Seven years ago, one evening after my colleagues had left the office floor we shared I spent some time thinking about teachers, 27 actually, whom I had experienced as a learner growing up in the rural Low Country of South Carolina. I wondered how many of my teachers it took to inspire me as a learner for life. That evening I drew a diagram of something I labeled as my inspiration ratio – the 1 teacher of 27 who from first to twelfth grade made such a difference in my life that she inspired me to major in science in college and to become a teacher. I didn’t know at the time that Tony Borash (former physics teacher and lead coach at that time) would take the simple diagram I created that evening and move the concept many steps further than I in figuring out the Inspiration Ratio of teachers who influenced his own life learning choices.
His reflections matter to me. Why? Because after more than four decades in education and on the eve of my retirement as a public school superintendent, I believe that the power of our work isn’t measured in the immediacy of the tests we give but in a real and lasting difference in the lives of others, colleagues and students alike. Like Tony, I wonder what it takes to land in the numerator of others’ inspiration ratio, a measure of the difference we make as individuals and as a community. I also wonder how we might increase our potential to inspire learners and learning just as Tony in his post considers how to increase the percentage of impact in the Inspiration Ratio as close to 100% as possible.
Going through the pictures on my phone, I ran across one photo that deserves a little blogging:
About a year ago, I entered my office area’s common space to see the words above written on a piece of chart paper. Distinguishing the handwriting, I could tell it was a note from our superintendent. While the statement caught my attention, any more specificity in detail escaped me at the time. Thankfully, she was able to clarify her note to my teammates and me later that day.
What is an Inspiration Ratio?
“How many teachers does it take,” she asked, “to sustain the passion, the joy, the love of learning for a student, PK-12?” She went on to define the concept of an “Inspiration Ratio,” a personal “valuation” of one’s educational path. To find it, each of us must first remember our own PK-12 academic career, and put ourselves back into the role of student. Then, by using the total number of teachers that worked with each of us as the denominator, and the “inspirational teachers” that stoked our passion for learning as a numerator, each learner can calculate his or her own Inspiration Ratio. The “1/27” was not a date or a location, she explained, but a sample Inspiration Ratio: of her 27 teachers over her PK-12 student career, she distinctly remembered one who inspired her to see true joy in learning. What’s interesting, she noted, is that while only one of these 27 teachers had spurred on this excitement for lifelong learning, for her, it only took one (thereby displaying the power of just one teacher). She then challenged each of us to consider our own Inspiration Ratios, the impact that our teachers had on our current path, and the students for whom we may be that one teacher.
My own Inspiration Ratio
Since that afternoon, I have done several different back of the envelope calculations of my own Inspiration Ratio, as I am sure you are thinking about doing right now. While I find a slightly different value each time, the level of engagement I feel while walking through the footsteps of my own learning path is the same. In an instant, I am back in those hallways, seeing every assignment and hearing every verbal exchange anew. I furrow my brow with the design challenge of a real-world experiment that has dozens of “right” answers. I pour my soul onto the practice floor to earn back the spot in the basketball team’s starting five. I panic as I stand before a room full of underclassmen I have never met, preparing to recite the first words of Phillip Larkin’s “A Study of Reading Habits.” Back in those adolescent shoes- but through these adult eyes- I start a list of all of those teachers that have ever worked with me in school, and consider the impact that they have had on my life. (P.S. If it strikes you to move away from your browser or RSS reader and make your own list now, please do so by all means. This is a static text, after all – it will still be here when you return. Just promise to come back!)
In calculating my own Inspiration Ratio, I’m struck by how in minutes, I can remember the name of 71 teachers that I worked with over my PK-12 academic career. Without too much challenge, I even recall those high school days right down to each year’s 7-period class schedule! Within this 13-year timeframe, I count 17 distinct teachers who I remember as having a direct impact on my passion for lifelong learning, giving me an Inspiration Ratio of 17/71. In other words, of all of the teachers that worked with me as a student, I consider 25% of them as having directly inspired me to sustain a love of learning.
Of my 71 teachers, what do I remember most about those 17? They did not give me a voice- they allowed me to find my own. They did not push me- they presented me with opportunities for growth that were both challenging and attainable, and just as I thought I had reached as far as I could, they encouraged me to reach farther. They did not tell me that I did a “good job” in my learning- they instead celebrated my desire, as one teacher put it, “to learn just because the world is there, waiting to be understood.” In short, even in the shortest of conversations, I felt that they built a relationship with me, and engaged me as a learner. Each of those moments live on forever as I carry these teachers with me- long after they have “finished the job” of teaching my class, they continue to help me grow toward continuous improvement.
I wonder often which, if any, of my former students would have listed me as one of the teachers in their Inspiration Ratio’s numerator. Even as I consider the question of how I might have inspired them, however, I am reminded of how they are the ones who inspire me. My students and my teammates give me the drive to put in the necessary time and energy to keep growing, and they make it feel as natural as breathing. Without that inspiration, I know I would have been driven from this profession long ago. It dawns on me that this process of sustaining a love of learning is a cyclical system, a reinforcing feedback loop that Senge would label as having a snowball effect. So long as each of us seeks to inspire the love of learning in those around us, we will continue to be inspired by the passion of those around us.
In Good to Great, Jim Collins writes about the importance of identifying “what drives [our] resource engine.” He challenges organizations to seek out those ratios have the greatest impact on economic growth. (For example, in the business world, finding the “unit-x” that best fits a “profit-per-unit-x” ratio can help greatly to clarify their mission with pinpoint precision.) In the social sectors, however, finding the right resources to consider within the ratio is more important then finding the right “unit x” for the denominator (since it’s a given that profit isn’t exactly something educators seek). Since teachers have such a profound effect on student learning, and the “ultimate goal” for our profession is to inspire lifelong learning, could the Inspiration Ratio somehow fit as a step in defining our resource engine? In other words, do we ask ourselves this question enough: “What effect will this decision have on our abilities and opportunities to inspire lifelong learning?”
Just imagine the concept using the love of learning as a guide for each of our decisions as educators, with the ultimate purpose of getting every student’s Inspiration Ratio closer to 100%…is it possible that the answer could be that simple?
You can find Tony in twitter @tborash