LeaderTalk

Are You "In the Moment?" No, I Mean REALLY "In the Moment?"

I'm guessing that most of us are in the middle of some type of holiday break right now with several days off from school.  Or without staff and students for those of us who still plan on going into work.  If you are anything like me, the days have been filled with the hustle and bustle of shopping, wrapping, cooking, cleaning, driving, eating, drinking, talking, laughing and then probably a repeat of many of those same activities over and over. 

It's now a few days before the New Year.  2008 is almost over.  I tend to get reflective this time of year and wonder where the time has gone.  I think of all the things I have done and could of/should of done. I am sure many of us think of the projects we should be starting, the books/blogs we should be reading, the family/friends we should be connecting with, the papers we should be writing, the initiatives we should be implementing, the progress we should be making.  Sometimes I feel like I can't keep up or that I am not doing a good enough job in both my work and personal life.  Ever feel like that?

But for right now, I just want you to try and be "in the moment."  Take an hour or half a day or the next couple of days and just slow your thinking and focus on the here and now.  Don't think of all the things that you think "should be happening."  Just be in the present and absorb it.  Be appreciative of where you are, right now, in this life.  Be grateful for all you have been given up to this moment. You are doing the best that you can.  You are making a difference.  Look, REALLY look, around you and see all that is there. 

We don't know what 2009 will bring.  No matter where we are in this life, whether this is our first year of a leadership position or our last, we don't know for sure what 2009 will bring. And that's OK.  Because for right now, for these last few moments of 2008, we are going to treat ourselves to the present.  And fully savor it.

Working Towards Collaboration

I've been having conversations with both general ed and special ed teachers from different districts in my special education cooperative.  These conversations are part of the plan to help teachers think differently about students who receive special ed services.  Instead of sending students out of the gen ed classroom to get help from the special ed teacher and/or special ed teachers taking students for more services than what they qualify for, we need to work more collaboratively together.  We need to first look at how students can stay in the gen ed classroom with support being provided in the classroom, rather than out, when appropriate.  We also need to look at formative assessment data on a regular basis to determine what all students need and the best practice to provide those services. 

I'm in the beginning stages of what Dr. Terry Holiday talked about in his recent post.  In many areas of my cooperative, we don't have common formative assessments yet.  We are just talking about why we need to change what we have been doing and the reasons still aren't clear to some as to why we need to change.  When gen ed and special ed teachers work in their separate silos and don't collaborate and communicate effectively, then I firmly believe that we are not using our resources wisely, nor do I believe that we are meeting the needs of all students to the best of our ability. 

In one of my conversations with a group of general ed teachers, the topic of grading came up.  Many teachers were concerned about how to grade students who need accommodations or modifications to the general ed curriculum.  How can it be fair?  How do we communicate to parents that the letter grade their child receives is not the same as the other students in the classroom?  These are good questions that need to be discussed and I understand why teachers ask them.  Yet, I wish the passion and energy that is expressed for the topic of "fair" grading, was as strong for figuring out different ways to help kids learn the information that they need and enrichment activities for kids that already know what we want them to learn.

Whether it is Professional Learning Communities (PLC), Response to Intervention (RTI), or some other framework that a school/district can use to help teachers begin to work collaboratively and look at formative assessment data, I applaud any administrator's efforts to move in this direction.  I am challenged by the beginning discussions we are having.  It doesn't move as fast as I'd like, but changing behavior takes time.

Looking At The Numbers

As I problem solve my way through year two of being an administrator, I continue to be impressed by this reoccurring event: when I have numbers to back up what I am saying, things seem to go smoother.  I tend to get my point across better and the reason for my decision makes more sense.  Although I haven't given it much thought, I guess I like numbers.  I liked algebra more than geometry in high school.  I enjoy sudoku more than crossword puzzles.  I like my checkbook balanced to the penny to match my bank statement.  I took all of Scott McLeod's Data Driven Decision Making courses when he was at the University of Minnesota.

We have all heard how important data is to making decisions. Yet, I think sometimes we just say those words or our eyes begin to glaze over when we hear the word "data" that we really don't give it much thought.  But we should.  Data can be numbers that help us to make decisions about the problems we face every day.  When a special education teacher tells me she is overloaded and can't do her job, I look at the number of students on her caseload and the number of minutes that she is providing services and use that to problem solve a solution.  When a student tries to tell me that he is attending his classes and I say that I see him in the halls a lot, I can use the attendance numbers to prove my point.  Not only can numbers tell me how a student is doing in math and reading, but they can also help me to decide if I need to hire more staff or if I have enough money in the budget to purchase something.

You might be reading this and thinking, "This is a no-brainer; I already do this" but sometimes I wonder.  There are so many questions and problems that come our way during the course of a normal workday, that it can be easy to just "shoot from the hip" or go with a gut reaction for a reponse.  I'm not saying that it's bad to do that.  Sometimes, that's all you've got.  But I find that when I take the time (and it's usually not a lot of time) to get some numbers together, I can give a better response that is more thoughtful and planned. Sometimes, it makes me question the numbers and then I can dig deeper into "the way we do things around here" and maybe come up with a better process/policy/procedure.

Data driven decision making is a smart thing to do.  You know that.  But it isn't just for the state or district-wide assessments that we do for NCLB.  It's a good habit to get into for smart administration of your school or district.    

How Do You Teach People To Treat You?

A couple of days ago, my horoscope went like this: "If relationships would automatically snap to your ideals, that would be lovely.  More likely, you'll need to train others how to treat you.  Subtlety works best.  It takes time.  Be consistent and patient."  That horoscope reminded me of when I used to watch Dr. Phil, years ago, and he would say, "You teach people how to treat you."  I'm guessing he still says it. 

As administrators, we are in many relationships with people.  Whether it is the staff in our building, the students, the parents, the community, the school board, our colleagues or our family and friends, I do believe we teach people how to treat us. Are you feeling respected?  Supported?  Heard?  If not, why not? Is there something you are doing that is teaching people it is OK to take advantage of you?  To not listen to you?  To bypass you and go above you or around you?

As leaders, people come to us to problem solve or to fix something that isn't working.  There are times when we might have to help someone see that they are teaching the people around them to treat them in a manner that isn't productive or collaborative.  I recently had this experience with a staff member who was frustrated because the staff she had trained on some procedures weren't doing what she had said and they were voicing concerns to the principal instead of to her.  As I listened to her, she used the term "control" a few times and so I asked her to think about how she might be coming across in her communication style.  She acknowledged that she was anxious about whether she was doing a good job, that she liked control and that she felt that she was being kept out of the loop on information.  I asked her if it was possible that the way she was coming across could be putting people off and not making them comfortable to approach her. She thought about it and agreed that it could be the cause.  We then talked about some strategies that might help her relax and be more conscious of how she is communicating to others.

Change is hard and telling people what you want in either a professional or personal relationship is not easy.  We tend to ignore behavior we don't like, hoping it will go away.  It typically doesn't.  Being honest and kind, both to ourselves and others, will help us get the desired behavior we want from people.  And if they can't or won't change, then we need to acknowledge that and make a decision as to whether to continue the relationship.

As administrators, we need to figure out what we want from our professional relationships and what our boundaries are.  Once we start letting people treat us poorly, the pattern is set and the longer we let it go on, the harder it is to change it.  But it can be done.  It takes practice, self-confidence and positive self-esteem.  We all want good working relationships that are respectful and responsive.  If we don't have that, we may need to start with asking ourselves the question, "What am I doing that teaches people to treat me this way?"

Workshop Week Reflections

I have been reminded again these past couple of weeks of the big responsibility this administrative position holds.  I have had a couple of staff workshops and the first staff meeting of the new school year, as I am sure many of you have had.  As I look around at the new faces, many of them first and second year teachers, it hits me that they are looking to me as their leader to guide them through this school year. No, that's not a news flash for me nor did I just wake up from a coma and realize where I am.  It's just that after a summer of thinking and planning about the new school year, the reality sinks in as the time has arrived and the new teachers are sitting in front of me.

Since I am in an alternative school, some of these new teachers will probably leave at the end of the school year to see what a traditional school is like. I know that, so I tend not to think that they will be here for their entire career. I think in short term increments, like one year, and hope that I can build their skills and knowledge about behavior interventions, teaching strategies, alternative learners, data based decision making, formative assessments and differentiated instruction, to name a few things. I want them to end the school year with a broader knowledge base than when they came in and I am hopeful that as challenging as the year might be, they will want to continue to be educators the following fall, even if it isn't in my building.

I am reflecting on what I can do to be a better mentor and model for these teachers. This is my second year of being an administrator and although there is still a lot for me to learn, I know I want to continue to work on building relationships with these teachers and help them as much as possible.  I want to be more mindful of my time and try to get into the classrooms more.  I want to be more available to help problem solve situations with them which will in turn, benefit the students we serve. 

I am excited for the new year to begin.  I am grateful for this opportunity I have been given to work with and learn from all of the teachers in my building, whether they are new or seasoned.   

It's early in the morning as I write this and so I raise my large coffee mug to all of you out there in leadership positions as you begin a new school year. Whatever goals you have set for yourself for this year, I wish you all the best in achieving them.

To Blog or Not To Blog?

I don't have my own blog yet.  I told myself I'd get my first year as a new administrator under my belt, and then start a blog.  I am ready to begin creating one, but thought I would first ask all of you a few questions:

1. If you currently have a blog for your school/district, are you glad you started it or has it become more work than you thought?
2. Do you get feedback on your blog or does it sometimes feel like you are talking just to yourself?
3. How much time do you think you spend a week writing on your blog? Do you try to do this during your work day or is it mostly from home?
4. Do you pay for the blog service or do you use a free one?
5. What advice would you give to an administrator who is thinking about starting a blog?
6. If you don't currently have a blog, why not? What's keeping you from creating one?

I'm curious to hear from you fellow administrators out there who are juggling all the things we do in a day and also find time to blog on a regular basis on your own site. I also want to hear from you fellow administrators who choose NOT to blog and the reasons why you don't.

Thank you! 

Focus on You

I'm not certain about all school districts, but my experience has been that the end of June officially signifies the end of the school year, at least fiscally, if not also contractually.  For eleven-month administrators, the end of June can mean vacation is about to begin.  For twelve-month administrators, it can mean things might slow down a bit in July with possible time for reflection and planning along with some vacation time.

Whatever your situation is, I strongly encourage you to use your vacation time.  Really use it.  Don't just take half days here and there.  Get out of the office.  Get out of the building.  Get out of town, if you can.

I recently took a week and left town.  I went near the Boundary Waters area in northern MN to a cabin.  No access to the Internet, so I couldn't check my emails.  My cell phone worked and I did get a few work calls during the week, but that was OK.  The luxury was having complete days to do whatever I wanted.  I never used an alarm clock and I slept in as long as my body needed.  I read a complete book.  I knitted a baby blanket.  I sat on the dock and watched the sunset across the lake.  I did enough sudokus to get my fill (almost).  I napped every day.  I soaked in every minute of the week.

As a new administrator, I probably wouldn't have taken several days of vacation since there is so much to do and learn.  But my contract says that I have to use my vacation days within 18 months, or I lose them.  When I was hired and my contract was created, I was told that this is a stressful job (!) and the board wanted me to use the vacation days to recharge.  I'm glad they did it that way.  I needed this vacation more than I realized.

Whether you've just completed your first year of administration or have been doing this awhile, I hope you focus on yourself during this next month of summer and really take some time off.  You deserve it.  And you probably need it.  So, go for it!  What do you have to lose?  A few stress lines?   

   

May 29

I'm up before the alarm goes off and I'm drinking my morning coffee. I'm in a reflective mood. It's the last day for the students in my building. I am near the end of my first year as an administrator. Wasn't it just last month that I posted and reported that I got my first admin position? How could a year go by so fast?

I'm doing the usual reflecting. What went right? What could I have done better? What should I work on for next year? Last month I posted about having the courage to let bad teachers go. I did let some teachers go. Teachers that I did not select, but were here when I started. Teachers that I tried to guide, but didn't move. Still, I reflect about what more I could have done to help them.

I am in an K-12 alternative school. I reflect on the students who didn't stay. The ones who dropped out and I couldn't keep hooked in. I'm certain there is more I could have done there. I also reflect on the ones that I thought would drop out, but we managed to keep until the end. I need to reflect on what went right.

I also need to reflect on my life. I didn't move very far ahead on writing my doctoral dissertation, but hey, it was my first year on a new job. I need to cut back on those ten hour plus days and start writing. I did join the YMCA and I try to work out two times a week. That's a good start.

I'm going to savor this last day of student contact. I am going to look, really look, into the faces of each student I come in contact with and make a connection one last time before they leave for summer break. Plus I am having lunch with a 10 year old who earned enough points to have lunch with the principal.

It's been a good first year and I have a lot to reflect on. I am grateful for this opportunity I have been given to make a difference in the lives of young people. If you are also a first year administrator, I hope the year has been good to you and that you will also take the time to reflect. And then celebrate that you made it!! Woo-hoo!!

Do You Have the Courage to Let Bad Teachers Go?

Years ago, before starting my admin classes, I attended a workshop for aspiring administrators, I heard a superintendent speak about what it takes to be an effective administrator. One of the things she said was that it takes courage. Courage to make the tough decisions. That advice never left me and I thought of it several times this past month as I was making decisions about which teachers to keep and which teachers to let go.

Prior to becoming an administrator for the first time this year, I watched several administrators at work. Each spring, I would have discussions with them about non-tenured teachers that I had done observations on as part of my job to assist them. I was disappointed when some of them would continue to keep teachers that I thought were ineffective in the classroom and they would then become tenured. I always felt that the administrator wasn't being couragous and doing their ethical duty to the students they served by allowing a teacher to become tenured that had shown poor performance. Now that I am an administrator, I'm not saying it is an easy thing to do to release a teacher, but I am saying it is the ethical thing to do. And the couragous thing to do.

I feel strongly that this is a service profession. We are here to serve the students who come through our doors. I feel just as strongly that we owe it to those students to provide them with the best teachers we can find. I am not opposed to helping a teacher become better by creating an action plan with steps to help them improve. But they need to be willing to change and grow. I think it takes courage to let a teacher go even though you know it will be difficult to find another teacher with the proper licensure. It takes courage when you wonder if you will even find another teacher with a pulse if you work in an area that doesn't attract good teachers for a variety of reasons.

I think it takes courage to start the papertrail that is necessary for tenured teachers who are not performing adequately. I think it takes courage to stick with the papertrail and see it to the end where the teacher is released. This is not easy to do because other people will talk and accuse you of not being fair or questioning your motives and you cannot say anything because of confidentiality. So, you need to have courage.

What you also need to do is remember who you are doing this for. It's for the students who don't get a 'do-over' when they have a bad teacher and move on to the next grade in the fall. I'm sure you have seen or heard the research regarding the loss in student achievement when students have three years in a row of ineffective teachers. Here are a couple of links to some studies on teacher ineffectiveness:  (http://www.mccsc.edu/~curriculum/cumulative%20and%20residual%20effects%20of%20teachers.pdf and http://cw.mariancollege.edu/mreardon/755/document%20repository/LDH_1999.pdf

I am sure that there are many of you right now struggling with the decision of whether to release or keep a particular teacher or maybe several teachers. Have the courage to make the right decision. No one said this job was going to be easy. Have the integrity to do the right thing. Students and their parents are counting on you to do the right thing. Other teachers are counting on you to do the right thing. Fellow administrators are counting on you to do the right thing.

I was trying to find some snappy ending to this post and came across some quotes on courage. I wasn't a big John Wayne fan, but I like this one:  "Courage is being scared to death....and saddling up anyway."

Do you have the courage?

Building A Plane While In Flight

Have you ever seen this funny commercial about building a plane while in flight? Here is the link: http://www.youtube.com/watch?v=M3hge6Bx-4w  During this first year of being a new administrator, I have often said at staff meetings, "We are building a plane while in mid-air" in regards to how many things we need to fix or change within our building while the students are in it and we move forward with trying to educate them.

We are an alternative school for students K-12. I am pretty sure we are in the cradle to prison pipeline Terry Holliday talked about in his post a couple of days ago, since many of our students have probation officers and have attended the juvenile lock-up facility in our area. Many attend there on a revolving basis like a teen going to the mall. I have six and seven year olds in this building who can't make it in their home school due to behaviors that are sometimes so out of control that you are in shock and awe wondering what has happened to them in those short years of life to get them to this point.

I am trying to build a program that can capture the interest of the students to hook them into learning, contains enough rigor to be educationally challenging and meets the needs of each individual learner while dealing with behaviors, drugs and mental illness that impede their ability to learn. Oh, and did I mention many of my staff are brand new teachers who are in their first year of teaching?  Maybe it would be easier to build a plane while in flight?!?

I'm not using my assigned day to post to complain here. I am up for this challenge. I'm still young (early 50s!) and am confident I can make a difference as an administrator. I am trying to gather formative and summative assessment tools so we can assess where each student is at and use the data to make decisions (I am a product of Scott McLeod's teaching). I am trying to build positive behavior interventions into our school and programs so that we are making connections to each student and building relationships. I am trying to figure out a K-12 scope and sequence of curriculum so that we have some consistency and rigor to what we teach rather than just hand out worksheets. I am trying to incorporate technology so that we are using a variety of methods to hook kids into learning and teachers into teaching. And I am trying to mentor these new teachers so that they don't go home each day and drink heavily and wonder why the hell they ever went into education after dealing with behaviors and language that are not commonplace in most jobs, let alone from most children.

I AM building a plane while in mid-air. I'm not sure I am always in the pilot's seat, but we are moving forward. Just as building a plane takes time (let alone while in flight!), so does the work I am doing, and I need to remember that. Unfortunately, I can't ask the students to stop and wait for me to get the program built and the staff trained and the policies in place before they enter the building. It is happening while they are here. But I am sure I am not the only new (and seasoned) administrator this is happening to. Am I right?

How is your plane coming along?