EduQuote of the Week: March 26 – April 1, 2018

National Cleaning Week

Cleaning your house while your kids are still growing up is like shoveling the walk before it stops snowing.

– Phyllis Diller

Office Door Quotes 2

Teach & Serve III, No. 32 – Settle In; Don’t Settle For

Teach & Serve III, No. 32 – Settle In; Don’t Settle For

March 21, 2018

One of the best parts of this work is the cyclic nature of it. We simply must guard against giving in to the troughs in that cycle. We must remember the peaks are coming.

We must never settle for.

I have found it most difficult to explain to my friends and family who work in fields other than education what the months of February, March and April can feel like in the school setting. There is a certain malaise that I have found creeps in, a feeling wrought of early mornings in darkness followed by late evenings in darkness. A concern – unrealistic and unfounded – that the school year will never end, that we are locked in a Groundhog Day of educational proportions that will never let us go.

Rationally, we know this is untrue, but there is something about these late winter, early spring weeks that make us believe it might – just might – be.

The temptation in these months is to settle for. To settle for less than the best effort our students can give us. To settle for less than what we expect from our staffs and colleagues in terms professionalism and conduct. To settle for less than what we know we of ourselves to be capable.

We can make excuses. We can find reasons – often good and legitimate ones – for our failings and for failings of those around us. We can allow ourselves to settle for.

This is not the time to settle for but it may be the time to settle in.

Recognizing that there are segments of the year, pages on the calendar that are more promising or less promising for innovation and creativity, understanding that sometimes it is all right to look ahead and conclude that moving forward in the direction we are already heading without massive course correction is more than acceptable, settling in is an excellent decision.

The energy will return as the end of the year approaches. It ever does. The promise of summer and renewal and breaks will fire the spirit and rekindle the enthusiasm. Teachers will look ahead to the promise of what is to come and students to the next steps in their lives and everything that was old will seem new again.

The key is to never settle for, but to know when to settle in, to ride out the ebb in energy, to await the coming of renewal.

One of the best parts of this work is the cyclic nature of it. We simply must guard against giving in to the troughs in that cycle. We must remember the peaks are coming.

We must never settle for.

EduQuote of the Week: March 19 – 25, 2018

Shakespeare Week

He breathed upon dead bodies and brought them into life. Nor sequent centuries could hit Orbit and sum of Shakespeare’s wit.

– Ralph Waldo Emerson

Office Door Quotes 2

Teach & Serve III, No. 31 – Union. Now.

Teach & Serve III, No. 31 – Union. Now.

March 14, 2018

I welcome any chance to have dialogue among constituents at the school. I welcome every opportunity to discuss our shared work. I welcome all who wish to make the school a better place.

This is not a post suggesting that all faculties and staffs need to unionize, despite the title. However…

In my previous position as an administrator at a Catholic high school, periodically, talk of a faculty union would bubble up. The school I was at did not have a union, though many Catholic schools do, and discussion of it seemed to fall outside the norm of the typical way of proceeding. But, if one paid attention to when this talk surfaced, its genesis was most often tied to initiatives that were not well explained, decisions that felt capricious or moments following staff upheaval. That is to say, the talk of a union was usually motivated by some kind of challenging event in the life of the institution.

I will not suggest that I always greeted this talk with an open mind and heart, but I will not suggest that I did not. I do not actually recall, instance-by-instance, how I did respond when I was in formal leadership.

I can share how I would respond now (and I think this is how I responded back then as well).

I welcome any chance to have dialogue among constituents at the school. I welcome every opportunity to discuss our shared work. I welcome all who wish to make the school a better place.

Sometimes these conversations surface around challenging issues. So much the better. As educational leaders, we ought to seize on the moments in the lives of our schools that cause disruption. Further, if we are the cause or if something we have done ignites controversy, we should be able to discuss it, evaluate it, explain it (in as much as discretion and legitimate confidentiality allows).

When we, as educational leaders, hide from conversation about the difficult moments in the lives of our institutions, we are doing those institutions and the people who work in them a profound disservice. When we attempt to silence those who wish to engage us, we are on the way to destroying trust and rapport.

It is very hard to come back from those moments.

Do I believe all schools need some kind of faculty forum or faculty union? No, I do not. Do I fear them because of the very nature of their existence? No, I do not.

Organizations such as these can be very helpful in moving dialogue, in understanding institutional history, in providing avenues for more voices to be heard. Educational leaders who recognize and engage with organizations like this have a better chance to hear what they need to hear and lead how they need to lead. Educational leaders who fear and shut down these types of groups will, periodically, find themselves circling the wagons until the issue fades or the anger dies down or the confusion resolves.

Leaders only have so many times they can circle those wagons before they have outstayed their welcome.

EduQuote of the Week: March 12 – 18, 2018

Universal Women’s Week

Women belong in all places where decisions are being made… It shouldn’t be that women are the exception.

– Ruth Bader Ginsberg

Office Door Quotes 2

Teach & Serve III, No. 30 – Leading from Fear

Teach & Serve III, No. 30 – Leading from Fear

March 7, 2018

When we find ourselves responding too frequently from a place of fear, perhaps our most effective window as leaders has closed.

There are good places from which to lead, good places of the heart and the soul.  I am a better leader when I am rested, when I am centered, when I am in touch with myself – with my weakness and my strengths. I can be a much more effective leader when leading from a place of good will and understanding.

Likewise, I am conscious of when I am a weak leader, when my judgment is  compromised and when I make poor decisions and choices.

Typically, I am a weaker leader when I am leading from fear.

Fear comes in many shapes and sizes in our institutions. We can be afraid of parents, afraid of students and staff, afraid of change, afraid of rocking the boat we have carefully tried to keep from sinking. Recognizing about what a leader should be afraid is not the same thing as leading from fear.

Leading from fear often restrains a leader and, ostensibly, an institution, from making bold choices and from innovating. Fear holds us back.

If we stop ourselves from making challenging decisions or from empowering others because of fears of whom we might offend or the impacts our decisions may have, we must consider the relative good. Is the offense outweighed by the positive results we anticipate resulting from the decision? If we are reluctant to lead because there are informal forces which will push back against us, we must ask a similar question. If we shy away from issuing clear statements or taking stands which we believe are important for our schools or our students out of concern for the reactions these statements or stands might draw, it is likely we have not considered them well enough in the first place. If they have been thoughtfully considered, and the students or school will benefit from them being made, good leaders move forward.

Yes, there are fears to which we should respond. Yes, there are times when what concerns us must inform how we proceed. Perhaps there are even times when our fears ought to stop us in our tracks.

But not always. When we find ourselves responding too frequently from a place of fear, perhaps our most effective window as leaders has closed.

A good leader recognizes fears, analyzes them and acts.

An excellent leader understands when fear is nothing to fear.

EduQuote of the Week: March 5 – 11, 2018

Will Eisner’s Birthday

I want to point out to adults that there is a world of good material available to you now in comic form – in this medium – and learn to give it your support because the more you support it, the better the material will be as it comes out.

– Will Eisner

Office Door Quotes 2

EduQuote of the Week: February 26 – March 4, 2018

Peace Corps Week

But if the life will not be easy, it will be rich and satisfying. For every young American who participates in the Peace Corps-who works in a foreign land-will know that he or she is sharing in the great common task of bringing to man that decent way of life which is the foundation of freedom and a condition of peace.

– John F. Kennedy

Office Door Quotes 2

Teach & Serve III, No. 28 – Followership

Teach & Serve III, No. 28 – Followership

February 21, 2018

… how do we, as educational leaders, respond when those above us in the food chain make mistakes, missteps or errors? How do we react when they are not their best selves or when they handle us and situations in a manner we neither understand nor appreciate?

First, let us get this out of the way: our schools exist to serve our students. They – in a very real sense – are the bosses and they should be in charge. Not many of our organizational charts for our schools reflect that, however. Our org charts illustrate the adults who are “in charge.”

Okay. Fair enough.

When considering that, we can note that very few of us are actually the “Big Boss” or the “Head Cheese” or the “El Numero Uno Honcho” of our contexts. Schools are hierarchical systems. Typically, no matter our position as educational leaders, we answer to someone. Teachers answer to department chairs, department chairs to assistant principals, assistant principals to principals, principals answer to presidents, presidents to boards, and so on. This comes as little surprise to any of us working in schools.

It should also come as no surprise, then, that how we follow says very much about how we lead.

If we are good leaders, we expect that we will be followed. Whether we are consultative, collaborative or servant leaders – how ever we define our leadership – we anticipate that, if we are doing a good job as leaders, we will be followed. But even the best leadership cannot function in the real world without sometimes creating conflict or friction or unintended confusion. We know this. No process is perfect. No system is perfect. No leader is perfect. Not everything will go as we intended or planned.

If we are competent leaders leaning toward good leaders, we can navigate these waters and restore faith and trust. If we do a good job in that process, all will be well. Importantly, though, our followers must allow us to do a good job. The reservoir of faith and trust we have built up indicates much about how we will recover.

But so does our followership and here is the point: how do we, as educational leaders, respond when those above us in the food chain make mistakes, missteps or errors? How do we react when they are not their best selves or when they handle us and situations in a manner we neither understand nor appreciate? Do we presume their good will, listen to their explanations, give them the benefit of the doubt? Do we reflect on what has happened and consider our role in the issue? Do we seek to come to resolution, conclusion and positive outcomes? Or do we perseverate? Complain? Gossip? Vent?

As educational leaders, how we model followership may well be as important as how we lead.

EduQuote of the Week: February 19 – 25, 2018

Sisterhood and Brotherhood Week

It’s a commonly expressed and rather nice, romantic notion that we are all “sisters” and “brothers.” Let’s be real. Fact is, we might be better served to accept that we are all siblings. Siblings fight, pull each other’s hair, steal stuff, and accuse each other indiscriminately. But siblings also know the undeniable fact that they are the same blood, share the same origins, and are family.

– Vera Nazarian

Office Door Quotes 2