EduQuote of the Week: October 16 – 22, 2017

Teen Read Week

Either write something worth reading or do something worth writing.

– Benjamin Franklin

Office Door Quotes 2

Superheroic Leadership Vol. 1 No. 5 – Know Your Team

Superheroic Leadership Vol. I * No. 5

Know Your Team

Superheroic Leadership is a light-hearted examination of what superheroic figures have to teach about leadership and what I have learned from their adventures.


Mark Waid is a terrific comic book writer. Wickedly intelligent, possessed of an encyclopedic knowledge of the genre, abundantly talented, Waid has written almost every main character for both DC and Marvel of which casual fans would know. He has written some amazing storylines and he has contributed to the myth of many characters.

One of those characters is Batman.

Waid wrote Justice League in the late 1990s and early 2000s and he penned some terrific stories. One of those stories, Tower of Babel, added to Batman’s reputation in an immeasurably– defining the character to this day. It made such a lasting impression, it was adapted into the DC Animated Movie Justice League: Doom.

In the story, a group of villains break into the Batcave computers and discover Batman has been creating plans to take down each-and-every member of the Justice League should that ever become necessary. The villains use these highly effective plans against the League and, though the team eventually succeeds in defeating them, the heroes look at Batman differently from that moment forward.

Art for the story was provided by the terrific Howard Porter.

Batman respects his teammates. He knows their strengths and weaknesses. He knows that they might, someday, need to be confronted and challenged. Is it incredibly cold hearted that he has devised plans – in advance – of how to deal with them if they go rouge? Of course it is, but he is Batman, after all.

The leadership lesson here is not to keep files of those you lead and know how to defeat them. You are not Batman, after all.

No, the lesson is to know those with whom you work. Know their strengths. Know their weaknesses. Know that, even if they are close colleagues – and *gasp* perhaps even friends – there may come a time when you have to confront them, challenge them, disagree with them.  There may come a time when knowing your colleagues weaknesses is an important part of your leadership and as important as knowing their strengths.

When you are a leader, developing the leadership of those around you is a critical part of the work. Knowing how to help those around you grow and overcome their weaknesses is a significant leadership tool. Additionally, knowing how not to put people into situations that will defeat them – situations that are beyond their abilities – is just as important.

Know your team. Know their capabilities. Know how to put them in the best positions to succeed.

And know you are not Batman!

Teach & Serve III, No. 10 – Proceed with Caution

Teach & Serve III, No. 10

Proceed with Caution

October 11, 2017

While I may believe I never treated a student in the manner this student described, she/he felt treated negatively by me, felt I did not care, felt I was a negative force and a bad teacher.

This is a hard one.

I was in high school classrooms for almost 25 years before leaving that work for my current position. I choose the word “classrooms” intentionally as I made certain, even as I transitioned from full time teacher to full time administrator, that I was assigned at least one two semester class every year I worked in secondary education. I felt that was important in terms of keeping me grounded in the real work of the school which is, obviously, working with students.

In those almost 25 years, I am sure I worked with thousands of students. I live in a kind of ambient anxiety about running into them now because I am terrible about remembering them names which is unfortunate. I wish I could remember all the kids I had in class with me, but I simply do not have that kind of bandwidth. Many I know do and I am so impressed by them.

When I consider those years, I have only fond memories of students in my classes, fond memories of all the students whether they worked hard or not, participated well or not, got in trouble or not. I look back on that mass of kids with a smile.

I have always assumed that students who sat in the desks in my classrooms had much the same thoughts about me, if not a pleasant feeling about being in my room, then, at least, an idea that we were in something together, that I respected them and that we shared some good times. It has never occurred to me that some of those students felt as though I did not care about them, did not know them and did not value them.

No. I should write it had never occurred to me, not until last spring.

Facebook is a wonderful tool and I have really enjoyed connecting with people from my past, including students. I made it policy not to “friend” them when they were still in school, but, if they requested after graduation and I remembered who they were (because looking at their pictures always helped!), I accepted. I have had many a conversation through FB with former students and it has been a pleasure to follow their lives in this pretty limited fashion.

As it turns out, some of my former students have even read these blogs on education that I write weekly. I discovered this by seeing the infrequent “likes” they might click after a post and I found out that some are really reading these things when I received a message from a student.

The content of the message was not what I expected. Essentially, the student felt that I bullied her/him in school, that I did not care about her/him, that I made a point of sticking it to her/him. When this student was considering transferring from the school, she/he remembers many teachers trying to change his/her mind. The student is certain I did not recall her/his name.

It was a long message and a powerful one.

I remembered the student quite well. That is the reason I had accepted her/his friend request. This is a student that I would recognize if we ran into each other. This is a student of whom I had warm and fond memories.

This student did not feel the same. Situations I remembered one way, this student recalled in an almost polar opposite fashion. And, to be clear, the student’s perception is reality. While I may believe I never treated a student in the manner this student described, she/he felt treated negatively by me, felt I did not care, felt I was a negative force and a bad teacher.

There is not a thing I can do to go back and change what I did to make this student feel this way, though I very much wish there were.

The benefit of this exchange between us was for me to be more reflective looking back, for me to consider things from my former students’ perspectives and for me to take myself down from the pedestal I have placed myself upon.

The good leaders and teachers I know welcome challenging input, they solicit ways to improve, they listen to those they have hurt and they invite pointed critiques.

Then they grow.

I have grown from reading these comments. Looking forward, I am more aware of how my actions and interactions influence others. Looking back, I am more aware of how my nostalgia colors my view of the past.

These are good things. They are hard things, but good.

Leaders must be cautious when they (as I often do in these posts) pat themselves on the back. Leaders must remember that their actions are interpreted, minute-by-minute, by those with whom they journey. Leaders should never get too comfortable thinking they have it all figured out.

Leaders must proceed with caution, for they are responsible for the perceptions they create.

EduQuote of the Week: October 9 – 15, 2017

Newspaper Week

A newspaper is a public trust, and we will suffer as a society without them.

– Michael Moore

Office Door Quotes 2

Teach & Serve III, No. 9 – Who’s in Trouble?

Teach & Serve III, No. 9

Who’s in Trouble?

October 4, 2017

Give me leaders who understand this, leaders who know that the buck (and everything else) does stop with them. Give me leaders who say: “I get it. I will take it.”

In my years as an administrator, one of the teams on which I served to which I wish I could have offered more was the Student Assistance Team.

The Student Assistance Team was made up of administrators and teachers and directors. Anyone on staff could refer a student to this group. It was designed to catch students who might fall through any cracks in our program. It was designed as a place where kids could be discussed, plans could be made, help could be created. It was designed to keep kids on track socially and academically, to respond to their needs and to strengthen the overall community by assisting those who needed the most support.

It was a great work of which to be a part.

Many schools have groups such as this. All schools should have them. Schools ought to be about this. They ought to have these sorts of nets in place. They ought to have people committed to keeping their eyes on as many students as possible. They ought to know that protecting students is as important as teaching them.

Here’s the question: do we have these same kinds of supports for the adults in our buildings?

If we do not, we should think hard about developing them.

As leaders in our schools – as administrators and department chairs – part of our role in serving our staffs is knowing who needs to be served and how. Leaders must be as vigilant about the health and wellbeing of the adults in their charge as they are about the students in their charge.

This is not a lot to expect.

At the end of the equation lies the students. The operators in between the administration and the students are the teachers and staff, the adults in the building. To care about the kids is to care about those who are most closely in contact with them.

Leaders have to know who is in trouble on their staff. Beyond that, they have to try to help those who are in trouble.

When I was as assistant principal, my responsibilities revolved, primarily, around working with the faculty. Looking back, I know there was more I could have done, there were people to whom I could have been much better, colleagues I should have worked with in a far more compassionate way. However, I can say with honesty that I attempted to make it my work to know who the adults in my charge were, how they were and what they needed to be the best version of themselves.

Bringing the best version of themselves to all the did at the school made them better, the experience of the students better, the school better.

How would I ever know if a teacher needed to be non-renewed or replaced if I did not take the time to know them, to hear their perspective, to work with them? How could I advise my principal on hiring and firing if I did not try to engage and understand? How could I help if I did not know who needed help? I tried to connect because I thought it was critical to my role. I could have done better and, in many cases, wish I had, but I did understand that leadership required this of me.

Leaders who do not understand that knowing who on their staff is in trouble is as important as knowing which students might be in trouble are missing something critical.

Take care of those in need, adult and student alike. Make their lives as fulfilled as you can.

That is one of the critical roles of leadership.

EduQuote of the Week: October 2 – 8, 2017

Mental Illness Awareness Week

You, yourself, as much as anyone else deserve love and affection.

– The Buddha

Office Door Quotes 2

Superheroic Leadership Vol. 1 No. 4 – Take the Short Way Home… It’s Not the Years, It’s the Mileage

Superheroic Leadership Vol. I * No. 4

Take the Short Way Home… It’s Not the Years, It’s the Mileage

Superheroic Leadership is a light-hearted examination of what superheroic figures have to teach about leadership and what I have learned from their adventures.


Let us put this moment in context. Indiana Jones is racing against time to find the Ark of the Covenant before it can be delivered to Hitler and the Nazis. World War II is brewing. The Allies are good. Nazis are bad. There are decidedly not “some very fine people” among them.

The stakes are life and death.

The work of being a leader is rarely life and death, though it can be. Typically, leaders can arrive at decisions in reasoned and calm fashion, weighing fact and opinions, judging options, making determinations. Leaders often have time in which to lead and space from which to do it.

And those around leaders have opinions. They have suggestions. They have plans of their own, facts and theories and recommendations.

And they should. None of that is bad.

However, there are times when what surrounds decision-making, what encompasses leadership, what slows down the process is too much information, too copious opinions, too many cooks.

Sometimes a leader must simply cut through what is unimportant and superfluous.

Sometimes a leader recognizes that what is happening is distraction and needs to be stopped so a decision can be reached and action can be taken. Being decisive is not always easy. Sometimes there are costs. But leaders know when to act.

Which brings us back to Indiana Jones. World War II. Nazis. Evil.

And a leader who knows what needs to be done.

Read the following as metaphor… and cut through the red tape. Make decisions. Take action.

Teach & Serve III, No. 8 – One-on-One

Teach & Serve III, No. 8

One-on-One

September 27, 2017

She was frustrated that I had pulled her aside in public, as-it-were, that I had not scheduled a time with her to talk, that I had set her day off in a bad direction, taking a moment from her harried morning made her day all the more complicated. She asked me why I had not put something on the calendar to speak with her one-on-one.

My first role as a young and inexperienced administrator was Dean of Students (which, in the context in which I was working was Dean of Discipline) for an all-girls high school. We were a small, start-up and we all wore many hats, as it were, during the first years of the school’s existence. Our administrative team was small, so much work was more than being Dean, it crossed over into teacher supervision and other, like tasks.

I do not remember why I felt I had to ask a teacher about an issue one morning. I do not even recall what the issue was, but I think it was disciplinary – something about a student. What I remember completely is having that teacher’s name on my mind to talk to, running into her in the hallway as she was on her way to class, taking a moment or two of her time, having the conversation and going on my merry way, satisfied that I had taken care of whatever it was I felt I had to take care of.

The teacher was in my office asking for a meeting at the end of that self-same school day.

I took the meeting.

She was frustrated that I had pulled her aside in public, as-it-were, that I had not scheduled a time with her to talk, that I had set her day off in a bad direction, taking a moment from her harried morning made her day all the more complicated. She asked me why I had not put something on the calendar to speak with her one-on-one.

As I mentioned, I do not remember what the issue was, but I know that if the issue had been of the “car-on-fire” variety – something that had to be dealt with in the moment, immediately – I would recall that.

No, this was something that I thought needed to be addressed, but I addressed it when I did and how I did simply because I ran into the teacher, not with more forethought than that.

That was a mistake and one I hold on to over a decade after it happened.

There are times that we as teachers and administrators feel we must “grab” someone as we see them – in the hallway or at lunch or the like – because our days our packed and our time is limited. But we ought to limit those types of encounters inasmuch as possible. These kind of impromptu conversations and connections may help us cross items from our lists, but they leave no time for the person with whom we are speaking to consider, to prepare, to fully participate.

Yes, our schedules are full. They might even have more ports-of-call than our colleagues’ schedules do. Yes, we have much to accomplish, but so do they. Yes, we have to get things done. Our colleagues must get things done, too. We have to take all of this into account when we wish to speak with someone.

Our default should be talking to people in scheduled, one-on-one conversations. Our default should be making our schedules work with theirs. Our default should be going to their spaces, not making them come to our.s

This is not too much to ask. It is courteous. It is helpful. It is professional. Surely, as leaders, we are up to it.

EduQuote of the Week: September 25 – October 1, 2017

Active Aging Week

Children have never been very good at listening to their elders, but they have never failed to imitate them.

– James Baldwin

Office Door Quotes 2

Teach & Serve III, No. 7 – Intimidation

Teach & Serve III, No. 7

Intimidation

September 20, 2017

I do not want to follow a leader who thinks that the best way to engender loyalty is to intimidate those being led.

And I won’t.

I have written about this anecdote before, but I had cause to consider it anew this week.

When I first was hired as an administrator, I had a conversation with my uncle who, for years, had been Dean of the Math Department at a midwestern public university. He had well over 40 professors and adjuncts in his department and there was much to manage.

My uncle, a very bright, very tall man, said to me: “Sometimes, use the height.”

“What’s that?”

“Sometimes use your height.”

I am a tall man as well, taller than my uncle, actually, but I still did not take his meaning.

“When things get out of hand, if I am sitting in a meeting, I just stand up. That tends to quiet the room.”

“Ah,” I said. “Thanks.”

It sounded like a pretty good strategy to me. Rise up. Indicate displeasure. Control the room.

I do not, however, remember ever using this technique. I am sure I did.

15 years later, I wonder about it. I hate to overthink it, but it does seem to me like a move that is meant to intimidate. I am tall. I am taller than you. I exert my authority.

Okay, okay. No big deal. It is not like my uncle pounded on tables (I do not believe he did, anyway) and it is not like I ever did, either (if I did, I have conveniently blocked those times out of my memory).

This is not a bad strategy. It is not offensive. It is just fine especially if one does not find oneself standing up all the time to control a room or reset a meeting. See, I believe the only reason a strategy like that would work in the first place is because those being led respect the leader enough to care what he or she is doing, standing or sitting.

There are some leaders, though, who believe that their leadership originates from a place of power. Some who believe the only reason they are followed at all is because of the title on their lanyard, the name plate on their door, the position they hold. There are some leaders who believe their positions grant them all the authority they need to be leaders, to be called “boss,” to be in charge.

And those leaders, in my opinion, tend to rely on leadership techniques that intimidate, that divide, that defeat. Frankly, though initially those being led might be “defeated” by these tactics, it is my experience that, in the end, leading from intimidation is almost always self-defeating.

Is there a place in leadership to exert one’s authority? Of course there is. Often leaders need to. But if that is the primary mode of operation – if intimidation in leadership is seen as a useful tool, not a last resort – that is a problem.

I do not want to follow a leader who thinks that the best way to engender loyalty is to intimidate those being led.

And I won’t.

Nor will most others. For long.