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September 29 - October 22, 2014
we must keep in mind that programs are not the solution, and they are rarely the problem.
It is people, not programs, that determine the quality of a school.
As leaders, we must understand that programs are not solutions. We must adopt changes only if they make our teachers better.
Effective principals focus on the people in their schools. They see programs as solutions only when the programs bring out the best in their teachers.
teachers in the more effective principals’ schools reported that their leaders encouraged and supported individual staff development (Whitaker, 1997).
As school leaders, we must recognize that no matter what programs we introduce or seek to strengthen, our most important work is to improve the people in our schools. Nothing makes as much difference as the quality of our teachers.
Great principals never forget that it is people, not programs, who determine the quality of a school.
Outstanding principals take the same approach. Rather than waiting for others to come to them, they regularly visit classrooms, spend time in the hallways, and seek out informal feedback. As a result, they learn about issues before they become problems.
Great principals hold faculty meetings that teachers look forward to and value.
The most valuable gift a principal can give teachers is confidence. Helping build their skills, and then encouraging and praising when appropriate, can go a long way toward cultivating this self-worth.
When you want to be good at what you do, asking for guidance counts as a sign of strength.
Great principals have clarity about who they are, what they do, and how others perceive them.
Good teachers consistently strive to improve, and they focus on something they can control: their own performance.
effective principals viewed themselves as responsible for all aspects of their school. Though these principals regularly involved staff, parents, and others in decision making, they believed they were responsible for making their school the best it could be.
everyone’s effectiveness depends at least in part on what they expect of themselves, not of others.
If everyone looks in the mirror when they ask, “Who is the variable?” we will have made tremendous strides toward school improvement.
Great principals take responsibility for their own performance and for all aspects of their school.
Great principals create a positive atmosphere in their schools. They treat every person with respect. In particular, they understand the power of praise.
By consistently filtering out the negatives that don’t matter and sharing a positive attitude, we can create a much more successful school.
Great principals consistently filter out the negatives that don’t matter and share a positive attitude.
Great principals have an equal number of demands placed on their time. They just do not let these reasons keep them from doing what matters most: improving teacher effectiveness in their school.
give everyone a chance to observe and learn from quality.
The best leaders never forget that the business of education is improvement, not perfection.
Standardized tests measure only a part of what schools should be doing. Effective leaders focus on the behaviors that lead to success, not the beliefs that stand in the way of it. Effective principals don’t let standardized tests take over the entire school.
Great principals know when to focus on behavior before beliefs.
“What is best for this student and what is best for all the students?
Great principals are loyal to their students, to their teachers, and to the school. The expect loyalty to students and the school to take precedence over loyalty to themselves.
they routinely consulted informal teacher leaders for input before they ever made a decision
have the confidence to seek input in advance and feedback after the fact.
When we lack confidence in ourselves, we are uncomfortable having outstanding colleagues around.
when we shift our focus away from what our superstars most need, we slowly (or maybe not so slowly) disenfranchise them. They may not rebel publicly, at least for a long time. But what happens may be even sadder and more costly: We lose their voices in the school.
Our superstars will always be effective teachers, but if we do not value their contributions, they will limit their influence to their individual classrooms.
It’s a mistake to focus on our least effective people, and issuebroad directives because of one or two miscreants. At best, we make our superstars feel guilty. At worst, we insult them.
Before making any decision or attempting to bring about any change, great principals ask themselves one central question: What will my best teachers think of this?
When making decisions, ask, “Who is most comfortable and who is least comfortable in this situation?
That’s one good reason never to argue with difficult people—they have a lot more practice at it!
When we face a challenging decision, we’ll feel less alone if we ask ourselves, “What will my best teachers think?
Great principals continually ask themselves who is most comfortable and who is least comfortable with each decision they make.
For the sake of our own self-worth, we tend to stay away from someone who regularly points out our mistakes.
High achievers put so much of themselves into what they do that any criticism, no matter how minor, can become a personal affront.
Every time we put in a rule, the good people will follow it and thus lose autonomy. The others, for whom it was intended, will ignore it anyhow.
The “Teacher of the Year” award usually doesn’t mean the person is the best teacher that year anyway. At best, it means that individual is the best teacher who hasn’t won the award previously. Usually our best teacher is the same person every year. We just rotate the prize to be more inclusive.
high achievers are among the first to leave when they do not feel valued and important.
the more effective principals were acutely aware of teacher strengths and supported individual staff development, needs, and desires.
Additionally, the principals had a high knowledge of staff beyond school. They inquired about their families, personal lives, and outside interests.
Allowing negative forces among faculty to simmer unchecked would eventually bring down even the most positive teachers, regardless of our best efforts to support them.
Your superstar teachers are well aware that some staff members contribute little or nothing to the school.
Great teachers want to prevent a student from misbehaving again. They focus on the future. Poor teachers want to know what is going to happen to the student who misbehaved. They focus on the past.
we do not want students angry when they leave. Heck, they were angry when they got there. As a matter of fact, that may be why they were referred to the office in the first place. Angry students are a problem, not a solution.
No single reaction will work every time. We have to center our efforts on preventing misbehavior, just as the best teachers do.
