Leadership · Curriculum · Lifelong Learning

An educator makes 1,500 decisions a day. After surfing an ocean of resources to plan the most appropriate learning experiences for students, educators maintain constant 360° situational awareness, acting and reacting, responding to stimuli in their immediate environment. All over the brain, neurons join together, gain roadrunner speed, and jump–bridging short and long divides. Mental To-Do Lists are created, executed, compartmentalized, or saved for later, as the mind compares and contrasts urgent versus important. The priority task-master orders, reorders, and begins again. Another day begins in learning spaces world-wide.


What happens inside the mind of an educator in just one day? Nothing less than an absolute hurricane—a perfect storm of forecasted preparation; gauged instruction; precipitated learning; and swirling, cyclical evaluations in the wake. If only it were that simple. If only it really were perfect. The truth is that these processes occur continually, concurrently, and imperfectly. Learning is messy.

Photo from: WCPSS Writer’s Workshop

Enrollment; attendance; record-keeping; accounting; discipline; counseling; psychological; and medical concerns are sucked up into an unusually high-volume vortex. Rising student and staff needs are quickly swept away into aggressive updrafts. Strategically, administrators ride intense thermals, ready to ebb and flow with the planned and unexpected.


We work with people, and the human element is so dynamic and unique.  


We work with the general public, and the next legal, political, and societal-critical changes are only a tweet away.


We also live a very rewarding life, and life is everything but predictable.


And then there’s you–finding your niche in the vast array of all that is education today. And you realize that every single decision ever made on a school campus is based on what’s best for students


How about YOU? What are you doing today? Is it what’s best for students? How could we be doing better?

One Reply to “What’s Best for Students?”

  • Hey Pal,

    It’s a super simple question, right?

    If we all asked ourselves every single moment about the beneficiary of the actions we were taking, we really could change education!

    Goes back to my central point, though: Most of my actions are dictated by someone else. I’m giving a benchmark a week early not because it benefits students, but because I’m required to.

    I wish I had the organizational authority to change some of those decisions, but until I do, I’ll have limited control over the choices that I make.

    What I can promise is that I’ll make the most of the decisions that I CAN control.

    Thanks for the reminder,

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