A Reader Writes... The Common Assessment Process - Part 2

In response to the 11/9/2012 post, "The Common Assessment Process," a reader writes:

Your approach brings back memories of what I was taught in my industrial engineering class - i.e. random process sampling. Have you considered the possibility that the job of schools is not to "manufacture" students?

I recommend viewing the following video of presentation given by Sir Ken Robinson

http://www.youtube.com/watch?v=zDZFcDGpL4U

SC Response

Loved the video! Everyone in educator should listen to Sir Ken Robinson every chance they get. I put him on the same tier as Michael Fullan.

I don’t disagree that the common assessment process has considerable similarities to random process sampling.  But you missed the purpose of the sampling.  My goal is not to “manufacture students.” My goal is to optimize systems to produce increasing numbers of critical thinkers and complex problem solvers. Which means that the schools we work with aren’t getting bogged down in segregating students into groups of “can do’s and can’t do’s.”  The schools we work with are attempting to identify the mix of teacher practices that maximize student success.  You see, here is the dirty little secret in education, the quality of delivered instruction across instructional settings is uniform. Unfortunately, it is uniformly mediocre (and for those out there who don’t believe this, I’ll match our 300,000+ classroom observations against anyone’s opinion).

The result of this uniformity is this: Mediocre instruction with groups of mid to high SES students produces acceptable scores on accountability tests.  This same level of instruction with low SES students produces unacceptable scores on accountability tests.  However, when you look at schools that significantly and consistently outperform their peers (a rare occurrence) you generally find functioning components of The Foundation Trinity and/or atypical instructional practices.   Which means that there are two significant factors that dictate student performance.

1. SES status, which we cannot control.   

2. Adult practice, of which we have near complete control.

Hence, if there is anything that I want to manufacture, it is a cadre of exemplar teachers and exemplar school leaders. I already know what the ranks of the ordinary can do.

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

Top LYS Tweets From the Week of November 6, 2011

In regards to bootleg technology I often get the question, “Where should we start?”

Here’s an idea: Ask some students.  If there are expert bootleg technology users on your campus the odds are that they are students, even at the elementary level.  So create a ‘Principal’s Emerging Technology Advisory Committee.’  Populate the committee with students who are handpicked and volunteers.   Then have the committee answer the following questions:

1.     What bootleg technology tools do students use?

2.     How do students use bootleg technology tools

3.     Where do students use bootleg technology tools?

4.     Which common bootleg technology could be used in class?

5.     How can identified bootleg technology tools be used in class?

6.     What should be the rules for using bootleg technology?

7.     What should be the consequences for using bootleg technology inappropriately?

My guess is through the process of answering these questions your students will create a reasonable and actionable bootleg technology plan that will be the envy of your district.

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 November 6, 2011, as tabulated by the accountants at Price Waterhouse. 

1. We are still our own worst enemy. A teacher union quote, "Closing empty schools won't impact the overall budget much." Blatant inefficiency steals from kids and taxpayers.

2. How can you not have one documented teacher observation at this time in the year and look yourself the mirror, much less call yourself a school leader?

3. There are 205 school days in South Korea's calendar - 25 more than in the U.S. Over an academic career, they spend 2 more years in class. (@FareedZakaria)

4. "Studies suggest students should be praised for effort..." LYS'ers are surprised by how many are surprised by this.

5. Just because the standard is hard to achieve doesn't make the standard wrong. And a try and a miss still equals a miss. So try again.

6. I’m about to lead teams of teachers on some classroom observations. Always an exciting day. This is the first real step in creating an action oriented PLC.

7. Here's the goal. Morning announcements - 2 minutes or LESS. Every extra second of instruction is valuable.

8. It is time to pull back the curtain of truth. Teachers who do not want to improve should never be considered master teachers. (@CabidaCain)

9. If you haven't read Marzano (or Schmoker, Fullan, etc.), you don't get to debate the interpretation of Marzano (or Schmoker, Fullan, etc.).

10. Can anyone show me where the weekly spelling test is in C-Scope? So how come I keep seeing spelling tests being administered?

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

Confirmed 2012 Presentations: NASSP Conference; NASB Conference

On-going Professional Development and the Book List

I had an LYS principal call me last week with a question and a request. The question was this:

“What should I be doing to prepare myself for my next job, in terms of professional development?”

This is an excellent question. I told him that there are a couple of things he should be doing. First, he should focus on ensuring that his campus is working everyday to maximize student performance (Check – Middle School, Exemplary without TPM).

Second, he should begin attending the state and national principal conferences and also the state and national school administrator conferences (TASA and AASA). These conferences attract excellent speakers and have numerous sessions devoted to current issues and education.

Finally, he should add a measure of discipline and focus to his reading. Spend less time on fiction and devote more time reading about instruction, leadership and organizations.

I told him by doing this, he would begin to separate himself from the pack during the interview process.

As for his request, he asked for the list of ten books I recommend to school leaders. So here is the list again, just in time for your holiday reading:

The First Five

1. Results Now, by Mike Schmoker. This book sets the tone. If on the whole you disagree with what Mike writes in this book, you are going to disagree with LYS (the Organization and probably the Nation).

2. Corp Business, by David H. Freedman. The book I made every new AP I hired read. I have yet to find a book that does a better job of laying out the actionable ABC’s of leading people in the field.

3. Good to Great, by Jim Collins. There are hedgehogs and foxes. Reject your fox instincts and embrace your inner hedgehog.

4. The Tipping Point, by Malcolm Gladwell. The primer on the power of the few. Those who question the power of the LYS Nation just don’t recognize the implication of a network of the best Mavens, Connectors and Salespeople in our field.

5. Classroom Instruction That Works, by Robert Marzano. The final word on the research that proves the effect of best practice. This book is so critical to our profession that if you haven’t read it yet, you don’t deserve a seat at the table when the discussion turns to instruction.

The Best of the Rest (6-10)

6. The Moral Imperative of School Leadership, by Michael Fullan. You actually should read everything that Fullan writes, but if time is a factor, this is the one to start with. I do have one small problem with Fullan. He’s too smart. He understands the nuances that drive expert leadership and does a world class job of explaining this (perhaps better than anyone). Unfortunately, the smart/lazy manager type can use Fullan as justification for their repeatedly inane actions (or inaction).

7. How the Mighty Fall, by Jim Collins. Yes, it is a business book, but Collins lays out the doom loop that district after district is currently stuck in. Fortunately, he tells us how to get out of the loop and even prevent it. Unfortunately, most senior leadership doesn’t care and isn’t listening.

8. Who Moved My Cheese, by Spencer Johnson, M.D. The modern classic. I only appreciated it after I read it the second time. First, you have to have tried to manage significant organizational change and made a mess of it; than you are ready understand what Dr. Johnson is really teaching us.

9. The 21 Irrefutable Laws of Leadership, by John C. Maxwell. Maxwell is a former pastor. He writes about church leadership. In many ways, church leadership is a better model for school leaders than business leadership. Violate the Irrefutable Laws at the peril of your organization and you career.

10. Slot number ten is filled by a number of books, that depending on my mood, interest, or need of the person I’m working with, that I might recommend. Some of those books include:

33 Strategies of War, by Robert Greene for strategic and tactical planning.

The Federalist Papers, by Hamilton, Madison and Jay. If you are trying to lead an organization of more than three people who have competing self-interests, you might find this worth reading.

It’s Called Work for a Reason, by Larry Wingate. Admittedly a pulp book. But sometimes we have to get over ourselves, cut thru the BS and admit that we had a job to do and how hard we tried doesn’t matter if we’re not successful. Just looking at the title ought to give you a little boost when the going gets tough.

His Excellency, by Joseph J. Ellis. Think you have leadership all figured out? If this study of George Washington doesn’t convince otherwise, you must be pretty darn good.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Who are We Letting In - Part 2)

In response to the post, “Who are We Letting In,” a reader writes:

“First, let me say thank you for providing the LYS blog-alogue. It is a challenging and empowering opportunity for growth as teachers and students of educational leadership.

Second, I haven't had any time to participate in the dialogue because our administrative team has been working hard and smart in overdrive since February to promote, create and support student success. We’ve burned the midnight oil to make sure that our students overcome their learning challenges to become achievers of high expectations. We were successful in moving this campus out of AU. This meant we had to get beyond an inherited deficit of over 200 over age students that our feeder pattern as pushed up to us over the past three years. It took holding students and teachers to the same high expectations through consistent monitoring and feedback. We promoted the idea that each classroom was like a campus, the teacher was the instructional leader and the students their instructional staff.

When students began engaging each other in the learning process, quantum leaps were made across the academic gap. Students started asking faculty and staff how to improve their own learning and teaching (peer-tutoring) which led to dramatic improvements with our culture and climate. Teachers put into practice in the classroom the expectations asked of them and achieved a truly shared learning experience.

Hats off to our principal who gave us the permission and support to empower a "don't blame students for failure" systemic change. We proved that a "one size fits all" education doesn't work, but being of "one mind for all students" makes us fit to meet the needs of all learners.

Third, that being said, here is my question: "How do we address the disconnect between campuses up through the learning chain?"

A concern for meeting the tested needs on each campus at their particular grade level doesn't necessarily help students grasp the next expected rung on the grade-level ladder.

Thanks again for all you do to keep us on the cutting edge of successful leadership teaching learning success."

SC Response
You're welcome and welcome back! Your story illustrates a coaching point that I had with a campus I was working with last year. Like most schools that struggle, it wasn’t that they weren’t working hard; it was that they were working at everything. Which meant that little was being done well. So I gave them a checklist for short–term survival (and long-term success).

“A” priority: Teaching and learning

“B” priority: Everything else.

What they (and most schools in their situation) couldn’t grasp is when you work on and solve teaching and learning issues at full speed, a big chunk of the other stuff just evaporates. As you have experienced, yet again.

Now for your question, the successful solution to feeder pattern disconnect has a number of inter-connected actions, below are the big three.

1. The High School principal has to take a pro-active role in engaging her feeder pattern principals. She has to meet with them on a regular basis, address common concerns and push for vertical solutions. The High School principal is not the boss, but she is the de-facto first among equals. If she doesn’t fill the void (which over 95% percent of HS principals do not) no one else will.

2. The feeder pattern principals have to assume some responsibility for the success of their students at the next level. That means if a lot of 6th graders hit the wall during the first semester, the elementary has to re-examine their actions. As one of my mentors regularly pointed out to me, “The measure of your success has less to do with how students perform when you are there to hold their hand; and more to do with how they apply the lessons you taught them, when you are not around.”

3. The feeder pattern schools have to focus on more than just meeting minimum performance standards. The High School can not add value if its only viable option is to run a remediation factory.

Can all of this happen? Yes. Does it happen? Rarely. I believe the reason for that is that most campuses are so busy, they can’t see the forest from the trees and they are not looking to create more work. And the last thing central office wants to do is to mandate one more meeting for campuses to complain about. So for the most part, outside of the vertical alignment activities managed by the curriculum department, this vital area of school operations is ignored.

For a reasoned and compelling argument on the “why’s and how’s,” of vertical collaboration, refer to the works of Michael Fullan.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Four Books)

In response to the post, “Four Books,” a reader writes:

“I would love to see the other books that make up the Top 10!”

SC Response
The rest of the top ten list is somewhat fluid and situational. Also, my list is more leadership and system focused. This doesn’t mean that I don’t value books on instruction, I do. I read a lot books on instruction, but they are generally content or grade level specific, which limits their value to the broad spectrum of the profession. So, here are all of the books on my current list of Top Ten books for school leaders.

The First Five (posted previously)

1. Results Now, by Mike Schmoker.

2. Corp Business, by David H. Freedman.

3. Good to Great, by Jim Collins.

4. The Tipping Point, by Malcolm Gladwell.

5. Classroom Instruction That Works, by Robert Marzano.

The Best of the Rest (6-10)

6. The Moral Imperative of School Leadership, by Michael Fullan.
You actually should read everything that Fullan writes, but if time is a factor, this is the one to start with. I do have one small problem with Fullan. He’s too smart. He understands the nuances that drive expert leadership and does a world class job of explaining this (perhaps better than anyone). Unfortunately, the smart/lazy manager type can use Fullan as justification for their repeatedly inane actions (or inaction).

7. How the Mighty Fall, by Jim Collins.
Yes, it is a business book, but Collins lays out the doom loop that district after district is currently stuck in. Fortunately, he tells us how to get out of the loop and even prevent it. Unfortunately, most senior leadership doesn’t care and isn’t listening.

8. Who Moved My Cheese, by Spencer Johnson, M.D.
The modern classic. I only appreciated it after I read it the second time. First, you have to have tried to manage significant organizational change for the first time and made a mess of it; than you are ready understand what Dr. Johnson is really teaching us.

9. The 21 Irrefutable Laws of Leadership, by John C. Maxwell.
Maxwell is a former pastor. He writes about church leadership. In many ways, church leadership is a better model for school leaders than business leadership. Violate the Irrefutable Laws at the peril of your organization and you career.

10. Slot number ten is filled by a number of books, that depending on my mood, interest, or need of the person I’m working with, that I might recommend. Some of those books include:

33 Strategies of War, by Robert Greene for strategic and tactical planning.

The Federalist Papers, by Hamilton, Madison and Jay. If you are trying to lead an organization of more than three people who have competing self interests, you might find this worth reading.

It’s Called Work for a Reason, by Larry Wingate. Admittedly a pulp book. But sometimes we have to get over ourselves, cut thru the BS and admit that we have a job to do and how hard we tried doesn’t matter if we’re not successful. Just looking at the title ought to give you a little boost when the going gets tough.

His Excellency, by Joseph J. Ellis. Think you have leadership all figured out? If this study of George Washington doesn’t convince otherwise, you must be pretty darn good.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Latest School Rankings - Part 2)

In response to the post, “Latest School Rankings,” a reader writes.

“As a stand alone freshman campus, we feel the need to grow kids as fast as possible since we only have a year to see major improvement. The kids we have this year are not as strong academically as the year before, and sixty of our strongest incoming students (academically) were enrolled in a new Early College program, so we'll be missing the strength of their scores as well. Yet, we still must deal with the bar consistently and systematically being raised. The sense of urgency has almost crossed the line and become a sense of fear.

I wonder if the argument of improvement will satisfy the state and community if the standard is not met even though we started with less and had farther to go. Probably not. There will always be diversity in the academic level of incoming classes as a whole, so progress must be dealt with regardless of the starting point. Failure to meet a set standard often does not reflect a lack of growth. But in the eyes of the public, it is taken that the educational system has failed to do its job.”

SC Response
Good post. Let me start with my opening statement to school boards with low performing high schools. The high school cashes the check that every school in the feeder pattern wrote. As I explain to teachers, student success is a relay race. Kindergarten must run their leg of the race at full speed and then pass the baton to first grade. First grade must run their leg at full speed and then pass the baton. This occurs all the way up to graduation. Every grade level that half-steps down stream, exponentially increases the difficulty of the work up-stream. As one LYS principal puts it, the worse case scenario in third grade is that the student is two years behind. The worst case scenario in tenth grade is that the student is nine years behind. In this case, the best the high school can do is become a remediation factory. For the high school to add value, the feeder pattern has to add value. Though a simple concept, this fact escapes most everyone in the system, except the staff that is left holding the bag. My personal pet peeve is the middle school staff that has scale scores drop from 6th to 8th grade and have difficult student populations not count for their accountability, yet act like they are beyond reproach.

But this is just one part of the issue that is impacting your campus. The other problem is the taking the cream of the crop for “elite” programs. This is where a district creates alternative programs for the motivated and affluent, leaving the poor and unprepared for the traditional high school to educate. This was my big issue with the small school movement a couple of years ago (and I’m a huge proponent of smaller schools). The brain trust and policy makers behind the movement seemed much more concerned with saving the students who reminded them of themselves, than actually improving the quality of education for all students. The more I pointed this out, the less interested they became in my expertise.

Now before you think that I’ve gone all soft, that is not the case. As Schmoker, Fullan, Schlecty, Brown, etc. point out, I’ve yet to visit a campus that does leave tons of potential on the table by continuing to engage in ineffective and inefficient practices. And most schools still spend an inordinate amount of energy sorting students instead of teaching them. But unlike our political and social adversaries, I believe that we have the capacity to improve and that public interest is more important than private interest. How’s that for urgency?

Think. Work. Achieve.

Your turn...

A Reader Submits... Black, White, or Gray?

An Old School LYS Principal submits:

“A few years ago I was playing golf with Don Brown and I asked the question, “Are there gray areas in education or is everything black and white?”

I was an assistant principal at the time and I really thought that everything should be black and white and I wanted Don’s opinion. Anyone who had been an icon level principal for as long as he had, in addition to his track record of innovation and success had to have some insight on this matter. He told me that there were many areas of gray. We discussed this topic for several hours and he beat me soundly at golf.

I am now a principal and I realize that there are many areas of gray and that we must use our intelligence to find our way around those areas. The problem comes when we as administrators realize that, but there are upper lever administrators who govern us and they do not see that. It is hard to do what is best for students when I realize I am going to have to fight a fight in doing that. I do not mind fighting the fight, but I am learning to choose the battles well.”

SC Response
I constantly vacillate on this topic. Most things are black and white, up until they are not. Fullan call this the “Nuance.” It is the understanding that if we are constantly “black and white,” we can never master the “art” of our craft. I think exploiting the nuance boils down to this:

1. Be absolutely clear on the goal and mission of the organization. This is where we lose 95% of schools and 98% of school districts.

2. Understand the fundamentals of our craft, specifically instruction, systems management and people management.

3. Consistently and expertly execute the fundamentals of our craft. This is where we lose well over 90% of the people in our profession.

4. Make purposeful adjustment in our actions, based on the insight we have developed through the execution of the fundamentals. These adjustments must completely align with the primary goals and mission of the organization. This is where we lose everyone in our profession who fancies themselves as a “politician.”

The duality of the problem (which at the time Brown knew and you were learning) is that early in our careers we are better served by being “black and white.” Even if we have the book smarts and drive, we lack the real world experience to live in the gray area (see the 10,000 hours rule).Without experience, when we go “gray,” we often cause more harm than good. On the other hand, as we gain SIGNIFICANT experience, if we are locked in “black and white,” we effectively become the limit on our organization.

Now let’s look at how to address your specific problem. The two best leaders that I worked for, Brezina and Neeley had the following quasi-formal rules. I say quasi-formal, because every leader in your organization is not afforded the same levels of autonomy, it is earned. Basically, as a line-level leader, you were expected to follow organization guide lines and procedures, solve problems and make decisions that supported the organization and its mission. However, your decision could be over-turned or amended by someone up stream. In fact, it was expected that at times the job would require you to make the decision that everyone knew would be overturned.

Unfortunately, the Brezina / Neeley types are exceedingly rare. So the rule of thumb is to make the best possible decision that does the greatest good / least harm for your students at that time. If that decision gets second guessed or overturned, learn what you can and live with it. It’s not personal. If your boss continues to overturn you, not because of conviction or better information, but for politics and personal gain, find a new boss. Which by the way, you just did (yet another win for the LYS Nation). Congratulations on the move to the bigger campus!

Think. Work. Achieve.

Your turn...

Quick Book Reviews and Recommendations

I been so busy lately and the LYS Nation has had so many things to talk about that I have gotten behind on my book reviews. Since my last post on this subject, I have finished four books. Here are my short reviews, presented in order from least useful to most useful (from a school leadership perspective).

Free: The Future of a Radical Price, by Chris Anderson
A primer on the economics and profits of “free” services in the digital age. From a school leadership perspective, there is not a reason to recommend this book. But it is an interesting read if you follow business trends.

The Power of Small: Why Little Things Make All the Difference, By Linda Kaplan Thaler and Robin Koval
The authors celebrate the little things and the attention to details that have led to huge successes in the business and social sectors. I’m a fan of the concept, but not this particular book. The book is long on anecdotes and short on substance. Don’t waste your time reading this one. Read anything by Collins, Gladwell, Schmoker, or Fullan instead.

Classroom Walkthroughs to Improve Teaching and Learning, by Donald S. Kachur, Judith A. Stout and Claudia L. Edwards
The authors attempt to provide an overview of classroom observation tools and how to best use them. Don’t waste your time or money on this one. Use Powerwalks and just talk to E. Don Brown (or Montelongo, or Seabolt, or Laird, or McDonald, or Davis, or the other Cain) for 10 minutes and you will be light years ahead of the information in this book.

Revolutionary Strategies of the Founding Fathers: Leadership Lessons from America’s Most Successful Patriots, by Scott Thorpe
Revisiting familiar territory, the author takes the practices of our Revolutionary Era Leaders and provides examples of how the same practices have been successfully implemented in modern situations. If you are not a student of early American leadership practices, then this book provides a decent introduction. If on the other hand you are well read on the subject, this book will not cover any new ground. Overall, the book is an interesting, quick read.

Revolutionary Management: John Adams on Leadership, by Alan Axelrod, Ph.D.
Similar in theme to Scott Thorpe’s book, this book is a more difficult read, but much more useful and rewarding. Using Adams’ actual writings as the subject for each short chapter, the author then provides commentary on the advice and then outlines some practical considerations. If you are in the business of leading people, John Adams is a great historical touchstone. His advice on overcoming the frailties of the individual to achieve organizational success was ahead of his time and is still relevant today. Read this book.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Teacher Stress - Part 14)

In response to the post, “Teacher Stress – Part 9,” a reader writes:

“This was a great post because it clearly holds all of our feet to the fire, teachers and administrators. What we all need to remember is that our purpose in education is to do what is in the best interest of our students at all times. That may mean that there are moments when we as adults are made to feel uncomfortable, but it is not personal. It is not about being mean, or not liking someone. That is personal. Rather it is about doing what will keep our students moving forward at the greatest speed possible while creating opportunities for the adults to grow as leaders in the school. This post will be required reading for my staff.”

SC Response
You are right. The post did a very good job of outlining critical professional behaviors that set us up to achieve our mission. That mission being to maximize student potential. The key, of course, being the concept of ‘professional.’ Unfortunately, the understanding of what it takes to be a true professional is somewhat lacking in our field. If you don’t believe me, read Schmoker, Fullan, etc. The good news is that as a staff becomes more professional the school quickly moves ahead of the pack.

However, I’m going to reverse myself somewhat and state for the record that I want more teachers to make their jobs more personal. But here is what I want this to look like. I want teachers to quit taking personal credit for every student success and using that success as “proof” of their both their effectiveness and the lack of ability / motivation of less successful students. Instead I want them to take personal responsibility for every student failure and use that failure as proof that there are holes in our craft and in our systems that have to be identified and corrected. When that happens, teachers will finally begin to demand and utilize the resources that a true profession brings to bear.

We are fortunate that in our profession that when we fail, no one dies, goes to jail, or loses their business. But until we collectively start acting like the stakes are that high, we will continued to be described as “the unprofessional profession.”

Think. Work. Achieve.

Your turn...

A Reader Writes... (Gant Wisdom 1- Part 5)

In response to the posts relating to “Gant Wisdom 1,” a reader writes:

"I could not disagree more with the assertion that a familial atmosphere is only for adults. I work in a school that operates like a family in that we support each other in difficult times, laugh, cry, and get angry with each other like families do. It is in this trusting environment that we make the best decisions regarding our students. We hold honest conversations in regards to instruction, performance, environment, and a myriad of other topics on a daily basis. Every person on staff has an understanding of their role in the family - and an even greater appreciation for what each individual brings to the whole.

Our teachers definitely talk about the things we do that make them feel supported, and in the same breath will say that they are held accountable for every move they make and that kids are first, even when it makes their life miserable! We have worked to build what Michael Fullen calls the loose-tight system. We are relaxed and family oriented when it comes to our attitudes with each other and we act with the precision of the military when it comes to our instruction, content and performance."

Your turn...

A Reader Writes... (Why You - Part 2)

In response to the post, “A Reader Asks… Why You,” a reader writes:

“Common sense wasn’t 'Common Sense' until Thomas Paine wrote it.”

SC Response
It is common knowledge that the LYS reader is smarter that the average educator, but a Thomas Paine reference? That’s just showing off.

However, I am going to use your analogy. Paine didn’t invent his argument. He just took the knowledge, discussions and insights of those he was privy to and wrote it down in a way that way understandable and useful to the man in the street. To be compared to Paine is of course an honor (though I get it, the compliment was made tongue in cheek) but in a small, inconsequential way, it is somewhat valid.

I’m the first to admit that I am not an original thinker, but I do think I’m a pretty good translator. What I write about, talk about and coach on is cribbed from the works of Schmoker, Marzano, Collins, Gladwell, Fullen, and Buckingham, just to name a few. Add that to the fact that I was privileged to work for and with icons such as Schaper, Brown, Brezina, Hooker, Neeley, Sawyer, and Richardson. This means that what comes out of my head is the sum total of their wisdom. My spin is that I figure out how to make that work where the rubber hits the road, on the campus and in the classroom.

Practical, common sense solutions work. I do obsess on the work.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Cain's Commentary)

In response to some of my advice / commentary, a reader writes:

“I question the, ‘it's OK to be frequently wrong, but never in doubt,’ advice if you want to remain in a position of power within an organization. If you make 100 mistakes, but you demonstrate confidence in your actions and keep plowing along making mistakes, are your going to be OK?

I think you should learn from your mistakes and be wrong less frequently. Even if you show confidence that you are correct, others in the organization will lose confidence in your ability and stop following you. If you continue to plow ahead never in doubt, it indicates that you are either, incompetent, or out of touch with the reality of local control.”

SC Response
Excellent questions and points. Now, let’s talk. First, the proverb: “Great Principals are frequently wrong, but never in doubt.” This is a fundamental leadership practice and a critical nuance that even Fullan writes about. It recognizes the following duality: In complex and dynamic environments, as a leader you are forced to make decisions with incomplete information. When you do this, you will often decide wrong. If you wait too long, you will miss opportunities, also wrong. If as a leader, I know that there is a chance that my decision is wrong, and I let my team get a whiff of that, it will effect their morale and performance. If they know that I am completely confident, then they can be completely confident.

Two quick sayings that support this (both from Todd Whittaker).

1. When the principal catches a cold, the staff catches pneumonia; and

2. When you are the leader and someone asks you how things are going, the answer is always either, “Great,” or “Just like we planned.” Any other answer is a detriment to you, your team and the organization.

Now, if I know that I am frequently wrong, that means I always have to be scanning the environment, confirming data and listening to my team. That way, I can frequently adjust to maximize the effectiveness of the actions of the team. I view “frequently wrong,” as “constantly aware, aggressive and flexible.”

So you ask, “If I make 100 mistakes, yet remain confident, is that OK?”

To which I answer, it depends on who catches the mistake and when it is caught. If you and your team catch most of the mistakes early, you will fix them before anyone on the outside even knows that there might be an issue. It is amazing what you are able to figure out once you know for certain what does not work. We are in agreement, we should learn from our mistakes, but if I make 100 action oriented mistakes and you make just one, it won’t be long before I’m 100 times smarter than you are. This is one reason why the biggest leaps in the quality of our craft are now coming from schools that serve low SES students. Just to survive, the staff from those schools are forced to try and learn from their mistakes. Coasting is a career killer.

Which comes to where we disagree, you write, “If you continue to plow ahead never in doubt, it indicates that you are either, incompetent, or out of touch with the reality of local control.”

When I walk onto a campus that is in crisis, if I am not supremely confident in my ability (which I am) to get that campus turned around rapidly, in order to help students and save careers (which I do), that is a dead school walking.

Again, great questions and points, keep them coming!

Think. Work. Achieve.

Your turn…

A Reader Writes... (A Fatal Flaw)

In response to the post, “A Fatal Flaw,” a reader writes:

“There has to be a balance with faculty. I have had a hard time with this balance, in part due to the fact that I have a habit of taking over schools that are in a ditch, in which the problem is usually due to adults. Having said that, I am reminded of Stephen Covey. Covey says you can make people work, but they volunteer their best contributions. What I now attempt to do is to never negotiate on best practices, but on the other hand I try to be one with my faculty, without being one of them. Celebrate success, share moments of joy, and moments of pain. Suggested reading: Seven Habits of Highly Effective People, by Stephen Covey. It is an older publication, but the principles in the book are time enduring.”

SC Response
I want to elaborate on my original premise. That being that principals must be loyal to their students first, staff second. The problem with my comment is that as Michael Fullan points out in his writing, it is ripe with hidden nuance. The statement is meant to be a proverb, to be used as a tool. But like any tool, if it is used incorrectly, it can cause more damage than benefit.

Loyalty is not always an “us-versus-them” proposition. You can be loyal to both sides. However, in the role of principal, if you don’t advocate for your students, no-one else will. And sometimes what is best for your staff, isn’t what is easiest for your staff. Doing what is right for students and working to get better, are not the comfortable paths.

What the principal I discussed in my original post appears to be doing is working to create a staff that is loyal to him, due to his ability to dole out favors and protect them from change.

To sum up, the principal that is loyal to students and pointlessly antagonistic to staff is not fulfilling the leadership requirements of the position. The principal that is loyal to students and positions and equips staff to maximize their effectiveness will have a campus that can achieve great things.

Think. Work. Achieve.

Your turn…

A Reader Writes... (Nesting, Part 3)

In response to the post and subsequent comments relating to, “Are You a Nester,” a reader writes:

“If nesting is your only administrative sin, you are not doing too bad. I have met hundreds of principals, and those that know a substantial amount about curriculum and instruction are few. Let me put it a different way. It is easy to sit in a football stand, watch a play go down, and then call it good or bad. Many times it is obvious; if the QB is nailed 15 yards behind the line of scrimmage, not so good. If the play results in a TD, awesome play.

The point is, everyone sitting in the stands can spot a good play or a bad one, but only a good coach can give the players realistic advice on what went wrong and how to fix it. Instruction is the same way. Almost any principal can quickly learn to spot good instruction from not so good instruction. But, can the principal provide the teacher with realistic, specific, and effective strategies to improve instruction? I don't mean telling the teacher that rigor is low and it needs to improve. I mean can you, as the principal, not only spot poor instruction but quickly and effectively coach it into a win? Can you analyze a specific lesson in math, science, English, and social studies and give specific (not the general education double-talk stuff) feedback that will certainly improve the instruction? I have met VERY few principals who can do this, yet this should be the bread and butter of instructional leadership in my view.”

SC Response
Now were cooking with gas! The type of instructional leadership your describe is rare. But it has the potential to become less so. Those instructional leaders who have adopted the Foundation Trinity on their campus, religiously conduct their 20 to 25 five walk-thru’s each week, and then maintain a regular and purposeful dialogue with instructional staff, based on both data and what they have observed, have a shot to make the leap. When I say a shot, it is in recognition of what Don Brown calls the art and science of leadership or what Micheal Fullan describes as the nuance of leadership. Just going through the motions puts you in the position to develop the insight necessary to move from hack, to technician, to artist. But, there is no guarantee. The advice the hack gives never evolves past work harder, faster and longer. The technician advises to work the plan, but cannot see beyond the plan. The artist makes minute changes to the instructional dynamic to change the future.

So I agree that the big picture goal is to become an exceptional instructional leader. I also recognize that in that pursuit, there are some fundamental practices that we cannot abandon. Two of those being the disciplined execution of the Foundation Trinity, and the purposeful manipulation of the educational environment in order to leverage effort.

Think. Work. Achieve.

Your turn…