Posts
This coming week LYS will be out at two different conferences.
The first one is the Texas Association of School Boards Winter Governance Seminar in Corpus Christi, Texas. On Thursday, February 11th, I'll present on the realities of leading meaningful change.
LYS will also have a booth at the American Association of School Administrators Conference in Phoenix, Arizona. On Friday, February 12th, Dr. Mike Laird and I will present on rapidly bridging achievement gaps.
If you are in either area, stop by and visit. It is always great to personally catch up with members of the LYS Nation.
Think. Work. Achieve.
Your turn...
Saturday, February 6, 2010
Friday, February 5, 2010
A Reader Writes... (Interview Prep - Part 1)
In response to the posts on interview prep, a reader writes:
“As a twist to Cain's excellent advice, there is yet another scenario. You interview and the school thinks it needs a Brown / Brezina / Cain type leader because it is in deep trouble. The school may have earned an unacceptable state rating, missed AYP, or most likely both. As Cain often reminds us, this type of school trouble is the final sign of total system failure.
The school hires you and district leadership and campus staff tell you they will do anything to get out of trouble. So you fix their school for them. But once the school “leaders” who hired you can breathe a sigh of relief, very likely they will allow the district to creep back to its old, total system failure way of doing business. In this scenario, you are the cancer and they will do everything possible to hasten your exit.
SC Response:
Spoken like someone who has been there, more than once. I wish I could tell the LYS Nation that this is never the case, but often it is. Many in our profession honestly believe that it is possible to “arrive,” and in the short-run they are willing to do the things necessary to facilitate that forthcoming “arrival.”
The most difficult part of what I do is when I break the hearts of hard working educators in struggling schools. These are the staff that have been there for a long time. They are vested in the students, the school, and the community. They know that they are in trouble. They will look at me and say, “We will do whatever it takes. We will work after school and on weekends. Just tell us when we will be done.”
And I have to answer, “You won’t be. There will be some of you who will be motivated be the constant change and will embrace the journey into the uncharted territories of teaching and learning. And some of you will quit. Our profession has changed, somewhat for the worse, but mostly for the better.”
If you find yourself as the initial change leader in a turnaround situation, here is your survival checklist:
1. Go in with your eyes wide open.
2. Remember Brown's law - The only pure advocate for all students is the principal. You volunteered for the role, so you have to step up – no one else will.
3. Know that the more imminent the crisis, the more likely that the required leadership skills required to save the organization will not translate through the transition to sustainable operations (See: Churchill).
4. Know that part of your job is to make sure that the next principal is set up to take the campus to even higher levels of performance.
There are “Bad to Good” principals, sustaining principals, and “Good to Great” principals. Their skill sets are dramatically different. Know who you are and embrace it.
Think. Work. Achieve.
Your turn…
“As a twist to Cain's excellent advice, there is yet another scenario. You interview and the school thinks it needs a Brown / Brezina / Cain type leader because it is in deep trouble. The school may have earned an unacceptable state rating, missed AYP, or most likely both. As Cain often reminds us, this type of school trouble is the final sign of total system failure.
The school hires you and district leadership and campus staff tell you they will do anything to get out of trouble. So you fix their school for them. But once the school “leaders” who hired you can breathe a sigh of relief, very likely they will allow the district to creep back to its old, total system failure way of doing business. In this scenario, you are the cancer and they will do everything possible to hasten your exit.
SC Response:
Spoken like someone who has been there, more than once. I wish I could tell the LYS Nation that this is never the case, but often it is. Many in our profession honestly believe that it is possible to “arrive,” and in the short-run they are willing to do the things necessary to facilitate that forthcoming “arrival.”
The most difficult part of what I do is when I break the hearts of hard working educators in struggling schools. These are the staff that have been there for a long time. They are vested in the students, the school, and the community. They know that they are in trouble. They will look at me and say, “We will do whatever it takes. We will work after school and on weekends. Just tell us when we will be done.”
And I have to answer, “You won’t be. There will be some of you who will be motivated be the constant change and will embrace the journey into the uncharted territories of teaching and learning. And some of you will quit. Our profession has changed, somewhat for the worse, but mostly for the better.”
If you find yourself as the initial change leader in a turnaround situation, here is your survival checklist:
1. Go in with your eyes wide open.
2. Remember Brown's law - The only pure advocate for all students is the principal. You volunteered for the role, so you have to step up – no one else will.
3. Know that the more imminent the crisis, the more likely that the required leadership skills required to save the organization will not translate through the transition to sustainable operations (See: Churchill).
4. Know that part of your job is to make sure that the next principal is set up to take the campus to even higher levels of performance.
There are “Bad to Good” principals, sustaining principals, and “Good to Great” principals. Their skill sets are dramatically different. Know who you are and embrace it.
Think. Work. Achieve.
Your turn…
Thursday, February 4, 2010
The Harris County Incubator
I was recently talking to an old acquaintance who came of age around the same time I did. We were talking about how lucky we were. We were both up and coming administrators in one of the golden ages of Texas Education. We both worked for superintendents in the Houston area in the mid to late 90’s. What we thought was normal operating procedures was a cosmic aligning of the stars in education leadership.
We grew up in an environment of massive egos and intellects that trusted each other and shared ideas and solutions freely. Was there competition, absolutely. But we were all pushing each other to find solutions to problems that were being pushed under the rug in other areas of the state and country. This group of Superintendents and critical key players were pushing their people to solve finance issues, special ed issues, discipline issues, drop out issues, literacy issues, and accountability issues – all at the same time. With this group, solutions were the focus of the work, not who got the credit or the biggest piece of the pie.
Here’s one example of this I remember fondly and still laugh at. My team was working on a significant and sensitive problem. We hit a wall and the information we needed was in another district. I told the Superintendent who needed the answer that we were stuck and couldn’t get him what he needed. His answer, “I’ll have what you need tomorrow morning by 10:00.”
When I aksed how, he said, “Simple, I’m going to go to his house and have breakfast with that superintendent at 6:00 in the morning.”
True to his word, we had what we needed the next day.
So who were the major players at that time? Here is the short list, with apologies to anyone I missed: Dr. Rod Paige, Dr. Shirley Neeley, Sonny Donaldson, Bob Brezina, Rick Berry, Dr. John Sawyer, Dr. Leonard Merrill, Dr. Hal Guthrie, Dr. Jerry Roy, Dr. John Folkes, Dr. John Wilson, Dr. Don Hooper, Wayne Schaper and Dr. Richard Hooker.
I can’t tell you how much I miss the old timers at times. You can not believe the number of self inflicted problems that I am tasked to solve that never would have occurred under their watch.
Think. Work. Achieve.
Your turn...
We grew up in an environment of massive egos and intellects that trusted each other and shared ideas and solutions freely. Was there competition, absolutely. But we were all pushing each other to find solutions to problems that were being pushed under the rug in other areas of the state and country. This group of Superintendents and critical key players were pushing their people to solve finance issues, special ed issues, discipline issues, drop out issues, literacy issues, and accountability issues – all at the same time. With this group, solutions were the focus of the work, not who got the credit or the biggest piece of the pie.
Here’s one example of this I remember fondly and still laugh at. My team was working on a significant and sensitive problem. We hit a wall and the information we needed was in another district. I told the Superintendent who needed the answer that we were stuck and couldn’t get him what he needed. His answer, “I’ll have what you need tomorrow morning by 10:00.”
When I aksed how, he said, “Simple, I’m going to go to his house and have breakfast with that superintendent at 6:00 in the morning.”
True to his word, we had what we needed the next day.
So who were the major players at that time? Here is the short list, with apologies to anyone I missed: Dr. Rod Paige, Dr. Shirley Neeley, Sonny Donaldson, Bob Brezina, Rick Berry, Dr. John Sawyer, Dr. Leonard Merrill, Dr. Hal Guthrie, Dr. Jerry Roy, Dr. John Folkes, Dr. John Wilson, Dr. Don Hooper, Wayne Schaper and Dr. Richard Hooker.
I can’t tell you how much I miss the old timers at times. You can not believe the number of self inflicted problems that I am tasked to solve that never would have occurred under their watch.
Think. Work. Achieve.
Your turn...
Tuesday, February 2, 2010
Interview Prep - Part 2
The following a continuation of my thoughts relating to yesterday's post:
Here is the caveat. The LYS nation doesn’t always get the job. The LYS’er believes and subsequently talks different than the typical educator. The LYS’er believes that adult practice is the key to improving schools and student performance. Changing adult practice is a difficult and scary proposition. Many interviewers are scared by someone who will hold adults accountable. Many interview panels want no part of change, after all everyone on the panel is already doing everything that needs to be done.
When the LYS’er interviews in this setting, they invariably lose to the safe choice. On the other hand, if the LYS’er interviews for a Brezina or Brown type leader, they are the slam dunk choice. Since you don’t know who or what you will face in the interview, always be yourself. They will either value your skill set or they won’t. Better to know sooner rather than latter.
One warning. If you walk into the interview room and there are 10 people on the interview panel and they are interviewing 12 people, just leave. That is a tell-tale sign of weak leadership and a system that values the status quo. Not changing and not making tough decisions is what is valued in the system that allows this to happen. Run away. I’ve had to do this twice, and in both cases it was by far the right choice.
Think. Work. Achieve.
Your turn...
Here is the caveat. The LYS nation doesn’t always get the job. The LYS’er believes and subsequently talks different than the typical educator. The LYS’er believes that adult practice is the key to improving schools and student performance. Changing adult practice is a difficult and scary proposition. Many interviewers are scared by someone who will hold adults accountable. Many interview panels want no part of change, after all everyone on the panel is already doing everything that needs to be done.
When the LYS’er interviews in this setting, they invariably lose to the safe choice. On the other hand, if the LYS’er interviews for a Brezina or Brown type leader, they are the slam dunk choice. Since you don’t know who or what you will face in the interview, always be yourself. They will either value your skill set or they won’t. Better to know sooner rather than latter.
One warning. If you walk into the interview room and there are 10 people on the interview panel and they are interviewing 12 people, just leave. That is a tell-tale sign of weak leadership and a system that values the status quo. Not changing and not making tough decisions is what is valued in the system that allows this to happen. Run away. I’ve had to do this twice, and in both cases it was by far the right choice.
Think. Work. Achieve.
Your turn...
Monday, February 1, 2010
A Reader Asks... Interview Prep
A reader asks:
"SC,
I have an interview for a principalship next week. As part of the interview process, they have asked me to outline my plan for the first 90 days, if they hire me. Since I’m going to get this job, I don’t want this to be an empty exercise. Any ideas on what I should really do?"
SC Response
Here is my 80% plan for any principal stepping into a new school. But the same plan is useful for a sitting principal. If you are a sitting principal, just start the plan the day after the last state assessment test is completed on your campus.
1. Benchmarking and Campus Assessment. First, collect the most recent short-term and long term relevant objective data available and post it where it is visible to those inside the system (such as a semi-private conference or war room). The purpose is not to cast blame or embarrass anyone. The purpose is to visibly post the new starting line. Then have an outside set of eyes come in and give you an objective picture of what you are dealing with. Unfortunately, in your first days, you can’t trust the reports that you get from those close to the situation. It is not that anyone will outright lie to you, but you won’t be able to distinguish from those trying to be helpful and those who are trying to further their agenda. It is also a good idea to have an annual outside assessment of your campus operations (even your district undergoes an annual external financial audit). It is a simple fact that the longer we are embedded in a setting, the larger our blind spot becomes. I always had an annual external assessment of my campus (and later, campuses). I wanted to know where my deficits were before my boss pointed them out to me.
2. Purposeful Communication and Alignment of Vision. You have to know what your want your campus to accomplish and why. Then edit that vision to its concrete core and repeat it like a broken record. Next, look at look at systems and practices of your campus. Any of those that aren’t in alignment with what you are attempting to accomplish, quit doing as soon as it is feasible. To paraphrase Jim Collins, for the great organization, the “do not do” list is easily more important than the “to do” list.
3. Make the “Science” Non-negotiable. There is both a science and art to campus improvement. The science is made up three components: A non-negotiable common scope and sequence; Short-term common assessments; and the frequent and objective monitoring of classroom instruction (PowerWalks). If these three components are not in place, you will be busy doing a lot of stuff and things but you won’t be making much progress.
4. Continuous Improvement and Knowledge Building. Use the science of improvement to impact the art of improvement. Quickly identify what works. Celebrate it and replicate it. Just as quickly identify what does not work and replace that with something different. Keep observing, coaching and adjusting. As a profession, we abhor change but we love it when our students improve.
Keep your eye focused on student performance and don’t slow down.
Think. Work. Achieve.
Your turn...
"SC,
I have an interview for a principalship next week. As part of the interview process, they have asked me to outline my plan for the first 90 days, if they hire me. Since I’m going to get this job, I don’t want this to be an empty exercise. Any ideas on what I should really do?"
SC Response
Here is my 80% plan for any principal stepping into a new school. But the same plan is useful for a sitting principal. If you are a sitting principal, just start the plan the day after the last state assessment test is completed on your campus.
1. Benchmarking and Campus Assessment. First, collect the most recent short-term and long term relevant objective data available and post it where it is visible to those inside the system (such as a semi-private conference or war room). The purpose is not to cast blame or embarrass anyone. The purpose is to visibly post the new starting line. Then have an outside set of eyes come in and give you an objective picture of what you are dealing with. Unfortunately, in your first days, you can’t trust the reports that you get from those close to the situation. It is not that anyone will outright lie to you, but you won’t be able to distinguish from those trying to be helpful and those who are trying to further their agenda. It is also a good idea to have an annual outside assessment of your campus operations (even your district undergoes an annual external financial audit). It is a simple fact that the longer we are embedded in a setting, the larger our blind spot becomes. I always had an annual external assessment of my campus (and later, campuses). I wanted to know where my deficits were before my boss pointed them out to me.
2. Purposeful Communication and Alignment of Vision. You have to know what your want your campus to accomplish and why. Then edit that vision to its concrete core and repeat it like a broken record. Next, look at look at systems and practices of your campus. Any of those that aren’t in alignment with what you are attempting to accomplish, quit doing as soon as it is feasible. To paraphrase Jim Collins, for the great organization, the “do not do” list is easily more important than the “to do” list.
3. Make the “Science” Non-negotiable. There is both a science and art to campus improvement. The science is made up three components: A non-negotiable common scope and sequence; Short-term common assessments; and the frequent and objective monitoring of classroom instruction (PowerWalks). If these three components are not in place, you will be busy doing a lot of stuff and things but you won’t be making much progress.
4. Continuous Improvement and Knowledge Building. Use the science of improvement to impact the art of improvement. Quickly identify what works. Celebrate it and replicate it. Just as quickly identify what does not work and replace that with something different. Keep observing, coaching and adjusting. As a profession, we abhor change but we love it when our students improve.
Keep your eye focused on student performance and don’t slow down.
Think. Work. Achieve.
Your turn...
A Reader Writes... (Lesson Framing - Part 3)
In response to the post, “Lesson Framing – Part 2,” a reader writes:
“This reminds me of a conversation I had last night at a district parent meeting. I was telling a person that I mentor that turning around schools isn't that hard. My words were obviously contrary to the prevailing wisdom being shared that evening by other "school leaders." A parent overheard my comments, stepped up, and asked me to explain.
It was a classic LYS moment. The parent walked away, somewhat in disbelief: is this man insane, incompetent, a genius, or all three? Can changing my child's school really be that simple?
YES IT CAN!”
SC Response
Yes, the prescription for improving is rather simple (notice I did not say easy). And here is the ultimate irony, the faster you go the better it is for everyone (students, staff, leadership) involved (again, notice I didn’t say easy).
The problem is that as a whole, people want easy and they want to be liked. These desires are the polar opposites of the realities of meaningful change. Those who know me, or are familiar with my track record, or are aware of my reputation know that I can dramatically improve the performance of any unacceptable campus in less than one semester. But I can promise you that at the end of that semester you will be able to count the number of “happy” adults on one hand.
Of course you can go slower. But with each extra day you take you are marginalizing the future of one or more students for the sake of adult comfort and convenience. Rationalize your decision all you want, but know that when you place adult needs over student needs, at the very least you and I are going to have a tough conversation.
Think. Work. Achieve.
Your turn...
“This reminds me of a conversation I had last night at a district parent meeting. I was telling a person that I mentor that turning around schools isn't that hard. My words were obviously contrary to the prevailing wisdom being shared that evening by other "school leaders." A parent overheard my comments, stepped up, and asked me to explain.
It was a classic LYS moment. The parent walked away, somewhat in disbelief: is this man insane, incompetent, a genius, or all three? Can changing my child's school really be that simple?
YES IT CAN!”
SC Response
Yes, the prescription for improving is rather simple (notice I did not say easy). And here is the ultimate irony, the faster you go the better it is for everyone (students, staff, leadership) involved (again, notice I didn’t say easy).
The problem is that as a whole, people want easy and they want to be liked. These desires are the polar opposites of the realities of meaningful change. Those who know me, or are familiar with my track record, or are aware of my reputation know that I can dramatically improve the performance of any unacceptable campus in less than one semester. But I can promise you that at the end of that semester you will be able to count the number of “happy” adults on one hand.
Of course you can go slower. But with each extra day you take you are marginalizing the future of one or more students for the sake of adult comfort and convenience. Rationalize your decision all you want, but know that when you place adult needs over student needs, at the very least you and I are going to have a tough conversation.
Think. Work. Achieve.
Your turn...
Sunday, January 31, 2010
A Reader Submits... More LYS Jeopardy
Once again it is time for world’s toughest game… LYS Jeopardy!
I'll take ‘Maintaining the Status Quo’ for $1000, Alex.
What is ‘Meaningful change is uncomfortable and we don't want movers and shakers that make us look bad.’
SC Response
This submission touches on why I think the blog is important and why it seems to resonate with so many educators. From a work standpoint, student centered change is a very difficult process. But it is the human toll that can cripple you. Everywhere you turn there is someone, or some group, with an agenda other than students who is trying to stop you. The more meaningful the change, the harder they work against you.
This blog lets you, the change agent, know that you are not alone and you have not lost your mind. You are just out-numbered. But being outnumbered simply means that when your school and your students become more successful, the feeling of accomplishment will be even sweeter than normal.
Think. Work. Achieve.
Your turn...
I'll take ‘Maintaining the Status Quo’ for $1000, Alex.
What is ‘Meaningful change is uncomfortable and we don't want movers and shakers that make us look bad.’
SC Response
This submission touches on why I think the blog is important and why it seems to resonate with so many educators. From a work standpoint, student centered change is a very difficult process. But it is the human toll that can cripple you. Everywhere you turn there is someone, or some group, with an agenda other than students who is trying to stop you. The more meaningful the change, the harder they work against you.
This blog lets you, the change agent, know that you are not alone and you have not lost your mind. You are just out-numbered. But being outnumbered simply means that when your school and your students become more successful, the feeling of accomplishment will be even sweeter than normal.
Think. Work. Achieve.
Your turn...
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