Posts
A message to the LYS Nation from B. Brezina:
LYS Reader,
Did you know that researches at the University of Sweden’s School for the Exceptionally Awesome have determined that the typical LYS Reader is one gamillion times more effective than the non-LYS Reader?
The question is moot. Of course you do. You are an LYS reader.
Now don’t you feel guilty for not sharing the LYS Daily Blog with your less effective peers?
That guilt is the burden of leadership.
Reduce your burden, share the blog.
Think. Work. Achieve.
B. Brezina: Retired Superintendent; School Finance Savant; Nobel Prize Selection Committee Member - 'Achievements in Salsa' division
Your turn…
Saturday, March 27, 2010
Thursday, March 25, 2010
A Reader Writes... (Teacher Stress - Part 7)
In response to the posts relating to, “Teacher Stress,” a reader writes:
“SC, thanks for clarifying my point about teachers being part of the problem. Let me be real clear. I think teachers in failing schools are about 30% of the problem, and 70% of the solution. I think leadership in failing schools is about 70% of the problem, and 30% of the solution. Just so the LYS Nation knows where I stand.
And Cain is dead on when he states that the leadership issue begins at the board and includes everyone in central office. Cain is famous (infamous) for pointing this out. When asked if it is a good idea to make teachers re-apply for their jobs in failing schools, Cain's response is, “Absolutely, but only if you intend to make the principal re-apply, the assistant superintendents re-apply, the curriculum director re-apply, and let's not forget the superintendent.”
Why? Cain will say because everyone in the chain of command had the ability and duty to fix the problem and failed to do so. I have witnessed two absolutes in my career on the front lines of change:
1. The LYS Nation walks the talk (note: Cain only seems tough if you haven’t met Brown or Brezina)
2. Weak leadership will have nothing to do with LYS and its ideas.
SC Response
Normally I would say, “In my defense...” But in this case there is nothing to defend. I have said all of that and more. However the real issue is credibility, not tough (sometimes stupid) talk. It is about stepping into the breech and working hand in hand with the educators who are willing to stay in a tough setting and make a difference. It’s about attempting to fix the unfixable, accepting responsibility when your best isn’t enough and then getting up the next morning and working even harder to make “Plan B” work.
I once had a young AP (now an LYS Principal) ask me how I could say the things I say with such absolute conviction and lack of fear. My answer was this:
“First, for every seemingly over the top thing I say, I have a hundred quiet conversations on how solve the problem. Second, I occupy the moral high ground. I am solely focused on increasing opportunities for each student, TODAY. Every argument to not improve today is vested in some adult’s convenience. That’s not even a fair fight. Third, I have yet the face a situation that can’t be fixed and fixed quickly. Finally, if need be, I'll roll up my sleeves and do it myself.”
If you do that every day, after a couple of wins, you get a little leeway when you step on a couple of toes.
Think. Work. Achieve.
Your turn...
“SC, thanks for clarifying my point about teachers being part of the problem. Let me be real clear. I think teachers in failing schools are about 30% of the problem, and 70% of the solution. I think leadership in failing schools is about 70% of the problem, and 30% of the solution. Just so the LYS Nation knows where I stand.
And Cain is dead on when he states that the leadership issue begins at the board and includes everyone in central office. Cain is famous (infamous) for pointing this out. When asked if it is a good idea to make teachers re-apply for their jobs in failing schools, Cain's response is, “Absolutely, but only if you intend to make the principal re-apply, the assistant superintendents re-apply, the curriculum director re-apply, and let's not forget the superintendent.”
Why? Cain will say because everyone in the chain of command had the ability and duty to fix the problem and failed to do so. I have witnessed two absolutes in my career on the front lines of change:
1. The LYS Nation walks the talk (note: Cain only seems tough if you haven’t met Brown or Brezina)
2. Weak leadership will have nothing to do with LYS and its ideas.
SC Response
Normally I would say, “In my defense...” But in this case there is nothing to defend. I have said all of that and more. However the real issue is credibility, not tough (sometimes stupid) talk. It is about stepping into the breech and working hand in hand with the educators who are willing to stay in a tough setting and make a difference. It’s about attempting to fix the unfixable, accepting responsibility when your best isn’t enough and then getting up the next morning and working even harder to make “Plan B” work.
I once had a young AP (now an LYS Principal) ask me how I could say the things I say with such absolute conviction and lack of fear. My answer was this:
“First, for every seemingly over the top thing I say, I have a hundred quiet conversations on how solve the problem. Second, I occupy the moral high ground. I am solely focused on increasing opportunities for each student, TODAY. Every argument to not improve today is vested in some adult’s convenience. That’s not even a fair fight. Third, I have yet the face a situation that can’t be fixed and fixed quickly. Finally, if need be, I'll roll up my sleeves and do it myself.”
If you do that every day, after a couple of wins, you get a little leeway when you step on a couple of toes.
Think. Work. Achieve.
Your turn...
Wednesday, March 24, 2010
A Reader Writes... (Teacher Stress - Part 6)
In response to the posts relating to, “Teacher Stress,” a reader writes:
“All that teachers want is respect from all levels of administration and once in a while it would be a good idea for administrators to teach a class. Administrators do not have to be mean or bullies. I think we want the same thing success with our students. Show us the respect we deserve."
SC Response
I won’t lie to you and say that all administrators respect teachers. Obviously, some do not. But I have found that the administrators who seem to have the most respect for both teachers and the difficulties of meeting today’s accountability standards are the administrators who spend that most time in classrooms observing teachers.
I will also point out that in some cases the practical application of that respect is to keep the pressure on those in our field that are not meeting expectations. I’m a firm believer that the best thing I can do for motivated, hard working teachers is to get rid of the slackers. Depending on where you fall, that is either music to your ears or the meanest thing that you have ever heard.
I do find it humorous that you suggest the administrators teach a class. Not because I think it is a bad idea, but because I constantly advocate the idea. Just last week, I suggested to a rookie principal that she cover a class for a struggling teacher in order to let the teacher observe a much more effective peer. Nothing communicates more that instruction is pre-eminent, than the willingness of everyone to step up to teach a class when the need arises.
I will close with the statement that I shared with my staff every year, the day before classes resumed. “If you are willing to work everyday to both improve and meet the expectations of the district and your campus, then my job is to secure for you every tool and resource within our means. If you refuse to work to meet our expectations and refuse to try to improve, then my job is to find you and remove you. Our students and your peers deserve no less.”
Think. Work. Achieve.
Your turn...
“All that teachers want is respect from all levels of administration and once in a while it would be a good idea for administrators to teach a class. Administrators do not have to be mean or bullies. I think we want the same thing success with our students. Show us the respect we deserve."
SC Response
I won’t lie to you and say that all administrators respect teachers. Obviously, some do not. But I have found that the administrators who seem to have the most respect for both teachers and the difficulties of meeting today’s accountability standards are the administrators who spend that most time in classrooms observing teachers.
I will also point out that in some cases the practical application of that respect is to keep the pressure on those in our field that are not meeting expectations. I’m a firm believer that the best thing I can do for motivated, hard working teachers is to get rid of the slackers. Depending on where you fall, that is either music to your ears or the meanest thing that you have ever heard.
I do find it humorous that you suggest the administrators teach a class. Not because I think it is a bad idea, but because I constantly advocate the idea. Just last week, I suggested to a rookie principal that she cover a class for a struggling teacher in order to let the teacher observe a much more effective peer. Nothing communicates more that instruction is pre-eminent, than the willingness of everyone to step up to teach a class when the need arises.
I will close with the statement that I shared with my staff every year, the day before classes resumed. “If you are willing to work everyday to both improve and meet the expectations of the district and your campus, then my job is to secure for you every tool and resource within our means. If you refuse to work to meet our expectations and refuse to try to improve, then my job is to find you and remove you. Our students and your peers deserve no less.”
Think. Work. Achieve.
Your turn...
Tuesday, March 23, 2010
A Reader Writes... (Teacher Stress - Part 5)
In response to the posts relating to, “Teacher Stress,” a reader writes:
"Bullying is certainly the right word. I understand the accountability issues all districts face but district administrations can do much more in supporting teachers then they currently do. I am not saying there are not bad teachers out there, but there are plenty of good ones. Those who don't care about doing a good job will never care. The ones working hard are only the good ones.
I think the problems arise due to bad administration."
SC Response
First, in general, teachers are not used to being spoken to in any authoritative or adverse manner. I have a long, outlined explanation for this, but the short version is that teachers are people pleasers who have had school experiences that have been overwhelmingly positive. This means that that the school related feedback they have received has almost always been positive. In this dynamic, anything not positive is viewed as mean. We would all be better served if we had a little thicker skin.
Can districts do a better job of supporting teachers? Yes. But sometimes that support manifests itself in making teachers implement improved tools and better practices. Now we are back to the being “mean” and “bullying” behavior issues. Or the "just do your job" issue. It depends on what side of the table you sit on.
However, we agree that most school problems are leadership issues. But I feel as if we have reached this conclusion by two different paths. Where I think you are assigning blame, I’m assigning responsibility. If a handful of teachers are not performing, that is a personnel issue. As a leader, I either coach or remove. It is a very simple equation. If on the other hand, a significant number of teachers are not performing, that is a system failure. As a leader, I’m responsible for creating and managing the system that makes my staff and students successful. If I do not or cannot perform that duty, then I have to be coached or removed. Again, it is a simple equation.
As a teacher, you have to ask yourself what is holding back your campus, a few individuals or the system? If it is a few individuals, either help out your peers or share some of the responsibility when the axe falls. If it is the system, either demand change and assist in its implementation or become part of the problem.
It’s not personal, its improved campus performance.
Think. Work. Achieve.
Your turn...
"Bullying is certainly the right word. I understand the accountability issues all districts face but district administrations can do much more in supporting teachers then they currently do. I am not saying there are not bad teachers out there, but there are plenty of good ones. Those who don't care about doing a good job will never care. The ones working hard are only the good ones.
I think the problems arise due to bad administration."
SC Response
First, in general, teachers are not used to being spoken to in any authoritative or adverse manner. I have a long, outlined explanation for this, but the short version is that teachers are people pleasers who have had school experiences that have been overwhelmingly positive. This means that that the school related feedback they have received has almost always been positive. In this dynamic, anything not positive is viewed as mean. We would all be better served if we had a little thicker skin.
Can districts do a better job of supporting teachers? Yes. But sometimes that support manifests itself in making teachers implement improved tools and better practices. Now we are back to the being “mean” and “bullying” behavior issues. Or the "just do your job" issue. It depends on what side of the table you sit on.
However, we agree that most school problems are leadership issues. But I feel as if we have reached this conclusion by two different paths. Where I think you are assigning blame, I’m assigning responsibility. If a handful of teachers are not performing, that is a personnel issue. As a leader, I either coach or remove. It is a very simple equation. If on the other hand, a significant number of teachers are not performing, that is a system failure. As a leader, I’m responsible for creating and managing the system that makes my staff and students successful. If I do not or cannot perform that duty, then I have to be coached or removed. Again, it is a simple equation.
As a teacher, you have to ask yourself what is holding back your campus, a few individuals or the system? If it is a few individuals, either help out your peers or share some of the responsibility when the axe falls. If it is the system, either demand change and assist in its implementation or become part of the problem.
It’s not personal, its improved campus performance.
Think. Work. Achieve.
Your turn...
A Reader Writes... (Teacher Stress - Part 4)
In response to the posts relating to, “Teacher Stress,” a reader writes:
“SC
I love your response! This could easily be a teacher from my school. We recently reviewed a list of the new initiatives and changes that have been made this year (national mandates, district mandates, and campus based improvement actions). It is a lot. Then we looked at what was causing us the most stress. What is causing us the most discomfort are the instructional initiatives that we have put in place to monitor student achievement and improve instruction.
I was reading a blog post a few weeks ago from the principal who was in a low performing school. She said that she had written up over 100 teachers for managerial issues. But when she started to have conversations about instruction, the flood gates opened - teachers started complaining to the union. How ironic it is that teachers feel justified to defend mediocre practices that clearly have not been working? Additionally, how did the pervasive belief that administrators should not be involved in instruction even get started?
We have lots of work to do”
SC Response
Change is rarely fun and almost always inconvenient. But as adults, we realize that most change is inevitable, so we just go along to get along. That change is the change the “machine” imposes on us. It is the procedures and rules that for the most part we all have to live by. Since “I” didn’t make the rules, “I” don’t own the rules, so the change is not personal. Since we are all equally inconvenienced by the rule change complaining doesn’t do me any good; life just goes on.
On the other hand, if I have to change a practice that "I" decided is important, that "I" have some ownership of, and that practice has some bearing on my self-worth and how the organization values me, I’m not going to like it and you can bet that I’m telling someone about it.
If I am the person identified as leading this “attack” on self-determination, I need to be ready for this push-back. Not to punish, but to manage the change process and speed up implementation. The problems flare up when either I didn’t expect the push-back, or I respond incorrectly to the push-back. Just remember that first rule of implementing meaningful change, “movement requires friction.”
Teachers defend the mediocre because it represents the predictable. If we want to improve on the mediocre, we have to provide teachers with the tools that make the unpredictable manageable. That is why the Foundation Trinity is non-negotiable. The Foundation Trinity provides the structure for teachers to evolve their practice in small steps, thus reducing their perceived risk. They still don’t like it, but they don’t like it for a shorter period of time. As a leader, you just have to be OK with you and your ideas not being liked.
Finally, where did the idea that classrooms are off limits to administration come from? I think it mostly came from poor leadership. The sad truth is that way too many of us in the administrative leadership and support ranks moved up to “escape” the classroom. Once that is accomplished, returning to the classroom becomes the last item on their “To-do” list. Since this group outnumbers the group that understands the necessity of continued hands-on involvement in instruction, the deviant behavior becomes the norm. I have essentially given up on changing this at the macro level. Now I work at changing this one campus at a time. If literature and presentations won’t change the lazy and the ignorant, perhaps being steam rolled by the campus next door will get their attention.
Think. Work. Achieve.
Your turn...
“SC
I love your response! This could easily be a teacher from my school. We recently reviewed a list of the new initiatives and changes that have been made this year (national mandates, district mandates, and campus based improvement actions). It is a lot. Then we looked at what was causing us the most stress. What is causing us the most discomfort are the instructional initiatives that we have put in place to monitor student achievement and improve instruction.
I was reading a blog post a few weeks ago from the principal who was in a low performing school. She said that she had written up over 100 teachers for managerial issues. But when she started to have conversations about instruction, the flood gates opened - teachers started complaining to the union. How ironic it is that teachers feel justified to defend mediocre practices that clearly have not been working? Additionally, how did the pervasive belief that administrators should not be involved in instruction even get started?
We have lots of work to do”
SC Response
Change is rarely fun and almost always inconvenient. But as adults, we realize that most change is inevitable, so we just go along to get along. That change is the change the “machine” imposes on us. It is the procedures and rules that for the most part we all have to live by. Since “I” didn’t make the rules, “I” don’t own the rules, so the change is not personal. Since we are all equally inconvenienced by the rule change complaining doesn’t do me any good; life just goes on.
On the other hand, if I have to change a practice that "I" decided is important, that "I" have some ownership of, and that practice has some bearing on my self-worth and how the organization values me, I’m not going to like it and you can bet that I’m telling someone about it.
If I am the person identified as leading this “attack” on self-determination, I need to be ready for this push-back. Not to punish, but to manage the change process and speed up implementation. The problems flare up when either I didn’t expect the push-back, or I respond incorrectly to the push-back. Just remember that first rule of implementing meaningful change, “movement requires friction.”
Teachers defend the mediocre because it represents the predictable. If we want to improve on the mediocre, we have to provide teachers with the tools that make the unpredictable manageable. That is why the Foundation Trinity is non-negotiable. The Foundation Trinity provides the structure for teachers to evolve their practice in small steps, thus reducing their perceived risk. They still don’t like it, but they don’t like it for a shorter period of time. As a leader, you just have to be OK with you and your ideas not being liked.
Finally, where did the idea that classrooms are off limits to administration come from? I think it mostly came from poor leadership. The sad truth is that way too many of us in the administrative leadership and support ranks moved up to “escape” the classroom. Once that is accomplished, returning to the classroom becomes the last item on their “To-do” list. Since this group outnumbers the group that understands the necessity of continued hands-on involvement in instruction, the deviant behavior becomes the norm. I have essentially given up on changing this at the macro level. Now I work at changing this one campus at a time. If literature and presentations won’t change the lazy and the ignorant, perhaps being steam rolled by the campus next door will get their attention.
Think. Work. Achieve.
Your turn...
Sunday, March 21, 2010
A Reader Writes... (Teacher Stress - Part 3)
In response to the posts relating to, “Teacher Stress,” a reader writes:
“As SC pointed out, it is hard to comment without knowing the specifics of your district. But, from what you wrote I get a mental picture of your school (which may be totally wrong).
Your school probably has student achievement problems. As Cain pointed out, administration will blame teachers. And that's O.K., because teachers are a part of the problem. The first thing that sticks out is 9 programs. That smells of an administrative knee jerk reaction. I have yet to see a school program itself to success. Administration sees the programs as a way to make up for poor curriculum and/or poor instruction. If one program is good, 9 must be great in their view. It sounds a bit like your administration doesn't really know what to do, so they reach for programs.
Here's the catch, what if administration is right, and teachers are the problem? If teachers won't teach effectively, what makes you think they will implement some $100,000 program effectively? Improving curriculum and instruction are the keys to success. Quality programs can enhance curriculum and instruction, but certainly will not replace them. As Cain said, not all stress is bad. If your administration can't figure out which direction to go, I suggest finding a job in a LYS school.
SC Response
The old school LYS principals just don’t mince a lot of words. So I too will be brief.
First, before anyone gets upset (or vindicated) because the writer points out that it is OK to blame the teachers, do know that he recognizes that leadership shoulders most of the blame. He is famous for being on the job for about two weeks and being called in to give an assessment of the school he took over. He told the superintendent that the horrific situation at the campus was due to years of leadership neglect. The superintendent agreed saying that the former principal was ineffective. This LYS principal said he wasn’t singling out the former principal. This was a case where the blame started at the board and worked it’s way down from there. Present company included.
Second, the writer is correct when he states that programs are not the answer. Improved first line instruction is the answer. If your central office is trying to figure out how to circumvent teachers instead of improving teachers, you are on a sinking ship.
Third, the writer makes another excellent point. If the teachers are the problem (again, when a district is overrun with ineffective teachers, that really is a leadership problem), their ability to effectively run the new program is immediately suspect. Why waste money on a pipe dream?
Finally, working in tough settings is a chicken salad / chicken feathers proposition. With the right leadership and right instructional staff, the newest and most effective innovations in our field are currently being developed. After all, necessity is the mother of invention. Unfortunately, with the wrong leadership and the wrong teachers, futures are being squandered daily.
Think. Work. Achieve.
Your turn...
“As SC pointed out, it is hard to comment without knowing the specifics of your district. But, from what you wrote I get a mental picture of your school (which may be totally wrong).
Your school probably has student achievement problems. As Cain pointed out, administration will blame teachers. And that's O.K., because teachers are a part of the problem. The first thing that sticks out is 9 programs. That smells of an administrative knee jerk reaction. I have yet to see a school program itself to success. Administration sees the programs as a way to make up for poor curriculum and/or poor instruction. If one program is good, 9 must be great in their view. It sounds a bit like your administration doesn't really know what to do, so they reach for programs.
Here's the catch, what if administration is right, and teachers are the problem? If teachers won't teach effectively, what makes you think they will implement some $100,000 program effectively? Improving curriculum and instruction are the keys to success. Quality programs can enhance curriculum and instruction, but certainly will not replace them. As Cain said, not all stress is bad. If your administration can't figure out which direction to go, I suggest finding a job in a LYS school.
SC Response
The old school LYS principals just don’t mince a lot of words. So I too will be brief.
First, before anyone gets upset (or vindicated) because the writer points out that it is OK to blame the teachers, do know that he recognizes that leadership shoulders most of the blame. He is famous for being on the job for about two weeks and being called in to give an assessment of the school he took over. He told the superintendent that the horrific situation at the campus was due to years of leadership neglect. The superintendent agreed saying that the former principal was ineffective. This LYS principal said he wasn’t singling out the former principal. This was a case where the blame started at the board and worked it’s way down from there. Present company included.
Second, the writer is correct when he states that programs are not the answer. Improved first line instruction is the answer. If your central office is trying to figure out how to circumvent teachers instead of improving teachers, you are on a sinking ship.
Third, the writer makes another excellent point. If the teachers are the problem (again, when a district is overrun with ineffective teachers, that really is a leadership problem), their ability to effectively run the new program is immediately suspect. Why waste money on a pipe dream?
Finally, working in tough settings is a chicken salad / chicken feathers proposition. With the right leadership and right instructional staff, the newest and most effective innovations in our field are currently being developed. After all, necessity is the mother of invention. Unfortunately, with the wrong leadership and the wrong teachers, futures are being squandered daily.
Think. Work. Achieve.
Your turn...
A Reader Writes... (Teacher Stress - Part 2)
In response to the post, “Teacher Stress,” a reader writes:
“I've heard a number of teachers say things like this on my campus during meetings when the principal is not in attendance. I've also observed the same teachers go in and out of the principal’s and vice principals’ offices, essentially brown-nosing. So I’m confused when I sit there listening to those teachers complain about being under so much stress and/or having to attend too much training. When the principal is attending, I only hear sparkly conversations.
At our school, I know our principal has been called on the carpet and that he is actively trying to show improvement with our new programs, such as the LYS training. And having been a teacher here for awhile, I know we can do it. We just have to be willing to commit to being a LYS teacher and just do the work. With the support that we are being provided and our will to make it work, our school will improve and become a great one.
You just have to know when to look yourself in the eye and change yourself instead of complaining about having to change. I like the LYS program. I believe in it and I know it will work.”
SC Response
Since you comment arrived, I have read it 6 or 7 times. It is excellent and inspiring. I want to make four quick points relating to what you wrote.
First, principals, you have to attend the staff training sessions that your teachers attend. Your presence is the greatest variable impacting the effectiveness of the training. It is simply night and day. If you want to guarantee that your staff won’t implement the training, then don’t attend. And I have observed this enough times, that at this point, I no longer blame the staff. With multiple programs and training initiatives occurring simultaneously, time management 101 advises you to focus on the things that your boss values most. Actions speak much louder than words. If you, as a leader, don’t attend, it is safe to assume that you do not think that the training is important.
Second, school leaders, the people that seek you out for a discussion always have an agenda. To assume otherwise is just naive. Veteran Superintendents and Principals understand this (at least at a subconscious level), new leaders and leaders who were never principals (or head coaches), get burned by this more times than not. Again, I don’t blame the staff. This is the nature of a hierarchical system. It only becomes a problem, when leadership removes itself from observing the action on a regular and frequent basis.
Third, talk about hitting the nail on the head. This is a great quote, “We… just have to do the work.” That’s the secret, do the work, at full speed, with the tools at our disposal. When that occurs, our students respond and quickly begin to perform at levels that we never imagined. It’s not magic, it’s purposeful action.
Finally, thanks for reading the blog and joining the conversation. Your informal leadership on your campus can easily become more powerful than any formal authority.
Think. Work. Achieve.
Your turn...
“I've heard a number of teachers say things like this on my campus during meetings when the principal is not in attendance. I've also observed the same teachers go in and out of the principal’s and vice principals’ offices, essentially brown-nosing. So I’m confused when I sit there listening to those teachers complain about being under so much stress and/or having to attend too much training. When the principal is attending, I only hear sparkly conversations.
At our school, I know our principal has been called on the carpet and that he is actively trying to show improvement with our new programs, such as the LYS training. And having been a teacher here for awhile, I know we can do it. We just have to be willing to commit to being a LYS teacher and just do the work. With the support that we are being provided and our will to make it work, our school will improve and become a great one.
You just have to know when to look yourself in the eye and change yourself instead of complaining about having to change. I like the LYS program. I believe in it and I know it will work.”
SC Response
Since you comment arrived, I have read it 6 or 7 times. It is excellent and inspiring. I want to make four quick points relating to what you wrote.
First, principals, you have to attend the staff training sessions that your teachers attend. Your presence is the greatest variable impacting the effectiveness of the training. It is simply night and day. If you want to guarantee that your staff won’t implement the training, then don’t attend. And I have observed this enough times, that at this point, I no longer blame the staff. With multiple programs and training initiatives occurring simultaneously, time management 101 advises you to focus on the things that your boss values most. Actions speak much louder than words. If you, as a leader, don’t attend, it is safe to assume that you do not think that the training is important.
Second, school leaders, the people that seek you out for a discussion always have an agenda. To assume otherwise is just naive. Veteran Superintendents and Principals understand this (at least at a subconscious level), new leaders and leaders who were never principals (or head coaches), get burned by this more times than not. Again, I don’t blame the staff. This is the nature of a hierarchical system. It only becomes a problem, when leadership removes itself from observing the action on a regular and frequent basis.
Third, talk about hitting the nail on the head. This is a great quote, “We… just have to do the work.” That’s the secret, do the work, at full speed, with the tools at our disposal. When that occurs, our students respond and quickly begin to perform at levels that we never imagined. It’s not magic, it’s purposeful action.
Finally, thanks for reading the blog and joining the conversation. Your informal leadership on your campus can easily become more powerful than any formal authority.
Think. Work. Achieve.
Your turn...
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