LeaderTalk

How do you keep up?

Cross Posted at changinghighschools.blogspot.com

I have unfortunately had to have some surgery that has put me in the position of having too much time on my hands. With that comes plenty of time to think about 'stuff'. Having the personality that I do, while I can ponder my next vacation, reminisce about events of the past year, and even count my blessings, it doesn't take long before my thoughts come back around to my work. It is a huge part of my life and dedicate an enormous amount of time to work and work-related activities.

When I think about my role as a leader and educator, I am constantly asking myself, how can we do it better? How do we engage students more in their learning? How do I share what we are doing as a school community and gather ideas from others trying to do the same? While there is always research to read as well as a plethora of subscriptions related to education, there is so much more information readily available through blogs and wikis. These media also give the opportunity to ask questions, comment and expand ideas with an immediacy that you cannot achieve reading printed material. So now I spend as much time, probably more reading blogs and wikis and participating in social networks.

I use an aggregator to organize the blogs, wikis and social networks I want to monitor and have a few I automatically go to. There are several I contribute to. I've have often said and written that my learning has grown exponentially and I have gather great ideas to "borrow". While I have never been one to sleep for the suggested 8 hours per night, I do most of my reading and writing in the wee hours of the morn'. The challenge is in keeping up. Do I post? Do I read? Do I contribute? The obvious answer for me is that I want to do it all. I feel that as a leader, I need to be a role model. As our teachers learn to participte in Web 2.0 technology and most recently particpate and share information in a social network, I feel that I should contribute in some way on a regular basis. When that happens, I believe that teachers will see that it is valued and can be a successful and efficient way to share and gather information. I have principals that are now posting agendas for faculty meetings along with minutes to Ning. Social networking is something our students do on a regular basis be it MySpace or Facebook. There are incredible learning opportunities using social networks and we now have several teachers integrating them in their courses. Students blog and read blogs. They have heard and read that our soon to be president  used blogging as part of a comprehensive and awesome campaign. Technology is the way of the world and we can't escape it. We do an injustice if we don't recognize this and at least expose our students to these tools.

With our economic challenges we seek to find less expensive materials to use in school as budgets get tighter. Free is always nice! There are incredible learning tools available on the web at no or little cost to schools. While I don't support sitting a child in front of a computer all day, it does have its place in learning and students are excited and motivated to engage in on-line learning. Not only can students engage in exploration or practice, many tools on the web can track a student's performance so a teacher can monitor if in fact, learning is taking place. I feel that I have some role in investigating and sharing these tools with our teachers.

Then, there is my professional growth and personal commitment to sharing what I have learned with others. I have two blogs that I author and one that I am supposed to contribute to on a regular basis.  Which leads to the question, "How DO I KEEP UP?".  I wish there was one platform that would serve all my needs.  Actually, there is......a wiki.  The difficulty is that not everyone is ready to navigate a wiki.  Giving people a URL to locate a blog or social network seems to be what the mainstream is capable of.  Heck, for many, they continue to 'lurk' and have not taken the leap to comment or contribute to a discussion or forum.  In time, it will come.  For now, I need to find a way to juggle. 

For the answer, I need to hear from my readers.  There are so many people that I follow and envy such a Sheryl Nussbaum-Beach, Will Richardson and Chris Lehman.  I also realize that these folks present and blog professionally.  I on the other hand, run a school district with a $39 million budget and all the responsibilities that go along with it.  To be successful on the web, I know you need to speak to an audience, have something worthwhile to read and need to post regularly.  Thus the question that would help me tremendously.  What is it that folks would like to read about, learn about and/or engage in dialogue about?  Obviously, I see exciting things happen in our schools and classrooms on a regular basis.  When I do, I share those experiences and will continue to do so.  But is there more?  Sometimes you need to take a step back and get feedback.  This is that time.  If you have been following and continue to be interested in exchanging ideas about how we can make our schools more engaging for students and better prepare students for their future, please let me know. 

I look forward to hearing from you!

Literacy and Technology

    

     The reason I became involved in learning about Wed 2.0 was for the educational benefits that could be discovered using the read/write web.  I have met f2f and "virtually" many talented people that are using blogs, wikis, podcasting and social networking as an instructional tool to engage students and increase their active learning.  What I am still yearning for are examples of how the read/write web is being used with young children as part of a balanced literacy approach to reading and writing.        The web is so rich with resources for students to read, discuss and write about.  However, there is still a mindset that if children aren't reading from a book or writing in a journal, they aren't reading and writing.  Our "explorers" are having young children engage in blogging about a variety of literacy based topics.  Children are also engaging in exciting dialogue with famous authors of books they have read in school.  Certainly a step in the right direction.  But it shouldn't end there.       Our 21st Century learners are capable of much for sophisticated navigation of the web.  Just spend 10 minutes watching a 5 year old with their webkinz.  I'm search for two things.  The first is an answer to the question about why the use of the web is so slow in coming with respect to teaching literacy?  Is is resources, lack of training for teachers?  Lack of administrative support?      The thing I'd love to hear about are examples of students using Web 2.0 tools at the elementary level related to literacy beyond blogging.  I know we have a lot of talented readers and members of Leadertalk.  Please share your talents!

The Virtual Learning Community

Cross posted at http://changinghighschool.blogspot.com and http://21stcenturylearning.typepad.com

Sheryl Nussbaum-Beach has been doing incredible work around the virtual learning community and a topic I wanted to address here and in our high school blog. 

At Iroquois we have taken the professional learning community and taken it to a new level....the virtual level. 

Virtual Learning Communities (VLC's) are platforms for social networking that are generally focused on a particular topic. People invite people to their network and they join with a particular focus in mind. They are used to post discussions, resources, links on the internet and engage the participants.

I think that the conversations we have are richer for they include people outside our geographical region.  Often times, especially in education, things become "regionalized".  Now we can gain a global perspective with fresh ideas.  At the least, our approach/thoughts can be validated. 

Through these communications, information is shared, research to support a particular theory or approach is offered, or examples of where an initiative has been successfully implemented.

Within a group of professionals, a virtual community seems to give people the confidence and platform to express their ideas that they may not feel comfortable sharing in a public forum.  This isn't to say people are hiding behind their computer screens.  Some people just don't like speaking in front of groups.  We've all met a few of these people.  They have a lot to offer and quietly take risks in the classroom, but don't 'brag' about their accomplishments and successes.

Change happens when there are enough people committed to a particular topic of interest.  There has to be an environment that is open to that change.  Once a platform (environment) is created that is safe and supported, change is more likely to happen.  Whether it's a new way to teach required facts that makes learning fun, or a new lesson with integrated technology that captivates students that in the past would remain uninterested.

In order for change to happen, the 'conversations' must take place.  As we meet face to face, the ideas and actions suggested in the virtual learning community can be described, listed, and debated without people having to identify who brought the idea to the table.  Schools are a perfect example of this.  There are the talkers and the sponges.  Those that are vocal about their ideas and more than comfortable trying to convince everyone their way is the right way.  On the other hand, there are "the sponges".  Those individuals that sit in the room, filter the information and go back to their classrooms making significant changes to their instruction that result in improved student learning.  That is just one example of how the talking turns into action.

In answer to the question of how do we use our venue for social change?  We read, we write, we exchange, we learn.  As leaders, the more we are exposed to reliable and useful information, the better prepared we are to 'wrestle' the issues at the table. 

That is how we are using the virtual learning community at Iroquois.  It is also used as a resource for teachers so that they do not have to 'reinvent the wheel' when it comes to their instruction.  Whether it involves theory, videos, power point presentations or class activities, teachers have a place they can go to make their delivery of instruction the best it can be.

Better teaching/instruction translates to improved student achievement.

On-Line Professional Development

This post has been cross-posted at htp://changinghighschools.blogspot.com

This week I had the pleasure of attending a training facilitated by the incredibly talented Sheryl Nussbaum-Beach and Will Richardson: Western New York Powerful Learning Practices. In the context of Web 2.0 technology, at Iroquois Central School, we are advocating for the use of technology as an instructional tool that has the power to prepare students for the 21^st Century. One way we are doing this is the development of an on-line platform to develop a professional learning community across our district.

The purpose of this learning community is to share best practices in our schools and how we educate 21^st Century Learners. This platform has no boundaries i.e., grade level, subject matter. The vehicle is a Wiki. There are resources related to our district’s initiatives for the year, lessons that teachers can develop, expand upon and share.

As we know in any business (education not to be excluded as a ‘business’) relationships are the key to success. Through these on-line learning communities, relationships are developed. People begin to identify credible individuals that provide trusted information. These on-line platforms have the ability to ask a person questions and make comments about their work or contributions. As practitioners, we will model exactly the skills we want students to be learning: Collaboration, Literacy, and becoming Global Learners with no boundaries. Our location is no longer a barrier. Whether across town, in another state or another part of the world, there are talented individuals that have a lot to offer educators.

 

We share bookmarks on line with tools such as del.icio.us. This link will take you to my account. The bookmarks you find are articles and resources on a variety of topics that interest me and that I have used in my learning related transforming how we prepare students for the 21^st Century. In my account, I have followers and people that I follow. We each have access to each other’s bookmarks. All you need to do is sign up for an account and you can have complete access to my resources.  People give permission to share their bookmarks with "fans" and information is easily exchanged.  My learning, and resources is then expanded exponentially. In the busy life of a superintendent, time is precious. I would love to spend hours researching a topic. But why should I? I can connect with these people and see if they have bookmarked resources that have topics similar to what I am looking for. If this isn’t collaboration, I don’t know what is. Dare I share for the “digital novice” that MySpace is nothing more than a social bookmarking tool? Obviously used in a different way.  Many of our students are already proficient with the concept.

Obviously, I blog. I began blogging the minute I learned how to. Blogs are communication tools. I can instantaneously post current information. Then people read my blog. Some leave comments, others just read it. I never imagined the power blogging until I added clustrmaps, a program that tracks where in the world people are reading my blog. It also tracks how many people are reading my blog. The incredible power of this is not only the shocking reality that there are people all over the world interested in reading what I have to say but that everyone of these people are potential people for me to learn from. And I have.

When it comes to literacy, I have read more in the past 18 months than I have read in the previous 3 years. I read a lot. My job demands it. I read research, professional journals and magazines, newspapers. I know add blogs to my reading. Can you imagine how much reading our children can do on the web? What if your child/students could “publish” on the web, send the link to their parents, cousins or grandparents who can see their work on the internet? How excited and motivated would they be to write? What about their classmates that blog? Would children be interested in reading blogs of their friends? They read their profiles on MySpace of FaceBook don’t they? If this type of reading and writing were expanded, would they increase the amount of material they read? Would they not become critical readers? If a peer published something with erroneous information or misspelling, would they not comment? Would they then question where that peer’s blog is a credible source of information? What if this form of reading and writing was shared with students from another country? Not only are students becoming more literate, they are becoming global learners.

 

Leadertalk for me is yet one more way for professionals to share their experiences and resources to help leaders across the country learn from each other. In some ways, this blog is functioning as an on-line Professional Learning Community. I have so much to learn, but not enough hours in the day. After critically determining which blogs provide the information I need and want, I bookmark these blogs and view them several times per week. If this isn’t powerful, I don’t know what is.

I will continue to blog as a means of “spreading the word”. It has been cited by many authors that we are preparing our students for jobs not yet invented. The questions we all need to be asking ourselves include:

• Do we want our children to function in a global society?
• Should “learning” include a global perspective?
• Do we want our children to collaborate with other students around the world?
• As professionals, aren’t we to be models for our administrators, teachers and students?
• Can we not all learn something from someone else?

If you answer yes to all these questions, spend some time on the read/write web. Follow some of the links on this blog and see what is out there. As an instructional leader I will continue to support the use of the read/write web, on-line collaboration for administrators, teachers and students. I will continue to support changes in how students are taught and learn so that they can develop the skills needed in the 21^st Century.

 

 

To Blog or Not to Blog?

     Well, after somewhat of a leave from the blog world, Scott, thank you for your patience as I worked through some difficult family issues.  I think I'm back on track.
     As I begin to blog again, last week I experienced something that is most pertinent to what we do on this platform and others.  Last week I attended the New York State Council Of School Superintendent's Fall Conference in Saratoga, New York.  I was asked to be sit on a panel for a session titled, "Who stole my media"?  The panel included public relations coordinators from 2 districts, representatives from Gannett Papers in Westchester County, NY, New York Gannett Papers and me.  This was to be an interactive session with the audience regarding the changes in the media, specifically the use of blogs by newspapers, citizens and school districts.  While I know there are a few school superintendents that blog and I knew I was in the minority, I had no idea the paranoia the exists for school leaders around this media.
      The session began with a brief overview of how newspapers take headlines from the newpaper and create blogs to elicit feedback and commentary from its readers.  School district public relations coordinators are often asked and challenged to monitor blogs that may pertain to the school district they work for.  These public relations coordinators then advise the superintendent how to best respond.  Citizen journalism is on the rise.  Anyone with a computer and a valid e-mail address can begin a blog.  As they pertain to schools, these blogs may not always be a positive reflection of the school district.  Often, they become a platform for controversy leaving school districts feeling helpless in deflecting negative and at times, false accusations.  The panel moderator was a public relations specialist for New York State School Boards Association (NYSSBA).  NYSSBA is often asked about board policy as it relates to blogs and seeks information and examples that can assist school districts.  Enter Neil Rochelle.  A Superintendent that participates in several blogs, has 3 blogs linked from the district's web page and advocates for blogging.  I have teachers that host blogs for their courses, students that blog for class assignments and as the entire nation is experiencing, I have hundreds of students that blog regularly on MySpace and FaceBook (by construct, they are blogs!).
      Needless to say, the reaction from the attendees was mixed.  I'd say they fell into three categories;  Those that think blogging can be a useful tool to communicate but are  hesitant due to the potential negative ramifications.  Those that are interested in how to "combat" blogs citizens host that set out to discredit the district, and those that are vehemently opposed to the notion that schools would even consider "falling into the trap of  such negative media". 
     I had to say that I have not had one negative experience since blogging.  I believe  that some of the negativity is a result of people's  nativity when it comes to blogging.  Concerns such as  comments that  include  vulgar language are easily addressed by moderating comments.  Many were unaware that this was possible.  I  agreed to participate on this panel not to convince people they  should blog, but to give a perspective  with respect to why I blog.
      I blog for several reasons.  The  unexpected  outcome of  blogging has to do with professional development and increased learning.  Since blogging and reading education-related blogs, I cannot  begin to quantify how much I have learned.  While my job provides plenty of reading material, I have probably read more in the last year than any other year.  I learn from teachers, from other administrators, from professors.  What is even more incredible is that I learn from people all over the globe.
      Another reason I blog is to share information.  As my district continues on a journey to transform how we educate 21st century learners, I blog our initiatives.  This serves to not only share information with others on the same journey but to keep parents, faculty and staff informed.  I have a blog that I use to keep our community informed of current events and situations that our school faces.  When we experienced a freak snow and ice storm a year ago that closed school for several days, I was able to keep the community informed about school events, closings and information about when school would re-open.  When the tragedy took place at Virginia Tech and parents had the safety of their children on their minds, I was able to blog about steps the school district takes in keeping our students safe.  Would a letter suffice?  Of course!  But a blog could go into much more detail with a personal perspective than any letter from the district.  Lastly, I began a blog where students could blog about their school.  Things they like, things they would like to see different.  This doesn't mean I don't speak to students on a regular basis.  I certainly do.  I also have a student cabinet I meet with monthly with two representatives from every grade from 5th to 12th grade. I share information about the district and our initiatives so they can be ambassadors and spread the word, they share concerns and rumors they hear around school.
      The point I was trying to make at this presentation is that blogs have become an inevitable, popular, quick and easy way for people to communicate.  It is a tool.  No different from pen and paper, a web site or a newsletter.  I view blogs as yet one more media to get the message out.  As school administrators, communication is one of our main responsibilities.  Why would we not want to get that message out in as many ways as possible?  What about the negative comments people may post?  Blogs give me an opportunity to respond to the criticism or concern instead of the information being spread without a district response. For school administrators that don't want to deal with comments or moderating, the blog can be set up without the ability for anyone to comment.  It can merely share information.   For some attending the session, this was  new information and  some  could see starting blogs with this purpose in mind.
      With respect to newspaper blogs or blogs hosted by television news stations,  while I cannot control what the editor in the newspaper prints or anchorman reports, I can respond with accurate information on their blog.  The very same blog that members of our community read and comment on.  I don't have to feel helpless when a sound byte is printed out of context.  I can clarify my remarks.  Is this a bad thing?  I think not.
     Participating on this panel was a great experience.  It not only gave me some things to think about, it provoked a conversation and the use of blogs.  As election day nears, we are sure to hear and read about blogs sponsored by the candidates.  It will be yet another media used for and against our potential leaders in government.  Naturally, newspapers will be filled as well as the 6:00 news with the position of these politicians on a myriad of topics.  If so desired, citizens will also be able to seek more information on their blogs and give their opinion as it relates to a particular topic.  Is this wrong?  I think not.

21 Factors Leaders Demonstrate That Improve Student Achievement

MCREL (Mid-Continent Research on Education and Learning) is source I occasionally search for educational research. At a recent conference held by The Council (NYS Council of School Superintendents) I attended a brief session related to leadership and improving student achievement. In a brief amount of time, the presenter discussed how theories and models of educational leadership have changed over the years. Those of us “trained” years ago remember learning about different leadership styles and taking various assessments to determine your leadership style. During his presentation intended to be an overview, attendees were referred to the MCREL organization having published a body of research regarding leadership traits that have now been validated to improve student achievement.

At a time when administrators are being looked at as instructional leaders vs. managers, I was very interested in reading the research that would give me some key traits that I could support in my administrative team that would directly improve student achievement. The information I found made sense. Some of these factors are the very same factors I have observed over the years in some of the most talented administrators I have had the pleasure of working with. At a time in our nation where accountability is at the forefront with boards of education, parents and state education departments I felt that if there was a “secret to success” that could be passed along, our forum would be the ideal vehicle. With all do respect, permission to share the information is granted as long as the copyright page is included.

 

The paper can be found at www.mcrel.com;

"Balanced Leadership:: What 30 years of research tells us about the effect of leadership on student Achievement" by, Tim Waters, Robert J. Marzano and Brian McNultey

While the authors caution that their research “may not be the silver bullet”, I think most would agree that the merits of their findings should not be ignored.

These well known authors have identified 21 leadership traits that have been correlated with improved student achievement. A leadership framework is presented that identifies knowledge, skills, and tools administrators need to improve student achievement. The model of “balanced leadership” was created based upon comprehensive research and provides concrete skills and tools. As practitioners we also realize that there is more to just knowing what do, but when to do it. Timing is everything in schools. Many factors need to be looked at related to the culture of the school, the professional development provided to teachers and the resources available to administrators and teachers. In addition to policies, procedures and the myriad of organizational structures found in schools, many of us know that there is one factor that can determine the success of any administrator or initiative: Relationships. Administrators need to understand the nature of relationships, how to foster positive relationships and when relationships need to be built.

 

Before presenting the skills and tools administrators can use to improve student achievement, Waters, Marzano and McNultey identify the factors that schools, teachers and students which influence student achievement. Schools with high student achievement provide for a guaranteed and viable curriculum, challenging goals and feedback, parent and community involvement and collegiality and professionalism. Effective teacher need to consider instructional strategies, classroom management and curriculum design for their class(es). Cited as student factors include the home environment of the student, the background knowledge students come with along with their motivation to learn. These factors are identified as “a place to start” as administrators look to improve their schools and student achievement.

 

Change is something that the likes of Michael Fallen have been researching and writing about for several years. We know that there are several models for change that the magnitude of change is dependent upon the status of your particular school. The notion of first order and second order change is addressed in the research. Those of us that look at change and change theory in schools know that not taking into account factors such as incremental change vs. complex change, using experts to effect change vs. stakeholders making change can adversely impact student achievement as we move forward with school improvement initiatives.

 

Waters, Marzano and McNultey provide specific skills, knowledge and tools that can be used for first and second order change related to the leaderships skills/traits identified that improve student achievement. I would refer the reader to the original paper for a simple but comprehensive chart outline the skills/traits as they relate to first and second order change. They deserve the credit for their fine work. For our purposes, I will share the 21 leadership practices they have identified.

1. Culture: The extent to which the principal fosters shared beliefs and a sense of community and cooperation.
2. Order: The extent to which the principal establishes a set of standard operating procedures and routines.
3. Discipline: The extent to which the principal protects teachers from issues and influences that would detract from their teaching time and focus.
4. Resources: The extent to which principals provide teachers with the necessary materials and professional development necessary for the successful execution of their jobs.
5. Curriculum, instruction, assessment:The extent to which the principal is directly involved in the design and implementation of curriculum, instruction and assessment practices.
6. Focus: The extent to which the principal establishes clear and goals and keeps those goals in the forefront of the school’s attention.
7. Knowledge of curriculum, instruction and assessment: The extent to which the principal is knowledgeable about current instruction and assessment practices.
8. Visibility: The extent to which the principal has quality contact and interaction with teachers and    students
9. Contingent Rewards: The extent to which the principal recognizes and rewards individual accomplishments.
10. Communication. The extent to which the principal establishes strong lines of communication with teachers and students
11. Outreach: The extent to which the principal is an advocate and spokesperson for the school to all      stakeholders.
12. Input: The extent to which the principal involves teachers in the design and implementation of important decisions and policies.
13. Affirmation:: The extent to which the principal celebrates school accomplishments and acknowledges failures.
14. Relationships: The extent to which the principal demonstrates an awareness of the personal aspects of teachers and staff.
15. Change Agent: The extent to which the principal is willing to and actively challenges the status quo.
16. Optimizer: The extent to which the principal inspires and leads new and challenging innovations
17. Ideals/beliefs: The extent to which the principal communication and operates from strong ideals and beliefs about schooling.
18. Monitors/evaluates: The extent to which the principal monitors the effectiveness of school practices and their impact on student learning.
19. Flexibility: The extent to which the principal adopts his or her leadership behavior to the needs of the current situation and is comfortable with dissent.
20. Situational awareness:: The extent to which the principal is aware of the details and undercurrents in the school and uses this information to address current and potential problems.
21. Intellectual stimulation: The extent to which the principal ensures that the faculty and staff are aware of the most current theories and practices and makes the discussion of these a regular aspect of the school’s culture.

 

While I encourage you to read the paper yourself, I would encourage all administrators, both building principals and district level administrators to look at these 21 factors and use them as a framework to guide beginning or new administrators in addressing school improvement. As a superintendent, I can see the value in addressing these factors as I evaluate building level administrators as well as factors to consider when hiring new administrators to my district. Interview questions can be crafted such that candidates with previous administrative experience are asked to discuss how they have demonstrated these traits and skills in their current position.

Two last comments. Thank you to Scott for understanding personal circumstances that lead to my inability to post last month. This forum is developing into a rich resource for leaders in education and one that I continue to read and learn from almost daily. My final comment relates to the privilege of being in close distance to Kim Moritz and to watch the success and recognition she and many like her are beginning to receive for truly trying to make a difference and pave the way for the 21^st century learner.

 

 

 

Are you the last one you take care of?

It's no secret.  Our jobs are demanding.  Oftentimes impossible to keep up with.  Personally, I have no trouble keeping up with the demands of the day.  I'm usually in my office by 7:30 Am and often don't get home before 8:30 or 9:00 at night.  I consider myself to be fairly organized even if at times my desk is what many colleagues refer to as "organized chaos".  There may be a few piles but they are categorized and I do know exactly what is in each pile.  If someone asks me for something, it's rare that I can't put my finger on it even if it does take a minute. 

Mail if left untended could consume me.  The pile could easily reach over a foot high if even a few days were to go by without my attention.  The first key to overcoming the mail nightmare is a highly skilled secretary that will sort through and prioritized for you- must reads, needs to be signed, needs to be answered, things to read, etc...  In this digital age, information is fired off constantly and e-mail (a new technology for many) has resulted in immediate access to educational leaders where parents, taxpayers and professionals expect an answer as fast as it has taken them to click the send button.  I receive about 75 e-mails on average per day.  My solution, a treo (similar to perhaps the more recognizable Blackberry).  I can receive and send e-mail wherever I am.  Not a minute of the day is wasted including breaks at workshops or conferences I attend.  If I have a few minutes, e-mail is answered.  If I take one of my children to the doctor and find myself "wasting time" in the waiting room, I answer e-mail.  It sure beats coming into work in the morning and finding 75 e-mails to read and answer but I am coming to the realization that I am creating a vicious cycle as well as increasing expectations.  I've become so efficient, I'm generally caught up with e-mail and those that are writing to me, know that they will not have to wait long for a response.

Attending meetings, sports events, special school events and community events comes with the job.  I do enjoy most of the 'obligations' I have but they are generally after school hours and into the evening.  This week was a reminder of the pace that many principals and superintendents live.  I was home for dinner one night.  I had something to attend every other evening.  Only one of those evening meetings included food (one other offered a variety of cookies and brownies).  If I am going to eat dinner, it will be something left over and eaten between 9 and 10 PM.  Needless to say, my eating habits are far from healthy.  I never eat breakfast, if I have lunch it's fast food (even if recommended by the transformed "Jared" at Subway, dinner is late often found on the kitchen counter or in the frig covered in saran wrap.  I do no exercise unless we are going to count running from one meeting to the next, walking up a flight of stairs in the high school or walking through buildings. I am involved in several legislative advocacy groups which has me traveling over 4 1/2 hours to our state capital and while there I usually have a sit-down meal in a nice restaurant, time to laugh and have a few cocktails with friends and a king-size bed o sleep in all by myself! 

Sleep?  I decided long ago that I require very little of it and it is truly 'wasted time'.  Why sleep if you can watch CNN and catch up with world news, read the many articles and magazines that help me be the best administrator I can be or read the book I am reading with my administrative cabinet as part of a book talk?  I "need" maybe 5 hours of sleep to function, 4 hours will lead to a sluggish day, 6 hours if like sleeping in.  Hardly indicative of the 8-10 hours of sleep the medical profession advises.

Family time is obviously limited but the world doesn't revolve around me so just because I have some time on the weekend, doesn't mean my children want to spend it with me.  They have friends to see, ballet lessons to attend, birthday parties and of course catching up on their favorite hobbies.  I have 2 children at home.  Our daughter turns 5 this week and my son is 15.  While they both enjoy each other's company, their interests are very different.  It is rare that a movie comes out that would be appropriate for both assuming they are interested in seeing it.

My wife and I have little time alone other than sleeping together.  The last time we were out "alone" was to a Jim Brickman Concert December 26th.  We had a wonderfully relaxing and romantic evening but that was the last time.....It's March 10th!  We love each other very much and she is incredibly understanding of my work and responsibilities.  While she has a career as well, when a last minute meeting comes up or our daughter gets sick and has to go to the doctor, most of the time it falls on her shoulders. 

Am I looking for sympathy?  Hardly.  Do I enjoy my work and responsibilities? Absolutely without question.  Do I take care of myself and my needs?........................

I am not alone.  I know many superintendents in the same boat.  A small number of them do make time to keep fit and exercise a few days a week.  The rest of their life is a carbon copy.  How many years can I keep up like this?  It scares me.

At the end of January I attended the New York State Superintendent's Mid-Winter Conference. There is always an inspirational keynote speaker and this year was no exception.  It was different.  Our profession is recognizing that superintendents are a commodity and that if we don't take care of ourselves, there will be even less of us.  They invited a well-known motivational speaker: Sarano Kelley. He has a book on the market now, "Change your Life in 90 days", and has become a millionaire working with CEO's, Companies and individuals that are able to spend about $4,000 to play "The Game" for 90 days and receive personal coaching.  You can find more information about "The Game" on his web site.    http://www.saranokelley.com

At our conference, Sarano's keynote message was not only how we can attain whatever accomplishment we want if we put our mind to it but how important it is to look at all aspects of our life as they play an essential role in our success.  He had as take a self assessment and rank where we are now and where we would like to be on such aspects of life as body weight, spirituality, family, work, time engaged in hobbies, time with friends.....you get the idea.  He then asked us to identify three or four of the lowest ranked areas.  I'm sure that you could probably guess what I ranked low.  Many people in the room enjoyed Sarano's energy and understood the message but had no interest beyond that.  For others it was so "touchy feely" they were only afraid we would have to hold hands in a circle and sing 'kumbya'.   Then there were a few of us that finally had taken the time to reflect on our lives and realized that we are neglecting areas of our life that mean the most to us: family, health, spirituality and time having fun or engaged in our favorite hobbies.

The reality was no surprise and I didn't need Sarano Kelly to tell me things I already knew about myself.  I don't take care of myself (or my health), I don't spend enough time with my family, I don't spend enough time with the wife that I love and I don't spend nearly enough time on my spirituality which used to be a huge part of my life.  Sarano had worked with 3 superintendents in the state and used them to illustrate the changes they made in their life.  They had also taken it to another level and brought Sarano and "The Game" to their students so at an early age they could learn that if they put their mind to something, there is no goal unattainable.  Sarano then made us an offer.  If anyone of the over 700 people in the room were interested in changing their life and playing "The Game", he would offer his services for FREE.  We were told to leave our name and e-mail at the information desk and he would be in touch with us.  Many left the keynote impressed with what he has accomplished in his short life and understood the message he was attempting to relay but went about their evening unaffected.  Me on the other hand...............he had rocked my world!  I am typically very reflective and well aware of how I neglect some of the things I value most.  What was different is that I have been in denial and accept my life the way it is an occupational hazard that comes with the territory but that night came face to face with a dose of reality and it was a very large pill to swallow.  As I said before, I love my work.  I find it incredibly rewarding.  On that night, I was afraid.  Afraid that if I don't start taking care of myself I'm going to have a heart attack.  Afraid that while I believe my wife loves me, she deserves more than a "date night" every 2 months and that we nurture our relationship.  Afraid that my children will grow up even faster than they are already and be on their own before I know it.

What about those other 700 people in the room, many of which admitted they are in the same boat I am?  Less than 40 people signed up for "The Game".  This was one opportunity that I felt I owed to myself and my family.  How could I pass up the opportunity to take advantage of Sarano's expertise?  A man that has been media consultant to the White House, worked with some of the most successful CEO's and Companies in the world and is offering me the opportunity of a lifetime for free......

So what is this thing called "The Game"?

The Game is best explained by Sarano himself.  The Game is about habitually stretching beyond known limits  In The Game, players are trained to create challenges that stretch them beyond their comfort zone, effectively blocking the all-too-familiar 'path of least resistance'. By applying the ingredients of a Game-a 90-day deadline, rules, prizes, consequences, and accountability-individuals are forced to design habits that allow them to meet those challenges, often producing extraordinary results that have the impact of a lifetime, in any area of life they should choose.

Accountability and fun are keys to success. Once players have written down their purpose for living, created stretch goals that are consistent with that purpose, and then promise to achieve those goals in 90 days or face self-imposed consequences, The Game begins. In partnership with at least one other person and quite often a team, players in The Game create a set of goals in three to five areas of life, as well as prizes and consequences for each Game area. Daily and weekly practices (habits) are then designed to forward the goals. Designed to be 'mini-challenges', these practices form the foundation for a scoreboard that partners can use as an indicator of a teammate's success. In daily partner calls, players challenge each other and compete in ways that can actually support both players.

I know that if I were to take care of the other aspects of my life, I can be even more successful than I am today.  I want to be able to answer the question of this post with a resounding "NO".  I am going to play the game.  Thursday morning was our first call with Sarano.  It was a conference call with all those that signed up for the game- her refers to the first two sessions are "pre-game".  I have already agreed to be a partner with a colleague in my region and we are committed to help each other. 

Educational leaders live extremely demanding jobs.  The person they neglect most often is themselves.  Nearly all would agree that we are to be role models for each other and the teachers, community and students we serve.  It seems hypocritical when we live the life I described.  I for one hope to one day, practice EVERYTHING i preach.  I'll keep you posted on "The Game".  For others out there, give it some thought.  Are you taking care of yourself?  Are you giving enough to your friends and family?  Do you take care of your health?