Posts
We got a little side tracked with the start of school (duh…), so let’s circle back to a conversation that started last week, but didn’t get finished. A reader follows up with this comment to, “The Problem with Programs.”
“This is an interesting post because I actually discuss this issue in a piece I am working on.
I have never seen a school “program” itself to success. I have seen successful schools with programs, but the programs are not the cause of the success. The idea that mimicking the programs of a successful school will make your school successful is ridiculous, but that is exactly how programs are marketed.
As Cain says, a common reason for programs is to prop up a weak system. I suspect that the reason administrators want to prop up weak systems rather than to fix them is either due to ignorance or a lack of courage to take on tough tasks. If the problem is lack of courage, you need some new administrators. If the issue is ignorance, keep working with Lead Your School.”
SC Response
I was having a conversation earlier this week with a friend, that also touched on this issue. Both of us want our teachers and our students to have cutting edge tools and technology in order to create exciting and engaging instruction and classrooms. But we are both painfully aware that “sizzle” does not create critical thinkers on a massive scale. Creating huge numbers of students who are critical thinkers requires the “steak” of quality, first line instruction – day in and day out.
The model I believe in and work to build in LYS campuses and districts is grounded in Marine Corp doctrine. The Marine Corp operates under the tenet that every marine is a rifleman. This means that every high tech tool and weapon that they purchase must improve the effectiveness of the rifleman. But most importantly, they all keep training as riflemen. That way, as equipment fails or is unavailable, the individual marine is still formidable and effective.
The school version of Marine Corp doctrine is that every education professional is a teacher. We are all trained in and practice the fundamentals of instruction. Every tool and program should be evaluated in terms of how it improves the quality of instruction. But we can not abandon our core. If a computer crashes, the power goes out, or the text book does not arrive, we have to step up to the chalk board and teach with passion, skill, and effectiveness. The student should not even be aware that we are operating under "Plan B."
The day the program replaces the teacher is the day we no longer need teachers. The day we no longer need teachers is the day we no longer need schools. If that day occurs, shame on us.
Think. Work. Achieve.
Your turn...
Saturday, August 29, 2009
Thursday, August 27, 2009
Campus Visits
My favorite time of year is the first week of school. For me, it is better than Christmas morning. The first week is the payoff for an entire summer of planning, hard work and anticipation. After two days of sitting on the sidelines, I had to go visit schools. Over the last two days, I have visited 9 schools. Six with principals that I have a working relationship with, and three school with principals that I do not.
The difference between the two groups has been dramatic. There was a sense of excitement and fun on the LYS campuses. Teachers were teaching, students were engaged and there was no one wandering the halls. Things were a little more ragged on the non LYS campuses. Students and teachers were working, but they are already a half-step behind the LYS schools
Kudos to the students, staff and leaders of the six schools, you know who you are.
Think. Work. Achieve.
Your turn...
The difference between the two groups has been dramatic. There was a sense of excitement and fun on the LYS campuses. Teachers were teaching, students were engaged and there was no one wandering the halls. Things were a little more ragged on the non LYS campuses. Students and teachers were working, but they are already a half-step behind the LYS schools
Kudos to the students, staff and leaders of the six schools, you know who you are.
Think. Work. Achieve.
Your turn...
First Day of School - Report 6
Yesterday, I talked to principals of three of the schools that I recently began working with. All three had the variation of the same story. On the second day of school, they sat in on grade level / content area planning sessions. Quickly realizing that no one intended to do any actual planning, they jump started the process. The immediate question was, “Why the rush?”
To which the universal response was, “This is the second day of instruction. In twelve days we will have our first common assessment. Our students will be ready.”
All three were surprised by lack of initial urgency, yet excited by how the teachers responded after the issue was addressed.
This is a concrete example of a theme that is constantly touched on in the blog posts. People will do what they are allowed to do and people respond to more positively to inspired hands-on leadership than they do to remote managerial mandates.
Think. Work. Achieve.
Your turn...
To which the universal response was, “This is the second day of instruction. In twelve days we will have our first common assessment. Our students will be ready.”
All three were surprised by lack of initial urgency, yet excited by how the teachers responded after the issue was addressed.
This is a concrete example of a theme that is constantly touched on in the blog posts. People will do what they are allowed to do and people respond to more positively to inspired hands-on leadership than they do to remote managerial mandates.
Think. Work. Achieve.
Your turn...
First Days of School - Report 5
The reports keep coming in. Another “Brown” Guy writes :
“I want to weigh in on the first day of school.
As you know, I just took over a school that was operating way below its potential. I was in every classroom yesterday and today. Yesterday was a typical 1st day - handing out paperwork, lockers, books and making ID's - but today we were teaching.
It's amazing what happens when you set a crystal clear expectation and then monitor to make sure it happens. According to some staff members, we will get at least a week jump on last year, instructionally.
SC Response
First, great job. This will be what, school number six that you will turn around?
Second, this writer touches on one of the things that drives me nuts about most schools. Every teacher I work with complains that there is too much to teach and not enough time to teach it (sometimes - a valid complaint). Yet most schools are comfortable easing into the school year, wasting anywhere from 2 days to 2 weeks of instruction.
It is hard to argue against the unreasonableness of outside expectations, when so many of us provide ammunition for the opposition, starting on day one.
Now to finish on a positive, yesterday I visited this campus. No one knew that I was coming or who I was. Everyone staff member I talked to mentioned how much they like the new principal, his message, and how excited they are about this year. The message, "We will work hard and our students will succeed."
Think. Work. Achieve.
Your turn...
“I want to weigh in on the first day of school.
As you know, I just took over a school that was operating way below its potential. I was in every classroom yesterday and today. Yesterday was a typical 1st day - handing out paperwork, lockers, books and making ID's - but today we were teaching.
It's amazing what happens when you set a crystal clear expectation and then monitor to make sure it happens. According to some staff members, we will get at least a week jump on last year, instructionally.
SC Response
First, great job. This will be what, school number six that you will turn around?
Second, this writer touches on one of the things that drives me nuts about most schools. Every teacher I work with complains that there is too much to teach and not enough time to teach it (sometimes - a valid complaint). Yet most schools are comfortable easing into the school year, wasting anywhere from 2 days to 2 weeks of instruction.
It is hard to argue against the unreasonableness of outside expectations, when so many of us provide ammunition for the opposition, starting on day one.
Now to finish on a positive, yesterday I visited this campus. No one knew that I was coming or who I was. Everyone staff member I talked to mentioned how much they like the new principal, his message, and how excited they are about this year. The message, "We will work hard and our students will succeed."
Think. Work. Achieve.
Your turn...
First Day of School - Report 4
More first day of school good news, a reader writes:
“I assumed the principalship of a high school that was unacceptable two years in a row. My first year we were Academically Acceptable. Last year we were Recognized.
This year for the start of school, we had a plan and worked the plan. By second period it was like a normal day. Good transition and instruction going on in every class. The key was we had a plan and each teacher bought into the plan.
Create a plan and work the plan. The tone for the entire year was set by having instruction on the first day, and forty-five minutes into the day.”
SC Response
Standard fare from a "Brown" Guy (or Gal)
Think. Work. Achieve.
Your turn...
“I assumed the principalship of a high school that was unacceptable two years in a row. My first year we were Academically Acceptable. Last year we were Recognized.
This year for the start of school, we had a plan and worked the plan. By second period it was like a normal day. Good transition and instruction going on in every class. The key was we had a plan and each teacher bought into the plan.
Create a plan and work the plan. The tone for the entire year was set by having instruction on the first day, and forty-five minutes into the day.”
SC Response
Standard fare from a "Brown" Guy (or Gal)
Think. Work. Achieve.
Your turn...
Tuesday, August 25, 2009
A Reader Asks the LYS Nation...
A reader asks:
“Since we are at the beginning of the year, I have some questions to ask the seasoned veterans out there.
What is the first priority of administrators? Is it instruction, or manipulation and utilization of systems? Because what I am experiencing right now is traditional administration philosophy reigning supreme.
How do you change or excel when you are not in charge? Will I sink with a ship that will not move in the direction I want to head? How do you move others up to your level when you are moving at a fast pace towards student success?"
SC Response
Question 1 (Priority): The first priority is determined by the current state of events. If the campus is a trashed out zoo, the first priority is to regain control and create an environment conducive to instruction. If you have strong teachers, the first priority is to get them the resources they need to be successful. If you have weak teachers, the first priority is ramping up first line teaching and student remediation and intervention. Bottom line, hit the issues that create the greatest positive movement in student performance.
Question 2 (Change without ultimate power): When you don’t have ultimate power, you focus on the areas where you can effect change. Either your part of the world serves as the lead goose for the rest of the organization, or at the very least, you effect positive change for the students and staff you are responsible for. I do know this, we think that the people above us call all the shots, but you actually have the most control when you are in close proximity to the students. When I was an AP, I had control. Every position after that, I just had influence.
Question 3 (Sinking ship): If you are on a sinking ship and leadership is oblivious, leave. In the short run, we all may have to work for weak leader. But in the long run, don’t be a fool, work with and for someone with vision, energy and integrity.
Question 4 (Pace): Don’t slow down, constantly push and pull your staff and students. Adults have the luxury of time, students do not. The adults that can keep up, will. The adults who can’t, will go somewhere else. Just remember to keep coaching, supporting and communicating with your team. Your team will stick with you if they know where they are going and what they need to accomplish. Quit talking to them and make them fend for themselves, and you deserve it when they shut down.
Think. Work. Achieve.
The request was made LYS readers, now it is your turn to answer...
“Since we are at the beginning of the year, I have some questions to ask the seasoned veterans out there.
What is the first priority of administrators? Is it instruction, or manipulation and utilization of systems? Because what I am experiencing right now is traditional administration philosophy reigning supreme.
How do you change or excel when you are not in charge? Will I sink with a ship that will not move in the direction I want to head? How do you move others up to your level when you are moving at a fast pace towards student success?"
SC Response
Question 1 (Priority): The first priority is determined by the current state of events. If the campus is a trashed out zoo, the first priority is to regain control and create an environment conducive to instruction. If you have strong teachers, the first priority is to get them the resources they need to be successful. If you have weak teachers, the first priority is ramping up first line teaching and student remediation and intervention. Bottom line, hit the issues that create the greatest positive movement in student performance.
Question 2 (Change without ultimate power): When you don’t have ultimate power, you focus on the areas where you can effect change. Either your part of the world serves as the lead goose for the rest of the organization, or at the very least, you effect positive change for the students and staff you are responsible for. I do know this, we think that the people above us call all the shots, but you actually have the most control when you are in close proximity to the students. When I was an AP, I had control. Every position after that, I just had influence.
Question 3 (Sinking ship): If you are on a sinking ship and leadership is oblivious, leave. In the short run, we all may have to work for weak leader. But in the long run, don’t be a fool, work with and for someone with vision, energy and integrity.
Question 4 (Pace): Don’t slow down, constantly push and pull your staff and students. Adults have the luxury of time, students do not. The adults that can keep up, will. The adults who can’t, will go somewhere else. Just remember to keep coaching, supporting and communicating with your team. Your team will stick with you if they know where they are going and what they need to accomplish. Quit talking to them and make them fend for themselves, and you deserve it when they shut down.
Think. Work. Achieve.
The request was made LYS readers, now it is your turn to answer...
First Day of School - Report 3
Again, I have had a number of good reports about the start of school. But, here is a telling comment from an LYS teacher leader at tough inner-city school.
“How often the does the first day of school operates by this simple rule?
'Don't hold students to a different accountability than the one you are willing to exercise for yourself.'
I sat in a staff meeting and listened as the principal reviewed the calendar, bell schedule and required discipline strategies thoroughly. He checked often for hearing. Teachers nodded their heads in agreement and consent. There were murmurings of consensus and understanding. When it came time for further questions new teachers raised their hands and veterans who had a need to exert being heard spoke without waiting. Everyone gave the appearance to being on the same page.
That is, until the first bell rang and students began to work their way through the halls with schedules in hand. No sooner said than done the very guidelines that had been presented to which there was uniform consent flew right out the window.
Was there any review of the expectations and changes with the students? No.
Did teachers demonstrate mastery skills of compliance and order? Apparently not!
But, teachers threw their hands up declaring "Nobody told me about that!" or "Don't complain to me, it wasn't my fault."
Maybe we would see great results on accountability assessments when we focus our own attention not to our own classroom processes but working together as a team sharing accountability in failures as much as we do in successes.
Thank goodness, we get to operate on a universal principal of the second day of school:
"There is always tomorrow!"
SC Response
Two things: Most teachers are conscientious and hard working; I don’t question that at all. But people, in general, do what is expected of them and what is monitored. That is why system failure is leadership failure.
It is not just enough for leadership to just state the expectation. Leadership has to monitor the expectation, not from the desk or office, but from the front lines where the action is. It is only from the front lines that leadership can identify needed resources and get them to staff in a timely fashion. It is only from the front lines that leadership can solve the little thing before it grows into a big thing. It is only from the front lines that leadership can immediately recognize and reinforce those putting forth an honest effort. And it is only from the front lines that leadership can address the “half steppers,” in order to get a little help for those who are motivated and on board.
If a few staff are not meeting expectations, that is a personnel issue. If a lot of staff are not meeting expectations, that is a system and leadership issue.
Think. Work. Achieve.
Your turn...
“How often the does the first day of school operates by this simple rule?
'Don't hold students to a different accountability than the one you are willing to exercise for yourself.'
I sat in a staff meeting and listened as the principal reviewed the calendar, bell schedule and required discipline strategies thoroughly. He checked often for hearing. Teachers nodded their heads in agreement and consent. There were murmurings of consensus and understanding. When it came time for further questions new teachers raised their hands and veterans who had a need to exert being heard spoke without waiting. Everyone gave the appearance to being on the same page.
That is, until the first bell rang and students began to work their way through the halls with schedules in hand. No sooner said than done the very guidelines that had been presented to which there was uniform consent flew right out the window.
Was there any review of the expectations and changes with the students? No.
Did teachers demonstrate mastery skills of compliance and order? Apparently not!
But, teachers threw their hands up declaring "Nobody told me about that!" or "Don't complain to me, it wasn't my fault."
Maybe we would see great results on accountability assessments when we focus our own attention not to our own classroom processes but working together as a team sharing accountability in failures as much as we do in successes.
Thank goodness, we get to operate on a universal principal of the second day of school:
"There is always tomorrow!"
SC Response
Two things: Most teachers are conscientious and hard working; I don’t question that at all. But people, in general, do what is expected of them and what is monitored. That is why system failure is leadership failure.
It is not just enough for leadership to just state the expectation. Leadership has to monitor the expectation, not from the desk or office, but from the front lines where the action is. It is only from the front lines that leadership can identify needed resources and get them to staff in a timely fashion. It is only from the front lines that leadership can solve the little thing before it grows into a big thing. It is only from the front lines that leadership can immediately recognize and reinforce those putting forth an honest effort. And it is only from the front lines that leadership can address the “half steppers,” in order to get a little help for those who are motivated and on board.
If a few staff are not meeting expectations, that is a personnel issue. If a lot of staff are not meeting expectations, that is a system and leadership issue.
Think. Work. Achieve.
Your turn...
Monday, August 24, 2009
First Day of School - Report 2
Now the not so good news. This is straight from a LYS assistant principal who moved to a new school this year.
“Still two hours to go and I have never seen such a mess. There is zero sense of urgency in the classrooms. There is no instruction. There is no dress code enforcement by teachers. The only one monitoring classrooms is me. This is going to be a long year.”
SC Response
Hang in there brother, I had a similar call last night from a mutual friend. Here’s what I told him.
In a system as broke as the one you are in, you can’t fix it all over night. Don’t worry about the other AP’s and the teachers that are not on your team. Make sure that your teachers hit their marks and for those that are trying, get them every resource you can scrounge. For your teachers that aren’t on board, stay on top of them. Remember bad instruction is better than no instruction. Best case scenario, the rest of the campus begins to follow the lead of your team. Worst case scenario, your part of the school becomes an oasis for your teachers and students.
Think. Work. Achieve.
Your turn...
“Still two hours to go and I have never seen such a mess. There is zero sense of urgency in the classrooms. There is no instruction. There is no dress code enforcement by teachers. The only one monitoring classrooms is me. This is going to be a long year.”
SC Response
Hang in there brother, I had a similar call last night from a mutual friend. Here’s what I told him.
In a system as broke as the one you are in, you can’t fix it all over night. Don’t worry about the other AP’s and the teachers that are not on your team. Make sure that your teachers hit their marks and for those that are trying, get them every resource you can scrounge. For your teachers that aren’t on board, stay on top of them. Remember bad instruction is better than no instruction. Best case scenario, the rest of the campus begins to follow the lead of your team. Worst case scenario, your part of the school becomes an oasis for your teachers and students.
Think. Work. Achieve.
Your turn...
First Day of School - Report 1
First the good news. I talked to a number of schools today that reported that the first day went without a hitch. Including one elementary that had the smoothest opening in the history of the school (of course, what else would you expect from a Game On! school).
It goes to show that when the expectation is that the first day of school will be about teaching and learning, and that expectation is monitored and supported, good things happen.
Think. Work. Achieve.
Your turn...
It goes to show that when the expectation is that the first day of school will be about teaching and learning, and that expectation is monitored and supported, good things happen.
Think. Work. Achieve.
Your turn...
Sunday, August 23, 2009
Start of School
Today is the first day of school for a lot of my friends and LYS readers out there.
Remember, finish like you start, and on the first day, every school is "Exemplary." So go hard and Game On!
Think. Work. Achieve.
Call me if you need me...
Remember, finish like you start, and on the first day, every school is "Exemplary." So go hard and Game On!
Think. Work. Achieve.
Call me if you need me...
Book Recommendation - How the Mighty Fall
This past week, I spent five hours in an airplane on what was supposed to be a 45 minute flight. The best thing about the trip was that I got to use the unplanned for free time to read Jim Collin’s new book, How the Mighty Fall. A book end to his previous book, Good to Great, I recommend this book to every current and aspiring school leader.
The book provides a warning list of the beliefs and practices that set your organization on the path of ruin. It also provides timely advice on how the path, once recognized, can be reversed.
The notes and highlights in my copy of the book are extensive, but here are two statements that I found compelling.
Statement one, which I believe addresses the disconnect between campuses and central office that many districts are dealing with and can serve as a reminder for all central office administrators. Leaders who often wield tremendous power, yet generally do not have to deal with the day to day ramifications of their decisions.
“Arrogance inflicts suffering on the innocent.”
Statement two, which I believe all campus level leaders and teachers should write down and refer too frequently, is a quote by Winston Churchill. To paraphrase, he said,
“Never give in.
Be willing to change tactics, but never give up your core purpose.
Be willing to evolve, but never give up on the principles that define your culture.
Be willing to embrace creative destruction, but never give up on the discipline to create your own future.”
When you get a chance, read the book, and if you have not yet read Collin’s other works, put them on your reading list also.
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...
The book provides a warning list of the beliefs and practices that set your organization on the path of ruin. It also provides timely advice on how the path, once recognized, can be reversed.
The notes and highlights in my copy of the book are extensive, but here are two statements that I found compelling.
Statement one, which I believe addresses the disconnect between campuses and central office that many districts are dealing with and can serve as a reminder for all central office administrators. Leaders who often wield tremendous power, yet generally do not have to deal with the day to day ramifications of their decisions.
“Arrogance inflicts suffering on the innocent.”
Statement two, which I believe all campus level leaders and teachers should write down and refer too frequently, is a quote by Winston Churchill. To paraphrase, he said,
“Never give in.
Be willing to change tactics, but never give up your core purpose.
Be willing to evolve, but never give up on the principles that define your culture.
Be willing to embrace creative destruction, but never give up on the discipline to create your own future.”
When you get a chance, read the book, and if you have not yet read Collin’s other works, put them on your reading list also.
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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