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.
Sunday, April 12, 2015
Sunday, March 22, 2015
March Brings Madness
NCAA basketball and K-12 education share a common theme in March. Collegiate athletes prepare, practice, and perform all season until they turn in their resumes to a committee which determines their fate on selection Sunday. Schools across Ohio--and the country--prepare their students, give them plenty of opportunities to practice, and hope they perform well on PARCC and AIR assessments. Both systems are maddening and give plenty of expert analysts and laymen topics to discuss and debate.
Watching the coach, Ron Hunter, of Georgia State embrace his son after the loss to Xavier Saturday was heart wrenching. These young men came together to give their school and fans something for which to cheer. And for the Cinderella Story fans, they were willing and ready to jump on the bandwagon.
Students across the state took new and very controversial assessments the last few weeks. Some parents elected to opt-out of the assessments while some politicians, superintendents, and educational associations had their eyes on schools. Newspapers and media outlets were chomping at the bit to get the horror stories of school technology and testing coordinators. The House and Senate certainly isn't quietly waiting for results. They are creating bills and momentum to change the students are assessed.
As March closes and every school has formed an opinion, one thing is certain. March Madness is in full swing. Selecting a flawless bracket is just as unlikely as finding a school district without a strong opinion on assessments. Our district has MAP (Northwest Evaluation Association), PARCC, AIR, ASVAB, OGT, Encore, ACT, Compass, SAT, and PSAT assessments we give to students. This doesn't include the SLO (Student Learning Objective) data our teachers are required to capture for part of their yearly evaluation.
We alter schedules, close off use of technology, and displace classes to assess students. We pull teachers to proctor examinations and fill their positions with substitutes. We assign hours of pencil sharpening duty to our student office assistants and move pallets of exam booklets from various parts of the building. Moreover, we ask many people to donate hours outside the work week to coordinate, separate, and collect testing materials.
Whether #14 Georgia State was selected to win the championship or #1 Kentucky, it can be agreed both teams are very successful. And we cannot discredit the performance by Georgia State, even though they lost in the 3rd round. Just as our students cannot be discredited on one assessment, they have various opportunities to prove their worth. It may be their 3.5 GPA or they have 6 varsity letters. It could be their stellar performance in the musical Wizard of Oz or their Superior rating for marching band. Look for the great things our students are doing, not the one thing they working to improve. The madness will change as soon as the goals of these assessments are identified. I just hope we don't throw the baby out with the bathwater.
Watching the coach, Ron Hunter, of Georgia State embrace his son after the loss to Xavier Saturday was heart wrenching. These young men came together to give their school and fans something for which to cheer. And for the Cinderella Story fans, they were willing and ready to jump on the bandwagon.
Students across the state took new and very controversial assessments the last few weeks. Some parents elected to opt-out of the assessments while some politicians, superintendents, and educational associations had their eyes on schools. Newspapers and media outlets were chomping at the bit to get the horror stories of school technology and testing coordinators. The House and Senate certainly isn't quietly waiting for results. They are creating bills and momentum to change the students are assessed.
As March closes and every school has formed an opinion, one thing is certain. March Madness is in full swing. Selecting a flawless bracket is just as unlikely as finding a school district without a strong opinion on assessments. Our district has MAP (Northwest Evaluation Association), PARCC, AIR, ASVAB, OGT, Encore, ACT, Compass, SAT, and PSAT assessments we give to students. This doesn't include the SLO (Student Learning Objective) data our teachers are required to capture for part of their yearly evaluation.
We alter schedules, close off use of technology, and displace classes to assess students. We pull teachers to proctor examinations and fill their positions with substitutes. We assign hours of pencil sharpening duty to our student office assistants and move pallets of exam booklets from various parts of the building. Moreover, we ask many people to donate hours outside the work week to coordinate, separate, and collect testing materials.
Whether #14 Georgia State was selected to win the championship or #1 Kentucky, it can be agreed both teams are very successful. And we cannot discredit the performance by Georgia State, even though they lost in the 3rd round. Just as our students cannot be discredited on one assessment, they have various opportunities to prove their worth. It may be their 3.5 GPA or they have 6 varsity letters. It could be their stellar performance in the musical Wizard of Oz or their Superior rating for marching band. Look for the great things our students are doing, not the one thing they working to improve. The madness will change as soon as the goals of these assessments are identified. I just hope we don't throw the baby out with the bathwater.
Tuesday, March 17, 2015
Resilient Leader
As I navigate the evolving role of the principal, it is important to remain resilient. Criticism, defamation, and destructive forces will accompany any decision, mission, and/or direction. Boards change, directors change, superintendents and principals change, and so forth, and this change causes both an opportunity for new and refreshing ideas and the uncomfort of changing the course(s).
I know parents, teachers, and administrators want the best for their students and their schools. Boards want to be proud of the accomplishments and direction of the school community. Employers and colleges want students ready to solve problems and work in teams. Are you serving these expectations? Do you help support ideas in which foster the development of problems solvers, critical thinkers, and collaborators? These questions must be considered throughout the year. Furthermore, the essential questions which guide your leadership and decision making should be obvious to the students and staff in your building. Not because you tell them, but instead because you consistently use them to influence your decisions.
Remain resilient and steadfast to your core beliefs and mission. Some will try to bring you down. You are human and the criticism will impact you. "If you want to walk fast, walk alone. If you want to walk far, walk with others." - Burkina Faso. Use the people around you to make sure you are in this for the entire journey. We need you to lead and we need you to stay. Be resilient!
I know parents, teachers, and administrators want the best for their students and their schools. Boards want to be proud of the accomplishments and direction of the school community. Employers and colleges want students ready to solve problems and work in teams. Are you serving these expectations? Do you help support ideas in which foster the development of problems solvers, critical thinkers, and collaborators? These questions must be considered throughout the year. Furthermore, the essential questions which guide your leadership and decision making should be obvious to the students and staff in your building. Not because you tell them, but instead because you consistently use them to influence your decisions.
Remain resilient and steadfast to your core beliefs and mission. Some will try to bring you down. You are human and the criticism will impact you. "If you want to walk fast, walk alone. If you want to walk far, walk with others." - Burkina Faso. Use the people around you to make sure you are in this for the entire journey. We need you to lead and we need you to stay. Be resilient!
Monday, March 24, 2014
Legacy
I never set out to leave a legacy, merely impact people positively each and every day. Recently, I was asked to reflect on the legacy of my leadership. Being one to serve others, it is difficult to think of my influence on the people in which I am employed to lead. I think of the relationships I have with so many people and the structural changes we have made in our organization. It is through the numerous students I run into years after they graduate I am reminded of my leadership. Former students reminiscing about great times within the walls of the school and they never fail to ask about their favorite teachers. I'm always impressed with their level of success and maturity at such young ages.
What will people say of your legacy? Have you thought about your influence on your organization and the people within? I know I haven't given it much thought, but I will from this point forward. It will be my measure to ensure I am serving others.
What will people say of your legacy? Have you thought about your influence on your organization and the people within? I know I haven't given it much thought, but I will from this point forward. It will be my measure to ensure I am serving others.
Wednesday, November 30, 2011
Pressure Cooker
Lately, many days have felt like being in a pressure cooker. And more times than not, I feel as if I put myself in the cooker without the aid of anyone else. Being the principal of a large suburban/urban high school comes with a certain level of political pressure, social concerns, and moral conflicts. Add these to the daily struggle to make sure every student is given opportunities to grow and learn, and it is easy to see where the stress comes into play.
A few days ago I took a step back and decided I needed to relax. The rate in which I am pushing myself and others around me isn't good leadership if it is merely pushing. You have to push with purpose AND support. Trust me, I am not saying to lower your standards, but instead I suggest that a little patience and a few smiles are needed to get a school to grow and change. Now, if I can maintain this attitude and not revert back to the pressure cooker, then I think I can make some positive gains with myself and my staff. After all, it is the people in the classroom that make the biggest difference, and if they are not happy with their jobs, we all lose.
A few days ago I took a step back and decided I needed to relax. The rate in which I am pushing myself and others around me isn't good leadership if it is merely pushing. You have to push with purpose AND support. Trust me, I am not saying to lower your standards, but instead I suggest that a little patience and a few smiles are needed to get a school to grow and change. Now, if I can maintain this attitude and not revert back to the pressure cooker, then I think I can make some positive gains with myself and my staff. After all, it is the people in the classroom that make the biggest difference, and if they are not happy with their jobs, we all lose.
Tuesday, June 7, 2011
Year One Completed
Finishing the first year at the helm has been a roller coaster ride. Enjoyable, stressful, satisfying, and fun. Learning that not every question needs a response, not every situation is in need of immediate attention, and some people will never be satisfied all have been the valuable gains made by myself and the administrative team.
Getting into administration early seemed to be regrettable. I felt as if I wasn't seasoned enough to handle the various situations which occur, and my inexperience would manifest itself with irrational decisions. However, I found a way to use it to my advantage and turned a seemingly disadvantage into a benefit.
My advice to a first year administrator or first year principal would be:
Getting into administration early seemed to be regrettable. I felt as if I wasn't seasoned enough to handle the various situations which occur, and my inexperience would manifest itself with irrational decisions. However, I found a way to use it to my advantage and turned a seemingly disadvantage into a benefit.
My advice to a first year administrator or first year principal would be:
- Time is precious and your friend. There isn't enough of it, but since time flies be sure to use it when a tough decision is needed. Don't think the answer needs to be immediate. Pause!
- Find a sounding board. Befriend someone and use them to be the pulse of the school. Ask them to take off the friend hat and put on the critical friend hat. They will steer you right.
- Building problems. Most were there well before you and took time to become a problem and will take time to improve. Don't rush a solution, give it time to work and monitor it for effectiveness.
- Find your best programs, classes, etc. When you are down go visit them, it is therapeutic.
Monday, January 31, 2011
Are We Responsible For Grades?
The last few days our administrative team has met with the the 9th grade academy teachers. We discussed the use of intervention, scheduling, and semester grades. Much of the time was spent on the resources that are being allocated to the freshmen, and the expected results.
Grade distributions were given to teachers based on their students' grades, the grade in relation to the team, the grades in relation to the subject area, and the grades in relation to the 9th grade class. Grades are an obvious way to measure the success of a program. It is equivalent to grading the football team based on wins-loses. But, is there such a thing a quality loss? If students continue to fail, but are referred to the office less frequently, then can it be deemed that the 9th grade academy is successful?
Students are not motivated and don't come to school. This is why they fail. However, students are not motivated to do worksheets and listen to talk, and as a result don't come to school. Right? I think our students are smarter now and traditional teaching methods are ineffective. The "I talk and you listen" model cannot hold the attention of a digital native. The are used to watching television, listen to a mp3 player, and posting on facebook all at the same time. What is the value of listening to a lecture, when the topic can be googled in a millisecond? They can search a lesson on YouTube and have it delivered right to their computer.
I don't have all the answers, but I do know that creating one (1) lesson plan for six (6) classes isn't effective. Now, we must create six (6) lesson plan for (1) class in order to ensure that all students are engaged and learning. This puts a lot of pressure on the teacher to be knowledgeable and skillful in content and pedagogy.
Grade distributions were given to teachers based on their students' grades, the grade in relation to the team, the grades in relation to the subject area, and the grades in relation to the 9th grade class. Grades are an obvious way to measure the success of a program. It is equivalent to grading the football team based on wins-loses. But, is there such a thing a quality loss? If students continue to fail, but are referred to the office less frequently, then can it be deemed that the 9th grade academy is successful?
Students are not motivated and don't come to school. This is why they fail. However, students are not motivated to do worksheets and listen to talk, and as a result don't come to school. Right? I think our students are smarter now and traditional teaching methods are ineffective. The "I talk and you listen" model cannot hold the attention of a digital native. The are used to watching television, listen to a mp3 player, and posting on facebook all at the same time. What is the value of listening to a lecture, when the topic can be googled in a millisecond? They can search a lesson on YouTube and have it delivered right to their computer.
I don't have all the answers, but I do know that creating one (1) lesson plan for six (6) classes isn't effective. Now, we must create six (6) lesson plan for (1) class in order to ensure that all students are engaged and learning. This puts a lot of pressure on the teacher to be knowledgeable and skillful in content and pedagogy.
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