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In response to the post, Core Leadership Values, a reader writes,
"AMEN and AMEN!"
That's the kind of response that makes you try harder.
Think. Work. Achieve.
Your turn...
Friday, April 3, 2009
E. Don Brown Recommends...
E. Don Brown sent the link to the following article, Report: Suburban segregation increases as minority enrollment grows
If E. Don thinks it is important, it is probably worth it to check out the article. http://www.usatoday.com/news/education/2009-03-31-schools-hispanics-study_N.htm
Think. Work. Achieve.
Your turn...
If E. Don thinks it is important, it is probably worth it to check out the article. http://www.usatoday.com/news/education/2009-03-31-schools-hispanics-study_N.htm
Think. Work. Achieve.
Your turn...
Thursday, April 2, 2009
Book Review - Beyond Character Education
I just finished reading, "Beyond Character Education," by Mawi Asgedom.
I can't come out and recommend this book. It's not bad, but I wouldn't bump anything off my reading list to get to it.
That being said, I don't disagree with the author or his premise, that character education is more than a guest speaker, a food drive, and/or a field trip. And in many cases, the author and I preach the same sermon.
Specifically, Asgedom is dead solid perfect when he writes, "...(the good kids) don't actually have to do anything distinctly good; just avoid the bad things and they will be on par. The metric is the absence of something bad not necessarily the presence of anything good."
We both believe that the focus of character education must be increasing positive behaviors, not decreasing negative behaviors.
Think. Work. Achieve.
Your turn...
I can't come out and recommend this book. It's not bad, but I wouldn't bump anything off my reading list to get to it.
That being said, I don't disagree with the author or his premise, that character education is more than a guest speaker, a food drive, and/or a field trip. And in many cases, the author and I preach the same sermon.
Specifically, Asgedom is dead solid perfect when he writes, "...(the good kids) don't actually have to do anything distinctly good; just avoid the bad things and they will be on par. The metric is the absence of something bad not necessarily the presence of anything good."
We both believe that the focus of character education must be increasing positive behaviors, not decreasing negative behaviors.
Think. Work. Achieve.
Your turn...
Recommended Book - Real Leaders Don't Do PowerPoint
I just finished reading "Real Leaders Don't Do PowerPoint," by Christopher Witt.
It's a need based book. If you don't do a lot of public and/or large group speaking then I wouldn't move this to the top of your reading list. On the other hand, if you are a principal, a superintendent or aspire to be one; this book can help you become more effective when you present.
I speak to large groups on a regular basis so I had the opportunity to use some of Witt's suggestions during my last speaking engagement and I noticed the improvement in the audience's attention and response.
Think. Work. Achieve.
Your turn...
It's a need based book. If you don't do a lot of public and/or large group speaking then I wouldn't move this to the top of your reading list. On the other hand, if you are a principal, a superintendent or aspire to be one; this book can help you become more effective when you present.
I speak to large groups on a regular basis so I had the opportunity to use some of Witt's suggestions during my last speaking engagement and I noticed the improvement in the audience's attention and response.
Think. Work. Achieve.
Your turn...
Evil Unions?
I work in a number of districts that have active teacher associations. In these districts, it is generally accepted that the associations are the reason that nothing ever changes. It becomes everyone’s excuse of choice. For example, your will hear,
“We would do that, but the Association would fight it,” or
“The Association won’t let us get rid of bad teachers,” or
“The Association doesn’t care about kids.”
What is interesting about the above excuses is that when change effects the way leadership has to conduct its business, the concerns about a contrary Association are bandied about more, not less. The local teacher association becomes the crutch of the weak and ineffective school leader.
The pattern I am observing more and more is that teacher associations are used by all parties as the reason to maintain the status quo and not feel guilty about it. For the record, I believe that teacher associations are dangerously close to having outlived their usefulness. They exist solely to advocate for the needs of adults in a system that must be (though still is not) focused on students first, second and always. But in my experience, schools failures are leadership failures not teacher failures.
Think. Work. Achieve.
Your turn…
“We would do that, but the Association would fight it,” or
“The Association won’t let us get rid of bad teachers,” or
“The Association doesn’t care about kids.”
What is interesting about the above excuses is that when change effects the way leadership has to conduct its business, the concerns about a contrary Association are bandied about more, not less. The local teacher association becomes the crutch of the weak and ineffective school leader.
The pattern I am observing more and more is that teacher associations are used by all parties as the reason to maintain the status quo and not feel guilty about it. For the record, I believe that teacher associations are dangerously close to having outlived their usefulness. They exist solely to advocate for the needs of adults in a system that must be (though still is not) focused on students first, second and always. But in my experience, schools failures are leadership failures not teacher failures.
Think. Work. Achieve.
Your turn…
Core Leadership Values
To create a system that adds significant value to student performance requires some unique and specific leadership values. Performance then hinges on the level of individual and organizational commitment to those values. The more rigorous the commitment to these values, the better the results. Be less than rigorous and the system either quits moving forward and/or quickly sinks into the mire of mediocrity.
Here are the core values:
School Board Core Value: The district will always put the needs of children above the wants of adults.
Superintendent Core Value: When I am faced with competing agendas, refer to the Board’s core value.
Principal Core Value: I am the best / only pure advocate for my students.
Ignore, short-cut or compromise these values and you put the future of your students in peril.
Think. Work. Achieve.
Your turn…
Here are the core values:
School Board Core Value: The district will always put the needs of children above the wants of adults.
Superintendent Core Value: When I am faced with competing agendas, refer to the Board’s core value.
Principal Core Value: I am the best / only pure advocate for my students.
Ignore, short-cut or compromise these values and you put the future of your students in peril.
Think. Work. Achieve.
Your turn…
Wednesday, April 1, 2009
The Truth Unvarnished
Recently I was meeting with a superintendent friend of mine, discussing the progress of our work in his district. Towards the end of the meeting, he said, “I have a great story to tell you, I pulled a Sean.”
Which everyone at the table understood to mean that someone volunteered to be the recipient of the unvarnished truth; and he obliged.
The superintendent was speaking to the faculty of one of his high schools when a teacher stood up and said, “…I got in this profession to teach; something needs to be done about these students who refuse to learn.”
To which his response was, “To the extent that the students are learning in your class is a direct reflection of your ability as a teacher.”
He followed this with, “Just as the performance of the staff is a direct reflection of the leadership ability your principal and the performance of the district is a reflection of my performance as the superintendent.”
Sometimes only way to combat conventional ignorance (as opposed to conventional wisdom) is a strong dose of truth.
Think. Work. Achieve.
Your turn…
Which everyone at the table understood to mean that someone volunteered to be the recipient of the unvarnished truth; and he obliged.
The superintendent was speaking to the faculty of one of his high schools when a teacher stood up and said, “…I got in this profession to teach; something needs to be done about these students who refuse to learn.”
To which his response was, “To the extent that the students are learning in your class is a direct reflection of your ability as a teacher.”
He followed this with, “Just as the performance of the staff is a direct reflection of the leadership ability your principal and the performance of the district is a reflection of my performance as the superintendent.”
Sometimes only way to combat conventional ignorance (as opposed to conventional wisdom) is a strong dose of truth.
Think. Work. Achieve.
Your turn…
Tuesday, March 31, 2009
You Know You Are on the Right Track When You Are Terrified
I was talking to a principal on the phone last night and I asked him how his students were doing on the state accountability test. He admitted that he was a bit nervous.
I told him that was a good thing and that he passed a basic litmus test. Principals that understand, collect and use data effectively are the most nervous during the tests. The reason why is because they are intimately aware how tenuous their rating is. They know that one or two students in can make a difference one way or another. And then they second guess themselves, did they do enough, or too much?
The principals that are clueless about data, on the other hand live in blissful ignorance. They say things like, “we’re not worried about the test this year,” or “we always pull it out in the end.”
So don’t be embarrassed about being nervous. It just proves that you are smarter than the average bear.
Think. Work. Achieve.
Your turn…
I told him that was a good thing and that he passed a basic litmus test. Principals that understand, collect and use data effectively are the most nervous during the tests. The reason why is because they are intimately aware how tenuous their rating is. They know that one or two students in can make a difference one way or another. And then they second guess themselves, did they do enough, or too much?
The principals that are clueless about data, on the other hand live in blissful ignorance. They say things like, “we’re not worried about the test this year,” or “we always pull it out in the end.”
So don’t be embarrassed about being nervous. It just proves that you are smarter than the average bear.
Think. Work. Achieve.
Your turn…
A Reader Writes...
In response to the post, Great Advice - Gant Wisdom, a reader writes,
"I like your grandfather's position. However, I think a leader would have people working "WITH" you rather than "FOR" you. Just a thought."
Good point. But I would guess that the "with" and "for" proposition is situational, depending on the task, the sense of urgency and the quality of the staff.
Your turn...
"I like your grandfather's position. However, I think a leader would have people working "WITH" you rather than "FOR" you. Just a thought."
Good point. But I would guess that the "with" and "for" proposition is situational, depending on the task, the sense of urgency and the quality of the staff.
Your turn...
A Reader Writes...
In response to the post, Board Members on Campus, a reader writes,
"I have a Board Member who also serves as a mentor for one of our 5th grade students. He is at our school at least once every two weeks. I know that he has much more information to make quality decisions about our school than other board members who do not know my school on such an intimate basis. The Board members see our strengths and our areas for improvement and I believe he is a much better advocate for our kids because of this."
Great comment. Your turn...
"I have a Board Member who also serves as a mentor for one of our 5th grade students. He is at our school at least once every two weeks. I know that he has much more information to make quality decisions about our school than other board members who do not know my school on such an intimate basis. The Board members see our strengths and our areas for improvement and I believe he is a much better advocate for our kids because of this."
Great comment. Your turn...
Leading vs. Managing
This week I was on a campus that I work with on a regular basis and I observed an excellent practical example of the difference between managing and leading. This campus is divided into 4 semi-autonomous schools within a school. The schools compete against each other in an attempt to keep everyone motivated to do their best. Over time, Team A has consistently outperformed the other three. Team B tries to keep it interesting and Teams C and D just seem to be coasting until the end of the year. At this school, during breakfast the practice is for teachers to stay with their students and use the time to get their team ready for the day.
Here is the ton of bricks example. The Team A staff had their students in their classrooms eating breakfast and discussing what they needed to do to be successful that day. Team B was doing the same thing, just a little slower and a little more ragged. Teams C and D had combined both teams in the cafeteria. The students were eating quietly, the teachers were talking among themselves, one team leader was running around trying to do get everything done without infringing on the teachers and the other team leader was nowhere to be seen.
Teams C and D have figured out how to manage the students and reduce the workload of the adults.
Teams A and B have figured out that to be successful and compete that the adults have stay involved and hands on.
Teams C and D are stuck in management mode. Team B is in the “fake it until you make it” stage of becoming effective leaders. And Team A is experiencing first hand how leading trumps managing.
Come on, Teams C and D trust your training and step up.
Think. Work. Achieve.
Your turn…
Here is the ton of bricks example. The Team A staff had their students in their classrooms eating breakfast and discussing what they needed to do to be successful that day. Team B was doing the same thing, just a little slower and a little more ragged. Teams C and D had combined both teams in the cafeteria. The students were eating quietly, the teachers were talking among themselves, one team leader was running around trying to do get everything done without infringing on the teachers and the other team leader was nowhere to be seen.
Teams C and D have figured out how to manage the students and reduce the workload of the adults.
Teams A and B have figured out that to be successful and compete that the adults have stay involved and hands on.
Teams C and D are stuck in management mode. Team B is in the “fake it until you make it” stage of becoming effective leaders. And Team A is experiencing first hand how leading trumps managing.
Come on, Teams C and D trust your training and step up.
Think. Work. Achieve.
Your turn…
Monday, March 30, 2009
Board Members on Campus
This past weekend I, along with a Superintendent and an Assistant Superintendent that I have worked with for a number of years, presented at a multi-state school board conference. In our session (a full house with over 75 attendees) we had school board members from Arizona, California, New Mexico and Texas. Our discussion centered on the role of leadership in bridging both cultural and learning gaps. We were very well received and the audience was lively, engaged and motivated by the subject at hand. I bring this up, because in the middle of the discussion a question was asked about school board members visiting schools and it presented a perfect compare and contrast between traditional school leadership views and the way that we believe.
The question was poised, “should school board members visit schools” and the room immediately became a den of noise. Quickly, an older gentleman spoke up and made his case:
He was a former superintendent and now he worked for a regional service center. He did not think that any good could come from board members visiting schools. They would not know what to look for and would not recognize it if they saw it. Board members need to let the professionals do their jobs.
Anybody who knows me and the type of people that I work with can guess that we had some areas of disagreement.
Here was our case:
1. School board members have a responsibility to visit schools on a regular basis. First there are the twin issues of transparency and trust. As professionals, we need to operate safe, effective and efficient operations 24/7 and the board needs to trust that we do that. Open access and regular inspections insure that both occur. Second, the schools belong to the community and their agent is the board. The board can’t fulfill it’s responsibility as a steward by acting like an absentee landowner.
2. The Board is the Senior Leadership of the district. Regular visits by senior leadership is good for staff morale and the visits also serve to bring insight and perspective to the Board’s decision making. For example, a covered walk-way is easier to approve once you have witnessed 400 elementary students get off the bus in the freezing rain. Just as it is easier to question if central office really needs 50 new flat screen monitors when you have recently visited the high school computer lab that hasn’t had any new equipment in the past 10 years.
3. There are some caveats. First the board member is there to observe only. Comments and questions must be routed through the Superintendent. Because of their position, board member comments carry too much weight and too many repercussions to be unfiltered. Second, the board member must understand that anyone with enough moxie to approach them is not just concerned or being friendly. They have a specific agenda they are advocating. Third, the board member is not there to manage anything, take credit or blame for anything and/or campaign for anything. If a board member does this, the other board members must step up and rein that person in.
So there it is in a nut shell, old school thinking vs. Lead Your School thinking.
Think. Work. Achieve.
Your Turn…
The question was poised, “should school board members visit schools” and the room immediately became a den of noise. Quickly, an older gentleman spoke up and made his case:
He was a former superintendent and now he worked for a regional service center. He did not think that any good could come from board members visiting schools. They would not know what to look for and would not recognize it if they saw it. Board members need to let the professionals do their jobs.
Anybody who knows me and the type of people that I work with can guess that we had some areas of disagreement.
Here was our case:
1. School board members have a responsibility to visit schools on a regular basis. First there are the twin issues of transparency and trust. As professionals, we need to operate safe, effective and efficient operations 24/7 and the board needs to trust that we do that. Open access and regular inspections insure that both occur. Second, the schools belong to the community and their agent is the board. The board can’t fulfill it’s responsibility as a steward by acting like an absentee landowner.
2. The Board is the Senior Leadership of the district. Regular visits by senior leadership is good for staff morale and the visits also serve to bring insight and perspective to the Board’s decision making. For example, a covered walk-way is easier to approve once you have witnessed 400 elementary students get off the bus in the freezing rain. Just as it is easier to question if central office really needs 50 new flat screen monitors when you have recently visited the high school computer lab that hasn’t had any new equipment in the past 10 years.
3. There are some caveats. First the board member is there to observe only. Comments and questions must be routed through the Superintendent. Because of their position, board member comments carry too much weight and too many repercussions to be unfiltered. Second, the board member must understand that anyone with enough moxie to approach them is not just concerned or being friendly. They have a specific agenda they are advocating. Third, the board member is not there to manage anything, take credit or blame for anything and/or campaign for anything. If a board member does this, the other board members must step up and rein that person in.
So there it is in a nut shell, old school thinking vs. Lead Your School thinking.
Think. Work. Achieve.
Your Turn…
A Reader Writes
In response to the post concerning Mr. Showell, a reader writes,
"It takes a lot of guts to take a stand for someone who is doing the RIGHT THING FOR KIDS and I appreciate you very much, THANKS from all the students that need that extra help."
Think. Work. Achieve.
Your turn...
"It takes a lot of guts to take a stand for someone who is doing the RIGHT THING FOR KIDS and I appreciate you very much, THANKS from all the students that need that extra help."
Think. Work. Achieve.
Your turn...
A Reader Writes
In response to the "Great Advice - Gant Wisdom" post, a reader writes,
"Sean your grandfather told you right in your early years of development about the importance of leadership.
Sometimes, I have to always say to myself that my leadership skills are based on research, experiences, relationships, education, plain common sense, and solid coaching.
Tiger Woods. Michael Jordan. Hank Aaron. Johnny Unitas. What did they all have in common? The answer I'm looking for is not" they all play a sport." The common denominator is that these great athletes all had coaches-mentors, to help them home their skills.
Having people to like me is great, but my goal is to help inspiring leader to excel and in the process of achieving this goal some inspiring leader my not like me.
Thanks Sean for being a great Coach and Mentor.
Think. Work. Achieve"
Reader, thank you for the kind words.
"Sean your grandfather told you right in your early years of development about the importance of leadership.
Sometimes, I have to always say to myself that my leadership skills are based on research, experiences, relationships, education, plain common sense, and solid coaching.
Tiger Woods. Michael Jordan. Hank Aaron. Johnny Unitas. What did they all have in common? The answer I'm looking for is not" they all play a sport." The common denominator is that these great athletes all had coaches-mentors, to help them home their skills.
Having people to like me is great, but my goal is to help inspiring leader to excel and in the process of achieving this goal some inspiring leader my not like me.
Thanks Sean for being a great Coach and Mentor.
Think. Work. Achieve"
Reader, thank you for the kind words.
A Reader Writes...
In regards to the post on Primary GT classes, a reader writes,
"Honest teachers know the truth, and the truth is GT, Honors, "advanced", and other such terms are merely ways to track, which often leads to segregation. During my first year teaching I questioned the department chair about the "honors" and advanced courses at our high school. He responded, "you haven't figured it out yet? Its our districts way of segregation." The sad part is the department chair not only supported the process, but was instrumental in its ongoing implementation. "
Think. Work. Achieve.
Your turn...
"Honest teachers know the truth, and the truth is GT, Honors, "advanced", and other such terms are merely ways to track, which often leads to segregation. During my first year teaching I questioned the department chair about the "honors" and advanced courses at our high school. He responded, "you haven't figured it out yet? Its our districts way of segregation." The sad part is the department chair not only supported the process, but was instrumental in its ongoing implementation. "
Think. Work. Achieve.
Your turn...
Sunday, March 29, 2009
Great Advice - Gant Wisdom
My grandfather, who was retired military and 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 personal need for feeling good.
Think. Work. Achieve.
Your turn...
This piece of advice has always kept me focused on what is truly important in leadership, that the mission of the organization trumps your personal need for feeling good.
Think. Work. Achieve.
Your turn...
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