Smarter & Harder

During a workshop a few years ago, it was shared that we, as educators, need to work smarter, not harder. I took this phrase to heart, because I always felt I was working so hard, spinning my wheels, and it was time for me to get smarter about the work I was doing with my students.

Flash forward to today, with reflection after reading Teach Like a Pirate by Dave Burgess, his passion for teaching seeping through every page, and I’m beginning to think this phrase does not hold true for me. It sounds great, but the reality is, educators are working smarter and harder than ever before. We are doing both, simultaneously, because as Burgess says, “This is a tough business…” We are aiming for this magic bullet that will make everything easier, but in reality, there are no easy ways to reach all kids so that they can be successful. It is hard work, persistent work, but work that is so rewarding in the end. It takes smart work, building upon various strategies, techniques, and using multiple tools in order to help those students be successful. It is not one more than the other. We are all working smarter and harder for our kids to be successful.

From an educator’s perspective, this is time and not pay. Teachers did not get into this profession for the pay. If they did, they chose the wrong career. There is time to develop plans, to create the learning activities, to attend professional development to better themselves, to meet with team members to solve the issues of the day. Time to collaborate with colleagues on the data results and manipulate the curriculum so that skills can be addressed again. It is challenge daily. It is more than 180 days a year and more than 8 hours a day. For the enthusiastic educator, time is worth it. Their student’s success is payment enough.

To passionate educators, our smarter and harder living is the ultimate reward. It is uplifting to watch a child figure out the sounds of a word and light up when they read it for the first time correctly. Or when a child figures out how to manipulate the problem to find the answer. Or when a student who often struggled walks across the stage to receive his diploma. These are the moments we live for. These are the moments that all the smart and hard work pays off. We do this for our students, not for us. I am not in this field for the time on the clock or any kind of awards or compliments. Our students' success is our WHY we do what we do.

Here is the reality:

There are no shortcuts in our educational system. If there were, we would have found it by now. Teaching is hard. Change is hard. Teamwork is hard. Learning is hard. And we are all being smart about it. We are applying the best strategies and ideas we know in order to engage our students in authentic work and learning opportunities. We are working together today more than ever before, collaborating and sharing ideas and techniques to make our schools the best place we can for kids. It is “get in the trenches and get your hands dirty” work. Light bulbs turn on and rainbows appear when that smart and hard work has paid off for our students. Walt Disney said, “We work hard to do the best job possible.”

The negativity that resides within our education system is depending on the “work less and get the same or better results” attitude. But this isn’t going to happen. It is time to change the outlook of education to see ALL of the amazing benefits of this work. The best and most effective educators are those who work smart and hard all of the time. They are relentless in their pursuit to help kids. They are not taking the easy road, but the high road that is riddled with bumps and bruises. They are not afraid to take risks and make mistakes so that they may see their students flourish.

Furthermore, our students will work as hard and as smart as we do. Their tenacity will come through as we persist in our efforts to be more creative and collaborative, offering amazing learning opportunities for them. We cannot take a backseat or try to accomplish a task in a easier way and expect the same results from our students. They are watching all that we do. And so, it is important for us to lead by example, to model what we expect from our students. I know it is not easy. However, our students will prosper when we put forth the effort necessary.

To the new educators out there, please know this. Teaching and learning is hard work. And done with your smarts, your students will reap the rewards of your work. There are no easy solutions. But working smarter and harder together, we can change this arena for the betterment of all and our future generations will benefit.

I am proud to be an educator.

I am proud to be a teacher.

I am proud to be a learner.

I am proud to be a principal.

I am proud to be a lead learner.

Our students deserve our very best. They deserve our creativity, our ability to communicate effectively, and our collaborative efforts as a team to make the best opportunities for them so that they can be the future they want for themselves.

No more excuses.

No more complaining.

The work we do today will have lasting influence for those in our classrooms. There is so much good and amazing in education. The changes taking place and the passion found in educators around the world is contagious. Their influence is far-reaching beyond the walls of their schools. Their smarter and harder work shows. Our students' success is the affirmation we receive to continue the smarter and harder work needed to build the schools our children deserve for their future.

“We’re skyrocketing forward into an educational landscape that is changing every day. In these exciting times, we must be ready to take on the challenge of redefining greatness for a whole new generation of teachers and students.” -Burgess, page 148, Teach Like a Pirate

Inner Drive

I’m a workaholic. I admit it. Unfortunately, I’m not sure there is a course or a support group out there that would fit into my schedule! It is the summer, and while it is time to rest and get some much-needed projects completed around the house, I find this to be a fantastic time to rejuvenate another way - through my own learning and professional projects. For me, the summer is a mixture of great family time, home projects and cleaning, and my professional growth.

Professional learning is ongoing at all points in the year, but the summer is my time to read many books and reflect, while also exploring more research and ideas than I have time for during the school year. So, here is my to-do list.

• Hang out with the boys & my husband (A LOT!!!)
• Visit family from out of town
• Clean the house, wash windows, catch up on yardwork
• 6 books to read

• Study for the GRE and hopefully take it - I’m going to be starting my PhD in the fall of 2016
• Facilitate 3 summer book studies for staff
• Blog at least once a week
• Complete Google Educator Certification, at least the first level
• Prepare for the IntegratED Conference - co-organizer
• Attend Google EdCamp
• EdCamp Global facilitator of 2 sessions
• Prepare flipped staff videos for the start of school
• Prepare district administrator leadership academy presentation
• Paint 3 areas in our house
• Twitter, Voxer, and a little more Twitter...

I don't strive to complete all of this because I HAVE to. I do it because I WANT to.

At some point, a few would say I am supposed to “rest and relax”, but for me, I enjoy this. I’m not creating this list for accolades or acknowledgement. This is simply my list to do, and it includes all of the things I enjoy doing. I make the time for them, not because I have to, but because I want to.

In reading the book, Drive by Daniel Pink, I’m intrigued by what he calls the third drive, our inner drive. I suppose this is what drives me. I don’t get paid for any of the items on my list. I don’t need to do any of these items. If I decided not to, it wouldn’t hurt my job in any way. I’ve made the choice TO work on these items, whether I complete all of them or not, to better myself. I want to be the best in what I do, and by learning, reflecting, and growing, I feel I am working toward this. I also fully know that I will never be the best, but my goal is to continually strive to be better for my family and my school.

Summer is my opportunity for complete autonomy over my tasks, and I have the time to do it. I am self-directed in these goals, and I personally set them. These are the keys to what Pink describes as "Motivation 3.0". I truly see the power in our inner drive. I am excited to wake up each day, preparing for what I want to accomplish, and making it happen.

Wouldn't this idea be exciting to see all year round? During the school year, this concept is secluded to nights and weekends. And while I absolutely love what I do as the lead learner and principal of my school and interacting with students, teachers, and parents, I also typically do not have a lot of time to devote to my own "projects" or research during the school day. I keep these items for home at night after the kids are in bed and on the weekends. But, what if we, meaning all school staff and students, were given time each day during the school day, to explore our passions and projects like what I typically strive toward during the summer? What if we incorporated more of this 80/20 business model into our school days for staff AND students to explore their passions? It wouldn't be done "for a grade" or "for professional growth points". It would be time to explore whatever we wanted, no strings attached.

I know that some schools are doing this 80/20 model, giving digital badges or completing professional growth portfolios with this work. I know it can be done, and it is happening on a bigger scale each year due to the work of amazing educators giving it a try. Look at Genuis Hour, particularly the recent book by fellow Hoosier Don Wettrick, and Eric Sheninger’s description of the Professional Growth Period in his book Digital Leadership. Look at the growing trend of MakerSpaces, where students create their own creations. Yet, I would love to see a system-wide change, where this is not unique but the norm in schools. With a system-wide change, all individuals would take part, not just teachers and not just students.  The norm is exploration, research, personal projects, seeking self-directed professional and personal growth.

I am struck wondering what the tipping point will be for this idea? At what point will our inner drive no longer be satisfied during our "free time", and want to be developed at all times? With so many passionate and inspiring educators out there who are already dedicating much of their time to their own growth for the betterment of their students and schools during their summer, school nights, and weekends, I'm sure we can find a way for Motivation 3.0 to take hold in our schools and drive us forward. We have wonderful models happening in schools right now with innovation periods, professional growth periods, and MakerSpaces. Now it is time to take it to a new level, spreading it throughout ALL schools like wildfire!

Image credit: http://constellations-urs.wikispaces.com/trivia+-+vela

The Best Plans...

I had it all figured out. Take the kids to daycare. Then, go work on cleaning up email. Post the new questions for the summer book studies. Write a blog post. Maybe even get through a Google module for certification.

It was all going so well until...the phone call from daycare. Argh! Who is sick? What happened? I answered apprehensively, because those phone calls are never good. My oldest has a spot on his forehead and it needs to be looked at. Bummer. I saw it this morning, but didn’t think much about it.

Grrr….So, I raced to daycare, raced to the mobile clinic. He was fine, just a little infection. Got medication, took him back to daycare, and went right back to work. 90 minutes gone. The best laid plans went awry.

Whether it is a personal plan, a lesson plan, or just a plan for the school day, the best plans will not always go as planned. We are pretty used to this kind of scenario. I create my list to do every day, with all of the great intentions in the world to complete all the tasks. However, in one small moment, that list heads straight out the window, and my attention and heart needs to attend to another situation. It is no one’s fault. It is simply life. Not everything can go as planned. And quite honestly, that would be boring!

I’ve been reading the inspiring book, Teach Like a Pirate by Dave Burgess. He shares a wonderful concept called “reframing”. We may not get excited by everything we do or teach, but we can reframe our thinking, pulling in our passions to excite our students.

Today was a perfect case for “reframing”. While I was quite annoyed at first by this phone call, I simply reframed the circumstance as this: I have the wonderful opportunity to see my son one-one-one! And along with that, I have the opportunity to reflect and write about this exact circumstance, something I wasn’t planning on writing about in the first place.

Flexibility is an essential skill. But along with flexibility comes reframing. We can change our plans, but we must also reframe how we think of that change in plans. In education, we have to be very flexible in our plans, as we never know what may happen next or how our students may react to what we teach. However, our mindset with that change is just as, or even more important. We must reframe how we think about it. We can stomp around and complain about the change. (This is what I started to do this morning.) Or, we can reframe how we look at the situation, changing our outlook of the change.

Reframing. This is a word I am going to put on my desk. On my computer. Everywhere around me. One word reminds me that I have the power to look at every situation differently. I have the power to change my outlook when something doesn’t go exactly as I had planned. And I have the power to help others change their frame of mind as well by modeling reframing, the positivity essential to carrying out a positive outlook in life.

Image credit: http://i.stack.imgur.com/POMLq.gif

Technology is NOT an Add-On: Revisited

It was one year ago that I wrote this post, and I had to return to it, reflecting on my own thoughts, finding them still incredibly relevant today. As devices in our schools have increased, it is imperative we remained focused on WHY those devices are there. It is not about the device. It IS about building skills of creativity, collaboration, and thinking, along with being good digital citizens, using many different tools. The tools are constantly changing. And so, it is the instruction that matters. It is the pedagogy that matters. It is the skill-building that matters. 

This is one of my favorite posts. My return to it continues to clarify what I do and WHY I continue to strive to grow & learn to better meet the needs of my students and staff.

Technology is NOT an add-on. Technology IS a means by which we attain 21st century instruction and skills in our schools.

Recently, I've been reading Digital Leadership by Eric Sheninger and attended a keynote address delivered by him as well.  His insight on essential skills instruction and technology integration is spot-on! I am continually reflecting on what I read, on the words from the educators I follow.  Often times, it stirs with me for a while, coming into focus to drive me, refuel my passion and vision.  My recent reading has brought this to the forefront for me.  We have been approaching technology as tools and devices instead of working on shifting our pedagogy.  

We have been driven by adding tools and devices to our schools, instead of REALLY thinking about WHY we use these tools and devices.  Too often, we buy the devices, train teachers on the tools, but fail to determine and establish the vision behind it all - the development of 21st century essential skills and instruction, thus changing our instructional techniques for the students we have in our classrooms today.  “Technology is not just a shiny tool that can increase engagement, but a conduit to endless possibilities that can enhance every facet of what we do in education” (Sheninger, 2013).  Too often we create and attend professional development opportunities focused on particular devices and cool Web 2.0 tools to use in the classroom, but never give the WHY we use it in our instruction.

Let me give an example.  

During this past year, I have worked to shift from a Twitter lurker to a Twitter user.  This propelled me to share this technology tool with my staff.  I created a PD Roundtable for my staff, invited them to fill out a Google Form to give insight on their comfort level with Twitter, and then sat around a table and showed them how I use Twitter to develop professionally and learn from other great educators around the globe.  Pretty standard delivery.  I told staff about a cool tech tool I use to grow.  

Now think of this.  What if I had posed in that Google Form this question?

What are some ways we can learn and grow from others in education?  How do you collaborate and share?  Come to the PD Roundtable to share!

Then, Twitter is just ONE way, not the only way.  Then, it is not about the tool, it is about the purpose and outcome of the many possible tools.  

Maybe our shifts in education are happening slowly because we are approaching the tools and devices instead of the pedagogy behind it all.  We are buying the devices, showing teachers the cool tools out there and how they work, instead of first thinking about WHY we use technology in the classroom.  It is not about the devices and tools, it is WHAT we do with it to build skills with our students and how we communicate with those in our school community.  Maybe we need to shift HOW we change education so it is NOT about the technology, but about the 21st century pedagogical shifts and communication.  No more technology conferences.  We need more 21st century essential skills conferences with technology as a way to reach the outcomes we want for our students and our schools.

Let's ask this:

What do we want our students to know and be able to do? This is our ultimate question. This is why we do what we do every day.

Here is my answer to that question.

• I want my students to be able to collaborate and learn from others.
• I want my students to be able to create with the skills they have learned, not just recreate, but really create something new.
• I want my students to know how to find information and then do something with it.
• I want my students to be able to think about problems and find new solutions.
• I want my students to ask questions and then find the answers to those questions.
• I want my students to love learning, reading, writing, art, music, anything that interests them.
• I want my students to be responsible citizens, capable of contributing to a community in their own productive way.

Never once did I say I want students to know how to use a particular device.

Never once did I say I want students to learn a particular tech tool.

Our infusement of technology into our instruction needs to be secondary to the shift that needs to happen in our actual instruction.  We need to start approaching our instructional models, creating environments where questions, collaboration, creativity, and problem-solving are the norm. Think about the outcomes we want for our students.  Integrating technology has made these outcomes easier and more readily available, but it is not the device or tool that makes 21st century skills instruction possible, it is the framework for 21st century learning established before even introducing the device or tool that creates success for our students.  It is not the device or the tool, because those will constantly be changing.  What we keep constant is our continual efforts to build 21st century essential skills within our students so they can apply those skills to anything they choose to do.

My mantra is this: technology is not an add-on. These devices and tools are just a means by which we attain the student outcomes we wish to see in our children.  We need to change HOW we think about technology in schools and how we professionally develop educators.  We need to focus on the instructional techniques.  

My next conference: I will attend the sessions where we talk about instructional techniques, 21st century essential skills in schools, and the philosophy shifts that must take place for our students to be successful.  Tech tools are always cool to learn and are necessary to achieve these skills.  But, if we approach our professional development in this regard, I know we will begin to make the massive paradigm shifts in instruction that need to occur so our children are successful entrepreneurs of the future.  

This has become my focus and my vision in our schools. Shift our instruction. Model its use and share this vision with others so that it becomes so embedded into the culture that there is no other way to reach kids than with the technology.  “As a leader, this is the type of teaching and learning culture that we should want to foster and cultivate, one where creativity flourishes, students find relevancy and meaning in their learning, and teachers are given the support and autonomy to be innovative.” (Sheninger, 2013) Then the technological integration will happen, not be the add-on it seems to be in so many schools and classrooms now.

Image credit: http://deterding740.wikispaces.com/Chapter+12+Technologies,+Digital+Media,+and+Reading+Instruction

The Coach

Day 1

It was Memorial Day, a windy day, and one that my kids were beginning to drive each other crazy. After dinner, I told them to go outside to play, hoping this would top off a wonderful weekend of family time. What I didn’t realize was that my kids would once again orchestrate a beautiful moment, one of which I am still in awe.

My husband and I were cleaning up dinner, when he saw it. “Amy, you have to come here.”  As I looked outside the window, I saw Gus (my middle son) holding on to Atticus (my youngest son) and the little Spider-Man bike without training wheels. While I couldn't hear a sound, I could imagine the conversation as Gus coached Atticus on the ins and outs of riding a bike without training wheels. I have to remember that it was only about a month ago that Gus mastered this same feat. Since then, Gus has been determined to help his little brother learn how to ride his bike, but I never imagined he would be Atticus's coach. The moment struck me so profoundly, that I grabbed my phone and started recording. Here is the video.

After this point, Travis and I walked outside to greet the boys and "find out" what was going on. We encountered such positivity that it was absolutely contagious. Gus was jumping around, cheering on Atticus, and despite the falls and a few tears, Atticus met every one of Gus's demands, listening, taking it all in. We took a couple more tries then went in for the night, with enough adrenaline to keep us going for days.

Day 2

The boys were pumped to get home from school on Tuesday. After dinner, they were back outside again, ready to go. Atticus was not as apprehensive, because there was his coach, Coach Gus, already giving him a pep talk before his shoes were on. Coach Gus grabbed the bike and off they went. With Gus's words of encouragement and a lot of excited jumping, here is video of Day 2.

I'm still in awe, a little giddy, and so proud.

Kids have an innate desire to learn. And they want to inspire others around them to learn as well. What I witnessed was kid-centered and kid-driven. It was empowerment and positivity. Leadership and problem-solving. If I intervened, it would have absolutely ruined the moment, the momentum, and the desire. Gus ran the show, he had the stage, and he believed so whole-heartedly in his quest that nothing was going to stop him. And Atticus believed and trusted his older brother to guide him and be there for him. It still takes my breath away.

It is so hard to take a back seat and let those moments happen. We are trained to guide and be there for our children at all moments.  We are trained as educators to be the conductors and create the experiences for our students. But when those moments happen, they are magical. Allowing these moments is a gift and this gift should be treasured more often. Giving our students this freedom to delve into their passions and interests along with teaching each other is more important today than ever before. We need more moments like this to stretch our kids thinking and their creativity. We need more moments like this to instill problem-solving and leadership skills. We need moments where students are self-guided, self-motivated, self-directed, and in charge of their learning.

The videos speak for themselves, the power of empowerment and using passion to drive learning. Our kids can teach each other so many wonderful skills and feed those ideas. I can't wait to discover what they have discovered next!

Swim Team

In my PLN, I am a part of the #leadupchat Voxer group. It is an amazing group of people who have truly pushed my thinking and my leadership ability. Last week, a deep thinking question was posted about the continuum of growth and leading, relating it to toe-dipping, wading, or diving in the water. As a leader, when was a time when we made our way through this continuum and how did it unfold, relating to just dipping our toes in the water versus diving right in, even riding the wave as a surfer takes charge? I’ve since thought about the question and how we all fall on this continuum at any given point in time, as in leadership we sometimes need to wade through the water, or dive in, or ride the wave, or just dip our toes in the water, all depending on the circumstances at hand, the relationships with our staff, or a number of other factors. This question came right at the time I was headed to swim practice.

My son, Alex, has recently joined the youth swim team in our town. I enjoy watching him during practices, working hard to figure it all out, learning the strokes and breathing techniques that will make him a better swimmer.  Last week, as I sat back and watched him swim, I took a step even farther back as I sat on the top set of bleachers. It was amazing to watch this unfold in front of me, giving me a new insight to leadership and learning. It took the #leadupchat question to a new level.

At swim practice, there are typically two coaches. They are either at the side of the pool coaching or in the water, depending on the day or the swimmers’ needs at that time. The swimmers swim back and forth, trying out the technique, the skill, listening to and applying the instruction given. And then I saw something I hadn’t quite noticed before. There were a few of the older swimmers in the water with the younger swimmers, swimming alongside them, giving support and encouragement. I stepped back and watched all of this in motion simultaneously. It was remarkable! And not that this concept is new or even rare at practices, it was that I took a step back and noticed, soaking in the moment of all different pieces of instruction coming together at one time.

The swim team practice is much like our schools and classrooms. The coach, or lead learner, principal, teacher, is monitoring it all in motion, giving instruction, direction to meet the students’ needs. At any point in the time, that coach jumps in the water to assist on a deeper level, but he/she is willing to do what it takes to help, just like any leader is willing to do for the betterment of his/her school. But what makes a strong team is those “hidden leaders”, those leaders in the water, empowered by the coaches, to help others.

How often do we take a step back to see the learning? How often do we take a look from “the outside” to ensure the structures of leading and learning are intact, maximizing its effect on the overall purpose of our schools?

Our leading and learning continuum hinges on our ability to take a step back and see what is in front of us. We cannot know whether to dive in, wade, or just toe-dip in our leadership efforts if we cannot sit atop the bleachers and see it all in action. Often times, we become transfixed on one piece, but it is the big picture that can move us forward. Whether you are in the classroom or a leader in a school, we must look and listen to this big picture in order to know what kind of step we need to take next. We need to understand the levels in front of us, see those “hidden” leaders to utilize their impact, and empower them to come to the forefront as leaders in our buildings.

It is easy to get caught in the drill, the day-to-day tasks at hand. However, at the end of this school year, take a step back and see the learning and leading in action. It is then we know our next steps, and how deep to jump into the water next.

photo credit: <a href="http://www.flickr.com/photos/84806883@N00/7947062618">SAM_4570</a> via <a href="http://photopin.com">photopin</a> <a href="https://creativecommons.org/licenses/by-nd/2.0/">(license)</a>

Get Back on the Bike!

Learning how to ride a bike without training wheels is pretty intense. I remember my experience, taking off at the top of a hill, and running straight into a lilac bush. Obviously, I remember it well. My dad ran to help me, brushed me off, and said, “Well, let’s try that again. This time, you need to steer away from this lilac bush.” And I did.

My husband and I have tried to teach our oldest son, Alex, how to ride his bike without training wheels for a while now, without success. I have struggled to explain the technique on how to do it, and it has always boiled down to the “feeling” on what to do. “If you feel like you are leaning this way, then move the bars that way. Keep pedaling. Do you feel how you are balanced?” I hold on to his seat as long as I can before I fall because I can’t keep up! And by the time all is said and done, we are all frustrated.  I have video from last summer, and Alex almost had it, then fell and he hadn’t tried to ride that bike since.

For a while, I simply couldn’t figure out why neither of us, both educators, could not teach our son how to ride a bike. I was perplexed. What are we doing wrong? Do we need to watch a YouTube video on how to teach your child how to ride a bike? Why is this so difficult?

It has been fear that has prevented this milestone, not his know-how. A fear of failing, a fear of falling down was the biggest obstacle to overcome. The more we pushed, the more he resisted. Alex needed to do this in his own time. We just needed to keep encouraging him.

Well, this past weekend, we were not giving up on this task, and we overcame it!  It all started with his younger brother, the more daring of the two, giving it a try. Within a short time, Gus was riding the bike everywhere. Clapping ensued, words of praise shouted, and Alex was intrigued. He couldn’t let his younger brother ride a bike before him! So, outside he went, on a mission to tackle this. I could see in his face that he was still fearful, but persistent. He got on the bike, and there he went! He could do it! No practice required! More clapping and praise was shouted from the rooftop.

The day didn’t go without some turmoil and the fear creeping back in. However, every time it hit, we were there, urging him to keep trying, to keep facing it, to keep getting back on the bike. “We are here to help you succeed.”

Resilience. Persistence. Perseverance. The “never give up” attitude. Fear of any unknown can overwhelm a person. However, with persistence and encouragement, anything is possible. Is it always going to be perfect? No. Are we always going to learn something the first time we try? No. But we are resilient, and we will persevere, because we know that is how we learn.

Do we see this resilience in the classroom? This persistence to keep trying no matter how hard the task? The ability to keep getting “on the bike” after we have fallen so we can keep trying again? The encouragement and structures in place to reward the persistent attitude? The flexibility to accomplish the task when it works for each student? The reward when the task is accomplished? 

YES, WE DO!!! And we see it EVERY DAY in our classrooms!!!

Our teachers and students are resilient, persistent, encouraging, and positive through it all. There are tough tasks, tough situations, but teachers and students meet these obstacles head-on, with a positive attitude. Our teachers are NOT afraid to fall off the bike and get back on to try it again. We need to celebrate every step it takes, every accomplishment, every single one. Because resilience is built through persistence, and these are skills necessary to be successful in any venture.

We embody these attributes daily in our schools. Celebrate them!

I applaud every educator, every parent, and every student for their perseverance through the tough tasks, and their uncanny spirit to jump back on that bike and keep trying until the task is accomplished!

photo credit: <a href="http://www.flickr.com/photos/30451996@N00/4505318710">20100409 - Bike Wheel</a> via <a href="http://photopin.com">photopin</a> <a href="https://creativecommons.org/licenses/by-sa/2.0/">(license)</a>