The Politician, the Manager, and the Leader

The Calculus of the Politician

The good of the supporter / donor is greater than the needs of infinite non-supporters.

The Calculus of the Manager

The good of the complainer is greater than the good of infinite non-complainers

The Calculus of the Instructional Leader

The good of the students is greater than the good of infinite adults.

Which are you? Who do you work for?

Think. Work. Achieve.

Your turn...

• Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com!  http://tinyurl.com/Fundamental5 
• Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool) 
• Upcoming Presentations: Texas Elementary Principals and Supervisors Association Fall AP Conference, The Fundamental 5 National Summit (Multiple Presentations); American Association of School Administrators Conference; National 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

Buy In?

It is regularly reported that some initiative on a campus failed because there was no “Buy-in.”  I’ve been doing this a while, and I believe this concept of "buy-in" is overrated. As a school leader, here is what I believe in:

1. I believe in communication. 

2. I believe in clear purpose and intent.

3. I believe in training. 

4. I believe in support.

5. I believe in monitoring. 

6. I believe in, “Do or Don’t Do.”

7. And I believe that sometimes, in spite of everything we do, things don’t go according to plan.

But, the lack of “buy-in” is the cop out excuse of the manager who was negligent somewhere in items 1 thru 5 and doesn’t want to be held accountable.

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

Teacher Quality and Qualifications - Why the Left is Wrong

It is interesting scanning the discussions about teacher quality and qualifications. As usual, both extremes have it wrong and those of us in the middle are forced to hold our noses and pick a side. Let’s look at the issue from each angle. Next up, the Left.

The Left has missed the boat by viewing every attempt to address teacher quality, preparation and accountability as a direct attack on the profession. Instead of leading the charge to truly professionalize education, they have allowed the debate to revolve around the issues of labor and management. Which is a blue-collar mentality and argument. Which again leads right towards the “trained monkey” premise. Getting the job is not enough, teaching is and must become even more of a knowledge driven profession. We should push ourselves to improve the craft, increase student achievement, and add significant value in every classroom. The “trained monkey” should have no chance of keeping up with field. If we did a better job of both supporting and policing ourselves, the bad teacher would have no place to hide. But the Far Left has convinced us that if we don’t protect the bad and unqualified teacher, they could come after you next.

Yet the danger of that occurring is most prevalent in subjective systems. In objective systems, the “singled-out, random target of management” is an anomaly. Unfortunately, such a system, though better for the profession would directly attack the funding and power base of the Far Left. Professionals that aren’t driven by fear have less need for a blue-collar mentality and labor union like protections.

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

A Reader Writes... (Anonymous Letters - Part 6)

In response to the posts on Anonymous Letters, a reader writes:

“Good luck on finding a ‘Brezina type’ leader. I have only worked for one who was close to the archetype and accept for a personal tragedy that would break any man, I never saw him weaken. Every other Superintendent and Assistant Superintendent that I have worked for have paled in comparison to that man and Brezina. As Cain points out, Brezina always walks the talk. Most leaders like to think that they do, up until it is inconvenient to do so. What is inconvenient? For some it may be an anonymous letter, for others it may be whispers heard at church on Sunday. What is your breaking point? Have you been tested by fire? Have you ever had to fall on your sword? If yes, you are not unlike the old school LYS clan.

Does your breaking point leave kids vulnerable? We know that everyone will breaks at some point, but if your breaking point is so low that it will put kids at risk, get out of leadership roles.”

SC Response
This post touches on one of the reasons why the modern principalship is such a great incubator of true leadership. Accountability forces you to choose between the greater good (student success) and the path of least resistance (adult comfort). Those who choose the greater good, move from the ranks of manager to leader. And the skills and experiences gleaned through the actualization of that course of action translate in subsequent jobs and positions. Unfortunately, the opposite is also true. That is why I am always initially suspect of the central office administrator who was promoted from a stagnant or declining campus. Sometimes that person made the best of a no win situation (a good thing). Sometimes they were simply demoted up (the worst thing).

Think. Work. Achieve.

Your turn...

A Reader Writes... (Anonymous Letters - Part 2)

In response to the post on Anonymous Letters, a reader writes:

“Of course Brezina is right. I had a similar problem in a district. The problem was that the anonymous letters went to board members as well as the superintendent. I knew what I wanted to do with the anonymous letters, so did the superintendent. However, the letters were unofficially given credibility by the board.

If the anonymous letters get the attention of the weak link in the leadership chain (which can be any level from the principal to the board), they can be swayed. If this happens, I fear there is little that administrators down stream can do about this. I hope the leadership above you stays strong, but based on your letter I wouldn’t count on it.”

SC Response
A significant part of the equation boils down to this:

We will run the district and campus based either on the input and insight of leaders and reflective educators who place the needs of students first; or we will run the district and campus based on the complaints of cowards who place their own needs above all others.

Then you have ask yourself one of two question sets.

1. Am I basing my decisions on the input of cowards? If so, what kind of leader does that make me?

Or,

2. Am I willing to work for the manager that makes his or her decisions based on the input of cowards instead of the needs of students?

Think. Work. Achieve.

Your turn...

A Reader Writes... (Anonymous Letters - Part 1)

In response to the post on Anonymous Letters, a reader writes:

“The funny thing is this... There is always a ‘tipping point’ in the relationship between a staff and a new principal. The ‘tipping point’ signals the shift from the vocal minority complaining about change (or writing anonymously) to the silent majority finally being fed up with the constant negativity. The shift occurs for different reasons - an event, a problem, or just a matter of time. Complainers want to maintain the status quo because it's easier for them and gives them a feeling of power. The silent majority may be challenged by changes, but recognize when they are needed. When you are making decisions based on what is best for students, the silent majority eventually steps up.”

SC Response
What I have learned as a professional change agent is that you can not ignore the fundamental laws of nature. One of those laws is that movement requires friction. The belief that an organization can move without friction is a simply naïve. It also requires more effort to either start movement or reverse movement than to maintain movement. These are some of the reasons why those who have never faced the need to manage true change have no frame of reference of either the difficulty of the task or the skills requisite for job.

Because of this, in the initial stages of change, the superintendent and the principal have to show true leadership. Those above them (the Board for the Superintendent; central office staff for principal) often believe that complaints mean that change is being mismanaged (they are wrong). Those below them generally believe that they are already competent, so change is a waste of effort and resources (they too are wrong).

The leadership crucible is that one must generate enough positive results to sustain momentum before the naysayers create enough discontent to stop progress. You have to decide - will you create a better future for more students today; or will you continue to coddle adults who are actually getting paid to work. In other words, everyday you have to decide if you are a leader or a manager.

Think. Work. Achieve.

Your turn...

A Reader Submits... The Journal

Principal’s log – 12/22/09
Read that the LYS blog is going dark for a couple of days. Who cares?

Principal’s log – 12/ 23/09
Think that there must be something wrong with my e-mail, didn’t get an update today.

Principal’s log 12/24/09
Forgot batteries, have extra parts after building a bicycle, and discovered no matter how much ice cream you put on it – fruitcake never tastes good. Wonder if the LYS Nation likes fruit cake?

Principal’s log 12/26/09
Need an LYS update. Found myself debating the merits of a staff and student dress code with the dog.

Principal’s log12/27/09
Discovered the LYS blog post archive. The shakes seemed have diminished.

Principal’s log 12/28/09
The shakes have returned, maybe I’m just cold.

Principal’s log 12/29/09
Have resorted to burning central office memos for heat. Have discovered that the shakes are not temperature related, but the flames are sooo pretty.

Principal’s log 1/1/10
Called my ingrate brother-in-law a “manager.” He though it was a compliment

Principal’s log 1/2/09
Not that I care, but if there’s not a LYS post tomorrow, either Cain’s on a growth plan or Brezina and Brown are going to have some serious explaining to do.

Missed you buddy :-)

SC Response

We’re back, baby!!!

Think. Work. Achieve.

Your turn...

A Reader Writes... (They Say)

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

“Sean,

When I read this, as I finished I realized I was holding my breath at the end!

In consideration of all eventualities of my ongoing leadership journey, I recently spent time on a secondary campus. One of the main things I realized was that good leaders can be successful anywhere - strength shows and people seek leadership, even kids.

I felt honored to have the chance to work with some older students, and one even left me with that 'tear in your eye' feeling when we finished our conversation - like I touched a cord and that he might reconsider the path he is on and choose to become the person I could see he is but is not showing to his teachers.

All to say that with my recent experiences and some reflection on the recent posts about 'Teaching to the Test,’ my courage has grown correlatively to the point where I have the confidence to get off my butt and make others stand along side me. My battle to make sure good instructors are in classrooms cannot be 'won' alone, and I choose to no longer to attempt it alone either, and those around me know it. So they can saddle up and ride long and hard through every storm, or go home and grow old.

Happiest of holidays to the Cain household and thank you both for the support!”

SC Response
Great comment! One of the best parts of my job is watching young leaders ‘get it.’ It’s like a switch is flipped and all of a sudden that person understands that they are the catalyst, not a passenger. You have discovered the insight that managers always miss and poor and/or tired leaders ignore, people crave leadership. Without leadership, over time people take the path of least resistance and go through the motions, never coming close to reaching their potential. Though that seemingly makes the individual days easier (in actuality, it does not), the long term results are opportunity constantly squandered, futures diminished and careers compromised.

True leadership forces us to overcome our weaknesses, fears and self interest and focus on achieving the greater good. I have the capacity for exceptional work, but I also have the capacity for exceptional laziness. Laziness I can disguise because my basic talent level allows me to remain in the comfortable middle. Fortunately, I have been surrounded by leaders who have challenged me and forced me out of my comfort zone. Low expectations and a morale first mentality are the tools of managers. High expectations and a performance first mentality are the tools of leadership. As you are beginning to realize, it is your choice what set of tools you use.

Congratulations and welcome to the leadership club. The on going price of membership is stress, sleepless nights, low hourly pay and the thrill of accomplishment. And do know, the Cain household couldn’t be more proud of you.

Think. Work. Achieve.

Think. Work. Achieve.

A Reader Writes... (They Say)

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

“Perfect! That pretty much sums up how I am feeling right now.”

SC Response
There were more than a couple of LYS readers that had a tough time last week. It seems that there are scared managers hiding all over the country, pulling at the coattails of those who step up and do the right thing.

Remember, managers fear the uncomfortable; leaders thrive on adversity.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Gant Wisdom 1 - Part 4)

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

"SC has it; have an agenda for the meetings and stick to it. Stick to the agenda. Have groups of a reasonable size. A faculty meeting with 150 members present has only one purpose, to put out information. Sometimes these large faculty meetings are needed. If so, stick to the agenda, and don't accept off-topic questions (especially comments) during the meeting. Anyone with a question should be directed to see you after the meeting, and you had best be available.

In small groups, have an agenda and stick to it. Obtain your objective and adjourn. If someone has something they want to discuss in the group forum, have them discuss the request with you and then YOU determine if it makes the agenda on the next meeting. Keep an open door policy so that anyone with any concern can at least meet with you one on one.

Your team should have the right to meet with you privately for any concern. Getting a public forum is another matter."

SC Response
I have found that if leadership is constantly visible and available (in classrooms, hallways, intake, dismissal and lunches) and is consistently coaching and listening to staff, that the need for long meetings is greatly reduced. It is when leadership is remote and inaccessible that meetings become longer and longer. There are requisite amounts of communication that all organizations need to function. The question becomes how will this be delivered; in small, consistent doses or one massive dose?

Before you answer, consider the following paradox. From a managerial perspective small, consistent doses of communication are an inefficient use of time. Large doses of communication are an effective use of time.

But from a leadership perspective, small, consistent doses of communication are effective. Large doses of communication are ineffective. Who are you a manager or a leader?

Think. Work. Achieve.

Your turn...

A Reader Writes... (Problems with the Boss - Part 2)

In response to the post, “Problems with the Boss,” a reader writes:

“SC, this is all great advice, but how do you proceed with something if your boss never gives you a straight answer? Or, any time you ask about the same thing, it is always a different answer? Or, it is an ‘I don't know, let me get back to you’?”

SC Response
The first thing you have to realize in this case is that you are dealing with a manager, not a leader. Managers avoid decisions and perceived risk. Leaders take calculated risks and make decisions.

Working for a manager can work to your advantage if you remember a couple of things.

1. Don’t present the manager with a choice of options. Provide your manager with one solution and a significant pitfall if the solution isn’t implemented.

2. Quit asking and start doing.

3. Make sure your results are beyond reproach.

4. Frame everything in terms of benefits for students.

5. Learn to beg for forgiveness instead of asking for permission.

I once worked for a “classic” manager. It was good for my career. As long as my decisions made her look good, she didn’t want to know any details (thus no blame for her if the decision failed). I focused on student success, her boss recognized what I was doing, and both me and my students won.

There is a caveat. Working for a manager will eventually suck the passion out of your work. Keep your eyes open for a leader whose team you can join. You will probably work harder, but the accomplishment and sense of purpose will be worth it. Work is always work, but who you work for can determine if you feel like you going somewhere or simply treading water.

Think. Work. Achieve.

Your turn...