The Christmas Sabbatical

To the LYS Nation,

We have all run full speed for the first half of the school year. Now it is half time.

Time to rest, reflect, collect ourselves and get ready to come back in January firing on all cylinders. Enjoy this break, be grateful for the blessings in your life and enjoy this time with your friends and family.

Blog posts will resume on or before January 3rd 2010. The first topic – Anonymous Letters. If you haven’t sent in your response yet, get it to me ASAP, so I can get you in line (note: The Sailor has already submitted his take, but I haven't seen anything from the Soldier, the Marine, or The Big Easy). This is shaping up to be the next great LYS conversation.

Until then, Merry Christmas and Happy New Year.

Rest. Reflect. Be Merry.

Your turn…

A Reader Writes... Get Ready for Prime Time

In response to the post, “Get Ready for Prime Time,” a reader asks:

“Sean,

I want my school to start this strong in the spring. What does "Frame" the lesson mean? This sounds like powerful stuff!”

SC Response
As over 4,000 teachers across the nation can now attest, there may be nothing more powerful. Framing the lesson means that the teacher posts and discusses the following:

1. Based on the lesson for the day, the teacher creates a concrete learning objective, written in student friendly language.

2. Base on the lesson for the day, the teacher writes down, in student friendly language, the closing question, product or task that will demonstrate that the objective of the lesson was met.

What is being taught on a given day is not a surprise to the adult in the room (we hope). Why should it be a surprise to the student?

Think. Work. Achieve.

Your turn...

The Big Easy Writes...

When I work with teachers and administrators, I like to remind them of the following:

"Success is neither magical nor mysterious. Success is the natural consequence of consistently applying the basic fundamentals."

Something for all of us to reflect on over the Holiday break and to act on as soon as we return to school.

The Big Easy

Think. Work. Achieve.

Your turn...

A Reader Writes... Double Jeopardy

One on the original LYS principals submits the following:

“Alex, I'll take ‘Definitions’ for $1000.00

‘Excuses’

What are reasons that otherwise competent people use when they prefer to make themselves comfortable rather than doing the right thing for kids?"

SC Response
Wow, ‘Jeopardy” is one tough game.

Think. Work. Achieve.

Your turn...

Get Ready for Prime Time

The following has been written primarily for Texas schools.

Second semester is the kick off of Prime Time. If you are not running full speed everyday before TAKS, then you are falling behind. I’ve been visiting schools over the past two weeks and the conversation always arrives at the following question, “How should we start the second semester with the right focus and urgency?” Here is the basic plan that I have been sharing, we obviously modify it somewhat based on the individual campus.

1. On the first day back (usually a planning or work day), have teacher teams (either content or grade level) review the curriculum source and pull the lessons for the first 15 days of instruction.

2. In the same teams, have the teams Frame each lesson.

3. Then have the teams add one of the two following modifications to each lesson. Either embed small group purposeful talk or critical writing. It is the team’s choice as to which modification they use, but at least 25% of the lessons have to have the critical writing addition.

That’s it. The plan ensures that for the first 15 days, what is taught is completely aligned to what is supposed to be taught. It ensures that the critical learning for each day is presented to all students in a format that they can all understand. It ensures that each lesson extends into the mid and high levels of Bloom’s taxonomy. And finally, it ensures that the covered content is “sticky,” or better retained by the student.

Remember you finish like you start, so go hard from the beginning.

Think. Work. Achieve.

Your turn...

A Reader Writes... (The Bizarre Meeting)

In response to the post, “The Bizarre Meeting,” a reader writes:

“SC,

Any advice for those of us who aren't at this level yet? I am guilty of trying to do it all instead of developing capacity in others. Give me some baby steps.”

SC Response
Here are some simple steps for building staff capacity. Of course, this isn’t an inclusive list.


1. As a leader, you must develop a concrete, articulated vision for what you want your organization to accomplish.


2. You need to work on making that vision measurable, at all levels of the organization.


3. You must constantly communicate that vision.


4. You must make staff members responsible for achieving their part of the vision.


5. You must give your staff the freedom and flexibility to achieve their part of the vision


6. You must confer with your staff on their progress. The key is coaching and problem solving without diminishing their ownership of their part of the vision.


7. Keep communicating, keep measuring, keep coaching and if need be, don't be afraid to do some subtracting.

As a principal you are forced to constantly perform a high wire balancing act. You are ultimately responsible for your campus’ performance. You have to balance the needs of short term performance (you do everything) with the needs of long term performance (staff capacity building) on the fly. The most difficult piece is the transition. At some point you have to let go and cede some control to others. If you don’t, I won’t tell you that you won’t be successful (you are), you just won’t maximize your potential. Michael Jordan was a great pro basketball player, but he didn’t begin to win championships until he learned to trust his teammates.

That’s my starter list. Brezina, Brown, Richardson and the rest of the LYS Nation, what would you add or subtract?

Think. Work. Achieve.

Your turn...

State of the Blog - The Last 100 Posts (400 and Counting)

Good Morning, LYS Nation. This is the 400th post to the column, so as has become one of our traditions, we will review our progress to date.

First, the review:

The 1st post was on written on Monday, February 16, 2009.

The 1st reader's comment was submitted on February 22, 2009 (thanks for getting it started ML).

The 100th post was on April 14, 2009.

The 200th post was on June 10, 2009.

The 300th post was on September 2, 2009.

The 400th post is today, Wednesday December 16, 2009.

It has taken 314 days to reach the 400 post milestone.

The 400 posts represent more than 284 pages of single spaced text. That is the equivalent of about a 1,400 page book.

The top 7 key words have been: Leadership (132); Robert “Bob” Brezina (49); E. Don Brown (47); Advice (27); School Change (27); Instruction (25); School Improvement (25)

At this point, the LYS Nation is driving the discussion on the blog. This is a good thing for me, I find the blog much more interesting as a dialogue. But it is also a good thing for you the reader. The topics now more directly relate to the needs of the practitioner, and if you don't like the direction of the conversation, you can change it simply by sending in your comment.

There are 318 e-mail subscribers. Thank you!

There have been over 14,000 site hits.

All of this is incredibly exciting; especially when you consider that just 10 months ago, every number was 0.

A Little Blatant Self Promotion:

First, if you like the site and you haven’t signed up for the e-mail subscription, please do so. I find that it’s easier to write to people than it is to write to web hits.

Second, if you like the site and find it useful, tell three other people. This blog is a much more powerful resource for school improvement when it is a dialogue.

Third, if you have not sent in a comment yet, please do so. Education research points out that the act of critical writing makes the learner smarter. So let the blog assist you in sharpening your saw.

Finally:

Thank you so much for reading and responding. This network, which started out as a way for just a couple of schools to stay connected, has turned into a small nation of board members, central office administrators, campus leaders, and teachers who are focused on redefining what students are capable of. Who knows what we will discuss in the next 100 posts.

Think. Work. Achieve.

Your turn…

A Reader Writes... (They Say)

In response to the post, “They Say,” a reader writes:

“Sean,

When I read this, as I finished I realized I was holding my breath at the end!

In consideration of all eventualities of my ongoing leadership journey, I recently spent time on a secondary campus. One of the main things I realized was that good leaders can be successful anywhere - strength shows and people seek leadership, even kids.

I felt honored to have the chance to work with some older students, and one even left me with that 'tear in your eye' feeling when we finished our conversation - like I touched a cord and that he might reconsider the path he is on and choose to become the person I could see he is but is not showing to his teachers.

All to say that with my recent experiences and some reflection on the recent posts about 'Teaching to the Test,’ my courage has grown correlatively to the point where I have the confidence to get off my butt and make others stand along side me. My battle to make sure good instructors are in classrooms cannot be 'won' alone, and I choose to no longer to attempt it alone either, and those around me know it. So they can saddle up and ride long and hard through every storm, or go home and grow old.

Happiest of holidays to the Cain household and thank you both for the support!”

SC Response
Great comment! One of the best parts of my job is watching young leaders ‘get it.’ It’s like a switch is flipped and all of a sudden that person understands that they are the catalyst, not a passenger. You have discovered the insight that managers always miss and poor and/or tired leaders ignore, people crave leadership. Without leadership, over time people take the path of least resistance and go through the motions, never coming close to reaching their potential. Though that seemingly makes the individual days easier (in actuality, it does not), the long term results are opportunity constantly squandered, futures diminished and careers compromised.

True leadership forces us to overcome our weaknesses, fears and self interest and focus on achieving the greater good. I have the capacity for exceptional work, but I also have the capacity for exceptional laziness. Laziness I can disguise because my basic talent level allows me to remain in the comfortable middle. Fortunately, I have been surrounded by leaders who have challenged me and forced me out of my comfort zone. Low expectations and a morale first mentality are the tools of managers. High expectations and a performance first mentality are the tools of leadership. As you are beginning to realize, it is your choice what set of tools you use.

Congratulations and welcome to the leadership club. The on going price of membership is stress, sleepless nights, low hourly pay and the thrill of accomplishment. And do know, the Cain household couldn’t be more proud of you.

Think. Work. Achieve.

Think. Work. Achieve.

A Reader Asks... Anonymous Letters

An LYS reader asks the following:

"Mr. Cain,

Recently our campus has been hit by a rash of anonymous letters. I know that we are on the right track, but it is obvious that my principal is concerned. Any advice?"

SC Response:
Instead of my answer, I passed this question to the person who taught me how to deal with the type of trash that you asked about.

Brezina Answers:
Bosses handle anonymous letters is a number of different ways, from ignoring them (the correct way) to reacting like subject of the letter is the guilty party (the wrong way).

I throw them in the garbage because that is what the letters are; unless I keep them as evidence against the letter writer. Anonymous letters are the biggest waste of time and money that I know of and so do the people that are sending them (their goal is to stop progress, without having a legitimate reason). There is just one caveat. If the complaint alleges a criminal act, then a cursory review by a supervisor should be conducted.

Anonymous letters shouldn’t be a problem for your principal, unless your district handles it wrong.

BB

Now, I’m interested in the advice of E. Don Brown and LYS Nation.

Think. Work. Achieve.

Your turn...

Sunday Jeopardy from The Big Easy

I'll take "Definitions” for $200.

“Excuses.”

“What are the tools of the incompetent?”

The Big Easy

Your turn…

A Reader Submits... The Fun 5

“SC,

Loved the Fun 5 training series! These reminders and improvements to my practice are absolutely imperative to my students’ success. Making the Fun 5 the expectation for our entire campus is the unified focus and vision that we need to reach Exemplary.

Thanks to you and the LYS Crew!”

SC Response
What can I say but, “WOW!” Our goal is to provide educators with practical tools, training and support that can be used immediately. As we told you at the end of the training, you have the tools, brains and passion – now go do something great.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Teach to the Test)

In response to the post, “Teach to the Test,” a reader writes:

“I remember when President Bush was asked about the issue of teaching to the test. His reply was along the line of, ‘If teaching to the test means teaching kids how to read, then what's wrong with teaching to the test?’

Or, to paraphrase the leading experts in our field, ‘If teaching to the test means teaching to standards, what's wrong with that?’

There is no "academic freedom" in public education. If that is what we seek and desire, then we all need to get our doctorates and find jobs in universities. Until that time, we must focus on teaching the standards using artful, effective instruction.

SC Response
I’ll paraphrase our leading expert, E.Don Brown. "Teachers have to be experts; experts in the how of instruction. It is the responsibility of leadership to provide the what and the when."

And I’ll remind every teacher to remember the immortal words of the great educational philosopher, Frank Sinatra. He said, “I don’t move pianos.”

Frank's point being that his job was to show up and perform; that was his expertise. To perform at his genius level required his singular focus. He understood that the other tasks that lead up to his performance had to be the responsibility of others. Embrace your inner Frank.

Think. Work. Achieve.

Your turn...

The Bizarre Meeting

I was recently talking to one of the old school LYS guys. He shared with me that he had just walked out of one of the strangest meetings of his career. He started the meeting with his principals and within 10 minutes he was immaterial to the proceedings. For the first time since he was in the district, he wasn’t the critical catalyst. He wondered if it was time to move on.

To which I said “No. It’s a time to celebrate.”

Finally, after almost two years of hard fought change, his principal core has the capacity to seek out answers instead of sitting back waiting for the next round of Central Office directives to tell them what to do.

The long term viability of school districts has everything to do with the proactive solutions that are developed on campuses. That requires an aggressive, reflective and intelligent principal cadre.

So, as I told my friend, now his job gets exciting. His new role is to keep his principals moving in the right direction, get them the resources they need to be successful, and then get out of their way.

Think. Work. Achieve.

Your turn...

Teach to the Test?

I was recently presenting to the staff of a large secondary school. There were over 100 teachers in the room and we were discussing common assessments. As I was explaining the power of the practice, a teacher in the back of the room said the following, “Sounds like you want us to teach to the test.”

To which I replied,

“Yes, I want you to teach to the test. And here are the reasons why.

1. This school is accountable to student performance on the test. Until all students are performing at high levels on the test, the test remains a significant priority.

2. Teaching to the test is not a bad thing. The test sets the standard. I for one hope my attorney has been taught to the standards of the Bar Exam. I hope my Doctor has been taught to the standards of the AMA exam. I hope my accountant has been taught to the standards of the CPA exam. And since I am in the air an average of three times a week, I pray that my pilot has been taught to the standards required by the FAA.”

The test is the proof that we taught what we were hired to teach. Remember, we weren’t hired to decide what to teach. We were hired for our ability to teach. We get paid for the “how” of the instruction. The “how” is where we add value. If we lose sight of the importance of the “how,” then we can quickly become replaceable.

Think. Work. Achieve.

Your turn....

A Reader Writes... (They Say)

In response to the post, “They Say,” a reader writes:

“Perfect! That pretty much sums up how I am feeling right now.”

SC Response
There were more than a couple of LYS readers that had a tough time last week. It seems that there are scared managers hiding all over the country, pulling at the coattails of those who step up and do the right thing.

Remember, managers fear the uncomfortable; leaders thrive on adversity.

Think. Work. Achieve.

Your turn...

A Reader Writes... An Open Letter

In response to the post, “An Open Letter from One Student to Another,” a reader writes:

“I happen to know the LYS reader who made the post involving students. This particular LYS reader is an absolute genius, rivaled only by the great Sean Cain. We should probably heed his advice! Just having fun!”

SC Response
Definitely more fun than saying, “I told you so.” You know it doesn’t hurt my feelings. I subscribe to two basic theories of action.

1. Run full speed, adjust on the fly; and

2. Frequently wrong, never in doubt.

Both theories require flexibility and timely changes based on the availability of improved information.

Think. Work. Achieve.

Your turn...

Sunday Advice: They Say...

The following has been cribbed and adapted from a chapter of “The Big Moo,” edited by Seth Godin.

They say I demand too much. I say they accept mediocrity.

They say we can’t handle this much change. I say we can’t afford to continue to leave students behind.

They say we aren’t bad. I say we aren’t great.

They say plan. I say do.

They say we need good people. I say we need great educators.

They say fast follower. I say bruised and battered leader.

They say happy balance. I say creative tension.

They say we need a team that works and lives in harmony. I say we need a creative brawl.

They say relationships are key. I say we need the unvarnished truth.

They say think about it. I say try it.

They say change takes time. I say change takes a minute.

They say be patient. I say our students are running out of time.

Think. Work. Achieve.

Your turn...

An Open Letter from One Student to Another

The reader the suggested that LYS is for students, may not have been that far off. The following is a letter from one Game On! school 5th grade student to a student at another Game On! school. Note: Game On! is an LYS innovative learning community model.

“December 2009

Dear Game On! Student,

I think that Game On! is so much fun. We all get to have science bowl, pep rallies and know that there’s always going to be something new to learn each day and have so much fun. I think that school is so much fun because we get to have read alouds and celebrations. We always say, I love myself and I love my school.”

SC Response
If that doesn’t fire you up, then you are in the wrong profession.

Think. Work. Achieve.

Your turn...

A Reader Shares... Congeniality

One of the original LYS reader’s shares:

"I want to add another thought or two on this idea of congeniality.

When we talk about a sense purpose in education, I claim it is missing. As a profession, we can’t even agree on who is a “drop out.” In military operations there may be disagreements on strategy and tactics, but seldom purpose. In education we agree our purpose is to “educate”, but what does that mean? It depends on your opinion.

Making money is making money, and killing the enemy is killing the enemy. Tactics and strategy may differ on those goals, but the outcome is the same. In education we have no well defined “outcome.” Accountability is changing that, but we are not where we need to be.

On the issue of congeniality, it reminds me of the war where brothers fought brothers, the Civil War. Congeniality is, from Latin, the personification of ones own desires and inclinations. Collegiality is shared power and authority among colleagues. BIG difference. Back to the civil war. The book “On Killing,” by Dave Grossman is worth a read. The book explores how the military had to continually revamp training in order to get men to kill each other. Great history and psychology is discussed from the civil war era all the way to modern warfare. Congenial soldiers tend to focus on their desire to remain alive (everyone’s most fundamental desire on the battlefield). Collegial soldiers fight side by side for a common shared purpose, killing the enemy to achieve victory.

They still want to stay alive of course, but will do extraordinary things in order to achieve a purpose, even if that means dying. Grossman points out that this is not innate to men. Men don’t want to kill each other (a military purpose). Rather, men have to be conditioned to overcome the aversion to the obstacle (killing) in order to achieve the goal (victory) Grossman never really discusses congeniality versus collegiality, but the concepts are there. Grossman explores how the military had to de-sensitize men to killing, via training, in order to achieve a goal.

In education we must overcome the obstacle (ineffective instruction) in order to achieve our goal (educating children). We have to de-sensitize teachers, especially secondary teachers, to their fascination with being “college professors” in their classroom. How we do this does not include congeniality, in my opinion. Congeniality is inherently self-serving. We must find a way to get beyond this as collegial professionals.

Maybe too deep for the blog, but I wanted to share this with the LYS Nation since we seem to share a common vision and purpose."

SC Response:
Too deep? This could have been an executive summary of a dissertation. Which means that this is a typical warm-up conversation for the average LYS leader/reader. But, I think we may be out thinking ourselves when it comes to this discussion.

What is our primary goal as education leader? Maximizing student opportunities.

What is the most effective and efficient way to maximize student opportunities? High quality, initial classroom instruction.

How do we ensure high quality, initial classroom instruction?
1. Provide teachers with necessary tools and instructional resources.
2. Provide teachers with on-going training in the use of those tools and resources.
3. Define instructional expectations.
4. Provide on-going training and support to ensure the meeting of instructional expectations.

Those that are doing their part to fulfill the mission of maximizing student opportunity receive our full support and recognition. Those who do not receive our full supervisory attention.

Here’s the kicker though, the staff doesn’t have to like you or like doing it. If fact, during the initial stages, just going through the motions is enough. We are working with students. Once teachers see their students perform at higher levels, their hearts will follow their new habits. Or they will leave because they don’t want to meet the new instructional expectation.

Either way, you are still not “liked” and students win. Sounds like leadership to me.

Think. Work. Achieve.

Your turn...

It Works

Recently I finished up the second embedded module of a teacher training series. After the first module there was one particular teacher who was not happy to be in the room and was not buying anything I was saying. From her body language, it was obvious that she though I was wasting her time.

On the second day, her attitude was a little better, but not by much. She was polite, but probably more out of respect to her principal than to me. After her session, she left without a word and I continued training staff for the rest of the day without giving her another thought.

Then as I am walking out of the school at the end of the day, she happens to walk out of her room at the same time. She looks at me and the following exchange occurs,

“Sean.”

“Yes ma’am?”

“That stuff you’ve been talking about.”

“Yes, ma’am.”

“It actually works.”

“Thanks for giving it a shot.”

“You’re welcome.”

Right there, in an already eventful year, that was one of the top ten conversations that I’ve had this year. Helping a rookie teacher is fine, but when you can help a veteran teacher become even more effective, then you know that what you are doing is worth while.

I’ve trained a lot of teachers this year, all I ask is that you just try a little bit. The job that gets easier will be your own.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Race)

In response to the post, “A Reader Asks… Race,” a reader writes:

“When I took over my last academically unacceptable high school, I was greeted by a number of helpful adults. They all wanted to explain to me that the African American kids in deep East Texas were simply different and unlike any African American kids anywhere else. The adults continued, stating they tracked the progress of the African American students and knew well in advance that due to "those" students the school would inevitably become unacceptable. No one could have stopped it.

This was the culture of the school and it was widely accepted. The effect on the climate was devastating. The only people willing to change the culture in the school were me and the two AP's I hired (all of us outsiders). Even the school board, that included African American members, believed and agreed that nothing could reasonably be done to correct the situation. We proceeded none-the-less.

"Those" African American kids did just fine. In fact, they did so fine the school went from unacceptable to recognized. Did I mention I am white? No, because it doesn’t matter. What does matter is that I care deeply for all of my students. Student performance is not a “real” race issue. It is the issue of getting adults to do what is right for kids. That is, it is a culture issue."

SC Response
Here’s what I do know from my work with 100’s of schools.

1. Kids are kids are kids, no matter where they live.

2. Kids do an excellent job of meeting adult expectations. No matter how low or how lofty are those expectations.

3. The critical variables are the adults.

If your kids aren’t performing, you have to look in the mirror. If you want proof, I’ll give you four quick examples.

1 & 2: Both Aldine ISD and Brownsville ISD have recently won the Broad Prize, for being the best urban school district in the country. At the same time that those districts won the prize, they both shared a boarder with some of the weakest school districts in the country.

3. Hairgrove Elementary, in Cypress-Fairbanks ISD, is the second poorest out of 50 elementary schools in the district. Yet their benchmarks scores are consistently in the district’s top 10.

4. Houston Elementary, in Grand Prairie ISD, is one of the poorest of over 20 elementary schools in the district. On their latest district math benchmark test, their third grade scores were first in the district and fourth grade scores were second in the district.

It’s not the kids, it’s the adults.

Think. Work. Achieve.

Your turn...

A Reader Asks... Race

An LYS Reader submits the following comment and question:

“Sean, changing the subject a bit, I recently attended the three-day Texas School Safety Conference in Austin. It seemed as if the number one goal of the presenters was to "inject" culture into everything dealing with education and that would be the cure of all of our problems.

But the overarching problem hasn't changed, it remains inequality. White schools, communities, and administrators are not effectively dealing with special populations. When are educated people going to drop the backpack of liberalism and injustice and get to the root of the problem; great instructionally led campuses simply have fewer problems of any type

But no, it continues to be about race and I'm not sure that culture is the answer. My question for you is why does race continue to cripple us?"

SC Response
As if we needed further proof that the LYS Nation is willing to discuss any topic that impacts students, schools and leadership.

First, culture and climate are important, but not as they were presented at the conference. You have to remember your early LYS training. Culture is the things that adults do on the campus and the way that they do them. Climate is either the positive or negative effect that those things have on students. Thus, the secret of managing culture and climate is to do more of the things that have a positive effect on students and to quit doing the things that have a negative effect. This tactic will quickly solve most of the problems facing the typical campus. But I understand that this was not the theme of the presentations that you attended.

Second, inequality is one of the major issues that we are still facing, but let's attack the problem from a different direction. Campuses serving significantly at-risk populations are essentially doing it without any systemic support. Let me explain. The at-risk campus has to first deal with the basic human needs of food, clothing, shelter and security. Then they have to deal with health, mobility, discipline and community issues. Then they have to teach. That is a lot of brain power spread across a lot of significant problems. On the other hand, the mid to high SES campuses do not have to come up with immediate solutions to all of those critical issues. They have the opportunity to narrow the focus of their brain power. Unfortunately, they don’t. They keep doing what they have always done, wasting the opportunity to create meaningful innovations to the instructional craft that can impact every teacher and every campus. This forces the at-risk campuses to continuously tote a heavier load. This is the very definition of inequality.

Third, I won’t entertain the “white vs. everyone else” argument. Yes, there is racism. No, I have never walked a mile in the shoes of an ethnic or racial minority. But, the practical answer is proactive leadership and a campus that holds itself accountable to the performance of its most at-risk students and quits taking credit for the students that learn in spite of us.

Finally, the issues of race cripple of us when we know that we aren’t successfully meeting the needs of all our students. We can either admit that we have gaps in performance and work everyday to close those gaps or we can be defensive. I’ve been called a lot, but I’ve never been called a racist. Why? First, because I’m not. Second, because my poor, black, and/or brown students have always been better off at my schools than at the school next door.

Think Work. Achieve.

Your turn…

And We're Back...

In response to the posts relating to “Gant Wisdom 1,” a reader writes:

“Let’s not forget that that LYS is not just about the formal leaders. Teacher leaders can and do read the blog and are a significant influence on their principal. This is powerful stuff. The next school I lead will be a LYS school. If the school has not previously been exposed to this philosophy, it will be within days of my arrival.

For that matter, let’s get students involved here on LYS. I spoke to a group of students this week. Their number one concern? “Our teachers don't push us enough.”

I don't care how we improve schools or who the mouthpiece for change is as long as we move forward for students. If you are a parent, share LYS with your child's teachers and principal. Oh, and again, I am a real world principal, not a LYS employee."

SC Response
Overall, I agree with you. The LYS blog was created for leaders, both formal and informal. In fact, I think the blog is a more valuable resource for informal leaders who are often isolated from leadership networks. And currently, I am aware of a number of LYS readers who are interested in schools and school leadership, but do not work directly for schools or school districts.

But in spite of you enthusiasm, I’m not sure that LYS is a forum for students. I’m still trying to figure out how to get more adults to think and talk about the topics we discuss here.

Think. Work. Achieve.

Just a quick reminder. If you are following the posts by e-mail and lose track of the various conversations strands, just visit the blog site and you can quickly get back up to speed. The web address is http://www.leadyourschool.blogspot.com

Your turn...

Have a Happy Thanksgiving Holiday

To the LYS Nation,

Have a happy Thanksgiving and take this brief time out to catch your breath so you can finish this semester strong. I myself am taking a few days to both catch up and relax.

The posts will begin again on Monday, November 30, 2009.

Rest. Relax. Recharge.

Brezina Writes

Somehow, during his ongoing European “fact finding” mission (further proof that the LYS Icons will scour the globe in search of effective and efficient practices) Bob Brezina submits the following comment in response to the post, “The LYS Nation.”

Great story. I expect no less.

BB

Think. Work. Achieve.

Your turn...

The LYS Nation

The LYS Nation continues to grow and knows no (social) boundaries. Last week I was out having dinner with my wife and a friend of ours (I won’t drop names, but she is one of the premiere writing experts in the country). As we are eating, a young woman comes up and sits at our table. I thought she knew one of the two women at the table, but instead she looked at me, pulled out her I-Phone, showed me a picture and said, “What do you think about these lesson frames?”

The frames were pretty good!

She was with a group of teachers, having dinner and discussing instruction. The excitement of teaching and learning was so important to her that it overcame any social inhibitions she might normally have and when she saw the opprotunity to validate her work and their discussion, she took it.

LYS Nation, this is what it is all about. Everyday we have access to new tools, techniques and insights that not only make us better teachers but have a dramatic impact on our students. We ought to feel like kids in a candy store. And when young teachers are at dinner and they want to talk about instruction with a virtual stranger, I worry a little less about the future and push myself to work just a little bit harder.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Gant Wisdom - Part 8)

In response to the posts, “Gant Wisdom 1 – Parts 1, 3 and 5,” a reader writes:

“I think I was not clear. I don't think the familial framework is only for adults. I was trying to communicate that in the schools I have led there was a sense of family among the faculty. Most students were not allowed in that family. The faculty had an "us against them" attitude.

I am sure not all schools are like this, but to date I have been in six different high schools, and five had a strong sense of family that did not include the students. However, I do contend that when the atmosphere becomes congenial, alienation of some group is possible. Those outside the family group will suffer gravely. If the group outside the family group includes students, the school is in for a rough ride.

It is the purpose and focus of the organization that is important. Is your school focused on "us" or "them"? If "us" includes students in your school, great, you have no problems. If "us" doesn't include students, you had best focus on "them."

SC Response
Again, context is the issue. You’re career path and skill set has been turning around the dysfunctional secondary campuses. It is the leading the charge from “Broke to OK.” The typical broke secondary campus has devolved into an “us versus them” mentality. With the “us” and “them” consisting of various factions of adults looking to blame other factions, leaving the academically fragile student on the outside looking in. Which is what you have been attempting to describe.

The counter point was provided by a principal whose skill set centers on moving average schools to exceptional schools. In those schools, as you can imagine, student performance is priority one.

Both arguments are valid in their settings. What I’m waiting to see is the complete transition from bad to exceptional. I believe with all my heart that it is possible, but I have yet to witness it. And the reason is this; the leadership that takes the sub-par to marginal, never stay to make the next transition. Either they are hired by a bigger school / district or are run off by a community that really doesn’t want to change.

Think. Work. Achieve.

Your turn...

Sunday Advice - Larry Wingate

From the book, It’s Called Work for a Reason, Larry Wingate writes:

“You are not paid to like your job. You are paid to do your job.”

I love this piece of advice (and the book). It is a simple dose of the real world. No one likes their job everyday, but we are fortunate in education. We are public servants working with children. In terms of intrinsic motivators, that fact should put us in a much better position to like our jobs than that of the typical adult.

Some days are worse than others, but on the whole, we have the opportunity to do something important everyday, for a fair wage (did you really go into education to get rich). If you don’t like your job, your boss can’t fix it, only you can. Just do the math; if intrinsic rewards + salary adds up to the right amount, then be grateful. If intrinsic rewards + salary is not enough, then help yourself and find the work that you do like.

Think. Work. Achieve.

Just a reminder for existing LYS readers and an invitation to new LYS readers, Sunday is advice day. Send me your favorite piece of advice and why, along with your mailing address. If I post it, I’ll send you a world famous Lead Your School can koozie.

Your turn...

A Reader Shares... (Accountability Crisis)

In response to the posts relating to, “Accountability Crisis,” a reader writes:

Consider this. Let’s say a freshman has 8 classes. This freshman is a special education student. The student’s schedule looks like this:

Algebra 1; Resource Math; English 1; Resource English; Biology; Resource Science; PE; Social Studies

Now, let’s assume the worst. This student fails Algebra I, English I, and Biology. You have a serious problem. Under this scenario, the student just earned 5 credits. A good district policy would require 6 or more credits to be a 10th grader. Most of you don’t have the luxury of working under solid, proactive policy, so this becomes a clear run for the hills TAKS-M problem. However, if you are fortunate, you get to keep the student classified as a 9th grader.

The next year you start a credit recovery regime for the lost 9th grade credits. The 10th grade schedule will reflect the 9th grade performance. That is, there will be resource classes, for sure. If you use full inclusion, you must INSIST that the inclusion specialist and classroom teacher concur on the grade. You require enough documentation and intervention so that the inclusion course essentially becomes a resource course for that student, no matter what you call it.

I call of my courses pre-AP, do full inclusion, demand top notch documentation and RTI, and leave the final grade to be determined by the inclusion specialist. This can cause some waves, but I solve a number of problems with just one action. First, we provide full inclusion. Second, we actually implement RTI. Third, the inclusion specialist ensures that the IEP is being implemented. Fourth, the PBMAS weight slowly loses its mass.

The worst case student for the student is this; the student is classified as a repeat 9th grader instead of a 10th grader. Your responsibility is to come up with a 10th grade schedule, including credit recovery, that makes this repeat 9th grader an 11th grader at the end of the school year. You have now side stepped the AYP bullet (10th grade was skipped) and the student is TAKS-M.

Never worry too much about PBMAS. Yes, having flags there will get you a watchful eye and you will have to write an improvement plan. But you need to have a plan that will solve the problem sooner rather than later, even if don’t have to submit the plan to TEA. If you don’t, shame on you and you deserve all the heat you get. The point is, your accountability rating is not compromised by PBMAS. You simply have to write a plan and correct the problem. I will take a PBMAS hit over an AEIS or AYP hit any day of the week.

Another principal I know came up with a similar course of action at the same time my campus did. We use the inclusion path; the other school uses the resource path. The resource path is better if you have AYP to worry about. In my district, high schools don’t receive any Title One funding (by design), so AYP is not an accountability concern. Plus, we are full inclusion, which TEA loves (as do I).

In summary, we worked on the PBMAS problem and the AEIS problem. In an AYP district I would worry about the AEIS problem followed by the AYP problem. I would have a plan for PBMAS, but that would certainly be a distant third.

I hope this helps.

Brezina Writes... Update from the World Tour

Fresh from his speaking engagement at Cambridge, Mr. Brezina has interrupted his European "fact finding" mission to submit the following:

Every thing is going well in the UK. Lots of interest in what the LYS schools are doing. There should be several new people visiting the blog.

Cheerio, yall.

BB

Your turn...

A Reader Writes... (Gant Wisdom 1 - Part 8)

In response to the post “Gant Wisdom 1- Part 5,” a reader writes:

“Wow! That is where I want to be, I'm just not there yet. I think I have one hole in the dike plugged and another one springs a leak!”

SC Response
You’re closer than you think. Schools like yours (ultra high performing Title 1 campuses) are a lot like a non-BCS conference football team. You don’t have the best athletes year in and year out, but with a solid system and expert coaching you kids are always competitive. Then with the right break at the right time, during any given year you are in the hunt for a national championship. In other words, your campus is aggressive and scrappy (two of my favorite adjectives). It is due to that scrappiness and aggression that true instructional innovation generally comes from campuses such as yours (even in your own district, what was the last useful innovation that came from a high SES campus). You, your staff and your students don’t have the luxury of standing pat.

So keep plugging away; your campus is already one of the elite in your district. Your focus keeps your campus in the position to capitalize on the one break that will elevate it to the ranks of world class, at least until the next school year starts.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Gant Wisdom 1 - Part 7)

In response to the posts relating to “Gant Wisdom 1,” a reader writes:

“Sean,

Your closing question to the post, “are you a manager or a leader,” provides an interesting paradox.

If you read this blog and continue to 'choose' management, then you need to find different reading material to fill your time because you're just 'playing leader.’ If you read this and connect to the things you share then you already know you're a leader.”

SC Response
I know that there is a lot of preaching to the choir that goes on in this blog. But I also know that there is a steady stream of readers who are trying new ways of leading their teams that are contrary to the existing culture of their campus and/or district. Thus my question was poised to either reaffirm their course of action or to have them question what role they actually serving.

But you are right, if you are not willing to push the envelope and work everyday to purposefuly create a better future for your students and your campus, then you are not going to get much from this blog. And you are darn sure never going to be a card carrying member of the LYS Nation.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Gant Wisdom 1 - Part 6)

In response to the posts relating to “Gant Wisdom 1,” a reader writes:

"Sean, our Principal cluster group was having a discussion about morale, similar to the concept discussed earlier this week. We agreed that the best way to improve staff moral was to have success in improving student achievement.

Our teachers love their work when they see the payoff of their effort in the improved results their students have on weekly checkpoints and district assessments. Giving staff recognition and reinforcing their effort for this success is how you build staff moral.

Sure, we try to be nice and do some fun stuff but that is not what builds staff cohesiveness. It is improving student achievement that brings staff together, working for a common vision and goal."

SC Response
Those of you who have worked with me or have heard me speak know that I often say, “Never worry about morale.” And I can not emphasize how must I mean that. “Chasing” morale is a “lose / lose” proposition. At least morale, as most educators define it, which is the idea that it is leadership’s responsibility to ensure that the staff “like” their job. Work is work. If you like your work, that’s just an extra bonus.

Now I do subscribe to the importance of a military type definition of morale. Morale defined in a manner that centers on the staff's belief in the quality of leadership, belief in the importance of the mission, and the belief that the training that has been provided provides the staff with the tools and expertise to have a chance at successfully completing the mission. This type of morale is important and is the responsibility of leadership. And staff that have high levels of this type of morale often achieve great things.

When I can’t define the mission and can’t identify the tools and training that my staff need to complete the mission (which by my definition is the recipe for poor leadership), then I have to resort to the smoke and mirrors of making you “feel” good. It is the "win" that feels good, not what I do for you; the hard work, stress and pressure just make the win that much more satisfying.

Great comment by the way.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Gant Wisdom 1- Part 5)

In response to the posts relating to “Gant Wisdom 1,” a reader writes:

"I could not disagree more with the assertion that a familial atmosphere is only for adults. I work in a school that operates like a family in that we support each other in difficult times, laugh, cry, and get angry with each other like families do. It is in this trusting environment that we make the best decisions regarding our students. We hold honest conversations in regards to instruction, performance, environment, and a myriad of other topics on a daily basis. Every person on staff has an understanding of their role in the family - and an even greater appreciation for what each individual brings to the whole.

Our teachers definitely talk about the things we do that make them feel supported, and in the same breath will say that they are held accountable for every move they make and that kids are first, even when it makes their life miserable! We have worked to build what Michael Fullen calls the loose-tight system. We are relaxed and family oriented when it comes to our attitudes with each other and we act with the precision of the military when it comes to our instruction, content and performance."

Your turn...

Data Use

There are two basic types of data to work with in a school, student data and teacher data. Using student data is the first stage of data analysis and if you aren’t using data on your campus this is where to start. Student data will indicate where the low hanging fruit can be found. For example, I was working with a campus and in the midst of doing some item analysis, we discovered that students were overwhelmingly missing science questions that dealt with application. That problem was solved by getting students in the lab for more hands-on activities.

However, student data will only take you so far. The next stage of data use revolves around teacher data. It is the team analysis of this data that is the foundation of a truly vibrant professional learning community. To begin this process, leadership must provide teachers with three tools. The first is a common scope and sequence, the second is short-term, common assessments and the third is classroom observation data. These three tools allow teachers to identify which teachers make the biggest and most consistent gains with the campus’ most academically fragile students and which components of pedagogy seems to make the biggest impact in the classrooms.

Armed with this information and time to plan, learn and adapt, an instructional staff can go from sub-par to extraordinary in less than a year.

Think. Work. Achieve.

Your turn…

A Reader Writes... (Gant Wisdom 1 - Part 4)

In response to the posts relating to “Gant Wisdom 1,” a reader writes:

"SC has it; have an agenda for the meetings and stick to it. Stick to the agenda. Have groups of a reasonable size. A faculty meeting with 150 members present has only one purpose, to put out information. Sometimes these large faculty meetings are needed. If so, stick to the agenda, and don't accept off-topic questions (especially comments) during the meeting. Anyone with a question should be directed to see you after the meeting, and you had best be available.

In small groups, have an agenda and stick to it. Obtain your objective and adjourn. If someone has something they want to discuss in the group forum, have them discuss the request with you and then YOU determine if it makes the agenda on the next meeting. Keep an open door policy so that anyone with any concern can at least meet with you one on one.

Your team should have the right to meet with you privately for any concern. Getting a public forum is another matter."

SC Response
I have found that if leadership is constantly visible and available (in classrooms, hallways, intake, dismissal and lunches) and is consistently coaching and listening to staff, that the need for long meetings is greatly reduced. It is when leadership is remote and inaccessible that meetings become longer and longer. There are requisite amounts of communication that all organizations need to function. The question becomes how will this be delivered; in small, consistent doses or one massive dose?

Before you answer, consider the following paradox. From a managerial perspective small, consistent doses of communication are an inefficient use of time. Large doses of communication are an effective use of time.

But from a leadership perspective, small, consistent doses of communication are effective. Large doses of communication are ineffective. Who are you a manager or a leader?

Think. Work. Achieve.

Your turn...

A Reader Writes... (Gant Wisdon 1 - Part 3)

In response to the posts relating to “Gant Wisdom 1,” a reader writes:

"SC, we will have to disagree on this one. Once a faculty gets a strong sense of family, the principal may be in trouble. The "family" in dysfunctional schools typically does not include students. Take two districts of which we are both intimately familiar. Both districts have expended tremendous energy and policy decisions making the schools great places for employees to work. There is a true sense of family. Yet the schools are horrible for kids. In previous schools I have worked in there was a tremendous sense of family, not including kids of course. Collegiality is what we need, not congeniality.

We must come together and work together for a common purpose. That purpose must be to improve our schools for kids. Congenial schools that I have seen ALWAYS have focused on making the school better for adults. Example: we get together, talk all day about how to make things better for kids, and then go to happy hour and enjoy each other's company. That is collegiality.

Or, we get together, spend all day “bonding,” focusing on each other. That is congeniality. The only difference is the purpose of the day. Having served in the military and in law enforcement, I can tell you we were truly colleagues. We trained together, did our duty together, and often bled together. We loved each other like brothers, but we always had a common purpose.

In congenial relationships the purpose is what is often missing. The difference is subtle, but significant. As you say, SC, the difference is in the nuance. Having experienced both, I fully understand the nuance."

SC Response
The source of our disagreement is the eternal question of whether or not the glass is half full or half empty and the context of position. Where you are, the glass is half empty (and held together by duct tape). Where I am, the glass is half full (and held together by duct tape).

We are in total agreement that where you are now is in the final death throws of total system failure brought on by leadership incompetence that best resembles Nero fiddling while Rome burned. Get out and let it burn.

But from my position, the failure of that same system has the potential to save 100’s of other districts. I am more that willing to let the aggressively incompetent serve as the “what not to do” example for those who are willing to push themselves and their organizations to maximize student potential.

Think. Work. Achieve.

Your turn...

Seabolt Says... Accountability Crisis

In response to the question about special education accountability, Seabolt says:

“This is a tricky situation. If a student is TAKS-M in science, I generally make them TAKS-M in math, and vice versa. Same for ELA and social studies.

It is more difficult to justify an ELA - math connection. One clever approach I have seen is to put kids in both regular and resource classes in the 9th grade. JM did this, as did I in my last school. The resource class was restructured to be an on grade level support of the regular class with a modified curriculum, of course. If the student failed the regular class, the resource class was there for credit. You can justify this as using the resource class as an intervention.

Now let's look at this strategy closely. All 9th graders start as regular TAKS or TAK-ACC. If the student passes the regular course at mid-term with little modification, you have a TAKS-ACC student. If the student fails the regular class and passes the resource class, you have a TAKS-M student. You make this decision at mid-term. If the student is passing regular courses use the resource classes, as needed, as an intervention and take TAKS-ACC, you take the high road and they are recommended. If not, you take the low road.

This changes the philosophy of resource to one of on grade level intervention instead of primary instruction and gives the student full opportunity and flexibility. You can continue this for all grade levels, making adjustments as needed for the student. If the student passes regular math in grade 9, leave them TAKS-ACC. If in grade 10 at mid-term they are failing regular math or if they failed the TAKS-ACC, you can move them to TAKS-M.

You must be diligent, monitor instruction closely, and use common assessments to measure instructional quality in order for this process to be successful for your most fragile learners. In the above example, a student passing 9th grade math and 9th grade TAKS-ACC and then failing the regular math course at the mid-term in 10th grade would catch my full attention. And my full attention would include a focus on the teacher delivering the 10th grade instruction."

MS

Your turn...

A Reader Shares... Accountability Crisis of Conscious

One of the original LYS readers submits the following:

"Well, I have heard of situations like this, but until now had never been introduced to one (even in a dysfunctional system and I have seen a couple of those). I am really torn.

What is the situation? I sat in a meeting today where the discussion was on how best to address our accountability situation (AU) with our TAKS-M students in mind. I understand the pressure to do what is needed to make sure we get as many students as possible on the pass list (AA was just a few students away.) But, how do you resolve an accountability crisis of conscience when the PBMAS shows that in the area of SPED you are stage 2 and have a 3 in several areas, including too many TAKS-M students and too few TAKS/TAKS-Acc students?

With the change in the law as to who is qualified to take TAKS-M to include both modifications and accommodations and TAKS-M is an indicator of a student who is more than one year from grade level mastery, should TAKS-M students remain in that category even if they have a greater than needed mastery level?

Should a student who has the credits and ability to take TAKS-Acc (and earn a recommended diploma) be relegated to TAKS-M and the minimal plan? What does it really mean to see the "big" picture in this case? Where is the defining line?"

SC Response:
CL, call me if this doesn’t help. There are two dimensions to your dilemma, the macro-answer and the micro-answer. I’m going to respond to both. But I defer to the LYS Nation on the specifics, regarding coding requirements. First, the micro-response

There are two major considerations to your dilemma at the micro level. The first is student centered. The primary goal at the High School level must be graduation, especially for schools that are in crisis. Course work and testing decisions must be made to put the student in the best possible position to earn the most rigorous diploma that is realistically feasible. If I’m going to gamble with a student’s future, I’m looking for the low risk, high reward option. But I’m not going to sell a student short just to hedge my personal bet.

The second micro consideration is accountability related. In the short run, you have to play the game in order to stay in the game long enough to fix the system. That means that if you have to choose between fixing state accountability or federal accountability, fix the one that is most critical (i.e. the one that will shut you down the quickest). Buy some time and live to fight tomorrow.

At the macro-level, fix the system at full speed. When a campus goes AU (or has a significant ratings drop), that is the final symptom of system failure. Everything is on the table at this point. The key is to quit focusing on the symptom (student performance) and attack the problem (the instructional delivery machine). And fixing the machine is a leadership responsibility.

That is my quick take on an all too common problem. However, you and I need to hear more from the LYS Nation. Specifically, E. Don, John, Mike, Lynn and Pam, what would you add?

Think. Work. Achieve.

Your turn...

A Reader Writes... (Problem with a Co-Worker - Part 2)

In response to the posts relating to “Problems with a Co-worker,” a reader writes:

“I have worked in Scenario 5 districts, more than once. In those cases I made the decision to do what was right for kids. In those districts the accountability scores were horrible, and the board demanded improvement. The teachers were the problem; they did not want to teach kids.

I did was right for kids and insisted that teachers improve. The teachers screamed “foul” - loud and often. The board wanted improvement, but they did not want to listen to teacher griping. This goes back to some Brown wisdom, “School Boards exist to hear the complaints of teachers.”

I held the course despite the cries of “foul.” The board became agitated with the increasing complaints, which fueled the fire for even more complaints. I held the course. In the end the board was ready for me to go in order to keep teachers happy. I accepted a job in a bigger district and soon after my announcement, we learned that the school had moved from academically unacceptable to recognized.

The board caved, I didn't, and the students won. But beware; don't forget the part where I had to leave. Would I do it again the same way? No doubt about it.”

SC Response:
I have a friend who is a Superintendent who once observed, “Every Board wants change, as long as it is easy.” Adults and systems often settle for the path of least resistance. There is considerable comfort and power in the status quo. Conventional wisdom even reminds us, “If it’s broke, don’t fix it.” To constantly question the status quo requires a slightly different kind of personality.

That’s one reason why this blog exists. If you subscribe to Richardson’s philosophy of “If it’s not broke, break it;” or Brown’s philosophy of “The Principal is the only pure advocate for students;” or Schaper’s philosophy of “They may be turds, but they’re MY turds;” or Brezina’s philosophy of "If it's not right for kids, it's wrong;” then you have an inner obligation to constantly challenge and improve the system. And as I am often reminded, that obligation makes you the "freak." Or, at least the freak within your system.

But what I have discovered is that there are isolated “freaks” everywhere. All they need is the knowledge that there are other freaks out there who are pushing and pulling their systems as hard as they are. And with that knowledge brings courage and stronger conviction.

As the LYS nation is well aware, the issue is not “those kids or those parents.” The issue is complacent adults. So keep pushing and pulling, they louder the complacent complain, the faster they are being moved from the status quo. And if the status quo is untapped student potential, a double digit achievement gap, and high drop out rates, why is that a bad thing?

Think. Work. Achieve.

Your turn...

A Reader Writes... (Gant Wisdom 1 - Part 2)

In response to the post, “Gant Wisdom,” a reader writes:

“Great advice and I totally believe it. But how do you handle it when you are on a team with people with issues and you have to work together?”

SC Response
Your “easy” questions are always the most difficult to answer. Context is always the critical issue. The problem you present is always easier to solve in theory than in practice. And by that I mean if you work with a toxic jerk, you are just better off avoiding the cancer until leadership is forced to address the situation.

But let’s assume the other person has some redeeming qualities. When that is the case, stay focused on the task at hand and work to find common ground. If you have to plan together, use Schmoker’s 30 minute planning agenda. It is a very scripted process that strips away most of the opportunities for chit-chat and griping. You go in, you work, and you get out.

If the issue is philosophical, stay focused on student performance and results. What is better, phonics or whole language? I don’t care as long as my kids can read.

If the issue is that the other person is jealous or lazy, just out work them. That person won’t be happy until you are slower or worse than they are. You and your students deserve better.

I hope I touched on your issue. If not, send me a follow up. How but you, LYS Nation? Any ideas?

Think. Work. Achieve.

Your turn...

Sunday Advice... More Gant Wisdom

I learned a lot from my grandfather. Some of the conversations that I had this week got me thinking about a plaque he kept on the wall. In formal and fancy script it read, “When you are up to your ass in alligators it is difficult to remember that your primary objective is to drain the swamp.”

The conversations this week (in multiple districts) generally centered on the immensity and complexity of the task. Even I was not immune, but I kept making sure that we always came back to the Alpha and Omega of our business, Teaching and Learning.

If what we do everyday isn’t primarily focused on improving the quality of instruction and increasing student performance, then we too are being distracted by the alligators.

Think. Work. Achieve.

Just a reminder for veteran LYS readers and an invitation to new LYS readers, Sunday is usually advice day. Send me your favorite piece of advice and why, along with your mailing address. If I post it, I’ll send you a world famous Lead Your School can koozie.

Your turn...

A Reader Writes... (Gant Wisdom - Part 1)

In response to the post, “Gant Wisdom,” a reader writes:

"SC, this piece of wisdom is needed in education. The field of education suffers from the affliction of having no real purpose. By this, I mean there is no "bottom line" as there is in business, or any victory to be won as there is in the military. We exist to "educate" children, but there is no clear consensus in many schools of what "educate" means. As a result many schools flounder in the modern world of education accountability. Too often we in education we get caught up on what we like, or who we like, or what our opinion is, rather than focusing on the job at hand. I can't count the times I have been to a school and have heard "we are like a family". That is congeniality, something that is not needed. What we need is collegiality. The two terms sound similar, but they are not the same. The old, conventional wisdom said that being a principal was 80% about personality. In the modern era, this seems to conflict with accountability. What if we said that being a good principal was 80% student results? Food for thought."

SC Response
Food for though? I’ll bite.

I’m going to partially disagree with you on some points. First of all, in education you can either choose to have a purpose or not. And by purpose I mean a true driving force. Campuses and districts with a true sense of purpose achieve and do great things (Hello Aldine ISD – 2009 Broad Prize Winner). Unfortunately, in our field you can choose to just show up and not rock the boat. Those are the districts and campuses that value and celebrate the status quo (Hooray, we’re average?). People who have that type of orientation seem flock to those places and things flounder along (seemingly ok) until accountability catches up with them.

The “family” concept is powerful, but can be either useful of dangerous. Family can either drag you down or pull you up. Don’t fight it, use it. If you are the principal (campus level) or the superintendent (district level), you are Big Momma or Big Daddy. You set the tone and focus for the family. Reward and nurture what you expect. Remediate and prune away what you don’t expect. A strong family can win championships (see: Rooney family, Steelers). A weak family never seems to overcome itself (see: Bidwell family, Cardinals). Unfortunately for you, so far in your young career, you have always been cast as “Mean Step Dad.”

This brings me to your question about the 80% rule (personality vs. results). I think it is both, 80% of the principalship is personality and 80% is student results. The math doesn’t work unless you view the equation as two sides of the same coin. On the people management side, 80% of it is personality. If you are right and a jerk, people focus on the jerk part. The personality piece helps you move people to get the results. On the results side, if you are nice and your school is failing, the superintendent focuses on the failed school part. The positive results piece buys you some time to work on the personality.

Think. Work. Achieve.

Your turn...

Brezina Writes - A Reminder

One of the things that you have got to remember is that it is not your school. The school belongs to the community. You are simply privileged to work for and/or lead it for a sliver of time. You can not let things become personal (after all we are professionals). As you move an organization forward, there are those who will not like some of the things that you are changing and improving. They may fight and slander you, but you have to realize that they don't hate you personally; they hate the change that you represent. Stay focused on ensuring that all students (especially those without advocates) are better off because of your leadership. When you leave, and we all leave eventually, your legacy is not how many people liked you. Your legacy is if you hand off the district or campus in a better position than when you received it.

BB

SC Note
If you happen to be in London, England next week, make sure you visit Cambridge University. While you are there you can hear Mr. Brezina address an international audience. The topic: Schools of Promise.

LYS Nation, he will be sharing with the World the results and promise of your hard work.

Think. Work. Achieve.

A Reader Asks... Judgment

A LYS reader asks:

“Today I helped finish up an investigation of an employee. The employee’s actions could have very easily put students in harm’s way. Fortunately though, no harm was done in this instance. During the investigation it became clear that none of the students and few of the parents had any problem with the employee’s actions. As a result, at the end of the day, the other campus administrators asked me, “Who are we to judge?”

I thought this would be a good question for the LYS Nation. So, SC, as school leaders, who are we to judge?”

SC Response
We are teachers and leaders. That predisposes the responsibility of “judgment.” There is “right” and “wrong” in the world. Just because someone didn’t get hurt is immaterial. Part of our job as a teacher is to teach and model moral, ethical and appropriate behaviors in our classrooms.

As leaders, we have a duty to ensure that our teams and organizations model and maintain moral, ethical and appropriate behaviors and practices. When this does not occur we must step up and “judge.” It is up to us to hold the offending party accountable, to correct the situation, and to ensure that lapse is not repeated.

As a leader, I’ve been asked many times how is it that I feel comfortable imposing my “judgment” or “beliefs” on someone or something. To which I reply, “When I volunteered for the job, I accepted the responsibility. They don’t pay me to do the easy things, the pay me to do the hard things.”

However, here is the caveat. If your morality, beliefs and judgment are dramatically out of line with that of the community you serve, you have two choices.


1 – Compromise yourself; or


2 – Face possible repercussions for your stance.


Choice number 2 makes your career a lot more exciting and a lot less secure. The old school LYS crew live and die by the second choice.

Think. Work. Achieve.


Your turn...

A Reader Writes... (Staff Urgency - Part 2)

In response to the posts on “Staff Urgency,” a reader writes:

“SC is right on. I am an experienced principal, but currently find myself in a unique position. I have little power, officially. So instead, I have learned to use the power of influence. I have had both, power and influence, in the course of my career. Guess which one is more powerful? Hint: it is NOT power.

The right teacher with the right philosophy with the right student results can be a powerful force in a school. In the long run, weak principals do not stand a chance against such a person.”

SC Response
The exercise of raw force, though in many cases is effective in the short run, quickly loses its effectiveness over time. Influence and a sense of purpose are the currency of both the successful informal and formal leader.

When I was responsible for multiple campuses, I had informal leaders spread throughout the system who had as much credibility and influence as I did. It was imperative to both my success and the success of the organization that we remain on the same page. So instead of fighting or ignoring these leaders, I included them in my information, feedback and decision making loops. Not because they had a “formal” vote (they didn’t, you can’t abdicate your responsibility), but because if they weren’t aware of the direction the organization was moving, they could quickly shift from being an asset to a liability, without meaning to do so.

First by happy accident and then by purposeful action, I began to lead with the council of the exceptional teacher leader. Did we always agree? Of course not. But with honest dialogue and a focus on student needs, we solved more problems than we created.

My advice to school leaders is to not be afraid to use power, but don’t overuse it. When you have to draw a line in the sand, do so with both confidence and zealous energy. But in most other cases, your mission is to point the organization in the right direction, provide the necessary tools and support, and free up your people to do their jobs.

Think. Work. Achieve.

Your turn...

A Reader Writes... (A Problem with a Co-Worker)

In response to the post, “A Problem with a Co-Worker,” a reader writes:

“Or there is scenario 5. The principal leader knows, understands and shares your frustration. She has addressed the issues not only numerous times with the person in question but also with Central Office. Central Office has "tied her hands" and in so many words has said “live with it.” The principal has no choice but to keep the person and work to minimize the negative impact to the campus.”

SC Response:
You are correct. I ignored that scenario because it boarders on negligence. I’m going to draw a line in the sand. Retaining marginal staff has nothing to do with teacher contracts. It has everything to do with subjective systems and weak and/or inept leadership. Let me explain,

1. I am not an advocate for firing people based on subjective measures. It is the job of leadership to set forth objective performance measures, coach staff to be successful and hold those who prove to be “uncoachable” accountable. To not have such a system in place is a failure of leadership.

2. If someone proves to be “uncoachable,” then that employee should be removed. To not do so is a failure of leadership.

So where is this leadership failure? The reader hit the nail on the head. The failure is generally at the central office level or higher. As I have explained to more than one school board, the inability to remove toxic staff members is due to either poor documentation policies (leadership failure), lack of will (leadership failure), or retaining a weak lawyer (leadership failure). To remedy the situation, pick the relevant area of failure and correct it. To not do so places the needs of weak leaders and marginal staff ahead of the needs of student and hard working, dedicated educators. If you find yourself working in a setting such as this, I would seriously consider moving to a different district.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Why You - Part 3)

In response to the posts on “Why You,” a reader writes:

“Obsessed with work? You, no way! Just joking.

I always admired your work ethic and that you held us accountable. Even though there were a few things that I disagreed with, they were never the really important things. I always felt backed by you, but most of all, I felt that you valued my judgment and my commitment to doing what was right for kids. When you left it was a very sad day of us who cared about our schools. You’re first replacement did a wonderful job for as long as he could, but now the system is broken. The critical leaders have left. Ethics and values are a thing of the past. Decisions are no longer made in the best interest of kids.

If I were not so close to pulling the plug, I would be out of there. I continue because I care about these kids, this campus, and this staff. When I leave, it will be sad for me, but I can hold my head up and will leave with no regrets.

Just had to let you know how I feel! I know the Cain Train has lots of passengers! I was fortunate to have been on that train with you.”

SC Response:
I can tell you that you are one of the last assets in a morally bankrupt system. And you (as always) have diagnosed it correctly. Once the focus moves from students to adult convenience and kingdom building, the sense of greater purpose simply evaporates. You also exemplify what Brezina and Brown constantly remind us, that the two most important positions in the system are Superintendent and Principal. The Superintendent because he or she sets the tone and focus for the organization as a whole. The Principal because he or she is the only pure advocate for students. In addition, you are living what we preach, that without support, the Principal can keep the campus student centered only until the organization wakes up or the principal burns out.

Working with you was always a learning experience for me and was instrumental in my leadership development. I learned the importance of creating systems and scripts for the novice and marginal staff and then to coach them up to improve performance. More importantly, I learned that when you occupy a central office position that if you do not collaborate with and support your expert and the driven campus leaders, you are actually subtracting value. You taught me when you let your superstars be superstars, the whole organization benefits. For one brief moment in time, we were “World Class.” My regret is that we didn’t know it until after the ride was over.

I leave you with this, Brezina once told me that a good principal was difficult to manage and a great principal is almost impossible to manage. Keep being impossible.

Think. Work. Achieve.

Your turn...

Sunday Advice - Gant Wisdom

My grandfather, who is retired military and was a top executive in two large companies, shared this with me early in my development. He said, “Son, they don’t have to like you, they just have to work for you.” This piece of advice has always kept me focused on what is truly important in leadership, that the mission of the organization trumps your need for feeling good.

Think. Work. Achieve.

Your turn...

A Reader Comment

"SC,

I want you to know that I look forward each day to all the LYS comments and your replies. All the discussion is quite motivating, and I am fortunate to teach in a school where my principal does do what is best for students. It is very refreshing after working in the Texas education system for 29 years. I had another principal a number of years ago who was quite similar.

The point of my e-mail is to let you know that all your comments are very motivating to me and get me excited about being a teacher, even when times are tough! You may think it's odd, but I look forward to opening the LYS e-mail each day. It is just like looking forward to one of my favorite TV shows or the daily crossword puzzle in the newspaper!

Thank you!"

SC Response
You just rocketed into the Top 10 for the best comment ever. Seriously, thank you very much. Writing the blog has been a very rewarding experience. What started out as a way to keep the old school LYS crew in the loop on what problems we were facing and the solutions that we were trying to implement has turned into a vibrant network of forward thinking educators that may not always agree, but do run at full speed.

You say that you look forward to the e-mails, well so do I. As the early readers have sensed, I lost control of the topics a couple of months ago. The topics are now driven by the LYS nation. Now I get up wondering, “What are we going to talk about today?”

I don’t know where we are going, but it has already been one heck of a ride. Maybe, as Collins writes, this is a simple a case of “getting the right people on the bus and let them tell you where you are going,” in the digital age.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Staff Urgency)

In response to the post on “Staff Urgency,” a reader writes:

"Sean, I agree with your plan 100%. I think the first step is to believe that things can change and that you have the power to lead that change for the children you are responsible for. This is true for teachers, principals and district administrators. Once you believe that you can be successful then surround yourself with people who also believe in your vision. You will need lots of support to overcome the status quo."

SC Response
I don’t disagree with you, but I do want to add one additional thought. Change often starts with just one person. And yes, the more formal power and authority that you have, to faster you can get the system to move. But a teacher can be the spark that lights the fire. If you are an informal leader, when it comes to doing the right thing because it is the right thing, it is you that is often the critical missing link.

Think. Work. Achieve.

Your turn...

A Reader Asks... Problems with a Co-Worker

An LYS reader sent in the following question:

“My concern is not my boss, she is great and I share her vision for our school. I have a problem with my so called administrative partner. He is inefficient and his teachers rely on me or others to get the job done rather than on him. How can a person like this be allowed to continue what they are doing year after year? He is not a leader at all and never takes responsibilities for his teams. It's to the point where I am considering leaving because working with him is unbearable.

Please advise.”

SC Response
Your issue is not uncommon. Part of your success in dealing with the frustration of this situation will be based on your understanding that on many levels a career is like a big tournament. When you start out there are a lot of participants but there are also lots of positions. You work hard and catch a few breaks and you move up to the next bracket. As long as you continue to work hard and apply yourself you have chance to keep advancing. The problem is that at any time, one can opt out of the “tournament,” and in education, they get to stay in their terminal bracket without adding any value for a long time.

So why is slacker allowed to survive? And even more frustrating, why do even excellent bosses and leaders tolerate this?

As they saying goes, there are a million ways to do something wrong, but only a few ways to do it right. Since you indicate that you have an able boss, I’m going to focus on why the good leader tolerates the slacker. From my own experience and observation, I think there are four primary reasons.

1. The leader isn’t aware of the magnitude of the incompetence. As you move up, your span of observation increases. With that increase, the little details often get overlooked. If things are working like they should, from a leadership standpoint, there is no problem. If there is no problem, leadership attention is focused elsewhere.

2. The leader is aware of the magnitude of the incompetence, but in the overall scheme of things, this is a “B” or “C” priority.

3. The leader is aware of the magnitude of the incompetence, and is making you deal with it. There is incompetence everywhere. Learning how to deal with it and overcome it is a valuable skill set that can be purposefully honed.

4. The leader is just avoiding a fight.

I presented all of above so I could better answer your question. How you handle this situation is (of course) completely up to you. First of all, I advise you to put aside the concept of “fair.” There is no “fair,” there just “is.” If you accept the concept of “is” over “fair,” in the long run you will be able to out-work and out-think the slackers, whether they are below, beside or above you.

You also need to work to figure out how your boss sizes up the situation. If it is due to Scenario 1, make your boss aware that the slacker is subtracting value from the organization.

If it is due to Scenario 2, let the slacker fail. A couple of inopportune failures and the boss’ “C” priority quickly becomes an “A” priority.

If it is due to Scenario 3, take advantage of the opportunity. Brezina was a master at setting up Scenario 3. Do know that I cussed him daily when I was living through it, but now I thank him everyday. Anybody can achieve success with the willing and competent. Learn how to achieve success with the unwilling and incompetent and you move from the ranks of a commodity to an asset. In fact I was recently mentoring two up and coming assistant principals who were having to work with marginal team mates. They knew it and I knew it. I explained to both that they were being purposefully tested. One rose to the challenge and is now a principal. One hunkered down and pouted and won't become a principal anytime soon.

If it is due to Scenario 4, you have to make the case for the boss to take action. But that case had best be student focused. If it is just to make your job easier, cowboy up.

I hope this helps. If I missed the boat or if you want to discuss this in greater detail, e-mail me your phone number.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Why You - Part 2)

In response to the post, “A Reader Asks… Why You,” a reader writes:

“Common sense wasn’t 'Common Sense' until Thomas Paine wrote it.”

SC Response
It is common knowledge that the LYS reader is smarter that the average educator, but a Thomas Paine reference? That’s just showing off.

However, I am going to use your analogy. Paine didn’t invent his argument. He just took the knowledge, discussions and insights of those he was privy to and wrote it down in a way that way understandable and useful to the man in the street. To be compared to Paine is of course an honor (though I get it, the compliment was made tongue in cheek) but in a small, inconsequential way, it is somewhat valid.

I’m the first to admit that I am not an original thinker, but I do think I’m a pretty good translator. What I write about, talk about and coach on is cribbed from the works of Schmoker, Marzano, Collins, Gladwell, Fullen, and Buckingham, just to name a few. Add that to the fact that I was privileged to work for and with icons such as Schaper, Brown, Brezina, Hooker, Neeley, Sawyer, and Richardson. This means that what comes out of my head is the sum total of their wisdom. My spin is that I figure out how to make that work where the rubber hits the road, on the campus and in the classroom.

Practical, common sense solutions work. I do obsess on the work.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Why You - Part 1)

In response to the post, “A Reader Asks… Why You,” a reader writes:

“Lead Your School is definitely common sense. But if it is merely common sense, then why isn’t everyone doing it? This is the knowing – doing gap so often found in education. When my own team members ask me about this, I respond with an analogy. A “leader” can stand before a mass of people and say:

“People, tomorrow we are going to San Diego. When we get there it is going to be great. The weather is great. The climate is good for us. We will all be better off in San Diego. We will all have better jobs in San Diego. San Diego is the BOMB!”

The crowd cheers and is ready to travel to San Diego the next morning. The next morning things don’t go so well. The group travels for several hours and someone in the group notices they are headed east. Someone else becomes hungry and asks where the group will stop for lunch, but the leader responds with no “common sense” answer. Yet another wonders where they will sleep that night, and again, they receive a no “common sense” answer. When these people approach the leader they hear: “San Diego is the BOMB, let’s go!”

It soon becomes apparent the “leader” knows where he wants to go, but has no plan or clue of what it will take to actually get to San Diego. Once the people on the journey realize this, hang on.

School leadership is much the same. Every administrator knows the destination, and most can articulate what the school should look like. Very few know how to get there. This is where Lead Your School comes in: they provide coaching and a road map. When I started as a school leader I knew where I wanted to go, but as it turned out I had no solid, proven way of improving my school. SC, E. Don Brown, Brezina, and others changed that. I listened, learned, and had my teachers work with Lead Your School team members and as a result I led two Academically Unacceptable high schools to Recognized in less than two years.

As Voltaire stated, “Common sense is not so common.”

SC Response
I was talking to a principal recently about the same post. Her point was that doing things effectively is all about common sense, so why doesn’t it happen more. I think I have a partial answer and another reason why LYS is useful to schools and educators.

Consider a football game. The head coach is on the sidelines making decisions on the fly. Acting and re-acting based on incomplete information, experience, observation and intuition. His attention broadens and narrows play by play. He is leading and working in the moment. Assistant coaches are doing the same, but at a more limited or task specific scale. Players are doing the same with the added distraction of the other team purposely trying to foil them.

A school is similar, with the Principal, support staff and teachers filling the roles of head coach, assistant coach and player. Student learning is the opposition and accountability is the scoreboard. A big advantage that the football team has is after the game, they have the opportunity to study game film, an objective review of the big picture and what really occurred. The game film strips feelings and perception away from reality. Unfortunately, most school personnel do not have access to game film.

Unless you have access to LYS. We provide schools with the equivalent of game film. By standing in the blind spot, with the experience and knowledge to understand what we are observing, we are able to give educators an objective picture of what they are actually doing, as opposed to what they think they are doing. Once reflective, hard working, student centered educators have that picture, common sense just naturally kicks in.

On many levels, I think it is really that simple.

Think. Work. Achieve.

Your turn...