A Superintendent Writes... Changing Tires Doing 75 m.p.h.

A LYS Superintendent shares the following:

I don’t think the changes to the Texas math standards are getting nearly enough attention. I have heard complaints from math teachers all year about how convoluted and confusing the entire situation is. If you are late to the game, let me catch you up.

Some high school math standards (TEKS) are going to middle school and some middle school math standards (TEKS) are going to elementary school. Now, we need to keep in mind that the TEKS are not a curriculum. The TEKS are a scope, but include no sequence, and certainly no resources. Districts are struggling to keep up with the changes, adapt their scope and sequence, and find appropriate instructional resources. This is a daunting task for a large district with a full time C&I department. For small districts, the situation is almost unmanageable, especially since the resources available in CSCOPE were removed. I find this situation analogous to attempting to change a flat tire on a car while doing 75 m.p.h. down the interstate. It’s just not a good idea. But there are other concerns more pressing than timing, adapting, and finding resources.

If a high school principal were short a math teacher and could only find a middle school certified math teacher that would essentially be a no-go. The teacher would not hold the proper certification, would likely not have the needed college course work, and would not be considered highly qualified in many cases. The principal would have to send notice to parents, corrective action plans would be put in place, etc.

Why?

Because the state has deemed a middle school certified teacher is not educated, certified, or qualified to teach the high school math TEKS. Should a middle school principal attempt to hire an elementary certified teacher to teach middle school, the same scenario would unfold, because once again the state has deemed an elementary certified teacher is not educated, certified, or qualified to teach middle school math TEKS. So, please explain to me, what is the difference if the state sends the TEKS to the teacher without the education, certification, and qualification to the teacher? In one scenario we were placing the teacher in a situation in which she would not be able to properly address the TEKS; in the other scenario the state moves the TEKS to teachers who are not properly able to address the TEKS. All of this as if the bureaucratic wave of a wand suddenly gives teachers the education, certification, and qualification to teach the more advanced TEKS. The net effect on the child is the same whether you move the teacher to the TEKS or the TEKS to the teacher: the child loses. I now have to find ways to teach my TEACHERS some of the math they need to know in order to be able to teach the children!

I would encourage all superintendents to bring their Boards up to speed on this issue quickly. We need to respond with Board resolutions directed to our SBOE and legislative representatives. Given that the next legislative session starts in a few weeks, the timing is perfect and the timing is now. I am more and more convinced that we are not witnessing the failure of Texas public education. Rather, we are witnessing the failure of Texas public education POLICY, and only our elected officials can remedy the situation.

Mike Seabolt

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: TMSA Winter Conference; ASCD Annual Conference; TEPSA Summer Conference 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Reader Writes... Consolidation - Part 2

In response to the 4/24/2012 post, “The Superintendent’s Corner: Consolidation,” a reader writes:

SC,

I grow weary of the leadership in Texas, and a majority of politicians, touting the saving of money by consolidating small school districts while they continue to provide the means to create small charter schools. If there is an economic disadvantage to small districts, why would you continue to create small districts? There is never a mention of consolidating small inefficient charter schools.

SC Response

An excellent observation and one that Dr. Mike Seabolt and I have been discussing recently.  There have been two major thrusts of our rhetoric.

1. As you reference, if small is monetarily inefficient is one setting, the same holds true in similar settings.  From a policy standpoint either small is good, small is neutral, or small is bad.  Make the choice, set a direction and go forward.  Unfortunately, this is seemingly beyond our current political leadership.

2. The far right has both made political hay and justified their defunding of public education with the idea that school districts are top heavy with overpaid administrators, facts be damned.  However, the worst offenders, in terms of the number of administrators versus the number of certified teachers have been charter schools. And the worst offenders, in terms of the amount of administrator salary per student, have been charter schools.  Yet these offending charters (note: Not All Charters) essentially get a free pass from the far right. Could it be that there is some sort of anti-public school agenda in play?

Understand that this is not an anti-charter school position.  This is the recognition that those who want to dismantle public education have no problem playing fast and loose with the facts.  And even when their arguments make sense they will abandon that logic at any time it is contrary to their agenda.

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: Bushland ISD Staff Kickoff, Canadian ISD Staff Kickoff, Highland Park ISD Staff Kickoff, Sunray ISD Staff Kickoff, Region 10 ESC Fall Leadership Conference (Keynote), Advancing Improvement in Education Conference (Multiple Presentations), TASSP Assistant Principals’ Workshop (Featured Speaker), American Association of School Administrators Conference (Multiple Presentations) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation

Top LYS Tweets from the Week of December 18, 2011

And we’re back. Happy New Year’s to all and I hope that you had a safe and restful holiday.

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

Let you people try their bootleg technology at a personal level, first. And this is the best time of the year do this. A lot of your staff just received an e-reader, smart phone, tablet, and/or a notebook computer as a present. At one of your first staff meetings of the new year, take an hour and create three to six stations. Have each station focus on a bootleg technology use (examples: Twitter, Facebook. Photos, Apps, Reading, Scheduling, To-do Lists, etc.) Have a staff member serve as a facilitator at each station and then let the rest of the staff rotate through the stations of their choice. Reduce technophobia and leverage current staff expertise, sounds like a win/win to me!

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

1. Congratulations to Blue Ridge HS! A new Blue Ribbon School! Kudos to the two LYS Principals (both now Superintendents), Dr. Mike Seabolt and Dr. Chane Rascoe who took BRHS from unacceptable to national prominence!

2. BREAKING: LYS Principal Dale Mitchell is the new principal at Sterling HS! Who will be next?

3. Here's the LYS STAAR test solution: 1 - Teach the TEKS at the appropriate rigor; 2 - Assess in short time windows; 3 - Adjust at full speed.

4. The focus on social and economic issues to improve schools ignores the variable we most control. Ourselves.

5. The ultimate goal of behavior management is to help students behave responsibly - not pay for their actions. (By @kimbarker25)

6. If we graduate a student who can't meet exit requirements, what did we actually accomplish in 12 plus years?

7. Timeline for fixing Texas school finance issues? 2-3 years minimum. (By @Dr.JerryRBurkett)

8. Dear Texas Politician: In 2012, will you lead, be forced by the courts to lead, or neither? (By @tlonganecker)

9. @LYSNation Considering Foods with Minimal Nutritional Value and holiday parties...what are your thoughts on bootleg popcorn? (By @cheadhorn)

10. Bootleg popcorn is the secret to increased partygoer engagement. Hosts should look for ways to embed its use in their events.

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
• Get the Fundamental 5 Lesson Plan App at the App Store – Fun 5 Plans
• Confirmed 2012 Presentations: Oklahoma Association of Elementary School Principal’s Mid-Winter Conference; Region 16 ESC Leadership Academy (Keynote Address); NASSP Conference; NASB Conference

A Reader Submits... LYS Followers?

A LYS reader shares this:

I was at an ESC meeting recently when I heard some non-LYS principals discussing “LYS Followers.”

LYS Followers???

I don't know of any LYS “followers.” I go back to the early years of LYS and I don't consider myself, nor have I ever been accused of being, a "follower". With LYS, I found a group of like-minded school leaders who were able to coach me to better put my ideas and philosophies into effective practice.

The reason the LYS concepts are so clear and prevalent now is because trail blazing principals like Owens, Marchel, Laird, Lesa Cain, Montelongo, Gibson and Seabolt implemented the concepts early on. Mistakes were made, lessons were learned. I am sure Sean Cain, Brown, and Brezina, will tell you they learned as much from our feedback as we ever learned from them.

Just because a principal has heard the message but doesn’t do anything different, doesn’t make them an independent thinker. It simply means that they value the status quo more than student performance (now, who is the follower – because that is not leading). There is a difference between simply attending church and being a true believer. The core of the LYS Nation are not simply believers, we are zealots, bent on improving our schools for our kids.

SC Response

Nothing I can add to this one except for, “Amen.”

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

It's Finally Here - The Fundamental 5: The Formula for Quality Instruction

THE FOLLOWING IS A REPRINT FROM THURSDAY, MAY 12, 2011

We’ve been like kids waiting for Christmas morning. When will the day ever arrive... But to our surprise, three weeks ahead of schedule, we received notice yesterday that the new book “The Fundamental Five: The Formula for Quality Instruction” is now available on Amazon.com (here’s the link to the page – http://tinyurl.com/4ydqd4t ).

If you are interested in buying campus or district sets of the book (as some of you have already requested) call the LYS offices at (832) 477-5323 and Jo will take your order. Thank you to all of the LYSers who have sent us congratulatory notes and below are just a couple of the positive comments we have received.

"In a time when both institutions and individuals in education are universally being challenged to 'do more with less,' we find two fresh new voices [Cain and Laird] ready to take the challenge by delving into the idea that it is the small changes in instructional practice that makes college-ready learning in every classroom a real possibility...The story and practice that Cain and Laird bring to a new generation of teachers and principals is as exciting as anything I have witnessed." - E. Don Brown, past president of the National Association of Secondary School Principals

“ The Fundamental Five: The Formula for Quality Instruction is more than a theoretical treatise, and it is certainly not a book that re-covers the well traveled paths so often used as talking points in public education. Solidly anchoring one corner of Cain’s Foundation Trinity, the Fundamental Five has the power and ‘how-to’ tone that can transform America’s schools.” - Dr. Michael Seabolt, High School Principal

“If you are not familiar with the Fundamental Five, this is a must read. The workshops can change the way one teaches, the way a principal does walk thru’s, and the way your students learn. We did this in my district this year and it has transformed our many ‘good’ teachers into ‘outstanding’ teachers.” - Andy Peters, Superintendent

Think. Work. Achieve.

Your turn...

Now Available on Amazon.com! "The Fundamental 5: The Formula for Quality Instruction" http://tinyurl.com/4ydqd4t

Follow Sean Cain on www.Twitter.com/LYSNation

Upcoming Presentation Schedule

June 11 (TASB) - The Fundamental Five; Improve Now!

June 15 (TASSP) - Improve Now!

June 16 (TASSP) - Conference Breakfast, hosted by E. Don Brown (LYS travel tumblers for the first 1000 attendees, last year we ran out); Fundamental Five; Tech Tools for the 2.0 Principal

June 17 (TASSP) - PowerWalks

June 18 (TASB) - The Fundamental Five; Improve Now!

It's Finally Here! The Fundamental 5

We’ve been like kids waiting for Christmas morning. When will the day ever arrive... But to our surprise, three weeks ahead of schedule, we just received notice that the new book, “The Fundamental Five: The Formula for Quality Instruction” is now available on Amazon.com (here’s the link to the page – http://tinyurl.com/4ydqd4t ).

If you are interested in buying a campus or district set of the book (as some of you have already requested) call the LYS offices at (832) 477-5323 and Jo will take your order. Thank you to all of the LYSers who have sent us congratulatory notes and below are just a couple of the positive comments we have received.

"In a time when both institutions and individuals in education are universally being challenged to 'do more with less,' we find two fresh new voices [Cain and Laird] ready to take the challenge by delving into the idea that it is the small changes in instructional practice that makes college-ready learning in every classroom a real possibility...The story and practice that Cain and Laird bring to a new generation of teachers and principals is as exciting as anything I have witnessed." - E. Don Brown, past president of the National Association of Secondary School Principals

“ The Fundamental Five: The Formula for Quality Instruction is more than a theoretical treatise, and it is certainly not a book that re-covers the well traveled paths so often used as talking points in public education. Solidly anchoring one corner of Cain’s Foundation Trinity, the Fundamental Five has the power and ‘how-to’ tone that can transform America’s schools.” - Dr. Michael Seabolt, High School Principal

“If you are not familiar with the Fundamental Five, this is a must read. The workshops can change the way one teaches, the way a principal does walk thru’s, and the way your students learn. We did this in my district this year and it has transformed our many ‘good’ teachers into ‘outstanding’ teachers.” - Andy Peters, Superintendent

Think. Work. Achieve.

Your turn...

Now Available on Amazon.com! "The Fundamental 5: The Formula for Quality Instruction" http://tinyurl.com/4ydqd4t

Follow Sean Cain on www.Twitter.com/LYSNation

Upcoming Presentation Schedule

June 11 (TASB) - The Fundamental Five; Improve Now!

June 15 (TASSP) - Improve Now!

June 16 (TASSP) - Conference Breakfast, hosted by E. Don Brown (LYS travel tumblers for the first 1000 attendees, last year we ran out); Fundamental Five; Tech Tools for the 2.0 Principal

June 17 (TASSP) - PowerWalks

June 18 (TASB) - The Fundamental Five; Improve Now!

Doc Seabolt Writes... (Common Assessment Data Analysis - Part 2)

In response to the 2/23/2011 post, “Common Assessment Data Analysis – Part 1,” Doc Seabolt writes:

As to the first paragraph, I have to admit I am not familiar with “Test Blueprint,” however, I do agree with the writer, in theory. That is, it is certainly possible to construct an assessment instrument that tests at a variety of levels. In fact, I would argue that this is exactly what most standardized tests ATTEMPT to do. This is a very daunting task. For example, the TAKS test attempts to assess across all grade levels and ability all in a single test. Most educators yell foul, yet I have heard no other than Bill Daggett, on more than one occasion, pronounce the TAKS test is a pretty good test.

Now, going back to the premise of a teacher creating a test to reliably test across a variety of abilities, I am with Cain on this one. I think it is theoretically possible, but I also think adult bias will creep into the test, yielding self-fulfilling results. Again, test writing is a profession in it's own right. As I have said before, teachers fancy themselves as great assessment writers; in general, we are not.

However, having said that, the poster certainly speaks of a type of differentiation I am fond of: grade differentiation. That is, I like the idea of contracting for a grade as a differentiation practice. A grade of C may only require a demonstration of knowledge/comprehension mastery with very low relevance. This is the “I know the correct answer when I see it” level, which is the ability to pass a standardized test. This may use a rubric: for a C, you must do three of the following assignments. For a B, you must do the work for a C grade, plus at least 2 of these 4 assignments. The B assignments are at the application/analysis level with a relevance level at least at the application level in the content area. For an A, you must do C, B, and 1 of three possible advanced assignments. The A level assignments are at the synthesis/evaluation level, high relevance. In my mind this is using the grading policy (some kids care about this) in order to promote differentiation.

The writer's basic premise is consistent with the ASCD approach to differentiation. I don't totally reject the idea of differentiating tests, but then again, I don't embrace the idea of any test, as I see them as very limited in their ability to assess.

I am not sure what the writer means when they say “Differentiation is differentiating objectives, not interest right?” Given the ASCD model, differentiation means providing opportunities to stretch children according to their ability level. In the ASCD model, students may initially select their own level of stretch, with the teacher serving as the safety mechanism to insure students don't “slack” themselves. Certainly in the ASCD model the objectives for each level of learner is differentiated, and as I pointed out, a modified grading system is ideal to promote this idea. I would say then differentiation is providing students with various levels of rigorous instruction as defined by Bloom and relevance as defined by Daggett, Ericson, LYS, et al. Can this be done in a test? Maybe.

As Cain points out, differentiation can be interpreted as “the differentiation of strategy, practice and intervention to insure success.” I have pointed out valid methods to differentiate, which are consistent with both the writer's and Cain's interpretations. I do not reject testing as a way to differentiate, but I would certainly not embrace it due to the complexity of creating valid tests. I would prefer the assignment/project model in the classroom.

T.W.A. - Doc Seabolt

SC Response

I have to think about the concept of using a variety of assignments selections to determine a grade. It seems a little like what Glasser was writing about in his “Quality Schools,” books. Part of me likes the idea. Part of me is loath to the idea of letting students determine when they are going to stop. I can see adults using the idea of “student choice” as justification for a lack of student motivation. As you know, I’m not a fan of letting people choose not to be the best (the absence of leadership). But, in the right setting, with the right mix of staff and students, I’d pilot it for a semester.

Think. Work. Achieve.

Your turn...

Follow Sean Cain at www.Twitter.com/LYSNation

Pre-order your campus copies of "The Fundamental 5: The Formula for Quality Instruction" www.TheFundamentalFive.com

Attend the LYS presentations at TASSP and TASB in June

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...

Seabolt Says... Accountability Crisis

In response to the question about special education accountability, Seabolt says:

“This is a tricky situation. If a student is TAKS-M in science, I generally make them TAKS-M in math, and vice versa. Same for ELA and social studies.

It is more difficult to justify an ELA - math connection. One clever approach I have seen is to put kids in both regular and resource classes in the 9th grade. JM did this, as did I in my last school. The resource class was restructured to be an on grade level support of the regular class with a modified curriculum, of course. If the student failed the regular class, the resource class was there for credit. You can justify this as using the resource class as an intervention.

Now let's look at this strategy closely. All 9th graders start as regular TAKS or TAK-ACC. If the student passes the regular course at mid-term with little modification, you have a TAKS-ACC student. If the student fails the regular class and passes the resource class, you have a TAKS-M student. You make this decision at mid-term. If the student is passing regular courses use the resource classes, as needed, as an intervention and take TAKS-ACC, you take the high road and they are recommended. If not, you take the low road.

This changes the philosophy of resource to one of on grade level intervention instead of primary instruction and gives the student full opportunity and flexibility. You can continue this for all grade levels, making adjustments as needed for the student. If the student passes regular math in grade 9, leave them TAKS-ACC. If in grade 10 at mid-term they are failing regular math or if they failed the TAKS-ACC, you can move them to TAKS-M.

You must be diligent, monitor instruction closely, and use common assessments to measure instructional quality in order for this process to be successful for your most fragile learners. In the above example, a student passing 9th grade math and 9th grade TAKS-ACC and then failing the regular math course at the mid-term in 10th grade would catch my full attention. And my full attention would include a focus on the teacher delivering the 10th grade instruction."

MS

Your turn...

A Reader Writes... Spoke Too Soon

A reader/contributor writes:

“I see that Commissioner Robert Scott shut down Pearce Middle School! I have to eat my words now! Too bad it took five years of kids getting the short end of the stick to make this happen.”

SC Response
Yet the story hasn’t ended yet, local political leaders are still trying to save the school. They are using the same old excuses.

Excuse #1: “We need more time.” So evidently after 5+ years of horrific results, they almost have it figured out.

Excuse #2: “We’ve made progress.” They can't face the reality that in the 5+ years that it has taken the campus to go from failing miserably, to just failing, means that they are harming students at a wholesale level.

Here is what we (both the LYS company and the LYS network) know: In terms of adding value and performance growth – Some schools outperform most schools; and some teachers out perform most teachers. To be the “one of the some” requires the right tools, a singular focus on students, the discipline of an extra-ordinary work ethic, and the willingness to engage in the fight against aggressive ignorance.

If you haven’t done it in five years, you aren’t going to do it at all. And it is being done, right now. Here are a few examples:

• John Montelongo (a Brezina and Brown Guy) just took Fox Tech High School from “unacceptable” to “recognized,” in two years.

• Mike Seabolt (a Brezina and Brown Guy) took Blue Ridge High School from “unacceptable” to “recognized’” in less than two years.

• And at a district level, Tommy Price and Mike Laird (both Brezina and Brown Guys) now have the following results: When they took over the district two years ago, they inherited 4 “acceptable” campuses and 1 “unacceptable” campus. Now, they have 1 “exemplary” campus, 3 “recognized” campuses and 1 “acceptable” campus. And, pay attention to this, the “EXEMPLARY” campus is the one that started out as “UNACCPETABLE.”

Time is not the critical factor for improving schools, but time does doom students.

Think. Work. Achieve.

Your turn…

A Reader Writes... (Brown Wisdom)

In response to the comments relating to, “Brown’s Wisdom,” a reader writes:

“Let's not fool ourselves; most principals are NOT the main advocates for students even though they should be. In most cases they are caught up in political mumbo jumbo, employee issues, and district office garbage that consumes most of their advocacy time. I am sure glad Sean can say it like it is and refocus the leaders who really want to be advocates.”

SC Response
I do agree that most principals are not the main advocate for students, which is why the system is generally designed for adult comfort. If the person who occupies the advocate’s role does not engage, that is the logical result. However, I think the reasons for not embracing the role are varied. Here are just a couple (feel free to share others):

1. There are bad principals that shouldn’t have received their job. Just like there are bad teachers, bad superintendents and so on. Some people just aren’t cut out for the job, even though they interviewed well. These principals are the "Unwilling and Unable."

2. There are some principals have been beaten down to the point that all they know to do is hunker down and go with the flow. These principals are the "Injured."

3. There are some principals that just don’t know that they should put students in front of adults. These principals are the "Uninformed."

4. There are some principals that haven’t had the right mix of mentors to help them develop their ideas and professional character. These principals are the "Unlucky."

I may be the luckiest school leader ever, my personal list of mentors includes: Dr. Richard Hooker (the early godfather of Texas school finance); Bob Brezina (who LYS readers know); Wayne Schaper Sr. (the godfather of Spring Branch ISD, TASSP and UIL); Fred Richardson (TASSP president); Harlan Yetter (Principal); E. Don Brown (who LYS Readers know) and Dr. Shirley Neeley (Commissioner, Texas Education Agency). If I don’t do right, there is a long line of people who are still more than willing to remind me why we really do this job.

5. There are some principals who are working on a figurative island, who have no one to bounce ideas off of and shore themselves up with. These principals are the "Isolated."

Again, I can not be any luckier. The following are just a few of the active Principals that I get to have serious conversations with, more than once each month: John Montelongo (HS Principal); Justin Marchel (MS Principal); Leslie Thomas (ES Principal); Barbara Fine (ES Principal); Jerry Gibson (HS Principal); Mike Seabolt (HS Principal); and Lesa Cain (ES Principal). That’s a network of a lot of powerful brains that are linked for one purpose, their students outperforming your students.

I was taught early in my career (and didn’t understand until much later) that the two most important people in the system are the Superintendent and the building Principal. The organization focuses on the Superintendent (and central office) because he or she is the source of power. The organization overlooks the Principal (and the campus), even though he or she is the source of service.

My goal (or agenda) is to shift the focus of the organization from the Superintendent and central office to the Principal and the campus. This means that the Unwilling and Unable Principal will no longer have a place to hide. And that every other Principal and campus leader will have at least one external source of support as they fight the good fight. One person is a lonely voice, two people are the genesis of a team.

Think. Work. Achieve.

Your turn...