A Reader Submits... Broke is Broke

An Old School LYS Principal (who is now turning around his third campus, in his third district) submits:

I feel as if I should share this with the LYS Nation.

Never assume that just because a school is a "Recognized” campus that it cannot be broken.

With the state essentially passing out accountability wildcards just for showing up, there are now 100’s of campuses that have stumbled into their rating. Purposeful change and improvement is still needed at these campuses. Yes, I know change is “scary.” But those who are “scared” can and will jump ship. Let them. Having them around will only sink the boat faster.

SC Response

I was recently having dinner with an icon superintendent (who was an early accountability advocate and has the scars to prove it). In one of the few times I ever seen him angry, he said that TPM is the worst thing that we have done to students in the past 25 years and he is voting against those responsible for it.

My problem with TPM is that schools that have not accomplished anything of substance now believe that they have. This is in no shape, form or fashion good for students. Which brings me back to your submission.

I have presented to conference audiences on the degree of difficultly in leading change on campuses, from least to most difficult. The old rating was as follows (easiest to hardest):

4) Academically Unacceptable Campus

3) Exemplary Campus

2) Acceptable Campus

1) Recognized Campus

Now, I have the TPM List:

7) Academically Unacceptable Campus

6) Exemplary Campus

5) Acceptable

4) Acceptable (TPM)

3) Recognized

2) Exemplary (TPM)

1) Recognized (TPM)

It seems that the less you deserve the rating, the more you embrace it.

Think. Work. Achieve.

Your turn...

A Reader Submits... Mythology

A LYS Leader submits:

I find that it is becoming more obvious that we need to question our educational mythology. Years ago, in my second leadership role, I encountered a math teacher who sincerely believed that using a calculator in math class was cheating. The man was very passionate and held on to idea, despite the fact that the use of calculators on standardized tests are required by the State of Texas.

I have inherited English teachers convinced that the ONLY way to teach literature is to read the "classics" that they have taught for the past 20 years (the same one that were taught to them, of course). I’ve recently had seemingly intelligent educators argue that there is no need to have students talk to each other in the course of a class.

LYS Nation, take a reality check. Dr. Jim Davis has some interesting ideas concerning the definition of cheating, and I am beginning to think he is right, on more than one level. It is our THINKING that has to change, and I am sure that is what Dr. Davis is getting at, although he is the King of Subtle Logic.

If you ever get your students to the point where a complete lack of student engagement increases performance in a class, please call me. I, and a group of researchers, will be on our way to your school to witness this miracle and will attempt to sort the bloody matter out.

SC Response

Great post. I have been toying with this general train of thought for a while. Just letting it sit in the back of my mind and percolate. Here are two big things that I think are holding us back as we attempt to improve student performance, lack of confidence and fear.

Lack of confidence manifest itself in the inability to try new things. If I feel like I am barely keeping my head above water with the tools I am familiar with, then I don’t feel confident enough to try to learn how to use a new tool. Because I believe that I’ll drown during the learning curve.

Fear manifests itself in the ability to let go or relinquish control. It’s not that I don’t believe that things can get better; I just can’t pry my hand from what I am currently holding on to.

Which is why leadership is so critical. Not only does leadership set the tone for the organization, the right leadership allows individuals to overcome their personal frailties. Just something to chew on for a while.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Some Concerns)

In response to the post, “Some Concerns," a reader writes:

Sean, I did not realize you were “recruiting.”

I’m not sure what this person is “disturbed” about? Is it following directions as prescribed by the school board and superintendent, or is it change? The comment sounds bitter and the post goes in a lot of directions. Unfortunately, as you wrote, we do not know how the statement was presented or the context of the discussion, so we are left with conjecture.

Personally, I become disturbed when I think about the number of students not graduating, or teenage pregnancy, or failing schools. Thanks for having your site up. Hopefully this disturbed person finds some peace after venting to the LYS readers.

SC Response

Change is tough, even when we know it is for the best. Either the writer had the best of intentions in submitting the comment or was venting. I don’t know which, but both are valid. A legitimate question requires a legitimate response. A venting episode hopefully lets that person get it out of their system and reminds the rest of us that sometimes we just need to let people have their say and then start coaching again.

What I found interesting is that after I published the post, I received a couple of phone calls saying that they agreed with what I wrote and three people unsubscribed from the blog. That’s the way it is supposed to work in the arena of “Best Idea Wins.”

Think. Work. Achieve.

Your turn...

A Reader Asks... Poisonous Staff

A new LYS Principal asks:

SC,

I have a teacher who is average to maybe a bit below average. But she thinks she is above average. She is not doing the kids a lot of good, but nor is she particularly harmful to kids at this early stage in a new LYS district. However, she is absolute venom to the organization. When she doesn't agree she becomes vocally negative to kids, parents, and the community. At what point does being harmful to the organization become harmful to kids?

SC Response

Great question. The equation is based on communication, notice, opportunity, monitoring and feedback. Which means it really comes down to you, the leader. Let me explain why. First, I have no problem with cynical teachers. Remember the first LYS rule, system failure is leadership failure. But who is generally blamed for system failure? Teachers. So their cynicism is earned. Also, I initially have little problem with overinflated teacher egos. After all, teachers do the majority of the heavy lifting in education. And the weaker the system they work in, the more they are forced to be self-reliant.

So if I know that I am dealing with a cynical, egotistical, self-reliant mind set, I have to take deliberate actions to address this and quickly take a loose confederation of independent education contractors and mold them into a viable and functioning team.

Here is my basic action plan:

1. Meet with my all my staff, in small groups and individually, and communicate what my initial goals and expectations are and how progress will be measured. I make this list simple and concrete, and I repeat it like a broken record.

2. As I meet with teachers individually, those that are working with me, serving students and adding value to the organization; I reinforce them and encourage them. I also include them in more of the decision-making loops that are of interest to them. With those who are not working with me, serving students and adding value to the organization, I clearly state what I expect of them, clearly state how and when this will be measured and I start the clock.

3. The staff that are on the clock, I give some time and support to acquire new skills and improve attitudes.

4. I monitor all staff and campus operations and give all staff frequent and specific feedback. Staff that are moving forward with the organization are provided with increased opportunity. Those who are not, have their opportunities curtailed, up until they leave the organization, either on their own or by design.

If you do your job correctly and follow the above steps, in as quick as a semester you can have the majority of your staff moving forward and starting to feel good about themselves. The few that are either unable or unwilling to change will be gone by the end of the year. Just know that if you don’t do your part, the teachers aren’t the problem.

Think. Work. Achieve.

Your turn...

What Do We Really Value?

Here is one of my BHAG’s (big, hairy, audacious goal: read, ‘Built to Last’) for education. I believe if we keep plugging away, turning around schools, coaching school boards, and empowering educators that at some point communities and school leaders will hold their academic programs to the same high expectations of excellence that they hold their athletic programs. We expect our athletic programs to be competitive, disciplined and the players coached to perform at levels above what they can do on their own. The coach who says, “well, there is not much we can do with ‘these’ kids,” generally isn’t allowed to make it though the season.

We don’t need to “Wait for Superman.” We have the capacity; we just don’t seem to have the collective will. We just need coaches to devote as much time to their content as they do to their sport. We need content teachers to devote as much time to their fragile students as coaches do with the “B” teams. We need communities to get as fired up when they have over-achieving schools as they do when they have a team on a playoff run. Put all of this in play and who knows how high we will raise the bar.

But for this to happen, more of us have to step up and lead. Whether it is in your department, grade level, campus, district, homeowners association, or church, you have to be the advocate for quality instruction and improved student performance. If we aren’t willing to do this, then we can’t complain when the media, politicians and community repeatedly use us as their punching bag.

Think. Work. Achieve.

Your turn...