Reform

Unintended consequences of a system

Schools are places where all of humanity collides. When students enter school, they come just as they are. For educators, the human condition is apparent. The brokenness is apparent. Students come to school with all of their differences be they political, social economic, racial, academic, or theological. They come with all their fears, insecurities, doubts, anxieties, trauma, shame, guilt, hopes, dreams, passions, interests, excitement, and a desperation to be loved.

When students enter our classroom, they come in search of sanctuary. A place where they can be safe and feel included. To ignore this is to ignore that as educators we are in the very business of humanity and community.

Schools, and indeed our classrooms, are the very place that our society is formed. We must place the focus on the humanity in our classrooms. On who they are. On the stories that enter our space each day. To place the focus on anything other than the students is to erode their sense of self, place, and belonging. When we don’t take the time to get to know the children and stories in our classrooms, when the focus is on knowledge acquisition, on curriculum, on Pinterest worthy classrooms, on tests, on being a “blue” school, we ignore this humanity.

In the wake of the shooting in Florida, I again feel stripped bare. I again wonder when we will look at ourselves in the mirror and ask the right questions, respond in the right ways. Look at the unintended consequences of our current narrative and systems. I wonder when we will be able to change.

I’m a strong believer that everything matters. Our language, the structures we put in place, the way we speak about our values. It all matters. Students pick up on the undertones, those things we aren’t even naming aloud. Kids have an internal BS meter that goes off when our words don’t match the systems. When our words don’t match our actions. They can spot a disingenuous spirit a mile away.

I’ve read the articles and Twitter posts placing blame on the erosion of values in our country. Sometimes they point to the removal of prayer from schools. Other times the finger gets pointed at violent video games and movies. Sometimes it’s the song writers and artists that get the blame.  There is talk about this being a cultural problem.

I agree. It is a problem with our culture, but not for the reasons listed above. It’s not the lack of prayer, or video games, or musicians, or movies. It’s because we continually send the message as a society that you don’t matter. That you’re not worthy. We rarely say it aloud in this way. In our words, in our finger pointing, in our actions, in our systems this is the message that gets sent. You don’t matter.

Let’s explore some unintended messages being sent in our current system:

Subjects/tests/grades: Unintentionally share the message that only some skills are worthwhile and that if you don’t have them, there is something fundamentally wrong with you. You are only worthwhile if your passions and skills match up to those we’ve decided are worthwhile.

Grades: Unintentionally send the message that your worth comes from a number. You are worthy if, and when, you perform.

Homework: Unintentionally sends the message that you can’t be trusted to be a learner. We have to tell you what to do and how to spend your free time. What you value isn’t as important as what we value. Downtime is not important. Rest is not important. Boredom is not important.

Behavior charts: Unintentionally sends the message that the only way to get you to comply is through public shaming. You can’t make good choices on your own.

Standards: Unintentionally sends the message that we get to determine what is important to learn. If we haven’t named it as a standard, it’s not as important or valuable.

Curriculum: Unintentionally sends the message that you can’t think or explore on your own because you aren’t capable without a map where we tell you where to go and how to get there. You are a computer to be programmed.

Assigned seats: Unintentionally sends the message that you can’t be trusted to choose where to sit. We don’t care to get to know you, so by making you sit in the same place, we can look at the chart to know your name.

Grade Levels: Unintentionally sends the message that your age is the most important consideration when deciding who you should spend time with.

Tests and Grades: Unintentionally sends the message that competition is better than collaboration. Being the best is what matters.

Classroom space: Unintentionally sends the message that nothing is alive. That we don’t need a connection to life, or growth, or fresh air. Classrooms are enlarged cubicles. You’re learning so that you can trade one cubical, for a smaller cubical when you’ve been “trained” to our approval. This is what your life is destined to, get used to it now.

Gun laws (protection of the second amendment and all firearms): Unintentionally sends the message that we value the gun more than we value you and your safety. A gun is more worthy of our protection and activism than you are.

Armed teachers: Amplifies the message that you are not safe at school. School is not a place of sanctuary.

Increased core class time: Unintentionally sends the message that movement isn’t important, free time isn’t important, music isn’t important, art isn’t important. There is no value outside of the narrow band of academics we say have value.

We’ve created a morally corrupt society because we’ve unintentionally created a model that systemically tells kids that they don’t matter.  We look only for outward measures of success. We fail to help kids look at how to care for their inner lives. We’ve taken away the dignity of the child with so many of the systems we’ve put in place in schools.

Until we name the brokenness of the system out loud, it can’t change. Until we confess to each other, we remain unchanged and the world remains unchanged. By naming it out loud, and looking at it together, we begin to take away its power to do harm. To hide, deny, or pretend that it doesn’t exist is to allow the hurt and stripping of humanity to fester and grow. We bond over our shared brokenness. We invite change when we name the brokenness together, out loud.

We need to tell the truth. Humanity collides in all of its brokenness and beauty in our classrooms. We’re all on a journey. We’re in this together. We all give and we all receive. We all have a place. The world is interconnected, and we are connected. We belong to each other.

The unintended and underlying messages we send with our systems and policies, and language matter. They ultimately shape the ways we think about ourselves and others.

 

 

 

Advertisements

We’ll provide the favorable environment, you bring the flourish #5sigma

2018 is almost here (or if you live opposite the world from me…it may well be here!). What decisions are you making today that will amplify what is possible in 2018?

Every year I choose a word. An intention for the year. Something to remind me of my greatest hopes and purposes for the year. Do you do that, too?

The word that leapt out to me for 2018 is FLOURISH.

FLOURISH: 1. to grow or develop in a healthy or vigorous way, especially as the result of a particularly favorable environment. 2. a bold or extravagant gesture or action.

Don’t you just love that? To grow vigorously…especially as the result of a particularly favorable environment.

Anastasis Academy has become “a particularly favorable environment” and now for some intention: to flourish!

Flourish reminds me that I have more. More to contribute to the changing landscape of education. More to give to the students whose lives we impact with our important work. But flourishing is bigger. Flourishing is extravagant. It’s vigorous. It’s more.

I could not be more thrilled to announce the 4th annual 5Sigma Education Conference and the INCREDIBLE line up that we have. 5Sigma will help you consider how you can push beyond current constraints and truly see what is possible in education. It’s an invitation to flourish.

The real power of 5Sigma is in helping you see what is possible and then connecting you to other incredible educators who are doing important work. We’ll provide the favorable environment, your job is to flourish.

If you’re ready to transform your classroom (or school) in meaningful and important ways, we’d like to help you do that.

What will it take to flourish in 2018? It’s not going to happen by doing the same things in 2017. Join us in February and bring on the flourishing! We can’t wait to meet you!

 

***If you want to bring a group to 5Sigma, contact me and I’ll see how I can help you out.

**** Comment below with your word of 2018 to be entered for a free registration to 5Sigma EduCon!

On being more particular and purposeful

Too often I hear educators and education companies talking in terms of making whatever they are doing/selling “21st Century Relevant.” I see things on Pinterest, Teachers Pay Teachers, and Twitter (and my inbox happens to be full of) promises to freshen up the classroom, make things more dynamic with this new thing…usually technology or trend related. And then that thing gets shared by people. It spreads like wildfire. Everyone wants to be the first that discovered it and put it into their classroom (hello fidget spinner multiplication madness). It’s learning as a commodity.

But there is no intentionality there. No sense of: “we chose this direction, this particular thing that has meaning.” No sense of: “We got rid of that thing because it lacked meaning and chose this instead.”

Choosing to honor the identity of every student (the Student-with-a-Name) is to bring intentionality to every decision made. It means that you hold everything up to the light and ensure that it is meaningful and important to add to what you are doing in the classroom. It also means that, if it doesn’t do what it should, you aren’t so married to the idea that you can’t scrap it.

Honoring identity means that you are flexible and agile…with a purpose. It isn’t about following the next trend and tricking kids into learning. We must be more particular and purposeful about what we do in our schools. Kids can feel when things lack authenticity. When they are meant to trick them into learning. It cheapens the learning by making it a commodity.

What does authentic, purposeful learning look like? I’ve found that it’s more about questions than answers. More about journey than destination. I’ve found that it happens most beautifully when it is in concert rather than siloed into subjects. The truth is, learning in isolation is impoverished. When you learn in isolation it does a disservice to every other discipline because the truth is, all disciplines dance together. The beauty and the richness of learning is so much greater when disciplines are experienced together in harmony.

When you start understanding learning as bigger than the trend, bigger than memorizing facts, bigger than getting into the right high school or college, bigger than education debates, it can feel like the rugs been pulled out from beneath you. How long have we been sold that the purpose of school is to get us to the next step… high school… college… a job that will pay our bills.

When you see that learning is bigger, you start to wonder why no one ever shared how big and beautiful it really is. You can feel betrayed (I spent how many years and how much money on this inauthentic version?!). But once you see the beauty of learning in harmony, there is no going back. It’s like going from black and white to color. From a few disparate notes to a symphony, from two dimensions to unlimited dimensions. When you see learning as bigger everything starts to connect and you see beauty. Suddenly what has been sold as education feels so cheap, and incomplete, and wrong. The fidget spinner math worksheet feels like a trick.

Be courageous in doing the right thing for kids even when it isn’t the popular thing. The normal thing. The understood by masses thing.

 

 

 

 

When everyone in the building has agency

Last year we realized that we had created a unique problem for ourselves: our students were outpacing our biggest expectations and ambitions. They were, without a doubt, ready for the next academic leap of learning. Three of our students were taking advantage of the lack of ceiling in their learning and were quickly chewing up the academic expectations usually reserved for 15 and 16 year olds. The problem: we are a kindergarten through eighth grade school. These were 12 and 13 year olds.

As a staff, we were regularly astounded by the quality of writing that came out of these talented kids. Wise beyond their years, the depth of understanding and connections they made in inquiry were truly incredible. No less incredible, the literature they were enjoying and the math they were flying through.

A few months into the school year their teacher, Lance Finkbeiner, came to me with a crazy idea (my favorite kind!). What if instead of a typical 8th grade, ‘final,’ year at Anastasis, we offered a gap year before they went to high school? What if they took everything they’ve learned through their time at Anastasis and did the “next level” of it? Maybe they could even get high school elective credit for it. We could introduce them to even more great literature, maybe give them internship opportunities, they can jump all in to exploring their passions.

If you’ve followed me for a while you know that I love these kinds of ideas and dreams. Of course I said, “let’s do it!” We put a rough plan together of what this thing-we’ve-never-done-before could look like. Then we shared the madness with the families of these students. “They are ready to start high school next year, but would you trust us to do this-thing-we’ve-never-done-before and use your kids as guinea pigs?” (Okay, so we were a little more eloquent than that.)

If you’ve ever started something like this from scratch, you know that things rarely go according to the original plan. The outcome usually resembles something that rhymed-with the original plan. It becomes this living, breathing thing that needs room to grow, adapt, and evolve.

The first thing we learned: Not everyone will think we are as brilliant as we do. Out of the three students we invited to take part in this grand experiment, two jumped in and the third opted to go to high school a year early.

The second thing we learned: High schools aren’t great with working with k-8 schools with crazy ideas (at least the local high schools here weren’t. They weren’t willing (able?) to give credit, even elective, to our students for this experience. Boo. When we get a ‘no’ around here, we don’t tend to back down, instead we double down. High schools won’t give them credit, maybe a university would. As it turns out, our audacious ask was met with a resounding, “yes!”

These students would receive a once-in-a-lifetime experience plus college credit for completing this Capstone year…as 13 year olds!

There were a lot of twists and turns along the way. Things we assumed, evolved as we actually started working. It may not have gone exactly the way we thought, but these girls were given agency over their year and the results were incredible. They were empowered to make meaningful decisions about what the year would look like. They were able to apply all other learning, experience, and inquiry that they’ve been building as an Anastasis student into one spectacular year. They were trusted and mentored as they made decisions. This year was one of creation, exploration, and beauty.

Last week, these students gave their final Capstone presentation.

Jaw dropping.

In my greatest expectations, I couldn’t have anticipated how incredible this year would end up for these young ladies. They read fantastic literature including: Linchpin, Afluenza, Systems Thinking, The Promise of a Pencil, Of Mice and Men, Frankenstein, and East of Eden, to name a few. From these books their takeaway was, “When we let our inner artist come to the surface, we can make extraordinary change in the world.”

The girls engaged over 30 non-profits to learn more about their work and to see how they might partner with the organizations to solve some of their biggest problems. Out of these 30 organizations, they identified those that they felt most connected to and those they were excited to support. They worked with:

  • Resilience Rising- This organization taught them about human trafficking and sexual exploitation. They worked with them to spread awareness and raise money for this organization. The girls hosted a penny war challenge for Anastasis students. They raised just over $1,000 in a week and proudly presented the money to Resilience Rising, praising the important work they are doing in our community. Resilience Rising.JPG
  • Action in Africa- Uganda-based Action in Africa needed a revamp of the art-curriculum that they use with the children in Uganda. The Capstone girls wrote and created examples for 50 art lessons. They engaged design thinking to ensure empathy in their creation. This was proudly presented to one of the Action in Africa founders last week at their final presentation, they were promptly offered a full-time job at Action in Africa if they decided they wanted to skip high school (this was not a joke!). One of the Capstone girls will get to spend part of her summer in Uganda teaching the art curriculum she designed. Action in africa
  • Homeless Awareness- During Homeless awareness month, these girls spent time listening to the stories of the people at Denver Rescue Mission. They created a survey to find out what people could do to best support the homeless in our community. They wondered, what was most valuable? Money? Time? Food? They talked to people who were formerly homeless, as well as those currently experiencing homelessness. What they learned, “we want people to see us. We are still people, look us in the eye, ask us our name, listen to our story.” The girls took this to heart and commissioned the rest of the Anastasis community to do the same. They presented one morning to the whole school during Metanoia. This was followed by putting together hygiene kits that could be kept in the car and handed out on field trips, or as families are out and about. My favorite moment from this morning was an interruption of the Capstone girl’s talk when a student from our youngest class raised her hand and said, “Let’s just call them people.” (Instead of qualifying them as ‘homeless people.’) From the mouth of babes!Denver Rescue Mission
  • Refugee organizations- The girls also met with various local and international refugee organizations. They decided to put on an event where they could connect the community to raise awareness, give people the opportunity to collaborate, and encourage action…contribution. The girls planned and executed the whole event, from asking for donations for their silent auction, to getting food and wine donated, to finding speakers, making invitations, and presenting an original spoken word. This is worthy of a post all it’s own (stay tuned). It was an incredible evening. The girls raised $3000 and were offered jobs by the other organizations involved!refugee night

The girls summed up the Capstone year this way:

  • It was inquiry in action
  • We were able to explore beyond what our teacher planned
  • We were given freedom and privilege in our learning

Megan summed it up well, “This year taught me that we are capable!”

Indeed they are!

The Capstone Year was made possible because the teachers at Anastasis are given agency. They are empowered to try crazy things, to dream, and do things we’ve never done. In turn, they give students the same agency. This is the result. Summed up giving these girls agency over their learning resulted in:

  • Meeting with over 30 non-profits (all commented on how surprised they were at how comfortable the girls were having ‘adult’ conversations).
  • Directly impacted 8 non-profit organizations
  • Practiced design thinking that resulted in 50 art lessons
  • Gave inquiry legs
  • Put on 1 incredible event
  • Raised $4000 for the organizations they worked with
  • Saw that they are capable
  • Connected in empathy
  • Completed in-depth art projects and got to learn from an artist at the Denver Art Museum
  • Made over 100 hygiene bags with other students at Anastasis
  • Created ripples that will continue long after this year
  • Put together a homeless awareness sheet
  • Read incredible literature
  • Were offered 2 jobs
  • Received 3 graduate credits each
  • One got to spend nearly a month in Nepal with her father climbing to base-camp and visiting orphanages
  • Got the experience of a lifetime

 

What does agency look like in your school?

Is differentiation a teacher-driven endeavor? Should it be?

Is differentiation a teacher-driven endeavor? Should it be?

This week I read a blog post by @whatedsaid that so succinctly describes the beauty of  inquiry for true differentiation. The post, How are all learners’ needs catered for?, proposes two scenarios for differentiation. The first describes carefully crafted options that provide access to a variety of learners.  The second looks at differentiation through inquiry. In this scenario there is an interesting open-ended question that naturally provides students ownership of their learning.  Toward the end of the post, @whatedsaid poses the question: “Does agency and ownership allow learners to learn at their own pace, seeking support when they need it?”

Where is the ownership of learning? In the first scenario, the onus of differentiation is on the teacher. It is up to the teacher to offer a variety of options that the learning could take. Ideally, enough entry points are offered so that all learners get their needs met. In the second scenario, students are empowered to own and direct their own learning through the inquiry process.

How do we help students encounter their own genius so that they 1) can engage the inquiry process, 2) learn at their own pace, and 3) Self-advocate when they need support?

At Anastasis, we cultivate student agency so that each child can uncover their own genius. Each student can drive their own learning in, and out of, school. Colleen Broderick of Re-School Colorado recently wrote about what this looks like at Anastasis in an article titled: First Steps Toward Agency: The Learner Profile.

So often when teachers come through Anastasis, they see our learner profile cards and think of the Learner Profile as a tool they use to differentiate the learning. The goal behind our Learner Profile is not to serve the teacher or the system, but rather the learner. The goal is to give students insight into themselves as learners so that as they engage the inquiry process they can make decisions to appropriately self-pace their learning, follow areas of passion, and self-advocate when they need additional support. The result is students who are equipped as life-learners. They don’t have to rely on a teacher to differentiate to meet their needs because it becomes part of their own learning process.

@whatedsaid, thank you for so perfectly summing up teacher-driven differentiation, and the differentiation that comes as a natural outcome of the inquiry process when we support kids in building agency!

Do you want to form an alliance with me?

In March of 2010, I wrote a blog post that ended up connecting me and amplifying good in ways that I couldn’t have imagined, the title of that post: Do you want-to form an alliance-with me? (Best when spoken like Dwight’s character in the TV show the Office…American version).

https://getyarn.io/yarn-clip/embed/10a0aa37-f334-436c-9e70-eaec5c97266e?autoplay=false  Anyway, it was this blog post that originally showed me the power of connection. This bloggers alliance introduced me to some of my very best education friends around the world. The alliance is the reason I fell in love with inquiry, the reason that I was able to see education from new vantage points. It made 2010 an exceptional year of growth and learning. Today, I invite you to start a new alliance with me, allow me to explain below (Originally posted on KT’s Blog):

 

SMLXL

It was 2010, when I first saw “Where Good Ideas Come From” by Steven Johnson on YouTube. Soon after, I’d read his book by the same title. For me, this video will always be titled “When Hunches Collide,” because it is this idea that has so resonated with me. It was this moment of pivot when I recognized the power of collective intelligence. In school we learn about a lot of incredible characters in history. Inventors, explorers, accidental geniuses. All of their stories are told as if they are in a vacuum. They seem super human, like they possess something spectacular, and rare. With this video was the recognition that nothing happens in isolation, rather, it is when ideas have the opportunity to collide with other ideas that big things happen. Innovation isn’t about solo genius, it’s about collective genius.
I saw this first hand following this blog post “When Hunches Collide.” Inviting others to dream with me, voicing the impossible suddenly made it possible. Collisions started happening regularly and suddenly it felt like everything was connecting. Starting a school wasn’t something that I thought I would do. I didn’t have the resources, the experience, the courage. But when you put your ideas out there, when you invite the collision of ideas, things suddenly feel more doable. A tribe rallies, makes you believe in impossible things. A year after writing this post about hunches colliding, I was months into running a school that I founded. I was seeing my dream realized. I was seeing that innovation is actually collective problem solving with those in my tribe adding their unique experience and point of view. Injecting honesty into my dreaming.
In the day-to-day of running a school, things become much more practical, much more one-foot-in-front-of-another. I find myself doing the things that must be done and my dreaming becomes much more localized. In the summer months, I have a different cadence to my days. My to-do list is as long as ever, but the different pace gives me the room to let my mind wander, read the book that I’ve been inching through at a better pace. Each year, I start a new notebook. A “common place” book where I write down quotes I come across that I want to remember, take notes on the books I am reading, and let my mind wander. These notebooks are always at the ready. As I was writing some quotes and thoughts in this year’s notebook, it struck me that I don’t often go back through the notebooks and re-read my thoughts. I guess I just like knowing they are there if I need them. I spent the rest of the afternoon reading through my notebooks from the last 6 years (back to the start of Anastasis). All of those things that inspired me along the way were once again packing a powerful punch. How could I have captured all of this and not gone back to remember?!
It was through this process that the idea for KT’s Place was born. I needed to unleash some of these ideas, give them space where the hunches that I was having could collide. I wanted a place where I could extend the invitation to solve problems together. A place where your gifts, and talents, and worldview could collide with mine and others. A place where I remember that I shouldn’t expect to do any of this in a vacuum. Know that this is a place of willful naivete. This is a place where I am choosing to close my eyes to the thought that these dreams are impossible. I’m impatient to see dreams realized (mine and yours!). When we work together, possibility exists that did not exist before. That is powerful!
I believe that:
  • We are better/stronger/braver together than apart.
  • We all have unique gifts, experiences, and worldview that offer important perspective and nuance when they come together.
  • We can work together to spread and amplify good.
  • People who know who they are and living ‘in flow’ are the happiest and most fulfilled in life.
  • Sharing > Hoarding/Hiding
  • We should have a bias toward action.
  • My skills are limited.
  • More beauty and good should exist in our world.
  • We are better served sharing ideas than protecting them.

 

There is nothing really special about KT’s Place, I’m just setting the stage where we can unleash our collective genius around common problems. So, there you go. That is what this site is all about, sharing crazy ideas and giving them a public place where they can collide with your genius. I’ll start blogging here about each of the projects listed, give you the back story to the idea, the inspiration that is spurring me on along the way. Each will come with an invitation for you, what do you have to contribute? Who might you know that I should know? You certainly don’t have to wait for these posts to add your 2cents, this is a place where you can contribute ALL the time!
Additionally, if KT’s Place, or one of my hunches has inspired something you are working on, or you have a totally new hunch of your own that you would like to open to collisions, let me know and I’ll share it on the “Fellow Dreamers” page.
Save

Making FOMO our motivator for change

“We think someone else- someone smarter than us, more capable, with more resources- will solve the problem. But, there isn’t anyone else.” – Regina Dugan

You may feel ill equipped, like you don’t know what to do, or how to do it. But one thing that I’ve learned in starting (and running) Anastasis Academy: As you act and move, what to do, and how to do it, becomes more clear. Every day you will see things you haven’t before, and pretty soon a direction takes shape and it starts to make more sense. You have to move!

Too often we convince ourselves that we are stuck. Fear. Indecision. Policies. Mandates. These are all of the excuses we use on a regular basis not to act. I’m the first to tell you that I’ve used all of these excuses as reasons to stay where I am. Move anyway.

One of the greatest lessons that I learned from my parents was to step back and look at a problem from a different perspective, a more optimistic one. Quit focusing on what could happen if you act, and start asking yourself what will happen if you don’t act? It was this sense of urgency I felt when starting Anastasis Academy. It was a different kind of fear, rather than fear of the repercussions of my action, I feared what might happen if I didn’t act. Where would my students end up? What would happen if something didn’t change? My students couldn’t wait for me to be braver, they couldn’t wait until my school decided to change policies. Kids give you a built in sense of urgency because they keep growing up. It was the fear of what might happen if I didn’t act that made me start moving.

If you had asked me any of the years prior to actually starting a school if I thought I would do it, I would have given you a resounding NO! I had every excuse in the world not to move: I had no idea how to start a school, I had no money, where would the students come from, what if my ideas didn’t work, what if my best effort wasn’t enough? On and on the excuses went. Something happens when you open yourself up to possibility of movement. You begin to act in very small ways. For me, that was blogging. I thought I would share my ideas here, and others might grab onto them and put them in action. That infinitesimal, ‘safe,’ movement led to more movement. People started cheering me on from the sidelines, convincing me that I might be able to do it. Momentum breeds momentum. I’m fairly certain Newton’s Laws of Motion are true in emotional sense as well as a physical sense.

When you take those first steps into the unknown, it feels incredibly vulnerable and like a daunting task. Pretty soon as you move, the universe suddenly feels as though it is conspiring to make it so. I actually believe that it is our own awareness that shifts. Rather than focusing on what keeps us stuck, we begin to see events, connections, and supporters that we didn’t notice before. We see a pathway forward because by acting, we take away the fear to try. When we open ourselves to a new perspective, we begin to see all moments as key moments. We start to view set backs, and inconveniences, and frustration as guidance rather than road blocks. (I’m still learning the art of this part.)

It is often only in hindsight that I see how events in my life led me to this moment. As I was pushing forward, often the path didn’t make sense. It felt messy and wandering. It often felt wrong and like I was making my way through the dark.

We love TED talks, and to hear people’s stories of success, because we can see how all the pieces fit together. It feels neat and succinct and like it was the plan for the beginning. In reality, the process is always messy. It is fraught with the unknown. Hindsight gives us the ability to see where the common thread was, but believe me when I tell you…I honestly didn’t know that a blog post would lead me to start a school. I didn’t see how an edublogger alliance in 2009 would impact my journey so greatly. I was just doing the next thing in front of me. Life events influence the events that come after them. A thread seems to link them together. Of course, this depends on what we choose to give importance to and how we will act in the midst of them.

We can’t be passive in our pursuit of change in education. We can’t merely hope or voice that things should be different. We have to act. Move. Take the first step even when we aren’t sure where the journey will end up. Rather than honing in on the possibilities for failure, the voice in our head that tells is all the bad things that could happen, place your fear in what might happen if you don’t try. Act on FOMO (fear of missing out). There will be bumps in the road, it is still life, but at least we will be moving!

I’m currently working on what it means for me to continue to move as I look forward to year 6 of Anastasis Academy. Here is where that movement is happening: Kt’s Place. Join me!