Posts
In response to the post, “Sometimes You Have to Move,” a reader writes:
“I stayed at a job too long once, thinking I would move up. I was passed over once, then twice. When I asked the superintendent why, she conveyed to me that her personal philosophy was that an assistant principal needed ten or more years experience in that role before being considered for principal. I found a principal position in another district the next year.
Another assistant principal who started with me when I was an assistant principal chose to stay in the district, has been passed over at least three times, and has now been in that district as assistant principal almost 8 years. In my current district, I have at least five certified teachers looking for an assistant principal opening. The odds are not in their favor. Even if I hired one of them and not someone from the outside, the others would likely have to wait several more years for another opportunity.
I learned a long time ago that loyalty in a district goes one way; you are expected to give it, but you will almost surely not receive it. If you want to advance, polish up your resume and interviewing skills and get your name out there.”
SC Response:
When I was working on my Master’s, during the first large cohort class (about 300 aspiring administrators) someone asked the Dean of the Education College, “How soon can we expect to be hired as assistant principals?”
He looked us over and said the following, “Twenty percent of you won’t finish the program. Less than half of those who finish will ever be assistant principals. Less than a third of those will ever be principals or high level central office administrators. At most, 2 of you will eventually be superintendents.”
He paused, and then said, “And that is only if you are willing to move.”
Here’s his numerical breakdown: 300 initial candidates; 240 graduates; 100 assistant principals; 30 principals and/or high level central office administrators; 1 superintendent.
As much as anything else, it is a number’s game. You have to do your part, at full speed, to improve your odds. Otherwise, you can easily find yourself on the outside, looking in.
Think. Work. Achieve.
Your turn...
Saturday, May 9, 2009
Friday, May 8, 2009
A Reader Writes... (A Fatal Flaw - Part 3)
In response to the post and comment, “A Fatal Flaw – Past 2,” a reader writes:
“I think I agree with the poster, but caution is needed. I used to think that if I took care of teachers, teachers would take care of kids. I could not have been more wrong. Without hyper-monitoring and common assessments many teachers will not meet the needs of students. Professional development is OK and needed, but think about this: most teachers have read about and been exposed to the ideas of best practices. If they are not practicing them, they either don’t know how to go from theory to practice, or they want to do their own thing (or both).
This makes me wonder how effective continued professional development can be. If you can’t execute the fundamentals, why get training on advanced topics? If teachers don’t know how to go from theory to practice, that is where an awesome principal is required. As I have stated in previous comments, if you can’t give a teacher specific, efficient, and effective methods to improve instruction, you need to re-evaluate your ability as an instructional leader, and start making adjustments to your own practice. Don’t just tell teachers that rigor is low, anyone can spot that. Tell them with great detail how to fix it; not many principals can do this.
In my military days, I was taught to lead from the front, not the rear. This is what Cain is talking about when he writes about credibility and “every adult a teacher”. It boils down to the fact that almost every administrator can talk the talk, but few can walk the walk. Show me an ineffective campus and I will show you ineffective teachers, supported from the rear - by ineffective administration.
By the way, I have walked many students to class, virtually holding their hand. I frequent the life skills class to support the neediest of my students. I have taught students math who were sent out of class by teachers. I have disciplined students, even though I have assistant principals for that task. I counsel students, even though I have counselors for that task. I have rendered medical aide to students, even though I have a nurse for that task. So yes, the principal is supposed to “walk students to class by the hand”, so to speak, if that is what it takes to win. I don’t like losing.”
SC Response
The writer is spot on. His comments set up a big reveal that few in authority want to hear. Though the symptoms may manifest themselves in any number of ways, school failure always boils down to a failure in leadership. The leadership failure can occur as close to the classroom as the Department Chair and as removed from the classroom as the School Board. My job and skill set is to identify the leadership breakdown and provide the prescription that reinforces the systems that support teachers and students.
In this role, there are two facts that quickly become apparent. First, the higher up the leadership failure, the more critical it is for an outsider to identify and address it. If you don’t believe this, then feel free to go tell your Superintendent everything he or she is doing wrong. This generally is a very good career move – for the person who wants your job.
Second, the campus principal can correct the leadership failures at his or her level and below. And most importantly, for as long as he or she as the energy, the principal can overcome most of the failure of leadership above his or her level.
Unfortunately, if you are fighting the failures above your level, you won’t be appreciated and when you leave the results of your hard work will quickly fade away.
Think. Work. Achieve.
Your Turn...
“I think I agree with the poster, but caution is needed. I used to think that if I took care of teachers, teachers would take care of kids. I could not have been more wrong. Without hyper-monitoring and common assessments many teachers will not meet the needs of students. Professional development is OK and needed, but think about this: most teachers have read about and been exposed to the ideas of best practices. If they are not practicing them, they either don’t know how to go from theory to practice, or they want to do their own thing (or both).
This makes me wonder how effective continued professional development can be. If you can’t execute the fundamentals, why get training on advanced topics? If teachers don’t know how to go from theory to practice, that is where an awesome principal is required. As I have stated in previous comments, if you can’t give a teacher specific, efficient, and effective methods to improve instruction, you need to re-evaluate your ability as an instructional leader, and start making adjustments to your own practice. Don’t just tell teachers that rigor is low, anyone can spot that. Tell them with great detail how to fix it; not many principals can do this.
In my military days, I was taught to lead from the front, not the rear. This is what Cain is talking about when he writes about credibility and “every adult a teacher”. It boils down to the fact that almost every administrator can talk the talk, but few can walk the walk. Show me an ineffective campus and I will show you ineffective teachers, supported from the rear - by ineffective administration.
By the way, I have walked many students to class, virtually holding their hand. I frequent the life skills class to support the neediest of my students. I have taught students math who were sent out of class by teachers. I have disciplined students, even though I have assistant principals for that task. I counsel students, even though I have counselors for that task. I have rendered medical aide to students, even though I have a nurse for that task. So yes, the principal is supposed to “walk students to class by the hand”, so to speak, if that is what it takes to win. I don’t like losing.”
SC Response
The writer is spot on. His comments set up a big reveal that few in authority want to hear. Though the symptoms may manifest themselves in any number of ways, school failure always boils down to a failure in leadership. The leadership failure can occur as close to the classroom as the Department Chair and as removed from the classroom as the School Board. My job and skill set is to identify the leadership breakdown and provide the prescription that reinforces the systems that support teachers and students.
In this role, there are two facts that quickly become apparent. First, the higher up the leadership failure, the more critical it is for an outsider to identify and address it. If you don’t believe this, then feel free to go tell your Superintendent everything he or she is doing wrong. This generally is a very good career move – for the person who wants your job.
Second, the campus principal can correct the leadership failures at his or her level and below. And most importantly, for as long as he or she as the energy, the principal can overcome most of the failure of leadership above his or her level.
Unfortunately, if you are fighting the failures above your level, you won’t be appreciated and when you leave the results of your hard work will quickly fade away.
Think. Work. Achieve.
Your Turn...
Thursday, May 7, 2009
A Reader Writes... (Sometimes You Have to Move - Part 2)
In response to the post, “Sometimes You Have to Move,” a reader writes:
“I agree with your post. I wonder if districts sometimes fail to promote such outstanding individuals because they don't want to "lose" that person in their current position. Perhaps, this person is the real reason his current school is so successful, and the district fears his removal would cause the school harm.
In the district's mind, the fear of losing this person as an AP outweighs the benefits of putting this person as a principal. I also wonder if the district may feel intimidated having someone of such capabilities in a higher position of leadership. Perhaps this person may pose a "threat" to the status quo if promoted to principal. Anyway, I wish this person the best of luck, especially in a new district.”
SC Response
The issues that you bring up do effect hiring and promotion decisions on occasion; along with a myriad of other factors. It is easy to develop a case of paranoia when you keep getting passed over. However, the three largest mitigating factors are:
1. There are generally more candidates who meet the qualifications of the position, than there are positions.
2. The organization does not owe anyone a promotion, no matter how long your tenure or how “loyal” you are.
3. It is easy for the organization to hire the “safe” person, instead of the wild card. That does not mean that you should change who you are. It just means that if you are the wild card, your search may need to be longer and wider. As an aside; every job I was hired for, I was the under-qualified, wild card 2nd finalist. Fortunately for me, in each case, the finalist did something stupid once they thought they had the upper hand in negotiations, letting the job fall in my lap.
In the case of this AP, district leadership can’t figure him out. They love the results, but they don’t understand his style. He’s aggressive and all business in a district that values slow change and everyone getting along. At this time, he’s not a fit. Now that he is ready to assume greater leadership responsibility, he has to find the organization that needs and values his style of leadership.
Think. Work. Achieve.
Your turn…
“I agree with your post. I wonder if districts sometimes fail to promote such outstanding individuals because they don't want to "lose" that person in their current position. Perhaps, this person is the real reason his current school is so successful, and the district fears his removal would cause the school harm.
In the district's mind, the fear of losing this person as an AP outweighs the benefits of putting this person as a principal. I also wonder if the district may feel intimidated having someone of such capabilities in a higher position of leadership. Perhaps this person may pose a "threat" to the status quo if promoted to principal. Anyway, I wish this person the best of luck, especially in a new district.”
SC Response
The issues that you bring up do effect hiring and promotion decisions on occasion; along with a myriad of other factors. It is easy to develop a case of paranoia when you keep getting passed over. However, the three largest mitigating factors are:
1. There are generally more candidates who meet the qualifications of the position, than there are positions.
2. The organization does not owe anyone a promotion, no matter how long your tenure or how “loyal” you are.
3. It is easy for the organization to hire the “safe” person, instead of the wild card. That does not mean that you should change who you are. It just means that if you are the wild card, your search may need to be longer and wider. As an aside; every job I was hired for, I was the under-qualified, wild card 2nd finalist. Fortunately for me, in each case, the finalist did something stupid once they thought they had the upper hand in negotiations, letting the job fall in my lap.
In the case of this AP, district leadership can’t figure him out. They love the results, but they don’t understand his style. He’s aggressive and all business in a district that values slow change and everyone getting along. At this time, he’s not a fit. Now that he is ready to assume greater leadership responsibility, he has to find the organization that needs and values his style of leadership.
Think. Work. Achieve.
Your turn…
Wednesday, May 6, 2009
A Reader Writes... (Sometimes You Have to Move - Part 1)
In response to the post, “Sometimes You Have to Move,” a reader writes:
“A very educated woman told me, “Sometimes you have to leave before you are appreciated at home.”
She did leave and became famous in another state. She returned home and landed her dream job, where she has previously been.”
SC Response:
I know a number of school leaders who were faced with the realization that to get the in-district job that they wanted, they could best get the necessary experience to be considered for the job in another district. From personal experience, I know that this is an uncomfortable realization and that the decision to "stay or leave" is both difficult and risky to make and act on.
I know those who have stayed and were finally promoted. I know those who stayed and have yet to be promoted. I know people who have left and then returned, with much success. I know those who left and have had their careers stagnate. And I know those who left, yet never returned, because greater opportunities arose.
However, understand that the decision is far less risky for a teacher or assistant principal to make than it is for a Principal or Central Office Administrator.
What helped me make the decision was a very understanding and supporting wife; and a mentor (a very successful corporate executive) who told me, “You have to go find the promotion. The promotion isn’t going to come find you.”
Think. Work. Achieve.
Your turn...
“A very educated woman told me, “Sometimes you have to leave before you are appreciated at home.”
She did leave and became famous in another state. She returned home and landed her dream job, where she has previously been.”
SC Response:
I know a number of school leaders who were faced with the realization that to get the in-district job that they wanted, they could best get the necessary experience to be considered for the job in another district. From personal experience, I know that this is an uncomfortable realization and that the decision to "stay or leave" is both difficult and risky to make and act on.
I know those who have stayed and were finally promoted. I know those who stayed and have yet to be promoted. I know people who have left and then returned, with much success. I know those who left and have had their careers stagnate. And I know those who left, yet never returned, because greater opportunities arose.
However, understand that the decision is far less risky for a teacher or assistant principal to make than it is for a Principal or Central Office Administrator.
What helped me make the decision was a very understanding and supporting wife; and a mentor (a very successful corporate executive) who told me, “You have to go find the promotion. The promotion isn’t going to come find you.”
Think. Work. Achieve.
Your turn...
The "Current News" Ticker
The "Great Flu Panic of '09," fortunately is waning. My hands have never been this consistently clean in my entire life.
As promised, the "news ticker" on the left column of the page has been edited. The "school," "principal," and "superintendent" filters have been returned. I have also added a "teacher" filter.
The way the ticker works is that you click on the topic word and current headlines relating to the topic are listed. Click on the headline and it will take you to the story.
I hope you find the ticker as useful as I do.
Think. Work. Achieve.
As promised, the "news ticker" on the left column of the page has been edited. The "school," "principal," and "superintendent" filters have been returned. I have also added a "teacher" filter.
The way the ticker works is that you click on the topic word and current headlines relating to the topic are listed. Click on the headline and it will take you to the story.
I hope you find the ticker as useful as I do.
Think. Work. Achieve.
A Reader Writes... (A Fatal Flaw - Part 2)
In response to the post, “A Fatal Flaw,” and the subsequent reader's comment, another reader writes:
“There are so many different leadership styles! For as many principals are out there, there are that many leadership styles. Different leaders can fully embrace and implement the Foundation Trinity and the Cain principles at their individual schools and they will all look different. Different demographics, different target sub-pops, etc. There needs to be balance yes, but improving the adults on campus WILL keep the students first.
What is the Principal supposed to do? Walk the students to class while holding their hands? Giving unconditional support, outstanding and relevant professional development, and hyper-monitoring teachers will keep students first. Student achievement is not the principal's responsibility; it is the teacher's responsibility. Teacher improvement is the principal's responsibility.
Can I get an Amen, or not?”
SC Response
My response to this is completely contextual. In the big picture the writer, is correct. This thinking is completely in line with that of a Superintendent friend of mine, who delineates responsibility in this way, “My responsibility is to coach principals. The principal’s responsibility is to coach teachers. The teacher’s responsibility is to coach students. The student responsibility is to engage in the task.”
In the small picture, things are not quite so clear cut. Each person has a responsibility to step up and fill the breach if, for any reason, the needs of students are not being met. Where that breach occurs, varies from day to day.
A superintendent steps up to assist in cafeteria duty, because suddenly there is a need. A teacher covers a class during a conference period, because the substitute hasn’t arrived. A consultant helps unload students from the bus, because the campus is short-handed. And, a principal walks a student to class, because that particular student needs the extra-support.
Overall, I subscribe the to the Marine Corp theory of “Every Marine a Rifleman.” I believe and model, “Every Adult on Campus a Teacher.” It is that belief, more than any other reason, why I have credibility on any campus I work with. There are staff members that may not agree with everything I say and do. There are staff members that do not like me. But to a person, they have to admit that on top of all my other tasks and responsibilities, when the going gets tough, I’m right there beside them.
To sum up, there are big picture responsibilities that are the priority for specific line positions, but needs of individual students must remain the focus of our actions. So, to answer the writer’s final question, “Contextual Amen.”
Think. Work. Achieve.
Your turn…
“There are so many different leadership styles! For as many principals are out there, there are that many leadership styles. Different leaders can fully embrace and implement the Foundation Trinity and the Cain principles at their individual schools and they will all look different. Different demographics, different target sub-pops, etc. There needs to be balance yes, but improving the adults on campus WILL keep the students first.
What is the Principal supposed to do? Walk the students to class while holding their hands? Giving unconditional support, outstanding and relevant professional development, and hyper-monitoring teachers will keep students first. Student achievement is not the principal's responsibility; it is the teacher's responsibility. Teacher improvement is the principal's responsibility.
Can I get an Amen, or not?”
SC Response
My response to this is completely contextual. In the big picture the writer, is correct. This thinking is completely in line with that of a Superintendent friend of mine, who delineates responsibility in this way, “My responsibility is to coach principals. The principal’s responsibility is to coach teachers. The teacher’s responsibility is to coach students. The student responsibility is to engage in the task.”
In the small picture, things are not quite so clear cut. Each person has a responsibility to step up and fill the breach if, for any reason, the needs of students are not being met. Where that breach occurs, varies from day to day.
A superintendent steps up to assist in cafeteria duty, because suddenly there is a need. A teacher covers a class during a conference period, because the substitute hasn’t arrived. A consultant helps unload students from the bus, because the campus is short-handed. And, a principal walks a student to class, because that particular student needs the extra-support.
Overall, I subscribe the to the Marine Corp theory of “Every Marine a Rifleman.” I believe and model, “Every Adult on Campus a Teacher.” It is that belief, more than any other reason, why I have credibility on any campus I work with. There are staff members that may not agree with everything I say and do. There are staff members that do not like me. But to a person, they have to admit that on top of all my other tasks and responsibilities, when the going gets tough, I’m right there beside them.
To sum up, there are big picture responsibilities that are the priority for specific line positions, but needs of individual students must remain the focus of our actions. So, to answer the writer’s final question, “Contextual Amen.”
Think. Work. Achieve.
Your turn…
Sometimes You Have to Move
Recently, I was talking to an Assistant Principal that I have known for for quite a while. He is an excellent AP; aggressive, knows curriculum forwards and backwards, understands and uses data, solves problems, etc. In fact, in his district there is not another AP that can match him in skills and accomplishments. Yet, his district didn't even interview him this year for its principal openings.
His question to me was, "what do I need to do to move up?"
My answer, apply somewhere else. If the district that you work for does not appreciate the skill set that you bring to the table, expand your search. It's not about what's fair, it's about expanding your opportunities.
Think. Work. Achieve.
Your turn...
His question to me was, "what do I need to do to move up?"
My answer, apply somewhere else. If the district that you work for does not appreciate the skill set that you bring to the table, expand your search. It's not about what's fair, it's about expanding your opportunities.
Think. Work. Achieve.
Your turn...
Monday, May 4, 2009
A Reader Writes... (A Fatal Flaw)
In response to the post, “A Fatal Flaw,” a reader writes:
“There has to be a balance with faculty. I have had a hard time with this balance, in part due to the fact that I have a habit of taking over schools that are in a ditch, in which the problem is usually due to adults. Having said that, I am reminded of Stephen Covey. Covey says you can make people work, but they volunteer their best contributions. What I now attempt to do is to never negotiate on best practices, but on the other hand I try to be one with my faculty, without being one of them. Celebrate success, share moments of joy, and moments of pain. Suggested reading: Seven Habits of Highly Effective People, by Stephen Covey. It is an older publication, but the principles in the book are time enduring.”
SC Response
I want to elaborate on my original premise. That being that principals must be loyal to their students first, staff second. The problem with my comment is that as Michael Fullan points out in his writing, it is ripe with hidden nuance. The statement is meant to be a proverb, to be used as a tool. But like any tool, if it is used incorrectly, it can cause more damage than benefit.
Loyalty is not always an “us-versus-them” proposition. You can be loyal to both sides. However, in the role of principal, if you don’t advocate for your students, no-one else will. And sometimes what is best for your staff, isn’t what is easiest for your staff. Doing what is right for students and working to get better, are not the comfortable paths.
What the principal I discussed in my original post appears to be doing is working to create a staff that is loyal to him, due to his ability to dole out favors and protect them from change.
To sum up, the principal that is loyal to students and pointlessly antagonistic to staff is not fulfilling the leadership requirements of the position. The principal that is loyal to students and positions and equips staff to maximize their effectiveness will have a campus that can achieve great things.
Think. Work. Achieve.
Your turn…
“There has to be a balance with faculty. I have had a hard time with this balance, in part due to the fact that I have a habit of taking over schools that are in a ditch, in which the problem is usually due to adults. Having said that, I am reminded of Stephen Covey. Covey says you can make people work, but they volunteer their best contributions. What I now attempt to do is to never negotiate on best practices, but on the other hand I try to be one with my faculty, without being one of them. Celebrate success, share moments of joy, and moments of pain. Suggested reading: Seven Habits of Highly Effective People, by Stephen Covey. It is an older publication, but the principles in the book are time enduring.”
SC Response
I want to elaborate on my original premise. That being that principals must be loyal to their students first, staff second. The problem with my comment is that as Michael Fullan points out in his writing, it is ripe with hidden nuance. The statement is meant to be a proverb, to be used as a tool. But like any tool, if it is used incorrectly, it can cause more damage than benefit.
Loyalty is not always an “us-versus-them” proposition. You can be loyal to both sides. However, in the role of principal, if you don’t advocate for your students, no-one else will. And sometimes what is best for your staff, isn’t what is easiest for your staff. Doing what is right for students and working to get better, are not the comfortable paths.
What the principal I discussed in my original post appears to be doing is working to create a staff that is loyal to him, due to his ability to dole out favors and protect them from change.
To sum up, the principal that is loyal to students and pointlessly antagonistic to staff is not fulfilling the leadership requirements of the position. The principal that is loyal to students and positions and equips staff to maximize their effectiveness will have a campus that can achieve great things.
Think. Work. Achieve.
Your turn…
A Reader Writes... (DAEP - Part 5)
I response to the original post, "And Your Point Is," and the subsequent comments and commentary, a reader writes:
"I fully agree with this."
SC Note:
Thanks for the affirmation. It's good to know that even if we are staking out the less than popular position, the support for that position is vocal and active. As is the opposition...
Think. Work. Achieve.
Your turn...
"I fully agree with this."
SC Note:
Thanks for the affirmation. It's good to know that even if we are staking out the less than popular position, the support for that position is vocal and active. As is the opposition...
Think. Work. Achieve.
Your turn...
Sunday, May 3, 2009
A Fatal Flaw
In a recent meeting with a superintendent, the discussion moved to the quality of the principal corp in the district. For the most part, she was satisfied with their performance this year, but one principal in particular was troubling her. This was an experienced principal that seems to have all the tools to be exceptional, yet isn’t.
My impression of the principal, which I shared, was this: In spite of all his talk to the contrary, this principal is loyal to his staff first, his students second.
Is loyalty to your staff a bad thing? No, but as E. Don Brown points out, “the only person positioned to be a pure advocate for students, is the building principal.”
When you have a principal that refuses to embrace that role, you get a campus that just doesn’t seem to run on all cylinders, even when results aren’t bad.
As for what the superintendent is going do, probably nothing right now. But I can assure you that the principal in question is now on the superintendent’s radar. And this superintendent, is a huge fan of E. Don.
Work. Think. Achieve.
Your turn…
My impression of the principal, which I shared, was this: In spite of all his talk to the contrary, this principal is loyal to his staff first, his students second.
Is loyalty to your staff a bad thing? No, but as E. Don Brown points out, “the only person positioned to be a pure advocate for students, is the building principal.”
When you have a principal that refuses to embrace that role, you get a campus that just doesn’t seem to run on all cylinders, even when results aren’t bad.
As for what the superintendent is going do, probably nothing right now. But I can assure you that the principal in question is now on the superintendent’s radar. And this superintendent, is a huge fan of E. Don.
Work. Think. Achieve.
Your turn…
Bad Advice From a Former Boss
On Sunday's I've been sharing advice I've received over the years that I have found useful. Not all of that advice has been good. In fact some of it, even though it was given in good faith, has been absolutely horrible. Here is some bad advice, given to me by a well intentioned boss. In fact, for three straight annual appraisals, it was what I was supposed to "work" on.
"Be patient."
The problem with this advice is that it makes it easier on adults, which was my boss's desire, but it destroys kids. Everyday I wait to become a better teacher, coach, and/or leader, means that some kid is falling further and further behind. The only way I can look myself in the mirror is to be impatient.
Think. Work. Achieve.
Your turn...
"Be patient."
The problem with this advice is that it makes it easier on adults, which was my boss's desire, but it destroys kids. Everyday I wait to become a better teacher, coach, and/or leader, means that some kid is falling further and further behind. The only way I can look myself in the mirror is to be impatient.
Think. Work. Achieve.
Your turn...
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