Tag Archives: professional development

“…the less I listen to what people say and the more I look at what they do.”

My resume doesn’t look like yours.  It’s deliberately meant to be non-traditional, both to vet you, dear potential employer and collaborator, and to help me stand out from the pack.

The title of this blog post is part of an Andrew Carnegie quote that frames the second and final page of my resume which simply contains a timeline of the last ten years of my professional life.  As the medium is the message, let me put this blog to use showing you what I do: not only do I plan un/conferences such as #L2BB2L and present on using technology to regional and national teachers, but I also take the time to learn.  What follows are examples of professional learning I am currently participating in and professional learning I am looking forward to participating in this summer.

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I struggle not to write an apology as an introduction to each of my posts. Even that sentence, I struggle not to write an apology as an introduction to each of my posts, is a kind of veiled apology. An ironic and intentional one, but an apology nonetheless. And before I get into the meat of this post, pointing out the purposeless manner in which professional educators present to each other, I want to remind myself more than anyone else why apologizing is not appropriate in the work of making change.

Public education is broken because, in a large part, the Prussian paradigm is now status quo, but is no longer serving the purpose that public education should be serving in 2013. I get it; I’m in this system too. I get 25 arbitrarily grouped kids scheduled with me for an arbitrarily determined allotment of time (4 hours week for 40 weeks) and our success is determined by a very particularly structured exam at the end of that time. But the purpose of this blog is not to bemoan the system in which we operate. The purpose of this blog is to actively and deliberately change this system by becoming completely transparent in my own pedagogical decisions and by encouraging discourse about these pedagogical decisions. This blog is called “fearless flip” to remind me that I need to be fearless in purposefully challenging a broken paradigm, not to assert that I already am fearless. It’s a challenge to my future self to continue to flip the paradigm, and to do it fearlessly and unapologetically because I know that it is important, even righteous, work.

Public education is broken, in an equally large part, because of the purposeless day to day actions of the individuals involved in this broken system. If you are not pushing against the edges, you’re perpetuating the problem. And while it makes me uncomfortable to publicly say to a friend and/or colleague This is Bad Practice, I can’t not and consider myself fearless. We’re not building widgets, or airplanes in the air, for that matter in public education: we’re trying to sculpt the future of our communities, of our nation, and, yes, even of our world. My assumption is that people simply must not be aware of the ways in which their actions are not purposeful. I hope that by calling attention to a lack of purpose, I am in a sense asking you to first recognize that you’re simply casting more shadows on the wall. If you’re fearless, you’ll want to step from Plato’s cave into the sunlight. If you choose to run back into the cave, squinting and screaming as so many do, then you’ve chosen to be part of the problem – even worse than simply unintentionally contributing to it. Either way, no apology is needed for calling attention to poor practice.

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