2 Key Questions to Ask When You’re Desperate for Funding

February 17, 2011

Earlier this week I was working with some colleagues at an organization I have a great deal of respect for. The organization needs funding. Over a dozen brilliant minds sat around the table talking about different ways to get the money necessary to continue the good work they’ve been doing for a number of years. At times, the conversation got lost in possibilities… ways they could bring in money to sustain the organization.

During this brainstorming activity, I could see a drift away from the values and philosophy the organization had always held. That kind of drift is OK during a discussion that remains theoretical, lingering in the realm of “What if?” It becomes troublesome only when an organization begins to shift away from their values in search of more money. At some point before ideas turn into a plan with deliverables and a timeline, it is worthwhile to ask two simple key questions:

What’s the work we value most? – What are the primary activities that brought you together and keep you going? What is the work that matters?

Who do we help? – Funding is a necessity to keep an organization going, but it’s not the only factor. People need to be invested, too. If you’re helping them in some way, benefiting them, encouraging them, nudging them towards growth and challenging them along the way, they’re more likely to stick around. Whatever activities you decide to pursue in order to get money should still somehow be focused on helping those who are most interested and invested in your success.

Once you get those two questions sorted out, the number of possible activities you can do to pursue funding decreases. And that’s a good thing. What remains after those two questions are answered are the choices that are most aligned with your vision and values. That makes the decision about how to move forward a whole lot easier.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Interview with Sandy Hirtz: Leading by Example

February 16, 2011

The Literacy and Language Professionals Who Lead by Example Series is dedicated to highlighting the impact made by exemplary literacy and language professionals who lead by example. They share their inspirational tips and stories. Check out those who were honoured in the 2010 series.

I’m thrilled to start off the 2011 series by showcasing the work of a leader who works tirelessly from her home base in British Columbia, Canada. She’s a leader when it comes to literacy, technology and collaboration. A true inspiration!

What is your name, affiliation, and connection to language learning?

My name is Sandy Hirtz.  I am an independent e-learning and social media advisor. I primarily work from home juggling a plethora of projects. I moderate online forums for the BC Ministry of Education: Literacy branch, E-learning branch and Leadership branch.  I am involved in an Open Educational Resources for open schooling project with the Commonwealth of Learning.  I am project manager and editor of two books collaboratively authored by professionals from around the globe—Education for a Digital World, Edition 1 and soon to be released, Edition 2.0.

What are your thoughts about leadership and literacy?

I think the age-old philosophy of autonomous leadership is no longer adequate for dealing with the complex problems inherent in communities and organizations today. The current intensity and speed of globalization compounds the urgency of addressing the issue of literacy for all, especially among the poor and marginalized on as many fronts as possible.

As people concerned with education, literacy leaders have a critical role to play in fostering, supporting, encouraging and, above all, equipping learners with the values and skill-set necessary to be successful in the 21st century. What better way than by modeling and mirroring this world in our own practice.

Today’s leaders need to be tech savvy, think globally, collaborate, and create partnerships. They need to have the ability to anticipate, envision, maintain flexibility, think strategically, share responsibility, and build community.

In your opinion, what’s the most important aspect of a language or literacy professional’s job?

Raising literacy levels! Illiteracy is a critical problem that affects all corners of the earth. It has no boundaries and exists among every race and ethnicity, age group, and economic class. This silent epidemic threatens over 785 million adults worldwide; one in five adults is still not literate, two-thirds of them are women.

Improving literacy is a commitment to taking on a collaborative, cohesive, coordinated and holistic approach that involves families, communities, and government. It means taking the best of what is happening and making it accessible to all. It means looking at literacy as a lifelong skill. It means considering where and when we can best reach those in need of resources, training, and opportunities — in school, at work, at home, in healthcare environments, and in the community. Literacy is everybody’s business.

What are some of the projects you’ve been involved with that you would like to share?
BC Literacy Forum – advancing literacy and learning
The Literacy Forum showcases literacy initiative, innovation, experience, and best practice. Our goal is to engage in dialogue about literacy and improve literacy education.  Literacy is the key to opportunity for individuals, families, and communities. Come join us! If we band together, we can boost literacy levels from coast to coast to coast.

Community of Expertise in Educational Technology (CEET)
CEET is an online community for educators interested in teaching with technology.

Collaborative Authoring
Education for a Digital World: Advice, Guidelines, and Effective Practice from Around the Globe, was published by the Commonwealth of Learning and BCcampus in July 2008. It can be downloaded at the CoL website: http://www.col.org/digitalworld.
Education for a Digital World 2.0: Innovations in Education is being published by the Ministry of Education and will be available in print, pdf and as an e-book in March 2011.

The collaboratively authored books represent a shift in how educators are sharing their research, experiences and best practices in online teaching and learning. Facilitated completely through virtual interactions, this new model of authoring went beyond writing and editing to become an international effort in community building and professional growth.

Open Educational Resources for Open Schools An initiative of the Commonwealth of Learning in collaboration with the William and Flora Hewlett Foundation and Ministries of Education and Open Schools in Zambia, Lesotho, Namibia, Botswana, Seychelles and Trinidad and Tobago.

Professional Learning Potlucks

I host free and open Moodle Meets or Professional Learning Potlucks.  Ursula Franklin says that an analogy of the perfect society is a potluck supper. “A society in which all can contribute, and all can find friendship, that those who bring things, bring things that they do well and in the end there is a variety of things. All share their talents and all belong. ” Her analogy fits perfectly with these collaborative professional learning events.

What keeps you inspired?

Working collaboratively to create meaningful, relevant and accessible learning opportunities.  I envision a world classroom, whereby people from every country; regardless of age, color, race, gender or wealth, have equitable access to completely free, on demand, personalized education.

James Martin (The Meaning of the 21st Century: A Vital Blueprint for Ensuring Our Future) says the people of today will, “more than at any other time in history, make a spectacular difference to what happens this century – and there needs to be an absolute crusading determination to bring change about.” (James Martin, page 398).  It is change, and the promise of global unrestricted access to knowledge, that is inherent in my professional activities.

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Do You Have What it Takes to Save Your Language Program?

January 22, 2011

Over the past several months, I’ve heard a lot about language programs closing or being cut. This is troubling not only because I’m a strong believer in second and additional language education, but also because it means that highly trained and committed professionals are losing their jobs.

So what does it take to save a language program that’s at risk of closure?

Time

If your program is scheduled to be cut at the end of the semester or even within the next two years, the best thing you can do is buy yourself some time. You will need it to build your campaign and garner support.

A campaign to save your language program

This is a bit tricky. You don’t want to be so zealous that you turn people against you. Your campaign needs to be well-crafted and thought out thoroughly. You’ll need the help of other people. Develop the plan together and monitor it as you go. Include things like letters of support from parents, alumni, local politicians or other champions.

Support

No matter how much you may love your program, you won’t be able to save it alone. You may find support in unexpected places and no support from people whom you think should back you. Surround yourself with like-minded people. Leave behind the whiners or those who are too burnt out to care. Build those relationships. Ask their opinions and advice. Include them in your activities.

Energy

Above all else, you will need unrelenting energy and a “can-do” attitude.  You’ll need to stay positive (but not nauseatingly so) as you lead the charge.

A focus on the future

This isn’t just about closing your program today. This is also about the effect it will have on an entire generation of students and possibly even the generation after that. You’re working for them. You’re doing this so that they continue to gain all the benefits of studying a second language that you know will make them more intellectually and culturally robust.

There is a ripple effect that happens when second language programs are cut from schools and universities. It’s worth the fight.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Cold-Handed Collaboration: Why it Worked

January 17, 2011

When I talk about “cold-handed collaboration”, I mean it literally, not metaphorically. I live in a condominium townhouse in Calgary, Alberta. I’ve been on the board of directors for our condo association for three years now. I love working with other owners who live in our community on projects to improve the complex.

In Calgary there is a municipal recycling program, which means that the City will collect recycling from homes, just as it picks up garbage. The problem is that right now, that program does not extend to condominiums. We pay for private garbage pick-up in our complex, just as all condominiums in the city do.

Last year, we decided to bring recycling to our condo complex. We started with a pilot project. Four of the board members (including me) tested out the services of Harvest Recycling for a couple of months. At our regular board meetings we reported back with feedback. We were pleased with the results and decided to extend the program to the entire complex.

We arranged with Harvest Recycling to deliver bins to our complex, which would be paid for by the condominium corporation. Our plan was to deliver one bin to each house hold. Since the bins were paid for out of the “common pot” so to speak, one board member had the idea of writing the unit number of each house on the bins. We agreed this was a good idea.

We sent letters to every unit, with details of the new program and how to participate.

We arranged with the company to purchase and drop off the bins for us. We agreed to make time in our schedules to deliver the bins to each unit, writing the house number on each bin as we went along. One board member bought markers to tag the bins.

The bins arrived on Saturday. For those of you who don’t live in Calgary, we’ve been having a bit of a cold snap lately. On Saturday, the temperature was -23 C (that’s -9 Farenheit). Once you factored in the wind chill, it felt like -30C (that’s -22 Farenheit).

Jan 15 2011 weather

The truck arrived with the big blue bins. Not only did they need to be delivered, they needed to be assembled. The lids came separately from the bins. We had to snap a lid on to each bin, deliver it to a unit and tag the bin with the unit number.

Five board members and one other volunteer all bundled up and went outside into the frigid temperatures to tackle the project. As I reflect on this, I can see some reasons why it worked so well:

We made a commitment

We had previously agreed to work together on the day the bins were delivered. We had no idea that it would be so cold on Saturday, but we had all said we would be there.

We kept our word

Despite the cold, no one reneged on their commitment. I don’t think any of us particularly wanted to be doing our volunteer work outside that day, but we did it anyway. We had an agreement and we kept it.

We had a purpose

We were committed not only to our date and time, but also to our recycling project. We had been talking about it for months at our board meetings, working on our pilot project for several weeks and we knew that we wanted this.

We worked together

When you’re outside in -30 Celcius windchill, there isn’t much point in standing around. You stay much warmer if you keep moving. We hustled. We collaborated. We figured out what had to be done and we did it.

We grumbled, but not about each other

Really, how could you not complain about the cold? We commiserated about the weather and fantasized about summer coming. There’s a difference between being a complainer and commiserating. The complainer stands out by being grouchy when no one else is. Commiserating, on the other hand, actually means “to be miserable together”. We bonded through a shared (and thankfully, temporary) experience. We were in it together, by choice – and that didn’t change the fact that it was freezing outside.

We socialized

All work and no play makes for miserable working conditions. We took the opportunity to chat as we worked, catching up with one another. It made the time pass faster and gave us a chance to bond on a personal level, too. We laughed. We smiled. We joked about our eyelashes freezing. We had a good time. A few of the neighbors who saw us working said hello and we chatted about the recyling program that will start next week.

We took breaks

There was no one cracking a whip out there in the cold. As directors of the board, we all have leadership positions and we’re all adults. When one person said, “I’m going to go inside and put on some long underwear”, we saw the good sense in that. Someone else chimed in and said, “Why don’t we all go inside for a few minutes and warm up?” Heads in hoods, toques and other hats nodded in agreement. Within a few minutes, three of us sat in my kitchen drinking warm chai lattes and hot chocolate. We reconvened after our break, during which many of us had donned additional clothing.

We acknowledged a job well done

At the end of it all, we acknowledged the efforts of the others by saying things like “Good job, guys!” or “Nice work, team!” The acknowledgment was brief and sincere. That’s all it needed to be. Then we all returned to our respective homes to warm up and carry on with our day.

To do the job alone would have been utter misery. To collaborate and have six of us working together was effective and efficient. By the end of it all, we had cold-hands, but warm hearts, as they say.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


2010 Recap: Literacy and Language Professionals who Lead by Example

January 14, 2011

In 2010 I started a new series to showcase the amazing work of some Literacy and Language Professionals who Lead by Example. Last year, I featured the work of 6 amazing educators in Canada and the United States, whose work focused on:

Brent David Novodvorski, a Deaf teacher of ASL and ESL.

  • Literacy, ESL literacy and Deaf literacy
  • American Sign Language
  • ESL
  • German
  • Spanish
  • French
  • Mandarin

I encourage you to check out their profiles and see the difference these people make to our profession:

Cheryl Haga (USA: French, Mandarin and Spanish)

Meike Thomson, German bilingual educator

Brent Novodvorski (Canada: American Sign Language (ASL), English as a Second Language (ESL), Deaf Literacy)

Paul Rogers (USA: ESL)

Martha Urquhart (Canada: Literacy, ESL Literacy)

Meike Thomsen (Canada: German, German-English bilingual education)

Felix Wöhler (Canada: English as a Second Language)

I’m now looking for suggestions for the 2011 series.

Here are the criteria I use for the series:

  • Literacy or language professionals should have practical classroom experience.
  • Their daily practice sets them apart as people who lead by example.
  • Their work inspires you and will likely inspire others.

Send me an e-mail at saraheaton2001 (at) yahoo.ca to nominate someone today. (I prefer nominations of others to self-nominations.)

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.