The Simplicity of Track Meets

My oldest daughter is a high school freshman and youngest daughter is in 7th grade. Both are track student-athletes and we are into our 3rd year of watching track meets. I am learning more about the structure--although I have to ask my wife to remind me the order of events nearly every meet. Now, I haven't looked up the evolution of the track structure, but I bet it involved coaches getting together and discussing how they can maximize the effectiveness of
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.

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.

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.

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.

Don't Take it Personally

Principals (school leaders) can do themselves favors by taking criticism in context.  It comes in two sizes, constructive and crude.  When investing in a school, it is easy to take criticism personally and reacting in a non-constructive manner.  Long days, consistent analysis of procedures, and proper supervision of students, teachers, and activities are aspects all school leaders perform for their community and district.  This investment should matter, but for some it is easy to take shots at the school leader's decisions.  Don't let your commitment to student learning be impacted with this type of criticism.  Your students deserve your unwavering focus on their achievement.  Change the criticism into constructive opportunities, if the nay-sayer allows it.  If not, then the solution isn't a priority for them.

Failures and constructive criticism are opportunities to promote dialogue with your school stakeholders.  Gathering students, teachers, parents, and community leaders to focus on solutions--which again, must align to student success.  Recently, I listened to Angie Adrean, principal at Worthington Kilbourne High School, tackle issues involving negative posts on social media.  The criticism of her students, teachers, and school didn't sit well with her, nor her students.  They met and devised a plan to promote the students and school, and continually monitor social media and educate students to use it positively.

Remember, you cannot fix everything in a year...or five years.  Pick 1-2 goals and focus.  Don't let the clutter and noise keep you from reaching these goals.  To keep yourself accountable, share your goals with your assistant principals, teachers, parents, mentor(s), etc.  It is a healthy practice to know your goals, promote your goals, and keep them centered around your core beliefs.  The armchair quarterback will always second guess your decisions, stay true to your purpose!

Leading Leaders

If the principal is not training a successor, they are doing a disservice to the school and district.  Moreover, he/she is not allowing the assistant principals or teacher leaders to grow and achieve.  Many leaders are called upon to take opportunities causing some of these positions to be short-term (2-3 years) stops for these individuals.  This makes it critically important to train them quickly and shortening the learning curve.  The principal should maximize the effectiveness of their leaders by placing them in areas of strength.  Identification begins in the interview process and should be discussed during the summer leading up to start of school.

Tips to help the principal with training (or learning as an assistant):

1.  The principal should know their professional vision

• This will assist you when planning your team's responsibilities.  Reflect on your strengths and identify your areas of improvement.  Decide if you assistant can fill this gap and be supportive and clear in your expectations.

2.  Equally distribute the difficult work

• It isn't a good idea to take all of the hard items to protect your assistant(s).  It isn't a good idea to give them all of the hard items.  Be fair to yourself and your assistant(s).

3.  Failure is necessary for growth

• Be aware your assistant(s) will fail.  Focus on the intention of the work and only address it if the intention isn't aligned to the mission and vision you set for the school.  If the intentions behind the failure were aligned, recognize this verbally and coach them through the decision-making process.

4.  Check in weekly

• You will check in more frequently than weekly, but it is purposeful and not presumptuous.  Their work is not your work and your work is not their work.  Check in with them to see if you can support them.  Do not use this check in to be critical of them.  The are not purposefully doing it wrong or different, they are doing it the best they know how.  

Spring Break Creates Learning Time

I, like many educators, look for breaks to recharge the batteries and reflect about recent events and decisions.  It is an opportunity to grow and learn without the constraints of the daily operations.  This break allowed me to do two things.  First, I committed to exercising every morning with my wife, Donita.  We went to the gym at 5:30am.  Secondly, this allowed me to listen to various podcasts and TED talks while I exercised.  I cannot describe how great if felt emotionally and physically by mid-week.  Dave Ramsey's EntreLeadership podcasts speak to entrepreneurs and small business owners, but the simplicity of the message easily transferred to education and general leadership.

Here was my podcast menu this past week:

TED Radio Hour - Brand Over Brain
EntreLeadership - Developing Culture, Why Good Leaders Ask Great Questions, How to Make Your Company Healthy and Wealthy, Put Your Strengths to Work, & The Art of Asking

Now, I have several ingredients for finishing the year and I started preparing the recipe for short-term and long-term success.  It is critical everyone in the organization knows the purpose and focus of Groveport Madison High School.  I challenged myself to connect with my leaders within the building.  I plan to informally ask them what they are working on and if I can help them.  From this I will gather information to see if our focus is aligned with our purpose.  Determining if we working on the things that matter and propel us to reach our mission.

This year the theme of most staff meetings and newsletters has included defining our own success.  Declaring our mission and measuring our work towards it.  Our team is committed to designing opportunities at the high school to prepare students for success beyond graduation.  We are creating internship and work study programs, career exploration courses, and courses to assist students with college admissions.  Finally, we are developing a cluster of courses assisting students with interests in law, teaching, nursing, business, IT, and more.  I need to ensure the work in the building is aligned to the these structural changes.

In closing, I aim to refine my work to make it simplistic and use the power of asking questions and forming (or in some cases repairing) relationships to guide our school to a buffet of courses for students to consume.