Oct 27

Teacher Leaders: Begin with Mission, Vision and Values

This past week we began our leadership development program. It is a program that we offer every two years in the division and is open to our teachers. The significance of the program is twofold. First, with an aging administrative population (in which I am one) and minimal movement from outside the division, it is critical to “grow your own” future leaders. Equally important though is my belief that the required and long overdue transformational change in education will be best accomplished through strong teacher leaders. Teacher leaders challenge their own status quo and as a colleague of mine put it, “are passionate about pedagogy!” But their sphere of influence far exceeds their own classrooms because they also challenge their professional colleagues. And that is a main reason for their necessary involvement in the transformation agenda.

Our first topic was mission, vision and values. I’m honest that it tends to be a dry topic but stress that it is likely the most significant for leaders. Unfortunately, mission, vision and values of organizations have long been thought of a great “wordsmithing” activity where all of us become English majors! This short video had me rolling as I remember my first work with a mission statement and how I, a math and science guy came to think I was an English major too! Some of the greatest accomplishments for school mission statements were that we found someone who could do calligraphy, we framed them and then hung them in our entrances… seldom to ever be read by anyone!

In truth, mission, vision and values are the core of any organization if done properly. Mission articulates the purpose of the organization.  It answers the question: Why are we here? Without knowing what our core purpose is we are easily carried by the wind in any direction. A mission statement is a covenant with the people we serve – it is a promise and it is crucial to deliver on that  promise. Vision articulates what the organization is like when the purpose of the organization is fulfilled.  It answers the question: What should the organization look like when it achieves its purpose five years from now? Vision as it suggests, is always looking into the future. Values are our belief statements and act as bedrock for all of our decisions. They ensure we align our actions with what we say we believe!

The development of these foundational statements and the further review calls every staff member to a standard of performance excellence.  In other words, clearly articulated foundational statements guarantees that staff share an understanding of and a commitment to the instructional goals, priorities, assessment procedures, and accountabilities. They hold themselves and each other responsible to the mission, vision and values.

It would be unrealistic to believe that every staff member holds the same commitment to an organization’s mission, vision and values. But, this still needs to be the overall goal and teacher leaders must contribute through their work and sphere of influence. We cannot allow mediocrity to be our baseline when we have foundational statements that call us to the highest level of action. “It is daunting” as one of our participants reflected, but every employee must fully understand why we are here, what is our preferred future and what we value in order to raise the personal and collective commitment.

I’m looking forward to again working with another cohort of teacher leaders. It provides me an opportunity to engage in frank conversations and demonstrate my passion for education, for learning and for leadership. It allows me to challenge the thoughts and practices of the participants and for them to challenge all of mine too! Teacher leaders need to be able to see not only from the dance floor but also from the balcony. And the balcony view always begins with mission, vision and values.

Oct 24

From the Desk of the Superintendent- Off-Campus Education

The folowing article was published in the Lethbridge Herald on October 23, 2013

At one time there was truth in the saying, “Work hard and you will find a good job!” However, in today’s world, working hard, although a desirable skill, does not ensure our students a good job and a self-sufficient future. Today, schools must provide multiple pathways to success that allow student transition to university, college, trades and directly into the world of work.

Recently the Canadian Chamber of Commerce estimated that more than 500,000 postsecondary graduates will be working in low-skilled jobs by 2016, while 1.5 million skilled jobs will go unfilled. School systems must be part of the solution to address the need of skilled labour in the coming years. High schools within Holy Spirit Catholic School Division are ensuring this pathway to success for students is well established as a priority by the development of a strong off- campus education program. Off-campus education plays an important role in assisting students’ transition into the work force and post-secondary education while attaining their high school diploma. These programs facilitate partnerships between students, school, post-secondary institutions, business, industry and community members and they allow students to explore and expand their career interests and aptitudes in meaningful work situations.

An exciting avenue for high school students to enter the world of trades is through the popular Registered Apprenticeship Program (RAP). RAP provides opportunities for high school students to earn credits towards their high school diploma while accumulating hours towards their first year apprenticeship in one of Alberta’s designated trades. They spend part of their year in school completing graduation requirements and part in industry as a registered apprentice. As a RAP apprentice, the student gets a realistic look at the work world, learns employability and the hands-on skills required in the industry. In addition to earning a wage, a RAP student may earn up to 40 high school credits, including four 30-level 5-credit courses, towards their high school diploma and up to 1000 hours towards an apprenticeship.

Given the high demand for skilled trade workers, the future in these career fields looks very promising for students who choose this pathway. It is important for schools to offer this type of programming and provide potential employers with an opportunity to find quality young employees. Holy Spirit Catholic Schools believes in multiple pathways to success and off-campus education is one of the many for our students.

Oct 20

Why George Couros?

Last week our school division had the pleasure bringing in George Couros @gcouros as our keynote for our annual division wide professional development day. Now before you write off the experience because it appears to be another sit and get event, let me explain that George was our keynote and provided a number of breakout sessions as well. However, beyond the keynote, we had over 40 additional learning opportunities for all of our staff to self select. Equally impressive, I believe as Superintendent of Schools was the vast majority of these learning opportunities were led by our own staff. Furthermore, to fully achieve self direction, our day also included an open spaces section for any staff to come together on topics of their own interest. The evolution to our present professional development day is well supported and appreciated by our staff and provides for excellent learning!

Now back to the title of this blog post- Why George Couros? I first “met” George a number of years ago when I first entered the foray of social media. Like most interactions on social media, this meeting was online and not face to face. Given that I am someone who truly believes that the factory model of education must end…NOW, I was most impressed with his message, which even as a “believer” pushed me well beyond my own comfort zone. My first face to face meeting was less than comfortable. Presenting at a national conference with a colleague of mine, Lorelie Lenaour (@llenaour) on our school division’s journey into 21st century learning, George was in the audience. Although fairly confident about what we were doing in our system and on our presentation skills, his presence was still pretty intimidating. I’m happy to say we passed, as George came there as a learner and not an evaluator.

Since that time, George and I have connected a few more times in person but most often through social media. Each interaction with George causes me to reflect on my own learning and on my leadership role. He pushes me, not through aggression but rather by tapping into my own sense of professionalism. He understands my responsibility and more importantly my desire (as a teacher) to continually develop my expertise, hone my skills and refine my learning.

Even though George is a technology guru, he fully understands that learning is best achieved through supportive and trusting relationships. These relationships are developed through connections between teacher and student. In his view, technology is a necessary platform for enhanced social connections. We can no longer be digitally illiterate because we risk further alienating our students and promoting increased boredom in our schools. “No technology has an impact on learning on its own; it all depends on how it is used.” (Nesta 2012) The challenge for us in education is not if we use it technology but how we use it!

So why George Couros? Well, his presentation is highly engaging, full of personal anecdotes and emotionally charged. But it is his message that is of utmost importance. George is about making our schools different. He is focused on students engaged in their own learning. He wants students to be knowledge creators, He desires for students to have a voice in their learning. And he knows that the only way to develop a system like that is through the people in the educational system. A prophet is never well received in his own land and so why George Couros? Because he comes as a prophet with a message needed to be heard by all educators. He comes with a message for innovation, creation and voice!

Well done George Couros!

Oct 14

From the Desk of the Superintendent- International Students

This year, Holy Spirit Catholic Schools has become active in the recruitment of international students. Last June, I travelled to Bogota, Colombia to initiate partnerships to bring in international students for short-term stays. The excursion was a great success as we have already received four students from a private Catholic school and are expecting an additional seven students to arrive in November. Our next seven students will stay for a month and will be attending one of our junior or senior high schools in our division.

Some divisions see the international student market as a revenue source only. While this can be achievable over time, the decision by the Board of Trustees to become active is the international student market is far from a monetary reason only. Over the past number of years, the ability for our students to travel abroad has been severely encumbered  by political strife and terrorist activity. A sad example of this was the cancellation of the Catholic Central High School yearly trip to Cuernavaca, Mexico. Even the powerful testament of past participants and the positive outcomes for our students in this excursion into poverty could not mitigate the safety and liability concerns that were evident.

With this in mind, our division’s entrance into international education allows our students the opportunity to engage in different cultures while remaining safe in their home country. Our schools will experience the cultural diversity through the eyes of our visiting students. And for those students and families who are fortunate to participate in the homestay program, their lives will be further enriched with lasting friendships.

Holy Spirit is now looking for families who would be interested in providing an international student a home for a short-term stay. If you are interested, please read the following advertisement.

Welcome an International Student into Your Home!

Holy Spirit Catholic School Division is looking for Homestay Families to host international students for a short-term stay from November 7th to December 10th, 2013.  

A $550/month stipend is offered to offset the student’s living costs.

Homestay Families willing to open their hearts and homes to these junior and senior high aged international students are asked to provide the following amenities:

  • Private bedroom
  • Three wholesome meals a day and snacks as required
  • Quiet, well-lit and heated study space
  • Access to the common living areas of the house
  • Hot water and facilities for bathing
  • Laundry
  • Emotional support
  • Academic support
  • Interaction with family members
  • Participation in family activities
  • Internet Connection

Please be aware that a Criminal Record Check (including a Vulnerable Sector Check) and a
Child Intervention Check will need to be provided for all Home Family residents over the age of 18.

       

 

The Benefits of Becoming a Homestay Family

Becoming a Homestay Family for the Holy Spirit International Education Program offers a range of benefits. They include:

  • learning about another culture’s traditions and customs
  • having the opportunity to experience a cultural exchange in the comfort of your own home
  • seeing our own Canadian culture through the eyes of an International Student
  • making a difference in the life of a young citizen of the world, our most valuable resource
  • receiving a monthly stipend of $550 to support groceries and quality of life activities
  • encouraging families to spend more time doing things together
  • developing a lasting friendship with the International Student and his or her family
  • acquiring an interest in a new culture that could lead to new travel and language learning opportunities for you and your children

If you would like more information about the Homestay Program or to refer a family, please contact us immediately. We need families for November 2013 intakes and beyond!

For more information please contact:

Wendy Urquhart – International Education Consultant
Holy Spirit Roman Catholic Separate Regional Division No. 4
St. Basil Education Centre
620 12B Street North
Lethbridge, AB   T1H 2L7

Phone: (403) 331-4458 Fax: (403) 327-9595
Email: urquhartw@holyspirit.ab.ca

 

Oct 12

But I don’t have all the answers!

“But I don’t have all of the answers!” is probably something that you don’t want to hear from your leader or your child’s teacher. Or is it?

I just finished reading David Culberhouse’s latest blog post, “Embracing the Unknown.” It reminded me that we as leaders can’t know everything and don’t have all the answers. The rapidness of change will not allow leaders to be “all-knowing.” If people truly want great leaders they must expect that they don’t have all of the answers. Similarly, great leaders must exhibit that vulnerability that illustrates, “I don’t know everything!”

The hierarchical leader of yester years spoke with great conviction and hoarded the knowledge that he or she possessed. As long as I hold the knowledge, I hold the power.

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Leaders in today’s society must divorce themselves from that style of leadership if they truly want to be effective. Rather than have all the answers, they must ask the right questions which means they must embrace the unknown.

Although the vision must always be crystal clear, the pathway to achieving the vision will often meander through some fog. This is especially true in the education world today. Our vision to ensure the success of every student is well-defined. However, the road to achieve that vision is vastly unknown. Most believe that the factory model of education needs to be drastically overhauled but we know no different. Knowing is far more comfortable and so we avoid the unknown even though it continues to cause us great frustration!

Embracing the unknown and accepting that we don’t have all the answers allows us to start asking the right questions. The right questions will challenge our thinking and expand our perspectives. It gives us permission to leave the safety of the middle and begin to explore the outer edges of our own paradigm where creativity and innovation live. We cannot remain on the shore but instead must get into the water, the deep water!

Leadership styles should be far different today than 20 years ago. The all-powerful and all-knowing leader is simply an organizational myth! Leadership today is about gaining diverse perspectives and that can only come when you don’t have all the answers. If we want true and sustainable change, leaders must be willing to muddle through it, reflect on it and ultimately embrace the unknown.  

Given the lightning speed of change that exists in our society it is unfair to assume that any leader will have all the answers. And that is why leaders must be confident in not knowing and accepting of being vulnerable. Knowledge can always be ascertained but learning comes from something different! Learning comes from embracing the unknown and not knowing all of the answers!

Oct 02

From the Desk of the Superintendent- October 2013

The first month of the school year has come and gone…in a flash. The start of our new three-year faith plan, new administrators in buildings, a number of new staff and an increase in student population of 1.75% from last year has certainly caused some excitement. Speaking of new staff, last night I attended our local ATA’s new teacher induction ceremony and witnessed the firsthand exuberance of our beginning teachers, either to the profession or to Holy Spirit. The ceremony provided an excellent opportunity to remind our new teachers of the tremendous work they do with students and the overwhelming importance of building relationships.  

The month of September is the usual month for annual evaluations of the board and superintendent. Both of these evaluations are facilitated by an external member to the Board of Trustees and are evidence based. In addition to providing trustees with evidence to demonstrate my meeting of the quality indicators set out in my role description, I also provide reflections on my own work for their review. There is also a requirement in year 4 of my contract that all of my direct reports (senior adminstration, principals and associate principals) are interviewed in confidence by the external member. This data is provided to the Board of Trustees as part of the evaluation process along with all survey data. Compiling this documentation (over 870 pages) is time-consuming (especially for my Executive Assistant Anisha Gatner) but it allows me a chance to reflect on the past year’s work. While I was exceedingly satisfied with the positive evaluation I received, I recognize that it is the work of my direct reports and the work of the staffs in the school who really are most deserving.

September also brought about nomination day for the civic election, which includes school board elections to be held on October 21st. Five of our current trustees have decided not to seek re-election and so there will be considerable difference in our board for this next four-year term. I would like to take this opportunity to thank current board chair, Sandra Dufresne, past board chair, Nadine King and trustees Bosco Baptista, David DeCock and Connie Gross for their exemplary service to our Holy Spirit community. Each of them have contributed to the growth and development of our division. The new board will be sworn in on October 30th. For more information on trustee elections, please click here.

The regular meeting of the board saw a number of approvals. For a complete review of the meeting, please check out our Board Meeting Briefs.

The Division will bring the entire staff together for our annual Professional Development Day on October 15th. Check out this introductory video to learn more about our day. We are very excited to have Mr. George Couros as our keynote speaker for the day. The day will be filled with exceptional opportunities for our staff to gain professional knowledge and learn from George and one another. Additionally, George will be providing a workshop for parents entitled Parents 2.0 that evening at 7:00 PM at St. Basil Catholic Education Centre. George is sought after around the world to talk to educators and parents and should not be missed. More information is available in each school newsletter.

Finally, the month of October brings our Thanksgiving holiday. Often we take the many gifts we are given for granted. We watch the horrors around the world sometimes without an appreciation of just how fortunate we are to live in this area, this province and this country. But we must also recognize that there are many within our communities who do not have the same quality of life that many of us experience. During this upcoming Thanksgiving weekend, take time to offer thanks for your many gifts and look to share them with those less fortunate.

Enjoy the beauty of the fall season. Have a wonderful Thanksgiving and God bless!

 

Sep 29

Lifelong learning…

During your career, have you ever heard the statement, “Lifelong learning is not important!”.  Agreement with that statement would be almost like attacking “motherhood and apple pie”! It is unfathomable for educators to disagree with lifelong learning since our basic concept as educators is to always be on a learning track. I don’t have time to learn is a mockery and inconsistent with our values as educators.  

But learning in the truest sense is not always through formal education (which we may have some legitimate time constraints) but through informal means and most importantly through observing and listening. This week I begin my growth plan meetings with all of our principals and senior administration staff. I have found the vast majority of these conversations intensely rich as I listen to their own professional goals. Together we clarify strategies and reflect on what data or experiences will constitute growth and success. And although because of position, I’m expected to be the learned one, I’m always learning from these conversations.

Lifelong learning, especially in leadership requires listening. In his blog, “How Leaders Dilute Their Impact”, Dan Rockwell reminds that, “Verbosity isn’t leadership. The longer you talk, the less you lead.” Listening to others provides us with additional perspective. It allows us an alternate view or at minimum, a different angle. The same can be said for being a connected educator or simply a robust reader of blogs, articles, research and books. It is less about agreeing or disagreeing with another’s perspective and more about stretching one’s own paradigm.

One of the assignments I’ve required for my graduate students is a reflective journal or blog after each weekend class. While I cannot stress the importance of reflection in the learning process for my students, their reflections are additional learning opportunities for me. The various opinions shared both in their writings and through our class discussions force me to review my own context, debate my practices and face my own biases. It stretches me as a learner and enhances my leadership.  

Although professionals hold a body of unique knowledge, we cannot afford to ignore the many possible learning opportunities provided by our students, our parents, our support staff, business and community. Educators and especially those in leadership positions must never believe that their learning only comes from within their closed circle. Learning should not be viewed as hierarchical, where leaders only learn from leaders or those who have…written a book!

Lifelong learning comes to us moment by moment. It has a place, if we allow it, to be present in every interaction we have on a daily basis. Lifelong learning comes from listening and observing, sharing and leading. We will be unable to appreciate the magnitude of lifelong learning without attention to all the available opportunities we have to grow. There are grandiose opportunities to learn, but it is more likely that the subtle conversation with a colleague or stranger may cause the greatest shifts in our thinking. Don’t snub any possibility because lifelong learning is lifelong!

Sep 22

Is being connected an option?

This past weekend I had the pleasure of teaching my first graduate level course for Gonzaga University. The course focuses on leadership and school improvement. It is an especially pertinent topic as we continue to challenge our current model of education. The way we’ve always done things in our schools may be most comfortable for the adults but we need to ask if those structures and practices are best for our ever evolving society and the students in our classrooms.

“School improvement” may not be the best descriptor of our goals in education as articulated by one of my students. The argument was that school improvement should really focus on teachers, since teacher quality is the best indicator of what happens in the classroom. While I believe that school improvement is grander than just teaching pedagogy, there is little doubt (in my humble opinion) that school improvement will occur without improved instructional practice.

Leaders of school improvement need to be credible and therefore must work from solid research and utilize reliable source documents. Both Alberta Education and the Alberta Teachers’ Association provide reliable source documents. Those in leadership positions and I would suggest every teacher should be extremely familiar with the following documents:

There are two sets of knowledge, skills and attributes in the Teacher Quality Standard to delineate between teachers who have an Interim Professional Certificate (generally new teachers) and Permanent Professional Certificate (experienced teachers). However, regardless on your certificate, “All teachers are expected to meet the Teaching Quality Standard throughout their careers.” Teachers who hold permanent certification, “must demonstrate, in their practice, professional repertoires that are expanded beyond the Interim KSA’s… Teachers, staffs, supervisors and evaluators should use the descriptors to guide professional development, supervision, evaluation and remediation strategies in order that teachers can meet the Teaching Quality Standard consistently throughout their careers.”  

In other words, teachers must be at the “top of their game” all the time. While this may not be a fair statement on a daily basis, the standard has been set, agreed to by all parties and therefore it is expected to be met, even if it is minimally. Which leads me to part “h” of the Ministerial Order that states, “Teachers apply a variety of technologies to meet students’ learning needs” and furthermore, “Teachers use electronic networks and other telecommunication media to enhance their own knowledge and abilities, and to communicate more effectively with others.”

While change by force is not usually sustainable, does the statement above not provide the authority of the profession or to school or division leaders to suggest or even possibly mandate all teachers become electronically connected? While I’m not prepared to mandate this standard throughout our division, I do wonder what it means in reference to the expectation set forth in part “h”. If teachers are not connected and don’t belong to an electronic Personal Learning Network are they negligent in not meeting this standard?  

Education has vastly changed in the last number of years and it is unfair for educators to continue to “do it” on their own. Being connected must be seen (beyond the standard) as a must for educators to meet the diverse needs in our classrooms, schools and systems. The saving grace is that social media like Twitter provides the opportunity to connect beyond the classroom and professionally grow. For those of us who have already experienced the many benefits of being part of a PLN through Twitter, it is seemingly unfathomable not to be connected.  The learning I have gained from my involvement in Twitter has significantly enhanced my leadership abilities. Teamed with educational research and other leadership opportunities, I cannot imagine where my own professional growth would be without being part of the connected world. And so I again ask, “Is being connected an option?”

Sep 15

If you want to change…

If you want to change you have to be willing to be uncomfortable!

Now there’s a statement for leadership! There’s a statement for challenging the status quo! And finally, there’s a statement that must be part of our education vernacular, everyday and all the time!

It is pretty easy to sit and watch the race go by. Our lizard brain likes it that way; no stress and no potential for danger. But also… no chance of greatness! Earlier this week, I shared with my learning leadership team the blog post of David Culberhouse (@DCulberhouse), Don’t Go In The Water! It is an excellent piece of writing (as I’ve come to expect from David) that challenges leaders to go into the deep and unknown. Little scary! Not quite sure what is below and what might come up and bite you! But leaders need to take that plunge into the unknown and become uncomfortable. They cannot ask their staff to go in ahead of them. They must be willing to enter first, change first and be uncomfortable first.

Every expert or so-called expert makes the claim that education must change. Even most educators, unless they’ve been sleeping under a rock for the past twenty years believe the same. It is well understood and agreed upon that the purpose of education is far different from when the education system was founded. Yet, the change seems to be glacier in movement. Why? Because it is far easier to do what we’ve always done comfortably than to try something different that makes us uncomfortable. It is human nature and how we are wired!

Leadership is uncomfortable and it is messy! Even when the vision is crystal clear, the pathways to that vision are many and often blurred. We don’t know what lurks around the bend, which detour is ahead or which hill is worth dying on! But unless leaders take that uncomfortable step, choose a detour and pick a hill, we won’t impact change in ourselves and worse in the peers we lead.

Great leaders don’t have all the answers. In fact, they probably have more questions than answers. Great leaders are bold and patient! They understand that there is little comfort in challenging the status quo. They relish in the deep and the uncomfortable! Achieving the goal is to be celebrated but not for long because it is time to push onward. Impactful leaders invite you on the journey rather than sit on the sidelines.

Each day that we lead we must be prepared to stretch the norm. We must stoke the flame of passion to change and to grow. We must learn and accept being uncomfortable in the deep water and the shifting sands. And when we have accepted this, we will be on our journey of great leadership and monumental change!

 

Sep 07

Taking our seat at the table!

This year, at our opening celebration and Spiritual Development Day, staff had the pleasure of listening to our keynote speaker, Mr. David Wells address our three year faith plan theme, “Taking Our Place at the Table!” The development of our faith plan is a grassroots endeavour co-created by interested staff members throughout the division. It provides direction for our faith journey as a division. From the very beginning, the theme had a social justice focus with links to Alberta Education’s Inspiring Education with the 3 E’s- Engaged Thinker, Ethical Citizen with an Entrepreneurial Spirit. Often an outside perspective, which was certainly provided by David, leads to deeper meaning or further reflection on what it means to take our place at the table. My interpretation of his three poignant questions (1) Are you prepared to be at the table? (2) Who is at the table with you? and (3) Who do you need to invite to the table? provided an opportunity for me to reflect on our work and our daily lives. And although we are a Catholic school system, much of his message resonated beyond our walls and spoke to communities around the world.  

Are you prepared to be at the table?

The simplistic response is, “Of course!” But it is not that simple because being at the table means you are all in! There is no fence sitting! There is no opportunity to opt out of the things that you may not be as comfortable with or wholeheartedly disagree with. This is not a buffet line where you pass on the foods you don’t really like. Suddenly, with this condition, things begin to change!  In the faith that you have or the work that you do, being at the table demonstrates a full time and not a part time commitment. From an educator’s perspective, being at the table means accepting ALLstudents, inviting ALL parents and welcoming ALL communities, even when you believe they don’t deserve it. It means loving the unloved, protecting the innocent and standing against injustice…ALL THE TIME! And furthermore, it is not through our beliefs or our words that we are at the table, it is through our actions!

Who is at the table with you?   

Isn’t it nice when you get to gather with like-minded people? You don’t have to defend your position or explain your thinking! But alas, at the table are people who don’t share your experiences, your thoughts or possibly even your beliefs. Sometimes are own arrogance or pride makes us believe we are a little more special than some others and we are surprised that “they” are sitting at the same table. Really…”they?” We need to understand that there are more people, who are different from ourselves who share the table. But maybe more importantly than who is at the table, is who is not?

Who do you need to invite to the table?

As you begin to feel confident about being all in and settle in at your place at the table, flip the chair around and look who is not at the table. You may default to the response that those not at the table probably don’t deserve to be there. But maybe they’re not present because nobody has invited them. Maybe they have a story you are unaware of that keeps them from the table. Regardless, they deserve the same invitation, the same opportunity to sit at the table.  Being at the table means bringing them to the table, because there can be no outcasts!

Taking our place at the table is a three year plan that will last a lifetime for each of us. There will be times in our lives when we will be the one offering invitations and other times when we are seeking invitations. We will have days when being all in seems to be the most difficult place in the world. But in all good conscience, we must strive to always be at the table, sharing our gifts with those around us and inviting those who are not present!