Putting FACES on the Data by Lyn Sharratt and Michael Fullan

Putting FACES on the Data by Lyn Sharratt and Michael Fullan, 2012, Corwin Publishers

Research Question 1: Why do we put FACES on the data?
o Driver: All students can learn and have the right to learn
o Clustered parameters: (1) Shared beliefs and understandings (all students can learn; all teachers can teach; early intervention and high expectations are critical; teachers, leaders can articulate why they do what they do)

o Data represents real people
o Assessment data informs differentiated classroom instruction, with high expectations for all students
o Emotional connection to the data – the statistics represent real people – how to help each child meet their learning needs (p. xiii; 2)
o “The percentage means nothing; the number of students – the actual number of FACES is what matters. Every FACE counts to us!” (p. 17)
o “’Reach Every Student’ goal states that ‘all students will have access to differentiated instruction and assessment that is responsive to the unique needs of the learner to support students’ high achievement and learning for life’” (p. 26) (Simcoe County DSB)
o “every 1 percent increase in children reaching the standard in English or mathematics at age 11 represents 7,000 more children ready to succeed in secondary education; reduction in drug abuse represented so many family tragedies avoided” (p. xii)



Research Question 2: How do we put FACES on the data?
o Driver 1: Assessment
o Clustered parameters for Driver 1:
 (5) Early and on-going intervention
 (6) Case management approach
 (8) In-school grade/subject meetings

o Formative mid-unit assessment – check informal observations are accurate, guide students’ learning, inform teacher’s instruction – teachers need to be flexible and adaptable when students are not getting it (“Data today is instruction tomorrow” (p. 89)
o Fair, transparent, equitable for all students – “It is never the child’s fault!” (p. 88) – teachers are accountable
o Assessment FOR learning, assessment AS learning (High yeld assessment practice) – make learning goals and co-construct success criteria visible to students; teacher provides oral and written descriptive feedback; students peer and self assess; teachers self-assess based on data
o Students and teachers have common assessment language – teachers can develop and mark a common assessment to develop common and consistent practices
o “If the learning intentions [goals] and success criteria are transparent, then there is a higher likelihood that students will become engaged in reducing the gap between where they started and where we would like them to finish” (Hattie, 2012)
o 5 key questions for students: (1) What are you learning? (2) How are you doing? (3) How do you know? (4) How can you improve? (5) Where do you go for help?
o “When the cook tastes the soup it is formative and when the guests taste the soup it is summative” (Steve Sake, in Hattie (2012), p. 76)
o “Most significant variation is not from one school system to another or even from one school to another, but rather from one classroom to another” (p. 85)
o “Fairness in assessment and evaluation is grounded in the belief that all students should be able to demonstrate their learning, regardless of their socio-economic status, ethnicicty, gender, geographic location, learning style, and/or need for special services” (from Growing Success, p. 34)

Driver 2: Instruction
o Clustered parameters for Driver 2:
 (3) Daily, sustained focus on literacy instruction
 (2) Embedded literacy/literacy coaches
 (6) Case management approach
 (9) Centralized resources
 (13) Cross-curricular connections
 (11) Collaborative inquiry

o Tier 1: Good first teaching and classroom practice (meet needs of majority of students)
 “No single instructional strategy is guaranteed to result in high levels of student learning” (p. 96)
 Use gradual-release-of-responsibility teaching model: whole group, small group, independent approaches – modelled, shared, guided, independent
 Questions: What am I teaching? Why am I teaching it? How will I teach it? How will I know when all students have learned it? What then?
 Instructional Intelligence has 5 elements: positive interdependence, face-to-face interactions, individual accountability, some structured activity and social skills, and team-building and group processing skills
 Rich, authentic task: higher-order thinking, student inquiry to construct knowledge, cross-curricular, applicable to real-world, spans categories of achievement chart
 “Our most important gift to students will be to teach them how to continually learn and think critically as they go through five to eight different careers” (p. 111)
 21st century literacy skills: read, write, speak, listen, view, represent, critical thinking, high-order thinking
 Co-Teaching Cycle (most powerful way to improve teaching practice):
• co-teaching – with colleague, begin with curriculum expectations, write learning goals and success criteria, use high-yield instructional strategies differentiated based on student needs and assessment data
• co-planning – focus on students’ thinking, monitor student engagement, change flow and pace as needed
• co-debriefing – what worked, didn’t work, what to do differently
• co-reflecting – honest, open dialogue, plan next stpes based on formative assessment data

o Tier 2: Case management (focused on instruction of individual students)
 Examine student work, describe strengths and weaknesses, identify 1-2 instructional strategies for teachers to use
o Tier 3: Early intervention (intensive instruction to directly support most struggling students)
 Moral imperative is to catch students early before it is too late


Research Question 3: What leadership skills are needed?
o Driver 3: Leadership
o Clustered parameters for Driver 3:
 (4) Principal leadership
 (7) professional learning at staff meetings
 (10) Budget allocation to strategic resources

- Change process takes 2-3 years before seeing real change
- Principal is highly knowledge about curriculum, instruction, special education, visible in school through classroom walk-throughs – “Leadership is about causing positive movement in individuals, schools, and systems” (Fullan, 2010a)
- Top 3 leadership skills needed to put FACES on the data:
o 1. Know-ability: knowledge of assessment and instruction (focused leadership, nexus as core work)
 Use classroom, school, and system data to monitor progress
 Principal is lead learner and instructional leader (first change agent), model continuous learning, implementing school improvement plan
 Principal provides environment for collaboration – expectation is teachers use data to inform instruction for every student every day
 Provide differentiated professional learning opportunities for teachers
 Principal uses classroom learning walks and talks to monitor expected classroom practices
o 2. Mobilize-ability: to inspire and mobilize others through clear communication of commitment
 Pushing too hard never works
o 3. Sustain-ability: know how to establish a lasting culture of shared responsibility and accountability
 Shared beliefs, goals, and vision
 Distributive leadership and professional learning cultures
 Data-based decisions/impact measures/celebrating success
 Resources
 School community/home relations



Research Question 4: Where does this happen?o Driver 4: Ownership
o Clustered parameters for Driver 4:
 (12) Parent and community involvement
 (14) Shared responsibility and accountability
o “With frequent interactions among school, families, and communities, more students are more likely to receive common messages from various people about the importance of school, of working hard, of thinking creatively, of helping one antoher, and of staying in school” (p. 193)
o Parents are students’ first and most important teachers

What Great Principals Do Differently

What Great Principals Do Differently by Todd Whitaker (2012)

"Education is extremely complex, and so is school leadership" (p. xi)
- "The principals are the architects. The teachers establish the foundation. The students move into the building and fill it with life and meaning. Every principal has an impact. Great principals make a difference" (p. 141)

1.) Great principals never forget that it is people, not programs, that determine the quality of a school.
- "Our most important work is to improve the people in our schools. Nothing makes as much difference as the quality of our teachers" (p. 10)

2.) Great principals have clarity about who they are, what they do, and how others perceive them.
- "Rather than waiting for others to come to them, they regularly visit classrooms, spend time in the hallways, and seek out informal feedback" (p. 15)
- "...the superstars want the school to thrive, and they want you to succeed. They will give you honest input in a positive way...they are on your side and their insights are likely to be right" (P. 16-17)
- "The most valuable gift a principal can give teachers is confidence...encouraging...praising...can go a long way toward cultivatign this self-worth" (p. 17)

3.) Great principals take responsiblity for their own performance and for all aspects of their school.
- "Good teachers consistently strive to improve, and they focus on something they can control: their own performance" (p. 20)
- "As leaders, we must help all our teachers take responsibility for their classroom performance...Who is the variable?...Success in any profession starts with a focus on self" (p. 25)

4.) Great principals create a positive atmosphere in their schools. They treat every person with respect. In particular, they understand the power of praise.
- "The real challenge is to treat everyone with respect every day" (p. 27)
- "If we praise correctly it is impossible to praise too much" (p. 29)

5.) Great principals consistently filter out the negatives that don't matter and share a positive attitude.

6.) Great principals deliberatly apply a range of strategies to improve teacher performance.
- "Outstanding principals know that their primary role is to teach the teachers...focus on students - by focusing on teachers" (p. 41)
- "Find the time to get into these troubled teachers' classrooms and help build their skills...the more we can build the skills of our teachers, the less we are drained by reacting to thei results of ineffective practices" (p. 44)
- "Can arrange for the new teachers to visit these best teachers' classrooms" (p. 46)

7.) Great principals take every opportunity to hire and retain the very best teachers.
- "Great principals look for the teachers who will be exceptional in the classroom. More than that, they look for those who will be influential in the school...I sought teachers who could lead their peers. After all, I wanted my school to become more like the best teachers" (p. 50)
- "Talent means the total package: love of students, a bright mind, a positive attitude, a congenial personality, great work ethic, leadership skills, and charisma" (p. 51)

8.) Great principals understand the dynamics of change.
- "It can take anywhere from three to nine years, to bring about substantive change" (p. 57)
- "The best leaders never forget that the business of education is improvement, not perfection" (p. 63)

9.) Great principals keep standardized testing in perspective and focus on the real issue of student learning.
- "Success on standardized tests brought their school greater autonomy to do what they believed was best for students" (p. 69)
- "Every decision should rest on doing what is best for the students" (p. 70)

10.) Great principals know when to focus on behaviour before beliefs.

11.) Great principals are loyal to their students, to their teachers, and to the school. They expect loyality to students and the school to take precedence over loyality to themselves.
- "When we hesitate to discipline a child or take up an issue with a teacher, it's easy to use the rationale, 'I don't want to hurt their feelings.' However, by using that excuse, it is really our own feelings that we are trying to protect" (p. 79)
- "I have always believed that no matter how much two people disagree, if both of them consistently make their decisions based on what is best for the stduetns, then they are both right" (p. 79)

12.) Before making any decision or attempting to bring about any change, great princpials ask themselves one central question: What will my best teachers think of this?
- "The best principals base every decision on their best teachers" (p. 81)
- "The most effective principals understand that their school will go as far as their best teachers take it" (p. 82)
- "...routinely consulted informal teacher leaders for input before they ever made a decision" (p. 82)
- "Your best teachers are confident enough to take the risk of trying something new, and - even more important - they are talented and intuitive enough to make it work. As respected role models for other staff members in the school, your superstars lead the way"

13.) Great principals continually ask themselves who is most comfortable and who is least comfortable with each decision they make. They treat everyone as if they were good.
- "Make every decision based on the best teachers" (p. 89)
- "Hostile parents love to argue...never argue with difficult people - they have a lot of practice at it!" (p. 92)

14.) Great principals understand high achievers, are sensitive to their best teachers' needs, and make the most of this valuable resource.
- "Truly outstanding faculty members need two things to make them content and motivated: autonomy and recognition" (p. 99)
- "Let them know how much they mean to you and to the students. Write them notes, send them e-mails, drop notes on their desks. In short, consistently reinforce their efforts" (p. 100)
- "Teachers who say they are burned out were probably never on fire in the first place" (p. 102)
- "High achievers are among the first to leave when they do not feel valued and important" (p. 103)

15.) Great principals make it cool to care. They understand that behaviours and beliefs are tied to emotion, and they understand the power of emotion to jump-start change.

16.) Great principals work hard to keep their relationships in good repair - to avoid personal hurt and to repair any possible damage.
- "I am sorry that happened" (p. 116)
- "If I am driving down the highway and I get pulled over by a patrolman, when that patrolman is walking toward my car I have one goal...and I have two choices in my behaviour. I can be nice or I can be rude. Which is more likely to get me out of the ticket?" (p. 118-119)

17.) Great principals take steps to improve or remove negative and ineffective staff members.
- "Great principals know full well that their primary obligation is to the students in the school, not the adults" (p. 128)

18.) Great principals establish clear expectations at the start of the year and follow them consistenly as the year progresses.
- "We never win an argument with a student. As soon as it starts, we have lost...there needs to be at least one adult and I would prefer that it be the teacher" (p. 136)

Both Michael Fullan’s The Moral Imperative of School Leadership (2003) and The Moral Imperative Realized (2011) resonate with me as a school leader. Fullan (2003) defines “the moral imperative” as raising student achievement for all students and narrowing the achievement gap. Paramount is establishing strong relationships with teachers during the “deep cultural change” through respect, competence, personal regard for others, and integrity. It is about celebrating small successes, modelling hope, optimism, lifelong learning, and caring for others. As Fullan (2003) strongly states: “Conflict avoidance in the face of poor performance is an act of moral neglect” (p. 32).

To achieve the moral imperative, principals need to be instructional leaders, focused on curriculum, instruction, assessment, and the professional culture. The principal’s role is to guide and support using a distributive leadership model. He talks about getting the right teachers on the bus and in the right seats, in order to steer the bus. One’s success can be measured by not only by the impact of the change but with how many school leaders are left behind to continue implementation when the principal’s tenure is over. Fullan (2011) emphasizes through a professional learning community, teachers are engaged in job-embedded learning. It is through teachers supporting and pressuring each other that results in the impact making its way into the classroom.

Reflection
Reality is administrators’ days are filled with the day-to-day operations. We must remember the importance of being instructional leaders – to do classroom walk-throughs, to engage with teachers on instruction. Fullan’s books remind me of what is important – student achievement – and how to get there - by being instructional leaders. This is what makes being in education so exciting and complex: we cannot give up any student. A wonderful quote that comes to mind is from Mary Jean Gallagher, at the fall 2011 Quest conference: "When you leave a child behind, you might leave the next Prime Minister behind." Each student is unique; education is the equalizer to a better future. What a legacy each of us will leave behind :-)

What's Worth Fighting For in the Principalship 2nd Edition

What’s Worth Fighting For in the Principalship 2nd Edition by Michael Fullan

We are reminded that teachers and administration are the top 2 factors to improving student achievement (Leithwood, 2007). As the daily operations of a school can consume an administrator’s entire day, Fullan emphasizes the need to balance both operational leadership and instructional leadership. It is through emphasis on professional development of teachers that the achievement gap can be closed, but it is not easy: “Changing culture is the principal’s hardest job because there is so much previous structure and culture to overcome” (p. 18)

Fullan reminds us of the importance of creating professional learning communities. Teachers can work collaboratively to discuss teaching and learning, observe each other teach, and use data to inform instruction and for accountability purposes. The role of principal is to create those conditions conductive to PLCs as they are the lead teacher or instructional leader: “Effective principals spend their time creating the conditions for teachers and teacher leaders to zero-in on effective instructional practices, and to use data on student learning both as a lever for improvement and as a source for external accountability” (p. 17)

Getting the right people on the bus is vital for sustainability. That includes literacy teachers, subject heads, and encouraging strong curriculum leaders to pursue administration. For professional learning to be effective, it must make its way into the classroom. Through distributive leadership, teachers come to see how change is applicable in their subject disciplines and courses.

Resilient School Leaders: Strategies for Turning Adversity into Achievement

Resilient School Leaders: Strategies for Turning Adversity into AchievementBy: Jerry L. Patterson and Paul Kelleher
Association for Supervision and Curriculum Development, 2005

Resilient School Leaders: Strategies for Turning Adversity into Achievement (2005) answers the question, “How can leaders move ahead in the face of adversity?” (p. v) through interviews with 25 leading educational leaders. Patterson and Kelleher define resiliency as “using your energy productively to emerge from adversity stronger than ever” (p. 3). There are 3 principles to resiliency: optimism, hope, and efficacy (confidence in own abilities) along with 4 stages to the resilience cycle: deteriorating, adapting, recovering, and growing.

Individual chapters focus on the 6 strengths of resilient leaders:

1. Resilient leaders accurately assess past and current realities (filled with disruptions; need high tolerance)
2. Resilient leaders are positive about future possibilities (Optimism – focus on opportunities, not obstacles; maintain positive perspective)
3. Resilient leaders remain true to personal values (stay focus on being value-driven)
4. Resilient leaders maintain a strong sense of personal efficacy (Efficacy – recover quickly from setbacks)
5. Resilient leaders invest personal energy wisely (renew physical energy through periodic recovery time; develop emotional empathy; maintain clear mental focus and concentration)
6. Resilient leaders act on the courage of personal convictions (Hope – clear about and act on what matters most; remain courageous; acknowledge and learn from mistakes)

Being a resilient leader means making informed judgments and good decisions: “as horrible as it is...it will pass” (p. 120). We are reminded: “We all are here to improve the conditions of children. If someone starts with the ‘yes, but’ replies, my answer is that we as adults are in this system to figure out how to make the conditions over which we have control better” (p. 137).

An important application of the reading is to explicitly define and make public my Resilience Capacity, which consists of personal values, personal efficacy, and personal energy:

• Personal Values consists of core values, educational values, and program values. My core values focus on developing good citizens. The York Region DSB has for years focused on its 10 Character Education Traits: respect, responsibility, honesty, empathy, fairness, initiative, courage, integrity, perseverance, and optimism. I have resonated with the traits as these are the “end products” we want/hope/expect of our graduates. My educational values focus on student achievement and learning. Our director of education, Ken Thurston, adds well-being. It is about meeting students’ needs academically, socially, and emotionally – or educating the whole child. Equity permeates everything we do – which means giving each student what they need and what that is for each student looks differently from other students. To close the achievement gap, we must have high expectations for each and every student. Programme values focus on differentiating instruction and assessment for learning. Research shows the number 1 factor to improvement student achievement is the teacher – thus, as administrators, we are instructional leaders supporting instructional change.

• Personal efficacy consists of competence and confidence along with strong connections to others. Having been a vice-principal for 4 months, I continue to develop self-confidence and competence through achieving small successes, more challenging tasks. Fortunately, I work as a member of the administrative team so I am never alone. Before major decisions are made, I speak with my principal and vice-principal, which gives me self-confidence when others do not agree. I have been so fortunate throughout my career to have mentors guiding and supporting me through. For instance, my former principal and vice-principal took me under their wing. I find myself using similar approaches and asking myself how they would handle the situation. For instance, in meetings with parents and students, I need time to investigate and take the information, delaying decisions until informed decisions can be made. Also, what is the end goal I am striving to get at? I’m finding what people want is to be heard.

• Personal energy consists of physical fuel, emotional mastery, mental focus, and spiritual wellspring. Mind and body go hand-in-hand. Physically, I run and am training for my 8th full marathon for May 6, 2012 (Toronto Marathon). Running is a stress-reliever for me as it helps clear my mind. I just need to remind myself not to overtrain as rest and recovery are important. Emotionally, my former principal told me I have high emotional intelligence – i.e., ability to control own’s own emotions and to have empathy to others. A great quote is “to disarm opponents, not fight with them” (p. 118). As a vice-principal, it is easier for me to make informed decisions (rather than make decisions through emotions) since I mediate conflict. Mentally, I feel this is my weakness since I am a “workaholic”. I can go for hours without rest. I need to watch out for burnout as work does consume my life. Fortunately, Bud (my Chow Chow) has needs such as walks – so he helps keep me mentally focussed. A great quote: “School leaders are ‘energy creators’” (p. 115) – “to mobilize and inspire others...to persuade and influence, to put others at their ease” (p. 115). Spiritually, I am not religious.

Running blog: http://lim314159.blogspot.com

Seven signs of leadership potential

Published Wednesday, Aug. 17, 2011 8:13AM EDT
Globe and Mail: http://www.theglobeandmail.com/incoming/seven-signs-of-leadership-potential/article2132136/

Why Are We Bad at Picking Good Leaders?

By Jeffrey Cohn and Jay Moran

(Jossey-Bass, 279 pages, $33.95)

Leadership scholarship is all over the map on defining the prerequisites for being a top executive. But even if you know which attributes to seek, how can you be sure the person you are scouting has the strengths you are seeking (without the flaws you fear)?

Because of this dual difficulty – what to search for, and how to gauge if the characteristics are there – too many leadership selection processes backfire.

Indeed, succession planning experts Jeffrey Cohn and Jay Moran say organizations today are lousy at picking leaders. “The truth is that we don’t do a competent job of selecting the men and women who have what it takes to lead,” they write in Why Are We Bad at Picking Good Leaders?

They argue that seven criteria pop up over and over again as the most vital for effective leadership – the DNA, or essential building blocks, of overall success. The trick is how to spot the seven signs:

Integrity

Leadership potential starts with this attribute, because no leader can be effective without integrity. The authors note that leaders can be downright dangerous if they lack integrity, as we saw, for example, with Enron’s meltdown last decade.

This is a difficult characteristic to assess, so in job interviews the consultants outline several hypothetical situations drawn from business case studies to see whether the people being interviewed can recognize subtle ethical issues buried within. “Does she recognize hidden issues involving trust, consistency, or transparency? Does she perceive how circumstances might unfairly affect others? Can she draw a connection between integrity issues and overall organizational performance?” they write.

Empathy

Just as it’s impossible to be an effective leader without integrity, it’s impossible to lead without knowing what makes people tick. Leaders need to be in touch with the emotions and needs of their followers, handling social relations adeptly. A 360-degree review, with questions probing these abilities, can help assess a candidate. Pay particular attention to responses about the person’s listening skills. As well, the authors use crisis simulations, to see how empathetic the person is to others under pressure; or a discussion of a case study in which empathy plays a role.

Emotional intelligence

Leaders need to understand their blind spots and weaknesses, and control themselves under the scrutiny that comes with their position. This is particularly important when people move into new positions outside their comfort zones. When recruiting, probe candidates about their past experiences, looking for what they have learned – and how honest they are in revealing a less-than-sterling performance. Also, look for individuals who are passionately committed to career development, taking charge of their own careers.

Vision

Leaders imagine a better future, offering direction to followers. In assessing candidates, look for innovative thinking, keeping in mind that it often comes from a blend of diverse experiences. Also, pay particular attention in interviews to the candidate’s ability to create win-win situations even when a situation seems hopeless. A winning candidate should have a healthy blend of realism and optimism, and a track record of persuading others to accept change.

Judgment

A leader must make good decisions. This generally requires experience, and an ability to control the emotional influences that distort decision-making. The consultants test a candidate’s ability to think through issues by using case studies, ideally ones that reflect issues in the candidate’s own organization. The precise answer is not as important as their thinking process under pressure.

Courage

The individual must be capable of withstanding the pressures of leadership, facing attacks and setbacks with aplomb and continuing to take educated risks. The consultants offer candidates a hypothetical scenario, and evaluate the answers according to three key elements of courage: commitment to core values, ability to navigate uncertainty, and patience.

Passion

Leaders are passionate, thirsting with a drive to succeed ethically. The consultants find that in interviews for leadership positions, passionate candidates speak convincingly about how the organizational mission and their personal passions are intertwined. “Using the details of one’s life story to show why the job matters on a visceral level is important. A passionate candidate will explain how this life story feeds into the demands of the job for which she is interviewing,” they note.

Candidate selection, be it for hiring or promotion, is always complicated. You may not do a lousy job at leadership selection and the seven criteria raised here are not novel, but the book, which is clearly written and thorough, would certainly help to give an improved focus and some valuable techniques for your leadership recruitment.

I have always wanted to be a teacher since grade 4. I had many wonderful teachers in elementary, secondary, and post-secondary schools who truly care about students. They have been excellent role models for me. I am a life-long learner and continue to enjoy implement research-based educational reforms as we strive to improve the learning and achievement of ALL students.

I spent 15 years in the classroom as a teacher of mathematics and had the enthusiasm and passion of teaching students similar to that when I was a teacher candidate at York University. It was always about the kids - laughing with them (at them if there was a solid teacher-student relationship), building their confidence, and watching them grow academically. I learned early that in addition to academics, I needed to support students socially and emotionally - wearing a "guidance counsellor hat". Although my 4-years in Belleville focussed on teaching senior mathematics for university-preparation, the last 10 years in York Region have shifted to teaching essentials and applied/college level classes - especially students who "hate" mathematics or are disengaged - I found it a "calling" to support these students.

In my current role as vice-principal, my day-to-day realities focuses on working with the 5% of students -- e.g., attendance issues, behavioural issues. My heart is with these students as I believe if we can get to these students then we can close the achievement gap. I went into teaching to help students similar to me -- but quickly found myself inadequate teaching students who do not share the same enthusiasm to learning as myself. It's about active listening and hearing their stories - and then being a part of the process. I have hope for each student that they will turn out fine -- and I truly believe that.

I could have remained in the classroom for the next 16 years until retirement. This article reminded me of the support I received throughout my career from educators with more experience - fellow teaching colleagues, department heads, and administrators. They steered me in the right direction, encouraged me to seek leadership opportunities, and continue to be my mentors. In return, when I was a teacher, I would "hand-pick" my students who I felt would make great teachers -- it was their warm personality, their work ethic, their sense of care, their humour -- I am so thrilled to see, even after a decade, getting e-mails of them going into teaching. I also encourage teachers to take on leadership opportunities such as department headships. In the Honour Specialist Mathematics course I teach for Queen's University, one on-line posting is to answer whether leaders are born or nurtured. All my students believe leaders are nurtured -- education is a giving profession and we need to keep nurturing each other.