The Uncomfortable Truth About Leadership Failure (B)

A continuation of the discussion from yesterday.

It is leadership that is positioned to see the “big picture.” It is leadership that controls resources. It is leadership that oversees the system. It is leadership that leads. 

When all, or even some, of the critical components of instructional infrastructure are not provided in a district or on a campus, it could be that leadership is either unaware of the need of the component(s), the value of the component(s), or the availability of the component(s).  Not knowing is a form of ignorance, harsh, but correctable.

On the other hand, if leadership is aware of the need, value and/or availability of the critical components of instructional infrastructure and does not provide them for teachers, then the fairest assumption is that some fear is preventing leadership from acting. Not some seemingly valid internal or external constraint, but the fear of addressing the constraint.

In the case where all of the critical components of instructional infrastructure are available to the district or campus, and one or more of those components are not being implemented at scale, with fidelity; this represents either leadership fear or failure.  It could be fear: fear of addressing teacher concerns or pushback; fear of dealing with vocal fringe elements in the community; fear of answering Board questions.  Fear is real, but as a veteran principal explained to rookie principals, “You have to face your fear, that’s why you get paid the medium sized bucks.” 

When ignorance and fear have been ruled out, and the implementation of critical infrastructure is not occurring at scale, all that remains is leadership failure. Because, bottom line, if leadership is not in charge of the system, who is?

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) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

Shifting Fear

Recently I was talking to a LYS Principal, now in his second year.  He asked me a great question, “Does the fear ever go away.”

My answer was “No. It just shifts.”

The first year principal lives with the constant fear of not knowing.   

The second year principal lives with the constant fear of knowing.

After year two, the principal lives with the constant fear of lost opportunity.

I closed with this, “Embrace the fear. It is what makes the principalship so worthwhile. You get to face your fear, beat your fear, and make the World a better place while you do it.  You get to be the Man (Woman) in the Arena. It is an awesome responsibility, afforded to very few. “

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); Fun 5 Plans (Fundamental 5 Lesson Plan Tool) 
• Upcoming Presentations: ASCD Annual Conference; TEPSA Summer Conference 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Coaching Note... TALK to Your Staff

The following is a message LYS Coach Lesa Cain sent to her principals.

 Hey guys!  After 2½ years of traveling, training and coaching, I want to convince you that the absolutely, positively MOST important thing you can do EACH and EVERY day is to TALK to your staff.  TALK to them about what they are teaching, how they are teaching, who they are teaching and why they are teaching it.  

It is the single most common missing link on every campus that I visit.

Most of the time not talking to staff members is due to fear. It is fear of not knowing content, or the fear of upsetting people, or the fear of just not having "the answer." Once we identify the fear, then we can make a plan and begin to move forward.  This has been the most frustrating, and surprisingly common, issue with respect to leadership that I deal with.  I thought most of my work would be helping to develop school-wide systems to promote better first teaching and then interventions, and I could not have been more wrong!  

For you guys, this is just a friendly reminder that instructional conversations are the basis of everything terrific that happens on your campus.  As you feel more and more stress and pressure during the testing season, stay focused, and please, keep talking about teaching and talking about teaching, and talking about teaching...

Thanks for Leading (and not just Running) Your School!!!

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

Top LYS Tweets from the Week of September 18, 2011

When I speak to groups about using bootleg technology in the classroom, many principals look at me with an expression somewhere between pity (for my obvious bout of early senility) and panic (please don’t let this idiot talk to my superintendent). As I query these administrators, it seems that it is the fear of introducing an unknown variable on their campuses that that is behind their trepidation. As a former principal, let me say, “I feel your pain.”

I get it, if anything goes awry, you are the one that is called on the carpet. But the best way to conquer our fear is to confront it. Really, what could go wrong that we don’t already have to deal with?

A phone might get stolen? Happens already. A student might send or receive an inappropriate message? Happens already? A student may view an inappropriate image? Happens already. A student might make a call during school hours? Happens already.

Why are we afraid of what we already deal with?

It is my position that when we take the “Bootleg” out of bootleg technology, that we will be able to manage the misuse of said technology like we manage the rest of student behavior - with clear expectations, monitoring and reasonable consequences. Couple that with the benefits of a cheap (essentially free) 1:1 computing environment and to not move in this direction seems close-minded and reactionary.

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 September 18, 2011, as tabulated by the accountants at Price Waterhouse.

1. Today, handed out "The Fundamental 5" books to teachers. Excited about improvement in classroom instruction coming to our campus. (By – @blitzkrieg607)

2. Happy that a teacher I met had my book, “The Fundamental 5.” Sad that it was a Xerox copy.

3. The Most Patriotic Thing You Can Do: Bust your ass and get rich. Make a boatload of money. Pay your taxes. Lots of taxes. (By - @mcuban)

4. Saddest thing I've seen this week. Teachers reporting how much they and their students have raised for the community. The same community that cut school funding.

5. In a district where just 650 voters out of 10,000 voted in the last school related election. More than 650 employees in the district. Step up now.

6. With the push to make high schools more like college, I have just one question? How many college professors did you have that were actually a good teacher?

7. Guess what they are working on at this campus? http://yfrog.com/ntkqhxoj Read the book! http://tinyurl.com/4ydqd4t

8. The problem and solution to sub-par student performance begins and ends with us.

9. When did not planning for instruction become an acceptable practice?

10. The answer isn't more tutoring. The answer is improved front line instruction. It’s the difference between reactive and proactive.

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

Come visit us at the LYS Booth at the TASA/TASB Fall Conference on 9/30/11 and 10/1/11

Attend the LYS presentations at the Texas School Improvement Conference on 10/26/11 and 10/27/11

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... (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... More Jeopardy

"Alex, I’ll take ‘Incompetent Organization Practices’ for $2000"

"Managerial Fear."

What is "Change is scary and I won’t hire movers and shakers that will make me look bad."

SC Response
They say that the participants on Jeopardy are the smartest contestants on television. I’m beginning to understand why. These are tough questions that most people seem to avoid.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Brezina Writes - Part 1)

In response to the post by Bob Brezina, a reader writes:

“As usual, Brezina puts things into a concrete and understandable context. I often look to Brezina for approval, as I have tremendous respect for him, and I see his post on this issue as approval. I have run the good race and fought the good fight on more than one occasion. I have paid dearly for fighting for students.

In highly dysfunctional districts you will find in almost every case they are extremely adult centered. That is why they have become dysfunctional. I have always kept my eye on the prize, which is student success. My students have thrived, adults have complained, and I have paid the ultimate price (which is leaving the position, packing up the family, and moving to a new district). More than once, I have lost thousands, no, hundreds of thousands of dollars in the process (try selling a house, quickly). And I will do it again in this new position if that's what it takes!

I recently told a principal who I am trying to mentor that I have always made decisions that favored kids. I have paid dearly, but in the long run my career has prospered as districts tend to seek me out. On the other hand, you can play political games and worry about your contract renewal, the game everyone plays. And when it comes time for you to find a new district, and believe me, that time will come, you will be no different than everyone else out there looking for jobs. Fight the good fight, no matter what. You will pay for it, but you will also be in demand. As Brezina says, doing the right thing, for the right reason is quite rare these days."

SC Response
Your post touches on a lot of themes that we discuss here. But what I want to highlight is your lack of fear. What the reader describes is completely factual. What has set him apart from the principals that he succeeded is his utter fearlessness. The principals before him were not bad people. They did not set out to purposely drive their schools into the proverbial ditch. But that is exactly what they did. And each one of them did it because they believed that each compromise they made that sacrificed the needs of students to needs of adults and local “politics” would be the last.

You quickly learned the lesson that I learned (it helps to have the same coaches). When you tackle the hopelessly broken, it is a short term job. If you do it right, you upset enough people to the point that staying isn’t a viable option. If you do it wrong, nothing changes and you get run out of town. The difference is, when you are interviewing for the next job, you can talk about your accomplishments instead of making excuses. What is interesting, is even when people know this, they are still afraid to step up.

Finally, as I have told you before, working for Brezina was such a remarkable experience, that I actually feel sorry for those who never had the chance. He simplified the job of being a principal. When he hired me, he told me, “You do what’s right for my kids, and I’ll take care of the politics.” A little later when I had ventured past my comfort zone for speed and action, I told them that I thought that I might be pushing too hard and too fast. He told me, “I’ll tell you when you’ve gone too far. You do the job I hired you for.”

He remained true to that until the day he retired. Since then I have worked for and with a number of Superintendents, none of which are as resolute. Brezina is the standard.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Fear - Part 10)

In response to the posts on, “Fear,” a reader writes:

“The ‘Fear’ blogs have really hit home with me professionally. As I have moved into leadership positions, I have found that occasionally the fear monster creeps into my life and steals the passion that I have about education right out from beneath me. However, I am learning that it has not always been a negative experience. Each time that I have moved outside my comfort zone, I have learned from the experience.

It is funny that I have realized that you are never too old to learn simple life lessons, such as your seemingly worst enemies can teach you the greatest lessons. Remember that those that fear you will always find a way to point out your negative attributes…and let’s face it, those are the ones that need improvement if you are to become a successful leader. I have learned to work on making the enemy my ally by finding their most important assets, pointing them out to the person, and motivating them to share with others. Negativism can become cancerous to your staff, so why not work on using their power of persuasion in a positive way.”

SC Response
I have two thoughts that relate to this comment. First, fear is nothing to be ashamed of. Leadership is a huge responsibility. Even in the relatively safe confines of a campus - lives, careers, and futures can hinge on a single decision. Couple that with the fact that the more proactive and aggressive you are, the more you have to rely on incomplete data and information. But as the reader reminds us, there is more growth and knowledge to be gained outside our comfort zone, rather than in it.

Second, I like the idea of using the strengths of your enemies to win them to your side. That doesn’t mean we slow down, but I do understand that an eventual neutral is much more useful than a consistent naysayer.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Fear - Part 9)

In response to the posts on, “Fear,” a reader writes:

“Using fear as a motivator is a sign of leadership. Most people are afraid to explore new avenues for fear that they might fail. As leaders, when we embrace fear and overcome the “what-if’s,” it makes us stronger and more willing to change the status quo.”

SC Response
Again, back to the central premise of the original discussion, it is the type of fear that drives leaders, that actually separates them. Great leaders are afraid of “not doing something.”

Average leaders are afraid of doing the wrong thing, which means they often do nothing. In the best case scenario this perpetuates the status quo. In the worst case it allows the slow and gradual decline of the organization.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Fear - Part 8)

In response to the post, “Fear – Part 5,” a reader writes,

“Psychopath you say? Well, put it to good use.

I have an affliction too: I never quit, even when fear (prudence?) says I should. Some people view me as a psychopath (among other words). Keep up the good work.”

SC Response
I know both of these posters personally (yet they have never met or talked, and they are both Brown Guys). They have both made a career out of leading the teams that on the surface offer a bigger chance of perceived failure, than success. Here is what is interesting about the two of them, and other like them. As they achieve success where no one thought it possible, they are driven to tackle the next “impossible” task. What others see as reckless action, I recognize as supreme confidence and complete mission understanding.

I had a superintendent (and early mentor) tell me that there were two types of great principals that every superintendent had to have on staff in order to be successful. The principal that could take a great campus to new heights; and the principal that could get the bad campus out of the ditch seemingly overnight.

These two school leaders are part of the “Out of the Ditch” crew.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Fear - Part 7)

In response to the posts on, “Fear,” a reader writes:

“Fear is not a response, it is an emotion. We choose a response to the emotion. The response may well be negative (we may cower, run away, look for the easy way out, look for a way to appease - even though we are right). On the other hand the response to fear may be positive: we become more determined, more methodical, and prudent to potential dangers.

From a scientific point of view, the human emotion of fear has been naturally selected, for it is an emotion all humans (and all other animals) possess. If it was selected, it is because it helps us survive (fight or flight, in the primal example). Don’t fear, ‘Fear.’ Respect fear, harness fear, train yourself to respond in positive manners to fear, and you will have harnessed a primal emotion. Take it beyond fight or flight and turn it into a tool to be methodical.

In military and law enforcement we are trained to expect tunnel vision in potential terminal situations. Fear causes the eyesight to be more acute (tunnel vision), hearing is more acute, and you can become stronger and faster. Or you can let the physiological effects paralyze you and then you may well come out the loser in a potentially life and death situation. This is why military and law enforcement operators train, train, and train. In education we do the same thing: let the fear make you think, work, and achieve. Hey, that sounds familiar!”

SC Response
You are circling back to how the discussion started. Don’t be ashamed of, or paralyzed by fear. Recognize fear and use it to you and your school’s advantage. And again, if you have yet to face duty based fear, ask yourself, "Have I ever made myself be the first to step into the breech?"

Think. Work. Achieve.

Your turn…

A Reader Writes... (Fear - Part 6)

In response to the posts on, “Fear,” a reader writes:

“As an additional thought on the two types of principals that we have discussed in the past, I want to add these thoughts about fear. Not only do leaders fall into one of the two camps that have been discussed, but the ‘fear’ in each camp is totally different. Let me explain.

The leader, who is afraid to do something for fear of being wrong, has a fear of personnel consequences, (i.e. to their career, reputation, future, etc.) It is a self-centered and paralyzing fear and is un-healthy for both the leader and the system.

On the other hand is the leader who is afraid to do nothing. Those are the leaders driven to do something, anything, and everything for the benefit of their students. This is a completely different type of fear. While this second type of leader may have the same fears as the first type, they have a greater fear, not for themselves, but for their students. They fear that their students might be shortchanged, or receive less than the best that they deserve. That fear is not self-centered, in fact it completely overcomes the self-centered fear and rather than paralyzing the leader, it frees the leader to take chances, to risk in order to provide the best leadership possible. It is an empowering fear, a healthy fear.

My advice to young leaders is to be aware of both types of fear. Fight the un-healthy fear or you become a coward and an embarrassment to our profession. Embrace the healthy fear. Use it, along with good judgment, and a healthy respect for the negative consequences of reckless or badly planned and poorly executed efforts, to provide your students with a superior education. It is the only way to truly make a difference.

Remember, there is no such thing as a ‘timid leader.’ If you are ‘timid,’ you are no ‘leader’ at all.”

SC Response
Home run! I agree point for point. You especially nail the “timid seat warmer” right between the eyes. Early in my role working for the Commissioner, I was tasked with working with the leadership of a district that was in the ditch. The leader of the “you just don’t know our kids” faction focused entirely on the go slow, don’t ruffle any feathers model of change (this is the modern day equivalent of Nero fiddling while Rome burns).

After having facts and reality knock the legs out of every excuse she had for doing nothing, she said, “Mr. Cain, in a race to Galveston, you may get there first, but I will eventually arrive.”

To which I responded, “Yes, and I will arrive with a bus load of students. You will be lucky to arrive with a car load.”

At the end of the semester, a different Principal was selected to run the race. And yes, the new Principal had to deal with uncomfortable and unhappy staff for a little while, but things did improve and staff did get happier.

Think. Work. Achieve.

Your turn…

A Reader Writes... (Fear - Part 5)

In response to the posts on, “Fear,” a reader writes,

“Yes, I guess you could call me a psychopath; a psychopath for school improvement. :-)”

SC Response
I know this writer of this comment. He is aggressive, obsessive and just crazy enough to try anything once. And those are his good qualities. This is exactly why Brown and Brezina picked him out from the crowd early, as someone to watch and support. And he has made all of us proud, earning not one but three promotions in less than a year. From administrative intern, to middle school AP to high school AP.

And for the record, he absolutely frightens those dusty, retired on the job, central office types. This again, is another one of his good qualities.

Think Work. Achieve.

Your turn…

A Reader Writes... (Brezina & Fear Part 4)

In response to the posts addressing “Fear,” and specifically, Brezina’s comment, a reader writes:

“Well said. Fear is always a negative reaction to something. The only positive way it is used is to defend yourself such as installing a home security system because I fear having my house broke into, or I had better shoot the enemy first out of fear that I will be shot. However, in the education world, ‘prudence, determination, will power, and the drive to be successful and achieve’ have little to do with fear and more to do with accomplishment and rewards.”

SC Response
I like your comment, but I don’t always see fear as a negative. For me personally, fear spurs growth. I often do things that invoke fear because that is where I find I grow the most. I ski the diamond slopes to push me past the brink of my abilities, to force myself to be mentally and physically tough, and to make me a better skier.

When Brezina hired me for my first principalship, I was way too young and way too inexperienced. I was the second youngest adult on the campus and for the first semester, on the inside, I was scared everyday. That forced me to over work, over read, over prepare and over think everything I did. And that made me a better principal and better leader.

If you don’t experience a little fear every once in a while, that probably means that you are playing it a little too safe, or you never went to a Brezina budget meeting.

Think. Work. Achieve.


Your turn...

A Reader Writes... (Fear - Part 3)

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

“I simply don’t trust anyone who is not afraid. The person who is claims to be not afraid is either not truthful, is a psychopath, or has not experienced enough real, tough situations to have enough sense to be afraid. All three of those scenarios make the person dangerous to be around. Fear is what keeps us sharp, keeps us caring, and keeps us moving.

I have served in a variety of uniforms over the years and I never met anyone in those intense situations who was not afraid. The trick is either you can let the fear consume you and distract you from your mission or you can harness that fear as it will make you more intense and methodical. As Cain said, focus your fear. Be afraid that maybe you are not doing enough. Let that focus you to re-examine data and systems to verify you are doing the best you can for your kids. Keep preparing, planning, re-examining, and modifying as needed. And remember, the very best plans never survive first contact with the real world situations.”

SC Response:
Spot on. And your close is almost identical to the close I’m using in one of my current presentations, “You must adapt your plan and plan to adapt, because the World plays defense.”

Think. Work. Achieve.

Your turn...

A Reader Writes... (Fear - Part 2)

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

“I couldn't agree more! Douglas Reeves recently authored a book called, Leading Change in Your School. In the book, he discusses something related to this topic with regards to the implementation process.

There are times when tough decisions need to be made for the benefit of students and their learning. These changes may even involve systematic alterations that can positively impact the overall instructional quality of a school's program. Some principals may hesitate in taking action out of fear that their staff will reject the change or push back in a negative way.

The reality is that principals who are imprisoned by this type of fear will never be able to reach the levels of high student achievement that are possible. We know that success breeds success. Rather than fearing staff response, teachers need to be part of the decision-making process and their input should be solicited and seriously considered. They also need and deserve to understand the changes and how the changes will impact the organization in a positive way.

However, waiting out of fear to ensure that ALL teachers "buy in" prior to implementation, will often result in the change never being implemented. Reeves encourages principals to take the plunge and implement. The positive results that will be generated from the changes will actually create the deep level of "buy in" sought for and it will then be deep enough to facilitate the sustainability needed to impact student achievement.

Educators want to win. When something works for kids, we use it. By not allowing fear to tie your hands and by being committed to action that is student centered, you as a principal are in the position to impact academic achievement in a positive way.”

SC Response
Overall, an excellent and well reasoned comment. There are three quick points that I want to add.

First, as a leader, you have the ability to metaphorically step on either the gas or the brake. Depending on the situation, either response could be correct. However, as Brezina wrote, just make sure that if you find your foot on the brakes, it is a prudent action, not a fearful one. As a quick aside, with many high performance machines, speed actually creates a safer operating environment. For example, the faster you drive a Formula One race car, the safer it becomes. The rookie driver that still instinctively slows down when faced with difficultly, actually increases the danger to him and other drivers.

Second, if you are waiting for the masses to sing “Kumbayah” and demand that you let them change for the better, you should use the wait time to polish up your resume. Initial change requires LEADership, not WAITership.

Third, there is a world of difference between wanting to win and working to win. Everybody wants to win; few are willing to work at it. Even fewer are willing to do that work, completely on their own. The job of leadership is to create a system where we don’t have the option of not working everyday to win. That is the bleeding edge of change and where the conflict starts. Most people want the option of defining “work” and “win” for themselves and most organizations let them. With great leaders and great organizations these definitions are concrete and non-negotiable. In the attempted evolution from ordinary to great, those who don’t want these definitions defined, fight, pout, and sabotage. They will lose and eventually leave, or they will win and stop the evolution. Realize, if they win, your students lose. Viva la Evolution!

Think. Work. Achieve.

Your turn…

Brezina Writes... (Fear)

In response to the posts that address, “Fear,” Brezina writes,

“Well said in response to fear, but make sure you can distinguish between fear and prudence.”

Think. Work. Achieve.

Your turn…

Fear

A reader wrote in his recent comment, “Do Not Fear.”

That statement brought to mind a conversation I had with Dr. Mike Laird, on what motivates principals. As we often do, we picked one criteria and tried to see if it does a good job of sorting great principals vs. everyone else. Here is two hours of conversation, boiled down to a couple of paragraphs.

Principals are often motivated by fear. Many principals fear, “doing something.”

What if I am wrong? What if someone complains? What if someone quits? What if I get blamed? These principals are often good managers, but this type of fear stops them from getting ahead of the big really big issues.

Great principals are often motivated by fear. They fear, “not doing something.”

If I don’t do something, these kids won’t be successful. If I don’t do something, some school will catch us. If I don’t do something, we’ll never figure “it” out. These principals don't set the pace for the pack, they lap the field.

I don’t think we can ever completely overcome fear, and I don’t think we want to. With that being the case, don’t let fear paralyze you. Instead, use your fear to push you and your organization to ever greater levels of performance and success. Fear being guilty of “Not Doing Something,” and go solve problems that the rest of us don't yet know exist.

Think. Work. Achieve.

Your turn…

A Reader Writes... (E-mail and Cell Phone - Part 2)

In response to the posts, “Get Your Own E-Mail and Cell Phone,” a reader writes,

“I will heed the wisdom given on this topic but I also believe we should not operate out of fear. The Bible says one phrase more often than any other, by far: "Do not fear."

If it gets to the point that someone is going after my emails and phone logs; number one, if they find something legitimate to hold against me, I should be gone. Number two, we are held to a higher standard as administrators and our communication is to be above reproach whether it is phone, email or stone tablet. Yes, I will get my own cell phone at work and my own email address, but I refuse to operate out of fear. Fear is a demonic oppression that clouds a whole life time of work, and I will not succumb to it.”

SC Response:
The purpose of the posts on e-mail and cell phones was not to scare anyone. It was to forewarn school leaders and change agents of the tactics that are used to stop them. You wouldn’t let your friends walk blindly off a cliff or your troops walk unaware into a mine field. You would warn them, so they can take the necessary precautions.

As for your point, if they find something, “shame on me.” That is the thinking that destroys good people. And by “destroy,” I mean to render ineffective or force to leave. Given enough information and the willingness to twist the facts to meet my agenda, I can make Mother Theresa look bad. As I was being prepped for a hearing with a terminated employee, our lawyer told me, “If all goes well, you’ll just come off as looking incompetent.” And this was a case where every fact was on our side.

So act with mission and purpose. Out think, out work, out perform the competition, and most importantly, never willingly give to the other guy the stick to beat you with.

Think. Work. Achieve.

Your turn...