Posts
In response to the post, “I Got a Royal Flush,” a reader writes:
“Sean,
Don't leave out the fact that there are now minimum standards to meet in the Commended categories for both Recognized and Exemplary (all on top of overcoming wildcard gaps)”
SC Response
Noted. Also, don’t forget that this year every sub-pop counts, which means that we must teach at full speed, from Day 1.
Here’s an interesting trend that we (LYS) have been observing for the past couple of years. At the typical school (rich and poor, big and small), only about 10% to 15% of observed instruction is at the Application level. With instruction at this level of rigor, the Title 1 school struggles to meet minimum performance standards and the non-Title 1 school meets minimum standards.
When observed instruction at the Application level is pushed to 20% or higher, the Title 1 school is solid Acceptable (without TPM), with a shot at being Recognized (without TPM).
When observed instruction at the Application level is pushed to the 40% range, the Title 1 campus is solid Recognized (without TPM), with a shot at being Exemplary (without TPM).
The only meaningful caveat to be noted is the requirement of a common scope and sequence. Use one and the above trends holds true. Don’t use one and as a teacher or campus leader, you are relying on hope and luck; which is not a high percentage formula for success.
What all of the above means is what LYS has been pointing out for years, the critical variable isn’t the student; the critical variable is the adult.
Think. Work. Achieve.
Your turn...
Thursday, August 19, 2010
A Reader Writes... (Advice for the First Year Principal - Part 7)
In response to the post, “Advice for the First Year Principal – Part 3,” a reader writes:
“OK writer, you are off to a good start, but here is where you need to polish up. True: you are not in a popularity contest. However, there is a popularity contest going on, even if you choose not to participate. You need to understand (Sean does) that being a principal is about 30% mechanics (LYS stuff) and 70% personality. Even from the business world, Steven Covey reminds us that we can demand expectations, but people only give their best voluntarily.
My first principalship I spent my time learning the mechanics; I mastered that quickly. My second principalship was a situation of task overload. The school was in desperate shape, enter the need for the knowledge of mechanics (which I had not mastered, but knew adequately). However, the community was a hornet's nest, enter the need for personality. Harry Miller and Roger Hailey attempted to give me a crash course in personality, but the school was the perfect storm. The school was too broke, I was too inexperienced, and the community was too entrenched in mediocrity. I simply was unable to learn fast enough to overcome the storm.
Fast forward to my fourth leadership position. I assure you I have mastered the mechanics and have learned the lessons from Miller and Hailey. Maybe not to perfection yet, but certainly to adequacy. You must not only manage the easy stuff (the mechanics), but you must master the dynamics of leading people.
Just saying, you may want to rethink the popularity issue."
SC Response
Early in my first principalship, one of my mentors (Dr. Richard Griffin), pulled my aside and said, “Son, being a good principal is 70% personality, 30% technical. You have the ratios reversed.”
It’s an important lesson, yet one that is rarely taught directly and explicitly because personality is so personal. It’s easier to hear (and say), “you’re wrong,” than “you’re a pompous, arrogant jerk.”
I glad you mentioned Harry Miller. Sometimes the coach you need isn’t the coach you want. As you mentioned, your "go to" skill set is centered on the rapid turn around. This unique skill and experience set is why you are always in demand. But as you pointed out, District 2 had the need, but not the desire. Enter Coach Miller. I remember you telling me, “Harry is different than my other LYS coach. He wants me to go slower”
To which I replied, “Harry wants you to go fast, just is a different way.”
All this to say, as you well know, the purpose of leadership is to move the organization from where it is, to where it is should be, to where it could be, in an effective, efficient and expedited manner. To do this requires a package of skills, executed with purpose and reflection. Popularity for popularity’s sake is an exercise in vanity. Popularity as a leadership skill is a legitimate and effective tool.
Think. Work. Achieve.
Your turn...
“OK writer, you are off to a good start, but here is where you need to polish up. True: you are not in a popularity contest. However, there is a popularity contest going on, even if you choose not to participate. You need to understand (Sean does) that being a principal is about 30% mechanics (LYS stuff) and 70% personality. Even from the business world, Steven Covey reminds us that we can demand expectations, but people only give their best voluntarily.
My first principalship I spent my time learning the mechanics; I mastered that quickly. My second principalship was a situation of task overload. The school was in desperate shape, enter the need for the knowledge of mechanics (which I had not mastered, but knew adequately). However, the community was a hornet's nest, enter the need for personality. Harry Miller and Roger Hailey attempted to give me a crash course in personality, but the school was the perfect storm. The school was too broke, I was too inexperienced, and the community was too entrenched in mediocrity. I simply was unable to learn fast enough to overcome the storm.
Fast forward to my fourth leadership position. I assure you I have mastered the mechanics and have learned the lessons from Miller and Hailey. Maybe not to perfection yet, but certainly to adequacy. You must not only manage the easy stuff (the mechanics), but you must master the dynamics of leading people.
Just saying, you may want to rethink the popularity issue."
SC Response
Early in my first principalship, one of my mentors (Dr. Richard Griffin), pulled my aside and said, “Son, being a good principal is 70% personality, 30% technical. You have the ratios reversed.”
It’s an important lesson, yet one that is rarely taught directly and explicitly because personality is so personal. It’s easier to hear (and say), “you’re wrong,” than “you’re a pompous, arrogant jerk.”
I glad you mentioned Harry Miller. Sometimes the coach you need isn’t the coach you want. As you mentioned, your "go to" skill set is centered on the rapid turn around. This unique skill and experience set is why you are always in demand. But as you pointed out, District 2 had the need, but not the desire. Enter Coach Miller. I remember you telling me, “Harry is different than my other LYS coach. He wants me to go slower”
To which I replied, “Harry wants you to go fast, just is a different way.”
All this to say, as you well know, the purpose of leadership is to move the organization from where it is, to where it is should be, to where it could be, in an effective, efficient and expedited manner. To do this requires a package of skills, executed with purpose and reflection. Popularity for popularity’s sake is an exercise in vanity. Popularity as a leadership skill is a legitimate and effective tool.
Think. Work. Achieve.
Your turn...
Tuesday, August 17, 2010
A Reader Writes... (Advice for the First Year Principal - Part 6)
In response to the posts relating to, “Advice for the First Year Principal,” a reader writes:
“I enjoyed, “Advice for the First Year Principal,” as well as the posts that have stemmed from it. My question is this, “What about the 2nd year?”
The first year, I know that lots of changes shouldn't be made, but we (principal and AP) have started making some changes in this 2nd year that are really ruffling feathers. We’re getting the “Why are we making so many changes and what is our reasoning behind it” type questions.”
SC Response
First, who said changes shouldn’t be made in the first year? That’s one of the conventional wisdom rules that often causes more harm than good. The decison to change is driven by the situation you find yourself in.
Are you in a turn around situation? If so, you need to change and change fast.
Are you in a refocusing situation? Then you better communicate your tail off and start moving at a deliberate pace.
Are you in a sustaining situation? Then tread lightly and study the system you have inherited with all the intensity you can muster.
The problem is that most new principals misread the situation they have inherited and then follow the advice of those who's success and experience are from an entirely different situation. This is not a formula for success. Instead, this is where a little external coaching goes a long way.
Second, I really don’t have rules for second year principals. However, I do have some common observations.
1. Second year principals often wonder if most of their staff had lobotomies over the summer. The didn’t. It’s just that for the first time you are able to slow down a little bit and watch and listen a little more critically. Don’t get mad or frustrated, start coaching.
2. Second year principals are often flabbergasted by all the problems that just suddenly show up. Again, this isn't actually the case. You finally are able to look up and observe what is really going on around you.
3. Second year principals begin to feel overworked (as opposed to overwhelmed). The work was always there, but now you know the basics of the job well enough to start multi-tasking.
4. Second year principals often spend a lot of time fixing issues that they created in their first year. Joke too much, vent too much, have loose lips, avoid difficult situations? The learning curve is steep and the subsequent “fix it” curve can be humbling.
Finally, “Why are we changing” and “Why so many changes” are legitimate questions. If you don’t have an answer for either of those, don’t change. If the answers to those questions doesn't begin with “This is what is best for our students,” then don’t change. Finally, if your reason for changing is because the State, the Board or your boss told you to do so, then you best internalize that directive and make it your own. That’s what leader’s do, they accept responsibility. The manager simply passes the buck.
We are in the learning business. We need to have our teams question, probe, reason and have passion if we are going to add to the knowledge base of our profession. Cultivate that quality, don’t begrudge it. But also, don’t let it become counter productive.
Think. Work. Achieve.
Your turn...
“I enjoyed, “Advice for the First Year Principal,” as well as the posts that have stemmed from it. My question is this, “What about the 2nd year?”
The first year, I know that lots of changes shouldn't be made, but we (principal and AP) have started making some changes in this 2nd year that are really ruffling feathers. We’re getting the “Why are we making so many changes and what is our reasoning behind it” type questions.”
SC Response
First, who said changes shouldn’t be made in the first year? That’s one of the conventional wisdom rules that often causes more harm than good. The decison to change is driven by the situation you find yourself in.
Are you in a turn around situation? If so, you need to change and change fast.
Are you in a refocusing situation? Then you better communicate your tail off and start moving at a deliberate pace.
Are you in a sustaining situation? Then tread lightly and study the system you have inherited with all the intensity you can muster.
The problem is that most new principals misread the situation they have inherited and then follow the advice of those who's success and experience are from an entirely different situation. This is not a formula for success. Instead, this is where a little external coaching goes a long way.
Second, I really don’t have rules for second year principals. However, I do have some common observations.
1. Second year principals often wonder if most of their staff had lobotomies over the summer. The didn’t. It’s just that for the first time you are able to slow down a little bit and watch and listen a little more critically. Don’t get mad or frustrated, start coaching.
2. Second year principals are often flabbergasted by all the problems that just suddenly show up. Again, this isn't actually the case. You finally are able to look up and observe what is really going on around you.
3. Second year principals begin to feel overworked (as opposed to overwhelmed). The work was always there, but now you know the basics of the job well enough to start multi-tasking.
4. Second year principals often spend a lot of time fixing issues that they created in their first year. Joke too much, vent too much, have loose lips, avoid difficult situations? The learning curve is steep and the subsequent “fix it” curve can be humbling.
Finally, “Why are we changing” and “Why so many changes” are legitimate questions. If you don’t have an answer for either of those, don’t change. If the answers to those questions doesn't begin with “This is what is best for our students,” then don’t change. Finally, if your reason for changing is because the State, the Board or your boss told you to do so, then you best internalize that directive and make it your own. That’s what leader’s do, they accept responsibility. The manager simply passes the buck.
We are in the learning business. We need to have our teams question, probe, reason and have passion if we are going to add to the knowledge base of our profession. Cultivate that quality, don’t begrudge it. But also, don’t let it become counter productive.
Think. Work. Achieve.
Your turn...
A Reader Writes... (Advice for the First Year Principal - Part 5)
In response to the post, “Advice for the First Year Principal – Part 1,” a reader writes:
“SC,
OK, another post that gave me chills...
The proof is in the pudding; the give a man a fish philosophy holds true with your response. I'm living proof that you lead at your highest point everyday, especially when you're the one manning the ship regardless of the presence of the principal.
I believe it's every leader's responsibility on a campus to support 'morale' (which I also think is an adult mental capacity choice) and when you feel even the slightest bit of 'low morale' step up buddy and take action. After all, you ARE a 'leader'. And if you're not willing to accept that responsibility, then your campus’ end of year staff feedback was a result of YOUR capacity as well. Just point your finger pointing at the person in the mirror.
Thus, a result you can be proud of like ~ woo hoo ~ my former campus BEING EXEMPLARY....is reason to stick out your chest out, lift up your chin, and put some bounce in your step.
Use the suggestions, do the work, achieve results!”
SC Response
True leadership is about hard work; setting a constant and consistent example; regular and purposeful communication; and coaching and mentoring. The closer you do this to the people you lead, you better. The further you get away from this, the less effective you become.
In theory, most leaders understand this. But doing this everyday is entirely another matter. When things are going well, it is fairly easy, but that is not the test of leadership. The test of leadership is to remain committed to these practices when things are not going well or when your staff is feeling self-satisfied. For those that are able to do this, they build and lead teams that do extraordinary things year in and year out. The ‘leaders’ who cannot, leave performance sitting on the table and generally have a ready excuse that places the blame for this anywhere but on themselves.
This is why the “mirror” test is so effective. The person in the mirror always knows if or when you took a short-cut.
Finally, congratulations on last year’s results and on your brand new principalship. Call us if you need us and make the LYS Nation proud.
Think. Work. Achieve.
You turn...
“SC,
OK, another post that gave me chills...
The proof is in the pudding; the give a man a fish philosophy holds true with your response. I'm living proof that you lead at your highest point everyday, especially when you're the one manning the ship regardless of the presence of the principal.
I believe it's every leader's responsibility on a campus to support 'morale' (which I also think is an adult mental capacity choice) and when you feel even the slightest bit of 'low morale' step up buddy and take action. After all, you ARE a 'leader'. And if you're not willing to accept that responsibility, then your campus’ end of year staff feedback was a result of YOUR capacity as well. Just point your finger pointing at the person in the mirror.
Thus, a result you can be proud of like ~ woo hoo ~ my former campus BEING EXEMPLARY....is reason to stick out your chest out, lift up your chin, and put some bounce in your step.
Use the suggestions, do the work, achieve results!”
SC Response
True leadership is about hard work; setting a constant and consistent example; regular and purposeful communication; and coaching and mentoring. The closer you do this to the people you lead, you better. The further you get away from this, the less effective you become.
In theory, most leaders understand this. But doing this everyday is entirely another matter. When things are going well, it is fairly easy, but that is not the test of leadership. The test of leadership is to remain committed to these practices when things are not going well or when your staff is feeling self-satisfied. For those that are able to do this, they build and lead teams that do extraordinary things year in and year out. The ‘leaders’ who cannot, leave performance sitting on the table and generally have a ready excuse that places the blame for this anywhere but on themselves.
This is why the “mirror” test is so effective. The person in the mirror always knows if or when you took a short-cut.
Finally, congratulations on last year’s results and on your brand new principalship. Call us if you need us and make the LYS Nation proud.
Think. Work. Achieve.
You turn...
Sunday, August 15, 2010
Brezina Writes... (The Great Ones Outwork Everyone Else - Part 2)
In response to the post, “The Great Ones Outwork Everyone Else,” Brezina writes:
"What a great comment on "Good and Great." It takes a lot of courage and wisdom to take someone else’s thoughts and extend those words to further challenge conventional thinking.
Good work."
SC Response
Thank you. But I will admit that the courage is mostly the result of the good training I received in the formative years of my leadership career. Staring down rouge boards and power hungry politicians was always a less scary proposition than having to report to you, or Schaper, or Neeley that I came up lacking. As far as wisdom, when you are lucky enough to have almost daily conversations with the best and brightest in our field, a little of it can’t help to rub off.
Think. Work. Achieve.
Your turn...
"What a great comment on "Good and Great." It takes a lot of courage and wisdom to take someone else’s thoughts and extend those words to further challenge conventional thinking.
Good work."
SC Response
Thank you. But I will admit that the courage is mostly the result of the good training I received in the formative years of my leadership career. Staring down rouge boards and power hungry politicians was always a less scary proposition than having to report to you, or Schaper, or Neeley that I came up lacking. As far as wisdom, when you are lucky enough to have almost daily conversations with the best and brightest in our field, a little of it can’t help to rub off.
Think. Work. Achieve.
Your turn...
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