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In response to answer for the question concerning Brezina’s Rule, a reader writes:
“This was a brilliant analysis and spot on. I just did my first master schedule and all we (me, the other AP, and the Principal) talked about was how to strategically place the weak teachers where they would not do the most damage and how to give them the worst conference. At the end of the day we were still not satisfied because some of our lazy teachers got to "piggy-back" on lunch for their conference period and that burned our butts.
You are exactly right. We spew rhetoric about what is good for kids and we never live up to it. If we ever truly put kids first, oh what a day that will be. Our hypocrisy knows no bounds apparently.”
SC Response
The first step in solving a problem is being aware of a problem. The easiest thing for any of us to do is to fall into habits and routines. As a species, we are hard wired to do just that, for survival. So our problem is two-fold. 1 - We naturally fall into habits (to which we become blind). 2 - We have the innate need to promote our own self-interest.
Just to reach this level of understanding is difficult, It requires us to face some uncomfortable truths about who we really are and the real motivation for the things we do. Most people aren’t willing to do this. Fortunately, these same people generally do not become school leaders. School leadership does require an above average capacity for empathy and self-reflection. As the reader writes, “Our hypocrisy knows no bounds.” This is not the realization of someone who is unaware and does not care.
So, if you agree that there is a problem, the question becomes, "now what?" Here is the three step process for breaking the cycles that cause the problem.
1. Get an external coach to work with you and your system. Why an external coach? The external coach isn’t subject to your habits, routines, and biases. The external coach asks why you do things (you will be surprised how many times you answer, “I don’t know, that just what we do”). The external coach speeds up your learning curve. And the external coach stands in your blind spot, helping you address the things you can’t see.
2. Build a system that removes choice. There is an entire book I will one day write on this concept, because what you need is a flexible, adapting system that removes choice. But today you just get the short version. As humans, when we are given the choice between doing what is easy, vs. what is right, over time the majority of our picks are “easy.” We cannot help ourselves, it is basic human nature. So you have to build a system that removes the “easy” choice. The system has to present us with only one option, do what is right.
3. Focus on the most academically fragile students in the system. Most systems make victims on the most academically fragile students. Don’t believe me? Who teaches your weakest ninth grade math class? Is it your best math teacher? Who staffs your ISS classroom? Is it your best motivator? When you put the success of your most fragile students first, it forces you to make decisions that improve the overall system, whether you want to or not. Consider the scheduling example that the reader used. If you put your weakest English teacher in the 12th grade AP English class, you would quickly get parent complaints and central office heat. You would have to do something and do it quick. You would have to coach that teacher to success or you would need to fire the teacher. Welcome to system based, student centered leadership.
Think. Work. Achieve
Your turn...
Wednesday, July 1, 2009
Tuesday, June 30, 2009
Brezina Writes... (A Response to His Rule)
In response to the reader who asked about Brezina’s Rule, “If it is not right for kids, it is wrong,” Brezina writes:
“Whoever brought this up is starting to really dig into the issue. For you know that as you keep asking pointed questions, you start getting to the real causes of issue. Do know that when you take this course of action, the results are often not easy or pretty.
I support Sean's statement 100%, but he forgot to address the upper levels of district leadership and the Board. They have to be aware of the purposeful shift to becoming student centered and the must publicly support this move.
The harder the Principal and/or Superintendent pushes to turn this belief into reality, the more the staff hollers and seeks out a “savior.” If the Board and central office isn’t ready to address this with conviction and firmness, the malcontents will gain a toehold and the risk is that everything will stop dead in its tracks.”
Think. Work. Achieve.
Your turn...
“Whoever brought this up is starting to really dig into the issue. For you know that as you keep asking pointed questions, you start getting to the real causes of issue. Do know that when you take this course of action, the results are often not easy or pretty.
I support Sean's statement 100%, but he forgot to address the upper levels of district leadership and the Board. They have to be aware of the purposeful shift to becoming student centered and the must publicly support this move.
The harder the Principal and/or Superintendent pushes to turn this belief into reality, the more the staff hollers and seeks out a “savior.” If the Board and central office isn’t ready to address this with conviction and firmness, the malcontents will gain a toehold and the risk is that everything will stop dead in its tracks.”
Think. Work. Achieve.
Your turn...
A Reader Writes... (Brezina's Middle Ground Answer)
In response to Bob Brezina’s post on finding middle ground, a reader writes:
“One of my mentors has taught me that school focuses are, in this order:
1. Politics
2. Finance
3. Kids
Most schools have very little time or effort left for #3. My rough guess is that somewhere near 80% of what schools do has very little to do with kids and has much more to do with adults.”
SC Response:
I’ll start with a line from my June 25, 2009 post, “the belief that schools are about students is a myth. Schools are really about adult convenience.”
Like it our not, from the perspective of who holds power, the reader’s mentor is not far off. Boards and superintendents are worried more about politics and finance than students. That is the world they live in, the world they crave, and the world that they understand. That does not mean that they don’t care for students. It means that their decisions are made through the lens of political and financial considerations. It means that the big picture is more important that the small picture. This reality is what made Brezina darn near the perfect superintendent to work for and why Brezina and Brown are so philosophically in tune.
Brezina as Superintendent: Brezina was a no-nonsense, intimidating, imposing, hard case. Rules of surviving to work again tomorrow were: Don’t spend a dime when a nickel will do. Don’t just spend a nickel, if you need to spend 7 cents to be successful. Don’t talk to the Board without letting Mr. Brezina know (they are not your Board, they are Brezina's Board). “Yes,” means start running at full speed right now. “No,” means stop now. But most importantly, if you were a principal, your instructions were,
“If it is right for students, come up with the effective and efficient solution, and implement it. If it is wrong for students, quit doing it. Don’t worry about the politics and lawyers, that is my job.”
So yes, Brezina focused on politics and finance. That was his job. But he also used his power, influence, and reputation to protect and provide for his staff who’s job it was to focus on the students.
That is the system I was “raised” in. Then I meet E. Don Brown who lives by the creed,
“The campus principal is the only pure advocate for students.”
This was a concept that I had never articulated or consciously considered, but one that I instantly understood, because that concept encapsulated my formative professional experience.
So the idea is not to be naive about the ways of the world or holier than thou. The world is about money, power, and adult convenience. The idea is to recognize that when we are in the position of pure student advocacy, we have a moral obligation to engage. If we don’t, who will? We also have to recognize that when the student advocate calls our hand, we have a moral obligation to check ourselves.
Think. Work. Achieve.
Your turn...
“One of my mentors has taught me that school focuses are, in this order:
1. Politics
2. Finance
3. Kids
Most schools have very little time or effort left for #3. My rough guess is that somewhere near 80% of what schools do has very little to do with kids and has much more to do with adults.”
SC Response:
I’ll start with a line from my June 25, 2009 post, “the belief that schools are about students is a myth. Schools are really about adult convenience.”
Like it our not, from the perspective of who holds power, the reader’s mentor is not far off. Boards and superintendents are worried more about politics and finance than students. That is the world they live in, the world they crave, and the world that they understand. That does not mean that they don’t care for students. It means that their decisions are made through the lens of political and financial considerations. It means that the big picture is more important that the small picture. This reality is what made Brezina darn near the perfect superintendent to work for and why Brezina and Brown are so philosophically in tune.
Brezina as Superintendent: Brezina was a no-nonsense, intimidating, imposing, hard case. Rules of surviving to work again tomorrow were: Don’t spend a dime when a nickel will do. Don’t just spend a nickel, if you need to spend 7 cents to be successful. Don’t talk to the Board without letting Mr. Brezina know (they are not your Board, they are Brezina's Board). “Yes,” means start running at full speed right now. “No,” means stop now. But most importantly, if you were a principal, your instructions were,
“If it is right for students, come up with the effective and efficient solution, and implement it. If it is wrong for students, quit doing it. Don’t worry about the politics and lawyers, that is my job.”
So yes, Brezina focused on politics and finance. That was his job. But he also used his power, influence, and reputation to protect and provide for his staff who’s job it was to focus on the students.
That is the system I was “raised” in. Then I meet E. Don Brown who lives by the creed,
“The campus principal is the only pure advocate for students.”
This was a concept that I had never articulated or consciously considered, but one that I instantly understood, because that concept encapsulated my formative professional experience.
So the idea is not to be naive about the ways of the world or holier than thou. The world is about money, power, and adult convenience. The idea is to recognize that when we are in the position of pure student advocacy, we have a moral obligation to engage. If we don’t, who will? We also have to recognize that when the student advocate calls our hand, we have a moral obligation to check ourselves.
Think. Work. Achieve.
Your turn...
Monday, June 29, 2009
A Reader Writes... (Brown's Middle Ground Answer)
In response to E. Don Brown’s post on finding middle ground, a reader writes:
“As a leader, I realize I have made a mistake (actually, many). I am passionate about my beliefs and philosophy. I am 100% about kids all the time. However, I have allowed those to become part of my identity as a person. Therefore, any attack or resistance to systems and plans are by definition an attack on my image, style and strategy. By allowing this to occur, I have set myself up for failure. My intent is to apply these new lessons learned in the upcoming school year:
1. When I deal with an insubordinate teacher, I will take the time to reinterpret the situation. “Followers” will do what you say, because you say so. People with innate leadership characteristics will question you. It’s not personal, so I can’t take it that way.
2. People are generally not against you, they are merely for themselves. If you mess up in point #1 above, however, they will likely be against you.
3. I must out-communicate the dissenting voices.”
SC Response
Failure is not a bad thing if you learn from it. When you meet educators that have never failed, either they are not very self-aware, they have never purposely put themselves in a difficult situation, or they work in a setting with low expectations. I know when I meet with new school leaders and I quickly provide them with a solution they have been searching for, I have to explain the following truth (even though it hurts a little). I tell them, “Don’t be too impressed. You get the solution that was 15 years in the making. You don’t have to deal with the string of failures that led to this answer.”
Remember the 3 F Rule: Fail forward faster!
Think. Work. Achieve.
Your turn...
“As a leader, I realize I have made a mistake (actually, many). I am passionate about my beliefs and philosophy. I am 100% about kids all the time. However, I have allowed those to become part of my identity as a person. Therefore, any attack or resistance to systems and plans are by definition an attack on my image, style and strategy. By allowing this to occur, I have set myself up for failure. My intent is to apply these new lessons learned in the upcoming school year:
1. When I deal with an insubordinate teacher, I will take the time to reinterpret the situation. “Followers” will do what you say, because you say so. People with innate leadership characteristics will question you. It’s not personal, so I can’t take it that way.
2. People are generally not against you, they are merely for themselves. If you mess up in point #1 above, however, they will likely be against you.
3. I must out-communicate the dissenting voices.”
SC Response
Failure is not a bad thing if you learn from it. When you meet educators that have never failed, either they are not very self-aware, they have never purposely put themselves in a difficult situation, or they work in a setting with low expectations. I know when I meet with new school leaders and I quickly provide them with a solution they have been searching for, I have to explain the following truth (even though it hurts a little). I tell them, “Don’t be too impressed. You get the solution that was 15 years in the making. You don’t have to deal with the string of failures that led to this answer.”
Remember the 3 F Rule: Fail forward faster!
Think. Work. Achieve.
Your turn...
A Reader Writes... (Happy Birthday, Don)
A reader writes:
"Happy birthday, Don!
E. Don shared the 'principal as a student advocate' idea with me a long time ago.
At first, I was sure he was wrong and I thought the statement to be harsh. Then I learned. E. Don has shared with me many, many other thoughts concerning all types of issues.
At first, I would hear these and think, 'E. Don is overstating that issue.'
Then I learned, the hard way, that virtually everything E. Don shares with me is true, it just takes me time to realize it. So, last week when E. Don hit me with a couple of jewels, I took them as facts without question."
Think. Work. Achieve.
Your turn...
"Happy birthday, Don!
E. Don shared the 'principal as a student advocate' idea with me a long time ago.
At first, I was sure he was wrong and I thought the statement to be harsh. Then I learned. E. Don has shared with me many, many other thoughts concerning all types of issues.
At first, I would hear these and think, 'E. Don is overstating that issue.'
Then I learned, the hard way, that virtually everything E. Don shares with me is true, it just takes me time to realize it. So, last week when E. Don hit me with a couple of jewels, I took them as facts without question."
Think. Work. Achieve.
Your turn...
Sunday, June 28, 2009
Great Advice - Brown Wisdom
In honor of E. Don Brown’s birthday yesterday, today’s advice is something he pointed out to me soon after we first met. He stated,
“You do understand that the campus principal is the only pure advocate for students in the system.”
He went on to explain that everyone else in the system, at some point, will have a vested interest greater than that of a student. And that is OK.
I am a hard case when it comes to student advocacy, and from personal experience, I know that this is statement is true. I now see this statement as a critical turning point in my career. I have always been a principal advocate, and still consider myself a principal first (even though I haven't been a principal in a quite a while). But it is still the “Principal” frame of reference that guides my work.
First, I constantly work with principals to embrace the role of student advocate (for if they do not, no one else has the capacity).
Second, I work to build systems that support all other levels of staff (from board member to paraprofessional) when they are working for students and to mitigate the effects of their self-interest when it is contrary to the needs of students.
Finally, I no longer take it (as) personally when I face the anger of self-interest denied. We are all human and we all face moments of being blinded from the overriding mission by our own needs. And when that is pointed out to us, it hurts (been there, felt that, often). I also know that "who" points it out, makes a difference (attack the new guy, he doesn’t know us). On the other hand, if no one ever points out this blind spot, then we never become aware to the point where we can regulate ourselves (imperfectly), coach our peers, and build systems that support our students at those rare time when we can not.
Think. Work. Achieve.
LYS readers, just a reminder and an invitation: Send me your favorite piece of advice and why, along with your mailing address. If I post it, I’ll send you a world famous Lead Your School can koozie.
Your turn…
“You do understand that the campus principal is the only pure advocate for students in the system.”
He went on to explain that everyone else in the system, at some point, will have a vested interest greater than that of a student. And that is OK.
I am a hard case when it comes to student advocacy, and from personal experience, I know that this is statement is true. I now see this statement as a critical turning point in my career. I have always been a principal advocate, and still consider myself a principal first (even though I haven't been a principal in a quite a while). But it is still the “Principal” frame of reference that guides my work.
First, I constantly work with principals to embrace the role of student advocate (for if they do not, no one else has the capacity).
Second, I work to build systems that support all other levels of staff (from board member to paraprofessional) when they are working for students and to mitigate the effects of their self-interest when it is contrary to the needs of students.
Finally, I no longer take it (as) personally when I face the anger of self-interest denied. We are all human and we all face moments of being blinded from the overriding mission by our own needs. And when that is pointed out to us, it hurts (been there, felt that, often). I also know that "who" points it out, makes a difference (attack the new guy, he doesn’t know us). On the other hand, if no one ever points out this blind spot, then we never become aware to the point where we can regulate ourselves (imperfectly), coach our peers, and build systems that support our students at those rare time when we can not.
Think. Work. Achieve.
LYS readers, just a reminder and an invitation: Send me your favorite piece of advice and why, along with your mailing address. If I post it, I’ll send you a world famous Lead Your School can koozie.
Your turn…
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