientific research being done about the effect of nature on our bodies may illuminate the reasons (nature is rejuvenating). Studies out of Japan show that leisurely forest walks decrease cortisol levels, decrease blood pressure and heart rate, and reduce anxiety. Some Finnish studies show that people receive long-term emotional boosts after spending just five hours a month in nature.

Some theorists believe that human beings have a deep-rooted affinity to nature due to thousands of years we spent living in the wild. They suggest we are genetically predisposed to prefer natural environments and in such environments our bodies function at optimal health and wellbeing."

After a week of camping we reluctantly pack up and head home with soggy gear, sunburn, a couple bug bites, and dirty clothes.  I'm not going to lie:
My back is also a little achy from nights spent on the cot.

But the simple beauty of tent camping, good friends sharing stories late into the night, and long runs on the beach provide a much needed respite from the hectic and often frenzied and perplexing world in which we live. 

Everything is just, well, better after camping. 

Give it a try!

Sometimes We Got It Wrong. But We Also Got It Right, Too.

Following are excerpts from my graduation remarks to the Class of '24:

I want to thank parents for sharing your children with us.  This is a superb and talented class, and we have been honored to work with them! 

I will acknowledge that we didn’t always get things right for

the Class of ‘24.  There are some things we got wrong; we

made mistakes along the way.  Oh, for sure, there were a lot

of things we got right; but a 13 year journey is long and,

inevitably, we fell short one way or the other.  We didn’t

always understand or get your kid. I admit: There were

missed opportunities.

For example, your children, the members of the Class of

‘24, only received a half day of Kindergarten, and now

everyone has a full day Kindergarten experience! And

remember just a few short years ago during the

pandemic we separated your kids into two main groups: 

Remember the Blue Days and Gold Days; a week on a week

off?  Remember emailing me to tell me how unfair it was

that the Blue kids had more time in school than your Gold 

kid, and what was I going to do about it? Yeah, for sure, the

COVID experience wasn’t a highlight of your son or

daughter’s education. 

There were also times over the last 13 years that some

members of this class didn’t feel they belonged because of

their race, their learning style, their religion or sexual

orientation; sometimes their classmates were just plain 

mean to them and we, as educators, may not have

responded as fully or as quickly as we should have. Our 

actions were well intended but sometimes inadequate.

Now, to be fair, parents make mistakes, too! Mom or Dad,

you know what I am talking  about. I mean, as the father of

three daughters, I have an unpublished book entitled:

“Fatherhood: A Blueprint for Screwing Up the Lives of Your

Three Daughters as Reported by Your Three

Daughters.”

It’s just the way it is; whether you’re raising children or

teaching them, it’s inevitable you’ll get it wrong

sometimes.  I mean, there were those times you put

pressure on your daughter’s grades or your son’s

homework and that backfired, right?  Remember how you

compared siblings? Or how you micromanaged a play date

or regretted saying something in anger because you were

exhausted and frustrated? What about the time you

rescued them instead of letting them figure it out? We’ve all

been there.  Raising children - teaching young minds - is a

complicated and messy affair.  

The reality is parents and teachers have developed a

partnership of sorts, a sometimes awkward alliance of

imperfect but loving adult caregivers who have guided this

awesome Class of ‘24 and watched them win

championships, display sportsmanship, perform on the

stage, create magical pieces of writing and art, accumulate

untold academic honors, speak out against injustice and

become powerful voices in their community. This class has

done all of that and more.

So, congratulations, parents and teachers! The act of

nurturing human beings, these young people, has been

challenging, for sure, but joyful nonetheless. Take great

pride in what you - what we - have accomplished.  They sit

before us eager and prepared - and they, like us, remain

unfinished and imperfect. Unfinished but caring human

beings whose energy, creativity, wisdom, and spirit will

conquer a world that desperately needs their innovation,

civility, justice, and love.

Members of the Needham High Class of '24 toss their caps into the air!

No More Empty Seats: Let's Keep Kids in Class, Learning!

Recently the School Committee requested information and data about chronically absent students in the Needham Public Schools to help inform the development of new attendance policies. It’s not a pretty picture, particularly post pandemic as absenteeism rates climbed in the Needham Public Schools.  We are not alone: Absenteeism has soared across the country since 2020 in schools and in the workplace.

Blame it on COVID, the hankering for remote work, or the stresses of modern family life… Whatever the reason, somewhere along the line learners and workers stopped showing up.

A few weeks ago a principal told me that the mother of an elementary student was not concerned about the 30 plus days of school the child has missed this school year because the mom figures the child will “catch up.”  A good friend and colleague who teaches at a prestigious medical school lamented that his students were missing lectures, labs, and classes due to, as he put it,  “the sniffles” or a need for a break or extended holiday. “I've never seen anything like it!” he exclaimed.

We need to help young people and their families reset the attendance button, and the Needham School Committee has charged me and the principals with developing policies and procedures that will hold students accountable for their attendance and provide the support they need when they can’t get to classes.  The School Committee endorsed the following belief statement that will guide our ever evolving policies and practices in the coming year and beyond:

We believe:

• Learning is a continuous and ongoing process: Regular attendance allows students to stay on track with the curriculum, avoiding gaps that can be difficult to bridge later.

• A student’s active presence and participation promotes deeper understanding: Ongoing collaboration, class discussions, group work, and student and teacher interaction are vital for the development of knowledge beyond rote memorization.

• School is a social environment: Consistent attendance allows students to develop social and emotional skills, teamwork, and build positive relationships with peers and teachers.

• Habits for lifelong learning: Attending school instills discipline, time management, and a responsibility to learning that benefits students as they progress through the Needham Public Schools and prepare for their futures lives.

These statements will guide our work with students in the coming years. We also need to make sure that we have interventions for students - low income students for example - who are struggling to be fully present in school and ensure that our practices, programs, and policies engage and empower them for success. 

I believe we must have both accountability and support for students who are chronically absent. There are often underlying causes for extended student absences, and we need to understand the reasons and context for absenteeism. We owe it to our families and the young people we serve to let them know that learning in person is not optional; that sometimes there are consequences for absences; and reassure them we will provide the academic, counseling, mental health and behavioral support they need to attend school, stay in class learning, and achieve success.

The MCAS: An Imperfect but Important Tool

It’s MCAS season, and I’d like to use this post to remind the community that despite the imperfections of the Massachusetts Comprehensive Assessment System, it remains an important tool for Needham educators to help us understand learning strengths and needs and to lift all students.

First, let me acknowledge that this test has its problems. For example, it only assesses a student at a particular point in time, and if that student is not at their best on that day, the scores will reflect that. The MCAS also consumes a significant amount of time and takes teachers away from providing additional instruction and programming that otherwise would benefit students.  Further, the test prompts anxiety and stress among some students which undoubtedly impacts their performance. Finally, the results are not immediately available to use to assist a student who may have a specific skill deficit.  

However, the MCAS is an important assessment that provides information and data that helps shape programming and holds schools accountable for moving student learning forward:

The results of the test can help teachers identify areas of strength and weakness for individual students or grade levels.  Additional supports can be made available for students and instructional programs adjusted.

Key skills and content in reading, writing, math, and science are assessed which requires that all students, regardless of school or zip code, are receiving consistent curriculum and experiences as they progress through their educational career.

The MCAS is a standardized benchmark which allows Massachusetts families and students to compare performance across the state and learn what additional support may be necessary.

The assessment is the only one that allows educators to break down data among various subgroups (English Language Learners, special education, low income, and students of color) within their districts and across the Commonwealth to see how we are addressing wide educational disparities and gaps.

Over time, educators can use the results to see trends and to assess whether certain programs and instructional techniques are effective.

As a high school graduation requirement, the MCAS assesses basic skills necessary for students to be successful beyond the 12th grade in whatever they choose to do.

Yes, the MCAS is imperfect and imprecise. But rest assured that in the Needham Public Schools, MCAS results are used to target assistance, provide data to understand trends, and to discuss and plan program improvement.  While we continue to explore a comprehensive and authentic student performance portfolio based on the competencies embedded in the Portrait of a Needham Graduate, the MCAS complements the work of our outstanding teachers and is viewed as one of the important tools - but not the only tool - we use to strengthen our school programs and ensure all students are growing and learning.

To learn more about our most recent MCAS results and how we use them: MCAS 2023

Don't Forget to Thank the Mentors in Your Life

Do you ever stop to think about the people in your life who have provided guidance, inspiration, and have positively influenced your career?  

I’ve been thinking a lot recently about the mentors I’ve been privileged to know and who have impacted me in different but profound ways.  They have encouraged me, given me confidence, and provided honest and needed feedback. There are so many people I have admired and who over my 43 year career have made time for me both as a teacher and a school leader: Julie Behrens, a patient and caring English teacher who took me under her wing my first year of teaching… Frank Gavel, a crusty former Marine and school administrator who kept me afloat through my first couple of years as an assistant principal… and Kate Fitzpatrick, Needham’s Town Manager whom I continue to rely on for advice, guidance, and often just to vent.

Other mentors have also played a significant role in shaping my trajectory as an educator and leader:

• Fr. Paul Harman is a Jesuit and was one of my professors at Holy Cross College where he was the first to encourage me to consider teaching.  He believed I had the kind of energy and a belief in young people that are core to a successful educator.  He helped connect me to my first teaching position in Los Angeles, and he has continued to follow my career as superintendent and has encouraged me in a role that I never thought I’d have when I was a junior in his educational philosophy course all those years ago.

• Fr. Thomas (“TJ”) James hired me for my first teaching job and coached me through some very challenging and difficult times at Verbum Dei High School.  TJ often came into my classroom after school with a smoldering cigarette dangling from his mouth (this was 1981!) and listen to my complaints about my students’ behavior or missing homework.  One day, through a smoky haze and as he quietly stared out the window, he explained that each of my students had a story to tell and it was my job to learn their stories so that I could best serve them. “Don’t pity them because they have challenging lives and circumstances; but know them for who they are and use that knowledge to secure their respect and empower their success.”

• Dr. Anthony Bent offered me the principalship at Shrewsbury (MA) High School even though there were outstanding and more qualified administrators from Shrewsbury who also desired the role. Throughout our time together he reminded me that personnel was “Job #1” before anything else.  I learned from him that an organization flourishes or fails due to the quality, experience, and dedication of the human beings who are leading the learning both in the classroom and front office.  The curriculum is important, he’d say, but the adult who delivers that lesson to the child has a greater impact and influence than any textbook or syllabus.

• Dr. Irwin Blumer chaired and guided my dissertation to success at Boston College in 2003. Dr. Blumer, a former and widely respected superintendent, was a no nonsense professor who had little time for whining about the difficulties of managing home, family, school, and graduate level work.  “You signed up for this, didn’t you?” he’d ask. Behind his sometimes brusque and frank demeanor was a man of incredible integrity who cared deeply about social justice and the need to elevate those who have been traditionally marginalized in the school setting, including students of color.  

Fr. Harman, Dr. Bent, and Dr. Blumer have all stepped back from their careers but continue to mentor and guide others.  They continue to lead lives of honor, principle, and strong character. I am indebted to each one of them and grateful for their mentorship.

Fr. James, TJ, died in the fall of 2022. Shortly before he passed away I had called him in Louisiana where he had retired to say hello and to express my gratitude for his patience and wise counsel all those years ago in California. On the phone his gravelly voice brought back memories of my many conversations with him, and we laughed together about the good, and sometimes hard, times he helped me through. Before we hung up and I thanked him one more time, he simply said, “Pass it on, Gutekanst.”

There is no time like now to connect with your mentors and thank them for all they have done for you.  For me, well I am going to work hard to take up TJ’s challenge.

Fr. Thomas James, SVD
Principal of Verbum Dei High School
Los Angeles, California
1980-86

 

Resolutions for a New Year!

 Here are my top five New Year’s resolutions for 2024:

• Increase parent and community awareness about district programs and academic excellence. Share additional examples of how the Portrait of a Needham Graduate competencies are coming alive in the classroom for all students; provide more opportunities for all students to access advanced coursework and participate in interdisciplinary learning, like 9IP; highlight and celebrate student excellence in the NPS.

• Double down on efforts to ensure equity and inclusion are the foundation upon which all of our work is designed and built.  Use the REAL Coalition to: encourage more student voice; provide training around restorative practices that are an alternative to traditional discipline;  continue to recruit, hire, and retain a dynamic, talented, and diverse staff; create policies and programs that support all learners and ensure that older students from all backgrounds and faiths have thoughtful and challenging discussions around race, bias, war, and conflict without feeling ostracized or marginalized.

• Share district efforts to promote social and emotional learning.  Discuss the development of a framework to support all students’ social and emotional wellbeing and mental health; provide additional parent and student school counseling information and updates.

• Ask Needham Town Meeting to fund a feasibility study to renovate and expand Pollard.  Using the School Master Plan for context and background, explain to the community that the Massachusetts School Building Authority has invited Needham into the pipeline to discuss a possible renovation and expansion of Pollard into a 6-8 middle school. In advance of the May ‘24 Town Meeting provide sufficient information to Town Meeting Members so they may make an informed decision to fund the feasibility study recommended by the Town Manager in the Fiscal Year 2025 Capital Improvement Plan.

• Stay healthy! In order to tackle these resolutions and balance that important work with family and health, I have to stay true to my fitness schedule, eat right, put the phone down, and make sure my wife and I head out for weekend winter walks and hikes on local trails. Not sure who told me this, but it makes sense: “Do something that is good for you so that, in turn, you can do good for others.”

Happy 2024!