Always Leave Them Learning

“Be worried and fascinated by the future”.  Those are the final few words in Fullan’s “Indelible Leadership ~ Always Leave Them Learning” and those seven words sum up my thoughts as I look towards opening a new school in 2 short weeks.

As in his other books, Fullan provides his readers with much to ponder as he discusses 6 interlocking tensions for today’s leaders:

1) Breakthrough moral imperative and uplifting leadership

“Wanted…leaders willing to throw themselves into the deep end as they save others and themselves”.   Deep Leadership is about “creating things that we never imagined”.   As I look towards co-creating a brand new school culture ~ along with staff, students, parents and community members, I can’t help but wonder how we go about creating a school culture where people want to be a part of it ~ not because they live in a specific boundary, but because if they had a choice, they would choose us.

2) Master content and process

“Be right at the end of the meeting, not at the beginning”.  This one will be an easy one, as our year will be filled with lots of unknowns which will require discussion, disruption of past thinking and an openness to new and innovative ways of doing things.  I will not enter any of our meetings with any predetermined outcomes.  We’ll need to come to consensus as a school community.  Our mission and vision will be our guiding compass.

3) Lead and Learn in equal measure

One of the many things that excites me is learning about how to create a culture from the ground up. What will we use to measure our success? My mind is filled with numerous statements of inquiry.  If we are intentional about creating learning environments that meet individual needs then students will be poised for greater engagement and achievement. If we are intentional about building community before delving into content then students will be more likely to collaborate when creating evidence of their learning…. And the list goes on.   So much to choose from ~ where to start?

4) See students as change agents

“The secret agent is the student”. I truly believe this statement and hence my passion to return to a school and to support a staff as they ensure that our students see themselves as capable, competent and change agents.  A school community where voice and choice are the norm and that all community members have access to technology which will allow them to create, to share, to empower and to build upon their natural curiosity.    We have been intentional in creating learning environments which look different that the standard rows of desks and chairs.  Our students will know from Day 1, that life at Sir Arthur Currie will be different.  Our job is to ensure that different = better.

5) Feed and be fed by the system

I have always believed in the power of being connected to the system ~ but to ensure that it is a reciprocal relationship.  The system has a great deal to learn from schools as schools have a great deal to learn from system perspectives and latest learning.

6) Be essential and dispensable

There should always be a balance between leading and learning and whether right or wrong, I’m anticipating that this year, the scales will be tipped more towards learning.  It’s imperative that our school community embraces the fact that We Are All Learners ~ me included.  Although this will be my third school, as a school principal, I do not want to passively do what I’ve done in the past. We expect teachers to “change it up” each year to meet the needs of their new group of learners ~ so should we as administrators.   I’m also aware that we’re about to start a new school community with an energetic, dedicated and dynamic staff that will undoubtedly be there much longer than me.  So building leadership capacity will ensure that the culture we create from day one will continue long beyond my tenure.

So…back to my opening and Fullan’s closing remarks.

Worried? Not really! From my initial meetings with the staff, my meeting with some of our incoming grade 7 and 8 students and a few meetings with some of our parents, the Sir Arthur Currie school community will indeed be caring, inclusive, innovative and poised to challenge and engage our students.

Fascinated?  You bet!  The possibilities for a brand new school are endless. The trail has yet to be blazed. As others are enjoying the final two weeks of holidays, I’m anxiously awaiting for our journey to begin.

Are you “worried and fascinated by the future?”   Come Write with me…..

On the Way to the White Lily

This morning the lake resembled a sheet of glass ~ or more like a mirror with the perfect reflection of the long needled pine trees, the various selection of docks and the unique rock formations native to the Severn waterways. Perfect for a kayak ride.  So, with my paddle in hand, I headed out for a morning journey through the channel ~ swiftly at times, concentrating on the angle of the paddle and the rhythmic shifting from side to side and slowly at other times enjoying the beauty of the view that one can only truly appreciate from being directly on the water.

I had brought my camera for those “just in case” moments and the stillness of the water afforded me the opportunity to capture a few shots, without the fear of tipping.

Two hours later, as I neared the cottage, and started to brace myself for the docking procedure (still my least favourite part of the kayaking experience), I decided to loop to the other side of the peninsula and check out our one white water lily.  I’m not sure why we only have one lily ~ there is a multitude of lily pads ~ but just one lone lily.  None the less, the conditions were perfect for a water level picture of the lily so onward I ventured.

In order to get to the lone lily, I needed to paddle through what I had always thought of as a layer of just leaves.  Most of the leaves had various brown spots, making them look as if they were diseased in some way.  These leaves cover most of the surface area within our little bay and to be honest I hadn’t given them much thought.  But as I slowed down and angled the kayak towards the lonely lily, I noticed something popping up beside one of the “diseased” leaves.  As I got closer, I saw a beautiful, delicate and intricate red flower.  Upon further investigation it became apparent that the whole bay was filled with a sea of these flowers ~ flowers that were unnoticeable from the shoreline. With the help of the zoom feature on the camera, it quickly became apparent that the little red flowers were even more striking than the single white lily which was my initial quest.

Later that night, as I reviewed the pictures on my camera, I couldn’t help but wonder if we, as educators, sometimes miss the beauty of the smaller more notable things on our quest for the big significant things.   How many small red flowers do we miss in our quest for the white lilies?

Have we become so focused on the big picture prizes ~ such as EQAO ~ that we’ve forgotten to get in the water and notice the multitude of smaller, more notable, more delicate and more bountiful prizes. Those day to day examples of learning, curiosity, questions and “aha” moments need to be experienced while we are in the “water” with our students.

Anyone can see the white lilies from the shoreline. You can count them and even predict when they will be in full bloom and when they will close for the evening and rest.  But if we truly want to understand the landscape ~ or in this case the ecosystem of the bay ~ then we can’t stay on the shore.  And just like truly taking part in student learning, we need to get in the water (which includes the excitement and sometimes fear of the launch and the docking) and look beyond the “diseased” leaves to experience the beauty.

What have you been pleasantly surprised by, when you “got into the water” and learned alongside of your students?

Come write with me….

Construction Zones to Classrooms

The smell of honeysuckle and lilac, the sight of beautiful magnolia blossoms that sparkle and fade all too fast and the sound of robins greeting each sunrise with joyful chirps are all welcomed signs of spring.  One of the other sure signs of spring in the Forest City is the numerous construction projects which sat dormant during the winter but come alive as the snow melts and the days become longer.

Last week, as a result of one of these many construction projects, I dutifully followed the detour signs through a subdivision close to the Education Center.   Along with the make shift speed bumps, I noticed this sign “Drive Like Your Kids Live Here” on many of the front lawns.  I immediately slowed down and found myself taking extra care in checking my mirrors and blind spots.  I watched for unexpected distractions such as stray balls rolling onto the road as a result of a missed shot in a driveway hockey game or all too focused dandelion pickers unaware of their surroundings and any potential dangers.

I couldn’t help but wonder what would happen if we took that same sentiment and transferred it to our schools.  What if on all of our schools signs we professed that we “Teach Like Our Own Kids Go Here”.

I recall a time when I overheard a teacher complain that at her daughter’s school no one was stepping up to coach one of the sports teams.  Yet that same staff member wasn’t volunteering any of her time at the school that she worked at to do any coaching.  I found it rather ironic.

When we think about the classroom environment that we want for our own children, do we do our best as eduImage result for school signcators to replicate that for our students?  Do we greet our students at the door every morning and let them know that we are so glad that they are here.

When there is an issue with another student, do we take the time to investigate and help problem solve the situation with care, kindness and fairness?

Do we provide choice in our tasks and honour and embrace student voice because we truly believe that our students have something worthwhile to say?  Do we take the time to read what our students are reading so that we can suggest that “just right” book and watch their faces light up because they know that we care enough to go the extra mile?

Image result for teacher reading a bookDo we provide our students with multiple (differentiated) ways to demonstrate their learning, because just like our own children are individuals (I often wonder how my own three children, who had the exact same environment as children have grown into such individuals with their own set of unique strengths) our students have their own backpack of strengths.

 

When assigning multiple tasks to be completed at home, do we as educators stop and contemplate the impact that our “homework” will have on our families.  How would we feel as a parent of a student in our class, managing night time routines which include assigned homework?

Over the years, I’ve been fortunate that many of my own children’s teachers where incredible and I’ve worked alongside of educators who “teach like their own children go here”.

But what If we ALL taught like our children were in our class, can you imagine the impact?

Come write with me…..

Fire

OK…. I’ll admit it and at this point, there is absolutely no use in trying to deny it.  My family and friends know it as do our neighbours at the cottage ~ as I frequently get chastised.  I love fire.  I love building fires, watching them grow. I love getting lost in the flames and the multi-coloured embers. I love the smell of campfires ~  Day or night, summer or winter. There is a true art to building a fire that will sustain. It takes precision and at times patience.  This past weekend, as we traveled North to our cottage, I read, “Breaking Free ~ from Myths about teaching and learning” by Allison Zmuda and within the pages, the author references this poem by Judy Brown

FIRE

What makes a fire burn
is space between the logs,
a breathing space.
Too much of a good thing,
too many logs
packed in too tight
can douse the flames
almost as surely
as a pail of water would.

So building fires
requires attention
to the spaces in between,
as much as to the wood.

When we are able to build
open spaces
in the same way
we have learned
to pile on the logs,
then we can come to see how
it is fuel, and absence of the fuel
together, that make fire possible.

We only need to lay a log
lightly from time to time.

A fire
grows
simply because the space is there,
with openings
in which the flame
that knows just how it wants to burn
can find its way.

 

Once we arrived at the cottage, I started to unbury the pile of wood, tossed in a heap at the end of the
summer, as a result of a new wooden deck replacing an old, rotten one and build a fire that would not be subject to a nosy neighbour or a red indicator on the fire ban sign, and reflect on Brown’s poem and it’s connection to education and innovation.

As I built the triangular base in the firepit, I was conscious of ensuring that there was room for natural air flow. The small twigs, were nestled beneath the larger planks and the small amount of paper was gingerly crumbled to ensure that once the match was struck and contact was made, a flame would evolve.  A flame that would lead to another flame and so on, until enough flames would begin to encircle the wood and it would come to life with dancing flames.  But always ensuring there is enough space for the flames to dance and to demonstrate their brilliance.  Knowing that adding lots of planks of wood would only smother the fire and not allow it to grow and reach towards the sky.

As I reflect on the current state of education, I can’t help but wonder if we are leaving enough space or are we piling on the “wood”, plank by plank ~ hoping for a bonfire, but instead becoming frustrated with the bursts of flames that die down as fast as they ignite.

It is in those moments of air, when we stop, question and truly reflect on the moves that we’ve performed. It is during those moments when true change will occur.  That is the magic ~ that is the dance of the enduring flames.

And yet, there seems to be an unlimited number of strategies that one can try in order to improve student achievement.  And with the best of intentions, it seems as if everyone is trying to get through their grocery list of things to try as fast as possible ~ somehow thinking that more strategies (wood) will equal greater results (bigger bonfire).

Brown refers to the open spaces as the fuel; not the wood.

How will you fuel the fire of learning in your classroom, in your school, in your organization?  The answer might not be the next “greatest strategy that you find on Twitter or Pinterest!

Come write with me…

 

Starting from Scratch #IMMOOC

Don’t you just love it when seemingly unconnected events magically come together!  Yesterday I found myself starting my day taking part in #satchat, as the topic was “What do tomorrow’s classrooms look like today?”  ~ a timely topic as I’m currently in the process of purchasing furniture for a new elementary school that I’ll be the principal at this fall.  A task that is both exciting and daunting at the same time. This morning, I found my Twitter troll gravitating towards comments, images and articles focusing on school culture as I added #newschool for future reference.  Fast forward to later in the morning and as I was walking the dog around the block, I was reflecting on my need to blog before the end of the month.  Then as the morning progressed I found myself in a DM conversation with @gcouros booking him to come and share his talents with our Learning Support Services team this upcoming spring.  As the invitation went out to the team, one of our members, @pluggedportable shared that he was taking part in #IMMOOC.   Fast forward to tonight and another team member, @annettecann shared a post about the first blog post for the #IMMOOC ~ If you started a school from scratch, what would you see as necessary, and what would you take out from what we currently do.  A topic that is near and dear to both my heart and my head. A topic that has generated both a daily journal and a hashtag #newschool.  So tonight as I watch the Oscars, the stars are aligning (not the ones on the silver screen, but those in my Blogging universe) and I’m joining the #IMMOOC and completing my first post for the course.

My new school journey has already started with an intentionality in terms of sharing a “what if” vision with potential staff members. Bringing together a team of educators who are willing to let go of past practice which isn’t meeting the needs of today’s students.  Educators who are willing to embrace flexible seating, give up their standard metal teacher desk and imagine how a room lined with white boards can lead to student’s imagination.  Creating a culture where everyone feels welcomed, needed and appreciated.  A school where occasional teachers want to return to and parents are provided with an intentional role as partners in their child’s education.  Student voice won’t be an event, it will be a non negotiable, whether through student generated video announcements, math talks, daily opportunities for collaboration with peers and student led conferences. Students who get to direct their learning through Project Based Learning and passion projects.  A school culture where educators make their respect for the learners visible and audible.  A school culture where everyday students will know that they are loved, respected and challenged. Technology will play a role in terms of accelerating the strong pedagogy and ensuring that all students can access the curriculum through multiple entry points. Intentional and purposeful purchases.

In terms of rethinking past practices, I’m looking forward to challenging our new staff to revision and then build a meaningful model of what homework should/could look like.   I’m also wondering if as a staff we can come together and build our vision of what parent communication should/could look like.  Can we come to a common appreciation of the power of digital portfolios ~ both for ourselves as learners and for our students?  We know so much about assessment ~ let’s put it into practice.

In building a team of educators who are willing to go on this ride, building relationships will be key as we will undoubtedly have incredible successes and a few challenges along the way.  We have yet to find the “silver bullet” in terms of a perfect school culture, but being willing to try new and innovative ways to meet the needs of all of the members of our school community is a step in the right direction.  The gift of a new school is that we are not encumbered with tradition or stories of “we’ve always done it that way”.  The possibilities of a new school are endless.

Looking forward to reading the posts from others in #IMMOOC and their thoughts and views on starting a school from scratch.

Stepping Stones

“It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations—something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.” —Katherine Patterson

During the past two weeks I’ve had the incredible pleasure of sharing a new dual language picture book, “Stepping Stones ~ A refugee family’s journey” with 8 different groups of students and in the coming weeks, I plan to share it with at least 6 more groups.  Stepping Stones is a beautifully crafted story, retold by Rama, a young girl whose life is changed forever as a result of war and turmoil in her home country. The accompanying artwork is a collection mosaics created by various shapes and colours of stones, pebbles and rocks. The artist still lives in Syria.

I asked our team of any interested ESL/ELD teachers to gather various groups of students and invite me for a visit.  As I arrived at the different schools, I had no idea to whom I’d be reading and I certainly had never anticipated the depth of the conversations, the individual reactions and most notably the intuitive and thought-provoking responses that were shared during each visit.

One Intermediate student shared that he recalled all too vividly watching his father walk to the local grocery store, only to return with no food and how his uncle was ordered to sail an overloaded raft to Germany and experience the despair as not everyone arrived safely.  His ESL teacher shared that he had been reluctant to talk about life in Syria until that day.  One never knows the power of a well-crafted text.

Many of the children shared their initial fear when they arrived in Canada, as the language was challenging and in their words, so quickly spoken.  Funny, that’s how I would describe Arabic. But to hear them now makes me very proud of the work that our Thames Valley educators have done in supporting these students as they learn not only English, but the confidence to share their ideas ~ even if the exact words have yet to be mastered.

In each of the schools, there were students who could read the Arabic version of the book as well. During some of my visits, we co-read the book.  There was a beautiful rhythm between our combined Arabic and English voices.  The students enjoyed corrected my pronunciation of Jedo (Grandfather) and eloquently expanded on the narrator’s feelings of leaving friends and pets in her home country as their journey started.

But of all of the reactions (and there have been many emotional ones) today’s was probably the most profound.  A grade 6 girl was so adamant about expressing her desire to return to Syria, in order to rebuild it.  Through hand gestures and limited English, she shared that as soon as it is safe, she wants to return to her homeland.

 

As proud as we should be about welcoming our newcomer families, showering them with clothes and household items and ensuring that their orientation to life in Canada is supported, we can never forget that these families are here as a result of war and turmoil. It was never their dream to be forced to leave their home country, to leave their life and in some cases cherished family members behind as they traveled to Canada. Just as we are proud of “our home and native land”, so are our Syrian families as they reminisce about their homeland.

 

These past few days I have been reminded of the power of quality texts and that when shared purposefully, allowing lots of time for students to share their reactions and engage in the story, doors can be opened and in some cases healing can begin.

Do you have a favourite book that you enjoy sharing with your students?

Come write with me…

 

 

 

115 Marbles

As we turn the page on the calendar to not only a new month, but a new year, one can’t help but be reminded of the passage of time. As the sayings go, “The older we get the faster time seems to tick away” and “My how time flies when you’re having a good time”.  We also know the anguish of being someplace that we’d rather not be and watching the hands tick slowly on the face of the analogue wall clock or the annoying checking and double checking of our iPhone ~ only to see the digital face remain the same.

It was embedded in the notion of the passage of time and making what time we have count that last week at church the pastor shared a story of a father who determined the number of Saturdays that he had left with his teenage daughter before she headed off to University and filled a jar of marbles. Each Saturday he would transfer a marble from one jar to the next, thus reminding him of the importance of making the most of the time he had left.

It was that story that prompted me to purchase my own two glass jars and fill one of them with 115 marbles.  Why 115 you may be asking???  Well, I have only 115 instructional days left in my current system position as a Learning Supervisor before I transition onto my adventure (principal of a new school in the Northwest end of London). I have truly enjoyed the opportunities that working at a system level have afforded me and I’m incredibly proud of the work that the teams, that I’ve been blessed to work with, have accomplished over the past four years.

So with my time now limited, I’ve committed to make the most of each day that is left in my current role. As the jar of blue and green marbles glistens in the sunlight on my shelf, they are the visual reminder of the decreasing number of days that I have left where my “voice” will be representative of the system.  My final task before I power down my laptop and switch off the lights each night is to physically move a single marble from one jar to the next and take a moment to reflect on the day.  Did I do my best? Have I honoured the voices within the portfolios that I represent?  Am I working purposefully towards building capacity and sustainability? Have I made the most of the day?

As the glass marbles pass from one jar to the next, the reality of my transition from one role to the next will become more and more apparent.

How do you mark the passage of time?

Come write with me…

#oneword17 ~ Imagine

A year ago, it was a song performed at church which inspired my #oneword16 ~ Unwritten.  In reflecting upon the year, it was indeed a well-chosen word.  It became a constant reminder to not let memorable moments go “unwritten”. It also became the mantra for our GENTLE Reception Center, the implementation book on such an undertaking had been “unwritten” ~ and it was through this work that we truly lived in a world of innovative, caring and compassionate practice.  As we close out 2016, I find myself on the verge of a new adventure that a year ago I could never have imagined writing about.

So, with my new adventure in mind, as well as celebrating and respecting the work of the past four years, I’ve selected the word IMAGINE as my #oneword17
Imagine a literacy conference with an inspirational keynote and powerful presentations by some of Thames Valley’s finest educators and LITCon was born ~ I can only imagine how incredible LitCon17 will be.

Imagine a K-12 Newcomer Reception Center, where all of the needs of newcomer students and their families are met and GENTLE was born ~ I can only imagine how what we learned from GENTLE will inform future decisions

Imagine a social media platform where Thames Valley administrators freely share the
ir thoughts, ideas and inspire each other to be better and @tvdsbopc was born ~ I can only imagine the power of this professional learning network as we continue to grow our “followership” in 2017.

As I begin to shift my focus to the opening a new school, my list of “imagines” builds on successes from the past and exciting possibilities for the future.

Imagine a school community where all students feel loved, respected and challenged by the staff.

Imagine a school community where new ideas are embraced, encouraged and expected.

Imagine a school community where parents know they were valued partners in their child’s education journey.

Imagine a school community that is so proud of their work that they open their doors to educators from other schools to learn alongside of others

Imagine a school community that embraces curiosity, collaboration and expects students to contribute to the world around them.

Imagine a school community where educators know they are valued for their diversity, their commitment to personal growth and their love of teaching.

Imagine a school community with a shared vision of creating a place of learning, unlike any other school.

As you look towards a new year, new experiences and new possibilities what will your #oneword be?

Come write with me….

I Am From

A few weeks ago, I was thrilled to be asked to come and share a bit of my blogging life, as a part of a Reluctant Writer professional learning series that Annette Gilbert was facilitating with Intermediate teachers. In preparation for the interview-style presentation, I took some time to reread, reflect and reminisce on my past posts.  In doing so, it came to my attention that I had 198 submissions under my belt. So, with last week’s “The True Meaning of Leadership”, this becomes my 200th post.

Upon entering the presentation space for the Reluctant Writers session, Annette was finishing an activity with her participants which had them using the “I am From” framework as they exercised their writing muscles and created their own poems. I was immediately impressed with the flood of shared memories that certain phrases evoked from the educators.

So, in honour of my 200th post, I decided to explore the same framework and embed it in the Spirit of Christmases past.

I am From

I am from a musty smelling box of red glass ornaments, with a concave center glittered with silver

From red paper fold out bells and green plastic holly candle holders

I am from a bungalow with multi-coloured lights adorning the roof line

And a cardboard Santa and Frosty framing the sides of the fireplace

I am from a tree lot selected fresh smelling pine

Whose needles became drowned in sliver tinsel

I am from a ceramic Christmas tree with small green lights and plastic mistletoe hung in the front hall

From Saddler and Taylor

I am from Boodle bags filled with trinkets and treasures adorned with decorations that still stand the test of time and playing Silent Night on a new electronic organ

From games of Euchre, Rummy, Hearts and Shanghai

I am from Christmas Eve drives home from my grandparents, counting the number of houses with lights

From bread sauce and ricotta filled cannolis

I am from Mary’s Boy Child

From Boney M

I am from the animated Frosty the Snowman and the Grinch and the stop action animated Santa Claus is Coming to Town and Rudolph the Red Nosed Reindeer ~ whose broadcast time was known weeks in advance and calendars were cleared to come together to enjoy the show and some popcorn.

I am from those moments of Christmases past, whose memories continue to warm my heart and remind me of the spirit of the holidays.

I would love to read your version of “I Am From”

Come write with me…

The True Meaning of Educational Leadership

nutcrackersThe tree is up and decorated, the Nutcracker army is on guard on the fireplace hearth (I think they multiplied in storage), the fridge is filled with a colourful and hopefully delicious variety of sweet treats and the first gifts have been lovingly wrapped with festive paper and matching bows and placed under the tree.  Today’s falling snow, glowing fireplace and Christmas music playing throughout the house finished the picture ~ we are officially in the midst of the Christmas season. Which means that most television stations are now offering a plethora of Christmas specials and movies and I’m loving watching old favourites and new renditions.

grinchWhether the main character is a furry Grinch whose “small heart grew three sizes that day. And then – the true meaning of Christmas came through, and the Grinch found the strength of *ten* Grinches, plus two!”, a sleep deprived miser named Scrooge or a lovable loser named Charlie Brown, whose attempt to find the perfect tree led to Linus’ King James version of scripture reading from Luke 2:8-14, the true meaning of Christmas is revealed just before the final credits begin to roll.

In each of those stories, the cast of characters were constantly looking for the true meaning of Christmas in presents, lights, sixpence and perfect trees and not where it truly lies ~ something that not only fictional characters find themselves doing.

I often wonder if we are guilty of that same misguided lens in the area of educational leadership. Do we solely measure the effectiveness of a school leader by the increase in test scores, like the number of presents under the tree?   Do we focus so much on the financial resources, like Ebenezer, that we forget about the human resources? Do we honour and celebrate the glitz and glamour, like the lights of the season, even though it may lack depth and true understanding?

This past Friday, a colleague took a group of students door to door to shovel driveways and sidewalks.  When I think about strong educational leadership moves that quickly rises to the top.  I’m not sure that their afternoon away from instruction was purposefully connected to improving math scores, but I have no doubt that the feelings those student received about being appreciated, will serve them well, beyond any standardized test.

andyorr

After you watch the video read some of the many comments from the Ingersoll community.

https://www.facebook.com/sentinelreview/videos/10154413120764335/

The true meaning of educational leadership can’t be neatly wrapped with a pretty bow, nor measured by the number of green vs red markers on a moderated task.  It needs to be an honouring of our past as we venture through the present and look towards the future.  And one never knows who will inform our leadership ~ we need to be open to the possibility of a trusted friend, with a figurative security blanket, being the best source of inspiration.

linus-christmas

What is your true meaning of educational leadership?

Come Write with me…