A Reader Writes... Immediate Feedback After a Short Walk-thru - Part 1

In response to the 1/23/2013 post, “Immediate Feedback After a Short Walk-thru,” a reader writes:

SC,

We've discussed this before, but I have to put in my two cents on, "Should I give teachers feedback after every short walk-thru?"

My answer is, “If you can, you need to try and give some type of feedback, albeit, short and informal.”

Then I would follow your advice and meet every 3 - 6 weeks and review trends and coach.

Why? As Brezina says, the 4th "R" is "Relationships." Students make huge improvements/changes when teachers make a connection with them.

Teachers are no different. If the Instructional Leader is constantly conducting PowerWalks, teachers want to know what is being observed and if they are doing a good job. Yet, we know that people need specific feedback. Just saying "Good job" won't make changes. I do my PowerWalks and pick out one thing I like. Then at the first opportunity, in one sentence tell the teacher, "I like ___ because..." In the next sentence I say, "You could improve ____, if you did, ____." I connect it to one of the Fundamental 5. If I don't see them within 24 hours, I drop them an e-mail. My final comment is, "We'll talk more about the overall trends at our next meeting."

Now I have a specific to follow up with when we meet and I have a ton of data from PowerWalks. Plus, my teacher is happy because I gave her some feedback. Finally, after the teacher begins to trust you (you've built the relationship), you do not have to give the feedback every time.

This process creates buy-in for the Fundamental Five and the change process.

SC Response

First, I have to clarify, Brezina teaches that the only “R” is results.  Rigor, Relevance and Relationship are tools in the pursuit of results.  Playing for Lombardi will permanently shape your worldview. Much like working for Brezina. 

Second, I don’t advocate being a robot and not talking to teachers. But I also know that in many cases, one 3-minute observation tells me nothing.  I have to let my teachers know that.  Which means sometimes, I have nothing of substance to share.  We all have to be OK with that.  When it comes to classroom observations, we are all better served (observer and observed) when the observer channels her inner golf coach.

When you take a golf lesson, the pro has you hit a number of balls while he just observes your swing.  The pro will put you at ease, give you some encouragement and occasionally remind you of some basics, while observing and analyzing the complex, inter-related process that is the golf swing.  Then after watching enough swings to separate random occurrence from typical practice, the pro will then work with you on the critical misstep (as opposed to every misstep) that are preventing you from achieving your goals.

That’s why you visit classrooms, that’s why you collect data and that is why you coach your staff.

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: Texas Association of Secondary School Principals Conference (Multiple Presentations) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Brezina Writes... A Lesson From My Coach

Robert Brezina shares a leadership lesson he learned from one of his mentors.

One thing I learned (and experienced) from Coach Lombardi is as the leader you have to know your people really well. As I watched Vince work with his players (principals, your players are your teachers) he would know them so well that he could push each one of them to within the razor’s edge of his breaking point.  Then when he got you to that point, he backed off. But through that process you had grown a good percentage and he would work with you to sustain that growth.  Then a few weeks later, he would begin the push again.  This process never stopped.

Obviously, this worked very well for him. The better you know your people the further you can take them.  But you have to put in the time; there are no short cuts to this.

SC Response

You won’t find me arguing with the leadership practices of the man they have named two trophies after.  One made entirely of granite and the one that is the most prized trophy in all of sport.

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: Region 10 ESC Fall Leadership Conference (Keynote), Advancing Improvement in Education Conference (Multiple Presentations), TASSP Assistant Principals’ Workshop (Featured Speaker), North Dakota Association of Secondary School Principals (Keynote), American Association of School Administrators Conference (Multiple Presentations), National Association of Secondary School Principals Conference (Multiple Presentations)
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation

A Reader Writes... (The Problem with Programs - Part 6)

In response to the discussion on “Programs,” a reader writes:

“Often it is not the program itself that makes it difficult or unsuccessful. Class sizes and the number of different programs we are being asked to use make it impossible.”

SC Response
Class size is less of an issue than most people think. However, the number of programs has the potential to be a much more critical issue. Bob Brezina (retired Superintendent and retired Green Bay Packer) still reminds me that Lombardi only had 6 plays. It was the execution of those plays that separated the Packers from the rest of the league.

Teachers have to be experts, but they cannot be experts in everything. The only chance that teachers have to develop true expertise is for leadership to be very protective of what goes on their plate. When leadership keeps piling stuff on, it actually decreases teacher effectiveness.

Simplify, simplify, simplify. The Foundation Trinity, the Fundamental Five, carefully selected tools and purposeful work and analysis. These are the building blocks of instructional expertise. Until these are executed at a high level, staff can work harder, faster and longer, but they are generally not working smarter.

Think. Work. Achieve.

Your turn...