A Reader Writes... (The Great Ones Outwork Everyone Else - Part 1)

In response to the post, "The Great Ones Outwork Everyone Else," the Marine faction of the LYS Nation writes:

“Don't be shy about condemning the lazy, the Bible calls laziness and slothfulness sin.I don't think adult hard work is looked at enough by leadership in education. I would rather have a teacher that showed up everyday and worked hard rather than a super talented slug with a bad attitude. In the Marine Corps, the Marines who work hard can be molded into a World Class fighting machine from pure willingness alone, regardless of talent. The lazy ones can not be fixed unless there is a serious change in mentality. For a Marine, getting shot at is a great attitude changer, what is the education equivalent?

In the Marine Corps the slothful are immediately weeded out in boot camp. So I ask you: “Where is the weeding out process for teachers and administrators? Why are they given so much time to flounder in a mediocre state and destroy the future of kids?”

Education is a war. It is a war against ignorance. In this war, we must define our core characteristics and laziness is not one of them”

SC Response
I have been speaking recently on the “Strata of Professional Craft. The four strata, as I identify them are:

1. Non-compliant

2. Novice

3. Technician

4. Artist

The discussion and concept is deep, but a critical component is “purposeful work.”

Purposeful work differs from just showing up or doing the time. It is the difference between having 20 years of one year of experience vs. 20 years of continuous learning. Many of us in the field ignore that difference. And we end up with too many experienced non-compliant’s and novices.

To cut to the chase, the educator who generally shows up and only makes adjustments that reduce that amount of energy they have to expend is the model “Non-compliant.”

The educator who works 8 to 5, does exactly what he is told to do and only uses district provided training to stay current with the craft is the model for the self-selected “Novice.”

The educator that works hard, makes a reasonable attempt to remain aware of changes in the field, uses the tools provided by the district, tries to make some changes to her craft, and pays attention to what students seem to better respond to, generally occupies the “Technician” strata.

The “Artist” obsesses on the craft (think Michael Jordan and Peyton Manning). She burns the mid-night oil, she reads, she actively participates in training, she purposefully tinkers with classroom set-up, instructional delivery and student management. But here is the kicker, she’s been doing this for a long time.

There are no short-cuts to becoming an artist. The minimum requirements for true artistry are staggering.

A. 10,000 hours a purposeful practice.

B. Laser like focus and commitment.

C. 100’s if not 1000’s of incremental adjustments based on both subjective and objective data.

The point being, and this is where we agree, as leaders we can not treat the Non-compliant, Novice, Technician and Artist the same. We must rapidly indentify the Non-compliants in our ranks and either remediate or remove them, post haste.

The Novice (rookie) we must indoctrinate, train and coach for the sole purpose of moving them to the ranks of technician as quickly as possible. For the Novice (self-selected), we must determine if it is a case of “can’t do or won’t do.” The “Can’t Do” is in the wrong field and we have a leadership duty to the employee, organization and most importantly the student to quickly and professionally address this. For the “Won’t Do” we either motivate or remove, with no need to apologize.

The Technician we continuously train, re-train, support, and coach. I believe that one way you measure your success as an instructional leader is how many technicians you build and how well you support your technicians. And since Artists come straight from the technician pool (remember the 10,000 hour rule), the greater number and greater quality of your technicians the better chance your campus has of developing a couple of Artists.

The Artist represents the ceiling of your organization's potential. If we are only as strong as our weakest link (and you still tolerate the non-compliant?); we can only climb as high as our highest rung. When you have an artist in your midst, give her all the resources she needs, solicit her council, observe her more frequently than anybody else, and work as hard as you can to translate her magic into actionable practice for everyone else.

And always remember that the alpha and omega of this entire discussion is purposeful works, years of purposeful work.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Dress Code Yet Again - Part 3)

In response to the post, "A Reader Writes... (Dress Code Yet Again - Part 2)..." a hard core LYS’er writes:

Quote - "I didn't go to college to..."

That is such a copout statement! And by the way, what college did you go to? Because you need to get your money back. It seems that they didn’t do a good job of teaching you the essence of teaching, learning and purposeful reflection.

As a product of the Marines, the University of Wyoming, and UNLV, I was taught, directed, and coached to not only to instruct students, but to model a standard every single day, as well.

Grow up. Even Wal-Mart has a dress code. And do know that if you were on my campus and you continued to display the attitude that came across in your post, there’s a good chance that Wal-Mart would quickly become your only employment option. Either check yourself, or make sure that you check my receipt when I leave the store.

Semper Fi.

SC Response
Ouch. Ease up just a little bit. There was a time when both you and I felt the need to fight the suits.

But as you so often do, you quickly get to the crux of the matter. Modeling is the most powerful way to teach anything. As teachers, coaches, and mentors every time we justify to ourselves that we deserve better than what we expect from our charges, we sacrifice effectiveness for comfort and conveinience. That doesn’t mean that you are a bad person, but it does mean that your pursuit of excellence is just lip service.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Advice 2/7/10 - Part 2)

In response to the posts relating to, “A Reader Shares… (Sunday Advice 2/7/10),” a reader writes:

"Great explanation, I stand corrected. I thought that the philosophy the LYS team was using was aimed at incompetency and not systems. I fully understand and agree.

Check Fire! Check Fire!"

SC Response
Just to confuse the situation even more, we actually target both. We work to build systems that maximize student opportunity (effective) and maximize the success of the adults in the system (efficient). Obviously, in that pursuit, the incompetent often end up in the crosshairs. For us, that is neither good nor bad, it just is. This is why we operate under the assumption that the only unforgivable sin is not being coachable.

Incompetence is generally the result of either misguided ignorance or a calculated endeavor to further self-interest. Neither of which has to be terminal. Over the course of my life and career I have suffered from both, been cured and then relapsed. We are all human and suffer the passions and frailties of our existence. But a strong system, coaching, reflection and leadership can make us better than who we are. As you might guess, in the nature vs. nurture argument, I take the optimistic “nurture” side.

Mission, purpose, vision and leadership can either augment our base character or erode it. Hence, the principal is in the best position to focus the collective will (service to students) on the collective purpose (student performance). Or the principal can abdicate that responsibility and let factions and adult interests trample over those that have no voice, yet have the most to gain and lose, our students.

Which brings us to the need to:

1. Understand the complexities of social systems.
2. Work to build checks to overcome the frailties of those systems.
3. Work to build fulcrums to leverage the strengths of those systems.
4. Coach the people in those systems.
5. Identify, remediate or remove those that are detrimental to the system.

As you can see, Brown’s Rule is useful construct to further this pursuit.

By the way, as you will see in the next couple of days, you have kicked over a hornets’ nest. It’s good to know that I can again count on the Marines to have my back.

Think. Work. Achieve.

Your turn...

A Reader Writes... (The Problem with Programs)

We got a little side tracked with the start of school (duh…), so let’s circle back to a conversation that started last week, but didn’t get finished. A reader follows up with this comment to, “The Problem with Programs.”

“This is an interesting post because I actually discuss this issue in a piece I am working on.

I have never seen a school “program” itself to success. I have seen successful schools with programs, but the programs are not the cause of the success. The idea that mimicking the programs of a successful school will make your school successful is ridiculous, but that is exactly how programs are marketed.

As Cain says, a common reason for programs is to prop up a weak system. I suspect that the reason administrators want to prop up weak systems rather than to fix them is either due to ignorance or a lack of courage to take on tough tasks. If the problem is lack of courage, you need some new administrators. If the issue is ignorance, keep working with Lead Your School.”

SC Response
I was having a conversation earlier this week with a friend, that also touched on this issue. Both of us want our teachers and our students to have cutting edge tools and technology in order to create exciting and engaging instruction and classrooms. But we are both painfully aware that “sizzle” does not create critical thinkers on a massive scale. Creating huge numbers of students who are critical thinkers requires the “steak” of quality, first line instruction – day in and day out.

The model I believe in and work to build in LYS campuses and districts is grounded in Marine Corp doctrine. The Marine Corp operates under the tenet that every marine is a rifleman. This means that every high tech tool and weapon that they purchase must improve the effectiveness of the rifleman. But most importantly, they all keep training as riflemen. That way, as equipment fails or is unavailable, the individual marine is still formidable and effective.

The school version of Marine Corp doctrine is that every education professional is a teacher. We are all trained in and practice the fundamentals of instruction. Every tool and program should be evaluated in terms of how it improves the quality of instruction. But we can not abandon our core. If a computer crashes, the power goes out, or the text book does not arrive, we have to step up to the chalk board and teach with passion, skill, and effectiveness. The student should not even be aware that we are operating under "Plan B."

The day the program replaces the teacher is the day we no longer need teachers. The day we no longer need teachers is the day we no longer need schools. If that day occurs, shame on us.

Think. Work. Achieve.

Your turn...

A Reader Writes... (... Not Getting the Job Done)

In response to the post, “Who Really is Not Getting the Job Done,” a reader writes:

“Teachers want great leadership. However, we sometimes get so caught up in our daily routines that we forget what our job is about. As educators, we need to focus on what is best for the children and how can we make the staff we have the best they can be. We cannot stand by as we watch ineffective teachers educate our classrooms. We must take charge of the situation and find a solution. If after it is all said and done and the teacher does not improve replace that person.”

SC Response
Everybody craves leadership. And, we all function better when we trust leadership and believe that leadership is vested in our success. Key though, is how success is defined. Great leaders ensure that the definition of success is concrete and constantly communicated (examples: Take THAT hill; If it is not right for students, it is wrong; etc.). Struggling and poor leaders either do not know or cannot define organizational success; and/or do not regularly communicate their expectations. In that void, the organization devolves into an every man for himself (or every teacher in their own silo) situation.

Second, behind defining and communicating organizational success, is providing tools and training for staff. Great leaders prepare their staff to be successful. They ensure that a common scope and sequence is available. They ensure that the master schedule is logical and is conducive to quality instruction. They ensure that training is geared towards building critical skills (such as the Cain/Laird Fundamental Five). They ensure that staff receives critical information in a timely fashion. Poor leaders just throw their people into the meat grinder and hope for the best. The lucky (?) staff simply survives to fight another day.

Third, great leaders constantly monitor, support and enforce. In a school setting, they hyper-monitor, noting trends and responding to organizational strengths and weaknesses. They provide regular and timely support, specifically geared to allow staff to meet organizational goals. And, they enforce expectations. They understand that not working with the organization is the same as working against to organization. Poor and less effective leaders hide from classrooms and avoid the uncomfortable leadership tasks that are critical to protecting and improving the organization.

Finally, leadership does not just mean "Principal". Leadership encompasses lead and master teachers, department chairs, instructional coaches, assistant principals and a host of others. The Marines believe that whenever there are two or more Marines together, one is always the leader. So, Lead Your School Reader, who are you today? Who will you be tomorrow?

Think. Work. Achieve.

Your turn…

Hoo-Rah!

The Marine Corp is going to sponsor / support / manage a public high school near Atlanta, Georgia. The following link will take you to an article that will give you more specific details, http://www.ajc.com/services/content/printedition/2009/04/06/marine0406.html

For the record, I love the concept and here are the reasons why:

First, a number of the significant role models that I had growing up were Marines.

Second, it has been my experience that former Marines make excellent teachers. I never had to either recommend termination or terminate a Marine.

Third, I use a number of Marine Corp management principles when I coach and train aspiring and new administrators. It is hard to argue against the long term success of the Corp.

Finally, I am a big believer in the value of JROTC. In fact, in my dream high school, 9th grade PE would not be offered. Instead, 9th graders would have to enroll in either a sport, a performance arts class, or JROTC. Not being connected to coaches and mentors would not be an option.

Other than the concept, there were two other things that bear conversation. First, in predictable fashion, there are people who are protesting the Marines involvement. It doesn’t matter that this is a school of choice, so the students who attend actually want to go to the school. It also doesn’t seem to matter that there is no requirement that the students enlist in the military after they graduate. Evidently, to the protesters, patriotism, freedom, discipline and security are just natural by-products of the human condition.

Second, the Marines get “it”. William McHenry, national director for the Marine Corps’ Junior Reserve Officers’ Training Corps states, “Our mission is to build leadership and character in the kids of America. And it provides a niche for kids. All kids need a niche. It might be on the football field, it might be on the stage as a member of the drama club. Or it might be in ROTC.”

Every student would be better served if the adults at their school understood the need to work everyday to build leadership and character in their students and to make sure that each student is intimately connected to the school community. Great schools and great principals make this happen.

I won’t be surprised if the Marine High School quickly achieves excellent results and that the neighboring schools create a long list of reasons why they shouldn’t be held to the same standard

Think. Work. Achieve.

Your turn…