Top LYS Tweets From the Week of November 6, 2011

In regards to bootleg technology I often get the question, “Where should we start?”

Here’s an idea: Ask some students.  If there are expert bootleg technology users on your campus the odds are that they are students, even at the elementary level.  So create a ‘Principal’s Emerging Technology Advisory Committee.’  Populate the committee with students who are handpicked and volunteers.   Then have the committee answer the following questions:

1.     What bootleg technology tools do students use?

2.     How do students use bootleg technology tools

3.     Where do students use bootleg technology tools?

4.     Which common bootleg technology could be used in class?

5.     How can identified bootleg technology tools be used in class?

6.     What should be the rules for using bootleg technology?

7.     What should be the consequences for using bootleg technology inappropriately?

My guess is through the process of answering these questions your students will create a reasonable and actionable bootleg technology plan that will be the envy of your district.

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 November 6, 2011, as tabulated by the accountants at Price Waterhouse. 

1. We are still our own worst enemy. A teacher union quote, "Closing empty schools won't impact the overall budget much." Blatant inefficiency steals from kids and taxpayers.

2. How can you not have one documented teacher observation at this time in the year and look yourself the mirror, much less call yourself a school leader?

3. There are 205 school days in South Korea's calendar - 25 more than in the U.S. Over an academic career, they spend 2 more years in class. (@FareedZakaria)

4. "Studies suggest students should be praised for effort..." LYS'ers are surprised by how many are surprised by this.

5. Just because the standard is hard to achieve doesn't make the standard wrong. And a try and a miss still equals a miss. So try again.

6. I’m about to lead teams of teachers on some classroom observations. Always an exciting day. This is the first real step in creating an action oriented PLC.

7. Here's the goal. Morning announcements - 2 minutes or LESS. Every extra second of instruction is valuable.

8. It is time to pull back the curtain of truth. Teachers who do not want to improve should never be considered master teachers. (@CabidaCain)

9. If you haven't read Marzano (or Schmoker, Fullan, etc.), you don't get to debate the interpretation of Marzano (or Schmoker, Fullan, etc.).

10. Can anyone show me where the weekly spelling test is in C-Scope? So how come I keep seeing spelling tests being administered?

Think. Work. Achieve.

Your turn...

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A Reader Writes... (A Convesation with One of the Smart Guys - Part 2)

In response to the post, "A Conversation with One of the Smart Guys," a reader writes:

“I am in GP and very proud to be a part of it. At the end of May, I was sitting in a meeting with other teachers from other GP schools. One teacher went off on LYS and asked to see the research and why it is so important. Another person said the same thing. In fact, I am pretty sure that (he or she) said, "I have asked to see the research on its effectiveness, but was told to be quiet and never ask again."

That is not verbatim, but close. Look at the growth that GPISD has had in the last 3 years. Right there is a validation of the research!!! What LYS and GPISD is doing, IS WORKING!!!”

SC Response
As you (and the majority of the GPISD staff) have proven, all it takes is the courage to let go of the stale practices of habit and embrace small changes that pay big dividends in student performance. Kudos to you.

The “research question” is the biggest crock of malarkey you can image and is simply a tool that the naysayer uses to stop change. The research is not secret, as we point out and share over and over again. LYS practices are entrenched in the works of Schmoker, Marzano, DuFour, Fullan, Schelecty and Caulkin just to name a few. Then, just as you have done, we point to the work of LYS that has been validated in the field over and over again. All the naysayer has to do is read a book and/or look at the data.

As for the the statement, “I was told not to ask.”

Again, made up garbage by someone who doesn’t want to change at a pace that is beneficial for students. One reason why LYS and GPISD works well together is because GPISD leadership is constantly is looking for the answers to the qestions, "what works, how do we know it and how do we start doing it?" As does LYS.

Plus, there is the blog. As regular readers know, I (and by extension LYS and the LYS Nation) will discuss any topic and address any concern that is brought forth in this forum. As I have written before, this is a forum of ideas and may the best idea win.

So when someone is throwing stones, consider the following options:

1. Say nothing. Often just knowing that you are right and they are wrong is enough.

2. Ask them to explain away the data that shows that things are improving.

3. Ask them if they have actually had a conversation with me or any of the LYS coaching staff. We are easy to find.

Regardless, don’t let the naysayers slow you down. In the short run, a little skepticism is healthy. In the long run, the continuous improvement and success of you and your students will either convince them to change or convince them to leave. Either way, their students win.

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...

A Reader Writes... (Why You - Part 2)

In response to the post, “A Reader Asks… Why You,” a reader writes:

“Common sense wasn’t 'Common Sense' until Thomas Paine wrote it.”

SC Response
It is common knowledge that the LYS reader is smarter that the average educator, but a Thomas Paine reference? That’s just showing off.

However, I am going to use your analogy. Paine didn’t invent his argument. He just took the knowledge, discussions and insights of those he was privy to and wrote it down in a way that way understandable and useful to the man in the street. To be compared to Paine is of course an honor (though I get it, the compliment was made tongue in cheek) but in a small, inconsequential way, it is somewhat valid.

I’m the first to admit that I am not an original thinker, but I do think I’m a pretty good translator. What I write about, talk about and coach on is cribbed from the works of Schmoker, Marzano, Collins, Gladwell, Fullen, and Buckingham, just to name a few. Add that to the fact that I was privileged to work for and with icons such as Schaper, Brown, Brezina, Hooker, Neeley, Sawyer, and Richardson. This means that what comes out of my head is the sum total of their wisdom. My spin is that I figure out how to make that work where the rubber hits the road, on the campus and in the classroom.

Practical, common sense solutions work. I do obsess on the work.

Think. Work. Achieve.

Your turn...

A Reader Writes... Professionalism

In response to my comments on the state of the profession, a reader writes:

“Actually, I think Schmoker is right. But even if he is not right, we can certainly say educators as a whole demonstrate a low level of professionalism.

For example, we have known professional standards and practices (Marzano, Bloom, etc.), yet very few educators use these best practices. Instead most educators find reasons to reject the standards and best practices. A plumber has standards and best practices. Would you hire a plumber who told you he didn’t really agree with those standards and had his own way of doing things?

Going down the list from Wikipedia on the characteristics of a profession, I find that as a whole, educators do not rigorously meet those characteristics, although we certainly meet some. So, it may be accurate to say we are a non-profession profession, or at a minimum, we do not portray a high level of professionalism. How many professions have unions that engage in collective bargaining? Have you seen physicians, lawyers, and engineers, for example, with such unions?

I would not call this cynicism, but realism. I say it is not cynicism because I have not given up hope that the situation will change, and I know Cain hasn’t either. I still believe we can make a difference and change how we are. The kids deserve no less.”

SC Response
You may have done too good of a job in outlining your argument. This is definitely a case where the Stockdale Paradox (confront the brutal facts, yet be resolute in your belief that you will eventually be successful) provides the only solution. In the short run, the nay-bobs can wear you down, but you can also out think and out work them, and you can maneuver them to a position where they do more good than harm. In the long run (and this is what keeps me going), we have to identify, build and support more leaders who think and act like the typical LYS principal and superintendent (which is not typical at all).

Think. Work. Achieve.

Your turn...

A Reader Writes... (Using Rewards)

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

“In my 18 years of experience in education, I have yet to witness someone not react positively to being rewarded for achieving their goals. I have seen students and teachers blossom merely from receiving a few kind words of acknowledgement for their efforts. It goes along with the idea of shaping behavior through building relationships. Someone recently introduced me to the idea of “2 by 10”…spending 2 minutes engaging in positive conversations with someone for 10 days will change one’s behavior. Try it, it works.”

SC Response
In one short paragraph, the reader hits on some key points that should be highlighted. First, people do respond positively to rewards and acknowledgement for achieving goals. However, I think that it is “achieving goals” that is the critical concept. False flattery and unearned praise does not lead to the sense of accomplishment and pride that drives significant behavior change.

Second, I like the “2 by 10” idea. This practice could easily be adapted and used by classroom teachers, counselors and administrators. The idea seems highly correlated to Marzano’s strategies of “Providing Recognition and Reinforcing Effort.” The bottom line, as the reader points out, is that shaping behavior by proactive and positive means is much more effective than using intimidation and negative feedback.

Reader, this was a great addition to the original post, thank you.

Think. Work. Achieve.

Your turn…

A Reader Writes... (Leading Change)

In response to the post, “DAEP – Part 3,” a reader writes:

“I don’t think the poster demonized unions too much. Unions are about adults, by design and membership, not kids. I think that to some extent we have to get out of the "buy in" mentality. Buy into what? Doing the job you have been contracted and paid to do? Ridiculous.

Leadership has a duty to adhere to best practices and to lead from the front, not the rear. That leaves teachers fighting best practices, which is common. I cannot count the number of teachers who have told me they disagree with Marzano and Bloom. Forget the fact they never heard of Marzano before I introduced them to it; they disagree with him none the less.

Teachers in poor performing schools deeply desire autonomy. The same is true in good performing schools; teachers desire autonomy. This desire for autonomy is often so great that teachers (and administrators) isolate themselves from the best practices of their own profession.

The boot camp approach is interesting (yes, I have experienced it). The military understands that people are drawn together by common experiences. The military then develops a "boot camp" that exposes people to common experiences and draws them together. The problem with this model in public schools is that the military model of boot camp is contrived. The experience is very difficult to reproduce in the civilian world. That is I why I suggest that you let no major event go by without being utilized.

When situations come up that have the potential to have the faculty going through a common experience, capitalize on it quick. It can be as simple as celebrating success or mourning together. The point is, common ground is not found just on the battlefield, it can be a simple event such as learning how to hold a rifle and march. In education, common ground does not have to be built initially on curriculum and instruction; don’t hesitate to capitalize on simple events that bring people together.

By the way, I am passing on knowledge that I have learned the hardest way possible.”

SC Note:
When this reader writes, “I am passing on knowledge that I have learned the hardest way possible,” even he doesn’t appreciate how true that is. He is now in the midst of turning around his third unacceptable campus in his relatively brief career as an administrator. He isn’t the principal who drives the school into the ditch. He is the principal they hire to get the school out of the ditch. In the course of doing this, he can count on one hand the people in his districts who have publicly supported him during his tenures – his superintendents (kind of), his wife, and his dog.

In schools, doing the right thing for kids, all the time, is hard and lonely work.

Think. Work. Achieve.

Your turn…