Eric C. Sheninger's Blog, page 45
October 23, 2016
Together Everyone Achieves More
I am typically in an aisle seat when flying. The more I fly the more I notice how picky people are when it comes to their seats. Every now and again I get asked if I would be willing to move my seat to accommodate a family member who, for whatever reasons, were reserved elsewhere on the plane. This particular week a mother asked me if I would move to her seat a few rows in front so that she could sit with her daughter. Was this a slight inconvenience for me? I suppose it was a little bit as my carry on bag would be farther back on the plane. However, I didn’t think twice about my decision. Not only was it the right thing to do, but also if the roles were reversed I would want someone to do the same for me.
It amazes me though how often I see this same situation unfold in the opposite way. For reasons that make no sense to me, there are people who refuse to change seats. Not only do they refuse, but also they are not very respectful in the way that they respond. “I paid for this extra legroom seat so why should I give it up? I can only sit on the end seat. I will miss my connection.” Instead of embracing common courtesy, the situation morphs into a personal issue of inconvenience. The end result is sometimes a road rage reaction, but in the air.
Image credit: http://www.wisegateit.com/wp-content/...
It is a shame that we see situations like this unfold in our daily lives. Reactions like this also extend into our professional and personal relationships. It is easy to let our emotions get the better of us when we disagree on issues, ideas, methodologies, and opinions. That’s human nature for you. The problem arises though when a professional disagreement is made into a personal issue. Using the airplane seat example, it really comes down to reacting to discomfort or disagreement in a way that our treatment of others is a reflection of how we ourselves would want to be treated.
We are not in competition with one another. It is important to always remember that even though we might disagree on a professional level, this should not lead to an erosion of personal relationships. Everyone is entitled to his or her view. As human beings we are also entitled to making mistakes. It takes a secure person to not only admit his or her mistakes, but to also help others in a proactive fashion when they make their own. Treat others how you expect (and deserve) to be treated yourself both in face-to-face and online situations.
As we continue to build, nurture, and repair relationships at both professional and personal levels it is vital to always remember the good in people, no matter how difficult it might be at times. If we expect this of our students then we must expect the same for ourselves. Technology has allowed us to grow a global team of committed educators to take on the man challenges we are face with in education. Let's seize this opportunity before us. Modeling the best in humanity in both digital and non-digital spaces will help to bring about the change we all wish to see in education.
It amazes me though how often I see this same situation unfold in the opposite way. For reasons that make no sense to me, there are people who refuse to change seats. Not only do they refuse, but also they are not very respectful in the way that they respond. “I paid for this extra legroom seat so why should I give it up? I can only sit on the end seat. I will miss my connection.” Instead of embracing common courtesy, the situation morphs into a personal issue of inconvenience. The end result is sometimes a road rage reaction, but in the air.
Image credit: http://www.wisegateit.com/wp-content/...It is a shame that we see situations like this unfold in our daily lives. Reactions like this also extend into our professional and personal relationships. It is easy to let our emotions get the better of us when we disagree on issues, ideas, methodologies, and opinions. That’s human nature for you. The problem arises though when a professional disagreement is made into a personal issue. Using the airplane seat example, it really comes down to reacting to discomfort or disagreement in a way that our treatment of others is a reflection of how we ourselves would want to be treated.
"When we take things personally, it is difficult to see the good in people. Positive discourse is what humanity needs and deserves."We must resist the subconscious urge to berate and belittle others just because we don’t see eye to eye. Politics this year have become a very divisive subject for many of my friends and colleagues. I have seen countless examples of one’s views being taken personally and out of context. Verbal battles are then waged and friendships severed. Is this the type of discourse we want to model for our students? The same can be said about idea sharing on social media. The same behaviors and results listed above rear their ugly heads. There is no ownership of an idea and just because you don’t agree with someone’s position doesn’t make it right or wrong from both points of view. Yet battles ensue as to the validity and value of ideas and positions. In some cases critical dialogue occurs, but from my view this is typically the exception.
We are not in competition with one another. It is important to always remember that even though we might disagree on a professional level, this should not lead to an erosion of personal relationships. Everyone is entitled to his or her view. As human beings we are also entitled to making mistakes. It takes a secure person to not only admit his or her mistakes, but to also help others in a proactive fashion when they make their own. Treat others how you expect (and deserve) to be treated yourself both in face-to-face and online situations.
As we continue to build, nurture, and repair relationships at both professional and personal levels it is vital to always remember the good in people, no matter how difficult it might be at times. If we expect this of our students then we must expect the same for ourselves. Technology has allowed us to grow a global team of committed educators to take on the man challenges we are face with in education. Let's seize this opportunity before us. Modeling the best in humanity in both digital and non-digital spaces will help to bring about the change we all wish to see in education.
October 16, 2016
The Need for More Play in School
As I kid I loved play. Countless hours were spent building forts in the woods, creating sand castles at the beach, riding bikes, playing Atari (then Nintendo, Game Boy, Sega Genesis, etc.) or just running around for no apparent reason. Kids love play and it is a central component of their social and emotional development. Important qualities such as patience, compromise, creativity, focus, critical thinking, problem solving, determination, resilience, and resourcefulness, to name a few, are developed through play. Not only are these qualities vital to success, but they also represent elements that cannot be tested.
Image credit: dyslexickids.net
As much as I loved play I think I enjoy watching how it not only impacts, but also how important it is to my own children. In many ways my kids engage in play in unique ways based on their personalities. My son, Nick, is an avid gamer who loves Minecraft and the creative freedom it fosters. On many nights it is common to see him with his headset on collaborating and communicating with kids his age from across the country utilizing thought and strategy to create a product that matters. Like most children, he also has a passion for basketball, golf, Nerf gun battles, laser tag, going to the park, and of course playing with his sister. They love walking the neighborhood engaged in Pokemon Go. I love it when they come back and tell me how many kilometers they walked while having fun.
My daughter, Isabella, on the other hand is a ball of raw energy. She is always on the go, running around the house and outside when the Texas heat is in check. Like her brother, technology is a huge component of her play regime. Many evenings after dinner she retreats to her room to play Roblox with her best friend, Brooke, who lives in New York. She will have a computer set up for the game and then stream in Brooke Live using Facetime on her iPad Mini. They then play the game together, but laugh and converse in real-time. She is also big on creating Musical.ly’s with her friends near and far. Outside of technology she is your typical kid when it comes to play, ranging from dolls, to stuffed animals, to a variety of aquatic games in the pool.
Play has a magical effect, at times, of taking away some of the stress and pressures of life. It is in these carefree moments that kids and adults develop and enhance certain skills that will play a huge role in personal and professional development. I find myself reflecting on the seemingly endless positive impacts that play has on kids and yet it is being cut from schools across the world. Ask any young kid what was their favorite part of the school day and they will respond in no specific order – recess, gym, or art.
Our kids need and deserve more play, not less! Recess in particular is needed not just in our youngest grades, but also even through the middle and high school years. Read about why high school should be more like kindergarten and the point becomes clearer. Play has to be valued in school and its integration should be a priority if student learning and achievement are the goal. Why you ask? Research has found that play develops students in four ways: physical, cognitive, social, and emotional.
Image credit: http://www.museumofplay.org
In order to create schools that work for kids a concerted effort has to be made to break up the monotony of formal learning that places a great deal of stress on students. Structured and unstructured play should be integrated into every school schedule, regardless of the age group of the kids. Below are a few ideas:
Add more recess (kids need it and the benefits are clear)Integrate makerspaces Replace study halls with play options and open choiceIntegrate games such as chess, checkers, Trivial Pursuit, and Xbox to common areasAdd time to lunch. With a full length lunch period at my school (48 minutes) students would regularly go outside and play, visit the makespace, or play video games thanks to our BYOD initiative.Develop a play-based elective
These are just a few ideas to implement the power of play into the school day. Students should be excited to attend school and learn. By integrating more play we can begin to create a culture where more students want to learn. Once that is achieved the possibilities are endless.
Image credit: dyslexickids.netAs much as I loved play I think I enjoy watching how it not only impacts, but also how important it is to my own children. In many ways my kids engage in play in unique ways based on their personalities. My son, Nick, is an avid gamer who loves Minecraft and the creative freedom it fosters. On many nights it is common to see him with his headset on collaborating and communicating with kids his age from across the country utilizing thought and strategy to create a product that matters. Like most children, he also has a passion for basketball, golf, Nerf gun battles, laser tag, going to the park, and of course playing with his sister. They love walking the neighborhood engaged in Pokemon Go. I love it when they come back and tell me how many kilometers they walked while having fun.
My daughter, Isabella, on the other hand is a ball of raw energy. She is always on the go, running around the house and outside when the Texas heat is in check. Like her brother, technology is a huge component of her play regime. Many evenings after dinner she retreats to her room to play Roblox with her best friend, Brooke, who lives in New York. She will have a computer set up for the game and then stream in Brooke Live using Facetime on her iPad Mini. They then play the game together, but laugh and converse in real-time. She is also big on creating Musical.ly’s with her friends near and far. Outside of technology she is your typical kid when it comes to play, ranging from dolls, to stuffed animals, to a variety of aquatic games in the pool.
Play has a magical effect, at times, of taking away some of the stress and pressures of life. It is in these carefree moments that kids and adults develop and enhance certain skills that will play a huge role in personal and professional development. I find myself reflecting on the seemingly endless positive impacts that play has on kids and yet it is being cut from schools across the world. Ask any young kid what was their favorite part of the school day and they will respond in no specific order – recess, gym, or art.
Our kids need and deserve more play, not less! Recess in particular is needed not just in our youngest grades, but also even through the middle and high school years. Read about why high school should be more like kindergarten and the point becomes clearer. Play has to be valued in school and its integration should be a priority if student learning and achievement are the goal. Why you ask? Research has found that play develops students in four ways: physical, cognitive, social, and emotional.
Image credit: http://www.museumofplay.orgIn order to create schools that work for kids a concerted effort has to be made to break up the monotony of formal learning that places a great deal of stress on students. Structured and unstructured play should be integrated into every school schedule, regardless of the age group of the kids. Below are a few ideas:
Add more recess (kids need it and the benefits are clear)Integrate makerspaces Replace study halls with play options and open choiceIntegrate games such as chess, checkers, Trivial Pursuit, and Xbox to common areasAdd time to lunch. With a full length lunch period at my school (48 minutes) students would regularly go outside and play, visit the makespace, or play video games thanks to our BYOD initiative.Develop a play-based elective
These are just a few ideas to implement the power of play into the school day. Students should be excited to attend school and learn. By integrating more play we can begin to create a culture where more students want to learn. Once that is achieved the possibilities are endless.
October 9, 2016
Stop the Homework Insanity and Let Kids Be Kids
I have so many fond memories of my childhood. Growing up in a relatively rural area of Northwestern New Jersey sure had its benefits. As we returned home from school each day, my brothers and I would jump off the bus and diligently make our way about a half-mile back to our house. Once home we would peel off the backpacks, get changed, and play outside for the remainder of the day until dinner was ready. I can still remember my parents yelling into the great abyss as many times we were either deep in the woods or down by the local farm. There was homework, but is was very manageable to the point that my mom had to remind me that we actually had some during the elementary and middle years.
When not off on our adventures in the deep woods, we would be riding bikes, playing with the dog, swimming in the pool, shooting hoops, or getting into some kind of trouble. Life sure was good and relatively stress free. Things changed a bit once Atari and Nintendo took hold. Most of our time was still dedicated to outdoor play, but time was definitely allocated to playing video games on these technological wonders. On some days we couldn’t wait to get home from school to play Asteroids, Pac Man, Donkey Kong, Tecmo Bowl, and Mike Tyson’s Punch Out.
As we grew older sports began to make up a great part of our afterschool activities. Outdoor activities and video games often took a backseat to baseball, soccer, football, swimming, and basketball practice. Sports were such a huge part of our lives throughout the year. Growing up in a rural area allowed my brothers and I to participate in many sports at a high level. Part of why I believe my childhood was so great was that there was a distinct balance between school and life. From the time the bus dropped us off until when we hopped back on, the focus was on learning. Once home, however, time was relatively sacred when it came to play and spending quality time with family and friends.
The life of a child today has changed dramatically. Play both in and out of school has become a distant memory for many kids across the world. For reasons that make no sense to me, children are given obscene amounts of homework. Instead of coming home to unwind, play, and spend valuable time with family, kids are stressed out beyond belief as high-stakes homework has become the norm. Why have we veered off in this direction? There is little research to support the impact of homework on achievement for students in grades kindergarten through seven. When it is assigned it should be no more than 30 minutes. Well, ask any parent and they will tell you that the amount of time spent far exceeds this.
Image credit http://www.todaysparent.com/
I am not against homework. As a child I had homework, but it was a manageable amount that did not negatively impact social and play time. It was also not used in a high stakes way. I want both my children to reinforce what they have learned during the school day, but more importantly I want them to be kids. During my tenure as principal my district delved into the research with our students from all grade levels and changed our homework practices. Homework was still assigned, but there were time limits for each grade and it could not be used to punish students academically.
The reasons for this post are not to debate the many issues I have with homework and the lack of reliable research to support it’s use. There will always be two sides to this debate. It should be noted though that in my line of work I am able to make a pretty compelling case against current homework practices. However, I think we have to take a hard and objective look at the impact it is having on our kids. Current homework practices are making students dislike school and learning. This is a fact.
If you currently work in a school consider this. Regardless of your views on homework, please take the time to reflect on whether it is actually having a positive impact. If homework makes kids dislike school and/or learning it is obvious there is a problem. Parents also need to be proactive. So what can you do? Share this post with your child’s teacher, administrator, school, or district. Share in the comments section below why homework is not working for your child. Engage in conversations about homework balance and meaningful assignments that reinforce learning in a timely fashion. Together we need to address the gorilla in the room (homework) if student learning and success are the ultimate goal.
Below are some more resources that can move the homework conversation forward.
Another School Starts No Homework Policy Because Yes, Parents Can Change ThingsWeehawken School District's new homework policyTeacher gets rid of homework; see her message to parentsMassachusetts school saying ‘no’ to homework for upcoming yearFive good reasons why kids shouldn't have homeworkIt's time to stop the insanity for the sake of our kids.
When not off on our adventures in the deep woods, we would be riding bikes, playing with the dog, swimming in the pool, shooting hoops, or getting into some kind of trouble. Life sure was good and relatively stress free. Things changed a bit once Atari and Nintendo took hold. Most of our time was still dedicated to outdoor play, but time was definitely allocated to playing video games on these technological wonders. On some days we couldn’t wait to get home from school to play Asteroids, Pac Man, Donkey Kong, Tecmo Bowl, and Mike Tyson’s Punch Out.
As we grew older sports began to make up a great part of our afterschool activities. Outdoor activities and video games often took a backseat to baseball, soccer, football, swimming, and basketball practice. Sports were such a huge part of our lives throughout the year. Growing up in a rural area allowed my brothers and I to participate in many sports at a high level. Part of why I believe my childhood was so great was that there was a distinct balance between school and life. From the time the bus dropped us off until when we hopped back on, the focus was on learning. Once home, however, time was relatively sacred when it came to play and spending quality time with family and friends.
The life of a child today has changed dramatically. Play both in and out of school has become a distant memory for many kids across the world. For reasons that make no sense to me, children are given obscene amounts of homework. Instead of coming home to unwind, play, and spend valuable time with family, kids are stressed out beyond belief as high-stakes homework has become the norm. Why have we veered off in this direction? There is little research to support the impact of homework on achievement for students in grades kindergarten through seven. When it is assigned it should be no more than 30 minutes. Well, ask any parent and they will tell you that the amount of time spent far exceeds this.
Image credit http://www.todaysparent.com/I am not against homework. As a child I had homework, but it was a manageable amount that did not negatively impact social and play time. It was also not used in a high stakes way. I want both my children to reinforce what they have learned during the school day, but more importantly I want them to be kids. During my tenure as principal my district delved into the research with our students from all grade levels and changed our homework practices. Homework was still assigned, but there were time limits for each grade and it could not be used to punish students academically.
The reasons for this post are not to debate the many issues I have with homework and the lack of reliable research to support it’s use. There will always be two sides to this debate. It should be noted though that in my line of work I am able to make a pretty compelling case against current homework practices. However, I think we have to take a hard and objective look at the impact it is having on our kids. Current homework practices are making students dislike school and learning. This is a fact.
"If your homework practices make kids dislike school and/or learning that alone should tell you something has to change."Recently I was at an event in my community and parents were lamenting about homework. This really hit home as every night my wife battles with my kids over homework. My daughter cries and throws a fit. She sits in the car and does homework to and from cheer practice. That is her after school life in a nutshell. She completes homework for 35 minutes on the way to cheer. After 2-3 hours of cheer practice she then again works on homework for another 35 minutes on the ride home. Sometimes she has even more work once she gets home. My son just sits and stares back at us with an empty gaze. Ask any parent or child about their feelings on homework these days and you are bound to get a negative response.
If you currently work in a school consider this. Regardless of your views on homework, please take the time to reflect on whether it is actually having a positive impact. If homework makes kids dislike school and/or learning it is obvious there is a problem. Parents also need to be proactive. So what can you do? Share this post with your child’s teacher, administrator, school, or district. Share in the comments section below why homework is not working for your child. Engage in conversations about homework balance and meaningful assignments that reinforce learning in a timely fashion. Together we need to address the gorilla in the room (homework) if student learning and success are the ultimate goal.
Below are some more resources that can move the homework conversation forward.
Another School Starts No Homework Policy Because Yes, Parents Can Change ThingsWeehawken School District's new homework policyTeacher gets rid of homework; see her message to parentsMassachusetts school saying ‘no’ to homework for upcoming yearFive good reasons why kids shouldn't have homeworkIt's time to stop the insanity for the sake of our kids.
October 2, 2016
What's Hidden in You?
I really had quite the fixed mindset early on as a young school leader. Success was defined by how well I performed my daily routine. In my opinion I worked hard, but really didn’t push myself outside my comfort zone. The reason being that in my mind there were just certain things I couldn’t do…nor had to. I didn’t have the “talent”, pre-disposition, personality, or character to do certain things. Thus, I didn’t really pursue activities that might have made me a better school leader. I did what I had to do to get by, never giving any real thought to what I was truly capable of.
Professional practice had been dictated to me or so I thought. What we are capable of is really a combination of our mindset and the support or feedback we get from others. Intrinsic motivation to become better and grow in ways like never before will be all some people need, but others need a bit more guidance. I think I fell in the latter category. Our minds are often the greatest advisor that we face each day, thus it is important to constantly improve our intellectual bank and diversify our networks in order to help unlock hidden talents.
Image credit: https://media.licdn.com
For me, becoming a connected educator in early 2009 served as a catalyst for professional growth in ways that I could never have imagined. First and foremost, I improved and diversified my intellectual bank. As I developed and grew my Personal Learning Network (PLN) I learned how much I did not know. The resources, ideas, strategies, different points of view, support, and feedback that I received from people across the globe, many of which have now become good friends, pushed me to pursue transformative change. I don’t have to go into great detail on all the sustainable changes that were implemented over the course of five years as I have written extensively on the topic.
The bottom line though is that the conversations and relationships that evolved thanks to a diversified network and enhanced intellectual bank unlocked leadership qualities hidden inside me. Critical conversations now occurred both face to face and virtually. My circle of trust extended beyond the brick and mortar walls of my building as I now had access to trusted colleagues who were willing to provide advice no matter when I needed it. This was the push I had constantly been seeking during my professional career and it ultimately motivated me well beyond what I thought I could do.
Through my diversified network I met Ken Royal, one of the nicest people you will ever meet. He pushed me to extend beyond the use of Twitter to share what was going on in my school through a blog. I was very resistant, as I did not consider myself a writer. The process of writing was always a struggle for me. Needless to say he motivated and coached me on the process of blogging. Now years later I have four published books and two more on the way in 2017. By no means am I a prolific writer in my opinion. For me, writing anything beyond 300 words is an accomplishment. One that I would have never realized if it had not been for the professional relationships I formed in online spaces.
Social media, Twitter and blogging in particular, had another unintended, positive consequence. Through the sharing of our work at New Milford High School I began to receive many invitations to present on our many evidence-based change initiatives. If I was afraid to write then I was terrified to speak in public. Prior to becoming connected I could never speak in public for more than five minutes unscripted. The more I was asked to present the better I became with little scripting. This had an immediate impact in my district as I become better at articulating key messages to my stakeholders. Little did I know how this change would carry me to an entirely new career. I never realized I had a calling in public speaking and could never have imagined speaking to incredible educators across the globe.
Doubt, leading to a lack of confidence, often clouds our true abilities. Our minds are quick to revert back to safety mode when we are faced with a challenge or engaging in an innovative activity. I hope my examples above illustrate that anything can be possible. Once you are able to unlock what’s hidden inside you, you will be in a better position to help others unlock their hidden talents, skills, and passions.
Professional practice had been dictated to me or so I thought. What we are capable of is really a combination of our mindset and the support or feedback we get from others. Intrinsic motivation to become better and grow in ways like never before will be all some people need, but others need a bit more guidance. I think I fell in the latter category. Our minds are often the greatest advisor that we face each day, thus it is important to constantly improve our intellectual bank and diversify our networks in order to help unlock hidden talents.
Image credit: https://media.licdn.comFor me, becoming a connected educator in early 2009 served as a catalyst for professional growth in ways that I could never have imagined. First and foremost, I improved and diversified my intellectual bank. As I developed and grew my Personal Learning Network (PLN) I learned how much I did not know. The resources, ideas, strategies, different points of view, support, and feedback that I received from people across the globe, many of which have now become good friends, pushed me to pursue transformative change. I don’t have to go into great detail on all the sustainable changes that were implemented over the course of five years as I have written extensively on the topic.
The bottom line though is that the conversations and relationships that evolved thanks to a diversified network and enhanced intellectual bank unlocked leadership qualities hidden inside me. Critical conversations now occurred both face to face and virtually. My circle of trust extended beyond the brick and mortar walls of my building as I now had access to trusted colleagues who were willing to provide advice no matter when I needed it. This was the push I had constantly been seeking during my professional career and it ultimately motivated me well beyond what I thought I could do.
Through my diversified network I met Ken Royal, one of the nicest people you will ever meet. He pushed me to extend beyond the use of Twitter to share what was going on in my school through a blog. I was very resistant, as I did not consider myself a writer. The process of writing was always a struggle for me. Needless to say he motivated and coached me on the process of blogging. Now years later I have four published books and two more on the way in 2017. By no means am I a prolific writer in my opinion. For me, writing anything beyond 300 words is an accomplishment. One that I would have never realized if it had not been for the professional relationships I formed in online spaces.
Social media, Twitter and blogging in particular, had another unintended, positive consequence. Through the sharing of our work at New Milford High School I began to receive many invitations to present on our many evidence-based change initiatives. If I was afraid to write then I was terrified to speak in public. Prior to becoming connected I could never speak in public for more than five minutes unscripted. The more I was asked to present the better I became with little scripting. This had an immediate impact in my district as I become better at articulating key messages to my stakeholders. Little did I know how this change would carry me to an entirely new career. I never realized I had a calling in public speaking and could never have imagined speaking to incredible educators across the globe.
Doubt, leading to a lack of confidence, often clouds our true abilities. Our minds are quick to revert back to safety mode when we are faced with a challenge or engaging in an innovative activity. I hope my examples above illustrate that anything can be possible. Once you are able to unlock what’s hidden inside you, you will be in a better position to help others unlock their hidden talents, skills, and passions.
September 25, 2016
Popular vs Effective
“Effective leadership is not about speeches or being liked; leadership is defined by results not attributes.” – Peter Drucker
There is always an innate desire to be popular. Chalk this up to human nature, right or wrong. Our culture idolizes movie stars, musicians, and professional athletes. We also gravitate to those who are the most popular in their respective profession, sometimes for reasons that I will never understand. The world basically stopped and mourned when Angelina Jolie announced that she was divorcing Brad Pitt. Kim Kardashian, on a recent vacation to Mexico took over 6000 selfies and the masses ate it up. In her case social media has only increased her popularity exponentially. We can even take a look at social media numbers in general. Individuals with large followings are often placed into the popularity column, but that doesn’t necessarily mean they are effective at what they do.
Popularity means different things to different people and unfortunately can have a negative impact on the change process. The popularity bug impacted me early in my career. I really wasn't concerned much about this as a teacher, but during my first few years as an administrator it was definitely on my mind. My thought process made sense to me at least. I saw being popular with my staff as a way to overcompensate for my young age and in turn gain the respect of a veteran staff. Needless to say, all this did during those initial years was help to sustain the status quo. Nothing really changed and results were flat at best.
Image credit: https://media.licdn.com/
One of the most challenging aspects of education is the perception that popular teachers and administrators are also effective. Granted some definitely are, but in many cases popularity creates a layer that when peeled away the reality comes to light. The problem, however, lies in the fact that this layer is rarely peeled away. It becomes fixated to the point that these individuals become sacred cows and untouchable. Naysayers and antagonists use popularity strategically as a way to mask their deficiencies. It is also used to build stakeholder support for all the wrong reasons.
Leadership is about action. It is not a popularity contest. As leaders in our respective positions it is important to ensure popularity doesn’t get in the way of effectively meeting the needs of all learners, helping to promote and sustain a transformative school culture, or moving the education profession forward. We must be willing to make tough decisions and take on the resistance wherever it lies, knowing full well that these actions will diminish our popularity. Changes to grading, homework, instructional accountability, and professional learning will all start out as unpopular decisions. However, results in the form of improved learning outcomes and the ability to help schools change at scale carry more weight in the long term than popularity does.
Popularity does not necessarily make you a good teacher, administrator, or leader in the field of education. Your actions that lead to tangible results are what truly matter. By focusing on the latter you will not only become more effective, but also pretty popular in the process. Encourage others to do the same.
There is always an innate desire to be popular. Chalk this up to human nature, right or wrong. Our culture idolizes movie stars, musicians, and professional athletes. We also gravitate to those who are the most popular in their respective profession, sometimes for reasons that I will never understand. The world basically stopped and mourned when Angelina Jolie announced that she was divorcing Brad Pitt. Kim Kardashian, on a recent vacation to Mexico took over 6000 selfies and the masses ate it up. In her case social media has only increased her popularity exponentially. We can even take a look at social media numbers in general. Individuals with large followings are often placed into the popularity column, but that doesn’t necessarily mean they are effective at what they do.
Popularity means different things to different people and unfortunately can have a negative impact on the change process. The popularity bug impacted me early in my career. I really wasn't concerned much about this as a teacher, but during my first few years as an administrator it was definitely on my mind. My thought process made sense to me at least. I saw being popular with my staff as a way to overcompensate for my young age and in turn gain the respect of a veteran staff. Needless to say, all this did during those initial years was help to sustain the status quo. Nothing really changed and results were flat at best.
Image credit: https://media.licdn.com/One of the most challenging aspects of education is the perception that popular teachers and administrators are also effective. Granted some definitely are, but in many cases popularity creates a layer that when peeled away the reality comes to light. The problem, however, lies in the fact that this layer is rarely peeled away. It becomes fixated to the point that these individuals become sacred cows and untouchable. Naysayers and antagonists use popularity strategically as a way to mask their deficiencies. It is also used to build stakeholder support for all the wrong reasons.
Leadership is about action. It is not a popularity contest. As leaders in our respective positions it is important to ensure popularity doesn’t get in the way of effectively meeting the needs of all learners, helping to promote and sustain a transformative school culture, or moving the education profession forward. We must be willing to make tough decisions and take on the resistance wherever it lies, knowing full well that these actions will diminish our popularity. Changes to grading, homework, instructional accountability, and professional learning will all start out as unpopular decisions. However, results in the form of improved learning outcomes and the ability to help schools change at scale carry more weight in the long term than popularity does.
Popularity does not necessarily make you a good teacher, administrator, or leader in the field of education. Your actions that lead to tangible results are what truly matter. By focusing on the latter you will not only become more effective, but also pretty popular in the process. Encourage others to do the same.
September 18, 2016
Student Agency: Moving From Talk to Action
When I reflect back on what we were able to accomplish at New Milford High School, I am overtaken by a great sense of pride. We were able to transform the learning culture of a traditional school and in the process got results while becoming an example that others emulated. This was achieved during a time of tumultuous change as the education reform movement was just gaining steam. Even when doubt entered out minds, which it always does when change is involved, we persevered as a school community thanks to a unified vision that we could better serve our students.
In a sense, all of our major changes really started when we began involving our students in the process. This was also the reason, in my opinion, as to why change became sustainable. More often than not change is orchestrated and directed at the adult level. There is often a great deal of talk about how many changes are being spearheaded for the betterment of students, but rarely are the students themselves asked for their input or unique ideas. Schools need to work for our students, as they are our number one stakeholder and ultimate boss.
Image credit: https://andrewherrick.files.wordpress...
If we are to improve learning and ultimately school-based outcomes student agency needs to be a real element of school culture. Student agency is about empowering kids to own their learning (and school) through greater autonomy. It is driven by choice, voice, and advocacy. We learned a great deal about student agency during our school transformation. Below are a few practical tips to make student agency a reality in your classroom, school, or district:
Develop pedagogically sound learning activities with standards-aligned assessments and allow students to select the right tool for the task to demonstrate conceptual mastery Allow students to co-create rules and expectations.Provide avenues for students to provide honest feedback on school culture. I held monthly meetings with all members of school government across all grade levels giving them an open forum to provide improvement ideas. We also set up an Edmodo group to continue the conversation. The key, however, was the follow-up and implementation on some of the ideas suggested. Tools like TodaysMeet and Mentimeter can also be used to gather perception data from kids Implement portfolios as a means of authentic assessment When hiring new teachers and administrators have kids on the interview committeeAs policies that impact students are created or updated (i.e. BYOD, 1;1, grading, homework, technology purchases, space renovations, etc.) provide a forum for kids to give feedback Integrate personalized and personal learning pathways such as blended and virtualHave protocols established for students to suggest new courses and extra-curricular activitiesImplement Academies or Smaller Learning Communities (SLC’s)Let students select books for independent reading based on their interests and reading level
Image credit: Jackie Gerstein
Above are some of the ways we increase student agency. What would you add? Please share some of your ideas in the comments below.
Meaningful change must begin with active student involvement. Advocacy, choice, and voice should occur in the classroom as well as the school setting. Relevancy and value on the part of our learners are central elements to success. Let’s move away from the catchy sound bites and clichés and begin to implement real strategies that will better prepare students for an ever-changing world.
In a sense, all of our major changes really started when we began involving our students in the process. This was also the reason, in my opinion, as to why change became sustainable. More often than not change is orchestrated and directed at the adult level. There is often a great deal of talk about how many changes are being spearheaded for the betterment of students, but rarely are the students themselves asked for their input or unique ideas. Schools need to work for our students, as they are our number one stakeholder and ultimate boss.
Image credit: https://andrewherrick.files.wordpress...If we are to improve learning and ultimately school-based outcomes student agency needs to be a real element of school culture. Student agency is about empowering kids to own their learning (and school) through greater autonomy. It is driven by choice, voice, and advocacy. We learned a great deal about student agency during our school transformation. Below are a few practical tips to make student agency a reality in your classroom, school, or district:
Develop pedagogically sound learning activities with standards-aligned assessments and allow students to select the right tool for the task to demonstrate conceptual mastery Allow students to co-create rules and expectations.Provide avenues for students to provide honest feedback on school culture. I held monthly meetings with all members of school government across all grade levels giving them an open forum to provide improvement ideas. We also set up an Edmodo group to continue the conversation. The key, however, was the follow-up and implementation on some of the ideas suggested. Tools like TodaysMeet and Mentimeter can also be used to gather perception data from kids Implement portfolios as a means of authentic assessment When hiring new teachers and administrators have kids on the interview committeeAs policies that impact students are created or updated (i.e. BYOD, 1;1, grading, homework, technology purchases, space renovations, etc.) provide a forum for kids to give feedback Integrate personalized and personal learning pathways such as blended and virtualHave protocols established for students to suggest new courses and extra-curricular activitiesImplement Academies or Smaller Learning Communities (SLC’s)Let students select books for independent reading based on their interests and reading level
Image credit: Jackie GersteinAbove are some of the ways we increase student agency. What would you add? Please share some of your ideas in the comments below.
Meaningful change must begin with active student involvement. Advocacy, choice, and voice should occur in the classroom as well as the school setting. Relevancy and value on the part of our learners are central elements to success. Let’s move away from the catchy sound bites and clichés and begin to implement real strategies that will better prepare students for an ever-changing world.
September 11, 2016
Governor Christie’s Guide to Destroying a Great Education System #NJED
It breaks my heart to see what is happening in a state that I hold dear to my heart. I might now live in TX, but I was born and raised in NJ. Both of my parents were public educators; my father an elementary principal in Hackettstown and my mother an elementary teacher in Flemington. They both touched lives and impacted kids like countless other NJ educators. It takes a special person to consciously make a decision to earn less money while putting in an obscene amount of time outside the working day to help students reach their potential. Educators are, and have been, the cultivators of virtually every other profession.
My entire public education career as a teacher (Watchung Hills) and principal (New Milford) was spent in the Garden State working in a system that was, and still is, regarded as one of the best in the nation. This recognition has been validated by state-by-state data comparisons. Historically NJ is typically number one or two. Students in the state routinely outperform their peers on the SAT, ACT, and NAEP from across the country. This past year five of the top 100 public schools in America were from NJ.
Instead of celebrating and strengthening a great public education system, Governor Christie has taken a dumfounding approach with his agenda. Who in their right mind attacks, berates, chastises, and bullies people in a profession who have made the conscious decision to make less money in order to impact kids? Are there some bad teachers and administrators? Of course, just like there are bad lawyers, doctors, accountants, and politicians (hint, hint). However, just like any other profession the amount of bad educators pales in comparison to those who go above and beyond to help kids learn.
Image credit: Drew Sheneman
Let’s look at some of the ridiculous decisions Governor Christie has made to derail a great education system:
Reduced state funding for schools over the years to pay for tax cuts for his rich friends. His latest wisdom is articulated in this article: Chris Christie’s Education Plan Is Shocking: He Wants to Give to the Rich and Take From the Poor. Eliminated cost of living adjustments (COLA) for all retired educators who gave their all for kidsVetoed a mandatory school recess bill, even though research had shown how important it is to student learning.Pushed forward a few unfunded mandates (Common Core, PARCC) that have taken away precious funds from improving what really matters. Schools had to front the money for quality professional development, curriculum revision, and technology to support these mandates. Years later many states have backed away from PARCC. The once strong 26-member consortium has now dwindled to 7. For all the hoopla, PARCC has told us nothing we didn't already know from previous assessments. To make matters worse, NJ has been the only state to make this a graduation requirement in the near future.Imposed superintendent caps to drive out some of our best leaders. Many states have welcomed them with open arms and pocket books as good leaders are often worth every pennyFollowed through with a value-added system for evaluating educators, which by the way has no supporting research. He doubled down on this recently by increasing Student Growth Percentile (SGP) scores to 30% of an educator’s overall evaluation. This latest change was pushed out on Wednesday, August 31, just days before schools welcomed back students. On Monday, a few days later, Education Commissioner David Hespe resigned. A bit shady, huh? In all, the new regulations completely give up on quality teaching and simply shoot for compliance. This was most likely done because people were overburdened with paperwork, but no consideration was given as to the effect of the regulations. The entire SGP issue is a nightmare as in some cases they rely on arbitrary numbers Refused to fully fund the public pension system that he committed to in 2012 while pushing all the blame for the state’s economic woes on teachers, policemen, firemen, and other public sectors committed to the well being of all.
Instead of developing rational strategies based on sound research to support districts, schools, and educators who need the help the most, Christie has implemented a one-size-fits-all approach that goes against the tenets of good pedagogy. The NJDOE has done his bidding long enough and need to begin to push back against his destruction of public education in NJ. It would also be wise of the NJ State Board of Education to take a hard look at how their rubber stamp on Christie’s education agenda has not a shred of supporting research or evidence of success.
NJ teachers, administrators, and teachers continue to rise in the face of this adversity because that’s what professionals dedicated to kids do. Even in these challenging times, schools have risen above the negative rhetoric to innovate and focus on learning that truly matters. A few years ago I challenged Commissioner Hespe to come to my school and see what learning can and should look like. My call on social media went unanswered, but that didn't stop NJDOE representatives from calling my superintendent and asking him to get his principal (me) under control. This only strengthened my resolve.
Keep doing what’s best for kids, as you, not Governor Christie, know what it is like to actually work in a public school. You made the conscious decision to be a difference maker as opposed to making more money in another profession. Your work matters and NJ’s success on the national stage speaks for itself. Thank you for all that you do and keep making those of us fellow Garden State educators proud.
My entire public education career as a teacher (Watchung Hills) and principal (New Milford) was spent in the Garden State working in a system that was, and still is, regarded as one of the best in the nation. This recognition has been validated by state-by-state data comparisons. Historically NJ is typically number one or two. Students in the state routinely outperform their peers on the SAT, ACT, and NAEP from across the country. This past year five of the top 100 public schools in America were from NJ.
Instead of celebrating and strengthening a great public education system, Governor Christie has taken a dumfounding approach with his agenda. Who in their right mind attacks, berates, chastises, and bullies people in a profession who have made the conscious decision to make less money in order to impact kids? Are there some bad teachers and administrators? Of course, just like there are bad lawyers, doctors, accountants, and politicians (hint, hint). However, just like any other profession the amount of bad educators pales in comparison to those who go above and beyond to help kids learn.
Image credit: Drew ShenemanLet’s look at some of the ridiculous decisions Governor Christie has made to derail a great education system:
Reduced state funding for schools over the years to pay for tax cuts for his rich friends. His latest wisdom is articulated in this article: Chris Christie’s Education Plan Is Shocking: He Wants to Give to the Rich and Take From the Poor. Eliminated cost of living adjustments (COLA) for all retired educators who gave their all for kidsVetoed a mandatory school recess bill, even though research had shown how important it is to student learning.Pushed forward a few unfunded mandates (Common Core, PARCC) that have taken away precious funds from improving what really matters. Schools had to front the money for quality professional development, curriculum revision, and technology to support these mandates. Years later many states have backed away from PARCC. The once strong 26-member consortium has now dwindled to 7. For all the hoopla, PARCC has told us nothing we didn't already know from previous assessments. To make matters worse, NJ has been the only state to make this a graduation requirement in the near future.Imposed superintendent caps to drive out some of our best leaders. Many states have welcomed them with open arms and pocket books as good leaders are often worth every pennyFollowed through with a value-added system for evaluating educators, which by the way has no supporting research. He doubled down on this recently by increasing Student Growth Percentile (SGP) scores to 30% of an educator’s overall evaluation. This latest change was pushed out on Wednesday, August 31, just days before schools welcomed back students. On Monday, a few days later, Education Commissioner David Hespe resigned. A bit shady, huh? In all, the new regulations completely give up on quality teaching and simply shoot for compliance. This was most likely done because people were overburdened with paperwork, but no consideration was given as to the effect of the regulations. The entire SGP issue is a nightmare as in some cases they rely on arbitrary numbers Refused to fully fund the public pension system that he committed to in 2012 while pushing all the blame for the state’s economic woes on teachers, policemen, firemen, and other public sectors committed to the well being of all.
Instead of developing rational strategies based on sound research to support districts, schools, and educators who need the help the most, Christie has implemented a one-size-fits-all approach that goes against the tenets of good pedagogy. The NJDOE has done his bidding long enough and need to begin to push back against his destruction of public education in NJ. It would also be wise of the NJ State Board of Education to take a hard look at how their rubber stamp on Christie’s education agenda has not a shred of supporting research or evidence of success.
NJ teachers, administrators, and teachers continue to rise in the face of this adversity because that’s what professionals dedicated to kids do. Even in these challenging times, schools have risen above the negative rhetoric to innovate and focus on learning that truly matters. A few years ago I challenged Commissioner Hespe to come to my school and see what learning can and should look like. My call on social media went unanswered, but that didn't stop NJDOE representatives from calling my superintendent and asking him to get his principal (me) under control. This only strengthened my resolve.
Keep doing what’s best for kids, as you, not Governor Christie, know what it is like to actually work in a public school. You made the conscious decision to be a difference maker as opposed to making more money in another profession. Your work matters and NJ’s success on the national stage speaks for itself. Thank you for all that you do and keep making those of us fellow Garden State educators proud.
September 4, 2016
10 Strategies to Improve Instructional Leadership
I still vividly remember my early years as an assistant principal and principal. Instructional leadership was a routine part of the job along with the budget, master schedule, curriculum development, meetings, email, phone calls, and many other duties. With the evolution of social media yet another responsibility was added to my plate in the form of digital leadership. The position of school administrator really requires one to be a jack-of-all-trades and master of none. This is where many leaders fail to live up to the most important aspect of the position, which is instructional leadership.
Even though I tried, the frequency of which I observed teachers rarely extended beyond the minimal expectation. Not only was I not in classrooms enough, but also the level of feedback provided through the lens of a narrative report did very little to improve teaching and learning both in and out of the classroom. If improvement is the ultimate goal, then we as leaders need to put the most focus on elements of our job that impact student learning. Instructional leaders understand that management is a necessary evil associated with the position, but not something that should come at the expense of improving the learning culture in order to increase achievement.
Image credit: http://info.k-12leadership.org/
It is easy to just say how one should improve instructional leadership or anything else for that matter. Below I offer ten specific strategies implemented during my time as high school principal that you can begin to adopt now.
Get in Classrooms More
This seem so easy, yet is a constant struggle. Begin by increasing the amount of formal observations conducted each year and commit to a schedule to get them all done. We formally observed each one of our teachers three times a year regardless of experience. Another successful strategy is to develop an informal walk-through schedule with your leadership team. I mandated five walks a day for each member of my team and we used a color-coded Google Doc to keep track of where we visited and the specific improvement comments provided to each teacher.
Streamline Expectations and Eliminate Ineffective Practices
Begin with establishing a common vision and expectations for all teachers. We did this by using the Rigor Relevance Framework. This will provide all teachers with consistent, concrete elements to focus on when developing lessons. Get rid of the dog and pony show ritual of announced observations. If lesson plans are still collected, ask for them to demonstrate what will be done two weeks into the future. Consider less of a focus on lesson plans and more on assessment. Collect and review assessments two weeks into the future.
Improve Feedback
Provide at least one suggestion for improvement no matter how good the observation is. There is no perfect lesson. Suggestions for improvement should always contain clear, practical examples and strategies that a teacher can begin to implement immediately. Timely feedback is also essential.
Be a Scholar
Being a scholar not only helps you as a leader to improve professional practice, but it also puts you in a position to have better conversations with your teachers about their own improvement. This adds a whole new level of credibility to the post-conference. I made the point of aligning every point of critical feedback to current research. As you come across research that supports the types of effective pedagogical techniques that you wish to see in your classrooms archive it in a document that you can refer to when writing up observations. I spent each summer as principal reading, researching, curating, and adapting this for use during the school year. It not only saved me time when it came to writing up observations, but also greatly improved my relationship with my staff as the instructional leader.
Model
Don’t ask your teachers to do anything that you are not willing to do yourself. This is extremely important in terms of technology integration in the classroom and professional learning to improve practice. If a teacher is struggling with his or her assessments don't just say you need to work on building better ones. Either provide an example that you have created or co-create an assessment together.
Teach a Class
This can be accomplished regularly during the year or by co-teaching with both struggling and distinguished teachers. During my first couple of years as an administrator I taught a section of high school biology. This is leading by example at it’s best. It also provides a better context for the evolving role of the teacher in the digital age. An instructional leader who walks the walk builds better relationships with staff and in turn will be in a much better position to engage staff in conversations to improve instruction.
Grow Professionally
Attend at least one conference or workshop a year that is aligned to a major initiative or focus area in your school/district. Try to also read one education book and another related to a different field such as leadership, self-help, or business. So many powerful lessons and ideas can be gleaned once we venture outside the education silo. To compliment traditional means of professional learning, work to create or further develop a Personal Learning Network (PLN). Social media provides a 24/7 pathway to ideas, strategies, feedback, resources, and support that every educator should take advantage of in the digital age.
Write in Order to Reflect
Like many other connected educators, writing has really enabled me to process my thinking resulting in a more critical reflection of my work in relation to teaching, learning, and leadership. Our reflections not only assist us with our growth, but can also be catalysts for our staff and others to reflect on their own practice or grow professionally. Having teachers write a brief reflection prior to the post-conference is a great strategy to promote a conversation on improvement that isn't one-sided.
Integrate Portfolios
Portfolios were a requirement for my teachers and complimented our observation process nicely. They provided more clarity and detail on instruction over the entire course of the school year. Portfolios can include learning activities, assessments, unit plans, examples of student work, and other forms of evidence to improve instructional effectiveness. They can also be used to validate good practice.
Co-Observe
During the first quarter of each year I co-observed lessons with members of my administrative team. This was invaluable for many reasons. For one we were able to utilize two sets of eyes during the observation, as some things will always be missed when done solo, no matter how much experience you have. This also allowed me to work with my team to help them improve their instructional leadership. It also helped me improve as every conversation helped me to further reflect on what I saw.
There is nothing more important than ensuring quality learning is taking place in our classrooms. The ten strategies presented can be implemented immediately to improve your instructional leadership. Like all lists there are many great strategies that I missed. With that being said, what would you add to the list?
Even though I tried, the frequency of which I observed teachers rarely extended beyond the minimal expectation. Not only was I not in classrooms enough, but also the level of feedback provided through the lens of a narrative report did very little to improve teaching and learning both in and out of the classroom. If improvement is the ultimate goal, then we as leaders need to put the most focus on elements of our job that impact student learning. Instructional leaders understand that management is a necessary evil associated with the position, but not something that should come at the expense of improving the learning culture in order to increase achievement.
Image credit: http://info.k-12leadership.org/It is easy to just say how one should improve instructional leadership or anything else for that matter. Below I offer ten specific strategies implemented during my time as high school principal that you can begin to adopt now.
Get in Classrooms More
This seem so easy, yet is a constant struggle. Begin by increasing the amount of formal observations conducted each year and commit to a schedule to get them all done. We formally observed each one of our teachers three times a year regardless of experience. Another successful strategy is to develop an informal walk-through schedule with your leadership team. I mandated five walks a day for each member of my team and we used a color-coded Google Doc to keep track of where we visited and the specific improvement comments provided to each teacher.
Streamline Expectations and Eliminate Ineffective Practices
Begin with establishing a common vision and expectations for all teachers. We did this by using the Rigor Relevance Framework. This will provide all teachers with consistent, concrete elements to focus on when developing lessons. Get rid of the dog and pony show ritual of announced observations. If lesson plans are still collected, ask for them to demonstrate what will be done two weeks into the future. Consider less of a focus on lesson plans and more on assessment. Collect and review assessments two weeks into the future.
Improve Feedback
Provide at least one suggestion for improvement no matter how good the observation is. There is no perfect lesson. Suggestions for improvement should always contain clear, practical examples and strategies that a teacher can begin to implement immediately. Timely feedback is also essential.
Be a Scholar
Being a scholar not only helps you as a leader to improve professional practice, but it also puts you in a position to have better conversations with your teachers about their own improvement. This adds a whole new level of credibility to the post-conference. I made the point of aligning every point of critical feedback to current research. As you come across research that supports the types of effective pedagogical techniques that you wish to see in your classrooms archive it in a document that you can refer to when writing up observations. I spent each summer as principal reading, researching, curating, and adapting this for use during the school year. It not only saved me time when it came to writing up observations, but also greatly improved my relationship with my staff as the instructional leader.
Model
Don’t ask your teachers to do anything that you are not willing to do yourself. This is extremely important in terms of technology integration in the classroom and professional learning to improve practice. If a teacher is struggling with his or her assessments don't just say you need to work on building better ones. Either provide an example that you have created or co-create an assessment together.
Teach a Class
This can be accomplished regularly during the year or by co-teaching with both struggling and distinguished teachers. During my first couple of years as an administrator I taught a section of high school biology. This is leading by example at it’s best. It also provides a better context for the evolving role of the teacher in the digital age. An instructional leader who walks the walk builds better relationships with staff and in turn will be in a much better position to engage staff in conversations to improve instruction.
Grow Professionally
Attend at least one conference or workshop a year that is aligned to a major initiative or focus area in your school/district. Try to also read one education book and another related to a different field such as leadership, self-help, or business. So many powerful lessons and ideas can be gleaned once we venture outside the education silo. To compliment traditional means of professional learning, work to create or further develop a Personal Learning Network (PLN). Social media provides a 24/7 pathway to ideas, strategies, feedback, resources, and support that every educator should take advantage of in the digital age.
Write in Order to Reflect
Like many other connected educators, writing has really enabled me to process my thinking resulting in a more critical reflection of my work in relation to teaching, learning, and leadership. Our reflections not only assist us with our growth, but can also be catalysts for our staff and others to reflect on their own practice or grow professionally. Having teachers write a brief reflection prior to the post-conference is a great strategy to promote a conversation on improvement that isn't one-sided.
Integrate Portfolios
Portfolios were a requirement for my teachers and complimented our observation process nicely. They provided more clarity and detail on instruction over the entire course of the school year. Portfolios can include learning activities, assessments, unit plans, examples of student work, and other forms of evidence to improve instructional effectiveness. They can also be used to validate good practice.
Co-Observe
During the first quarter of each year I co-observed lessons with members of my administrative team. This was invaluable for many reasons. For one we were able to utilize two sets of eyes during the observation, as some things will always be missed when done solo, no matter how much experience you have. This also allowed me to work with my team to help them improve their instructional leadership. It also helped me improve as every conversation helped me to further reflect on what I saw.
There is nothing more important than ensuring quality learning is taking place in our classrooms. The ten strategies presented can be implemented immediately to improve your instructional leadership. Like all lists there are many great strategies that I missed. With that being said, what would you add to the list?
August 28, 2016
A Simple Strategy to Deal With Negative People
Nobody likes change, but some dislike it more than others. Negative people in every organization can suck the life out of you. These are the people that constantly undermine you and others who challenge the status quo in order to create a better culture. Some have been empowered for all the wrong reasons and take advantage of their “sacred cow” status. Others are just miserable professionally and dislike their jobs. Then there are those people who just live in perpetual fear of moving outside their comfort zones to try something new. Their reasons vary, but naysayers and antagonists seem to put more energy and effort into making our jobs more difficult than helping to improve how business is done.
One strategy is to avoid negative people, as they will pepper you with numerous problems for every single solution. Even though this can prove to be effective strategy in the short term or when dealing with people on social media, it might not best serve the interests of your district, school, or organization. Naysayers and antagonists thrive on not being challenged when they complain, especially if you cannot come up with a workable solution in a short period of time. A lack of action on your part only makes them stronger.
The secret to dealing with negative people is to make them part of the solution by not allowing them to continually be part of the problem. Giving up on these people is not an option. In some cases making them part of the solution can be accomplished through positive encouragement and reinforcement. In certain situations more support in the form of time, resources, professional development, or improved communication can do the trick. Like you, I am a realist and understand that the positive options above might not result on getting the naysayers and antagonists on your side, whether they want to be or not. This is where I now share with you a very simple, yet effective strategy to deal with negative people.
If you have never read the No Complaining Rule by Jon Gordon, quickly add it to your reading list. It is a very quick and entertaining read with some powerful ideas on how to tackle negativity in the workplace. In the book Gordon presents the No Complaining Rule, which is comprised of essentially two components:
Don't complainIf you do complain, present two solutions to solve your problem or issue
After reading this book over the summer in 2012, I began the school year by implementing the No Complaining Rule with my staff. When doing so I didn’t tell then to stop complaining all together as that is just unrealistic in any organization. However, I did tell them to provide two workable solutions that I would follow-up on. Therein lies the key to dealing with negative people. As leaders we must create the conditions for staff to be honest and open about professional issues. We must then encourage and sometimes challenge them to share practical solutions to the problem and listen intently. The final step is to then try our best to embrace and act upon the solutions provided. If the solution is not practical, try collaborating with the person or people who suggested it in an effort to make it into something that will work.
So what other strategies work when it comes to dealing with negative people?
One strategy is to avoid negative people, as they will pepper you with numerous problems for every single solution. Even though this can prove to be effective strategy in the short term or when dealing with people on social media, it might not best serve the interests of your district, school, or organization. Naysayers and antagonists thrive on not being challenged when they complain, especially if you cannot come up with a workable solution in a short period of time. A lack of action on your part only makes them stronger.
The secret to dealing with negative people is to make them part of the solution by not allowing them to continually be part of the problem. Giving up on these people is not an option. In some cases making them part of the solution can be accomplished through positive encouragement and reinforcement. In certain situations more support in the form of time, resources, professional development, or improved communication can do the trick. Like you, I am a realist and understand that the positive options above might not result on getting the naysayers and antagonists on your side, whether they want to be or not. This is where I now share with you a very simple, yet effective strategy to deal with negative people.
If you have never read the No Complaining Rule by Jon Gordon, quickly add it to your reading list. It is a very quick and entertaining read with some powerful ideas on how to tackle negativity in the workplace. In the book Gordon presents the No Complaining Rule, which is comprised of essentially two components:
Don't complainIf you do complain, present two solutions to solve your problem or issue
After reading this book over the summer in 2012, I began the school year by implementing the No Complaining Rule with my staff. When doing so I didn’t tell then to stop complaining all together as that is just unrealistic in any organization. However, I did tell them to provide two workable solutions that I would follow-up on. Therein lies the key to dealing with negative people. As leaders we must create the conditions for staff to be honest and open about professional issues. We must then encourage and sometimes challenge them to share practical solutions to the problem and listen intently. The final step is to then try our best to embrace and act upon the solutions provided. If the solution is not practical, try collaborating with the person or people who suggested it in an effort to make it into something that will work.
So what other strategies work when it comes to dealing with negative people?
August 21, 2016
Disruptive Innovation
Education is ripe for disruptive change leading to innovative practices that improve learning outcomes for our students. What might have worked in the past will not necessarily have the same impact today, as the world has changed dramatically in a short period of time. It’s safe to say that the seismic shifts we are witnessing as a result of technological advances will continue to reshape our world in ways that we could never have imagined. Disruption has become commonplace in the new world and organizations have moved from adaptation to evolution in order to not only survive, but more importantly thrive.
We can learn many lessons from the past about change and disruptive leadership as certain organizations have embraced innovative ideas while changing the way in which they learn. Let’s take a walk down memory lane to see firsthand some powerful examples of disruptive innovation in action. Remember the days when many of us had a Blockbuster video card? If you didn’t have one you couldn’t rent a VHS tape of your favorite movie. If you did, the joy of watching the latest released movie was often squashed upon our arrival to the store as all the copies were quickly rented out. This didn’t change much when we saw the shift from VHS to DVD. So where is Blockbuster today?
Many of you know the answer to this question already and know that Netflix caused the demise of Blockbuster. Netflix was willing to innovate and change the way they learned. No brick and mortar stores, DVD’s by mail, and eventually streaming video. Blockbuster never really knew what hit them until it was too late. The innovative ideas embraced and employed by Netflix were much more consumer friendly. They also aligned nicely with the technological changes that were occurring. The stubbornness and shortsightedness of Blockbuster along with their unwillingness to move away from business as usual resulted in their ultimate demise.
Let’s look at another example. How many of us had a Blackberry as our first smartphone? I sure did and many members of my Personal Learning Network (PLN) still make fun of me for it as I held on a bit longer than most. Well, the story of Blackberry ended just about the same way as Blockbuster. Apple and Steve Jobs disrupted the smartphone business with the iPhone. Not only did the iPhone decimate Blackberry and forever knock it off the pedestal as the gold standard device, but it also sparked the smartphone wars. Virtually every touchscreen smartphone device today has come to us thanks to the iPhone. This is another example of a willingness to innovate resulting in a fundamental change to learning.
Here is one final example that is unfolding right before our eyes. The taxicab industry has been steadfast in their opposition to change. Any attempts to innovate now are futile as Uber seized on an industry that was not very consumer friendly. Uber owns no physical cars, yet is now valued at around 68 billion dollars. Anyone can get a ride using a consumer-friendly app to hail a ride for a fraction of the cost of a cab. In some cities you can even order food, helicopters, and jets. Don't think for a minute that Uber is waiting around for the next disrupter to come along and eradicate their business model. They truly understand the nature of disruptive innovation and change and are committed to being ahead of the curve. They are doing so by investing in driverless cars. Their commitment to embracing innovative ideas and relentless pursuit of learning will keep them relevant for a long time.
There are powerful lessons schools can learn from the above stories of disruptive innovation. In many ways I see similarities between schools and our education system to Blockbuster, Blackberry, and the taxicab industry. Even though there has been incremental change resulting in some isolated pockets of excellence in schools across the world, system change has been hard to come by. By employing disruptive strategies we can begin the process of creating a more relevant learning culture for our students. If we don't, history has already provided a glimpse as to what might happen.
Disruptive innovation compels educators to go against the flow, challenge the status quo, take on the resistance, and shift our thinking in a more growth-oriented way. Disruptive leadership will lead to disruptive innovation. If we hang on to the same type of thinking we will continue to get the same old results…or worse. This is why digital leadership is so important in a time of rapid change. There is time to go down the path less traveled and create systems of excellence that will be embraced by our learners and in turn better prepare them for their future. Think differently. Learn differently. Disrupt the system as we know it by embracing a business as unusual model. Let’s create a new normal.
We can learn many lessons from the past about change and disruptive leadership as certain organizations have embraced innovative ideas while changing the way in which they learn. Let’s take a walk down memory lane to see firsthand some powerful examples of disruptive innovation in action. Remember the days when many of us had a Blockbuster video card? If you didn’t have one you couldn’t rent a VHS tape of your favorite movie. If you did, the joy of watching the latest released movie was often squashed upon our arrival to the store as all the copies were quickly rented out. This didn’t change much when we saw the shift from VHS to DVD. So where is Blockbuster today?
Many of you know the answer to this question already and know that Netflix caused the demise of Blockbuster. Netflix was willing to innovate and change the way they learned. No brick and mortar stores, DVD’s by mail, and eventually streaming video. Blockbuster never really knew what hit them until it was too late. The innovative ideas embraced and employed by Netflix were much more consumer friendly. They also aligned nicely with the technological changes that were occurring. The stubbornness and shortsightedness of Blockbuster along with their unwillingness to move away from business as usual resulted in their ultimate demise.
Let’s look at another example. How many of us had a Blackberry as our first smartphone? I sure did and many members of my Personal Learning Network (PLN) still make fun of me for it as I held on a bit longer than most. Well, the story of Blackberry ended just about the same way as Blockbuster. Apple and Steve Jobs disrupted the smartphone business with the iPhone. Not only did the iPhone decimate Blackberry and forever knock it off the pedestal as the gold standard device, but it also sparked the smartphone wars. Virtually every touchscreen smartphone device today has come to us thanks to the iPhone. This is another example of a willingness to innovate resulting in a fundamental change to learning.
Here is one final example that is unfolding right before our eyes. The taxicab industry has been steadfast in their opposition to change. Any attempts to innovate now are futile as Uber seized on an industry that was not very consumer friendly. Uber owns no physical cars, yet is now valued at around 68 billion dollars. Anyone can get a ride using a consumer-friendly app to hail a ride for a fraction of the cost of a cab. In some cities you can even order food, helicopters, and jets. Don't think for a minute that Uber is waiting around for the next disrupter to come along and eradicate their business model. They truly understand the nature of disruptive innovation and change and are committed to being ahead of the curve. They are doing so by investing in driverless cars. Their commitment to embracing innovative ideas and relentless pursuit of learning will keep them relevant for a long time.
There are powerful lessons schools can learn from the above stories of disruptive innovation. In many ways I see similarities between schools and our education system to Blockbuster, Blackberry, and the taxicab industry. Even though there has been incremental change resulting in some isolated pockets of excellence in schools across the world, system change has been hard to come by. By employing disruptive strategies we can begin the process of creating a more relevant learning culture for our students. If we don't, history has already provided a glimpse as to what might happen.
“Innovation, in an educational context, is creating, implementing, and sustaining transformative ideas that instill awe to improve learning.”
Disruptive innovation compels educators to go against the flow, challenge the status quo, take on the resistance, and shift our thinking in a more growth-oriented way. Disruptive leadership will lead to disruptive innovation. If we hang on to the same type of thinking we will continue to get the same old results…or worse. This is why digital leadership is so important in a time of rapid change. There is time to go down the path less traveled and create systems of excellence that will be embraced by our learners and in turn better prepare them for their future. Think differently. Learn differently. Disrupt the system as we know it by embracing a business as unusual model. Let’s create a new normal.
