It's the day after the Florida Republican Primary and the newspapers are abuzz with the analysis of the win Mitt Romney had in this preliminary contest for the presidential election. While I am not endorsing any candidate at this time, watching and reading the verbiage about leadership has been quite interesting for this 21st Century School Leader.
The opening article in the Daily News-Journal (Daytona Beach, FL) was an interesting quote that was meant to be a direct attack on President Obama by Mr. Romney: "Leadership is about taking responsibility, not making excuses." (January 31, 2011)
In considering that point it is important to analyze that idea. Is leadership about taking responsibility or not?
Maj. Jim Annexstad, USAF, writing a position paper on the manner the military was correcting issues with America's nuclear program stated something similar : "True leadership is taking ownership and accepting responsibility. " I like that definition, much better; ownership and responsibility are key factors in making a significant difference in moving an organization forward.
In school organizations, we are usually in the position of attacking the decision makers for the complicated decisions and mandates that are foisted upon our schools. The political wanna-be's are quite numerous in criticizing quality teaching and interfering in the learning process. So, what are true leaders to do?
How can 21st Century School Leaders take a few steps above the blame game and get to the real issue of helping students achieve?
Carole Nicolaides, a leadership consultant and writer created a great model for business organizations to use in training leaders to be more\ responsible and effective ("Taking Responsibility- A Step Toward Progressive Leadership" at www.businessknowhow.com). I think it is an excellent model or school leaders to adopt as well.
1) Be Aware: paying attention to how we respond when questioned about our actions or performance.
2) Respond responsibly: We have a choice of responding impulsively or reacting cautiously to a situation.
3) Be honest: Who else is paying the price for your irresponsible actions?
4) Don't burn bridges: What happens to relationships when you place blame?
5) Be a good role model: When others see you accepting responsibility for your actions you become a role model for others encouraging responsible behavior.
6) Have a positive and grateful attitude: being a highly effective leader means accepting nothing less than excellence from yourself and others.
In the words of Lou Holtz, (Retired NY Jets Football Coach, 1976): "The man that complains about the way the ball bounces is likely to have been the one that dropped it."
Leaders are all among us, and we need to all step up and carry the torch for quality change in our schools.
Wednesday, February 1, 2012
Monday, January 30, 2012
21stCenturySchoolLeaders: Great Leaders Inspire Change
21stCenturySchoolLeaders: Great Leaders Inspire changed: Great leaders don't create change. They create environments where people change themselves." Have you ever been in the presence of someone...
Great Leaders Inspire Change
Great leaders don't create change. They create environments where people change themselves."
Have you ever been in the presence of someone that was inspirational and provided a model of leadership that fired you up to do things differently?
Do you know someone that has given you a purpose to accomplish yourself in an inspirational manner? Working for that kind of person was not a chore, but an enjoyable experience?
I'm not sure many people have been affected by such leaders, but if you think back, I am sure you will find that model of leadership in your lives. The problem is that these type of people are few and far between. The secret to becoming that kind of leader is the intent of today's blog.
Having been a former musician and music educator, I have had many experiences, both good and bad, in dealing with inspirational leaders (conductors). Using my background to reflect on these types of leaders I will remember that the inspirational leader/conductor brought a positive demeanor to the ensemble. He/she did not act like a tyrant, but reacted humanistically in rehearsals, listening intently, correcting, never criticizing, acting humorously whenever there was an opportunity, and inspiring musicians to practice their parts intently so that their contributions were, in themselves, inspiring to the whole.
The same can be said about inspirational leaders in government and the military. I think of Omar Bradley and Dwight Eisenhower as the most inspiring generals of World War II, for they did not possess "brag and bluster" such as MacArthur, Patton and Montgomery. They were focused, visionary leaders that put the front line soldier first in their thought and planning.
21st Century School Leaders can certainly create that environment by considering such models for inspiring their faculty and staff to create enduring schools for children.
1) Create a vision for the faculty, parents and the students that involves them in shaping the future. It will be helpful for the staff to know the direction of their work, and the purpose for accomplishing it.
2) Lead with the organization. Set aside 3 days a week to visit faculty, staff, parents and students. This includes walk through visits in classrooms, eating lunch with the faculty and students.
3) Be visible and listen intently. Employees want to know their thoughts and ideas are valued and welcomed, without criticism.
4) Create constructive purpose in all gatherings. A meeting should be limited to one hour, and have a thoughtful agenda planned in advance.
5) Lead by example. Walk the talk.
Leadership means getting people to work through the objective of the organization.
Have you ever been in the presence of someone that was inspirational and provided a model of leadership that fired you up to do things differently?
Do you know someone that has given you a purpose to accomplish yourself in an inspirational manner? Working for that kind of person was not a chore, but an enjoyable experience?
I'm not sure many people have been affected by such leaders, but if you think back, I am sure you will find that model of leadership in your lives. The problem is that these type of people are few and far between. The secret to becoming that kind of leader is the intent of today's blog.
Having been a former musician and music educator, I have had many experiences, both good and bad, in dealing with inspirational leaders (conductors). Using my background to reflect on these types of leaders I will remember that the inspirational leader/conductor brought a positive demeanor to the ensemble. He/she did not act like a tyrant, but reacted humanistically in rehearsals, listening intently, correcting, never criticizing, acting humorously whenever there was an opportunity, and inspiring musicians to practice their parts intently so that their contributions were, in themselves, inspiring to the whole.
The same can be said about inspirational leaders in government and the military. I think of Omar Bradley and Dwight Eisenhower as the most inspiring generals of World War II, for they did not possess "brag and bluster" such as MacArthur, Patton and Montgomery. They were focused, visionary leaders that put the front line soldier first in their thought and planning.
21st Century School Leaders can certainly create that environment by considering such models for inspiring their faculty and staff to create enduring schools for children.
1) Create a vision for the faculty, parents and the students that involves them in shaping the future. It will be helpful for the staff to know the direction of their work, and the purpose for accomplishing it.
2) Lead with the organization. Set aside 3 days a week to visit faculty, staff, parents and students. This includes walk through visits in classrooms, eating lunch with the faculty and students.
3) Be visible and listen intently. Employees want to know their thoughts and ideas are valued and welcomed, without criticism.
4) Create constructive purpose in all gatherings. A meeting should be limited to one hour, and have a thoughtful agenda planned in advance.
5) Lead by example. Walk the talk.
Leadership means getting people to work through the objective of the organization.
Saturday, January 28, 2012
Desire is greater than having something...
Desiring is greater than having
Since we were children, the act of wanting or desiring something always outweighed having or possessing it. Think back to those days when you wanted that one thing in your life, more than anything else. When you were lucky enough to own it, how fast did you forget about it?
The same can be said about recent political rhetoric requiring schools to compel students to remain until 18 to achieve a HS diploma. The dream of everyone graduating and being prepared for life is a wonderful dream, but is it doable?
As a former HS principal I can think of many kids that couldn't do it. They struggled with discipline issues, with learning in general, and were bored with everything schools offered. They lacked the tenacity and educational persistence to stay with it and complete their education.
To require these students to remain until 18 exasperates the issues our schools face. Sure, all educators want all kids to complete their HS education, but you cannot force it on the few students that have not bought into it.
The resources that would be needed to hold these kids accountable would be insurmountable. And, who will pay this bill?
We all love dreams. We all desire great things. But, there comes a time when dreaming and wanting carries too great a price that prevents us from actually possessing it.
The President would be better off brainstorming with real educators to figure out how to create a practical dream that could make a significant difference for kids.
Since we were children, the act of wanting or desiring something always outweighed having or possessing it. Think back to those days when you wanted that one thing in your life, more than anything else. When you were lucky enough to own it, how fast did you forget about it?
The same can be said about recent political rhetoric requiring schools to compel students to remain until 18 to achieve a HS diploma. The dream of everyone graduating and being prepared for life is a wonderful dream, but is it doable?
As a former HS principal I can think of many kids that couldn't do it. They struggled with discipline issues, with learning in general, and were bored with everything schools offered. They lacked the tenacity and educational persistence to stay with it and complete their education.
To require these students to remain until 18 exasperates the issues our schools face. Sure, all educators want all kids to complete their HS education, but you cannot force it on the few students that have not bought into it.
The resources that would be needed to hold these kids accountable would be insurmountable. And, who will pay this bill?
We all love dreams. We all desire great things. But, there comes a time when dreaming and wanting carries too great a price that prevents us from actually possessing it.
The President would be better off brainstorming with real educators to figure out how to create a practical dream that could make a significant difference for kids.
Friday, January 20, 2012
Becoming an eTeacher
We do a lot of talking about becoming 21st Century School Communities, and breaking the mold of the 19th Century factory model of instruction, advocated by our politicians. Instead of a long blog post, this morning, I am sharing the following link with you. I came across it this morning and I believe it is an excellent site for teachers to develop an "eTeacher" mentality in approaching 21st Century instruction.
I highly recommend it as a tool for faculty, interested in learning and pushing back against outdated learning methods.
https://sites.google.com/site/becominganeteacher/home
I highly recommend it as a tool for faculty, interested in learning and pushing back against outdated learning methods.
https://sites.google.com/site/becominganeteacher/home
Sunday, January 15, 2012
NASCAR and Professional Learning Networks
I had a great day on Saturday, January 14, 2012. I took advantage of the Florida sunshine and spent the day at the Daytona International Speedway observing the NASCAR Pre-season Thunder; the warm-up trials for the teams and drivers preparing for the upcoming Daytona 500 on February 26. After being allowed to pull into the infield and wandering over to the fan observation deck over the various team garages I had a first row vantage point to watch the heart and soul of NASCAR racing from the pit areas.
All the big names in racing were there: Jeff Gordon, Mark Martin, Danica Patrick, Dale Jr, and all the other drivers that race these cars to unbelievable limits. But, there were hundreds of other people as well, furiously working on cars, adjusting, measuring, adapting, analyzing, conferring, re-adjusting and trying again. These people are the heart and soul of the teams that make the cars and drivers do all of those unbelievable things, like drive in tandem at 200+ mph., win races, and earn more points for the competition.
Spending a day watching this activity has reinforced my belief that we as educators and school leaders can learn much from NASCAR. Here is what I think we can take with us when we confront our schools and seek to improve student achievement.
All the big names in racing were there: Jeff Gordon, Mark Martin, Danica Patrick, Dale Jr, and all the other drivers that race these cars to unbelievable limits. But, there were hundreds of other people as well, furiously working on cars, adjusting, measuring, adapting, analyzing, conferring, re-adjusting and trying again. These people are the heart and soul of the teams that make the cars and drivers do all of those unbelievable things, like drive in tandem at 200+ mph., win races, and earn more points for the competition.
Spending a day watching this activity has reinforced my belief that we as educators and school leaders can learn much from NASCAR. Here is what I think we can take with us when we confront our schools and seek to improve student achievement.
- Team work makes it happen. Many people need to be involved in the educational planning for a student's achievement. Planning and conferring, adjusting, adapting and scheduling for needs, must take place for all students, and not just the special ed child for problem student.
- Teams use data analysis to assess performance and make a formative decision for a student's needs. In NASCAR, each car is a veritable integrated computer system that has every system, component, and part monitored by team members to determine where more efficient adjustments will be necessary. The same mode of learning should occur in schools, for every child.
- While the teacher of record is important, supervisors and administrators must oversee the team to ensure oversight and planning is optimal for the student's needs. NASCAR uses a system of a crew chief that oversees the team, and the driver of record implements the work direction, but is responsible for the outcome.
- Finally, when the race is over, teams are not punishing themselves for losing the race, they go back to the drawing board and redesign the effort for the next race. In schools, we cannot allow a student to keep a failing grade as the final outcome on their record. We need to go back to square one and figure it out again and ensure the student has all the resources necessary to win the race.
For those people that have been following my previous blog posts, you understand my passion for NASCAR. There is so much we could admire and use from this experience but the truth is still the same. Our students are running a race and we need to be the pit crew for each and every child to run that race well.
Wednesday, January 11, 2012
Great teachers make a difference
Recently, I have become quite reflective of my life and experiences in education. I made a list of all the teachers I had as a student, and began a simple exercise in remembering as much as I could about each one, and the significant contributions they made, if any, to my life, and where I ended up as a school superintendent (now retired).
After spending a significant part of my day listing and jotting down something about each person, it became apparent that a pattern was emerging among teachers that made a significant contribution in changing my life at key times. For instance, there was a music teacher in high school that had a special way at taking a group of city kids and turning them into a remarkable musical ensemble. His perseverance and dedication were key in my decision to become a teacher.
There was also a math teacher that recognized my struggles in learning geometry and trigonometry. His focus and commitment pushed me to pass and accomplish myself to graduate from the course. And, there are a slew of other teachers that never gave up, and worked to see students succeed. Their dedication and commitment were instrumental in achieving ultimate satisfaction in a career, the success of their students.
There can be no mistaking the fact that a good teacher makes all the difference in the lives of students. Most recently, a research study was revealed that indicated this very fact.
From an article appearing in the NY Times: "It turns out that the effects of high value-added teachers in grade school continued to reverberate into adulthood,". Students who spent even one year in grade school in the classroom of a teacher in the top 25 percent of the district were more likely to attend college (and a better college), less likely to be a teenage mother and ultimately earned a higher income as an adult.
The research study involved over a million students from specific areas around the country and using testing scores from standardized assessments as well as evaluation of teacher criteria and instructional strengths, the significance of the study was outstanding. Great teachers create great value – perhaps several times their annual salaries – and that test score impacts are helpful in identifying such teachers.
Great teachers make a difference. As school leaders we need to seek them out, encourage them, support them and reward them for a job well done.
Chetty, R., Friedman, J. & Rockoff, J. (December, 2011). THE LONG-TERM IMPACTS OF TEACHERS:
TEACHER VALUE-ADDED AND STUDENT OUTCOMES IN ADULTHOOD. Executive Summary of National Bureau of Economic Research Working Paper No. 17699, December 2011. Retrieved January 11, 2012 at http://obs.rc.fas.harvard.edu/chetty/va_exec_summ.pdf
Lowrey, A. (January 6, 2012). Big study links good teachers to lasting gain. New York Times. Retrieved January 11, 2012 at http://www.nytimes.com/2012/01/06/education/big-study-links-good-teachers-to-lasting-gain.html?pagewanted=1&_r=2&nl=todaysheadlines&emc=tha23
Marostica, L. (January 10, 2012). New study confirms great teachers change lives. Deseret News. Retrieved January 11, 2012 at http://www.deseretnews.com/article/700214018/New-study-confirms-great-teachers-change-lives.html
After spending a significant part of my day listing and jotting down something about each person, it became apparent that a pattern was emerging among teachers that made a significant contribution in changing my life at key times. For instance, there was a music teacher in high school that had a special way at taking a group of city kids and turning them into a remarkable musical ensemble. His perseverance and dedication were key in my decision to become a teacher.
There was also a math teacher that recognized my struggles in learning geometry and trigonometry. His focus and commitment pushed me to pass and accomplish myself to graduate from the course. And, there are a slew of other teachers that never gave up, and worked to see students succeed. Their dedication and commitment were instrumental in achieving ultimate satisfaction in a career, the success of their students.
There can be no mistaking the fact that a good teacher makes all the difference in the lives of students. Most recently, a research study was revealed that indicated this very fact.
From an article appearing in the NY Times: "It turns out that the effects of high value-added teachers in grade school continued to reverberate into adulthood,". Students who spent even one year in grade school in the classroom of a teacher in the top 25 percent of the district were more likely to attend college (and a better college), less likely to be a teenage mother and ultimately earned a higher income as an adult.
The research study involved over a million students from specific areas around the country and using testing scores from standardized assessments as well as evaluation of teacher criteria and instructional strengths, the significance of the study was outstanding. Great teachers create great value – perhaps several times their annual salaries – and that test score impacts are helpful in identifying such teachers.
Great teachers make a difference. As school leaders we need to seek them out, encourage them, support them and reward them for a job well done.
Chetty, R., Friedman, J. & Rockoff, J. (December, 2011). THE LONG-TERM IMPACTS OF TEACHERS:
TEACHER VALUE-ADDED AND STUDENT OUTCOMES IN ADULTHOOD. Executive Summary of National Bureau of Economic Research Working Paper No. 17699, December 2011. Retrieved January 11, 2012 at http://obs.rc.fas.harvard.edu/chetty/va_exec_summ.pdf
Lowrey, A. (January 6, 2012). Big study links good teachers to lasting gain. New York Times. Retrieved January 11, 2012 at http://www.nytimes.com/2012/01/06/education/big-study-links-good-teachers-to-lasting-gain.html?pagewanted=1&_r=2&nl=todaysheadlines&emc=tha23
Marostica, L. (January 10, 2012). New study confirms great teachers change lives. Deseret News. Retrieved January 11, 2012 at http://www.deseretnews.com/article/700214018/New-study-confirms-great-teachers-change-lives.html
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