Providers of educational training and materials sell products. I understand that. They are businesses.

What I don’t understand is how educational administrators know what to purchase without a definition of what it means to be educated? For example, here is an Education Week advertisement for “The Evolving Role of the School Leader” (a free webinar on March 19, 2015):

The role of the school leader has never been more important or more challenging . . . Successful principals embrace and fully understand the vision and direction of the system, empower staff to collaboratively raise the achievement of all students, and build the instructional focus at every level of the organization.

How do educators know if this webinar is worth their time, if they don’t have a clear definition of what it means to be educated? Without a clear definition, how does anyone know if the webinar is worth their time?

According to the first sentence, school leadership is important and difficult. According to the last sentence, it involves: (1) understanding the system’s mission, (2) empowering staff to raise student achievement (which really means test scores), (3) building an instructional focus into every level of the organization (which really means emphasizing higher test scores).

But there is more to be learned, so administrators should attend the webinar to discover the rest. Providers of training and  materials make money by convincing administrators that their work is difficult AND complicated. In this case, practicing administrators should hear the lessons learned by others who accomplished difficult things in their schools.

So, the advertisement goes on:

Join Phee Simpson, Mike Oliver, and Sue Gendron (moderator) in a discussion of successful school leadership and Q&A centered on the challenges they have faced and the solutions they have implemented in their schools.

I did not attend, but I know what they said. They described difficult situations created by ignorance, intellectual incompetence, weakness, fear of truth, pride and selfishness. Then they described how understanding, imagination, strength, courage, humility and generosity made things better.

In spite of what providers of goods and services tell administrators, leading schools is difficult, but it is not complicated or expensive.

Richard Elmore recently edited a book entitled, I used to think, and now I think. Twenty well known educators wrote essays on this topic. I was struck by the ridiculousness of what they used to think, and the common sense of what they now think. In other words, they used to think what they were taught within the social science paradigm for school improvement. Now they simply use common sense and experience, when they look at school improvement.

Here is my personal IUTTANIT:

Like many education professors, I used to believe:

1. Good teaching cannot be defined, so we describe it in hundreds of ways, hoping aspiring teachers learn something from those descriptions.
2. Good teaching produces test scores that are better than the ones students would have gotten with less “effective” teaching. (Teaching is an applied social science.)
3. Teachers should be held accountable for the development of student knowledge and skill. Student test scores are the bottom line.
4. Our beliefs about education should be based on “research-based” facts and reason because those are the “best” beliefs.

Now that I am wiser, I believe the opposite:

1. Good teaching can be defined. A definition says what something always is and what it never is. Good teaching always involves understanding, imagination, strong character, courage, humility and generosity. It never involves ignorance, intellectual incompetence, weakness, fear of truth, pride, or selfishness. It is difficult to be a good teacher, but it is not complicated.
2. Good teaching starts with teacher appreciation for the subject and students. It ends with student appreciation for the lessons and teacher. (Teaching is an art.)
3. Knowledge and skills are not “measured” by standardized tests. Test results are not points on a ruler, they are like light switches that are either “on” or “off.” Therefore, teachers should be held accountable for modeling and teaching the six virtues that lead to knowledge and skills. They are easy to observe. No standardized tests needed.
4. Beliefs are based on experiences, not facts and reason. All of us “just believe” many things. An example is those who just believe that “beliefs should be based on facts and reason.”

Nobody believes what I believe. So, although I am right, I am irrelevant.  I love irony.

Guest blog by Stephanie Shaw
Low Incidence Support Teacher, Wake County Public Schools

Last year our district enrolled an autistic student from another state. This student (who I will call John) arrived with an individual education plan (IEP) that described aggressive behaviors and a boy with no communication system. To be specific John would bite and latch on. He had injured staff and students in his previous school district. His program was so restrictive that they provided two behavior assistants. The staff who worked with John wore Kevlar sleeves to limit the damage if John did bite.

Developing a program for John required creativity on the part of our district. We needed to find a classroom and a teacher. We have a team of home/hospital teachers and it was determined that one of them would be John’s teacher. The selected teacher was unhappy and scared about her new assignment.

Our district provided comparable services — 2 extra adult assistants and Kevlar sleeves for all staff. Surprisingly, John made a successful transition. He tried to bite on a few occasions but the staff was prepared and no one was injured. The teacher ably taught John to use a visual communication system, which alleviated some of his frustrations. After 3 months the district was able to remove one of the assistants.

Another surprise was that the teacher became fond of John. She discovered and talked often of his sense of humor and intelligence. Now that he was learning to communicate, he was also able to participate in more academic activities. The teacher enjoyed teaching John far more than she ever thought she would.

This is a good example of a teacher’s courage. Although she was afraid and did not want to teach John she put on her Kevlar sleeves, did what was right and taught him. Along the way she grew to like him, and she successfully taught him to communicate.

At the end of the school year she called me and told me I was right when she didn’t want to teach John and I had said to her, “This is an opportunity for professional growth.”

Guest Blog by Misty Self

Math Teacher, Mitchell High School, Bakersville, NC

A few years ago I had a freshman student who struggled to understand math. To make matters worse, he wasn’t completing assignments or participating in class to get better.  He failed Math 1 that year.

Since then he has passed Math 1 and 2, and he seems to be a different student in my class this year. He has completed every assignment and he talks (about math) every day in class.  One of my favorite things is that he uses math language, but he mispronounces many of the terms. He now tries his best in class, even though he knows his future won’t be full of logarithmic functions, quadratic formulas, synthetic division, etc.

One day I talked to him about his new attitude towards school.  He said his dad told him he would be the proudest of him the day he graduated from high school. From that day forward it was his goal to make his dad proud.  And his dad promised him the farm if he graduated.

Those words changed this student’s life. He went from a student who didn’t see the benefit of school to a person who was working toward a bigger goal. Later I learned that although he appreciated the family farm, he was making plans to leave the county to pursue other goals in life. He wants to be a mechanic.

This student has the courage to use math terminology, even if he sometimes says things wrong. Because of this courage, his math skills have grown.

In his personal life, he has also shown courage. He is part of a very close family, but he wants to pursue his own interests. I know it will be hard for them to understand why he wants to leave home, but he has the courage to do what is best for him and his future.

This student has developed courage in a way that will benefit him the rest of his life. What seemed impossible three years ago is now within reach.

Guest Blog by Laura Garrigus

Biology Teacher, Cumberland International Early College, Fayetteville, NC.

Last year I taught a very bright young lady. I will call her Katie. At the end of the school year, Katie became very sick and was out of school a lot. Nobody knew what was wrong, but through the testing, pain, nausea and hospital stays, Katie kept a positive attitude and a strong work ethic. She is truly remarkable.

But my post isn’t about Katie. It’s about her classmates.

At the beginning of this school year, after all her treatments, Katie was completely wheel chair bound. She no longer could use her cane or walker. As she sat in my first period biology class, other students witnessed her dizzy spells, her vomiting, her falling asleep due to her medication, and also her determination.

My students have grown because of being in class with Katie. Specifically, based on my observations, students have become more virtuous. They are being understanding, courageous, humble and generous in ways I did not notice, before.

They are understanding of people in situations different from theirs. They are understanding when I have to leave the classroom and carry her to the office.

They are courageous as they become their own person, not needing to conform. They are available to Katie, even if it isn’t “cool.”

They are humbled by being a friend to a person who has gone through what Katie has gone through.

And they are generous. They give to her and to others without expecting anything in return.

I am humbled by what I have seen happening in my classroom. I will never forget Katie, and the impact she has had on me, my student’s, my classroom, and my school.

Guest blog by Jennifer Mullis

“I am blessed and highly favored!” is what teachers at my school say when we question why things happen to us. It is our way of saying, “I have no clue, but I’m sure God has a plan for it.”

This year I became “blessed” when a large group of students decided to congregate right outside my classroom door – in the front lobby of the school. This is where they do “rap battles” every morning. This display of imagination is not appreciated by our administration, especially when it gets loud or vulgar. After all, this is not the first thing they want community members to hear upon entering the school.

Many of the rappers are gang members. When rapping battles started happening teachers and the resource officer gathered to be sure a fight was not imminent. Once they realized what was happening, they let it go.

I enjoyed their creative work, so I told them, “Clean it up, and I won’t break it up.”

That was my position until administrators told me I HAD to break it up. I felt I was being asked to squelch the students’ favorite pastime – one in which they were demonstrating high levels of imagination.

When I asked if we could have vulgarity-free Rap Battles during the lunch/free period, I was given a solid, “No.” Administrators feared that this would “feed” the lobby gatherings in the morning.

I understand that rapping sounds “Ghetto” to many people. And when students get loud and whoop and holler, it sounds like they are creating trouble. On the other hand, shouldn’t we encourage it when students exercise imagination as they challenge each other to be strong and courageous in “Rap Battles?” Isn’t their word play something we should encourage?

The vocabulary displayed by these students astounds many teachers. We may think “rapping” students look or act uncouth, but they may be demonstrating imagination, strength and courage.

As all of this played out in the front lobby, I recruited some of the rappers into the Future Business Leaders of America. I wanted them to have the opportunity to use their courage and creativity in ways that could improve their lives after graduation.

Guest blog by Jennifer Buckley

HS Special Education Teacher

Guilford County Schools

I tried to think of when I witnessed the six virtues in my school because I wanted to write about a specific event. Then I realized my colleagues demonstrate the virtues all the time.

We had a faculty meeting last week about test scores, changes to teacher tenure, and the new teacher contracts. I looked around and saw frustration and defeat on the faces of my colleagues. They work hard to provide students with the knowledge and skill needed to be successful; but year after year they get stepped on by the elected officials who are supposed to represent them. Teachers aren’t acknowledged for what they do. Instead, they are penalized as they participate in a flawed system in which they have no say.

Still, day after day these teachers come back to do their best with students. They come back to teach them, nurture them, discipline them, and love them. If that is not strength and courage, what is? Many stay after school, create imaginative lessons, plan curriculum and encourage students on a daily basis. They think and solve problems on the fly, they have to learn how to deal with all kinds of people, being sensitive to a variety of issues and problems. Is that not imagination?

Teachers give of themselves all the time. They buy supplies, food, and clothes for students. The time that it takes to help students, go to meetings, and serve on committees is another act of generosity.

Times are tough for educators right now. There are many reasons they are tempted to leave the profession, but they stay.  The six virtues are represented everyday by the teachers with whom I work.

Guest blog by Ryan Chandler

Social Studies Teacher

Jesse C. Carson HS, Rowan-Salisbury Schools, NC

Many adults believe high school students are self-absorbed and care only about themselves. I had a recent experience that shows the other side of adolescence. My story is about student generosity.

At the beginning of November, the mother of one of my students was hospitalized. Not long afterward, she passed away.

Once students heard about the mother’s passing, they told me they wanted to do something for their classmate. I thought it was a wonderful idea.

What happened the next few days blew my mind. I could not have been more proud of this class. For several days they took up collections. They even asked students from their other classes to contribute.

I was amazed at how generous the students were, and I know their classmate appreciated it. This also brought my class closer together as they shared their concern for the well-being of another student. It showed me that high schoolers care about others, too.

Guest blog by Mike Weddington

Music Teacher, Wilkes County, NC

Although there are many situations in which the six virtues make things better, a recent one stands out to me. Last year I taught a fourth grade boy who lost his father. I will call him John.

John was likable and didn’t get into trouble, but after the death of his father he became angry and stopped caring about school. He started to bully classmates. He challenged authority, and he was hard to deal with in the classroom. My confrontations with him usually ended in arguments about every little thing. He refused to do what I asked, so I dug in my heels and insisted that he meet classroom behavioral expectations, the same as other students. I felt it was my duty.

This year is different. John has a compassionate classroom teacher whose caring nature has made a big difference. This year is also different because my interactions with John have been positive, too. I decided to be humble and realize that John may not be able to follow all my behavior rules. I decided to channel his aggression and outbursts into something positive. I adjusted my rigid expectations and connected with him on his level.

I began by not immediately shutting him down when he began his classroom outbursts.  Rather I engaged him in a positive way and joked with him, whenever I could.  He quickly realized that I cared about him and things are better between us this year. It was humbling to realize that I needed to connect on his level and respect him before he would reciprocate with respect for me.

John is much more pleasant to be around and his challenges are good natured, instead of bitter and angry. When I give him attention in a non-confrontational way, the entire class is more productive. I have not changed my expectations for him. I have altered the way I deal with him. Humility, instead of pride, makes a positive difference in educational situations.

Guest blog by James Bell

Business & Technology Teacher

Mitchell High School, Mitchell County, NC

Teachers try to present information and knowledge in a meaningful way. Incorporating the six virtues adds “flesh and blood” to what is otherwise “bare-bones” learning that lacks the desired impact.

As a rookie teacher I taught business and computers to middle-schoolers. This was challenging because we had few computers and not enough space for the ones we had. Later in the year I was also assigned to teach a beginning computers class at both K-8 schools (now closed).

One of these schools was trying to develop better relationships with parents, so teachers brainstormed ideas and came up with having a “Computer Night.” We invited parents, grandparents and other community members to attend a program in which students would demonstrate their computer skills and teach basic technology lessons to adults in our rural community.

Our goals were to (1) develop deeper understanding of computer technology, (2) increase parent and community involvement, and (3) inform community members about their schools.  Preparation for Computer Night focused on preparing students to be courteous, humble and confident in their demonstrations.

When Computer Night arrived, the media center was packed. Students welcomed the adults and beamed as they demonstrated their skills.  Parents and community members were pleased with our efforts and eagerly went to the computers for hands-on learning.

We had only one problem — too many people showed up. We needed more pizza. The principal and several others headed to local pizza places and even went to the next town to get more pizza.

Computer Night was a memorable, meaningful night of learning. It was a great success because of faculty and student understanding, imagination, humility and generosity.