EduQuote of the Week | 3.11.19

… be radical about grace and relentless about truth and resolute about holiness…

Ann Voskamp

Teach & Serve IV, No. 31 | The Power of “I Don’t Know”

Teach & Serve IV, No. 31

The Power of “I Don’t Know”

March 6, 2019

Excellent leaders know much.

But they do not have to know everything.

I am unsure when it was decided that a leader had to be the smartest person in any room, had to have each-and-every fact at her command, had to know more than everyone else. I do not know when that became “a thing.”

In less accomplished leaders with whom I have worked, I have observed that there is an inverse proportion of expressed knowledge and actual skill . Those leaders I considered not terrific were often the ones who had to be the keepers of all knowledge. They were the ones who purported to be the authorities on every subject.

In my opinion, that is not a good look for a leader.

Leaders who acknowledge when they do not know something and who ask for help are doing more than acting from a place of humility, they are empowering others who know more than they do. They are opening dialogue. They are leaving space for creativity. They are, in their admission of needing assistance, illustrating that everyone need not be perfect and that a they are part of a team wherein each person’s knowledge and opinion is valued.

There is a lot of power in admitting “I don’t know.”

Do not misunderstand: educational leaders should be lifelong learners and should strive to continue amassing knowledge of how their school functions, of the latest educational trends, of the people with whom they work. Excellent leaders know much.

But they do not have to know everything.

 

EduQuote of the Week | 3.4.19

Once she knows how to read there’s only one thing you can teach her to believe in and that is herself.

Virginia Woolf

Teach & Serve IV, No. 30 | I Know Two Things…

Teach & Serve IV, No. 30

I Know Two Things…

February 27, 2019

I know two things: Some meetings are good; some meetings are bad, and the responsibility falls on the organizer of the meeting.

In the Barry Levinson film Wag the Dog, the wonderful William H. Macy has a number of bon mots which he delivers perfectly. Perhaps the best of these is this:  “I know two things: There is no difference between good flan and bad flan and there is no war.”

For the context of the comment, do watch the movie. It is a very good satire of media and politics and features a great cast.

I mention this quote because it reminds me I also know two things: Some meetings are good; some meetings are bad, and the responsibility falls on the organizer of the meeting.

I have written previously about meetings and their importance and I am very much in support of holding any and every meeting that needs to happen. However, the success or failure of a meeting rests, largely, upon the manner in which it is executed.

Good meetings do not just happen. They have to be planned for and they need to be run. Therefore, good meetings have chairs (not always the formal leader of the school or the department, etc.) who prepare in advance and pull the meeting together. They run the process during the meeting. They ensure all things that must happen after the meeting are handled.

In my experience, meetings go far better when participants are supplied agenda for the meeting which they must attend. It actually shocks me when I am asked to go to meeting with no agenda. In fact, I have said to those with whom I work that, except in some case of standing meetings, if I invite them to a meeting without an agenda, they should refuse to come. I am not kidding about this. Effective meetings have agenda, and those agenda are published and distributed to participants well in advance of said meeting.

The agenda lists the topics to be addressed, for sure, and also lists the people who will be engaged in each topic. Further, the agenda indicates what action will be taken in the meeting concerning each topic. Is this a topic for discussion? For decision? For brainstorming? Why is it on the agenda in the first place? Also, solid agenda list what outcome is anticipated for each issue and the amount of time allotted to them.

Finally, the meeting has published start and end times. The end time is the most critical. Good meetings end when they are scheduled to end. If items must be pushed to the next meeting, so be it. People have schedules to which they need to attend. Meetings that do not end when they are supposed to infringe on schedules and force difficult choices on participants: are they to be late to their next port-of-call or will they lose out on what happens in the portion of the meeting they miss? Putting people in position to make that kind of choice is avoided by a well-run meeting.

Once the meeting has concluded, minutes of the proceedings should be distributed as widely as possible. Everyone in the meeting should receive them and it may well be appropriate to share them with the broader community. Minutes should accurately reflect what has been said in the meeting and, likely, cannot be compiled in real time by the chair of the meeting but by a recorder. Memorializing what has been taken up in a meeting is an important part of the total process of running a good one.

Certainly, one must be flexible when creating agenda and when running a meeting. There will be exceptions to each-and-every item listed above. But, when people know in advance what they are doing in a meeting, what will be discussed, what role they play and when the meeting will wrap up and these things are adhered to more often than not, they are far more likely to come to meetings in a positive frame of mind.

I know two things: Some meetings are good; some meetings are bad, and the responsibility falls on the organizer of the meeting.

 

EduQuote of the Week | 2.25.19

Never be limited by other people’s limited imaginations.

Mae Jamison

A Journal of the First Year | Fourteen


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21 | February | 2019


It is my intention to share some reflections on the highs, the lows, the excitement, the routine, the successes, the failures and everything in between which I experience the course of the next 10 – 12 months, my first months as a full-time principal of a high school.  Writing this journal will help me grow. Reading it may make you laugh… 


I have spent the last few days thinking about mentors. I have had a great many in my life – mentors who I trust and attempt to emulate and mentors who I pay attention to because they do things so differently than I that I rarely seek to accord myself as they do. This is a kind of mentorship, too.

And, as I have settled into my role as principal of Mullen High School,  I have to admit that I am a mentor for others, that some look to me in that role. This is an interesting realization and one that I actually grapple with quite a bit.

Frankly, I have been thinking about one mentor specifically, one who changed my life in ways incalculable. One I have known for over 30 years. One of the kindest, most gentle, most affirming people I’ll ever encounter. One who shared with me his love of education in the best way imaginable: he simply lived it honestly and authentically. I have had cause to think about the impact he has made in my life in sharp relief this week because he shared with me and with my best friend (another mentor of the kind we rarely consider – the peer mentor who challenges, cajoles and loves) that he – our mentor – does not have much time life on this earth.

To say that the news shocks and wounds is an understatement and I am still processing it, still considering a world without him. I am not ready yet to acknowledge and absorb this.

But what I have been able to do this week is to consider all that he has represented in my life. All that he has done. All that he continues to do. 

In ways big and small, I can point to how he changed me, changed my path, changed my existence. This is not hyperbole. This is fact. He encouraged an early interest in writing when I was a high school student. He shared with me his love of education. His dry wit has become a part of me. His compassion a standard to attempt to reach. His peacefulness and unflappability a seemingly unattainable height. His love of others a beacon.

In football, pundits talk about coaching trees, those coaches who were influenced by other, mentor coaches and who have gone on to lead teams of their own. It would take more than two hands to count the teachers and administrators that my mentor has launched. And, by extension, it would take a supercomputer to number all the students and staff and teachers those people have touched through the years.

What a gift.

That he has made me who I am is without question. And any good I do serving the faculty and staff with whom I walk is a testament to him. Utterly.

 

EduQuote of the Week | 2.18.19

We all have dreams. In order to make dreams come into reality, it takes an awful lot of determination, dedication, self-discipline and effort.

Jesse Owens

EduQuote of the Week | 2.11.19

Hate is too great a burden to bear. It injures the hater more than it injures the hated.

Coretta Scott King

EduQuote of the Week | 2.4.19

I would teach how science works as much as I would teach what science knows. I would assert (given that essentially, everyone will learn to read) that science literacy is the most important kind of literacy they can take into the 21st century. I would undervalue grades based on knowing things and find ways to reward curiosity. In the end, it’s the people who are curious who change the world.

Neil deGrasse Tyson

EduQuote of the Week | 1.28.19

We never know which lives we influence, or when, or why.

Stephen King