Eric C. Sheninger's Blog, page 14

Get Students into the Learning Pit

In life, I would wager that the majority of us prefer the path of least resistance. After all, this is human nature. While we avoid challenges for many reasons, our mindset often keeps us from pushing ourselves if we are comfortable where we are at or we see a more straightforward path forward. Through an inherent fear of failure, mental blocks materialize to keep us in a safe place – free from dealing with potential adversity. Now, this isn’t always the case, but we have all been here at some point. The way we think is often the byproduct resulting from years of conditioning, not being pushed, or a lack of good feedback.

As you process my thoughts above, think about your experience as a student. Were you consistently empowered to think critically and apply what you had learned in authentic ways to solve real-world problems? For me, it was relatively hit or miss. While I can rely on YouTube now to help me solve problems around the house, I still lack the confidence to tackle more significant issues and often rely on friends and family for help. Now think about the conditions where students today learn and live. The world is becoming increasingly disruptive, making it hard to predict with any sense of accuracy what the future holds. Hence the need to create the conditions in all classrooms to prepare our learners with the competencies required for success in a bold new world.

Some people might say this is easier said than done. However, if we take a critical lens to standard practices such as questions, tasks, and assessments, we increase our ability to make some shifts that could have a profound impact. In Disruptive Thinking in Our Classrooms, I included the image below of the learning pit to develop disruptive thinking, which I define as:

The ability to replace conventional ideas with innovative solutions to authentic problems.

Take a look at the embedded responses that illustrate the journey a learner takes when empowered to think disruptively. If a student can jump over the pit, then we can deduce that there is little challenge and relevant application. What this ultimately equates to are questions, tasks, and assessments that don’t challenge kids to think and apply what they are learning across multiple disciplines or to solve either real-world predictable to unpredictable problems. When all of these elements are part of a lesson or educational experience, the result is the development of cognitive flexibility in students.  

Life is hard. Living and thriving in a disruptive world can be even more challenging without the ability to think disruptively. There is no better way to teach this life-long lesson than getting kids into the learning pit for productive struggle. Preparing students for this struggle and being explicit about learning expectations in that questions, tasks, and assessments are designed to result in struggle is intentional. Being upfront with kids is vital. Otherwise, they will think the teacher is being hard on them. In the end, it is for their benefit. 

Leading When You Don't Have the Answers

There is no shortage of advice on how to lead effectively. The simple fact, though, is that the process is rarely easy. Decisions must always be made, and sometimes delegation and consensus—both powerful elements in building a positive culture—are not suitable courses of action. The bottom line is that the buck stops with the one who has the title or is in a position of authority, whether we like it or not. When it comes to leadership, the person making the final decision is often second-guessed if there is a lack of communication or things don’t go as planned. I shared the following in a blog post back in 2017:

It is difficult to adequately prepare any leader for the challenges they will face as well as the decisions that will have to be made. There are so many unique variables that just cannot be taught. It’s challenging work knowing that difficult decisions sometimes will have to be made. Leaders know that it is not the work of one person that moves an organization in a positive direction but rather the collective efforts of all. The premise of every decision and action has to be geared toward the “We” instead of “I .” It’s our experiences that help all of us to develop into better leaders, coupled with the support we get from colleagues. From experience, we learn that trying to be right all the time only makes the job exponentially harder.  

One of the most uncomfortable situations a leader can confront is when people are looking for answers on the spot and the leader doesn’t have any. This was all too common during the pandemic and will continue to persist as disruptive forces change the landscape of life and work. Throw in other societal pressures impacting education and you have one big hot mess on your hands. Let me be clear: No one has all the answers, no matter how many books they have written, keynotes delivered, or years of experience under their belt. Here are some ideas on how to lead when you don’t have the answers: 

Embrace candidness

When it comes to effective leadership, honesty and vulnerability are invaluable assets. Trust and respect are developed when a leader is candid about not having an immediate response or knowing what to do at the moment. Unless there is an emergency, be candid; it will pay off greatly down the road. 

Take time to find out

While being candid is a great start, there must be a commitment to following up with a tentative date to provide an answer. The nature of the question or problem posed will determine how much time is needed to gather the right information or develop a plan for action. Telling someone you will get back to them and then either forgetting or disregarding the challenge only points to a lack of leadership that could have negative consequences down the road. 

Develop the right questions 

While questions are more important than answers, people look to a leader to have them. However, these can be a means to an end in this case. Using inquiry can help a leader dive deeply into complex issues. These can be used for reflection or asked to the person posing the question to glean more clarity. 

Leverage what you know 

Experience might very well be your greatest asset, equipping you to solve problems or placing you on the right path to obtaining the required information. If you are unsure, admitting that you don’t have an answer at this time provides you with an opportunity to sift through accumulated knowledge and experiences. It may also allow you to provide a partial answer. 

Ask a colleague

Support networks are invaluable, and every effective leader has one readily available. There is no possible way that anyone can have enough experience to be able to answer every challenging question or solve each complex problem that comes along. Reaching out to colleagues to glean their expertise and advice will always be a sound decision. 

Lean on your PLN

While looking to colleagues for advice is great, utilizing a Personal Learning Network (PLN) provides access to countless other leaders who can provide priceless guidance when you don’t have an immediate answer. Social media tools such as Twitter, LinkedIn, and Facebook allow you to ask any question and receive responses from all over the globe. Be sure to add hashtags (#) to get even more eyes on your request for help from people you aren’t even directly connected with. If you don’t have a PLN, consider creating one today. For tips and best practices, check out this post. 

All of us need to be ok with not knowing. As a leader, admitting you don’t know is a sign of strength, not weakness. While it might be easy to ignore or attempt to come up with a response on the fly when you don’t have an answer, the risk you are taking can erode the confidence others have in you. Put time and effort into not only finding the best answer but developing relationships with those you serve. 

Transitioning to a Transformational Mindset

The concept of how one’s mindset plays a crucial role in growth and change is nothing new. However, there are different ways to look beyond just fixed vs. growth. I shared the following in Disruptive Thinking in Our Classrooms:

A mindset is an attitude, disposition, or mood with which a person approaches a situation. In short, it’s a belief that determines the decisions we make, actions that are undertaken, and how situations are handled. How we think and act can help us identify opportunities for improve­ment. Mindsets can also function as a roadblock to progress. Our nat­ural apprehension and fear associated with change inhibits our ability to pursue new ideas and implement them with fidelity. For sustainable change to take root and flourish, there must be a belief that our actions can significantly improve outcomes. The best ideas come from those who constantly push their thinking as well as the thinking of others.

In essence, it is a broad concept that can help algin to virtually any means to grow and improve. As disruption moves at a frenetic pace in our world today, it is vital to transform how we do things. The right mindset can make or break this journey. Here are some thoughts on transitioning to a transformational mindset.

Reflect daily 

Your mindset can change regularly, and this is a good thing. One of the most powerful tools any person has is the ability to reflect on not only what doesn’t go right but also everything that goes well in relation to professional practice. People who possess a transformational mindset don’t find the time to reflect; they make the time. Consistency is key.

Develop routines

While daily reflection can become one routine, it is also critical to incorporate others into the fold. Herein lies the “secret sauce” when it comes to changing behaviors that might have an adverse impact on progress. As a principal, I ensured email was checked first thing in the morning and before leaving for the day. I also made sure to draft my daily communication to staff and have this pushed out prior to first period. Since my calendar was originally my nemesis, I made it an asset where time was blocked off after every observation to immediately write it up so the post-conference could be held the next day. These and many other routines played a considerable role in developing a transformational mindset as more time was available to focus on the bigger picture.

Be future-focused

Dwelling on the past and constantly putting our eggs in the same basket over and over has the potential to hold us and others back. Focusing too much on the present can cloud our ability to prepare for the unknown. In a disruptive world where exponential change is and will always be the norm, we must have an eye on the future. A transformational mindset embraces a thought process about the future, anticipates potential obstacles, and assists with developing a tentative plan.

Go beyond your comfort zone

Comfort is the enemy of progress. Here are some thoughts I shared in the book:

An aspect of human nature is that when we are in a state of comfort, there is no real urgency to do something differently or better. These mental habits lead to the creation of comfort zones that we rarely step outside of. Why should we if everything is great, right? Or so our mind has us believe in a false dichotomy. The result is that we often then reside in a zone that is most comfortable, resulting in risk-averse behavior that impedes personal and professional progress. What typically morphs are fallbacks on some of the most dangerous phrases in any profession such as that’s the way we have always done it, or it’s always worked this way. 

A transformational mindset pushes each of us to be honest about where we are in order to get to where we need to be to move needed change forward.

Acknowledge impediments

While this might seem a bit obvious, a fixed mindset prevents us from openly acknowledging what might set us back from achieving bold goals. Our fear of failure in the face of challenges can stymie growth even more than being comfortable. Impediments will always be there and that’s a fact. The only way to move past or conquer them is to be honest about their existence.

Embrace the sparks

Motivation and inspiration come in many forms. No matter how they materialize, the result can be sparks that serve as needed catalysts for transformational change. While the “yeah buts” can invoke fear or a sense of comfort that inhibit growth a shift in focus on the “what ifs” can serve as the fuel transforming a spark into something extraordinary. Never discount even the smallest of wins, as these often have the most significant impact in the long run.

Don’t fixate on what you can’t control. Instead, put your energy and time into making tweaks to your thought process to unlock your potential and eventually those you serve or support.

3 Strategies for Impactful Communication

 “The single biggest problem in communication is the illusion that it has taken place.” - George Bernard Shaw

It is hard to deny how important communication is for any leader, no matter their profession.  In many cases, it will make or break their success.  All too often, we have seen headlines where leaders have come under fire for hiccups or missteps in their area, but it doesn’t have to be this way.  I shared the following in Digital Leadership:

You won’t find an effective leader who isn’t an effective communicator.    Leaders who effectively communicate:  listen intently, facilitate dialogue (hear, respond, add thoughts), ask questions, get to the point clearly and concisely, create an open environment for discussion, and employ a multifaceted approach.  The best communicators focus on being present, consistent, and engaged in getting the right people the right information at the right time.

When it comes to crafting a strategy, it is always critical to think about the following prior to preparing any message or interaction:

Why is this important to get across, and when?How will I convey the information?What will tell me if I have been successful?

The above questions provide an excellent foundation for effective communications.  Below are the strategies that can harness these to ensure how you communicate has an impact. 

Get the Message Across

While the above subheader might sound simple to implement in theory, the reality is that it can be a challenge at times.  While developing the message is extremely important, so is the way that it is delivered or facilitated.  By leveraging a situational approach, a leader can determine the best strategy to use that will have the most impact.  Sometimes this might be a memo or email, while other times, it can be a phone call, handwritten note, or social media post that includes text, images, videos, or links. Different situations might call for active listening or the use of non-verbal keys. The bottom line is that getting the message across requires flexibility and an openness to various means at your disposal.

Knowing your audience is also about accepting the fact that you might not be the best person to communicate the message.  Former Duke University basketball coach Mike Krzyzewski shared the following:

“Recognize that yours is not the only voice that your team wants or needs to hear, and be unselfish with your leadership.    By allowing others to lead and by using their voices, you show that you are a stronger leader.    Their voices can help you increase your team’s attention-span window and can often convey a message that resonates in a way that could never have come from the leader.”

Understand Your Audience

Just because you prefer a specific means of communication or technique doesn’t infer that your stakeholders do as well.  The same can be true about the information that you feel is valuable to convey.  I shared the following in Digital Leadership:

Just as teachers differentiate for a variety of learning styles in the classroom, it is important for schools to differentiate their communication efforts if we want true stakeholder partnerships between home, school, and the greater community.    For school leaders, communication and community relations have been identified as one of the nine most important skills to master (Hoyle, English, & Steffy, 1998).

Your audience is comprised of different demographics and age groups.  In the digital age, a multifaceted approach that meets stakeholders where they are at while engaging them in two-way communication is actively embraced.  Popular tools such as Snapchat and Tik Tok are just as valuable, if not more so than Twitter, Facebook, and Instagram.  While social media should play a massive role in engaging your audience and getting the message across, leveraging a brandED mindset and empathetic lens is invaluable as it helps you create powerful relationships through communication pathways.  You can rarely go wrong with stories that pull at different emotions.  Tech is and never will be the end all be all. 

Connect to Learning and School Culture 

Whether it is getting information out, providing feedback, or educating your stakeholders, there needs to be a compelling why, clear how, and definitive what that leads to the message resonating with your audience.  Effective leaders not only address concerns but also proudly share all that is being done to help learners succeed.  While exceptions exist, you can rarely go wrong when you frame communications around learning and a vibrant school culture. 

Impactful communication is a catalyst for meaningful change.  In the words of Dr. Michelle Mazur, “When you start communicating to change people, you leave a lasting legacy.  You profit from your impact, not in spite of it.” 

The Everlasting Influence of a Great Teacher

Over the years, I have made the point of highlighting some of the many teachers who not only had a positive impact on me as a student but also have a tremendous amount of influence on me today.  In Disruptive Thinking in Our Classrooms, the stories of Mrs. Williams (kindergarten), Mr. South (middle school science), and Dr. Hynoski (high school science) were shared.  While each in its own right had an incredible impact on me as a learner and person, it wasn’t until recently that I reconnected with Mr. Wynn, my former art teacher, on Facebook.  He, by far, might have had the most significant influence on my development, and I am excited to share his story.

I attended a rural consolidated school in northwestern New Jersey for grades kindergarten through eight.  There were only two teachers per grade level, and the principal was also the superintendent.  My memory is a bit fuzzy, but I believe we only had one art teacher, Mr. Wynn.  This meant my classmates, and I were able to have him as a teacher multiple times over the years.  He was also the soccer, baseball, and softball coach.  I am not sure why we didn’t have baseball at the school even though we did at the recreational level.  Like many of the most influential teachers, Mr. Wynn was involved in as many things as possible that had an impact on kids.

To say that he is a gifted artist is putting it modestly.  All one has to do is see his personal artwork that he shares routinely on Facebook.  Once we connected in this space, it brought back so many powerful memories through the powerful pieces he shares.   Each image has served as a reminder of sorts.  In my mind, I was not a good artist and struggled even to draw a coherent stick figure.  However, Mr. Wynn was never negative and always provided positive feedback on my work while motivating me to make improvements.  I absolutely loved anything to do with ceramics and watercolors.  His class was one that I looked forward to not just every year but also every day.  

There are many attributes that Mr. Wynn possessed that made him a great teacher.  I believe these are shared by all who have an everlasting influence on a student’s past, present, and future.  These teachers:

Build relationshipsAre empatheticCareProvide meaningful feedbackFind the goodChallenge learnersAre enthusiasticModel expectations

While I am always in awe of what Mr. Wynn shares on Facebook, it wasn’t until I began to prepare for my new keynote at the Model Schools Conference that his impact resonated more loudly than ever.  Matt Thouin, one of my amazing ICLE colleagues who always pushes me to be better with fantastic feedback, suggested that I weave in more personal stories to connect with my audiences.  At this point, I knew I had to incorporate the everlasting influence that Mr. Wynn has had, and continues to have, on me as a person.  As I prepared, I dreamed that I would be able to include some of the artwork that I created in class.   I knew I had at least one ceramic sculpture, but little did I know that there was a treasure trove of artifacts lying in wait in my attic.

Over the holidays, my parents drove to Texas from New Jersey and dropped off a bin of items they had kept and stored for years.  As I searched my attic with a flashlight, I came across this and, when I opened it up, realized that they had saved artwork and projects going all the way back to my kindergarten years.  Tears rushed down my face as I could not explain in words how meaningful these items were as a flood of emotions pummeled me all at once.  Almost all of the artifacts came from Mr. Wynn’s class, including a fully functional ceramic snail that holds pencils and pens.  Below you can see not only this but also many pieces of artwork created in his class.

What I learned after my trip to the attic and writing this post is that I was not as bad at art as I initially thought.  While I never aspired to be an artist, I can confidently say that Mr. Wynn helped me become the educator, father, and husband I am today.  I am also willing to bet that anyone who had him as a teacher agrees.  Thank you, Mr. Wynn, for your commitment and dedication as a teacher and coach.  You, and every other great teacher who embodies those same principles, have and will continue to have an everlasting impact on students.  

Leading Difficult Personalities

While there are many challenging aspects when it comes to leadership, one that typically rises to the top is dealing with difficult personalities.  As the saying goes, it’s typically the 1% that gives you 99% of the problems.  Some people might take offense to the previous statement.  Still, if you read it carefully, it sends a powerful message that most people possess a personality that is open to aspects we hold dear, such as collaboration, communication, innovation, and other elements essential for change.  The reality, though, is that some personalities represent an entrenched mindset that is fixed.  While this can be frustrating, we must remember that they are people.  John Kenworthy provides an important reminder:

Yes, they come in all shapes and sizes, races, genders, and from all backgrounds, and they share two things in common: The first important thing they all have in common is that they are all “people”.  We are dealing here with human beings.  And we know from neuroscience that human beings share very much more in common in what drives them and causes these behaviors.  The second thing they have in common is you.  If you’re reading or listening to this, then you have one or more people in your life whom you find difficult, and you want to know how to lead them or simply deal with them.

Difficult personalities can represent energy vampires where all your time, patience, and resources are sucked out trying to deal with them.  The key is to separate the personality from the person as a way to unearth what the underlying problem might be.  Below are some ideas that can help you tackle these challenges constructively. 

Identify the cause of the issue(s)

There is always a trigger or reason for a problematic personality.  Whatever that might be, discovering the root cause is essential to proactively address the situation so that it doesn’t further impact the culture of your school or district.  Try employing an empathetic lens, as difficult as this might be, to try to uncover the cause of the problem. 

Keep Your Cool

While this is often easier said than done, allowing the difficult personality to get the best of you can have a domino effect that negatively impacts the rest of your staff.  Begin by staying calm and avoid getting defensive.  Listen as opposed to reacting as this process will take time.  Preparing for any conversation before communicating with a difficult personality is also an excellent practice.  If possible, do this in a private setting face-to-face.  In the event that the meeting begins to veer out of control, table it for another time.  

Leverage supports 

After identifying the issue and having a direct conversation with the person who possesses a difficult personality, it is crucial to know when and how to leverage available supports to ameliorate the situation.  Seek out perspectives from unbiased colleagues, reach out to other leaders for advice, or research how other fields address these same issues.  Asking for help is a sign of strength, not weakness.  In the end, the simple task of leveraging supports can be the best tool you have to fix the issue. 

Understand when enough is enough 

While the best course of action is to treat people fairly and with respect as a means to root out the difficult personality, the fact remains that this might not work.  At this point, you might need to refer the issue to your respective boss or use the contract for disciplinary purposes.  As a principal, this was the worst part of my job, but in some instances, it was unavoidable. 

Dealing with difficult personalities doesn’t just fall on administrators.  All educators, at some point, find themselves in a situation where issues with colleagues have to be resolved as they represent a challenge to the overall culture.  The same advice above can be leveraged so that the energy vampires don’t succeed.  While not easy or comfortable, dealing with difficult personalities is all of our responsibility. 

The Significance of Small Wins

Is there such a thing as a “small” win?  I think we can challenge this notion as the overall impact is in the eye of the beholder. Jude King shared the following:

Small wins can be as important or even more important than the big ones.  And there are two main reasons why.  First, without the small wins, the big one likely won’t happen — we give up in disappointment and frustration before we get to the big win.  The small wins hold the key to momentum.  They infuse us with motivation to keep going.  Second, the big magical moments, that we like to savor happens infrequently.  Those big, breakthrough moments that completely takes our breathe away…there are only so much of them in one lifetime.  That’s partly why we enjoy them so much.  But the small wins are more frequent — what they lack in size they make up for in numbers.

It is human nature to have a desire to “go big” or make a dramatic change at scale.  While we tend to think that this is the ultimate measure of success, the fact of the matter is that these situations are few and far between. 

The challenge then becomes what happens to motivation daily during any change process.  Research has shown that the small wins are just as important, if not more, than the big ones everyone aspires to achieve.  Below is a summary by Stephen Meyer of a study by Amabile & Kramer (2011):

Over the course of four months, researchers at Harvard conducted a study of over 200 employees at seven different companies.  The study required participants to do one simple thing each day – respond to a survey at the end of their workday.  The survey asked about the participants’ mood, motivation level and what they did at work that day.  The study resulted in over 12,000 survey responses in total, which were then analyzed by the researchers.

According to the head researcher, the type of progress that results in high motivation, engagement and positive feelings doesn’t need to be earth shattering.  In fact, it often isn’t.  “They don’t have to be big breakthroughs or huge successes… small wins can lead people to feel terrific,” she stated.

The immense value in small wins resides in the immediate impact they can have on an individual and the collective.  They also work to:

Increase motivationImprove moraleProvide autonomyLeverage available resourcesMake the most out of timeServe as a catalyst to learn from problems expeditiouslyFoster collaboration

I shared the following in Disruptive Thinking in Our Classrooms:

We must not discount even the smallest successes during both good and trying times; doing so is a simple and authentic way to build people up and maintain momentum.  Over time these small wins can morph into catalysts for more extensive change efforts.

In actuality, small wins can be huge.  Never discount their impact as they are crucial in setting the stage for bigger ones in the future.

Amabile, T. M., & Kramer, S. J. (2011). The power of small wins. Harvard Business Review, 89(5), 70-80

Moving Beyond SAMR with the Rigor Relevance Framework

While there are many different frameworks to choose from when it comes to the effective integration of technology, SAMR is typically the one that most people and schools leverage. At face value, it is relatively straightforward while conveying how the use of technology can move from enhancement to transformation. The SAMR Model has provided us with a good lens to observe firsthand the need for proper planning prior to investing large amounts of money on technology. This by no means is a perfect framework to guide the effective implementation of technology initiatives, but it does give us a good idea of what should not be taking place.

Substitution – tech acts as a direct tool substitute with no functional change

Augmentation – tech acts as a direct tool substitute with functional improvement

Modification – tech allows for significant task redesign

Redefinition – tech allows for the creation of new tasks previously inconceivable 

While I don’t outright discount the value of SAMR, it does, in my opinion, have a dramatic shortcoming. I shared the following in Uncommon Learning:

For many educators, SAMR is the preferred model often associated with technology integration. It’s a catchy model and does have some value, mainly in the form of what we shouldn’t be doing (substitution). Take a close look at the tech-centric language used in each category and ask yourself what does the SAMR model really tell you about the level of student learning? This is why I love the Rigor Relevance Framework as a means to ensure that technology is integrated effectively. It provides a common language, constitutes the lens through which to examine all aspects of a learning culture (curriculum, instruction, assessment), and helps create a culture around a shared vision. 

The value of SAMR is that it can inform you what NOT to do with technology. However, the rub, though, is that it is a bit vague when it comes to the pedagogical shifts that need to occur to improve student learning. Here is where the Rigor Relevance Framework comes into play, as there is an emphasis on what the learner is doing as opposed to the technology. It is broken down into four (4) quads:

Quadrant A (Acquisition) -  Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge. The teacher does most of the work by instructing. 

Quadrant B (Application) -  Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply appropriate knowledge to new and unpredictable situations. 

Quadrant C (Assimilation) -  Students extend and refine their acquired knowledge to automatically and routinely analyze and solve problems as well as create unique solutions. They are doing most of the work. 

Quadrant D (Adaptation) Students have the competence to think in complex ways and apply knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. They work and think. 

While there isn’t a seamless alignment, I have made an attempt to connect them both. 

(S) Substituted acquisition (A) Teachers use tech to make tasks digital or elicit low-level student responses 

(A) Applied augmentation (B) Students apply learning in relevant ways

(M) Modified assimilation (C) Students demonstrate high levels of thinking through the purposeful use of technology

(R) Adapted redefinition (D) – Students work and think to innovatively redefine what is possible

The overall goal, both with and without technology, should be to empower students to work and think. Another critical strategy is to focus on the purposeful use of technology when appropriate. Just because it is available doesn’t mean it can or will improve every lesson or project. Thus a focus on pedagogy first, technology second, if appropriate, will help ensure success, something that I emphasize extensively in Disruptive Thinking in Our Classrooms. While SAMR is a solid starting point, it is not the end all or be all. The multi-dimensional aspects of the Rigor Relevance Framework can be used to guide you in developing better questions and tasks as part of good pedagogy. In the end, this will lead to developing critical competencies to thrive in a disruptive world. 

Unlocking Brand Power

Branding in education, or brandED, is a strategic mindset of clearly highlighting what makes your classroom, school, or district unique in a way that showcases all of the great things taking place that create a positive culture.  It is all about TELLING, not “selling,” in order to build powerful relationships with all school stakeholders.  Effective branding elevates the work taking place, focusing on image, promise, and result.  We shared the following in BrandED:

PROMISE

... A compelling core connection to the value we guarantee to our community (WHY)

RESULT

...A consistent reason to believe by our stakeholders (HOW)

IMAGE

...Identity that grows awareness of the good we accomplish (WHAT)

The true power of brandED lies in the powerful learning experiences that you provide to the kids you serve.  It can be developed and sustained by focusing on the following questions:

How does our audience perceive us?What end is in mind?What channels will we use?What kinds of original thinking can we advance? How to show our value and create loyalty?

The questions above bolster and add context to a simple equation that can unlock the power of brand:

Improve the work + share and celebrate the work = brandED

Creating a connection with people is vital for all educators in today’s environment.  The power of brandED is that it can embody attributes that people will feel drawn to through compelling storytelling.  By leveraging well-crafted stories, the messaging can lead to the creation of emotional resonance in stakeholders' minds, leading to a greater understanding of and support for everything that is done to help students succeed.  By unlocking the power of brand, educators can:

Redefine the landscape by setting themselves and schools apart in a way that shows value by moving beyond a sole emphasis on tangible features such as logo, mascot, colors, and taglines.Establish a focus that helps to better manage time, resources, and the strengths of the people you serve to make perception reality. Develop and sustain enduring relationships with all stakeholders through empowering stories that lead to an identity that resonates. Motivate colleagues by paying it forward through the consistent sharing of their innovative work.Build on achieved success by continuously redefining what it takes to impact student success and achievement that results in lasting loyalty.  The key is to lead from awareness to fidelity.  Amplify all the good that takes place to develop a critical awareness.  Identify the benefits that provide and appeal to emotions.

Brand power now and in the future is undeniable.  I shared the following in Digital Leadership:

Aren’t educators always building, brokering, and sustaining relationships?  With a brandED mindset, “initiating” relationships becomes the first step.  Strategic brand is grown through mutual trust and good faith as you strategically initiate new connections.  You can grow your own professional brand personality as well as that of your insti¬tution by purposefully creating relationships that lead to school improvement.

The most critical word above is improvement.  While part of unlocking the power of brand is sharing all of the good to build priceless relationships, it is also about unearthing additional areas of growth. 

Improvement is Always Possible

We have been made to think certain things are absolute truths for most of our lives.  Take, for example, the saying that practice makes perfect.  While this sounds great in theory and can be a great motivation to pursue growth opportunities, an underlying fallacy is embedded in this message.  Take bowling, for example.  The ultimate goal of any bowler is to reach a perfect score of 300 by getting nothing but strikes.  By any standards, this is an impressive feat.  While perfection can be achieved with the right amount of practice, you would be hard pressed to find any professional bowler who scores a 300 consistently.  Hence the need to constantly practice improving performance.  

Even though there are other examples of perfection in sports, every athlete works to get better.  Hence, the message to all of us is that improving our practice is always possible, especially in the field of education.  I genuinely believe that each and every educator has an innate desire to grow, but there are often stumbling blocks along the way that delay or derail an initiative.  Time is probably the number one reason for improvement efforts becoming stifled.  While this is a legitimate challenge, we all know full well that it will materialize at some point.  Knowing this allows us to be proactive and make time to grow as opposed to finding time, which tends to be more reactive.  I shared the following back in 2014:

Let’s face the perceived fact that there will never be enough time to get everything done in any of our days.  Or is there?  Regardless of your respective role in education, time will always be your enemy.  This is where you need to focus less on finding time and more on making time to complete necessary tasks that are not only required but also ones that will allow you to grow, innovate, and develop more of a passion for your work.  Before getting to this point, you must look at how you currently utilize the time you have.  In my case, I was more of a manager as opposed to a leader.

I wrote extensively about chasing growth instead of perfection in Disruptive Thinking in Our Classrooms.  While the assent to growth leading to improvement will endure many twists and turns, there are some things educators can zero in on, which I have listed below.  

Co-plan lessons, meetings, and professional learningDe-emphasize non-essential tasks that don’t impact student learningEliminate distractions such as social media and web browsingPrioritize passions and interests related to your position or responsibilities Seek collegial support as these people know you and your culture best. Develop a Personal Learning Network (PLN) to learn anytime, anywhere, with anyone you wantOrganize your learning environment such as email, physical space, and support materials to make the most of all available timeSeek out challenging experiences that will push your practice to new levels 

Improvement is a process, not a singular event.  Growth and improvement start with honestly assessing our current reality.  There is no perfect lesson, project, classroom, school, district, teacher, or administrator.  There is, however, the opportunity to get better every day.  Hence, improvement is always a possibility no matter how much experience you have in education.