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I was on a campus this week and saw something I had never seen before. On the bulletin boards in the hallways, when there was displayed student work, the student learning expectation was prominently posted with the work. That way, anyone and everyone who stops to look, knows the “why and what” for the displayed product. This is a brilliant idea by some very bright people (and an LYS school).
Now, everyone knows that “Bright people create, geniuses steal.” So LYS nation, steal this idea and run with it.
Think. Work. Achieve.
Your turn...
Saturday, September 19, 2009
Thursday, September 17, 2009
A Reader Writes... (It's a Small World)
In response to the post, “It’s a Small World,” a reader writes:
“SC, This reminds me somewhat of our recent conversation. I do what E. Don says to the letter, because it works. On the other hand, you all keep recommending me for more and more situations that defy conventional experience and wisdom. These new situations and problems will not be solved with the same kind of thinking that we have used to identify them (my friend Einstein thought of that one).
Just like our discussion of other principals in a district attacking successful principals. JM says this is like crabs in a bucket: you never need a lid because as soon as one almost crawls out, the others pull him back down. Now we have professionals behaving the same way. Interesting human psychology…
So I absolutely agree that “we stand on the shoulder of giants,” but as Newton said in the first part of that quote, “If I have seen farther,” (sometimes it pays to be a physicist). A twist on Newton’s 500 year old wisdom is that if we are going to have the privilege of standing on the shoulder of giants, we have an obligation to see further.
I in no way intended to impugn the giants. I am only suggesting this business is morphing underneath our feet and past experiences and thinking alone will not be enough to deal with the future. Moses did not get to see the Promised Land, for what its worth.
SC Response
As we do this more and more, we begin to see the things that were always there, but were covered up by more pressing and/or mundane emergencies. I agree we are experiencing a seismic shift, for which there are a number of reasons, three of the primary ones being:
1. A rapidly changing knowledge base. To adapt and thrive in today’s society, you simply have to know more, but more importantly, you have to 'know how to know'. To ensure this requires a change in commonly accepted educational practices. What that change looks like is open to discussion. But, if what we do in each individual classroom does not create scores and scores of critical thinkers, then what we are doing can only be considered a work in progress.
2. A dramatic change in accountability. Quite simply, to quote Dr. Jim Davis, “Playing school is no longer enough.” Either we are teaching every student and every student is learning (to know how to know). Or else we have to face the fact that we are not getting the job done and we have not yet “arrived.”
3. We are standing on the shoulders of giants. We have a shot at solving these emerging problems because we don’t have to spend a significant amount of energy solving the problems that resemble the ones previously solved by the likes of Brown, Brezina, Richardson, and Schaper, just to name a few. You will appreciate this analogy, “Calculus is easy. It is the Algebra that is hard.” The way I look at it, the old guys figured out the Algebra, so we can tackle the Calculus.
Think. Work. Achieve.
Your turn...
The Fundamental Five Poster contest ends today. You have until 11:59 pm Pacific Time to submit your entry. Pizza for the staff and LYS Nation bragging rights are on the line.
“SC, This reminds me somewhat of our recent conversation. I do what E. Don says to the letter, because it works. On the other hand, you all keep recommending me for more and more situations that defy conventional experience and wisdom. These new situations and problems will not be solved with the same kind of thinking that we have used to identify them (my friend Einstein thought of that one).
Just like our discussion of other principals in a district attacking successful principals. JM says this is like crabs in a bucket: you never need a lid because as soon as one almost crawls out, the others pull him back down. Now we have professionals behaving the same way. Interesting human psychology…
So I absolutely agree that “we stand on the shoulder of giants,” but as Newton said in the first part of that quote, “If I have seen farther,” (sometimes it pays to be a physicist). A twist on Newton’s 500 year old wisdom is that if we are going to have the privilege of standing on the shoulder of giants, we have an obligation to see further.
I in no way intended to impugn the giants. I am only suggesting this business is morphing underneath our feet and past experiences and thinking alone will not be enough to deal with the future. Moses did not get to see the Promised Land, for what its worth.
SC Response
As we do this more and more, we begin to see the things that were always there, but were covered up by more pressing and/or mundane emergencies. I agree we are experiencing a seismic shift, for which there are a number of reasons, three of the primary ones being:
1. A rapidly changing knowledge base. To adapt and thrive in today’s society, you simply have to know more, but more importantly, you have to 'know how to know'. To ensure this requires a change in commonly accepted educational practices. What that change looks like is open to discussion. But, if what we do in each individual classroom does not create scores and scores of critical thinkers, then what we are doing can only be considered a work in progress.
2. A dramatic change in accountability. Quite simply, to quote Dr. Jim Davis, “Playing school is no longer enough.” Either we are teaching every student and every student is learning (to know how to know). Or else we have to face the fact that we are not getting the job done and we have not yet “arrived.”
3. We are standing on the shoulders of giants. We have a shot at solving these emerging problems because we don’t have to spend a significant amount of energy solving the problems that resemble the ones previously solved by the likes of Brown, Brezina, Richardson, and Schaper, just to name a few. You will appreciate this analogy, “Calculus is easy. It is the Algebra that is hard.” The way I look at it, the old guys figured out the Algebra, so we can tackle the Calculus.
Think. Work. Achieve.
Your turn...
The Fundamental Five Poster contest ends today. You have until 11:59 pm Pacific Time to submit your entry. Pizza for the staff and LYS Nation bragging rights are on the line.
A Reader Comments... Lonely
“Leadership can be lonely; especially for those who are trying to captain a ship that has been heading in the wrong direction. Those "captains" don't have time to stop the ship; they have to turn the ship around and head in the opposite direction, while going full throttle. The push back can be subtle or direct, covert or overt, passive or aggressive; but it is there. There is always the group, often a strong faction, attacking leadership.
As someone who is working hard to turn a ship around, sometimes I wonder if I'm expecting too much or just unrealistic about what can be done. Then I remember, there are kids that depend on me to get this to happen.”
SC Response
I’m going to add couple of points to your comment, a comment that has merit.
Leadership is lonely, and it gets lonelier the higher up you go. It is the nature of the beast. It is also why leadership is a volunteer job. No one makes you apply. And it is because of the volunteer nature of true leadership, that I abhor self-centered kingdom builders who masquerade as leaders. If you pursued the position because you like it when people kowtow to you, at best, you may be an average manager.
Push-back is part of the job. In fact, if you aren’t getting any push back, you aren’t changing anything of substance. Push back simple means that people are getting out of their comfort zone. Expect it, empathize with it, but don’t let it slow down progress.
Even if it can’t be done, you have to believe that it can be done. As soon as you believe it can’t, you will be right. Stay focused and stay positive. If the task is seemingly impossible, break it into smaller, achievable chunks. A 1% increase each week becomes a 36% increase for the entire school year.
As a leader, you have to make it about the kids. As adults, we are there to work. Work can be either enjoyable of drudgery, but it is still work. When the focus is always on student success, once the success begins to happen, the work becomes much less bothersome.
Think. Work. Achieve.
The Fundamental Five poster submissions keep coming in, don’t be left out. The contest deadline is Friday, September 18th.
Your turn...
As someone who is working hard to turn a ship around, sometimes I wonder if I'm expecting too much or just unrealistic about what can be done. Then I remember, there are kids that depend on me to get this to happen.”
SC Response
I’m going to add couple of points to your comment, a comment that has merit.
Leadership is lonely, and it gets lonelier the higher up you go. It is the nature of the beast. It is also why leadership is a volunteer job. No one makes you apply. And it is because of the volunteer nature of true leadership, that I abhor self-centered kingdom builders who masquerade as leaders. If you pursued the position because you like it when people kowtow to you, at best, you may be an average manager.
Push-back is part of the job. In fact, if you aren’t getting any push back, you aren’t changing anything of substance. Push back simple means that people are getting out of their comfort zone. Expect it, empathize with it, but don’t let it slow down progress.
Even if it can’t be done, you have to believe that it can be done. As soon as you believe it can’t, you will be right. Stay focused and stay positive. If the task is seemingly impossible, break it into smaller, achievable chunks. A 1% increase each week becomes a 36% increase for the entire school year.
As a leader, you have to make it about the kids. As adults, we are there to work. Work can be either enjoyable of drudgery, but it is still work. When the focus is always on student success, once the success begins to happen, the work becomes much less bothersome.
Think. Work. Achieve.
The Fundamental Five poster submissions keep coming in, don’t be left out. The contest deadline is Friday, September 18th.
Your turn...
Tuesday, September 15, 2009
A Reader Asks... Dress Code
An LYS reader sends in this,
“Sean, Help!
How do you get 2000 kids to tuck in their shirts and keep them tucked in?"
SC Response
The Alpha and Omega to this issue is staff modeling and staff enforcement. Without that, you suffer the challenge of Sisyphus (Google it).
In all candidness, you have bigger issues than student’s tucking their shirts in. In your district, you have limited leadership capacity above you and minimal staff commitment below you. In this case, your battle is day to day survival. I would focus on galvanizing my team with an “us versus the world” mind-set. Focus on fixing your part of the world, one student and one period at a time. Keep track of and celebrate incremental, small victories and keep track of your data.
The only way to accomplish anything in your district is to embarrass those above, beside and below you with the facts. They can either begin to act out of student interest or be proven to be self-centered and incompetent. But let the data speak for itself and for you. You and your team just need to keep your heads down and keep out-working those around you. You can make your small piece of the school better!
Think. Work. Achieve.
The Fundamental Five poster submissions keep coming in, don’t be left out. The contest deadline is Friday, September 18th.
Your turn...
“Sean, Help!
How do you get 2000 kids to tuck in their shirts and keep them tucked in?"
SC Response
The Alpha and Omega to this issue is staff modeling and staff enforcement. Without that, you suffer the challenge of Sisyphus (Google it).
In all candidness, you have bigger issues than student’s tucking their shirts in. In your district, you have limited leadership capacity above you and minimal staff commitment below you. In this case, your battle is day to day survival. I would focus on galvanizing my team with an “us versus the world” mind-set. Focus on fixing your part of the world, one student and one period at a time. Keep track of and celebrate incremental, small victories and keep track of your data.
The only way to accomplish anything in your district is to embarrass those above, beside and below you with the facts. They can either begin to act out of student interest or be proven to be self-centered and incompetent. But let the data speak for itself and for you. You and your team just need to keep your heads down and keep out-working those around you. You can make your small piece of the school better!
Think. Work. Achieve.
The Fundamental Five poster submissions keep coming in, don’t be left out. The contest deadline is Friday, September 18th.
Your turn...
Monday, September 14, 2009
A Reader Asks... Common Assessments
"Sean,
I know I'm behind in this but I want to get common assessments going in my school. Any advice on getting this going...how to get buy-in???"
SC Response
Great question. Short-term, common assessments are one of the “Mythical” best practices (as named by Lt. Gov. Dewhurst) that everyone knows about, but very few implement. There is a lot of advice on starting, but for the sake of time, I’m going to give you the short version.
First, hold your nose and jump in. Starting common assessments is a lot like learning to swim. You can take lessons, wear “water wings”, and stay in the shallow end of the pool. In other words, take it slow, purposeful and methodical. Or you can just jump in the deep end and let the survival instinct speed up the learning curve. My advice (as if this is going to surprise anyone who knows or works with me) is to jump in the deep end. The reason for this is that the benefits of the practice significantly outweigh the perceived comfort of going slow.
That being said, there is a significant learning curve, no matter if you go slow or fast. Therefore, as with most change, successful implementation hinges on leadership communication and will.
As for “buy-in,” the concept is over-rated. Most teachers will hate the practice to begin with. Which I completely understand, most things that are good for me, I’m not a big fan of initially (diet, exercise, saving money, etc.). The initial tests will be poorly written (if they are developed locally), and the initial results will be horrifyingly bad. The only good news is that things will get better, sooner rather than later.
Here is what you need to know. When you first implement the practice, your teachers will want to hang you. After the learning curve is long over and the data is making an impact on instruction, if you try to discontinue the practice, your teachers will want to hang you.
There is no time like the present, get started and call me if you want to discuss further.
Think. Work. Achieve.
Your turn...
I know I'm behind in this but I want to get common assessments going in my school. Any advice on getting this going...how to get buy-in???"
SC Response
Great question. Short-term, common assessments are one of the “Mythical” best practices (as named by Lt. Gov. Dewhurst) that everyone knows about, but very few implement. There is a lot of advice on starting, but for the sake of time, I’m going to give you the short version.
First, hold your nose and jump in. Starting common assessments is a lot like learning to swim. You can take lessons, wear “water wings”, and stay in the shallow end of the pool. In other words, take it slow, purposeful and methodical. Or you can just jump in the deep end and let the survival instinct speed up the learning curve. My advice (as if this is going to surprise anyone who knows or works with me) is to jump in the deep end. The reason for this is that the benefits of the practice significantly outweigh the perceived comfort of going slow.
That being said, there is a significant learning curve, no matter if you go slow or fast. Therefore, as with most change, successful implementation hinges on leadership communication and will.
As for “buy-in,” the concept is over-rated. Most teachers will hate the practice to begin with. Which I completely understand, most things that are good for me, I’m not a big fan of initially (diet, exercise, saving money, etc.). The initial tests will be poorly written (if they are developed locally), and the initial results will be horrifyingly bad. The only good news is that things will get better, sooner rather than later.
Here is what you need to know. When you first implement the practice, your teachers will want to hang you. After the learning curve is long over and the data is making an impact on instruction, if you try to discontinue the practice, your teachers will want to hang you.
There is no time like the present, get started and call me if you want to discuss further.
Think. Work. Achieve.
Your turn...
Sunday, September 13, 2009
A Reader Comments... The Blog
“Sean,
I'm a quiet reader out here, but I've talked up the blog with many of my colleagues. You (and the LYS readers) really make me think...and I find myself quoting from the things I'm reading!”
SC Response
I have discovered that there are more LYS readers like you than I ever imagined. And that is a good thing. There is an educational code of silence that restrains us from taking chances and speaking up. The silence perpetuates the status quo. This blog combats the silence. For example, when your supervisor chastises you for having a question or pointing out that the one size solution does not fit all, this forum gives you either the opportunity to discuss the idea or at least monitor the conversation.
When I was still in a district, I was sitting in a staff meeting when an assistant superintendent had yet another excuse for why resources weren’t available for my campus. When I pressed him on the matter, his response was, “Well I’m still trying to get a feel for the operations.”
I replied, “My new teachers get two weeks to get ready to teach. I assign them 100 students and then I expect them to produce on day one. You have had 6 months in a job that is similar to the one you had before. How much more time do you need?”
As I proceeded to get chewed out in front of the group for being disrespectful (and as I composed my flaming resignation letter in my head), I realized I had said what every other principal at the table wanted to say (but were smart enough not too). I also realized that I would be much more effective as an advocate for rapid improvement than as an advocate for adult comfort and convince (obviously, I am a Marcus Buckingham proponent). Hence the unconventional career path that has led to these discussions.
Thank you for reading, thank you for talking, and please start writing. We all get smarter and more effective as we expand these conversations.
Think. Work. Achieve.
Your turn...
I'm a quiet reader out here, but I've talked up the blog with many of my colleagues. You (and the LYS readers) really make me think...and I find myself quoting from the things I'm reading!”
SC Response
I have discovered that there are more LYS readers like you than I ever imagined. And that is a good thing. There is an educational code of silence that restrains us from taking chances and speaking up. The silence perpetuates the status quo. This blog combats the silence. For example, when your supervisor chastises you for having a question or pointing out that the one size solution does not fit all, this forum gives you either the opportunity to discuss the idea or at least monitor the conversation.
When I was still in a district, I was sitting in a staff meeting when an assistant superintendent had yet another excuse for why resources weren’t available for my campus. When I pressed him on the matter, his response was, “Well I’m still trying to get a feel for the operations.”
I replied, “My new teachers get two weeks to get ready to teach. I assign them 100 students and then I expect them to produce on day one. You have had 6 months in a job that is similar to the one you had before. How much more time do you need?”
As I proceeded to get chewed out in front of the group for being disrespectful (and as I composed my flaming resignation letter in my head), I realized I had said what every other principal at the table wanted to say (but were smart enough not too). I also realized that I would be much more effective as an advocate for rapid improvement than as an advocate for adult comfort and convince (obviously, I am a Marcus Buckingham proponent). Hence the unconventional career path that has led to these discussions.
Thank you for reading, thank you for talking, and please start writing. We all get smarter and more effective as we expand these conversations.
Think. Work. Achieve.
Your turn...
A Reader Asks and a Contest Update
A reader asks,
“Fundamental 5? Unfortunately I missed that workshop and am out of the loop. Sounds great and I hope to get caught up.”
SC Response
The Fundamental Five are the five practices of effective instruction that set up every other effective practice that teachers know to do. Just like in sports (blocking and tackling; boxing out and making free throws; hitting the cut-off man and laying down the bunt), if teachers and schools are not experts in the fundamentals, their chance to be truly great is diminished.
Besides the on-going training that Lead Your School does in districts, Dr. Mike Laird and I will be presenting the Fundamental Five at the National Association of Secondary School Principals conference in March.
Those of you that have been trained know the power of the Fundamental Five, those who haven’t will have to wait another week because right now there is a Poster Contest that is in full swing.
A number of schools have already submitted their Fundamental Five poster, if you or your school has yet to do so, you still have time. Here are the contest rules once again:
Send me a copy of your Fundamental 5 poster by September 18th, 2009. The winning school will have their poster displayed on the blog and have pizzas delivered for the staff.
1. E-mail an electronic version of your Fundamental Five poster to the blog (if you don't have a poster yet, make one).
2. Deadline for entries, September 18, 2009.
3. Submissions become the property of Lead Your School.
4. Prize – Pizza lunch for staff
5. Winner announced by September 25, 2009
Think. Work. Achieve.
Your turn...
“Fundamental 5? Unfortunately I missed that workshop and am out of the loop. Sounds great and I hope to get caught up.”
SC Response
The Fundamental Five are the five practices of effective instruction that set up every other effective practice that teachers know to do. Just like in sports (blocking and tackling; boxing out and making free throws; hitting the cut-off man and laying down the bunt), if teachers and schools are not experts in the fundamentals, their chance to be truly great is diminished.
Besides the on-going training that Lead Your School does in districts, Dr. Mike Laird and I will be presenting the Fundamental Five at the National Association of Secondary School Principals conference in March.
Those of you that have been trained know the power of the Fundamental Five, those who haven’t will have to wait another week because right now there is a Poster Contest that is in full swing.
A number of schools have already submitted their Fundamental Five poster, if you or your school has yet to do so, you still have time. Here are the contest rules once again:
Send me a copy of your Fundamental 5 poster by September 18th, 2009. The winning school will have their poster displayed on the blog and have pizzas delivered for the staff.
1. E-mail an electronic version of your Fundamental Five poster to the blog (if you don't have a poster yet, make one).
2. Deadline for entries, September 18, 2009.
3. Submissions become the property of Lead Your School.
4. Prize – Pizza lunch for staff
5. Winner announced by September 25, 2009
Think. Work. Achieve.
Your turn...
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