Tag Archives: commitment

Celebrate All Who Go To State; There Are More Than You Think

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“Who went to State this year?”, I asked, and the line-up of students was wonderful, remarkable, and insightful.  “Going to State” traditionally identifies high school students whose performances rise above local and regional competitions to a select number who qualify for best-in-the-state competitions.  We are a small, rural school.  Based upon enrollment, we are always in the smallest school divisions.  Based upon “going to State” experiences, we are heavyweights with a high percentage of high school students who are staties.  (I take a liberty to label students who go to a state tournament “staties”.) 

It is March.  For many, March is tournament madness, not just NCAA but WIAA.  March is when the long winter of high school seasons rise to a finale of state tournaments.  Boys’ and girls’ basketball, boys and girls hockey, boys and girls wrestling, boys swimming, and girls gymnastics find their frenzy in their respective state tournaments.  Perhaps it is due to their being winter, indoor sports that causes such madness.  When we mention going to State, a lot of folks think of March tournaments.  Our line up of “statues” disabuses us of that thought.  We are staties of all seasons.

There are high school trophy cases loaded with trophies and WIAA plaques for athletics.  Some schools are considered dynasties in their sports.  We have a dynasty in the theater; we dominate in One Act competitions.  Our “staties” are students of “parts” who, under the direction of one of our state’s most awarded drama directors, each year find a new piece to perform.  They perfect their parts and their roles and polish their total performance with the aspiration that they too will go to State.  And they do.  Every year it seems.  And they bring home a full slate of awards from the WI Interscholastic Speech and Dramatic Arts Association. 

Our musicians go to State in the WI School Music Association’s solo and ensemble competition.  Standing tall in our lineup of staties are singers and instrumentalists whose perfected performances rank among the best the in the state.  Many go to State each year of high school.  We go to State in the arts!

Small business, the heart of our local economy, makes business and marketing education an important curriculum in our school.  Perennially, we send students in their blue blazers and neckties to the WI DECA state competition.  Of all our staties, it is the DECA competitors who have the strongest connection between their high school state tournament experience and their post-high school and career goals.  They are coached by local businesspeople who see future business owners in the making.

The WASB student art competition has honored our student artists at the annual school board convention.  An art competition is unique; it is not about Mano a Mano competition but about the quality of what a student produces.  It hangs on a wall or on a shelf or stands on the floor and says, “look at this – I did it!”.  The artist stands to the side trying not to smile too much.

When the WIAA approved 8-man football, our team of sleek, fast players shed long time slugfests with bigger enrollment teams and went to State in this new division.  Immediately, we became football staties.  There is something to be said for sending major sport teams to State.  Schools pop their pride buttons over this.

Going to State also is podium time.  Team and large group competitions have their award ceremonies but individual performance competitions place students on a podium to designate their personal awards.  Track and field are primed for podium time and every year runners, sprinters, and jumpers carry our school colors to the state track meet.  Sadly, our spring sport tournaments are held after the last of school in June and the joy of returning to school in triumph is not part of their celebration.

Finally, our lineup includes March Madness staties.  After a long drought of staying home, our boy’s basketball team played in the state tournament.  And yes, there is magic in going to State in March.  It lights up the school and community like no other state trip can.

In reflection, going to State, like so many of life’s experiences is a fading glory.  Kids in all competitive activities strive to go to their State, work for it, and then it is over.  For a very few, scholarships and opportunities to continue in their competitive sport or arts performance in college derives from going to State.  For most, it is benchmark memory, a moment of glory that will fade with time. 

In the final analysis, does going to State matter?  I think so.  When a student commits time and energy to a specific competitive performance and works hard to climb from local, sectional, and regional competitions to go to State and does so, it gives that student an accomplishment that is remembered for their lifetime.  We also know that students don’t get to State without the support of parents and family, and coaches and directors and teachers.  At its core, it is talent development and a student’s opportunity to show a talent.  Achieving a state-level performance is an achievement that matters.

It also is a bit of luck.  Fifty-seven years ago, I hit a home run in a high school State Championship game.  We won.  My name is on a State Championship trophy.  I smile when I think of it and thank a pitcher from Council Bluffs for a pitch with my name on it.  A swing and a miss and he would have the memory and his name on the trophy.  Being a statie and a champ, I share the excitement of every student in our school who has her or his own state moment.

Professionalism Is As Professionals Do

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School conversation, the serious flavor, between teachers and administrators and school board members often leads to the topic of treating people as professionals. Whether the talk is about teaching and learning, school policies and practices, salaries and benefits, or inclusion in decision-making, the idea of “treat me as a professional” becomes a filter for sifting ideas. I listen for it. Someone in the conversation ultimately invokes the word “professional” like a trump card in a game of bridge and others in the group are immediately tarnished with “unprofessional”. Some years past, the phrase was “I’m for our kids”. Whoever said it first took the high ground and all others were in the dirt. “Whoa”, I say. Professional treatment is a 360-degree proposition. To be treated professionally requires all to act professionally.

To paraphrase Forest Gump, “Professionalism is as professionalism does”. The only high ground is an idea or practice that is best practice and that is illuminated by professional study, consideration and action. To mix the metaphors – professionalism is the tide that raises all boats. It is not an ethereal that we blindly tip our caps to. Professionalism is in our actions, our words, our work and our expectations. It is in our commitment to the constant improvement of teaching and learning and to those engaged in this work. Yes, Forest, professionalism is what professionals do.

In the early 70s professionalism was more of a lower-case word. College graduates prepared for the profession of teacher anticipating a career of causing children to learn. However, at that time, college graduates entering their first classroom were employees in an employer-dominated era. Where allowed, strikes and work stoppages and no salary or benefit improvements were tools too often used by educational professionals against other educational professionals. In 1970 my first days as a teacher were spent “on strike” and I have not forgotten the sense of waste as the education of children was held hostage to professionalism.

I do not want to overgeneralize negatively about our history, because there also were many wonderful achievements accomplished through professional collegiality. However, when push came to shove and it did, differences arose that separated us into two or more camps of professionals. The tide raised only some boats while other boats were left tied to docks of status quo.

In my observation, professionalism is not a thermometer that we check daily or occasionally. Being professional is not fluctuating weather in the schoolhouse. It is not related to good or better or improved treatments of employees by employers, or conversely, to the attitudes of the supervised to their supervisor. Professionalism does not live when employee salaries are increased or benefits are expanded and it does not die when monies for salary and benefit enhancement are not available. Professionalism is not factored by class sizes or supply budgets. Professionalism is the doing, the process of talking and creating understanding and the constant commitment to educating children that binds educators as a profession.

I look for four tell tale signs of professionalism.

  •  Listening. Professionals take the time to personally listen to each other. The sense of hearing provides each of us with the greatest amount of information about our world and surroundings every day. We hear things unconsciously, because that is how the sense of hearing works. Listening is different. It is intentional and focused and conveys connection. I am listening to you tells me what you want me to know. Given, a lot of our conversations are inane. Yet, when one person actively listens to another, listening conveys the value of communication and shared communication is essential for professionalism to thrive.
  •  Continuing education. This is not graduate degrees for all, but it is education beyond formal education or initial training for all. Professionals intellectually consider the what, why and wherefore of their work. They conscientiously try to become more informed, better skilled and more expert in their field of work. Schools help by supporting job-related continuing education and training for all employees. Professionals take this one step further by being personally vested in their own improvement.
  •  Appreciation. There is nothing more rewarding in the schoolhouse than to be recognized and appreciated. No person in the school in any role is on the fast track to fame and fortune. Few in the schoolhouse receive much recognition for their work inside the school outside of the schoolhouse. That is why in-school appreciation is essential to its professionalism. The first step of appreciation is knowing each other’s name. When employees pass each day like ships in the night, there is no appreciation. Being recognized by name is such a small thing with such a big reward. The second step is a thank you, now and again. Thank you for the work you do; your work and you are recognized and valued. If you don’t understand this try it. Appreciation begets smiles and smiles join people together.
  •  Commitment. Professionals are not day jobbers. They are invested in the meaningfulness of their work over time. They personally evaluate the quality of their work and strive to keep their performance, no matter what the job, at the highest level they can. I have observed superintendents and board members work as hard to wordsmith a policy or proposal as the building and grounds supervisor and cleaners work to keep school restrooms clean and sanitary. Their commonality is their intrinsic desire to “do good work” that converts every employee into a school professional.

Think about your workplace. Are you listened to and do you actively listen to others? Are you personally and is your school equally engaged in your learning to be an expert in your work? Do you know that you and your work are appreciated and do you appreciate those you work with and their work? Are you collegially committed to making your school the best it can be? If you have four answers of yes, Forest Gump’s words apply to you in a most positive way.