A Reader Asks - Suspendend Curriculum

An LYS reader asks:

“Sean, my high school has this plan not to teach the regular curriculum for the first week. We’re supposed to teach school rules, study skills and college enrollment information instead. What do you think?”

SC Response:
I understand that questions like this are loaded with nuance and contextual issues and obviously, I do not have all the facts, but here goes…

In general, I do not like the idea. High schools that do this are often trying to cover up the fact that they did a sub-par job of scheduling and are leveling classes for a week. Realizing that most teachers don’t want to start teaching until the class roster is settled, someone decides to create fluff and busy work to fill the time.

Now this begs all sorts of questions and observations, here are just two.

First, when every teacher I work with tells me that there are not enough days to cover everything in the curriculum, why would a school purposefully take a week of instruction from those teachers?

Second, I work with very large urban high schools that have all students scheduled and classes leveled by the second day of school. If that is not occurring on your campus, who is dropping the ball?

That being said, the idea of pre-teaching school and classroom rules is valid and one that I strongly recommend. However, it takes less than one class period to do it properly. The idea of teaching study skills is valid and one that I recommend. However, it should be embedded in the content of every class and reviewed on an as-needed basis. The idea of discussing college early and often is an idea that is valid and that I recommend. However, this too should be embedded in every class, throughout the year.

In summary, without knowing any facts other than your question, it sounds like your campus is covering up significant system failures with camouflaged busy work. I would recommend that the campus spend the first day of school on the busy work (first period – school rules; second period – class rules; third period – graduation requirements; fourth period – task management; fifth period – college enrollment; etc.) and start teaching the curriculum at full speed on Day 2.

Think. Work. Achieve.

Your turn...

A Reader Asks... Staff Handbooks

A LYS reader asks:

“Hey Sean, I have been thinking about my staff handbook over the past month and I remember reading your post whereby you talked about a simple handbook you used in the past. What did you include? I really want to get away from having a book just because that is the way it has always been done. I want something that will actually be used and looked at!”

SC Response
What I did with my handbook was to write it based on my expectations. For example, instead of saying "You are late if you are not here by...," I wrote, "All staff are expected to be on time." For dress code, I wrote, "Staff will dress at or above student dress requirements."

As for topics, I tried to cover the things that everyone needed to know. On all the things that were in the previous handbook, but we never had to deal with, I wrote a statement along the lines of, "In situations and cases not addressed in this book, staff are expected to conduct themselves as professionals and rely on their training, experience, and common sense."

My idea was to set a standard, instead of trying to manage to every possible exception. By doing that, I was able to dramatically reduce the size of the handbook and it changed the conversations that I had with staff. Instead of arguing the validity of an excuse, discussions were based on the fact that an expectation was not met and what the staff member must do to meet the expectation in the future.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Dress Code - Part 10)

In response to posts on dress codes, a reader writes:

“What a hot topic! Let me say that I have never had significant input into dress code, even though I have led schools. In the districts I have worked in, dress codes were decided by parent and teacher committees and the principal was expected to enforce the dress code. As many things coming out of committee, the dress code ended up being a series of compromises. Some of these compromises led to serious inconsistencies, a point the poster points out. The principal is then left in tight spot. If you enforce a dress code which is inconsistent or unfair, you lose credibility. If you don't enforce the dress code, you lose credibility. So, for me dress codes have always represented a choice between two ditches I had to die in. The only dress codes I have seen work in schools are the ones that define what kids can wear. Yet most dress codes are lists of what is not acceptable, which seems to be an ever growing and non-ending list.”

SC Response
At this point, this topic is now the all time post champion. Just to repeat, when it comes to dress codes, I can argue pro or con. If dress code is not a concern on your campus don’t make it one unless it serves a greater purpose. If it does serve a greater purpose, make sure that the staff models the expectation. Understand that all student performance is driven by adult practice. If you what the students to change, change the adults first.

Remember K.I.S.S. (Keep It Short and Simple). Don’t over complicate things and stay consistent. I once was working with a group of teachers and administrators that spent 2 hours hammering out dress code requirements and consequences for non-compliance. They then went to the next item of agenda, “Crazy T-shirt and Hat Day.” I was the only one who saw the irony.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Dress Code - Part 9)

In response to posts on dress codes, a reader writes:

“As professionals, we have to look and act the part. We in the education profession complain that the profession is not given the respect that it is due (at times the complaints are justified). However, we have to remember that appearance is extremely important in conveying a professional image. Respect is earned by our actions. We have to "dress for success". Not just for ourselves, but for our students. We have to show the students that we take pride in our jobs and in their education.”

Think. Work. Achieve.

Your turn...

A Reader Writes... (Dress Code - Part 8)

In response to posts on dress codes, a reader writes:

“I have to agree with Sean about establishing a safe and productive learning environment being the baseline determination for addressing such "trivial" matters as dress code, hallway loitering, questionable language, a laxed monitoring of cell phone / I-pod / computer usage, and late homework policies.

We may think paying attention to these issues distracts us from the real goal of student performance. We may declare it is taking too much of our time. In reality, the lack of control which comes from not being consistent with the established policies before today is now demanding more that time be re-invested. Behavioral psychologists will tell you, "It is much easier to be stern at first and work into a trusting relationship than trying to gain control once you have lost it by being too tolerant in the beginning."

A little time invested in stating the policy, being consistent with its implementation, and focusing on the human goals of success and achievement instead of letting other things become the priority means more time will be spent on instruction and learning.

Discipline does not have to be the whipping boy. It can be the ally to productive learning environments, establishing a culture and climate of individual and team success, and most of all, an opportunity to show faculty and students alike that you care enough to pay attention to details that you believe are important to be outstanding students and leaders.”

SC Response
Excellent argument and one that I agree with, point by point. Here is the issue that a lot of leaders (especially the new ones) often have. They will ask, “Who am I to decide what is right and what is important?”

To which I respond, “You are the leader, if you don’t decide, no one else will. That’s why you get paid the medium sized bucks.”

Think. Work. Achieve.

Your turn...

A Reader Writes... (Dress Code - Part 7)

In response to posts on dress codes, a reader writes:

“Cain nailed it when he writes,

‘Therefore, pick your battle. When you are constantly nagging students about shoelaces, their energy is directed towards deviant shoelaces, not more destructive and dangerous behaviors.’

This could be a quote from Sun Tzu. Pick the time and place of the battle. Strike a target of no great interest in order to take the enemy away from the real, greater objectives.

I think I will now refer to Cain as, ‘Sean Tzu.’ Seriously, this puts the issue in perspective for me and I now see the issue in a different way. Thanks.”

SC Response
Flattery will get you everywhere. Seriously, this is in line with what I advise to new AP’s. I tell them to view school as a game, where everyone has a different definition of victory. Their job is to keep the system moving in a way that the other definitions of victory are not in direct conflict with the big picture. And if you lose sometimes, it’s not personal, just reset the game and start playing again. But always keep playing.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Dress Code - Part 6)

In response to posts on dress codes, a reader writes:

“I am going to be upfront and say that I am speaking on this issue from two sides: as a school administrator and as a parent. As an administrator, I agree that implementing a dress code is an important factor in preparing students to meet "middle class job expectations." I also believe there is a sense of what most people consider "acceptable"dress code standards that allow for the academic day to be carried off in an effective manner. A shirt being tucked in/untucked vs. low-riding jeans with underwear being exposed are on different levels. This is where I think you "pick" the battle.

However, I do think the dress code, the environment, the building appearance, and all the other "ancillary" issues do have to be dealt with simultaneously with the "fundamental" academic issues. My school currently works with Sean and by addressing the "ancillary" issues at the same time as we have been working on the "fundamental” issues, we have seen a tremendous measurable growth in both the students and the staff in their dedication and pride in the appearance and maintenance of the building, along with tremendous growth in academics.

There is one line in a previous poster's comments that I also agree with to an extent.

"Perhaps we focus on ancillary issues because we simply don't have the courage to improve our fundamentals."

This is generally my view of my child's current administration at her high school. While my daughter has not been sent home yet for dress code violations, numerous friends of hers have been sent home. Usually the violations are skirts or shorts are too short or the jeans have holes in them. If I walked onto her campus and saw the rest of the students dressed in a "middle class expectation” manner, then I would feel confident that her school's leadership was on track with issuing the violations. Yet, I have walked in and seen students with hair spiked several inches, colored hair, low-riding jeans, "gangster-like" dress, etc.

I have discussed this with her and her friends (students who are in the top 10% of the class), and they "feel" as if the administration does not address the other kids because their leaders are scared to make the "bad kids" mad, so they let them get away with the dress code violations. They believe the leaders know that her group of friends care about their grades and transcripts, and therefore know they will respond appropriately to the administrators issuing violations.

Since fights occur on almost a daily basis at her school, I do think sending home students in the top 10% of the class for dress code violations is not the most valuable way the administrators could be utilizing their time.

This blog often discusses that as leaders we can not lead in fear, and we can not lead by picking just certain issues to address. The standards that are set in place for both ancillary and fundamental issues must be addressed simultaneously for all students to achieve success."

SC Response
Great observation and argument! There are two things I want to highlight. First, the system does not operate in a vacuum, the ancillary supports the fundamentals and the fundamentals support the ancillary. Ignore either and both suffer. Second, no matter what we think and/or say, the students recognize the “real” system and use it to their advantage. What I find frustrating (and intellectually fascinating) is how a staff can become aggressively blind to the “real” system when it is contrary to adult agendas.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Dress Code - Part 5)

In response to posts on dress codes, a reader writes:

“Although I'm not a teacher, principle or school administrator, I am a professional that works in the area of pediatric health (leadership is leadership). I too am held accountable to a dress code standard. If we had a school like "hang up" on adhering to and enforcing a look of self pride and professionalism, I believe the level of care to our patients would suffer.

Really, don't sweat the small stuff! As Nike says...JUST DO IT! and move on. Be proud to LEAD by example.

As a child, I grew to hate the following quote, "Do as I say, not as I do." Followed by, "For the king can do NO wrong!" Is that really what you want to teach your student?

Let me leave you with one more thought. As a “parent,” which hospital would you choose? The one that looks like it is run by professionals or the one that looks like it is run by people heading for the mall on the week-end. Looks matter."

SC Response
The writer makes an excellent point. We expect professionals to look like professionals. I used to remind my staff that the community doesn’t know what quality instruction looks like, so they form their opinion based on how we look.

Think. Work. Achieve.

Your turn...