Just Measure It

A lot of the school leaders and educators that I work with are new to concept of constant, incremental growth. 

Quick side notes: 1) Slow and steady progress beats the “Lightning Bolt” nine times out of ten. 2) Lighting bolts happen once. If you get one, great! That gives slow and steady a head start.

Central to the slow and steady growth construct is measuring results for the purpose of honing process.  Easy is theory, harder in practice.  Because what trips everyone up is the problem of what to measure?  In many cases the initial answer to the problem is, “who knows?”

In this situation, follow the advice of Jim Collins (Good to Great). 

When you don’t know what to measure, make your best guess. Measuring something poorly or even measuring the wrong thing is first step in understanding how to measure it better in the future. 

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 Aspiring Principal Workshop (Multiple Presentations 
• 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

A Superintendent Writes... An Attempt at Meaningful Dialogue - Round 2

A LYS Superintendent shares the following:

SC,

A teacher (with a known agenda) sent a mass email to a bunch of superintendents. As you know, I love reasoned and spirited discussions so I responded. And in return, I received a second round of “questions.” See below for the new questions and more of my responses.

Thinly Veiled Questions Mass Emailed to Texas Superintendents:

Questions again... Do schools fear excellence as well as failure?  

If all of your students could be achieving at or above levels similar to those of the students of Jaime Escalante in the movie, Stand and Deliver, would you implement a program that would achieve those levels... above the norm?  

If you knew of a program that produced elevated success and mastery at an exceptional level for any interested student, would you want it (as an administrator) knowing that it would upset the structure of the system?  

Exceptionalism requires flexibility and that would upset the design of “the apple cart.” Mastering material at exceptional levels wouldn't appear to work with CSCOPE because, as you said, the scope and sequence is important and vital to CSCOPE.  “Accelerated mastery” would allow the option to break out of that timeline.   Is it possible to have two programs running side by side?

This Superintendent’s Response:

I don't know if schools fear excellence, but it is certainly true that excellence comes at a price, and it is also true that most schools are not willing to pay that price.  As Jim Collins writes, “Great is the enemy of good.” 

As soon as you start pushing, people start screaming for balance.  The problem is the physics of balance. To get a balance you have to take away from one side to add to another.  In the terms of education, to get a "balance," you have to take away from children.  In essence we are saying, we could do a better job for kids, but that would require that adults give up something else (and this is not pointed at educators: Politicians – All revenue increases aren’t bad; Voters – Infrastructure has to be built, maintained and paid for). So as long as it is someone else’s child, the adults in our state overwhelmingly choose mediocrity instead of sacrifice.

As to programs, I have NEVER seen a school “program” itself to success.  The path to success is perfecting tradecraft, in our case, instruction.  The never-ending hunt for excellence in instruction has to be pursued with vigor should we want to become truly excellent for our children.  Escalante was a legend.  He was also rare. I would guess there is not 1 teacher in a 1,000 like him. This is neither a critique nor an indictment. Consider this, there are a lot of good NBA basketball players.  But a Dr. J, Magic, Jordan and LeBron show up once a generation.

Exceptionalism requires flexibility.  That may be true.  And it may not.  For example, the greatest athletes on the planet have very inflexible training programs.  Certainly I think you can be exceptional AND flexible, but I think it also very possible to be excellent OR flexible, which in a logic statement would also be excellent AND inflexible.  It is also possible, and perhaps most likely, to be neither excellent NOR flexible.  

Certainly CSCOPE is not perfect, but you are targeting the result and not the cause.  CSCOPE is a school response to the state's push for rapidly and constantly changing accountability, as I have discussed before.  As long as high stakes testing and accountability exist in their current forms, there is no choice but to have something like CSCOPE.  So the driving force that destroys creativity, flexibility, and exceptionalism is accountability and high stakes testing.  CSCOPE is merely a tool.  

Is it possible to have two programs running side by side? Certainly.  But most schools can't even get the basics down, much less run two systems. It would be nice if schools could walk and chew bubble gum, but most can't.  The sad reality is accountability does indeed destroy some excellence; no doubt about it.  BUT, it is easy to get into a circular argument on the issue.  You see, if the Escalante's of the World were 900 out of a 1,000 instead of 1 in a 1,000, there would have never been an outcry for accountability and high stakes testing.  It is enticing and satisfying to believe that the vast majority are chasing down excellence for all of their students, but the reality and the data don't support that argument.  Indeed adults seek a "balance," and in most cases the adult balance that is found is an unfavorable imbalance for children. There are many people who have the strong belief that if you take care of teachers they will take care of kids. I wish that was a 100% truism, because it would make my job much, much easier. 

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: NASSP National Conference; TASSP State Conference (Multiple Presentations); NEASP National Conference; The Fundamental 5 National Summit 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Principal Shares... On the Edge of Insight

A LYS Principal shares the following:

SC,

I wanted to share with you what our Instructional Leadership Team (ILT) is doing with our Fundamental 5 data to help us plan for next year. So far this year, we have completed over 3,200 Power Walks; not where I wanted us to be; however, it gives us a goal for next year.

We disaggregated this data by high-yield teacher practices, high-yield student practices, lower yield practices, and basic Fundamental 5. We used six questions to guide our discussion around this data:

1. What do you see?

2. From the teacher’s perspective, what are they working on as they implement the Fundamental 5?

3. If we successfully reached our campus Fundamental 5 goals, what would it tell us about what the teacher knows, understands, and is able to do?

4. What are the implications of this work (Fundamental 5) for teaching and learning?

5. What teaching and learning issues have been raised for you in terms of your own practice?

6. What issues have been raised in terms of school wide practices?

It became apparent to me this year that the quality aspects of the Fundamental 5 lagged behind where I expected it to be… I dream big though. I definitely need to work on developing a coaching model around our Fundamental 5 data... yet another goal! I also know we needed to add more “how to” to really cement the learning for teachers. We’ve seen a lot of “turn to your elbow partner” and we wanted to make these interactions more beneficial to our students and teachers… onto the next level.

However, what became really apparent to me during our data discussion was that we need to do a better job of building in sustainment and letting the “why” behind the Fundamental 5 be a main driver. Our team struggled to fully answer questions number 2 and 3. No excuses; we failed to focus on the “why”. 

“What” we do at our campus is pretty clear or getting clearer every day. As we continue to increase the frequency and quality of the Fundamental 5, coupled with “why” we adopted these instructional practices, I expected that the “how to” will increase in frequency and quality too.

Thanks for allowing me to share!

SC Response

When I shared this with the LYS Coaching Staff and they were blown away and you were the unanimous choice for Favorite Principal of The Day (obviously, a well know and prestigious honor). Thanks for sharing!

When you ask, “What do you see,” the answer to that question addresses the “What and How” that is occurring.  You want to follow up with “What do you notice?” It is subtle difference/extension question, but that becomes the precursor answering the “Why” question.

What you are now experiencing is what only a very small sliver of principals ever get to experience… Working on the issues that are hidden behind the common issues.  This is where the work gets exciting.

Your campus is poised to move from delivery centric to receiving centric.  This is where the “What teachers do” is only relevant in terms of how students build on what was provided.

In Jim Collins terms, now you have to facilitate the decision of where the bus will go and why. While continuously working to get better at the skills and practices that put you in this position.

Don't ease up!

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

A Reader Writes... (More on PLC's - Part 1)

In response to the 6/9/2011 post, “More on PLC’s,” a LYS Principal writes:

It occurs to me that teams, or PLC's, are useful for keeping faculty focused on the goals and direction established by the instructional leader. It is also clear to me that PLC's are useful for monitoring student progress and keeping student performance on track.

On the other hand, I think PLC's can be a very dangerous instrument if improperly used. For example, some people view PLC's as a way for teachers to own and direct the school and student outcomes. I am partially OK with that, as long as a tight and firm instructional leader keeps the school moving in a well-defined direction. Sadly, it is clear from discussions with many school leaders that they view PLC’s as a way to remove themselves from the instructional decision making process. I find this to be a very dangerous idea.

Another common theme that I hear repeated by central office types is that a PLC will keep the school moving in the right direction even when the principal changes. This line of reasoning positions the principal as a passenger on the vessel, not the captain of the ship. Interestingly DuFour is very clear about the need for strong leadership and NEVER mentions the PLC as a tool for leadership continuity. The tools for continuity are best found in the works of Maxwell and Collins, not DuFour.

DuFour is a great speaker and has great ideas. I have heard him present and I have read virtually everything he has written. But there is a lot of bad implementation and poor leadership practice that is justified through the flippant use of his name.

SC Response

I remember a discussion that I had a number of years ago with a principal who was trying to implement a nationally know PLC model. She asked what was the “trick” LYS schools were doing. Because based on the “less important” metric of student test scores LYS schools were getting better while her hard working school continued to flounder. When I told her that LYS schools understand that leadership practice is the catalyst for school improvement, she immediately cut me off and said the principals are the problem with schools. As principal, her job is to make sure that her PLC’s meet and empower them to enact the ideas and solutions that they develop.

All I could do is smile and wish her luck. Sadly, luck didn’t work because the school was closed the two years later (after the principal was fired).

PLC’s are powerful tools if:

1. The PLC work is focused

2. The PLC members have the capacity to engage to meaningful work

3. There is an understanding that the PLC operates (with no irony intended) under the illusion of democracy.

Absent any one of the above three criteria ensures that the amount of activity versus the amount of progress is never commensurate.

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

Louise ISD is searching for a Superintendent. Application details at www.LeadYourSchool.com

A Central Texas School District is searching for an Assistant Superintendent. Application details at www.LeadYourSchool.com

Follow Sean Cain on www.Twitter.com/LYSNation

Upcoming Event / Presentation Schedule

June 16, TASSP - Conference Breakfast, hosted by E. Don Brown (LYS travel tumblers for the first 1000 attendees, last year we ran out)

June 16, TASSP – Book Release Event for “The Fundamental 5”

June 16, TASSP – The Fundamental 5

June 16, TASSP – Tech Tools for the 2.0 Principal

June 17, TASSP - PowerWalks

June 18 - TASB Conference, Fort Worth

A Reader Writes... (Yes, I Know the Hours are Long - Part 10)

In response to the post, “Yes, I Know the Hours are Long – Part 1 & 2 (11/7/2010),” a principal writes:

Ahhhhhhh! These comments sound like they came from my campus! When will the excuse making and complaining stop? If we, as educators, are so blinded by the need to preserve our own comfort by resisting changes that could potentially make the difference between student failure and success, ITS TIME TO RETIRE!!!!!! Get on board or get out of the way. Precious energy is being wasted on you that could and should be focused on kids!

SC Response

The excuse making stops when we embrace the three concepts of short-term data analysis and adjustment, transparency, and collaboration. Without the integrated use of all three, the self-esteem and self-preservation needs of the individual (adults) will trump the needs of the many (students). This is not an indictment; it is human nature. And before you accuse me of being cynical, insulting teachers, or both, refer to the works of Adams, Hamilton, Madison and Jay.

The recognition of the above underscores the importance of leadership. It is leadership that installs the structure and systems that support data collection and use, transparency, and collaboration. It is leadership that ensures the implementation of these practices. And it is leadership that must communicate the importance and benefits of these practices, like a broken record. Absent of this leadership, nothing will actually change.

In the short run, you are correct, a lot of energy is wasted getting people to move in a forward direction. This is the case in nearly all organizations. It is the “fly-wheel” effect that Collins describes; the initial one-step forward, two-steps back process that precedes the eventual leap forward.

Do know that as the machine begins to lurch forward and more staff and students are successful, the nay-bobs will either change their ways or go away. Which is a win for everyone involved.

Think. Work. Achieve.

Your turn...

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...

Brezina Writes... (The Great Ones Outwork Everyone Else - Part 2)

In response to the post, “The Great Ones Outwork Everyone Else,” Brezina writes:

"What a great comment on "Good and Great." It takes a lot of courage and wisdom to take someone else’s thoughts and extend those words to further challenge conventional thinking.

Good work."

SC Response
Thank you. But I will admit that the courage is mostly the result of the good training I received in the formative years of my leadership career. Staring down rouge boards and power hungry politicians was always a less scary proposition than having to report to you, or Schaper, or Neeley that I came up lacking. As far as wisdom, when you are lucky enough to have almost daily conversations with the best and brightest in our field, a little of it can’t help to rub off.

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...

The Great Ones Outwork Everyone Else

This is not an indictment or a judgment, it is just an observation.

I understand the need for “down time.” I understand the need to balance family and work. I do not begrudge anyone who says “I’ve got to take some days and rest” or “Right now my family comes first.”

What I do have an issue with is those in our field who espouse the need for balance on one hand, yet want to reap the same rewards as those who outwork them day in and day out. The great athlete, lawyer, doctor, politician, teacher, and school leader obsess on their craft. They put in hour after hour of purposeful work honing their skills and increasing their understanding of our profession. The great ones aren’t “surprised” by their results; they simply examine them and adjust.

If you want your school to be great, it starts with purposeful work; lots of purposeful work. If you aren’t willing to model this, are you being honest with yourself about what you think is important? Do you really believe that your boss and your peers don’t notice?

Jim Collins states that “Good is the Enemy of Great.” I’m beginning to disagree. I believe “Good and Great” are conscious choices. “Good” is about balance and comfort. “Great” is about sacrifice and challenge.

What is your choice? What do your students, your staff and your campus need?

If you want to identify the great leaders and teachers, it’s not that difficult. Just pay attention to who shows up to work when it’s not fun and it’s not required.

Think. Work. Achieve.

Your turn...

A Reader Asks... 4 Books

A LYS Assistant Superintendent recently asked me what four books I would recommend to school leaders that best encapsulate the LYS philosophy.

I have to admit that I failed. I could create the top ten list and I could create a top seven list. However, try as I might I could not create a top four list. But I did get close; here are the five books that I believe that every member of the LYS Nation should read. These works are a critical part of the tapestry that is at the core of LYS beliefs and actions. Now in order:

1. Results Now, by Mike Schmoker. This book sets the LYS 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. This is the book I had 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. Don't have a clue what I'm talking about? Read the book.

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 have to question whether or not you deserve a seat at the table when the discussion turns to instruction.

There you go, my recommended initial reading assignment for the summer.

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 8)

In response to the posts relating to, “Teacher Stress,” a reader writes:

“What I am realizing in my district is that when you try to create effective change at an entry level administrator level, such as assistant principal, the leaders above you are sometimes more threatened than the teachers. They are afraid of the success that might come from this change, so they will squash it so that they don't look bad. I am seeing way too much stagnant leadership being allowed to flounder. As long as they (principals) don't make waves, the status quo will remain. What a pitiful reality.”

SC Response
Again, I wish that I could say that what you describe does not occur, but we all know better. And having some knowledge about your capabilities and your district, your assessment is somewhat valid. But I do have some advice for you and others like you who are trying to effect change in subordinate positions.

First, the most direct path for creating student success and building positive leadership experience is to attack identified problems at full speed, adjust your tactics based on your short term results, and outwork everybody. You, your students and your team will soon begin to move ahead of the pack. Just know that everyone will not be happy with your success. It is the “A’ama Crab” theory. Your success will make them insecure and jealous and they will attempt to pull you back to the crowd. However, don’t hold it against the crab; it is his or her nature and a waste of your time. Your job is to remain focused on the goal.

Second, Jim Collins (Good to Great) points out that it is possible for sub-units to be disciplined and focused even when the whole is not. By doing so, you make things better for those you serve and often serve as a lever, or positive example, for the whole organization. This means that you can’t give up just because your operations are small, because your impact can often be great. And as I mentioned above, expect and ignore the crabs.

Finally, you may find yourself completely at odds with your boss and/or the organization. If you repeatedly find that you cannot reconcile your energy, passion and vision with that of who you work for, the problem is your's, not your boss'. When this is the case, continue to do your job, but start looking for a boss or organization more in line with what you believe in. The bottom line is the golden rule; who has the gold makes the rules. But you do get to choose whose gold you take.

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.

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