Our Common Instructional...

As I visit and work with campuses across the country, it is quite clear that we have a Common Instructional Language.  Educators use the same words; rigor, PLC, assessment, PowerWalks, Lesson Frame, etc.

What campuses do not have is a Common Instructional Expectation.  Yes, we say the same thing, but when we see the same practice or action, we call it different things. For example, two administrators view the same activity in a classroom.  One labels it an analysis level activity, the other labels it a comprehension level activity. 

This is a problem.  Because on this campus, without even realizing it, the educators are just talking, never communicating. 

The fix for this? Regular classroom observations (PowerWalks) by small groups of educators where the team observes and then discusses what was observed until consensus is reached. This takes time, but it is worth it because common instructional expectations are performance accelerators.

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), Learning for a Change Spring Summit (Keynote and 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 Reader Writes... Does the Passing Standard Matter - Part 1

In response to the 1/29/15 post, “Does the Passing Standard Matter,” a LYS Central Office Administrator writes:

SC,

I am a proponent of having a minimum performance expectation of a Checkpoint (common assessment) at 70%. 70% is the passing standard for classroom assignments. We all know the passing standard for the STAAR is different for almost every subject and every grade level. We can find comfort later in knowing the real number of students who will pass the state level passing standard will be higher than our Checkpoint scores reflect. 

However, I never want to lower the classroom expectation that all of our students meet the district’s passing standard.

SC Response

Well stated.  We are almost in complete agreement.  We differ only on the performance expectation.  I set the target at 80%.  I want my campus(es) work to get everyone over the 80% mark.  70% leaves too much to chance.  And no one can argue the fact that 70% is much closer to failing than to mastery. 

Set your internal and short-term standards high.  Work your tail off to meet them. Let the state standards take care of themselves.  Celebrate big at the end of the year when your students make huge performance leaps and outperform the neighboring schools.

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; TASSP Summer Conference (Multiple Presentations); TEPSA Summer Conference (Multiple Presentations); NAESP National Conference 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A Reader Writes... Advice for the First Year Principal - Part 3

In response to the 11/1/2013 post, “A SuperintendentWrites... Advice for the First Year Principal – Part 1,” a reader writes:

I had a similar problem with my doctor, he told me I would never run and refused to treat me for my inability to run, or even teach me how to. I told him I was going to sue him and hold him accountable for my inability to run unless he worked some kind of doctor magic that could make me run. Of course the fact that I was born with no legs made no difference, I should be able to run because other people are born with the ability to learn to run, and my physician should be held accountable to the standard of enabling me to run because he can do that for people born with legs.

So because my problem was so sever, he spent most of his energy and resources working on ways to enable me to run. It did not matter that with the limited resources available that I was receiving two to three times as much as his other patients. It did not matter that other patients waited with treatable ailments while I demanded all of the physician’s time. After millions of dollars of time and resources, I now have a very uncomfortable robotic suit that I can wear which enables me to run. My doctor didn't get sued, he did that which he was held accountable for, and after running for the first time, I decided that running really wasn't for me after all and bought a wheel chair that works even better for me.

SC Response

Aren’t we clever? 

The point of the original post and what you have confirmed is that teacher preconceived notions have a significant impact on the intensity of teacher practice and the results of the teacher’s students. 

Does that mean that I believe that all students will attend college? Short answer, No.

Long answer, my job is to prepare my students for the greatest range of positive opportunities. All of which will include some form of advanced learning, training, and/or education.  

What my job is not... To sort students into college material, not college material, and ditch digger groups.  Sadly, a job that way to many of us are willing and active participants.

I’ll close with this inconvenient truth that the “All students aren’t college material” proponents pathologically ignore.  The reading requirements for an entry-level blue collar job are higher than the reading requirements of the freshman year of college.  Which means that in the grand scheme of things, our college going students actually should get our lowest quality instruction and teachers because for those students, the stakes are lower.  But I have yet to see anyone advocate for that. 

How’s that for being clever?  

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: TASSP Summer Conference (Multiple Presentations); Texas ASCD Summer Conference; ESC 14 Sumer Conference (Keynote Presentation); ESC 11 Summer Conference (Keynote Presentation); NEASP National Conference; The Fundamental 5 National Summit (Keynote Presentation) 
• Follow Sean Cain and LYS on www.Twitter.com/LYSNation  and like Lead Your School on Facebook

A New Principal Asks.. We Think We Do Enough

A new LYS elementary school principal asks the following:

SC,

As you know, my instructional experience is at the secondary level, but saying, “No” to a leadership opportunity was never an option.  I recently met with two teachers on my new (to me) elementary campus.  They were so glad to hear I am CSCOPE expert, which I am not, but that is the word on the street.  But I am very familiar with it and recognize it as a powerful instructional tool.

The teachers on my campus had been using a (commercial product) for math instruction but it is now painfully clear that this “TEKS aligned” curriculum is not aligned to STAAR success. So they wanted to know the "trick" of CSCOPE.  They had some familiarity with it, but hinted that CSCOPE just took too much time to prepare for.  Then the revelation hit, they want to be given permission to not plan and prepare.  I sort of skirted the conversation after that, told them to keep their chins up, but it is was clear they have made their case that they are doing enough, and being asked to do more is unreasonable.

Given the fact I have never dealt with elementary teachers and the elementary did meet state standards (which these teachers interpret as exceeding expectations) what is a good course of response for dealing with these teachers?

SC Response

Recognize that ANYONE attempting to feel you out this early has an agenda.  In this case their agenda is “We already do enough, so leave us alone.”  Typical behavior when a new boss shows up.

They are attempting to define the expectations of the organization.  This happens when there is a leadership vacuum.  What you need to do, and do quickly, is publically lay out your expectations for the campus, along with goals, targets and milestones. Make your case, discuss your standards and start building and implementing your system. Now; not later.  The “sit back and observe” advice given to many (if not most) new campus leaders is at best counter-productive.  On its own, an organization slows down.  Waiting only allows the slower tempo and lower expectations to become entrenched.  Comfortable for adults, devastating to students. 

Meeting state standards is the floor of expectations (especially this past year, when passing often meant answering less than 50% of the questions correctly).  I know you want more for your students and so do almost all of your teachers.  You just have to refocus them and accelerate their adoption of the tools of success.  That is the role of campus leadership.   The teachers that are in it for the students will stick with you (maybe not in the Teachers’ Lounge, but in the classroom where it really counts).  Those that aren’t in it for the right reasons will quickly self-identify themselves either by leaving or sabotaging.  Don’t sweat the vacancies, it gives you a chance to get hire someone more student focused and you have dealt with saboteurs many times before.

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

A Reader Asks... Curriculum

A reader asks,

I work in one of the many districts that works with LYS. I would like your opinion on a situation that we are dealing with. As a district, we have adopted a common scope and sequence. In the midst of this adoption, we have some campuses that are not performing at an acceptable level. Much of this can be attributed to poor instruction, but it is the scope and sequence that gets the blame. Even though it is questionable whether or not the scope and sequence is even being followed.

Now these campuses have received permission to dump what they were not using in the first place and adopt a new scope and sequence. Here are my concerns with this:

1. LYS talks about how the "great" districts have a common scope and sequence. This we now have, but now we have some campuses that have been given permission to not use it.

2. They have no data proving that the scope and sequence was not effective on their campuses, but that fact doesn’t seem to matter.

3. Finally, I am a proponent of education equity. By changing the curriculum at a few campuses, we are saying that we don't hold those students and teachers to the same expectations as we do for other students and teachers in the district.

Last note, we actually have proof points that we are on the right track. We have campuses that were on our watch list last year that implemented LYS training at full speed and followed the district mandated scope and sequence. Each of those campuses experienced significant increases in student performance.

As you say, your turn...

Think. Work. Achieve.

SC Response

No one can say that the LYS Nation is afraid to discuss any topic, no matter how raw. So everyone take a deep breath, because here we go.

1. In general, instruction is an issue at every campus. It’s just that most campuses don’t recognize this because their students bring enough prior knowledge and life experiences to the table to overcome marginal and/or inconsistent instruction. As such, I’m highly sensitive to teachers being unfairly blamed for system failures. All that to say, if you have marginal instruction at the poor campuses in your district, 7 times out of 10 you have marginal instruction at the rich campuses in your district.

2. On a struggling campus, it is typical for the staff to blame their failures on any and every thing other than themselves. This is not because they are bad people, it simply is human nature. In a system where leadership is in flux, you are forced to let the adults on campus work through their series of excuses until the only thing left to fix is their own individual practice. Unfortunately, this can be a painfully long process that creates a significant amount of collateral damage (marginalized students). With effective leadership, with either a clear mandate or significant credibility, you can short-circuit the dealing with the list of excuses process and get straight to work. An easy concept on paper, but the leaders who do this well, usually don’t stay in one place for very long.

3. If you don’t have short-term common assessments you don’t have a scope and sequence, you have a poorly implemented myth. The campuses that improve rapidly, monitor critical campus functions and make continuous adjustments and corrections. Short-term common assessments are the way to monitor scope and sequence implementation. Your successful campuses were doing this in an informal fashion. Your unsuccessful campuses avoided anything that resembled this practice.

4. I have no problem giving a campus permission to change. If a whole campus convinces itself that a particular “something” is a problem, “it” becomes the problem. Take this problem off the table. But to do so means that leadership and staff have to realize that they have willingly entered into a high stakes risk/reward proposition. First, they need to be clear on their implementation plan. Second, they need to be clear on the performance marks that they will meet or exceed. Third, they need to understand that if they are successful, they will get the credit and the district will look to copy their solution. Fourth, they need to understand that if they fail they will be gone. The high wire is an exciting place to work, but you don’t get a second chance.

5. Finally, when it comes to equity, fairness is not sameness. The answer that meets the needs of the many does not always address the needs of the few. Sometimes you have to do something different in a different setting. The question that has to be answered is if the “Different” is designed to benefit the student or the adult. The situation, as you describe it, leads me to believe that students were not the impetus for going off script. This is not the typical recipe for success.

Think. Work. Achieve.

Your turn...

A Reader Asks... A Common Interview Question

A reader asks:

"SC,

In my interviews, I am being asked about team building with teachers. How do I approach that?"

SC Response
In an interview there is a right answer and a wrong answer. But there is no telling what the panel is looking for, so in this case, "right or wrong" can be very subjective. Therefore, I would give them the correct answer and let the chips fall where the may.

Typical team building exercises, in general, are a waste of time. At best they create the illusion of team. I caught you during the “trust fall” so now we are a team. Hooray!

Creating a real team is an on-going process built on creating esprit de corp, a sense of purpose, goal accomplishment, and shared responsibility. And a little shared ordeal goes a long way towards cementing the deal.

So as a leader, I have to set the expectation that working as a team will be the new norm. I have to create time for teachers to work as a team. I have to make it clear that a viable product will be produced by the team. I have to monitor and support the teams. I have to celebrate team wins. I have to conduct blame free autopsies of team failures. And finally, I must repeat this process over and over until it becomes the norm. A true mission oriented team is a powerful entity. But it rarely built by chance.

Whether or not your interview panel will like this answer is a coin flip. But if they don’t like the answer, we both know that you wouldn’t be happy or successful there.

Think. Work. Achieve.

Your turn...

Dress Code Yet Again

Yes, this post is a broken record.

This month I have been on a number of campuses that require students to conform to standardized dress (uniforms). But there has yet to be even one of these campuses that have had any expectation for professional staff appearance.

The hypocrisy was complete when I observed a female middle school teacher in an untucked, inappropriately deep V-necked T-shirt, ratty blue jeans, and flip flops berate a student for not having his shirt tucked in appropriately.

Here’s the rule: Either model your expectation, or don’t have the expectation. It's that simple. If you are unwilling to model what you expect, you have provided proof positive that you value comfort and convenience over effectiveness and performance.

Think. Work. Achieve.

Your turn...

A Reader Writes... (The Harris County Incubator - Part 2)

In response to the post, “The Harris County Incubator,” a reader writes:

"I am with ya on that one. Old-timers work as a true team always. Old-timers know the meaning of doesn't matter if you like who is on your team they are still apart of the team and will be treated as such. Old-timers...yep they know what it takes to make any part of the job work. They don't blame, they simply take up the slack and get it done. They don't try to find fault they simply figure out how to get it done and it gets turned in on time. They figure out how to get it done without the finger pointing (not a team like behavior) and they get things done. Old-timers know that a team is human and therefore will mess-up. But you have to be there to help your team members when they mess up and fill in the holes they made so the team doesn't go down but remains a whole team. Old-timers, we should all learn from them and their ethics of teamwork."

SC Response
I have to admit, I can’t tell if you are trying to be funny or sarcastic. I’m going to take the high road and assume that you were attempting to make your point through humor.

There is no doubt that the old timers I was writing about focused on building great teams, but there was no question that THEY ran the team. And as a member of their team, you had responsibilities and you were expected to produce.

As for the credit or blame, there was little pressure because it was understood if something worked, they got the credit and if it didn’t work, they got the blame. And you are right, finger pointing was kept at a minimum, but the autopsies of failure were expected and brutally honest. Also, if you couldn’t produce, as with any team, being cut was a real possibility. It still amazes me when I go into a district and one year contracts, six month reviews, and ownership of your objective results seem to be fictional concepts. This is why I constantly remind leaders that the system produces what the system expects.

Paige, Brezina, Schaper and Neeley didn’t give a squat about my morale or self-esteem. But they did care about my continuous growth as a leader and the continuous, objective improvement of the performance of my teams. That focus continues to serve me well.

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.

Look Sharp, Not Shabby

I was recently on a campus that is having a number of community based issues. I was there to provide some problem solving support. As is often is the case, a number of the sources of contention are self-inflected (though invisible to those closest to the problem). One issue is that there seems to be little respect for the staff by the community. A problem that the staff is perpetuating everyday, without even realizing it.

On this campus, there are staff members who greet the students as the parents drop them off in the morning. This is a good practice. Unfortunately, the staff dresses very casually - shorts, sandals and un-tucked t-shirts. This is not a good practice. When we present ourselves as day-care workers, we often get treated as day care workers.

This is not to say the staff is not qualified, they are. This is not to say that the perception is fair, it probably is not. However, the perception of quality, leads to being treated as quality. Is a Rolex a better watch than a Timex? The answer can be debated, but there is no question which one gets treated better.

My advice to the campus, dress for success. I always preached to my staff that the community did not understand curriculum nor could they recognize good instruction from poor instruction. But, they could judge how we looked and that influenced their initial opinion of everything thing else we did as a campus.

My mother would always tell me that actions speak louder than words. My grandfather would remind me that clothes make the man. Things to consider as you look in the mirror and scan the staff every morning.

Think. Work. Achieve.

Your turn...

Campus Visits

My favorite time of year is the first week of school. For me, it is better than Christmas morning. The first week is the payoff for an entire summer of planning, hard work and anticipation. After two days of sitting on the sidelines, I had to go visit schools. Over the last two days, I have visited 9 schools. Six with principals that I have a working relationship with, and three school with principals that I do not.

The difference between the two groups has been dramatic. There was a sense of excitement and fun on the LYS campuses. Teachers were teaching, students were engaged and there was no one wandering the halls. Things were a little more ragged on the non LYS campuses. Students and teachers were working, but they are already a half-step behind the LYS schools

Kudos to the students, staff and leaders of the six schools, you know who you are.

Think. Work. Achieve.


Your turn...

First Day of School - Report 6

Yesterday, I talked to principals of three of the schools that I recently began working with. All three had the variation of the same story. On the second day of school, they sat in on grade level / content area planning sessions. Quickly realizing that no one intended to do any actual planning, they jump started the process. The immediate question was, “Why the rush?”

To which the universal response was, “This is the second day of instruction. In twelve days we will have our first common assessment. Our students will be ready.”

All three were surprised by lack of initial urgency, yet excited by how the teachers responded after the issue was addressed.

This is a concrete example of a theme that is constantly touched on in the blog posts. People will do what they are allowed to do and people respond to more positively to inspired hands-on leadership than they do to remote managerial mandates.

Think. Work. Achieve.

Your turn...

First Days of School - Report 5

The reports keep coming in. Another “Brown” Guy writes :

“I want to weigh in on the first day of school.

As you know, I just took over a school that was operating way below its potential. I was in every classroom yesterday and today. Yesterday was a typical 1st day - handing out paperwork, lockers, books and making ID's - but today we were teaching.

It's amazing what happens when you set a crystal clear expectation and then monitor to make sure it happens. According to some staff members, we will get at least a week jump on last year, instructionally.

SC Response
First, great job. This will be what, school number six that you will turn around?

Second, this writer touches on one of the things that drives me nuts about most schools. Every teacher I work with complains that there is too much to teach and not enough time to teach it (sometimes - a valid complaint). Yet most schools are comfortable easing into the school year, wasting anywhere from 2 days to 2 weeks of instruction.

It is hard to argue against the unreasonableness of outside expectations, when so many of us provide ammunition for the opposition, starting on day one.

Now to finish on a positive, yesterday I visited this campus. No one knew that I was coming or who I was. Everyone staff member I talked to mentioned how much they like the new principal, his message, and how excited they are about this year. The message, "We will work hard and our students will succeed."

Think. Work. Achieve.

Your turn...

First Day of School - Report 4

More first day of school good news, a reader writes:

“I assumed the principalship of a high school that was unacceptable two years in a row. My first year we were Academically Acceptable. Last year we were Recognized.

This year for the start of school, we had a plan and worked the plan. By second period it was like a normal day. Good transition and instruction going on in every class. The key was we had a plan and each teacher bought into the plan.

Create a plan and work the plan. The tone for the entire year was set by having instruction on the first day, and forty-five minutes into the day.”

SC Response
Standard fare from a "Brown" Guy (or Gal)

Think. Work. Achieve.

Your turn...

A Reader Asks the LYS Nation...

A reader asks:

“Since we are at the beginning of the year, I have some questions to ask the seasoned veterans out there.

What is the first priority of administrators? Is it instruction, or manipulation and utilization of systems? Because what I am experiencing right now is traditional administration philosophy reigning supreme.

How do you change or excel when you are not in charge? Will I sink with a ship that will not move in the direction I want to head? How do you move others up to your level when you are moving at a fast pace towards student success?"

SC Response
Question 1 (Priority): The first priority is determined by the current state of events. If the campus is a trashed out zoo, the first priority is to regain control and create an environment conducive to instruction. If you have strong teachers, the first priority is to get them the resources they need to be successful. If you have weak teachers, the first priority is ramping up first line teaching and student remediation and intervention. Bottom line, hit the issues that create the greatest positive movement in student performance.

Question 2 (Change without ultimate power): When you don’t have ultimate power, you focus on the areas where you can effect change. Either your part of the world serves as the lead goose for the rest of the organization, or at the very least, you effect positive change for the students and staff you are responsible for. I do know this, we think that the people above us call all the shots, but you actually have the most control when you are in close proximity to the students. When I was an AP, I had control. Every position after that, I just had influence.

Question 3 (Sinking ship): If you are on a sinking ship and leadership is oblivious, leave. In the short run, we all may have to work for weak leader. But in the long run, don’t be a fool, work with and for someone with vision, energy and integrity.

Question 4 (Pace): Don’t slow down, constantly push and pull your staff and students. Adults have the luxury of time, students do not. The adults that can keep up, will. The adults who can’t, will go somewhere else. Just remember to keep coaching, supporting and communicating with your team. Your team will stick with you if they know where they are going and what they need to accomplish. Quit talking to them and make them fend for themselves, and you deserve it when they shut down.

Think. Work. Achieve.

The request was made LYS readers, now it is your turn to answer...

First Day of School - Report 3

Again, I have had a number of good reports about the start of school. But, here is a telling comment from an LYS teacher leader at tough inner-city school.

“How often the does the first day of school operates by this simple rule?

'Don't hold students to a different accountability than the one you are willing to exercise for yourself.'

I sat in a staff meeting and listened as the principal reviewed the calendar, bell schedule and required discipline strategies thoroughly. He checked often for hearing. Teachers nodded their heads in agreement and consent. There were murmurings of consensus and understanding. When it came time for further questions new teachers raised their hands and veterans who had a need to exert being heard spoke without waiting. Everyone gave the appearance to being on the same page.

That is, until the first bell rang and students began to work their way through the halls with schedules in hand. No sooner said than done the very guidelines that had been presented to which there was uniform consent flew right out the window.

Was there any review of the expectations and changes with the students? No.

Did teachers demonstrate mastery skills of compliance and order? Apparently not!

But, teachers threw their hands up declaring "Nobody told me about that!" or "Don't complain to me, it wasn't my fault."

Maybe we would see great results on accountability assessments when we focus our own attention not to our own classroom processes but working together as a team sharing accountability in failures as much as we do in successes.

Thank goodness, we get to operate on a universal principal of the second day of school:

"There is always tomorrow!"

SC Response
Two things: Most teachers are conscientious and hard working; I don’t question that at all. But people, in general, do what is expected of them and what is monitored. That is why system failure is leadership failure.

It is not just enough for leadership to just state the expectation. Leadership has to monitor the expectation, not from the desk or office, but from the front lines where the action is. It is only from the front lines that leadership can identify needed resources and get them to staff in a timely fashion. It is only from the front lines that leadership can solve the little thing before it grows into a big thing. It is only from the front lines that leadership can immediately recognize and reinforce those putting forth an honest effort. And it is only from the front lines that leadership can address the “half steppers,” in order to get a little help for those who are motivated and on board.

If a few staff are not meeting expectations, that is a personnel issue. If a lot of staff are not meeting expectations, that is a system and leadership issue.

Think. Work. Achieve.

Your turn...

First Day of School - Report 2

Now the not so good news. This is straight from a LYS assistant principal who moved to a new school this year.

“Still two hours to go and I have never seen such a mess. There is zero sense of urgency in the classrooms. There is no instruction. There is no dress code enforcement by teachers. The only one monitoring classrooms is me. This is going to be a long year.”

SC Response
Hang in there brother, I had a similar call last night from a mutual friend. Here’s what I told him.

In a system as broke as the one you are in, you can’t fix it all over night. Don’t worry about the other AP’s and the teachers that are not on your team. Make sure that your teachers hit their marks and for those that are trying, get them every resource you can scrounge. For your teachers that aren’t on board, stay on top of them. Remember bad instruction is better than no instruction. Best case scenario, the rest of the campus begins to follow the lead of your team. Worst case scenario, your part of the school becomes an oasis for your teachers and students.

Think. Work. Achieve.

Your turn...

First Day of School - Report 1

First the good news. I talked to a number of schools today that reported that the first day went without a hitch. Including one elementary that had the smoothest opening in the history of the school (of course, what else would you expect from a Game On! school).

It goes to show that when the expectation is that the first day of school will be about teaching and learning, and that expectation is monitored and supported, good things happen.

Think. Work. Achieve.

Your turn...

A Reader Writes... Hey, Don!

Hey Don, I was echoing your advice just today!

I told my team that my mentor (The E. Don Brown) always said that a well ran school is teaching by second period on the first day of school. E. Don also taught me to issue books and to do other administrative tasks on the fly. Never take out a day of instruction for stuff and things.

This sends a strong message to students and is contrary to most of their expectations. It sets a tone for the year. On the administrative side, my team was hyper-monitoring classrooms on day 2 and coaching teachers for improved instruction on day 4. We went Academically Recognized in one year.

Thanks, Don and Sean.

SC Response
Thanks for the credit, but you and your staff did all the heavy lifting. All we did was say, “Go get ‘em!”

Just so the other LYS readers know, the reader who sent this in is the only principal I am aware of, who has taken not one, but two high schools from unacceptable to recognized in less than two years.

Think. Work. Achieve.

Your turn...