EduQuote of the Week | 3.18.19

When we did art with the kids, the demons would lie down.

Anne Lamott

Teach & Serve IV, No. 32 | The Learning Portion of High School

Teach & Serve IV, No. 32

The Learning Portion of High School

March 13, 2019

The time to work with our students, to learn with them, to help them become critical thinkers, to set them up for the next year, the next school, the next steps in their lives is too critical to give up.

Last year, the movie Lady Bird, written and directed by Greta Gerwig, was nominated for multiple Academy Awards and was touted as one of the best films of the year. A loving look at the life of one high schooler growing up in Sacramento, California, the movie played out as a very realistic take on the adolescent life and included many, many quotable lines.

One of my favorites was spoken by Lady Bird, the title character. As she is speaking with one of her teachers, she delivers this bon mot: “I think we’re done with the learning portion of high school.”

Lady Bird is in the last months of her senior year and her quote epitomizes that all-too common malady: the senior slide. It is a great line but here is the problem: too many of us believe it.

Too many of us give into the notion that the learning portion of high school wraps up before the seniors actually walk across whatever stage they will stroll in their caps and gowns. Further, many of us believe that the learning portion of any given year winds down sometime in the spring, weeks before the end of the school year, and we give ourselves and our students latitude to down shift, to stop working hard, to slip into vacation.

I get it.

We are tired at the end of the year. So are the students. We are ready for break and we can see it coming. We need the down time.

I get it.

But the days and hours are so precious. The time to work with our students, to learn with them, to help them become critical thinkers, to set them up for the next year, the next school, the next steps in their lives is too critical to give up.

Should we adjust our strategies as the end of the term approaches? Absolutely. Should we abandon the work of education in the final weeks of the term and give in to our lesser natures? Absolutely not.

While “we’re done with the learning portion of high school” is a great line, it is just that: a great line. As educational professionals, hopefully we hold ourselves and our students and staffs to a bit higher standard.

We should.

 

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

Teach & Serve IV, No. 29 | If You Don’t Want to Know, Don’t (But You Should Want to Know)

Teach & Serve IV, No. 29

If You Don’t Want to Know, Don’t Ask (But You Should Want to Know)

February 20, 2019

When we solicit feedback and our staff knows we will receive it openly, we have created rapport and trust.

A few years back, I was at the end of a program that I believed had come off very successfully. The participants in the professional development I had been a part of planning and offering and teaching seemed pleased and happy and I was feeling most gratified. In a capping conversation with the group, I proceeded to ask them what had worked, what they had liked and what they would take away.

Wow. They loved it. They had great things to say about the time we had spent together and the content of the program. They enjoyed the teaching and the pacing.

Feeling confident, I asked what they did not like about what we had done, assuming they would, given their positive feedback to this point, have a very difficult time thinking of anything that was not pitch perfect.

I am guessing you know where this is going.

Not only could they generate a few items (and there truly were only a few) that did not work for them, they noted one of my most favorite parts of the program and one of the pieces to which I was the most committed as one that was the least effective.

Though I attempted to hide my surprise at this element being called out as poorly pitched and poorly received, I am certain they noted my reaction because they rapidly ameliorated their complaints and the conversation ended.

This was a good lesson for me.

If you are going to ask a question, be ready to hear the answers.

I believe it is so very important to ask for feedback, both positive and negative (or constructive if that seems a more neutral term), on all aspects of our leadership and of the programs and professional development we put in front of our staffs. Without it, how do we grow?

Though the feedback for the program I have mentioned was not what I expected, I know that considering all aspects of what we were doing – all the  intended impacts and resulting impacts we could note (even as they related to my favorite part of the professional development) – made the overall program better.

And I learned something else: these teachers felt comfortable giving me this feedback. They felt they could share something with me that might be hard for me to hear. This, too, was an important take away. When we solicit feedback and our staff knows we will receive it openly, we have created rapport and trust.

If you don’t want to know, you shouldn’t ask. But if you don’t ask, you will never know.

Excellent leaders want to know. This is why they ask.

 

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

Teach & Serve IV, No. 28 | Do Not Play Chess, or Checkers for that Matter

Teach & Serve IV, No. 28

Do Not Play Chess, or Checkers for that Matter

February 13, 2019

Looking back, very little … maneuvering ever worked.

In the past, I have spent many hours (too many hours, frankly) trying to plot out my professional destiny.  These designs have sometimes been small in scope – determining how to get noticed in a faculty meeting or how to be appointed to an after-school duty I found desirable or how to get to teach the classes I want to teach or the department chair role I wanted. I often angled for these sorts of things, hoping that, if I did the right things, said the right words, acted in the right ways with the right people, I could influence outcomes in subtle and, sometimes, not so subtle ways.

I often schemed in a more grandiose fashion.

All too frequently, I attempted to play the long game, to play chess (three-dimensional chess at that!) while I thought everyone around me was playing checkers. I tried to line up the pieces in positions that would lead to being recognized and promoted, to being asked to chair think tanks and processes and committees, to being singled out as a great leader.

Looking back, very little of that maneuvering ever worked.

The reality is, I spent more time trying to find the jobs that would get me to level up in my job than simply doing a good job at my job, which is what wins us recognition in the first place.

Here’s the thing: you can try to play chess with your co-workers and bosses and colleagues all you want and you can assume they are just playing checkers. You can convince yourself that you are putting yourself in the best positions possible and you are winning the game. You can tell yourself you are smarter than the room and you are the master manipulator. Hey, go ahead and tell yourself you are winning.

Most likely, however, those around you are not even playing the game and your only opponent is yourself.

On reflection, that seems to me I spent an awful lot of wasted time – time I could have used getting better, sooner learning more about myself and being more genuine in my work and my leadership.

Game over.

Let the real work begin.