A Reader Writes... (Dress Code and More - Part 3)

In response to the post, “Dress Code and More – Part 1,” an LYS Principal writes:

Well said! I think in my 26 years (gulp, I am really old) as an administrator, 36 in the profession, the best lessons I have ever learned have been those from mistakes I have made. Of course, also having excellent mentors and guides, such as Cain, have helped. I have also learned so very much from those master teachers through the years who just do it right all the time and have allowed me to think I am teaching them something!

I remember my first principalship when a wise kindergarten teacher told me to just keep showing my teeth and smile. She said don't ever let the rest of them (staff) get you down; you know the course you are on and it is good for our children. We will follow if you will lead. What an incredible gift she gave me that day! Thank you, Ruby Thomas!

Think. Work. Achieve.

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A Reader Writes... (Teachers Stress - Part 21)

In response to the post, “Teacher Stress – Part 18,” a LYS Assistant Superintendent writes:

“There is a big difference between the challenges of living in central office and challenges of living at the campus level. I have to constantly remind my fellow central office types that we are the ones responsible for closing the gap between the two levels.

You cannot expect campus leadership (who have never been at central office) to understand the obstacles you are facing. It is an unfair expectation. But having been a former campus leader, you can never forget the obstacles that the campus faces. Never forget that you are the only one with the perspective to operate in both worlds in the best interest of students, and that this does not make you superior. What it does is put the greater responsibility on you to meet the needs of the campus more than half way. In fact, central office should strive to provide solutions to the campus before they even know they need a solution. Not always possible, but a good goal and worthy objective.

One thing I do to reinforce that we are in the school business is that I have replaced most of the adult chairs in my departments with the same chairs that the high school students sit in all day. Give me enough time and they will all be replaced. This gives our work areas a ‘campus feel’ as opposed to a ‘lawyer’s office’ feel. It also is a constant reminder that we are not superior to the campus. We do not get perks, and we don’t get to skate.

Just a thought, for what it’s worth.”

SC Response:
Excellent points and what I have been trying to illustrate. There is a disconnect between the campuses and central office. This is not an indictment, it is an unavoidable fact. The keys are that we have to recognize that fact, not ignore it, and that only central office leadership can close the gap. Thus, the size of the gap is solely central office’s responsibility.

Addressing the gap take awareness and purposeful action. For example, similar to you, when I was a Principal, I furnished my office with furniture from the district’s surplus warehouse. I did the same thing when I moved to central office. You can talk all day long about how kids and teachers are important, but when management works in opulence and labor toils in squalor, your actions scream another message.

As a central office leader, I held significantly more meetings and training sessions at the campuses (at hours convenient for the schools) than at central office. I also conducted more small group and one on one meetings than large meetings. Was this inconvenient and inefficient for me, personally? Actually, no. My job was to ensure effective and efficient campus operations. The best way to do this was to ensure that those most directly responsible for those operations, teachers and campus leaders, where able to devote more time on task. This means you take the mountain to Mohammed.

As with most things in education, we are the problem, hence we are the solution.

Think. Work. Achieve.

Your turn...

A Reader Writes... (What to do Next)

In response to the post, “What to do Next,” a reader writes:

“You are on the right track. As Cain said, the reading becomes meaningful when you build upon it. Having the child write or report about what they read increases the reading comprehension and is a great formative assessment instrument for you. A brief writing assignment can get your students to the analysis level, if the writing assignment has some thought put into it by you. Don't have them report by answering questions like "Who is the main character?"

That is a knowledge/comprehension level response."

SC Response
All I want to add is a discussion point from Fundamental Five training, “Without critical writing and critical reading, our attempts to get students to the higher levels of Bloom’s Taxonomy remain both inconsistent and contrived.”

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Brezina Writes... (Latest School Rankings - Part 4)

In response to the post, “Latest School Rankings - Part 2,” Brezina writes:

"Unfortunately, this works in reverse also. It is sad, but a Principal can uses these techniques to place students in an alternate setting to enhance their school’s scores, and it works. Then we see the cycle repeat itself when the game playing principal gets promoted because test scores got better under his or her reign. Even though it was merely a case of addition by subtraction."

SC Response
So it becomes a question of ethics. Do I play the game to benefit my students or do I play the game to benefit myself. Which is one reason why the three of us (you, me, and Brown) can be so polarizing. If someone is playing the game for the wrong reason, we point it out, loudly. It doesn’t matter if you are a politician, friend, enemy, client or colleague. Some respect us for it, some tolerate us for it, some ignore us for it, and some hate us for it. But you taught me a long time ago that it is better to be hated due to principle than to be admired due to duplicity.

Think. Work. Achieve.

Your turn...

A Reader Writes... (Hiring Decisions - Part 3)

In response to the post, "A Reader Submits... Hiring Decisions", a reader writes.

"Sean,

I had a very exciting interview today. It was a site based committee, so I was hesitant at first. I started slow, having plenty of experience with LYS philosophy scaring interview committees. I was surprised to find the committee kept pushing me for tougher responses to their questions. I cranked up my LYS volume to about 60% and was concerned when I saw the entire group wince at one of my answers. I told the committee I realized I might have just blown it, but I gave them an honest answer. To my surprise they responded that they were glad to finally find a candidate with the viewpoint I expressed. I ended the interview at about 70% LYS intensity and the teacher group seemed very comfortable. I was afraid to go to 100% at this stage, but in time I think the school is capable of handling it. I should point out the high school is of a good size with a number of sub-pops, yet it is recognized, so they have something going on. I am relieved to find schools like this, as all I have ever experienced is dysfunction and a constant battle to get adults to do the very minimum for kids."

SC Response
As we have discussed before, your leadership experience has been in a narrow niche in our field. That is taking “broke to better.” That can jade you. Most educators are generally trying their best. What they lack is an understanding that they are the critical variable in the performance of their students. You on the other hand, based on your experience, are hyper-sensitive to that fact. That concept is frightening to schools in the comfortable middle, because if forces every adult to re-examine their daily practice (not comfortable).

The fact that you found a campus that was willing to consider what you presented is a good sign. It means that on some level they recognize that they are operating with a potential gap. Now it will be interesting to see if they want to do something about it.

Think. Work. Achieve.

Your turn...

A Reader Writes... Latest School Rankings - Part 2)

In response to the post, “Latest School Rankings - Part 1,” a brand new LYS principal writes.

"Check. Our mission has been made public and prominent.

Here is something that made me smile and proud to be a LYS’er. It's feedback from my first parent meeting, where I outlined what they could expect next year.

"I think your message was loud and clear - students are the first priority and the campus will improve student performance by improving instruction."

Hoo Rah!!!!! This Cowgirl has her riding pants on!!!!"

SC Response
I’m a big believer that you finish like you start. And right now your start is on target. Go get ‘em.

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Your turn...

A Reader Writes... (Hiring Decisions - Part 1)

In response to the post, “Hiring Decisions,” a reader writes:

"Being the first with a solution to a problem is..." ...more importantly the BEST way to make a DIFFERENCE in the lives of our children!!!!!

SC Response
I hate to steal the mojo, but not exactly. The first solution is usually the best one for adults. Or as E. Don Brown famously states, "If it's good for adults, its bad for kids." It takes some digging to get to the best solution for kids. But that wasn’t the context of the advice, though I do appreciate your enthusiasm.

Most people provide leadership with problems, a few provide leadership with solutions and even fewer provide solutions that are personal agenda neutral (those are usually the ones best for kids). My entire career has been based on providing solutions. This started in the classroom and quickly set me apart from my peers. So that is a cornerstone to my career advice to all educators, look for problems (which few do) and create solutions for those problems (still fewer). At some point someone will notice and appreciate it

Think. Work. Achieve.

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