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This post is not an attack on programs. Programs work. Instead, this is a post about seeing the forest from the trees.
I was recently asked by a superintendent to sit in on a central office planning session in a large urban district. The district instructional specialists were presenting the programs they were bringing in to meet the needs of the students who were falling through the cracks. Each content area had their program of choice.
In this district, there are more students falling thru the cracks than there are those who are successful. This is not a crack. This is a broken system with a handful of students who are able to overcome their learning environment.
Specific programs were championed because they worked in spite of the staff. The root cause of the problem, initial teaching, was never discussed.
The answer is not programs; the answer is better initial first teaching. Quality initial first teaching reduces the reliance on programs, reduces special education referrals, reduces the need for tutoring, and increases the performance of every student.
So you have to ask yourself, how are you using your programs? Are the programs tools that increase the effectiveness of quality instruction? If so, invest. Or are the programs a crutch to hold up poor instruction? If so, ditch the programs and fix instruction and instructional leadership.
Think. Work. Achieve.
Your turn...
Saturday, August 22, 2009
Thursday, August 20, 2009
A Reader Writes... (Schaper Wisdom Commentary)
In response to "Schaper’s Wisdom," a reader writes:
“Having served six years in the charter school system working with students seriously at-risk of never achieving high school graduation with a diploma or G.E.D. because history has not been fair to them in and out of the classroom, I have come to look at NCLB with a certain relational resolve that says, "If No Child Left Behind is to be successful, we must Know the Child being Left Behind before they are left behind."
1. This forces us to be proactive earlier and with greater diligence to student learning needs, styles and goals.
2. Whenever we get the students, we must assess not only their content knowledge, but their skill knowledge for learning. Understanding their capacity to learn is one thing, empowering that capacity to its fullest is critical.
3. Lastly, if there isn't a serious effort to connect student-learner and instructional learner in a shared learning experience, success will be difficult. Connecting early builds opportunities for life-long learning success in and out of the classroom.”
SC Response
I can’t argue with the writer and the resolve he talks about is a great kick off discussion for the start of every school.
Think. Work. Achieve.
Your turn...
“Having served six years in the charter school system working with students seriously at-risk of never achieving high school graduation with a diploma or G.E.D. because history has not been fair to them in and out of the classroom, I have come to look at NCLB with a certain relational resolve that says, "If No Child Left Behind is to be successful, we must Know the Child being Left Behind before they are left behind."
1. This forces us to be proactive earlier and with greater diligence to student learning needs, styles and goals.
2. Whenever we get the students, we must assess not only their content knowledge, but their skill knowledge for learning. Understanding their capacity to learn is one thing, empowering that capacity to its fullest is critical.
3. Lastly, if there isn't a serious effort to connect student-learner and instructional learner in a shared learning experience, success will be difficult. Connecting early builds opportunities for life-long learning success in and out of the classroom.”
SC Response
I can’t argue with the writer and the resolve he talks about is a great kick off discussion for the start of every school.
Think. Work. Achieve.
Your turn...
A Reader Writes... (Dying in Ditches - Part 2)
In response to the recent post, “Dying in Ditches,” a reader writes:
“I like this poster as he or she seems to be a Steven Covey fan. First, I agree that the road between the two ditches can be traveled. I have traveled it and in fact find myself traveling it again. Like Cain, I have never died in a ditch, although I have died taking hills, after I took them. I suppose you can say I died of my wounds. So yes, you can not choose a ditch and can instead choose the path, but it still may not be safe. You just hope you can do something for kids along the way.
I agree with the writer’s statement, "When the focus is on instruction and student mastery through exemplary instruction, the "other" issues either resolve themselves or become unimportant."
But, I have to add, that it doesn't always work that way. As Cain points out, when people have agendas other than kids, leadership gets sticky. I am in a district now where the entire climate and culture is openly hostile towards the needs of kids. The adults have arrived at a consensus that allows adult co-existence. The sacrifice for this stale-mate is quite literally human, as the kids are paying a tremendous price.
What is tragically funny is that the adults all know the right talk and talk a great story. But it is just talk. There is not sufficient moral conviction amoung the leadership to break the adult alliances and to focus on kids. The few leaders with any moral conviction whatsoever quickly become victims of the adult serving machine.
In this particular district, the truth is quite one sided, and it is not in the favor of kids. So, I agree with the poster, and I hope to work in a school like the ones described. I have always worked on the uncharted edges of the map, and sometimes "there be monsters there."
SC Response
I wish I could tell you that this writer is wrong and cynical, but I can’t. This writer works in one of the most dysfunctional districts I have ever come across. The hope is that the mavericks in the district (in this case, teachers and Principals who are student focused) can carve out just enough student success so that the inevitable attacks from the vested interests are viewed as purposefully self-serving.
Keep fighting the good fight for your students. If you don’t, who will?
Think. Work. Achieve.
Your turn...
“I like this poster as he or she seems to be a Steven Covey fan. First, I agree that the road between the two ditches can be traveled. I have traveled it and in fact find myself traveling it again. Like Cain, I have never died in a ditch, although I have died taking hills, after I took them. I suppose you can say I died of my wounds. So yes, you can not choose a ditch and can instead choose the path, but it still may not be safe. You just hope you can do something for kids along the way.
I agree with the writer’s statement, "When the focus is on instruction and student mastery through exemplary instruction, the "other" issues either resolve themselves or become unimportant."
But, I have to add, that it doesn't always work that way. As Cain points out, when people have agendas other than kids, leadership gets sticky. I am in a district now where the entire climate and culture is openly hostile towards the needs of kids. The adults have arrived at a consensus that allows adult co-existence. The sacrifice for this stale-mate is quite literally human, as the kids are paying a tremendous price.
What is tragically funny is that the adults all know the right talk and talk a great story. But it is just talk. There is not sufficient moral conviction amoung the leadership to break the adult alliances and to focus on kids. The few leaders with any moral conviction whatsoever quickly become victims of the adult serving machine.
In this particular district, the truth is quite one sided, and it is not in the favor of kids. So, I agree with the poster, and I hope to work in a school like the ones described. I have always worked on the uncharted edges of the map, and sometimes "there be monsters there."
SC Response
I wish I could tell you that this writer is wrong and cynical, but I can’t. This writer works in one of the most dysfunctional districts I have ever come across. The hope is that the mavericks in the district (in this case, teachers and Principals who are student focused) can carve out just enough student success so that the inevitable attacks from the vested interests are viewed as purposefully self-serving.
Keep fighting the good fight for your students. If you don’t, who will?
Think. Work. Achieve.
Your turn...
Tuesday, August 18, 2009
A Reader Writes... Hey, Don!
Hey Don, I was echoing your advice just today!
I told my team that my mentor (The E. Don Brown) always said that a well ran school is teaching by second period on the first day of school. E. Don also taught me to issue books and to do other administrative tasks on the fly. Never take out a day of instruction for stuff and things.
This sends a strong message to students and is contrary to most of their expectations. It sets a tone for the year. On the administrative side, my team was hyper-monitoring classrooms on day 2 and coaching teachers for improved instruction on day 4. We went Academically Recognized in one year.
Thanks, Don and Sean.
SC Response
Thanks for the credit, but you and your staff did all the heavy lifting. All we did was say, “Go get ‘em!”
Just so the other LYS readers know, the reader who sent this in is the only principal I am aware of, who has taken not one, but two high schools from unacceptable to recognized in less than two years.
Think. Work. Achieve.
Your turn...
I told my team that my mentor (The E. Don Brown) always said that a well ran school is teaching by second period on the first day of school. E. Don also taught me to issue books and to do other administrative tasks on the fly. Never take out a day of instruction for stuff and things.
This sends a strong message to students and is contrary to most of their expectations. It sets a tone for the year. On the administrative side, my team was hyper-monitoring classrooms on day 2 and coaching teachers for improved instruction on day 4. We went Academically Recognized in one year.
Thanks, Don and Sean.
SC Response
Thanks for the credit, but you and your staff did all the heavy lifting. All we did was say, “Go get ‘em!”
Just so the other LYS readers know, the reader who sent this in is the only principal I am aware of, who has taken not one, but two high schools from unacceptable to recognized in less than two years.
Think. Work. Achieve.
Your turn...
Monday, August 17, 2009
Don Brown Writes - First Day of School
I just wanted to weigh in on the new question about the suspended curriculum. I was getting a little tired of the "dress code discussions" last week.
As the principal of a large 5A high school for many years this was a really hot button topic for me. I was very clear about the fact that teachers are hired to teach and that everyone was expected to be into their first day’s learning objective by 9:30am on the first day of school. All classes would meet on a slightly abbreviated schedule for that first day as the administrators and councilors got any new students into their first class by 9:30. Teachers were asked to briefly review their class rules and then begin to teach, which they did.
During the first two weeks of school, the administrative staff visited every 2nd period class and were personally responsibility for distributing student handbooks; reviewing the critical information, expectations and consequences covered in the handbook; and collecting the signed handbook receipt forms.
It was good for students because they received the information directly from the people accountable for school management. It was good for teachers, because some were less than effective or accurate, because they did not want to do school policy or did not personally agree with school policy.
It was time well spent for school administrators, since they conducted the training, student and parent could not claim that the rules had never been explained to the child. However, when you do this, avoid the following mistake:
Do not call students into a large group (all school or grade level) in an attempt to speed up the handbook communication process. You need to make the personal connection with students in their classroom and it is always good for the teachers to listen as campus leadership explains why rules and policies are necessary.
Let the teachers teach and the administrators administer.
EDB
As the principal of a large 5A high school for many years this was a really hot button topic for me. I was very clear about the fact that teachers are hired to teach and that everyone was expected to be into their first day’s learning objective by 9:30am on the first day of school. All classes would meet on a slightly abbreviated schedule for that first day as the administrators and councilors got any new students into their first class by 9:30. Teachers were asked to briefly review their class rules and then begin to teach, which they did.
During the first two weeks of school, the administrative staff visited every 2nd period class and were personally responsibility for distributing student handbooks; reviewing the critical information, expectations and consequences covered in the handbook; and collecting the signed handbook receipt forms.
It was good for students because they received the information directly from the people accountable for school management. It was good for teachers, because some were less than effective or accurate, because they did not want to do school policy or did not personally agree with school policy.
It was time well spent for school administrators, since they conducted the training, student and parent could not claim that the rules had never been explained to the child. However, when you do this, avoid the following mistake:
Do not call students into a large group (all school or grade level) in an attempt to speed up the handbook communication process. You need to make the personal connection with students in their classroom and it is always good for the teachers to listen as campus leadership explains why rules and policies are necessary.
Let the teachers teach and the administrators administer.
EDB
Sunday, August 16, 2009
A Reader Writes - Dying In Ditches
In response to recent posts, a reader writes:
“There is one thing a reader said that resonated with me and not just about dress code issues, but a lot of the culture and climate issues which are decided by those who are not the instructional leaders of campuses and districts, but well-intentioned nonetheless.
The reader wrote, "...always represented a choice between two ditches I had to die in."
I would observe that what can exist between two ditches is a road that may be less travelled than the ditches of despair we, as administrators, are thrown into or dive into for cover. What I mean to say is that the truth of the matter we seek is never one-sided. Truth is what exists between the extremes reached not by compromise but by consensus.
As we know compromise is, "I have to give up something to get something" and consensus is, “That to which we all can agree.” When it comes to deciding on most every school issue we have too often forgotten to focus on the win-win of consensus on issues of real importance, experience the success of those ventures, and then collaboratively work on what is left. When the focus is on instruction and student mastery through exemplary instruction, the "other" issues either resolve themselves or become unimportant. Instead of focusing on ditches, build roads and bridges.”
SC Response
Excellent points. In my own experience, I have never “died in a ditch.” Though there have been a number of hills I should not have taken. Here is what I think is a key point. Consensus is what you should strive for, if you are dealing with reasonable people, with decent levels of capacity, and agendas that are not openly detrimental to students. In that case, the consensus answer is most likely the best answer.
On the other hand, if the any of the three criteria I just mentioned are not present, it creates a quite different leadership arena, one that could be described as a “sprint on a high wire.” When you find yourself in this situation, you have to set the path, build capacity, add by subtraction and communicate constantly. Be a dictator too long and they will hang you. Be ineffective too long and you will be fired.
Leadership done right is situational and risky. But remember, we all volunteered for the job.
Think. Work. Achieve.
Your turn...
“There is one thing a reader said that resonated with me and not just about dress code issues, but a lot of the culture and climate issues which are decided by those who are not the instructional leaders of campuses and districts, but well-intentioned nonetheless.
The reader wrote, "...always represented a choice between two ditches I had to die in."
I would observe that what can exist between two ditches is a road that may be less travelled than the ditches of despair we, as administrators, are thrown into or dive into for cover. What I mean to say is that the truth of the matter we seek is never one-sided. Truth is what exists between the extremes reached not by compromise but by consensus.
As we know compromise is, "I have to give up something to get something" and consensus is, “That to which we all can agree.” When it comes to deciding on most every school issue we have too often forgotten to focus on the win-win of consensus on issues of real importance, experience the success of those ventures, and then collaboratively work on what is left. When the focus is on instruction and student mastery through exemplary instruction, the "other" issues either resolve themselves or become unimportant. Instead of focusing on ditches, build roads and bridges.”
SC Response
Excellent points. In my own experience, I have never “died in a ditch.” Though there have been a number of hills I should not have taken. Here is what I think is a key point. Consensus is what you should strive for, if you are dealing with reasonable people, with decent levels of capacity, and agendas that are not openly detrimental to students. In that case, the consensus answer is most likely the best answer.
On the other hand, if the any of the three criteria I just mentioned are not present, it creates a quite different leadership arena, one that could be described as a “sprint on a high wire.” When you find yourself in this situation, you have to set the path, build capacity, add by subtraction and communicate constantly. Be a dictator too long and they will hang you. Be ineffective too long and you will be fired.
Leadership done right is situational and risky. But remember, we all volunteered for the job.
Think. Work. Achieve.
Your turn...
Great Advice - Schaper Wisdom
Early in my career as a fixer, I was in a meeting with some district principals and administrators. The issue was seriously delinquent students and what to do with them. Most of the solutions entailed expulsions and looooong suspensions. The Deputy Superintendent stepped in the room, assessed the conversation for about 2 minutes and said this,
“I want everyone one of you in this room to understand this. These kids may be turds, but they are MY turds.”
He then turned and left the meeting. Obviously, once he left, the district people began to think of solutions that kept HIS students in school and productive.
Here’s what I learned in the span of less than five minutes.
1. It is easy to teach the easy.
2. Even good people just want their problems to go away.
3. Perhaps the most important duty you have when you have power and influence is to love the unlovable.
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...
“I want everyone one of you in this room to understand this. These kids may be turds, but they are MY turds.”
He then turned and left the meeting. Obviously, once he left, the district people began to think of solutions that kept HIS students in school and productive.
Here’s what I learned in the span of less than five minutes.
1. It is easy to teach the easy.
2. Even good people just want their problems to go away.
3. Perhaps the most important duty you have when you have power and influence is to love the unlovable.
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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