A new definition of learning (?)

In 1969 Shinichi Suzuki wrote ‘Nurtured by Love: The Classic Approach to Talent Education.’ His book is less about a rigorous lock-step teaching method, and much more about an approach to learning that mirrors the most recent work by Steven Katz and Lisa Ain Dack (‘Intentional Interruption,’ 2013). According to Katz and Dack, “real new learning. . .takes the form of permanent changes in thinking and practice.” If this is true, and I believe that it is, then Shinichi Suzuki was a man well ahead of his time.  Unassuming, patient and loving, Suzuki sought to nurture his students so that they became good citizens who achieved success in whatever path they chose to follow. Now, I’m not familiar with the Suzuki Method, and I have no musical training whatsoever. I couldn’t imagine what Shinichi’s book would have to teach me. And yet, its deep and gentle wisdoms resonated within me, caused me to reflect on my leadership practice, and have reaffirmed my belief that everyone can learn, each of us has potential, and that perseverance and intentionality are crucial to success.

 

“In the beginning, forbearance and patience decide one’s fate. Why? If we endure and continue to expend energy to achieve a goal, the necessary patience will develop; thus, our capacity to achieve will grow and grow. This attained ability will help us to work much easier, at the same time building up our energy and perseverance.” Shinichi Suzuki. 

 

Suzuki was a friend and colleague of Dr. Albert Einstein, who modeled modesty and kindness and from whom he learned about harmony. “In order to achieve it, one person must gracefully give in to the other, and it is nobler to be the one who gives in than the one who forces the other to give in. Harmony cannot be achieved any other way.” Wow. Imagine a school where teachers model this for their students, and administrators model this belief for the school staff. Consider for a moment the remarkable things that might be accomplished if everyone shared this mindset. Suzuki espouses a permanent change, a new belief system.

 

“My prayer,” says Suzuki, “is that all children on this globe may become fine human beings, happy people of superior ability, and I am devoting all my energies to making this come about, for I am convinced that all children are born with this potential.” Permanent changes in thinking and practice are absolutely the hallmark of Suzuki’s beliefs. I’m only sorry that today, we find ourselves enthralled by ‘new’ ideas that are so very like those Suzuki suggested more than 40 years ago.

Leading by saying no

It’s understood. School administrators must be change leaders, implementing policy and setting direction. That they fulfill this role is the expectation of school boards across the province and of the Ministry of Education. Hopefully, the administrator meets these expectations by working with the the staff and for the staff / school community, rather than imposing change on the staff. Whatever the case, the vice principal – though encouraged to be so – is really not the change leader unless the administrative partnership is truly based on collaboration and teamwork. Often, it’s more a case of the principal setting direction and leading change, and the vice principal supporting the principal’s efforts.

It all sounds fairly straight forward, particularly from the vice principal’s stand-point. It does make me wonder, however, whether or not there is a contingency plan. Does there need to be? What happens when the vision differs between administrators? It can be quite a challenge to support and implement change when your heart’s not in it, and your head wants to go an entirely different way. Perhaps this is among the lessons and skills a vice principal needs in order to eventually become a strong change leader themselves. It is critical that in all things we are true to ourselves. A vice principal must ensure that they support their principal’s goals and direction, while sharing (and making a case for) their own point of view and beliefs. Strong research and solid examples backing this viewpoint will go a long way toward ensuring this perspective is heard. There are times, however, when leaders must learn to trust their gut. When it doesn’t feel right, a strong leader will say no – even and especially if that leader is a vice principal.

Shine what? (an introduction)

Several years ago, I set out to update my Personal Philosophy of Education. I wanted to pursue system-level positions in my school board (specifically, I had my heart set on the role of Learning Coordinator: Special Education). An updated philosophy was an application requirement. I went back to the first philosophy I’d written, wanting to see just how much I’d changed. Turns out, I really hadn’t. A few years later, I wrote my Philosophy of Educational Leadership. While it was a requirement of my Principal’s Qualification course, no one since has ever asked to see it. Still, I check in with it now and then, looking to see how closely my actions mirror my beliefs.

Written philosophies are funny things. It’s easy to get hung up on the words themselves. If written well, their meaning is clear and memorable, and fits the writer. My leadership philosophy is written as a series of action statements:
Speak your truth. . .stay true to what’s in the best interests of students.
Be involved. . .Know faces and names; use technology; roll up your sleeves and pitch in
Pass the ball. . .let your teammates score the winning touchdown
Listen
Learn
Let go.

You get the idea.

The philosophy that inspired the name of this blog came earlier, as I sought the system-level position I never did attain. It is as much a part of my belief system as the other, and I’ve shared some of it below.

“Imagine, if you will, a wide body of water. Waves break gently over the pebbled beach. Walk softly. This beach has a life all its own, affected by all of the forces acting upon it. It is strewn with immeasurable treasures. Sand dollars, pebbles, sea shells of all shapes and sizes, the muted perfection of polished glass shards. Each one an integral part of the beach, indeed of the entire seascape. Such are the students in every classroom. They are treasures in their own right and vital parts of a much larger whole. . .None is most or least precious. . .The teacher, like the waves, persists and challenges, encouraging each student to create and recreate. . .The impact of sun and wind, parent and peer, are no less important than the action and effects of the waves, all gently shaping each individual object that in turn becomes the beach. . . The waves will continue, strong and steady. . .This beach is precious, for these are my diamonds. Walk softly.”

In looking at both, it seems that my personal philosophy addresses beliefs about students, while the other is more of a checklist for working with adult professionals. But aren’t all adults, whether staff, colleagues or peers components of the same beach? Isn’t an educational leader’s role then to polish, hone, refine, challenge and support the adults as well as the students? Perhaps the one philosophy isn’t so far removed from the other as it might initially appear. My personal philosophy is the Why that Simon Sinek writes about, while the educational leadership philosophy provides the How. As I look toward the start of a new school year, my third year as Vice Principal and my first year in a new school, I wonder how much my Why and How will change. Should they? Or will they continue to provide a roadmap for my educational leadership journey?