Posts
As a number of LYS readers know, I have been on a speaking tour this summer. A question I get from almost every audience is, “Why are the schools that I and the LYS team work with so successful at rapidly improving student performance?”
The answer to this question is something that I hope every school leader (and LYS reader) considers as they begin to get back into start of school mode.
Here is the answer to the question and one of the secrets to rapid improvement:
“All student performance (behavior, social, and academic) is driven by adult practice. Change what the adults do and students respond.”
So what is going to change in your classroom, on your campus, or in your district this year? Ponder this and send in some of your thoughts and ideas. This is everyone's chance to join in the discussion.
Think. Work. Achieve.
Your turn…
Saturday, July 18, 2009
Thursday, July 16, 2009
A Reader Writes... Professionalism
In response to my comments on the state of the profession, a reader writes:
“Actually, I think Schmoker is right. But even if he is not right, we can certainly say educators as a whole demonstrate a low level of professionalism.
For example, we have known professional standards and practices (Marzano, Bloom, etc.), yet very few educators use these best practices. Instead most educators find reasons to reject the standards and best practices. A plumber has standards and best practices. Would you hire a plumber who told you he didn’t really agree with those standards and had his own way of doing things?
Going down the list from Wikipedia on the characteristics of a profession, I find that as a whole, educators do not rigorously meet those characteristics, although we certainly meet some. So, it may be accurate to say we are a non-profession profession, or at a minimum, we do not portray a high level of professionalism. How many professions have unions that engage in collective bargaining? Have you seen physicians, lawyers, and engineers, for example, with such unions?
I would not call this cynicism, but realism. I say it is not cynicism because I have not given up hope that the situation will change, and I know Cain hasn’t either. I still believe we can make a difference and change how we are. The kids deserve no less.”
SC Response
You may have done too good of a job in outlining your argument. This is definitely a case where the Stockdale Paradox (confront the brutal facts, yet be resolute in your belief that you will eventually be successful) provides the only solution. In the short run, the nay-bobs can wear you down, but you can also out think and out work them, and you can maneuver them to a position where they do more good than harm. In the long run (and this is what keeps me going), we have to identify, build and support more leaders who think and act like the typical LYS principal and superintendent (which is not typical at all).
Think. Work. Achieve.
Your turn...
“Actually, I think Schmoker is right. But even if he is not right, we can certainly say educators as a whole demonstrate a low level of professionalism.
For example, we have known professional standards and practices (Marzano, Bloom, etc.), yet very few educators use these best practices. Instead most educators find reasons to reject the standards and best practices. A plumber has standards and best practices. Would you hire a plumber who told you he didn’t really agree with those standards and had his own way of doing things?
Going down the list from Wikipedia on the characteristics of a profession, I find that as a whole, educators do not rigorously meet those characteristics, although we certainly meet some. So, it may be accurate to say we are a non-profession profession, or at a minimum, we do not portray a high level of professionalism. How many professions have unions that engage in collective bargaining? Have you seen physicians, lawyers, and engineers, for example, with such unions?
I would not call this cynicism, but realism. I say it is not cynicism because I have not given up hope that the situation will change, and I know Cain hasn’t either. I still believe we can make a difference and change how we are. The kids deserve no less.”
SC Response
You may have done too good of a job in outlining your argument. This is definitely a case where the Stockdale Paradox (confront the brutal facts, yet be resolute in your belief that you will eventually be successful) provides the only solution. In the short run, the nay-bobs can wear you down, but you can also out think and out work them, and you can maneuver them to a position where they do more good than harm. In the long run (and this is what keeps me going), we have to identify, build and support more leaders who think and act like the typical LYS principal and superintendent (which is not typical at all).
Think. Work. Achieve.
Your turn...
Wednesday, July 15, 2009
A Reader Writes... Another Cainism
Another reader shares one of his favorite “Cainism’s."
“Here is my favorite Cainism….
At the time, I am a new AP in the audience when he is speaking to large group of misinformed teachers on a low performing campus about the urgency of getting the school fixed. He said,
'You are basically in ICU and on life-support. TEA is waiting to pull the plug.'
That really woke up our teachers and the entire school. We had to do something and we had to do it now. It worked, and what they (the district, the teachers, the regional service center, and other “experts”) said would take three years was accomplished in 10 months.
Putting things in perspective in a way that people can understand is a great Cain characteristic. Everyday that we wait is another day that we cheat kids.”
SC Response
That is what is so frustrating about our profession. As a group, our expectations are too low and we are our own worst enemy. Mike Schmoker goes as far to say that we are the non-professional profession. The reason why I’m not that cynical yet, is that instead of having the life sucked out of me by the self-satisfied, self absorbed, and cowardly; I draw my strength from the teachers, AP’s, Principal’s, Superintendents and Boards that are still willing to step up and fight the good fight.
Think. Work. Achieve.
Your turn...
“Here is my favorite Cainism….
At the time, I am a new AP in the audience when he is speaking to large group of misinformed teachers on a low performing campus about the urgency of getting the school fixed. He said,
'You are basically in ICU and on life-support. TEA is waiting to pull the plug.'
That really woke up our teachers and the entire school. We had to do something and we had to do it now. It worked, and what they (the district, the teachers, the regional service center, and other “experts”) said would take three years was accomplished in 10 months.
Putting things in perspective in a way that people can understand is a great Cain characteristic. Everyday that we wait is another day that we cheat kids.”
SC Response
That is what is so frustrating about our profession. As a group, our expectations are too low and we are our own worst enemy. Mike Schmoker goes as far to say that we are the non-professional profession. The reason why I’m not that cynical yet, is that instead of having the life sucked out of me by the self-satisfied, self absorbed, and cowardly; I draw my strength from the teachers, AP’s, Principal’s, Superintendents and Boards that are still willing to step up and fight the good fight.
Think. Work. Achieve.
Your turn...
Congratulations Splendora ISD
The awards and recognition just keeps coming in for the little district that could. The Splendora ISD School Board was just named School Board of the Year for their region. It just goes to show you what a lot of hard work and a little Lead Your School will get you.
Think. Work. Achieve
Your turn...
Think. Work. Achieve
Your turn...
Tuesday, July 14, 2009
A Reader Writes... Spoke Too Soon (part 2)
In response to my comments on the post “Spoke Too Soon,” a reader writes:
“One of the Cainism’s I love involves students and times. I once heard a school board ask Cain if it was possible to go slower in order to give adults time to adjust to best practices. Cain's response was great. Cain argument goes like this:
‘Sure, you can go slower. But understand this. Teachers are educated, trained professionals. They have contracted with your district to provide a service. They have cashed their checks. Now you want to give them time to either get used to, or to decide if they want to, do the services you have contracted and paid them for. That’s OK if that’s what you want to do, but understand that while the teachers are burning time trying to decide whether or not they want to do their jobs, the students pay the price. Every day you wait to implement the best practices that you have already contracted and paid for, understand that it is the students who buy you that time.’
This is a very powerful argument. Recently, I have used this same line of reasoning with a board president, in a private conversation. She told me she wanted to do what was right for kids, but was not sure she could take the heat from the teachers and community if she did so. That is the bottom line.
Districts that take five plus years to get it right for kids are not committed to kids; they are committed to the whims of adults. Actually, I know for a fact, as Cain pointed out, that significant progress can be made in a single year if the students are the focus of the district and not adults. The question comes down to the issue of courage. Does the Board, the Superintendent, the Principal, the Faculty, and the community have the courage to do what is right for kids even if it makes contracted and remunerated adults uncomfortable? Now we are back to the issue of district DNA.”
SC Response:
Cainism?
What the writer begins to illustrate with my comments to that board, is that systems fail students because leadership fails the system. Teachers, as a group, do what the system expects of them. If the system is OK with subpar instruction, the system will produce subpar instruction. The challenge for a leader then is to demand more from your part of the system. The weaker your system, the more you have to lead “up” and well as lead “down.” Again, this why the principalship is the second most important position in a school district.
Think. Work. Achieve.
Your turn
“One of the Cainism’s I love involves students and times. I once heard a school board ask Cain if it was possible to go slower in order to give adults time to adjust to best practices. Cain's response was great. Cain argument goes like this:
‘Sure, you can go slower. But understand this. Teachers are educated, trained professionals. They have contracted with your district to provide a service. They have cashed their checks. Now you want to give them time to either get used to, or to decide if they want to, do the services you have contracted and paid them for. That’s OK if that’s what you want to do, but understand that while the teachers are burning time trying to decide whether or not they want to do their jobs, the students pay the price. Every day you wait to implement the best practices that you have already contracted and paid for, understand that it is the students who buy you that time.’
This is a very powerful argument. Recently, I have used this same line of reasoning with a board president, in a private conversation. She told me she wanted to do what was right for kids, but was not sure she could take the heat from the teachers and community if she did so. That is the bottom line.
Districts that take five plus years to get it right for kids are not committed to kids; they are committed to the whims of adults. Actually, I know for a fact, as Cain pointed out, that significant progress can be made in a single year if the students are the focus of the district and not adults. The question comes down to the issue of courage. Does the Board, the Superintendent, the Principal, the Faculty, and the community have the courage to do what is right for kids even if it makes contracted and remunerated adults uncomfortable? Now we are back to the issue of district DNA.”
SC Response:
Cainism?
What the writer begins to illustrate with my comments to that board, is that systems fail students because leadership fails the system. Teachers, as a group, do what the system expects of them. If the system is OK with subpar instruction, the system will produce subpar instruction. The challenge for a leader then is to demand more from your part of the system. The weaker your system, the more you have to lead “up” and well as lead “down.” Again, this why the principalship is the second most important position in a school district.
Think. Work. Achieve.
Your turn
A Reader Writes... (Spoke To Soon)
In response to my comments on the post “Spoke Too Soon,” a reader writes:
“We may be Brezina and Brown guys and gals, but we also know that we are running Cain’s game plan. I can go harder because I know that no matter what I get into, Cain can get me out of it.”
SC Response
Thank you! I just make suggestions - you (the teachers, the AP’s, the Principals, and the Superintendents) do all the heavy lifting.
Think. Work. Achieve.
Your turn…
“We may be Brezina and Brown guys and gals, but we also know that we are running Cain’s game plan. I can go harder because I know that no matter what I get into, Cain can get me out of it.”
SC Response
Thank you! I just make suggestions - you (the teachers, the AP’s, the Principals, and the Superintendents) do all the heavy lifting.
Think. Work. Achieve.
Your turn…
A Reader Writes... Characteristics
To add to the discussion that has revolved around Brezina and Brown (their respective “rules” and advice), a reader writes:
“Yes, there are many types of principals out there, no doubt. What I was trying to tease out is that the only type of principal that counts is the effective principal. If we distill this idea, then perhaps we get these characteristics; the Effective Principal is:
- Is the ultimate and final advocate for the student;
- Engages the faculty, students, parents, and community;
- Is a leader of leaders. By this we mean the principal builds capacity in others and expects them to be engaged;
- Is the biggest cheerleader of, and for, the faculty when they are engaged; and
- Is aware of his district’s and school’s DNA and tempers (not compromises) approaches with patience and tactics.
I am sure I have missed something, but out of all of this Brezina and Brown wisdom, it would be useful to distill the characteristics. At least we would have a guide for self-reflection and discovery.”
SC Response
This is a pretty good start on the list. I have had discussions like this with a number of Principals and Superintendents and Brezina and Brown. I actually have a piece written on “Great Principals,” that I’ll post soon. But, here are two ideas that I have been pondering recently.
1. A critical characteristic of the "greats" versus the "others" is the search for ideas. The first filter is, “Are you actively searching for them?” If you aren’t, you may be a hard worker, but you aren’t on the path to being great. The second filter is, “Where are you looking for them?” The Great Principals look both inside and outside the system for ideas. They are self-sufficient shoppers of the world. Good principals seem to look for answers in just one place, either internally or externally.
2. The 10,000 hour rule (or why there does not seem to be as many great ones). The 10,000 hour rule has been discussed for a while now, most recently by Malcolm Gladwell in the book, “Outliers.” The idea is that it takes 10,000 hours of intense reflection, focused practice and work to develop the insight and experience package to be great. Greatness, it seems, is built by purposeful grinding. From a school year perspective, it would take a minimum of seven years to hit 10,000 hours. But, in reality, due to the mundane elements of work, the minimum time to reach the "great" level (think top-tier professional athlete) is probably around 10 to 12 years. So this answers part of the question, why aren’t there more great ones; there aren’t as many principals that are staying in the position for at least 10 years. But, that doesn’t answer the entire question. Here is what I think. I believe that the external factors can re-set the clock. When the rules change, for example – dramatically increased accountability, it backs everyone up. It may not wipe out all the hours of expertise that was built up, but it takes a big chunk of them. Think of Michael Jordan switching to baseball - gifted athlete, mediocre baseball player.
The clock was re-set and the principals that got their jobs right at the time of the re-set are the ones that are the furthest on the path on the new “great.” They have a head start on the new hires and they were building new skills while the older principals were still trying to adapt old skills (it takes a while to realize that what worked before, now doesn't work as well). Again, just some ideas I have been pondering.
Think. Work. Achieve.
Your turn…
Monday, July 13, 2009
An Audience Member Asks...
An audience member from a recent “Be the Shepherd: What Every School Leader Should Know about Leading Change,” presentation that I gave, asks:
“Sean, I attended your "Be the Shepherd," workshop and appreciated the insights and rubrics you put before us. I am a bit confused on one point and hope that it is just because I missed a key part of the puzzle somewhere before, during, or after your presentation...as follows:
I originally decided to attend your workshop because of the title itself and my particular vested interest in "shepherding" as a key and critical model for successful leadership. I have taught from that perspective in the classroom, for non-profit organizations, and for administrator certification courses. I was hoping to broaden and deepen my understanding of this model. Strange that I only heard in the last minute of the presentation the urging to "be the shepherd."
As a communications instructor in my past, I know that the ear focuses on what the mind expects. If the ear doesn't hear the expectation the mind either becomes critical or absent. I was neither. However, can you explain the intent of the title as it related specifically to the presentation and is there another workshop that you offer which more specifically deals with the shepherding model as one for successful leadership?"
SC Response
I don't think that you missed anything. The presentation was meant as an introduction to the coaching and leadership practices and beliefs of the Lead Your School organization. We believe that there is a moral obligation that we have to fulfill, if and when we assume leadership roles. Or in other words, “Be the Shepherd.”
I also have been taught that when you present you should lead with your second best material and end with your best material. For the presentation that you attended, I wanted the audience to leave with at-least the awareness that their leadership is bigger that just their self interest, again, “Be the Shepherd.”
I think we are on the same page with the understanding that non-profit leadership can be significantly different from for profit and para-military leadership. John Maxwell does an excellent job of describing this when he talks of "Church Leadership." Coercion can only take you so far, or to paraphrase Covey, "volunteers" are more productive than "employees."
As far as your question of follow-up; every group training and individual coaching session that we lead focuses on the need to place the needs of others above self. For us it is as simple as this - that is what coaches and shepherds do.
Think. Work. Achieve.
Your turn...
“Sean, I attended your "Be the Shepherd," workshop and appreciated the insights and rubrics you put before us. I am a bit confused on one point and hope that it is just because I missed a key part of the puzzle somewhere before, during, or after your presentation...as follows:
I originally decided to attend your workshop because of the title itself and my particular vested interest in "shepherding" as a key and critical model for successful leadership. I have taught from that perspective in the classroom, for non-profit organizations, and for administrator certification courses. I was hoping to broaden and deepen my understanding of this model. Strange that I only heard in the last minute of the presentation the urging to "be the shepherd."
As a communications instructor in my past, I know that the ear focuses on what the mind expects. If the ear doesn't hear the expectation the mind either becomes critical or absent. I was neither. However, can you explain the intent of the title as it related specifically to the presentation and is there another workshop that you offer which more specifically deals with the shepherding model as one for successful leadership?"
SC Response
I don't think that you missed anything. The presentation was meant as an introduction to the coaching and leadership practices and beliefs of the Lead Your School organization. We believe that there is a moral obligation that we have to fulfill, if and when we assume leadership roles. Or in other words, “Be the Shepherd.”
I also have been taught that when you present you should lead with your second best material and end with your best material. For the presentation that you attended, I wanted the audience to leave with at-least the awareness that their leadership is bigger that just their self interest, again, “Be the Shepherd.”
I think we are on the same page with the understanding that non-profit leadership can be significantly different from for profit and para-military leadership. John Maxwell does an excellent job of describing this when he talks of "Church Leadership." Coercion can only take you so far, or to paraphrase Covey, "volunteers" are more productive than "employees."
As far as your question of follow-up; every group training and individual coaching session that we lead focuses on the need to place the needs of others above self. For us it is as simple as this - that is what coaches and shepherds do.
Think. Work. Achieve.
Your turn...
Sunday, July 12, 2009
A Reader Writes... (Cain's Commentary)
In response to some of my advice / commentary, a reader writes:
“I question the, ‘it's OK to be frequently wrong, but never in doubt,’ advice if you want to remain in a position of power within an organization. If you make 100 mistakes, but you demonstrate confidence in your actions and keep plowing along making mistakes, are your going to be OK?
I think you should learn from your mistakes and be wrong less frequently. Even if you show confidence that you are correct, others in the organization will lose confidence in your ability and stop following you. If you continue to plow ahead never in doubt, it indicates that you are either, incompetent, or out of touch with the reality of local control.”
SC Response
Excellent questions and points. Now, let’s talk. First, the proverb: “Great Principals are frequently wrong, but never in doubt.” This is a fundamental leadership practice and a critical nuance that even Fullan writes about. It recognizes the following duality: In complex and dynamic environments, as a leader you are forced to make decisions with incomplete information. When you do this, you will often decide wrong. If you wait too long, you will miss opportunities, also wrong. If as a leader, I know that there is a chance that my decision is wrong, and I let my team get a whiff of that, it will effect their morale and performance. If they know that I am completely confident, then they can be completely confident.
Two quick sayings that support this (both from Todd Whittaker).
1. When the principal catches a cold, the staff catches pneumonia; and
2. When you are the leader and someone asks you how things are going, the answer is always either, “Great,” or “Just like we planned.” Any other answer is a detriment to you, your team and the organization.
Now, if I know that I am frequently wrong, that means I always have to be scanning the environment, confirming data and listening to my team. That way, I can frequently adjust to maximize the effectiveness of the actions of the team. I view “frequently wrong,” as “constantly aware, aggressive and flexible.”
So you ask, “If I make 100 mistakes, yet remain confident, is that OK?”
To which I answer, it depends on who catches the mistake and when it is caught. If you and your team catch most of the mistakes early, you will fix them before anyone on the outside even knows that there might be an issue. It is amazing what you are able to figure out once you know for certain what does not work. We are in agreement, we should learn from our mistakes, but if I make 100 action oriented mistakes and you make just one, it won’t be long before I’m 100 times smarter than you are. This is one reason why the biggest leaps in the quality of our craft are now coming from schools that serve low SES students. Just to survive, the staff from those schools are forced to try and learn from their mistakes. Coasting is a career killer.
Which comes to where we disagree, you write, “If you continue to plow ahead never in doubt, it indicates that you are either, incompetent, or out of touch with the reality of local control.”
When I walk onto a campus that is in crisis, if I am not supremely confident in my ability (which I am) to get that campus turned around rapidly, in order to help students and save careers (which I do), that is a dead school walking.
Again, great questions and points, keep them coming!
Think. Work. Achieve.
Your turn…
“I question the, ‘it's OK to be frequently wrong, but never in doubt,’ advice if you want to remain in a position of power within an organization. If you make 100 mistakes, but you demonstrate confidence in your actions and keep plowing along making mistakes, are your going to be OK?
I think you should learn from your mistakes and be wrong less frequently. Even if you show confidence that you are correct, others in the organization will lose confidence in your ability and stop following you. If you continue to plow ahead never in doubt, it indicates that you are either, incompetent, or out of touch with the reality of local control.”
SC Response
Excellent questions and points. Now, let’s talk. First, the proverb: “Great Principals are frequently wrong, but never in doubt.” This is a fundamental leadership practice and a critical nuance that even Fullan writes about. It recognizes the following duality: In complex and dynamic environments, as a leader you are forced to make decisions with incomplete information. When you do this, you will often decide wrong. If you wait too long, you will miss opportunities, also wrong. If as a leader, I know that there is a chance that my decision is wrong, and I let my team get a whiff of that, it will effect their morale and performance. If they know that I am completely confident, then they can be completely confident.
Two quick sayings that support this (both from Todd Whittaker).
1. When the principal catches a cold, the staff catches pneumonia; and
2. When you are the leader and someone asks you how things are going, the answer is always either, “Great,” or “Just like we planned.” Any other answer is a detriment to you, your team and the organization.
Now, if I know that I am frequently wrong, that means I always have to be scanning the environment, confirming data and listening to my team. That way, I can frequently adjust to maximize the effectiveness of the actions of the team. I view “frequently wrong,” as “constantly aware, aggressive and flexible.”
So you ask, “If I make 100 mistakes, yet remain confident, is that OK?”
To which I answer, it depends on who catches the mistake and when it is caught. If you and your team catch most of the mistakes early, you will fix them before anyone on the outside even knows that there might be an issue. It is amazing what you are able to figure out once you know for certain what does not work. We are in agreement, we should learn from our mistakes, but if I make 100 action oriented mistakes and you make just one, it won’t be long before I’m 100 times smarter than you are. This is one reason why the biggest leaps in the quality of our craft are now coming from schools that serve low SES students. Just to survive, the staff from those schools are forced to try and learn from their mistakes. Coasting is a career killer.
Which comes to where we disagree, you write, “If you continue to plow ahead never in doubt, it indicates that you are either, incompetent, or out of touch with the reality of local control.”
When I walk onto a campus that is in crisis, if I am not supremely confident in my ability (which I am) to get that campus turned around rapidly, in order to help students and save careers (which I do), that is a dead school walking.
Again, great questions and points, keep them coming!
Think. Work. Achieve.
Your turn…
Great Advice - Col. Hunter Wisdom
When I was middle school and high school, before summer football practice would begin, I would go and spend a week with my uncle to get ready for the season. My uncle, a retired Marine fighter pilot and successful businessman would push me and my cousin to be ready both physically and mentally. When we were running hills at 5:30 in the morning, hoping not to puke and wanting to quit; right when I would think that I could go no further, he would be in my ear saying,
"Being great is based on how much pain you can endure."
This is brilliant advice, always given when it was needed the most. It was given right when I had a choice, quit and remain average, or find just enough guts to keep going to have the chance to perhaps experience “great.”
Uncle Harold understood Marzano, before Marzano did. His reinforcement of my effort not only kept me working at that moment, but helped me build habits that I still rely on to this day. You may be smarter, faster, richer and better looking than me. You may beat me soundly and often. But, I’ll never willingly and knowingly let you outwork me.
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...
"Being great is based on how much pain you can endure."
This is brilliant advice, always given when it was needed the most. It was given right when I had a choice, quit and remain average, or find just enough guts to keep going to have the chance to perhaps experience “great.”
Uncle Harold understood Marzano, before Marzano did. His reinforcement of my effort not only kept me working at that moment, but helped me build habits that I still rely on to this day. You may be smarter, faster, richer and better looking than me. You may beat me soundly and often. But, I’ll never willingly and knowingly let you outwork me.
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...
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