Posts
"SC,
I want you to know that I look forward each day to all the LYS comments and your replies. All the discussion is quite motivating, and I am fortunate to teach in a school where my principal does do what is best for students. It is very refreshing after working in the Texas education system for 29 years. I had another principal a number of years ago who was quite similar.
The point of my e-mail is to let you know that all your comments are very motivating to me and get me excited about being a teacher, even when times are tough! You may think it's odd, but I look forward to opening the LYS e-mail each day. It is just like looking forward to one of my favorite TV shows or the daily crossword puzzle in the newspaper!
Thank you!"
SC Response
You just rocketed into the Top 10 for the best comment ever. Seriously, thank you very much. Writing the blog has been a very rewarding experience. What started out as a way to keep the old school LYS crew in the loop on what problems we were facing and the solutions that we were trying to implement has turned into a vibrant network of forward thinking educators that may not always agree, but do run at full speed.
You say that you look forward to the e-mails, well so do I. As the early readers have sensed, I lost control of the topics a couple of months ago. The topics are now driven by the LYS nation. Now I get up wondering, “What are we going to talk about today?”
I don’t know where we are going, but it has already been one heck of a ride. Maybe, as Collins writes, this is a simple a case of “getting the right people on the bus and let them tell you where you are going,” in the digital age.
Think. Work. Achieve.
Your turn...
Saturday, October 31, 2009
Thursday, October 29, 2009
A Reader Writes... (Staff Urgency)
In response to the post on “Staff Urgency,” a reader writes:
"Sean, I agree with your plan 100%. I think the first step is to believe that things can change and that you have the power to lead that change for the children you are responsible for. This is true for teachers, principals and district administrators. Once you believe that you can be successful then surround yourself with people who also believe in your vision. You will need lots of support to overcome the status quo."
SC Response
I don’t disagree with you, but I do want to add one additional thought. Change often starts with just one person. And yes, the more formal power and authority that you have, to faster you can get the system to move. But a teacher can be the spark that lights the fire. If you are an informal leader, when it comes to doing the right thing because it is the right thing, it is you that is often the critical missing link.
Think. Work. Achieve.
Your turn...
"Sean, I agree with your plan 100%. I think the first step is to believe that things can change and that you have the power to lead that change for the children you are responsible for. This is true for teachers, principals and district administrators. Once you believe that you can be successful then surround yourself with people who also believe in your vision. You will need lots of support to overcome the status quo."
SC Response
I don’t disagree with you, but I do want to add one additional thought. Change often starts with just one person. And yes, the more formal power and authority that you have, to faster you can get the system to move. But a teacher can be the spark that lights the fire. If you are an informal leader, when it comes to doing the right thing because it is the right thing, it is you that is often the critical missing link.
Think. Work. Achieve.
Your turn...
A Reader Asks... Problems with a Co-Worker
An LYS reader sent in the following question:
“My concern is not my boss, she is great and I share her vision for our school. I have a problem with my so called administrative partner. He is inefficient and his teachers rely on me or others to get the job done rather than on him. How can a person like this be allowed to continue what they are doing year after year? He is not a leader at all and never takes responsibilities for his teams. It's to the point where I am considering leaving because working with him is unbearable.
Please advise.”
SC Response
Your issue is not uncommon. Part of your success in dealing with the frustration of this situation will be based on your understanding that on many levels a career is like a big tournament. When you start out there are a lot of participants but there are also lots of positions. You work hard and catch a few breaks and you move up to the next bracket. As long as you continue to work hard and apply yourself you have chance to keep advancing. The problem is that at any time, one can opt out of the “tournament,” and in education, they get to stay in their terminal bracket without adding any value for a long time.
So why is slacker allowed to survive? And even more frustrating, why do even excellent bosses and leaders tolerate this?
As they saying goes, there are a million ways to do something wrong, but only a few ways to do it right. Since you indicate that you have an able boss, I’m going to focus on why the good leader tolerates the slacker. From my own experience and observation, I think there are four primary reasons.
1. The leader isn’t aware of the magnitude of the incompetence. As you move up, your span of observation increases. With that increase, the little details often get overlooked. If things are working like they should, from a leadership standpoint, there is no problem. If there is no problem, leadership attention is focused elsewhere.
2. The leader is aware of the magnitude of the incompetence, but in the overall scheme of things, this is a “B” or “C” priority.
3. The leader is aware of the magnitude of the incompetence, and is making you deal with it. There is incompetence everywhere. Learning how to deal with it and overcome it is a valuable skill set that can be purposefully honed.
4. The leader is just avoiding a fight.
I presented all of above so I could better answer your question. How you handle this situation is (of course) completely up to you. First of all, I advise you to put aside the concept of “fair.” There is no “fair,” there just “is.” If you accept the concept of “is” over “fair,” in the long run you will be able to out-work and out-think the slackers, whether they are below, beside or above you.
You also need to work to figure out how your boss sizes up the situation. If it is due to Scenario 1, make your boss aware that the slacker is subtracting value from the organization.
If it is due to Scenario 2, let the slacker fail. A couple of inopportune failures and the boss’ “C” priority quickly becomes an “A” priority.
If it is due to Scenario 3, take advantage of the opportunity. Brezina was a master at setting up Scenario 3. Do know that I cussed him daily when I was living through it, but now I thank him everyday. Anybody can achieve success with the willing and competent. Learn how to achieve success with the unwilling and incompetent and you move from the ranks of a commodity to an asset. In fact I was recently mentoring two up and coming assistant principals who were having to work with marginal team mates. They knew it and I knew it. I explained to both that they were being purposefully tested. One rose to the challenge and is now a principal. One hunkered down and pouted and won't become a principal anytime soon.
If it is due to Scenario 4, you have to make the case for the boss to take action. But that case had best be student focused. If it is just to make your job easier, cowboy up.
I hope this helps. If I missed the boat or if you want to discuss this in greater detail, e-mail me your phone number.
Think. Work. Achieve.
Your turn...
“My concern is not my boss, she is great and I share her vision for our school. I have a problem with my so called administrative partner. He is inefficient and his teachers rely on me or others to get the job done rather than on him. How can a person like this be allowed to continue what they are doing year after year? He is not a leader at all and never takes responsibilities for his teams. It's to the point where I am considering leaving because working with him is unbearable.
Please advise.”
SC Response
Your issue is not uncommon. Part of your success in dealing with the frustration of this situation will be based on your understanding that on many levels a career is like a big tournament. When you start out there are a lot of participants but there are also lots of positions. You work hard and catch a few breaks and you move up to the next bracket. As long as you continue to work hard and apply yourself you have chance to keep advancing. The problem is that at any time, one can opt out of the “tournament,” and in education, they get to stay in their terminal bracket without adding any value for a long time.
So why is slacker allowed to survive? And even more frustrating, why do even excellent bosses and leaders tolerate this?
As they saying goes, there are a million ways to do something wrong, but only a few ways to do it right. Since you indicate that you have an able boss, I’m going to focus on why the good leader tolerates the slacker. From my own experience and observation, I think there are four primary reasons.
1. The leader isn’t aware of the magnitude of the incompetence. As you move up, your span of observation increases. With that increase, the little details often get overlooked. If things are working like they should, from a leadership standpoint, there is no problem. If there is no problem, leadership attention is focused elsewhere.
2. The leader is aware of the magnitude of the incompetence, but in the overall scheme of things, this is a “B” or “C” priority.
3. The leader is aware of the magnitude of the incompetence, and is making you deal with it. There is incompetence everywhere. Learning how to deal with it and overcome it is a valuable skill set that can be purposefully honed.
4. The leader is just avoiding a fight.
I presented all of above so I could better answer your question. How you handle this situation is (of course) completely up to you. First of all, I advise you to put aside the concept of “fair.” There is no “fair,” there just “is.” If you accept the concept of “is” over “fair,” in the long run you will be able to out-work and out-think the slackers, whether they are below, beside or above you.
You also need to work to figure out how your boss sizes up the situation. If it is due to Scenario 1, make your boss aware that the slacker is subtracting value from the organization.
If it is due to Scenario 2, let the slacker fail. A couple of inopportune failures and the boss’ “C” priority quickly becomes an “A” priority.
If it is due to Scenario 3, take advantage of the opportunity. Brezina was a master at setting up Scenario 3. Do know that I cussed him daily when I was living through it, but now I thank him everyday. Anybody can achieve success with the willing and competent. Learn how to achieve success with the unwilling and incompetent and you move from the ranks of a commodity to an asset. In fact I was recently mentoring two up and coming assistant principals who were having to work with marginal team mates. They knew it and I knew it. I explained to both that they were being purposefully tested. One rose to the challenge and is now a principal. One hunkered down and pouted and won't become a principal anytime soon.
If it is due to Scenario 4, you have to make the case for the boss to take action. But that case had best be student focused. If it is just to make your job easier, cowboy up.
I hope this helps. If I missed the boat or if you want to discuss this in greater detail, e-mail me your phone number.
Think. Work. Achieve.
Your turn...
Tuesday, October 27, 2009
A Reader Writes... (Why You - Part 2)
In response to the post, “A Reader Asks… Why You,” a reader writes:
“Common sense wasn’t 'Common Sense' until Thomas Paine wrote it.”
SC Response
It is common knowledge that the LYS reader is smarter that the average educator, but a Thomas Paine reference? That’s just showing off.
However, I am going to use your analogy. Paine didn’t invent his argument. He just took the knowledge, discussions and insights of those he was privy to and wrote it down in a way that way understandable and useful to the man in the street. To be compared to Paine is of course an honor (though I get it, the compliment was made tongue in cheek) but in a small, inconsequential way, it is somewhat valid.
I’m the first to admit that I am not an original thinker, but I do think I’m a pretty good translator. What I write about, talk about and coach on is cribbed from the works of Schmoker, Marzano, Collins, Gladwell, Fullen, and Buckingham, just to name a few. Add that to the fact that I was privileged to work for and with icons such as Schaper, Brown, Brezina, Hooker, Neeley, Sawyer, and Richardson. This means that what comes out of my head is the sum total of their wisdom. My spin is that I figure out how to make that work where the rubber hits the road, on the campus and in the classroom.
Practical, common sense solutions work. I do obsess on the work.
Think. Work. Achieve.
Your turn...
“Common sense wasn’t 'Common Sense' until Thomas Paine wrote it.”
SC Response
It is common knowledge that the LYS reader is smarter that the average educator, but a Thomas Paine reference? That’s just showing off.
However, I am going to use your analogy. Paine didn’t invent his argument. He just took the knowledge, discussions and insights of those he was privy to and wrote it down in a way that way understandable and useful to the man in the street. To be compared to Paine is of course an honor (though I get it, the compliment was made tongue in cheek) but in a small, inconsequential way, it is somewhat valid.
I’m the first to admit that I am not an original thinker, but I do think I’m a pretty good translator. What I write about, talk about and coach on is cribbed from the works of Schmoker, Marzano, Collins, Gladwell, Fullen, and Buckingham, just to name a few. Add that to the fact that I was privileged to work for and with icons such as Schaper, Brown, Brezina, Hooker, Neeley, Sawyer, and Richardson. This means that what comes out of my head is the sum total of their wisdom. My spin is that I figure out how to make that work where the rubber hits the road, on the campus and in the classroom.
Practical, common sense solutions work. I do obsess on the work.
Think. Work. Achieve.
Your turn...
A Reader Writes... (Why You - Part 1)
In response to the post, “A Reader Asks… Why You,” a reader writes:
“Lead Your School is definitely common sense. But if it is merely common sense, then why isn’t everyone doing it? This is the knowing – doing gap so often found in education. When my own team members ask me about this, I respond with an analogy. A “leader” can stand before a mass of people and say:
“People, tomorrow we are going to San Diego. When we get there it is going to be great. The weather is great. The climate is good for us. We will all be better off in San Diego. We will all have better jobs in San Diego. San Diego is the BOMB!”
The crowd cheers and is ready to travel to San Diego the next morning. The next morning things don’t go so well. The group travels for several hours and someone in the group notices they are headed east. Someone else becomes hungry and asks where the group will stop for lunch, but the leader responds with no “common sense” answer. Yet another wonders where they will sleep that night, and again, they receive a no “common sense” answer. When these people approach the leader they hear: “San Diego is the BOMB, let’s go!”
It soon becomes apparent the “leader” knows where he wants to go, but has no plan or clue of what it will take to actually get to San Diego. Once the people on the journey realize this, hang on.
School leadership is much the same. Every administrator knows the destination, and most can articulate what the school should look like. Very few know how to get there. This is where Lead Your School comes in: they provide coaching and a road map. When I started as a school leader I knew where I wanted to go, but as it turned out I had no solid, proven way of improving my school. SC, E. Don Brown, Brezina, and others changed that. I listened, learned, and had my teachers work with Lead Your School team members and as a result I led two Academically Unacceptable high schools to Recognized in less than two years.
As Voltaire stated, “Common sense is not so common.”
SC Response
I was talking to a principal recently about the same post. Her point was that doing things effectively is all about common sense, so why doesn’t it happen more. I think I have a partial answer and another reason why LYS is useful to schools and educators.
Consider a football game. The head coach is on the sidelines making decisions on the fly. Acting and re-acting based on incomplete information, experience, observation and intuition. His attention broadens and narrows play by play. He is leading and working in the moment. Assistant coaches are doing the same, but at a more limited or task specific scale. Players are doing the same with the added distraction of the other team purposely trying to foil them.
A school is similar, with the Principal, support staff and teachers filling the roles of head coach, assistant coach and player. Student learning is the opposition and accountability is the scoreboard. A big advantage that the football team has is after the game, they have the opportunity to study game film, an objective review of the big picture and what really occurred. The game film strips feelings and perception away from reality. Unfortunately, most school personnel do not have access to game film.
Unless you have access to LYS. We provide schools with the equivalent of game film. By standing in the blind spot, with the experience and knowledge to understand what we are observing, we are able to give educators an objective picture of what they are actually doing, as opposed to what they think they are doing. Once reflective, hard working, student centered educators have that picture, common sense just naturally kicks in.
On many levels, I think it is really that simple.
Think. Work. Achieve.
Your turn...
“Lead Your School is definitely common sense. But if it is merely common sense, then why isn’t everyone doing it? This is the knowing – doing gap so often found in education. When my own team members ask me about this, I respond with an analogy. A “leader” can stand before a mass of people and say:
“People, tomorrow we are going to San Diego. When we get there it is going to be great. The weather is great. The climate is good for us. We will all be better off in San Diego. We will all have better jobs in San Diego. San Diego is the BOMB!”
The crowd cheers and is ready to travel to San Diego the next morning. The next morning things don’t go so well. The group travels for several hours and someone in the group notices they are headed east. Someone else becomes hungry and asks where the group will stop for lunch, but the leader responds with no “common sense” answer. Yet another wonders where they will sleep that night, and again, they receive a no “common sense” answer. When these people approach the leader they hear: “San Diego is the BOMB, let’s go!”
It soon becomes apparent the “leader” knows where he wants to go, but has no plan or clue of what it will take to actually get to San Diego. Once the people on the journey realize this, hang on.
School leadership is much the same. Every administrator knows the destination, and most can articulate what the school should look like. Very few know how to get there. This is where Lead Your School comes in: they provide coaching and a road map. When I started as a school leader I knew where I wanted to go, but as it turned out I had no solid, proven way of improving my school. SC, E. Don Brown, Brezina, and others changed that. I listened, learned, and had my teachers work with Lead Your School team members and as a result I led two Academically Unacceptable high schools to Recognized in less than two years.
As Voltaire stated, “Common sense is not so common.”
SC Response
I was talking to a principal recently about the same post. Her point was that doing things effectively is all about common sense, so why doesn’t it happen more. I think I have a partial answer and another reason why LYS is useful to schools and educators.
Consider a football game. The head coach is on the sidelines making decisions on the fly. Acting and re-acting based on incomplete information, experience, observation and intuition. His attention broadens and narrows play by play. He is leading and working in the moment. Assistant coaches are doing the same, but at a more limited or task specific scale. Players are doing the same with the added distraction of the other team purposely trying to foil them.
A school is similar, with the Principal, support staff and teachers filling the roles of head coach, assistant coach and player. Student learning is the opposition and accountability is the scoreboard. A big advantage that the football team has is after the game, they have the opportunity to study game film, an objective review of the big picture and what really occurred. The game film strips feelings and perception away from reality. Unfortunately, most school personnel do not have access to game film.
Unless you have access to LYS. We provide schools with the equivalent of game film. By standing in the blind spot, with the experience and knowledge to understand what we are observing, we are able to give educators an objective picture of what they are actually doing, as opposed to what they think they are doing. Once reflective, hard working, student centered educators have that picture, common sense just naturally kicks in.
On many levels, I think it is really that simple.
Think. Work. Achieve.
Your turn...
Sunday, October 25, 2009
A Reader Asks... Staff Urgency
A reader asks,
"SC,
How do you create a sense of urgency in your faculty? If I bring up a serious problem during a meeting I get corrected for being negative, even when I offer a workable solution. It is like “The Emperor’s New Clothes,” at every meeting."
SC Response
I deal with this question on more campuses than you can imagine. Principals struggle with the perceived need to balance reality with staff morale. You know what side I’m on in that discussion. If I have to hide “reality” from my staff, then I have the wrong staff. On the other hand, the need for a “silver” lining is important. There is a difference between being an “underdog” and being the “dead man walking.” One has hope and the other is just playing out the string.
I have a two part strategy for dealing with the situation you describe:
Part 1
1. Confront the brutal facts. If things are bad, let’s not kid ourselves.
2. Determine what is working. Figure out if you can do more of it, or replicate it.
3. Determine what is not working. Figure out how to do less of it, or quit doing it all together.
4. Determine what you are going to do differently, NOW!
Part 2
1. Determine your big annual goal(s).
2. Make the goal(s) concrete and measurable.
3. Work backwards and break the annual goal(s) into short-term (2 to 4 week) measurable performance objectives.
4. Make the goal(s) and objectives both public and prominent.
5. At the benchmark dates (2 to 4 weeks), publicly review progress, celebrate successes, and then refer back to Part 1.
The strategy works. If you want more detail and some ideas on where and how to start (ATTENTION: SHAMELESS PLUG) you can always refer to my book, “Jump Start Your School,” available on Amazon.com.
Think. Work. Achieve.
Your turn...
"SC,
How do you create a sense of urgency in your faculty? If I bring up a serious problem during a meeting I get corrected for being negative, even when I offer a workable solution. It is like “The Emperor’s New Clothes,” at every meeting."
SC Response
I deal with this question on more campuses than you can imagine. Principals struggle with the perceived need to balance reality with staff morale. You know what side I’m on in that discussion. If I have to hide “reality” from my staff, then I have the wrong staff. On the other hand, the need for a “silver” lining is important. There is a difference between being an “underdog” and being the “dead man walking.” One has hope and the other is just playing out the string.
I have a two part strategy for dealing with the situation you describe:
Part 1
1. Confront the brutal facts. If things are bad, let’s not kid ourselves.
2. Determine what is working. Figure out if you can do more of it, or replicate it.
3. Determine what is not working. Figure out how to do less of it, or quit doing it all together.
4. Determine what you are going to do differently, NOW!
Part 2
1. Determine your big annual goal(s).
2. Make the goal(s) concrete and measurable.
3. Work backwards and break the annual goal(s) into short-term (2 to 4 week) measurable performance objectives.
4. Make the goal(s) and objectives both public and prominent.
5. At the benchmark dates (2 to 4 weeks), publicly review progress, celebrate successes, and then refer back to Part 1.
The strategy works. If you want more detail and some ideas on where and how to start (ATTENTION: SHAMELESS PLUG) you can always refer to my book, “Jump Start Your School,” available on Amazon.com.
Think. Work. Achieve.
Your turn...
Brezina's Advice
I forgot to mention the following in my last post. When I went into a District, I always rented a house during the first year.
BB
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