Posts
The reader the suggested that LYS is for students, may not have been that far off. The following is a letter from one Game On! school 5th grade student to a student at another Game On! school. Note: Game On! is an LYS innovative learning community model.
“December 2009
Dear Game On! Student,
I think that Game On! is so much fun. We all get to have science bowl, pep rallies and know that there’s always going to be something new to learn each day and have so much fun. I think that school is so much fun because we get to have read alouds and celebrations. We always say, I love myself and I love my school.”
SC Response
If that doesn’t fire you up, then you are in the wrong profession.
Think. Work. Achieve.
Your turn...
Saturday, December 5, 2009
Thursday, December 3, 2009
A Reader Shares... Congeniality
One of the original LYS reader’s shares:
"I want to add another thought or two on this idea of congeniality.
When we talk about a sense purpose in education, I claim it is missing. As a profession, we can’t even agree on who is a “drop out.” In military operations there may be disagreements on strategy and tactics, but seldom purpose. In education we agree our purpose is to “educate”, but what does that mean? It depends on your opinion.
Making money is making money, and killing the enemy is killing the enemy. Tactics and strategy may differ on those goals, but the outcome is the same. In education we have no well defined “outcome.” Accountability is changing that, but we are not where we need to be.
On the issue of congeniality, it reminds me of the war where brothers fought brothers, the Civil War. Congeniality is, from Latin, the personification of ones own desires and inclinations. Collegiality is shared power and authority among colleagues. BIG difference. Back to the civil war. The book “On Killing,” by Dave Grossman is worth a read. The book explores how the military had to continually revamp training in order to get men to kill each other. Great history and psychology is discussed from the civil war era all the way to modern warfare. Congenial soldiers tend to focus on their desire to remain alive (everyone’s most fundamental desire on the battlefield). Collegial soldiers fight side by side for a common shared purpose, killing the enemy to achieve victory.
They still want to stay alive of course, but will do extraordinary things in order to achieve a purpose, even if that means dying. Grossman points out that this is not innate to men. Men don’t want to kill each other (a military purpose). Rather, men have to be conditioned to overcome the aversion to the obstacle (killing) in order to achieve the goal (victory) Grossman never really discusses congeniality versus collegiality, but the concepts are there. Grossman explores how the military had to de-sensitize men to killing, via training, in order to achieve a goal.
In education we must overcome the obstacle (ineffective instruction) in order to achieve our goal (educating children). We have to de-sensitize teachers, especially secondary teachers, to their fascination with being “college professors” in their classroom. How we do this does not include congeniality, in my opinion. Congeniality is inherently self-serving. We must find a way to get beyond this as collegial professionals.
Maybe too deep for the blog, but I wanted to share this with the LYS Nation since we seem to share a common vision and purpose."
SC Response:
Too deep? This could have been an executive summary of a dissertation. Which means that this is a typical warm-up conversation for the average LYS leader/reader. But, I think we may be out thinking ourselves when it comes to this discussion.
What is our primary goal as education leader? Maximizing student opportunities.
What is the most effective and efficient way to maximize student opportunities? High quality, initial classroom instruction.
How do we ensure high quality, initial classroom instruction?
1. Provide teachers with necessary tools and instructional resources.
2. Provide teachers with on-going training in the use of those tools and resources.
3. Define instructional expectations.
4. Provide on-going training and support to ensure the meeting of instructional expectations.
Those that are doing their part to fulfill the mission of maximizing student opportunity receive our full support and recognition. Those who do not receive our full supervisory attention.
Here’s the kicker though, the staff doesn’t have to like you or like doing it. If fact, during the initial stages, just going through the motions is enough. We are working with students. Once teachers see their students perform at higher levels, their hearts will follow their new habits. Or they will leave because they don’t want to meet the new instructional expectation.
Either way, you are still not “liked” and students win. Sounds like leadership to me.
Think. Work. Achieve.
Your turn...
"I want to add another thought or two on this idea of congeniality.
When we talk about a sense purpose in education, I claim it is missing. As a profession, we can’t even agree on who is a “drop out.” In military operations there may be disagreements on strategy and tactics, but seldom purpose. In education we agree our purpose is to “educate”, but what does that mean? It depends on your opinion.
Making money is making money, and killing the enemy is killing the enemy. Tactics and strategy may differ on those goals, but the outcome is the same. In education we have no well defined “outcome.” Accountability is changing that, but we are not where we need to be.
On the issue of congeniality, it reminds me of the war where brothers fought brothers, the Civil War. Congeniality is, from Latin, the personification of ones own desires and inclinations. Collegiality is shared power and authority among colleagues. BIG difference. Back to the civil war. The book “On Killing,” by Dave Grossman is worth a read. The book explores how the military had to continually revamp training in order to get men to kill each other. Great history and psychology is discussed from the civil war era all the way to modern warfare. Congenial soldiers tend to focus on their desire to remain alive (everyone’s most fundamental desire on the battlefield). Collegial soldiers fight side by side for a common shared purpose, killing the enemy to achieve victory.
They still want to stay alive of course, but will do extraordinary things in order to achieve a purpose, even if that means dying. Grossman points out that this is not innate to men. Men don’t want to kill each other (a military purpose). Rather, men have to be conditioned to overcome the aversion to the obstacle (killing) in order to achieve the goal (victory) Grossman never really discusses congeniality versus collegiality, but the concepts are there. Grossman explores how the military had to de-sensitize men to killing, via training, in order to achieve a goal.
In education we must overcome the obstacle (ineffective instruction) in order to achieve our goal (educating children). We have to de-sensitize teachers, especially secondary teachers, to their fascination with being “college professors” in their classroom. How we do this does not include congeniality, in my opinion. Congeniality is inherently self-serving. We must find a way to get beyond this as collegial professionals.
Maybe too deep for the blog, but I wanted to share this with the LYS Nation since we seem to share a common vision and purpose."
SC Response:
Too deep? This could have been an executive summary of a dissertation. Which means that this is a typical warm-up conversation for the average LYS leader/reader. But, I think we may be out thinking ourselves when it comes to this discussion.
What is our primary goal as education leader? Maximizing student opportunities.
What is the most effective and efficient way to maximize student opportunities? High quality, initial classroom instruction.
How do we ensure high quality, initial classroom instruction?
1. Provide teachers with necessary tools and instructional resources.
2. Provide teachers with on-going training in the use of those tools and resources.
3. Define instructional expectations.
4. Provide on-going training and support to ensure the meeting of instructional expectations.
Those that are doing their part to fulfill the mission of maximizing student opportunity receive our full support and recognition. Those who do not receive our full supervisory attention.
Here’s the kicker though, the staff doesn’t have to like you or like doing it. If fact, during the initial stages, just going through the motions is enough. We are working with students. Once teachers see their students perform at higher levels, their hearts will follow their new habits. Or they will leave because they don’t want to meet the new instructional expectation.
Either way, you are still not “liked” and students win. Sounds like leadership to me.
Think. Work. Achieve.
Your turn...
Wednesday, December 2, 2009
It Works
Recently I finished up the second embedded module of a teacher training series. After the first module there was one particular teacher who was not happy to be in the room and was not buying anything I was saying. From her body language, it was obvious that she though I was wasting her time.
On the second day, her attitude was a little better, but not by much. She was polite, but probably more out of respect to her principal than to me. After her session, she left without a word and I continued training staff for the rest of the day without giving her another thought.
Then as I am walking out of the school at the end of the day, she happens to walk out of her room at the same time. She looks at me and the following exchange occurs,
“Sean.”
“Yes ma’am?”
“That stuff you’ve been talking about.”
“Yes, ma’am.”
“It actually works.”
“Thanks for giving it a shot.”
“You’re welcome.”
Right there, in an already eventful year, that was one of the top ten conversations that I’ve had this year. Helping a rookie teacher is fine, but when you can help a veteran teacher become even more effective, then you know that what you are doing is worth while.
I’ve trained a lot of teachers this year, all I ask is that you just try a little bit. The job that gets easier will be your own.
Think. Work. Achieve.
Your turn...
On the second day, her attitude was a little better, but not by much. She was polite, but probably more out of respect to her principal than to me. After her session, she left without a word and I continued training staff for the rest of the day without giving her another thought.
Then as I am walking out of the school at the end of the day, she happens to walk out of her room at the same time. She looks at me and the following exchange occurs,
“Sean.”
“Yes ma’am?”
“That stuff you’ve been talking about.”
“Yes, ma’am.”
“It actually works.”
“Thanks for giving it a shot.”
“You’re welcome.”
Right there, in an already eventful year, that was one of the top ten conversations that I’ve had this year. Helping a rookie teacher is fine, but when you can help a veteran teacher become even more effective, then you know that what you are doing is worth while.
I’ve trained a lot of teachers this year, all I ask is that you just try a little bit. The job that gets easier will be your own.
Think. Work. Achieve.
Your turn...
Tuesday, December 1, 2009
A Reader Writes... (Race)
In response to the post, “A Reader Asks… Race,” a reader writes:
“When I took over my last academically unacceptable high school, I was greeted by a number of helpful adults. They all wanted to explain to me that the African American kids in deep East Texas were simply different and unlike any African American kids anywhere else. The adults continued, stating they tracked the progress of the African American students and knew well in advance that due to "those" students the school would inevitably become unacceptable. No one could have stopped it.
This was the culture of the school and it was widely accepted. The effect on the climate was devastating. The only people willing to change the culture in the school were me and the two AP's I hired (all of us outsiders). Even the school board, that included African American members, believed and agreed that nothing could reasonably be done to correct the situation. We proceeded none-the-less.
"Those" African American kids did just fine. In fact, they did so fine the school went from unacceptable to recognized. Did I mention I am white? No, because it doesn’t matter. What does matter is that I care deeply for all of my students. Student performance is not a “real” race issue. It is the issue of getting adults to do what is right for kids. That is, it is a culture issue."
SC Response
Here’s what I do know from my work with 100’s of schools.
1. Kids are kids are kids, no matter where they live.
2. Kids do an excellent job of meeting adult expectations. No matter how low or how lofty are those expectations.
3. The critical variables are the adults.
If your kids aren’t performing, you have to look in the mirror. If you want proof, I’ll give you four quick examples.
1 & 2: Both Aldine ISD and Brownsville ISD have recently won the Broad Prize, for being the best urban school district in the country. At the same time that those districts won the prize, they both shared a boarder with some of the weakest school districts in the country.
3. Hairgrove Elementary, in Cypress-Fairbanks ISD, is the second poorest out of 50 elementary schools in the district. Yet their benchmarks scores are consistently in the district’s top 10.
4. Houston Elementary, in Grand Prairie ISD, is one of the poorest of over 20 elementary schools in the district. On their latest district math benchmark test, their third grade scores were first in the district and fourth grade scores were second in the district.
It’s not the kids, it’s the adults.
Think. Work. Achieve.
Your turn...
“When I took over my last academically unacceptable high school, I was greeted by a number of helpful adults. They all wanted to explain to me that the African American kids in deep East Texas were simply different and unlike any African American kids anywhere else. The adults continued, stating they tracked the progress of the African American students and knew well in advance that due to "those" students the school would inevitably become unacceptable. No one could have stopped it.
This was the culture of the school and it was widely accepted. The effect on the climate was devastating. The only people willing to change the culture in the school were me and the two AP's I hired (all of us outsiders). Even the school board, that included African American members, believed and agreed that nothing could reasonably be done to correct the situation. We proceeded none-the-less.
"Those" African American kids did just fine. In fact, they did so fine the school went from unacceptable to recognized. Did I mention I am white? No, because it doesn’t matter. What does matter is that I care deeply for all of my students. Student performance is not a “real” race issue. It is the issue of getting adults to do what is right for kids. That is, it is a culture issue."
SC Response
Here’s what I do know from my work with 100’s of schools.
1. Kids are kids are kids, no matter where they live.
2. Kids do an excellent job of meeting adult expectations. No matter how low or how lofty are those expectations.
3. The critical variables are the adults.
If your kids aren’t performing, you have to look in the mirror. If you want proof, I’ll give you four quick examples.
1 & 2: Both Aldine ISD and Brownsville ISD have recently won the Broad Prize, for being the best urban school district in the country. At the same time that those districts won the prize, they both shared a boarder with some of the weakest school districts in the country.
3. Hairgrove Elementary, in Cypress-Fairbanks ISD, is the second poorest out of 50 elementary schools in the district. Yet their benchmarks scores are consistently in the district’s top 10.
4. Houston Elementary, in Grand Prairie ISD, is one of the poorest of over 20 elementary schools in the district. On their latest district math benchmark test, their third grade scores were first in the district and fourth grade scores were second in the district.
It’s not the kids, it’s the adults.
Think. Work. Achieve.
Your turn...
Monday, November 30, 2009
A Reader Asks... Race
An LYS Reader submits the following comment and question:
“Sean, changing the subject a bit, I recently attended the three-day Texas School Safety Conference in Austin. It seemed as if the number one goal of the presenters was to "inject" culture into everything dealing with education and that would be the cure of all of our problems.
But the overarching problem hasn't changed, it remains inequality. White schools, communities, and administrators are not effectively dealing with special populations. When are educated people going to drop the backpack of liberalism and injustice and get to the root of the problem; great instructionally led campuses simply have fewer problems of any type
But no, it continues to be about race and I'm not sure that culture is the answer. My question for you is why does race continue to cripple us?"
SC Response
As if we needed further proof that the LYS Nation is willing to discuss any topic that impacts students, schools and leadership.
First, culture and climate are important, but not as they were presented at the conference. You have to remember your early LYS training. Culture is the things that adults do on the campus and the way that they do them. Climate is either the positive or negative effect that those things have on students. Thus, the secret of managing culture and climate is to do more of the things that have a positive effect on students and to quit doing the things that have a negative effect. This tactic will quickly solve most of the problems facing the typical campus. But I understand that this was not the theme of the presentations that you attended.
Second, inequality is one of the major issues that we are still facing, but let's attack the problem from a different direction. Campuses serving significantly at-risk populations are essentially doing it without any systemic support. Let me explain. The at-risk campus has to first deal with the basic human needs of food, clothing, shelter and security. Then they have to deal with health, mobility, discipline and community issues. Then they have to teach. That is a lot of brain power spread across a lot of significant problems. On the other hand, the mid to high SES campuses do not have to come up with immediate solutions to all of those critical issues. They have the opportunity to narrow the focus of their brain power. Unfortunately, they don’t. They keep doing what they have always done, wasting the opportunity to create meaningful innovations to the instructional craft that can impact every teacher and every campus. This forces the at-risk campuses to continuously tote a heavier load. This is the very definition of inequality.
Third, I won’t entertain the “white vs. everyone else” argument. Yes, there is racism. No, I have never walked a mile in the shoes of an ethnic or racial minority. But, the practical answer is proactive leadership and a campus that holds itself accountable to the performance of its most at-risk students and quits taking credit for the students that learn in spite of us.
Finally, the issues of race cripple of us when we know that we aren’t successfully meeting the needs of all our students. We can either admit that we have gaps in performance and work everyday to close those gaps or we can be defensive. I’ve been called a lot, but I’ve never been called a racist. Why? First, because I’m not. Second, because my poor, black, and/or brown students have always been better off at my schools than at the school next door.
Think Work. Achieve.
Your turn…
“Sean, changing the subject a bit, I recently attended the three-day Texas School Safety Conference in Austin. It seemed as if the number one goal of the presenters was to "inject" culture into everything dealing with education and that would be the cure of all of our problems.
But the overarching problem hasn't changed, it remains inequality. White schools, communities, and administrators are not effectively dealing with special populations. When are educated people going to drop the backpack of liberalism and injustice and get to the root of the problem; great instructionally led campuses simply have fewer problems of any type
But no, it continues to be about race and I'm not sure that culture is the answer. My question for you is why does race continue to cripple us?"
SC Response
As if we needed further proof that the LYS Nation is willing to discuss any topic that impacts students, schools and leadership.
First, culture and climate are important, but not as they were presented at the conference. You have to remember your early LYS training. Culture is the things that adults do on the campus and the way that they do them. Climate is either the positive or negative effect that those things have on students. Thus, the secret of managing culture and climate is to do more of the things that have a positive effect on students and to quit doing the things that have a negative effect. This tactic will quickly solve most of the problems facing the typical campus. But I understand that this was not the theme of the presentations that you attended.
Second, inequality is one of the major issues that we are still facing, but let's attack the problem from a different direction. Campuses serving significantly at-risk populations are essentially doing it without any systemic support. Let me explain. The at-risk campus has to first deal with the basic human needs of food, clothing, shelter and security. Then they have to deal with health, mobility, discipline and community issues. Then they have to teach. That is a lot of brain power spread across a lot of significant problems. On the other hand, the mid to high SES campuses do not have to come up with immediate solutions to all of those critical issues. They have the opportunity to narrow the focus of their brain power. Unfortunately, they don’t. They keep doing what they have always done, wasting the opportunity to create meaningful innovations to the instructional craft that can impact every teacher and every campus. This forces the at-risk campuses to continuously tote a heavier load. This is the very definition of inequality.
Third, I won’t entertain the “white vs. everyone else” argument. Yes, there is racism. No, I have never walked a mile in the shoes of an ethnic or racial minority. But, the practical answer is proactive leadership and a campus that holds itself accountable to the performance of its most at-risk students and quits taking credit for the students that learn in spite of us.
Finally, the issues of race cripple of us when we know that we aren’t successfully meeting the needs of all our students. We can either admit that we have gaps in performance and work everyday to close those gaps or we can be defensive. I’ve been called a lot, but I’ve never been called a racist. Why? First, because I’m not. Second, because my poor, black, and/or brown students have always been better off at my schools than at the school next door.
Think Work. Achieve.
Your turn…
Sunday, November 29, 2009
And We're Back...
In response to the posts relating to “Gant Wisdom 1,” a reader writes:
“Let’s not forget that that LYS is not just about the formal leaders. Teacher leaders can and do read the blog and are a significant influence on their principal. This is powerful stuff. The next school I lead will be a LYS school. If the school has not previously been exposed to this philosophy, it will be within days of my arrival.
For that matter, let’s get students involved here on LYS. I spoke to a group of students this week. Their number one concern? “Our teachers don't push us enough.”
I don't care how we improve schools or who the mouthpiece for change is as long as we move forward for students. If you are a parent, share LYS with your child's teachers and principal. Oh, and again, I am a real world principal, not a LYS employee."
SC Response
Overall, I agree with you. The LYS blog was created for leaders, both formal and informal. In fact, I think the blog is a more valuable resource for informal leaders who are often isolated from leadership networks. And currently, I am aware of a number of LYS readers who are interested in schools and school leadership, but do not work directly for schools or school districts.
But in spite of you enthusiasm, I’m not sure that LYS is a forum for students. I’m still trying to figure out how to get more adults to think and talk about the topics we discuss here.
Think. Work. Achieve.
Just a quick reminder. If you are following the posts by e-mail and lose track of the various conversations strands, just visit the blog site and you can quickly get back up to speed. The web address is http://www.leadyourschool.blogspot.com
Your turn...
“Let’s not forget that that LYS is not just about the formal leaders. Teacher leaders can and do read the blog and are a significant influence on their principal. This is powerful stuff. The next school I lead will be a LYS school. If the school has not previously been exposed to this philosophy, it will be within days of my arrival.
For that matter, let’s get students involved here on LYS. I spoke to a group of students this week. Their number one concern? “Our teachers don't push us enough.”
I don't care how we improve schools or who the mouthpiece for change is as long as we move forward for students. If you are a parent, share LYS with your child's teachers and principal. Oh, and again, I am a real world principal, not a LYS employee."
SC Response
Overall, I agree with you. The LYS blog was created for leaders, both formal and informal. In fact, I think the blog is a more valuable resource for informal leaders who are often isolated from leadership networks. And currently, I am aware of a number of LYS readers who are interested in schools and school leadership, but do not work directly for schools or school districts.
But in spite of you enthusiasm, I’m not sure that LYS is a forum for students. I’m still trying to figure out how to get more adults to think and talk about the topics we discuss here.
Think. Work. Achieve.
Just a quick reminder. If you are following the posts by e-mail and lose track of the various conversations strands, just visit the blog site and you can quickly get back up to speed. The web address is http://www.leadyourschool.blogspot.com
Your turn...
Subscribe to:
Posts (Atom)