The Best Time to Change

I recently met with a principal that I mentor.  She had identified some long-standing processes and procedures that were ineffective and impairing campus performance.  Her question, “When is the best time to make the change?”

My answer, “Now.”

“But won’t that be disruptive?”

“Yes.”

“Then shouldn’t I wait?”

“No.”

What is the value in prolonging the inevitable? If something isn’t working, fix it. It’s the difference between getting worse and getting better.

Once you know a change has to me made, the best time to change is NOW.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Upcoming Conference Presentations: TASSP Assistant Principal Workshop (Keynote) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Problem with the Multi-Year Plan

Recently I was consulting with a campus that faces a high turn over rate, year after year. Central office is demanding that the campus produce a 5-year improvement plan. Campus leadership was attempting to make reality fit into a district template. 

What I explained to the Principal is that on his campus he is going to implement his year one induction plan, three-years in a row.  Only then will he have a critical mass of staff with the capacity to move to the next phase of the improvement plan.

He didn’t disagree, but he did have two questions.

Q1. Is three years of Year 1 not ambitious enough?

A1. Not only is it plenty ambitious; it actually gives staff a chance to build a foundation of critical practice and insight that will allow them to begin to experience a level of success.

Q2. What if Central Office doesn’t approve?

A2. I asked him what level of support he was currently getting? “Not much.”

To which I replied, “If their support amounts to nothing, how much worse could be their disapproval?”  

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
• Upcoming Presentations: LYS / TASSP Advanced Leadership Academy (Keynote); The 2016 Texas Charter School Conference (Multiple Presentations); The 4^th Annual Fundamental 5 National Summit (Keynote) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

What We Can Learn From the Countries With Schools That Outperform Ours

Do we have the best public education system in the world?

Short answer, “No.” 

Long answer, “It's complicated.” 

In the U.S. we are pursuing the seemingly competing goals of: 

1. Teach for equity; and 

2. Teach for excellence. 

We do neither the best, but in combination...

I have to admit the above statement stings, a lot.  I think we should and can be the best at both.  But we won’t get there following the path we are currently on.  We will have to chart a new path. A path defined by embracing more of the things that work and letting go of the practices driven by opinion and a skewed world-view.  Now charting a new path sounds like macro-level change, beyond the scope and resources of the rank and file teacher, principal and even superintendent.  But I don’t believe that is the case.  I truly believe that a handful of focused and motivated individuals can team together and change a system.  This can be the case in our profession.  You and your team can be the trailblazers.

In preparation of this trailblazing endeavor, let’s review what we have learned from the schools in countries that regularly outperform us.      

1. Have students spend more time engaged in academic activities.
- Influencing Agents: Teacher, Campus Administrator, District Administrator  

2. A coaching relationship with students is more productive than a cheerleading relationship.
- Influencing Agents: Teacher, Campus Administrator

3. Improve the quality of teaching candidates.
- Influencing Agents: Campus Administrator, District Administrator  

4. Train teachers like their job is important.
- Influencing Agents: Campus Administrator, District Administrator

 

5. Track students less and when you do track students, do so much later in their academic careers.
- Influencing Agents: Teacher, Campus Administrator, District Administrator  

6. Fund schools based on the needs of the students.
- Influencing Agents: District Administrator, Voter  

7. Have common standards but don’t have too many of them.
- Influencing Agents: Teacher, Campus Administrator, District Administrator, Voter

Compare your campus improvement plan to the seven practices listed above.  If you plan doesn’t address at least three of the practices on the list, I would suggest that you re-work your plan.

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Call Jo at (832) 477-LEAD to order your campus set of “Look at Me: A Cautionary School Leadership Tale” Individual copies available on Amazon.com!  http://tinyurl.com/lookatmebook 
• Now at the Apple App Store: Fun 5 Plans (Fundamental 5 Lesson Plan Tool); PW Lite (Basic PowerWalks Tool); PW Pro (Mid-level PowerWalks Tool) 
• Upcoming Presentations: The Fundamental 5 National Summit (Keynote Presentation) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Top LYS Tweets from the Week of October 9, 2011

The latest roadblocks I have heard in regards to the use of bootleg technology in classrooms are variations of, “Well, not every student has a device,” and “We don’t want to be unfair or make kids feel bad.”

When I hear comments like that, I know why the school is struggling. Those comments are indicators of no problem solving desire and no courage to separate from the herd.

Not every student has a graphing calculator, but schools compensate. Not every student can afford lunch, but schools compensate. Not every student has a private ride to school, but schools compensate. And not every student has an involved parent, but schools compensate. The whole idea behind the use of bootleg technology is to better adapt and compensate.

Every student does not have a device? You let students share and collaborate. Every student does not have a device? You let the students who have their own device use it and let the students who do not use the school equipment. Every student does not have a device? You purchase a few and let students check them out for longer projects. We issue textbooks and let students check out books from the library (many of which are now more expensive than bootleg technology) but somehow we think a technology device is different?

As with any implementation of new practice, there are roadblocks to overcome. But in the case of bootleg technology, 98% of the roadblocks are of our own making.

A number of you in the LYS Nation are now using your own bootleg technology devices to follow Twitter. If you haven’t done so yet, we want you to join us. To let you see what you are missing, here are the Top 10 LYS Tweets from the week of October 9, 2011, as tabulated by the accountants at Price Waterhouse.

1. @LYSNation, First campus conversation over Fundamental 5 today. Encouraged by feedback. Know there is some reluctance among teachers. (By – @Blitzkrieg607)

2. @blitzkrieg607, You can get through that by setting a reasonable implementation expectation and then monitor and support. What also helps, use PowerWalks and you can create campus, team and individual Fundamental 5 reports.

3. @blitzkrieg607, Don't forget that teachers still have to follow the scope & sequence. Teaching the wrong thing better doesn't improve student performance.

4. Improvement initiatives without goals and timelines allow "hard" work by adults to be the rubric of success. Not an optimal solution for kids.

5. A redesign plan that requires AUTOMATIC removal of campus staff should also include removal of central office staff. Leadership does matter.

6. Run Thought: The solutions developed for early adopters are rarely appreciated by the laggards.

7. The idea that you need to have "buy in" to improve a school means that under serving students is an acceptable course of action.

8. If more than 50% of a group earns the "merit" bonus, it sounds like merely meeting expectations is meritorious.

9. Did you register to vote in the November election? As a reminder, every republican in Austin voted against education.

10. My 76-year old mother-in-law just sent me an article on bootleg technology. By regular mail.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Attend the LYS presentations at the Texas School Improvement Conference on 10/27/11

• Improve Now – 8:00am
• The Fundamental Five – 9:45am
• You Can’t Fix What You Can’t See – 10:15am

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Confirmed 2012 Presentations: NASSP Conference; NASB Conference

A Reader Submits... Don't Be a Martyr

A LYS Principal submits the following:

Earlier this summer, I had a meeting with a gentleman that I had little respect for when I first met him last September. But, by January, it was obvious that he brought more to the table than was first apparent in our initial meetings. You have to know me to know how much that means, but we will leave that alone for now.

At our June meeting this man was sincerely in distress because he felt he had failed my students, my school, and me. You see, this man was assigned to my school because we had missed AYP, several times. This man looked me in the eyes and said, "I failed you."

The truth, my friend? Without TPM, the school I took over had little chance of making AYP this past year. This year our jump to meet AYP is nearly 30%! Guess what? The deck is stacked against us again. Welcome to our world.

My point is, this man I respect has placed himself upon a cross, a cross that he did not create. Removing TPM removed a padding of somewhere between 10% and 15%, depending on which sub-pop was reviewed. This man I respect can offer a lot to education, but now considers himself a failure because of the details of a failed accountability system.

My advice? Get off of your cross; you have been up there long enough. Get down here with the rest of us and help us fix these problems. We need all hands on deck.

SC Response

This is what trips people up. Rapid improvement in student and campus performance is possible. But that doesn’t always mean that you get off the schnide in year one. It is on the struggling campus where the Stockdale Paradox is best observed in education settings. There are those who believe the task is impossible. These people are a cancer to the organization, but it does not mean that they are bad people. However, these cancers need to be neutralized or excised. There are the Pollyanna’s that believe that everything can be fixed overnight, with just a positive attitude and a little elbow grease. These people get their heart broke by the lack of immediate success or they are overwhelmed once they realize the enormity of the task. It is those, like you and the old school LYS’ers, who understand that the task is enormous. But as long as we do the right thing every day, as we get bettter at executing the Foundation Trinity and Fundamental Five, we will eventually succeed. Not tomorrow, but sooner than can reasonably be expected, in discrete, measurable chunks.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

A Reader Writes... (More on PLC's - Part 3)

In response to the 6/28/11 post, “More on PLC’s – Part 2,” an old school LYS’er writes:

I understand the initial skepticism towards the power of the Fundamental Five. When the Fundamental Five was discovered, and it was discovered - not invented, it was difficult for even Cain to accept the fact that improving student outcomes could be that simple.

We already had Cain’s Foundation Trinity, which dates back to the early days of the high school restructuring program put in place by Commissioner Neely. There have always been lots of good ideas about how to improve schools, some more practical than others. But it was Cain and Brown that identified the elements common to the ideas that actually worked. Then, they were the first to understand the power of the integrated implementation of those components. While PLC’s were evident in some successful improvement initiatives, they were not common to all successful improvement initiatives. Bottom line, though useful, PLC's are not the end all of instructional improvement.

Granted, it is easier for me to embrace the concept and power of the Foundation Trinity and the Fundamental Five because I was there at the beginning of all of this. I am proud that I was on one of the many campuses that contributed to the development of both. I lived it and witnessed it, and my students have been better off because of it.

When my staff gathers to discuss improving student outcomes, the ONLY framework they need to confine themselves to are the Trinity and the Five. It really is that simple, and yes, those two things alone ARE enough to improve your student outcomes rapidly and drastically.

SC Response

I think what is comes down to is that there are many things that we can consider and do that are a benefit to students in some shape, form or fashion. Which is part of the problem. If I just keep my students safe and treat them with dignity, I have done something positive that day. But the Foundation Trinity provides a mechanism to maintain organization focus on doing the things that make a positive impact on student academic performance. It keeps us from being distracted from our primary mission, educating all students at high levels.

The Fundamental Five focuses on the instructional delivery practices that the teacher controls that maximize teacher effectiveness. Again, providing the entire organization with a filter to separate the practices that are generally not detrimental from the practices that are specifically advantageous.

Simply put, the Foundation Trinity makes sure that the entire organization is playing the same defined game and the Fundamental Five makes sure that the individual actors within the organization are effective and efficient in the execution of their craft.

Think. Work. Achieve.

Your turn...

Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/4ydqd4t

Follow Sean Cain and LYS on www.Twitter.com/LYSNation

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...

Instructional Discussions - Part 4

The following is a continuation of yesterday’s post.

The writer of yesterday’s post had seven valid concerns relating to my campus improvement recipe. I will address each, in order.

1. Yes, the staffs at the absolute worst schools blame the kids and reject training. It’s an emotional defense mechanism. If it’s not the kids’ fault and there are things that I can do better, then that means I’m to blame. Try owning 40% to 80% failure rates. Makes it awful hard to get up in the morning to go to work. But as you well know when a whole school fails, that is not teacher failure. It is system failure. And system failure is leadership failure. The problem you have specifically faced as the internal “Fixer,” is that higher leadership hired you to fix their problem without accepting their responsibility for the problem. This has put you in a “you vs. the teacher” battle. You have to shift that to an “us vs. them” battle. And pick any convenient “them” that gets the staff moving. Once you start to build momentum, change the target. But remember this; it is still easier to move the staff that is doing nothing at a low SES school than it is to move a staff that is doing nothing at a high SES school.

2. Yes, the more conversations you have, the more you irritate people. But you of all people should know that one of the fundamental laws of physics is that movement requires friction. If you just have one conversation, you might as well have none. As leaders we have to articulate and repeat our expectations until they are met. Anything less is best described as management.

3. Short term objectives lead to directives and growth plans. Possibly, but not always. They should always lead to coaching and conversations. If the staff has been expected to do essentially nothing, then you have to lay out what you expect and help them get there. The more ingrained nothing is, the smaller the window for measurement and the more achievable the goal has to be. And as for directives and growth plans, I’m not a big fan. I believe in “notice and opportunity.” The concept is more in-depth than I have space in this post, but in short, growth plans take too long and camouflage the real issues of contention. Finally, if you are concerned about a staff reacting negatively to change, let me ease your concerns. 98% of staffs react negatively to change. The only staffs that do not react poorly have been trained to understand that the only constant is change. They still don’t like it, but they don’t gripe about it.

4. Your AP’s and central office will fold. That’s a given. You have to go in knowing that. Which means you have to manage up and manage down. You have to keep your AP’s close and your central office informed. In my first turn-around, I shared my office with the AP and police officer. We talked, and I coached constantly. They had no choice but to become conductors on the “Cain Train.” And make sure that you communicate with your central office uplinks on a regular basis. That means updates on initiatives and regular progress reports. But most importantly, you have to warn them of potential negatives. I always told my principals, “I can and will help you weather the storm if I’m not surprised. However, let me get caught unaware and you may be just as surprised by my solution to the problem that I now own.” Remember, the Principal has the luxury (responsibility) to be the pure advocate for students. Central Office has the responsibility to balance competing agendas in order to maintain viable district operations. Perhaps not as noble, but absolutely necessary.

5. Time is never on your side. Which is why framing the issue correctly is absolutely vital. It is not about adults. Everyday we wait to improve we sacrifice the opportunities of each and every one of our students. And until all of your struggling students graduate and all of your stronger students are accepted into the finest colleges in the country, you, your staff, your campus and your district are the primary limits to student success.

6. You create turmoil. Yes, when you shift the focus to student performance you change the rules of operations and employment. In the short run, this creates a lot of uncomfortable adults. Is that prudent? Define prudent. Brezina told me that it boils down to the following. As a Leader, it is up to you to make the tough decisions. Do that with morality and conviction and you can look yourself in the mirror every morning (and find the next job if necessary).

7. Moving is expensive. Yes, but what costs more, moving, or selling out your students?

Think. Work. Achieve.

Your turn...

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...