Posts
In response to the post, "Expectation Manual," a reader asks:
"Cain,
Please send me a copy of that manual. I would like one to use it as an example for next year.
Thank you."
SC Response:
Unfortunately, I can’t send anyone a copy. It has been over 5 years since I left the district where we implemented the Expectation Manual. Not only did I not keep a copy (it wasn’t until I started working with districts across the country that I realized that the idea was unique), but leadership in that district has changed a couple of times since I left. They have reverted back to micro-managing to the lowest common denominator.
One of the reasons why they have reverted back to the old way is that managing by expectation is hard work.
1. You have to articulate and document your expectations publicly.
2. You have to meet and model the expectations at all times (not a top priority of many "leaders").
3. You have to monitor the expectations (again, not a priority of many "leaders").
4. You have to have difficult conversations with people when they do not meet the expectation (never enjoyable and easily put off because of more "important" things to do).
5. You can’t play favorites or single people out.
It’s much easier to set the bar low and deal with nothing than set the bar high and push your staff and yourself to meet that standard, every single day. What is exciting about framing employee behavior in terms of expectations is that conscientious employees appreciate the professionalism and coasting employees either step up or step aside.
If anyone out there wants some ideas on where to start, just send me your contact information by way of a comment. And not to worry, I won’t post it for everyone else to see.
Think. Work. Achieve.
Your Turn...
Saturday, May 30, 2009
Friday, May 29, 2009
Expectations Manual
Between now and the beginning of school next year, principals and other school leaders will blow the dust off the staff handbook, skim through its 357 pages and start adding and revising sections. Stop the madness!
Staff handbooks are ever-growing for two reasons: 1 - They are rarely edited; and 2 - We are advised to micro-manage to the lowest common denominator. I gave up on the whole concept when a lawyer told me that since I didn’t define at what point “late” started and how many times one could be late in the handbook, “late” wasn’t an enforceable concept.
My solution, burn the employee handbook. Start over and create a “Staff Expectations Manual.” My first one was just 12 pages long and it changed the way we did business. Instead on micro-managing and trying to define every way an employee could not do the job, we just stated the expectation. “Staff will arrive at work by the posted reporting time.”
The employee either meets the expectation, or the employee does not meet the expectation. There is no middle ground, no gray area. The conversation with the employee sounds like this, “Mr. Cain, it is the expectation of the campus that you arrive at work by the posted reporting time. At this time, you are not meeting this expectation.”
Finally, an expectations manual helps to define the professional culture of the campus in positive terms instead to negative terms. And, it truly allows you to treat the staff as professionals and adults instead of immature children. Give it a try, I think you will like the results.
Think. Work. Achieve.
Your turn….
Staff handbooks are ever-growing for two reasons: 1 - They are rarely edited; and 2 - We are advised to micro-manage to the lowest common denominator. I gave up on the whole concept when a lawyer told me that since I didn’t define at what point “late” started and how many times one could be late in the handbook, “late” wasn’t an enforceable concept.
My solution, burn the employee handbook. Start over and create a “Staff Expectations Manual.” My first one was just 12 pages long and it changed the way we did business. Instead on micro-managing and trying to define every way an employee could not do the job, we just stated the expectation. “Staff will arrive at work by the posted reporting time.”
The employee either meets the expectation, or the employee does not meet the expectation. There is no middle ground, no gray area. The conversation with the employee sounds like this, “Mr. Cain, it is the expectation of the campus that you arrive at work by the posted reporting time. At this time, you are not meeting this expectation.”
Finally, an expectations manual helps to define the professional culture of the campus in positive terms instead to negative terms. And, it truly allows you to treat the staff as professionals and adults instead of immature children. Give it a try, I think you will like the results.
Think. Work. Achieve.
Your turn….
Wednesday, May 27, 2009
A Reader Writes... (Not Getting The Job Done - Part 8)
In response to the post, “Who Really is Not Getting the Job Done – Part 6,” a reader writes:
“The great thing about this blog is that it gives me hope. I have worked at some tough schools and I am relieved to hear of teachers wanting someone to hold people's feet to the fire. Leadership begins in the classroom and on this blog I am seeing a different side of classroom leadership.”
SC Response
After three years, the quality of the teaching staff mirrors the quality of the leadership staff. Great teachers seek out great leaders and poor teachers shun them. Good teachers seek out good leaders, shying away from great leaders (because they are hard to work for if you are not willing to do whatever it takes to be great) and shunning poor leaders. Poor teachers gravitate towards poor leaders because there little to no expectation for consistent quality. When any warm body will do, any warm body will show up.
What this means for us as leaders (from department chairs to superintendents) is that we have to look at our staff and look at ourselves. If we don’t like what we see in our staff, we have to change first. Unless you are the perpetual poor leader, in that case, you will continue to live by the “do as I say, not as I do model.”
Think. Work. Achieve.
Your turn…
“The great thing about this blog is that it gives me hope. I have worked at some tough schools and I am relieved to hear of teachers wanting someone to hold people's feet to the fire. Leadership begins in the classroom and on this blog I am seeing a different side of classroom leadership.”
SC Response
After three years, the quality of the teaching staff mirrors the quality of the leadership staff. Great teachers seek out great leaders and poor teachers shun them. Good teachers seek out good leaders, shying away from great leaders (because they are hard to work for if you are not willing to do whatever it takes to be great) and shunning poor leaders. Poor teachers gravitate towards poor leaders because there little to no expectation for consistent quality. When any warm body will do, any warm body will show up.
What this means for us as leaders (from department chairs to superintendents) is that we have to look at our staff and look at ourselves. If we don’t like what we see in our staff, we have to change first. Unless you are the perpetual poor leader, in that case, you will continue to live by the “do as I say, not as I do model.”
Think. Work. Achieve.
Your turn…
A Reader Writes... (Brezina Writes)
In response to the post, “Brezina Writes,” a reader sends this:
“Thank you, Mr. Brezina. I was honored to cut my administrative teeth under your philosophical approach. It has and will forever set me apart from my colleagues. I am forever indebted to you, Brown and Cain for that.
Semper Fidelis!"
SC Response
I have been trying to figure out how to best articulate that approach for a long time now. For I too am a Brezina and Brown Guy. Here is my latest attempt:
1. We are duty bound to engage.
2. If it is not right for kids, it is wrong.
3. If it is wrong, it must be fixed, now.
4. Team success matters, personal success does not.
5. Work everyday to beat yesterday.
Think. Work. Achieve.
Your turn...
“Thank you, Mr. Brezina. I was honored to cut my administrative teeth under your philosophical approach. It has and will forever set me apart from my colleagues. I am forever indebted to you, Brown and Cain for that.
Semper Fidelis!"
SC Response
I have been trying to figure out how to best articulate that approach for a long time now. For I too am a Brezina and Brown Guy. Here is my latest attempt:
1. We are duty bound to engage.
2. If it is not right for kids, it is wrong.
3. If it is wrong, it must be fixed, now.
4. Team success matters, personal success does not.
5. Work everyday to beat yesterday.
Think. Work. Achieve.
Your turn...
A Reader Writes... (Not Getting The Job Done - Part 7)
In response to the post “Who Really is Not Getting the Job Done – Part 4,” a reader writes:
“There is no doubt I have committed to Cain and I am a Brown Guy to the bone. I was relating what I have learned from personal experience. My point was that not ALL teachers want strong leadership. Some teachers want to be left alone.
On a dysfunctional campus the number of teachers who insist on being left alone is generally high and they often the represent the majority of the staff. In addition, you should realize that when you take on a dysfunctional campus, that dysfunction is the by-product of the local administration, possibly all the way up to the board.
I recently met with a board member from a dysfunctional district. She told me she wanted to do what was right for kids, but was not sure she could stand the heat for doing so. So for the principal in this district taking the hard stance and firing an entrenched teacher is not an option. The principal trying to fight the good fight in this district doesn't have a chance. Keep in mind that the cancer you see may represent only a very minor portion of the total rot. I have a teacher who is a living legend in my building. Other teachers love him, students like him, and the community thinks he can do no wrong. However, I and not one, but three outside independent observers have identified this particular teacher as one of the worst we have ever observed.
This type of teacher is a principal’s worst nightmare. My mandate is to move the school, yet I have received ZERO support to move this teacher’s instruction skills forward. After all, he's a legend. My point here is often times a principal has less than zero internal help and will actually have people within district administration working against him or her, especially if trying to move a teacher forward is politically unpopular. I live by moving schools forward for kids at all costs, and it has cost me plenty in my professional life. These jobs aren't for the weak hearted.”
SC Response
For all the aspiring school leaders and current school leaders who read this blog, understand that the situations that the writer above describes are not typical. Also, understand that the writer is not creating these situations. The writer is a member of a small cadre of principals that have specialized in turning around struggling campuses. He seeks these jobs. Not because he is a masochist (at least I hope), but because he lives for the challenge and he knows that everyday, he changes lives at exponential levels.
Why this is valuable for all the rest of us is that on campuses such as his, we can quickly identify what components of pedagogy are the equivalent of superstitious behavior and what components actually increase learning. Our challenge is to take that knowledge and apply it universally in less challenging settings where the effect is magnified.
Think. Work. Achieve.
Your turn…
“There is no doubt I have committed to Cain and I am a Brown Guy to the bone. I was relating what I have learned from personal experience. My point was that not ALL teachers want strong leadership. Some teachers want to be left alone.
On a dysfunctional campus the number of teachers who insist on being left alone is generally high and they often the represent the majority of the staff. In addition, you should realize that when you take on a dysfunctional campus, that dysfunction is the by-product of the local administration, possibly all the way up to the board.
I recently met with a board member from a dysfunctional district. She told me she wanted to do what was right for kids, but was not sure she could stand the heat for doing so. So for the principal in this district taking the hard stance and firing an entrenched teacher is not an option. The principal trying to fight the good fight in this district doesn't have a chance. Keep in mind that the cancer you see may represent only a very minor portion of the total rot. I have a teacher who is a living legend in my building. Other teachers love him, students like him, and the community thinks he can do no wrong. However, I and not one, but three outside independent observers have identified this particular teacher as one of the worst we have ever observed.
This type of teacher is a principal’s worst nightmare. My mandate is to move the school, yet I have received ZERO support to move this teacher’s instruction skills forward. After all, he's a legend. My point here is often times a principal has less than zero internal help and will actually have people within district administration working against him or her, especially if trying to move a teacher forward is politically unpopular. I live by moving schools forward for kids at all costs, and it has cost me plenty in my professional life. These jobs aren't for the weak hearted.”
SC Response
For all the aspiring school leaders and current school leaders who read this blog, understand that the situations that the writer above describes are not typical. Also, understand that the writer is not creating these situations. The writer is a member of a small cadre of principals that have specialized in turning around struggling campuses. He seeks these jobs. Not because he is a masochist (at least I hope), but because he lives for the challenge and he knows that everyday, he changes lives at exponential levels.
Why this is valuable for all the rest of us is that on campuses such as his, we can quickly identify what components of pedagogy are the equivalent of superstitious behavior and what components actually increase learning. Our challenge is to take that knowledge and apply it universally in less challenging settings where the effect is magnified.
Think. Work. Achieve.
Your turn…
Monday, May 25, 2009
A Reader Writes... (Not Getting The Job Done - Part 6)
In response to the post, “Who Really is Not Getting the Job Done – Part 3,” a reader writes:
“We just finished a search for a new Assistant Principal at my urban school. Our team leaders assisted the Administrative Team by interviewing each of the candidates. When I met with the team leaders for their input, several told me they were looking for an AP that would hold their feet to the fire. We have made significant progress over the last 3 years in raising our pass rate on The Texas state assessment TAKS test. Part of this success is because our Assistant Principals and I monitor our teachers closely, being sure they are on schedule, using our district’s curriculum and using our assessment data to guide instruction. I found it reassuring that GOOD teachers do want leadership that holds them accountable.”
SC Response
Most of us want to believe that our efforts are contributing to accomplishment of something meaningful. We recognize that leadership is critical for this to occur. Great leadership adds value to our work. Poor leadership wastes our time. That is why I have always chosen to work for individuals, not organizations. Bob Brezina is going to lead his organization in the accomplishment of great things. Shirley Neeley is going to make sure that her organization is a force of change. I want (need) to be on their teams. Small leaders with no vision and no mission other than to further themselves, I avoid like the plague.
As the reader alludes to in his comment, good teachers want a shot at being great. If just collecting a paycheck was their goal, there are lesser people that they could work for.
Think. Work. Achieve.
Your turn…
“We just finished a search for a new Assistant Principal at my urban school. Our team leaders assisted the Administrative Team by interviewing each of the candidates. When I met with the team leaders for their input, several told me they were looking for an AP that would hold their feet to the fire. We have made significant progress over the last 3 years in raising our pass rate on The Texas state assessment TAKS test. Part of this success is because our Assistant Principals and I monitor our teachers closely, being sure they are on schedule, using our district’s curriculum and using our assessment data to guide instruction. I found it reassuring that GOOD teachers do want leadership that holds them accountable.”
SC Response
Most of us want to believe that our efforts are contributing to accomplishment of something meaningful. We recognize that leadership is critical for this to occur. Great leadership adds value to our work. Poor leadership wastes our time. That is why I have always chosen to work for individuals, not organizations. Bob Brezina is going to lead his organization in the accomplishment of great things. Shirley Neeley is going to make sure that her organization is a force of change. I want (need) to be on their teams. Small leaders with no vision and no mission other than to further themselves, I avoid like the plague.
As the reader alludes to in his comment, good teachers want a shot at being great. If just collecting a paycheck was their goal, there are lesser people that they could work for.
Think. Work. Achieve.
Your turn…
Brezina Writes... (Not Getting The Job Done - Part 5)
In response to the post, “Who Really is Not Getting the Job Done – Part 3,” Bob Brezina writes:
“This writer is really getting to the bottom line of his or her particular situation. The more we share with each other, the sooner we will put ourselves in the position to make our schools exceptional. Once you identify the issues, they are easier to fix. Thanks for a great post.”
Think. Work. Achieve.
Your turn…
“This writer is really getting to the bottom line of his or her particular situation. The more we share with each other, the sooner we will put ourselves in the position to make our schools exceptional. Once you identify the issues, they are easier to fix. Thanks for a great post.”
Think. Work. Achieve.
Your turn…
A Reader Writes... (Not Getting The Job Done - Part 4)
In response to the post, “Who Really is Not Getting the Job Done – Part 3,” a reader writes:
“It sounds to me like this poster agrees with Cain, but does not want to fully commit. All teachers do want strong leadership, because I was a so-called "expert" high school teacher, and my colleagues and I craved solid leadership. Unfortunately, that leader had to almost be Hitler to get the staff's attention. A real wake up call needed to happen and nothing got the staff's attention more than seeing an entrenched teacher get fired.”
SC Response
I think what the poster was attempting to articulate is that on some campuses (especially the ones that have been stagnant in terms of performance), there are staff that are just hiding out and collecting a paycheck. This behavior is not just confined to teachers. In fact, if the behavior is prevalent in the teacher population, then it is assuredly evident in the ranks of administration.
If you are a new leader (department chair, assistant principal, or principal) in this situation, to the organization, you are the cancer. And you will be attacked, as such. However, I have never witnessed a campus where there wasn’t some staff that was still fighting the good fight (and I have worked with the most dysfunctional schools in Texas). You, as the leader, have to identify those staff, motivate them, support them and protect them. Provide them cover, so they can do their job. That is why you are getting paid the medium sized bucks.
I remember meeting with the original poster four years ago when he was taking over an entrenched, dysfunctional, and academically unacceptable campus. I told him that he had less than three years. Either he would do what was necessary to right the campus, and he would be hated and fired. Or, he would not do what was necessary, the campus would not be righted, and he would be viewed as weak and fired. On one path, he could look himself in the mirror and get another job. On the other path, he would make compromise after compromise and his career would end before it even started.
He took the path of true leadership, moved his campus from unacceptable to recognized and was run out of town to a bigger school and a larger paycheck - in less than two years.
The point is, true leadership isn’t easy and the rewards are not guaranteed. But, if you don’t step up, who will?
Think. Work. Achieve.
Your turn…
“It sounds to me like this poster agrees with Cain, but does not want to fully commit. All teachers do want strong leadership, because I was a so-called "expert" high school teacher, and my colleagues and I craved solid leadership. Unfortunately, that leader had to almost be Hitler to get the staff's attention. A real wake up call needed to happen and nothing got the staff's attention more than seeing an entrenched teacher get fired.”
SC Response
I think what the poster was attempting to articulate is that on some campuses (especially the ones that have been stagnant in terms of performance), there are staff that are just hiding out and collecting a paycheck. This behavior is not just confined to teachers. In fact, if the behavior is prevalent in the teacher population, then it is assuredly evident in the ranks of administration.
If you are a new leader (department chair, assistant principal, or principal) in this situation, to the organization, you are the cancer. And you will be attacked, as such. However, I have never witnessed a campus where there wasn’t some staff that was still fighting the good fight (and I have worked with the most dysfunctional schools in Texas). You, as the leader, have to identify those staff, motivate them, support them and protect them. Provide them cover, so they can do their job. That is why you are getting paid the medium sized bucks.
I remember meeting with the original poster four years ago when he was taking over an entrenched, dysfunctional, and academically unacceptable campus. I told him that he had less than three years. Either he would do what was necessary to right the campus, and he would be hated and fired. Or, he would not do what was necessary, the campus would not be righted, and he would be viewed as weak and fired. On one path, he could look himself in the mirror and get another job. On the other path, he would make compromise after compromise and his career would end before it even started.
He took the path of true leadership, moved his campus from unacceptable to recognized and was run out of town to a bigger school and a larger paycheck - in less than two years.
The point is, true leadership isn’t easy and the rewards are not guaranteed. But, if you don’t step up, who will?
Think. Work. Achieve.
Your turn…
The Memorial Day Post
In honor of Memorial Day, I am posting the link for Kick for Nick, www.kickfornick.org
The organization was created in honor of PFC Nick Madaras, a U.S. soldier who was killed in action in Iraq. It collects and distributes soccer balls to the children of Iraq. To date, over 21,000 soccer balls have been donated.
Your turn…
The organization was created in honor of PFC Nick Madaras, a U.S. soldier who was killed in action in Iraq. It collects and distributes soccer balls to the children of Iraq. To date, over 21,000 soccer balls have been donated.
Your turn…
Sunday, May 24, 2009
Great Advice - Patton Wisdom
In honor of the Memorial Day Weekend, a quote from “Patton on Leadership,” by Alan Axlerod, that resonated with me early in my career as a principal.
The essence of the quote was, “Victory is achieved when you declare it.”
The school year is a marathon. If we don’t announce and celebrate our short-term victories, we will do one of two things. We will wear our staff (and/or students) down because they will see no progress, or we will demoralize them as they begin to believe that their effort does not matter.
Set meaningful short-term goals and make it a big deal when the campus (or your class) meets them. Patton used this leadership tool to beat the Nazi’s. We can use the same tool to improve graduation rates and state accountability tests results. And the tests are not trying to shoot us.
Think. Work. Achieve.
Your turn...
The essence of the quote was, “Victory is achieved when you declare it.”
The school year is a marathon. If we don’t announce and celebrate our short-term victories, we will do one of two things. We will wear our staff (and/or students) down because they will see no progress, or we will demoralize them as they begin to believe that their effort does not matter.
Set meaningful short-term goals and make it a big deal when the campus (or your class) meets them. Patton used this leadership tool to beat the Nazi’s. We can use the same tool to improve graduation rates and state accountability tests results. And the tests are not trying to shoot us.
Think. Work. Achieve.
Your turn...
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