The Worthington Kilbourne High School football coach, Vince Trombetti, invited me to speak to the team before their game Friday night. As the principal of the high school, I think about leadership constantly. And, to put it mildly, there are many things to lead in a high school and in a football program. Coach Trombetti leads a program devoted to the development of young men. He must lead practices, off-season workouts, team management, a dozen assistant coaches, and the list goes on. He and I both have a similar need in our positions. We both need talented leaders.
Coach Trombetti needs his players to step up and lead their peers. Leaders to get on one another when they are not focused or they may not be hustling from drill to drill. They need to pick one another up after they are knocked down, both figuratively and literally. But most importantly, he needs leaders to set the tone from the first whistle. They need to be mentally and physically prepared for all obstacles and barriers in the way of their success.
Likewise, I need teachers to step up and lead their peers. Teacher leaders need to provide advice, mentoring, and instructional coaching. They must set the tone at every meeting, each Monday morning, and in the classroom in front of their students. They need to pick one another up after a tough day, and like Coach's players, they need to be physically and mentally prepared for all obstacles and barriers in the way of their students' successes.
How do we cultivate a culture that will create a team of leaders? And, when do we do it?
First, we need to be explicit with those under our leadership. They need to know the desired outcomes, the work that it will take to get to those outcomes, and we need to stress the importance of leaders stepping up to help carry the load.
Second, we need to meet the leaders at the point of their abilities. We cannot hope they lead the way we see it. We need to recognize their abilities and inabilities and help put them in situations in which they can win. We wouldn't ask someone to speak in front of the staff if they were not ready, but we may work up to that to help develop their leadership.
Finally, we need to give continual feedback. In football, it happens physically in every drill and down every Friday night. Coaches follow up with film and give mental feedback after a practice or game. In education, we need to provide opportunities for teachers to lead and follow up with them after a PD session or department meeting.
When should this happen? Why not now?
Friday, August 31, 2018
Tuesday, August 21, 2018
It Starts From Day One
We welcomed 1300 students to Worthington Kilbourne High School last week. The students were anxious to get to see one another, wear their new clothes, and test out their new school supplies. What isn't as clear to all of them is the need to start the first day with positive habits. First impressions are important along with setting an example for participation, promptness, and accountability. Education is very unique in the sense that everyone gets to start with a clean slate. Their story hasn't been written this school year and they get to be the authors. Their habits and behaviors start counting from day one.
How do you ensure the students are getting off to a great start? Are their things the adults in the building can do to help young adolescents? Certainly. Here are a few things the faculty and staff can do to help:
How do you ensure the students are getting off to a great start? Are their things the adults in the building can do to help young adolescents? Certainly. Here are a few things the faculty and staff can do to help:
- Provide positive reinforcement from the first day for the small things, like
- Being on time
- Having their materials
- Participating in class
- Turning in their work
- Provide examples and non-examples of expectations, like
- What does academic integrity mean in your school/class
- What does being on time mean in your school/class
- What does collaboration and group work mean in this school/class
- Practice routines, like
- Where and when should assignments be turned in
- How to ensure all voices are heard and respected in this school/class
- What do transitions look like and how long should they take
- How does a student ask for help
We hope you get off to a great start, as well. Good luck this school year.
Sunday, April 30, 2017
Why PD and Diets Fail
Each year districts across the country offer professional development at the beginning of the school year. Often, the professional presenters and former practitioners come into districts and offer perspectives and strategies to get teachers ready to tackle the year with optimism. The central administrations put this PD plan in motion towards the end of the previous school year and is likely related to the issues facing the schools, teachers, and students. Teachers are recharged from their time away while reading books, traveling, and connecting with their families. Everyone walks into the convocation with excitement and you can feel it.
Similarly, each year many people decide enough is enough and they contemplate a diet to get back into shape and to live a healthier lifestyle. This is equally met with optimism and a trip to the grocery store to purchase healthy foods and snacks. Water bottles are chosen over soft drinks and almonds over Almond Joys.
Where does the excitement and optimism go and why don't these things stick for the longterm? Let me offer perspective.
A good plan, a critical coach, and multiple personal checkpoints are needed to ensure success. Professional Development can't be thrown out to teachers with a hope that it sticks. There needs to be expectations for teachers to create plans, opportunities for them to explore these plans, and accountability for the plans to be implemented. In the case of diets, they work when a person plans. They make meals ahead of time and have them made days in advance. Measured and labeled, the containers have exact portions and calories were calculated to keep the individual on track. The person has a friend, with similar expectations, to keep them accountable. They share their vulnerable moments and lean on one another when things become difficult. They ask for advice and they are there to cheer on their accomplishments. Finally, diets work when there are multiple checkpoints; weighing in, taking measurements, logging food consumption in an app, and tracking progress in the gym.
I offer these 5 suggestions for school leaders when rolling out "one shot" PD to teachers:
1. Ensure the professional delivering the PD has the credentials and experiences to inspire and motivate your staff.
2. Ensure the PD is aligned to the goals of the district. You don't want it to contradict the vision, mission, and goals.
3. Create a plan for teachers to plan. Doing this means laying out expectations, opportunities to explore and create the plan, and accountability measures for implementation.
4. Allow teachers to pick critical friends. They know who they can rely on to give them honest feedback on the strategies expected to be used.
5. Take the message the presenter shares during the PD and create 5-6 times throughout the year when you are reminding the staff of the message. Use district newsletters, Late Start/Waiver days, and email blasts to keep the message at the forefront of the work.
Diets and PD can be successful if we want them to work. It is up to us to create the conditions to maximize success and to stop relying on hope that it sticks.
Similarly, each year many people decide enough is enough and they contemplate a diet to get back into shape and to live a healthier lifestyle. This is equally met with optimism and a trip to the grocery store to purchase healthy foods and snacks. Water bottles are chosen over soft drinks and almonds over Almond Joys.
Where does the excitement and optimism go and why don't these things stick for the longterm? Let me offer perspective.
A good plan, a critical coach, and multiple personal checkpoints are needed to ensure success. Professional Development can't be thrown out to teachers with a hope that it sticks. There needs to be expectations for teachers to create plans, opportunities for them to explore these plans, and accountability for the plans to be implemented. In the case of diets, they work when a person plans. They make meals ahead of time and have them made days in advance. Measured and labeled, the containers have exact portions and calories were calculated to keep the individual on track. The person has a friend, with similar expectations, to keep them accountable. They share their vulnerable moments and lean on one another when things become difficult. They ask for advice and they are there to cheer on their accomplishments. Finally, diets work when there are multiple checkpoints; weighing in, taking measurements, logging food consumption in an app, and tracking progress in the gym.
I offer these 5 suggestions for school leaders when rolling out "one shot" PD to teachers:
1. Ensure the professional delivering the PD has the credentials and experiences to inspire and motivate your staff.
2. Ensure the PD is aligned to the goals of the district. You don't want it to contradict the vision, mission, and goals.
3. Create a plan for teachers to plan. Doing this means laying out expectations, opportunities to explore and create the plan, and accountability measures for implementation.
4. Allow teachers to pick critical friends. They know who they can rely on to give them honest feedback on the strategies expected to be used.
5. Take the message the presenter shares during the PD and create 5-6 times throughout the year when you are reminding the staff of the message. Use district newsletters, Late Start/Waiver days, and email blasts to keep the message at the forefront of the work.
Diets and PD can be successful if we want them to work. It is up to us to create the conditions to maximize success and to stop relying on hope that it sticks.
Saturday, April 15, 2017
The Simplicity of Track Meets
their sprinters and distance runners, and everyone in between.
In schools, we do not take this approach. We don't take a simplistic approach to solving our issues and like track, the structure doesn't reasonably change. Bells ring, student move to classes, and 7 hours later the day ends. Is it because we never have laser-like focus of each of the participants in our schools? Is it overthinking or not knowing how to simplify the teaching and learning systems? We continually bring in a regional speaker for bullying, a research-based program for literacy, a web-based program to assist with grammar, and yet another computer program for math skills. Mostly, we do this in an effort to close a gap or to meet a district goal. However, the overall effect can never be narrowed to a singular approach because we have changed too many variables.
The track coaches and student-athletes know the structure and know how to warm-up and rest for each event. For example, the distance running events are spaced in such a way that the athlete has enough time to recover before performing in the next event. It is unlikely the student-athlete running the 3200m run is also running in the 100m dash. Like the hamstrings and quadriceps of a runner, the brain is a muscle as well. It can be worked and tested and trained to perform optimally. It also requires rest and oxygen. How do we take the structure of school and marry it with learning--which learning is the running in the track analogy--to maximize the effectiveness of our students?
I give these three suggestions:
1. Analyze the school day and schedule.
Are core academics spread throughout the day with encore/elective courses in between to support the various types of learning? We wouldn't want our 100m sprinter running the 200m right after his event. Also, look for other ways to ensure the school day/school year is balanced with diverse learning opportunities.
2. Analyze the school breakfast and lunch programs.
Are students feeding their brain and bodies with well-balanced meals? Don't forget to check the vending options, the school store, and the student always carrying their book bag weighed down with several pounds of candy. I've noticed the options at the concessions at track meets often include more nutritious options than the basketball and football games I've attended.
3. Review all the initiatives and programs offered to students.
Are the programs redundant or are they asking the brain to work in a manner that doesn't maximize learning? In other words, are they causing the distance runner to compete in back-to-back events. We shouldn't ask a student to go from English Language Arts to the Scholastic Read 180 program.
Remember, sometimes less means more.
Monday, April 10, 2017
Leader of Leaders
Growing assistant principals or teacher leaders is one of the most important roles of a principal. As the principal of a school, it is impossible to meet the demands of every aspect of the job. To effectively lead a building, the principal must create a team of people to share in the responsibility of the teaching and learning continuum. So, how does a principal become a leader of leaders? Here are some ideas to consider:
1. Get to know your leaders.
Understanding the staff's personal and professional goals will better equip the principal to position the team member for success. This takes two-way sharing. Don't expect the person to open up to the principal if the principal hasn't shared personal and professional information with them. Once the principal knows the strengths and weaknesses of the team members, it is the their responsibility to provide opportunities for reinforcing their strengths and refining their weaknesses.
Example: Principal Martin scheduled drop-in meetings with every teacher in the 9th grade level. She met them in their classrooms--where they are most comfortable to talk freely and share openly. Martin made note of the pictures they had on their desks and wall space. She asked about the people in the pictures and shared similar experiences of her own. She filed this information away for future use. Additionally, Martin asked the person she was meeting with where they saw themselves in 5 years. Also, she asked them what PD they would like to receive if they could learn anything they wished. She didn't forget to share her aspirations and areas in which she would like to learn more.
2. Provide growth opportunities.
The assistant principals are the doers of the building. They get the work done in order for the mission and vision to be carried out by the principal. The principal must grow these leaders by providing opportunities to stretch their capacity for leadership. Whether it is leading a discussion at a departmental meeting or rolling out the new testing requirements to the staff, the assistant principals must have multiple opportunities to build their confidence. The principal doesn't need to manufacture these opportunities, but they must be willing to relinquish control.
Example: Assistant Principal Jones is a good building manager. She understands operations, does a better than average job with student discipline, handles parents and the community well, but is still learning how curriculum is used to improve instruction. Principal Martin knows AP Jones wants to climb the administrative ladder and needs to improve in teaching and learning to meet her goals. Martin decides to put AP Jones in charge of the Social Studies department and to attend all departmental meetings. Martin knows the department is strong and has a very competent departmental lead teacher. This is a way Martin sees Jones learning from an experienced teacher. Martin asks the tandem to share the current work and challenges of the department and possible solutions to remove barriers at the next building leadership team meeting.
3. Grow the team
Inevitably, the leaders will outgrow their roles and move up the ladder. It is a mistake not expecting this to happen and not making efforts to expand the team of leaders. Every teacher interview, building professional development session, and parent-teacher conference are a few examples of the many opportunities to grow the team. While growing the assistant principals, it is equally important for the principal to be thinking about their successors and have an idea of the people within the ranks which have the abilities to fill the vacancies.
Example: Principal Martin sees leadership potential for Mr. Blair, his 5th year math teacher. Martin knows the math department chair, Mrs. Pascal is retiring in two years and believes Blair could take that role--or move into administration after a few more years of teaching. Nevertheless, Martin needs to bring Blair onto the team of leaders. When working with his assistant principal and reviewing the master schedule for the upcoming school year, she asks them to include Blair into the planning process. In particular, Martin wants Blair to research and review the various ways to include time for collaboration within the schedule.
These ideas will help the principal flatten the leadership and provide capacity and voice into the decision-making process. To be a leader of leaders, it takes a great deal of effort to grow the people to their potential.
Thursday, July 14, 2016
Advance the Ball
In a recent round of golf, I hit some bad shots. However, I was reminded when hitting a bad shot it was important to advance the ball to ensure the next shot was closer to the bottom of the cup. Much like golf, school leaders will make some great advances of the school and others not quite meeting the expectations of the leader. However, it is important these decisions to advance the school are aligned with the goals and mission of the organization. No matter the golfer's skill level, their decisions are to advance the ball to the green and eventually the cup. The school leader must do the same and when faed with decisions ensuring the next "shot" doesn't take the school away from the mission.
School leaders are faced with many hazards throughout the school year. There will be times he/she will find their location to be in a sand trap; it is bound to happen. Just remember to stay calm, focus on the next decision, and advance the ball forward.
School leaders are faced with many hazards throughout the school year. There will be times he/she will find their location to be in a sand trap; it is bound to happen. Just remember to stay calm, focus on the next decision, and advance the ball forward.
Tuesday, July 5, 2016
Supporting Economic Mobility
Are we pushing students to graduation without the skills needed to allow for positive economic mobility?
Many of the high schools around the country serving impoverished and/or diverse communities are doing so knowing a student's graduation and earned diploma are fundamental tasks of the high school. Credit recovery programs, both traditional and online, are common entities in these schools. Students feel the academic pressure to earn the credit, sometimes at the expense of learning. Completing the assignments in the credit recovery program is pushed and academic goals of completion are set. Very rarely are learning outcomes the focus of such recovery programs, but does the high school diploma allow students to enter the job market and compete for the companies paying livable wages?
Is the work being done by companies, community colleges, non-profit agencies, and high schools leading to more people earning credentials and training to allow for their earnings to be positively impacted?
Community colleges across the country are designing and supporting students in programs to prepare for jobs and careers with competitive wages. Non-profit agencies, like Goodwill Columbus, support economic mobility by providing training and skill development to those in need and are typically supported by federal and state grants. Companies in certain sectors are working with colleges and high schools to create partnerships to provide the specific training needed within their industry and ensuring jobs on the other end of the programs. Schools are designing pathways stating in 7th grade and students are put on a track to earn jobs and careers soon after graduation high school.
How do we provide an economic pull for students?
The work of the organizations mentioned above is designed to push students through school and provide a meaningful experience. However, the better way to get students through programs and support economic mobility is to pull them through. This is done by guaranteeing how paying jobs on the other end of programs. Nursing is a career where one can serve and give back, but it is also pulling students through programs because of the middle-class wages it offers. Social work is equally as admirable but doesn't offer the pull a nursing program offers. To see this, look at the difficulty finding a school nurse versus an ER nurse. The hospital pays more, thus creating an economic pull. Can we encourage other business sectors to create this pull? We can and this is how we do it...
1. Identify the skills needed to succeed in the company/sector. The default of many companies is to list a bachelor's degree as a qualification but without any specifics of how the bachelor's degree provides the assurances the skills have been obtained.
2. Design high school curriculum and/or courses specific for these companies/sectors. It should include supports for students not making the cut. To ensure economic mobility, some students will need more interventions, encouragement, and multiple opportunities to succeed.
3. Adapt programming as business needs change. The process must remain fluid and responsive or we will repeat our mistakes and students will lose out because they graduate with specific skills and no jobs because the market has changed.
Many of the high schools around the country serving impoverished and/or diverse communities are doing so knowing a student's graduation and earned diploma are fundamental tasks of the high school. Credit recovery programs, both traditional and online, are common entities in these schools. Students feel the academic pressure to earn the credit, sometimes at the expense of learning. Completing the assignments in the credit recovery program is pushed and academic goals of completion are set. Very rarely are learning outcomes the focus of such recovery programs, but does the high school diploma allow students to enter the job market and compete for the companies paying livable wages?
Is the work being done by companies, community colleges, non-profit agencies, and high schools leading to more people earning credentials and training to allow for their earnings to be positively impacted?
Community colleges across the country are designing and supporting students in programs to prepare for jobs and careers with competitive wages. Non-profit agencies, like Goodwill Columbus, support economic mobility by providing training and skill development to those in need and are typically supported by federal and state grants. Companies in certain sectors are working with colleges and high schools to create partnerships to provide the specific training needed within their industry and ensuring jobs on the other end of the programs. Schools are designing pathways stating in 7th grade and students are put on a track to earn jobs and careers soon after graduation high school.
How do we provide an economic pull for students?
The work of the organizations mentioned above is designed to push students through school and provide a meaningful experience. However, the better way to get students through programs and support economic mobility is to pull them through. This is done by guaranteeing how paying jobs on the other end of programs. Nursing is a career where one can serve and give back, but it is also pulling students through programs because of the middle-class wages it offers. Social work is equally as admirable but doesn't offer the pull a nursing program offers. To see this, look at the difficulty finding a school nurse versus an ER nurse. The hospital pays more, thus creating an economic pull. Can we encourage other business sectors to create this pull? We can and this is how we do it...
1. Identify the skills needed to succeed in the company/sector. The default of many companies is to list a bachelor's degree as a qualification but without any specifics of how the bachelor's degree provides the assurances the skills have been obtained.
2. Design high school curriculum and/or courses specific for these companies/sectors. It should include supports for students not making the cut. To ensure economic mobility, some students will need more interventions, encouragement, and multiple opportunities to succeed.
3. Adapt programming as business needs change. The process must remain fluid and responsive or we will repeat our mistakes and students will lose out because they graduate with specific skills and no jobs because the market has changed.
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