Re-Imagining In-House PD

     When my career began, I can vividly remember the anguish I felt going into in-house professional development (PD). As the day approached, I would begin to get sick to my stomach, and I think this is a feeling that many of us have shared. So, what exactly caused these in-house PD sessions to be so ineffective? I believe it was the model we used. A one size fits all, sit and get type of PD in which I struggled to find more than one or two items of value. So, how do we move away from the arduous system and begin inspiring participants while distributing leadership among teachers? The answer, hack the status quo of the in-house PD model, give teachers autonomy of instructional learning, grow and distribute instructional leadership among staff, and only bring back the best.
     I love the term hack. Authors and educators all over are hacking leadership, instruction, technology, and now it is our turn, we are hacking professional development. For a brief definition, hacking is when you disrupt a traditional model with innovation. Our hack involves PD that moves away from the one size fits all speaker, presenter model, to a differentiated approach where teachers pick and choose sessions tailored to their particular need for improvement.
     Is it possible to hack traditional school site PD and still maintain a direction or focus? The short answer is yes. For our hack, we will be focused on integrating instructional technology; and as you may already know, there are a ton of instructional technologies on the market. The same could be said if you were implementing more writing, reading, or intervention strategies. Whatever your school needs, there is a hack for that. What is best about our hack, teachers will have their choice between nine different instructional technologies and an opportunity to learn three.
     So, how does this model look? And, how exactly does it give autonomy to teachers? Unlike my early days, I am an absolute PD junky (or nerd according to our secondary curriculum director). So far in 2016 I have attended five conferences, and every (not every other one) conference uses the same model. You listen to a keynote who gives the audience a vision; then you break out into a session of your choice. I love this design! As I get to pick, my engagement grows. Finally, after one of the conferences (EdTech’s Google for Education Summit) the vision came to us. On the car ride back, we asked the question, why can’t our PD look like that? Why can’t we empower our teachers and give them a choice over their learning?
     Our model is very simple; provide the learner with choice, use short segments of intense learning, minimize session attendance for presenter comfort, and GROW INSTRUCTIONAL LEADERS. We will have our district technology specialist deliver a keynote on infusing technology in the classroom and implement Google for Education; then, we will break out into three session segments with six choices during each session segment. The presenters, for example, will teach two of the three sessions, which gives them an opportunity to be a learner to; and, the participants will attend all three.      Each session segment is set for 45 minutes with a 15-minute break in between each session.
Another major benefit of our model is that it empowers the teachers! First, through autonomy of professional learning, the participants get a say what technology they wish to study. I love, love, love this idea. As administrators, we ask our teachers to give students choice and ownership over their learning, and now we can model what we preach. Also empowering is the idea that the participants will be able to learn different technologies as opposed to just one.
     Secondly, our sessions are taught by our teachers, maybe my favorite part! For once our teachers will become the co-instructional leaders on our campus and have a vested interest in the implementation process. This distributed leadership model will allow our teachers to be the experts and the primary source of ongoing training in these areas. As an added element of personalization, each presenter will have data collected from the session sign up process and session attendance recorded at the conclusion of each training. Presenters will have information like the level of participant experience with technology, what the participant hope to gain from the session, and as the session concludes what the participants biggest learning takeaway was.
     Last, and maybe the best quality of this model, our teachers will be bringing back only the “Best of Summer” ideas from various PD. Have you ever sat through a PD that was incredible and wished more had heard that same thing? These inspirational moments will now be brought back to our teachers. Or, look at it this way, every PD has highs and lows. When we assemble teachers from various PDs, and they only bring back the best material, and effectively our staff gets the opportunity hear the best.
     As an administrative staff, we look forward to this hack. I sincerely hope our team becomes more engaged in the learning process; our presenters become instructional leaders, and this model of PD generates a buzz across the district and more.

How Can We Create Authentic 21st-Century Learning?

Is it possible that we learn more from failure than success? Are your students only motivated by grades? To provide you with the hard truth, you simply have a class culture problem. How many real world problems do you solve on the first try? And would you agree that successful people are not the ones that get it right the first time, they are the individuals who remain diligent in the face of their first mistakes? You see, our classrooms have got to shift from seeking answers, to asking the right questions. When this happens then ‘fail’ becomes the “First Attempt in Learning” and students use a productive struggle model to solve real world problems. When this happens, we grow curiosity and end the arduous cycle of content coverage that culminates in a chapter test. What should education do? It must empower learners, develop critical thinking, facilitate teamwork and communication, problem solve, analyze, and interpret. Learning in this sense must prepare minds to think creatively, not fill minds with standardized answers and facts.

Binge Learning. Recently my wife and I started a television series of Netflix. We would lay our son down for a nap (he’s only 19 months, it would be a separate problem if he were 19 years o) and race upstairs to watch the next episode. As soon as it finished, we would wait restlessly for the next episode. What if this was our students? What if we inspired curiosity to the point, where, like binge-watching a television show, our students always wanted to know more and look forward to the next day. This can only occur when learning starts with failure. When the teacher values the productive struggle over the numerical grade. To state one more way, in movies the end is the end. You may watch it one more time (in this case you really need to get a hobby) but for the most part, the end is the end. Now in the event of a television series, they always conclude with a teaser; and in this case, the wait for the next season is unbearable. Grades work in a much different way. When a grade or end is shown, the learning STOPS. But, when you reach a progress check, as at the end of one season's TV series, you understand you place in learning and look forward to the next step.

To view learning from another angle think about this old saying, the more you know, the more you realize you don’t know. But is that true of our students? It has been my experience, personally or professionally, that education is seen as a system to disseminate knowledge. The end. This outdated model simply uses teachers as the gatekeepers of knowledge. They unscrew student heads, pour in the new knowledge, then wait for it to overflow. But is this what education should be about? I believe we must aspire to something different.

Recently our other assistant principal broke down the word ‘educate’ in an email to staff. The word ‘educate,’ broken down to its origins, means to lead forth. The message was clear; education should be about the process or the journey more than the outcome or the learning of isolated rogue facts. In fact, I would argue that when a lesson only pursues an outcome we reduce a student’s curiosity and alienate any and all 21^st-century skills students must learn to be successful.

Let me introduce an instructional idea, then philosophy shift. Years ago I listened to Jimmy V, a legendary basketball coach, give a speech in the wake of announcing he was suffering from terminal cancer. He said, “Everyday, we should do three things: laugh, cry, and think.” His speech was inspirational, and it made me think about today’s classrooms. What if every day our classrooms did four things: read, write, think, and talk (RCU, 2016)? Sounds simple, right? You would be surprised how many classes still sit in rows and wait for the teacher to disseminate knowledge.

If we prescribe to the read, write, think, and talk model then learners begin to enjoy the journey, become curious and form new questions, and develop critical 21^st-century skills. When a student performs the “Big Four”, then they access new skills like critical thinking, communication, teamwork, reasoning, disagreeing appropriate, developing leadership, and the list goes on. Most importantly, students take ownership of learning and can use these critical 21^st-century skills to face the real world.

Why Are You So Serious? How Being Too Serious Reduces Influence.

What if I told you that taking yourself too seriously could be a serious impediment to your success as a leader? This idea came from a recent conversation with a leader. In that conversation, my buddy and fellow leader advised me to, “Take the job serious, but not yourself.” As I took that in, I didn’t really know how to apply it. You see, I love my job, and I want to be the absolute best at it; however, I have been operating under a flawed system. My young leader-flawed system looks something like this, in order to be effective at my job I must prove myself and never mess up. You see, my focus was in the wrong area. I was focused on myself. I would constantly reflect after a discussion, “Did I say the right thing?” Or as I entered meetings I would think, “I hope I don’t say/do something wrong.” My flawed approach was simple, stop taking myself so serious.

So what does that look like? How do leaders stop taking themselves serious and remain effective? First, let’s describe how it looks. Leaders that take their job very serious but are also able to have fun have a specific natural or organic look and feel to them. These leaders are relational, charismatic, and bold. They are not afraid to share their idea or vision and they are constantly strive to build and create relationships. They are not never overly anxious or stressed. In fact, they seem to have fun with their job. And does this have a positive influence on the individuals following these leaders? You bet it does. Followers are more likely to go the extra mile out of relational liken for the leader. And, followers are much more likely to approach these non-stress leaders knowing he/she will gladly listen to their questions.

This would never work for the serious leader. Serious leaders are constantly tripped on the fact that their next phrase may be wrong, sound wrong, sound silly, or lead their group down the wrong path. The serious leader is more likely to stress and be anxious before and during meetings. So, if this no-brainer is true then how can a serious leader lose his/her edge, but still be effective? The following are four easy steps to begin the process:

1. Be more relational

2. Stop guarding your words

3. Be bold, when an idea comes to your mind share it with conviction

4. Transition your thinking from self to others. It’s not about you, your speech does not have to be perfect.

So is it possible to take yourself a little less serious in order to improve your leadership? In sum, yes. Leaders that prescribe to this less serious model show a level of comfortability in their own skin. They’re not afraid to be themselves and are less guarded. So if you’re always growing like me, my advice is to guard your words less and be yourself more. Grow constantly but don’t forget to have fun.

How Maintaining High Expectations for Everyone Creates Culture of Excellence

Do you have expectations for your students, staff, or athletes? Do you adjust the bottom line easily, or do maintain a level of excellence for everyone? As you’re probably guessing I believe in the importance of “SETTING THE BAR” high and not moving it. My favorite restaurant/eatery in the ENTIRE world is Moe’s. No matter where I go, Mobile Alabama or Orlando Florida, I know I will have an awesome experience. From the second I walk through the door and hear “Welcome to Moe’s," to the four step burrito making process, I know exactly what to expect at Moe’s. Moe’s secret… They have a level of expectations for all their employees. They do not have standards for special education, ELL, or low level learner burrito makers; no EVERY burrito is made with the same quality. Can you image only receiving 2 of the 4 steps of the burrito process and saying, “that’s okay, the ELL burrito maker made that one.” Absolutely not, that's not how the world works. No matter where you go, Moe’s delivers the same consistent product. So why does education not reflect this model? Why do we give in so fast? I believe we have to set the bar and not fluctuate. I believe that we have to relentlessly pursue EVERY student.

To further illustrate this point I want to provide you with a back story. When I became a teacher, I had no idea how difficult my first year would be. I went from being determined to drive excellence out of all students, to entering survival mode in a matter of weeks. Finally, one day my principal entered my classroom for a visit. Eighteen students were working on the worksheet, the task I assigned, and the other six were out of their seat or not on task. As for me, I was at my desk searching for the “next” worksheet to maintain my new KEEP’EM BUSY SURVIVAL MANTRA. Later that day the principal calls me in to inform me that my performance was inadequate. In return he assigns me an eight part Harry Wong video series and says write a report on each video. I was crushed. Basically all I heard in that moment was you’re the WORST teacher ever and you have failed these students. So, determine to fight for my job I wrote a 15 page paper detailing every suggesting Harry articulated. From that moment on I was determined to prove that principal wrong and be the absolute best teacher in the school. I immediately implemented all Harry’s suggestions, and 3 years later I became the district “Teacher of Year." Who do I contribute to this success? Believe it or not, that same principal that made me feel like the worst teacher in the world. That day he challenged me. And I’m convinced that without this expectations I would have remained a status quo teacher.

So, what are your expectations for your teachers, students, or whoever? Does your bar fluctuate?Or do you set a bar and expect everyone to reach it? My challenge for everyone is to have expectations for everyone and to continuously evaluate how to get them to that bar. Be a leader and don’t compromise your bar for a subgroup of students, a teacher based upon their ability or knowledge, or an athlete. Our job is to bring out the best, and I am convince that people will ALWAYS do what you expect.

Live in the Margins - A Young Leader's Guide to Growth

Do you live in the margins? This profound question was revealed in a recent podcast from Entre-Leadership series podcast, involving Craig Groeschel. Though it sounds simple, I want you to think about its power. Then apply this to leadership. Before moving forward, perform this thought experiment, think about some of the best leaders you know. Now think about how they use their time. If you’re like me then you start realizing they almost never seem constrained by time, always seemingly having time to perform the ordinary task extremely well. Or as Dave Ramsey says, they display excellence in the ordinary. So how do they do it? If the best things in life happen in the margins, how do effective leaders develop large growth margins?

One of the defining characteristics of these leaders is their ability to delegate. Now, I know what you’re thinking, delegation is a positional power in which leader’s pawn off task. It may surprise you to know that the effective delegation looks nothing like that. In fact, while the definition of delegation in a dictionary may look uninspiring, the synonyms for it can be quite powerful. Words like trust or authority surface. After all if you think back to the thought experiment from before, those leaders most likely did more than just pawn off task, they gave authority. They probably didn't micromanage, instead, they entrusted you with a project giving you complete autonomy to improve it however you saw fit. As Craig Groeschel said it, leaders can have control or they can have growth, but they cannot have both.

Live in the moment. This powerful statement was proclaimed by Dave Ramsey. When he described this, he was speaking to his team about excellence in the ordinary. Further, he says you have to be able to separate areas of your life. When you’re at work, be at work; when you’re at home, be at home. In other words, minds clouded with “the next project” or “what you forgot to get done” quickly become minds without innovation and creativity. We have to live in the moment, and if you think back to those great leaders you will quickly begin to see vision for what this looks like.

The tale of two leaders. In my first year in administration, I witnessed a leader who seem to never get task done. She showed up to work before 6 am and left… well I’m not sure when she left, maybe never. She seemed to never get caught up, and with reference to this article “she had no MARGIN.” Then fast-forward to this year. I witnessed a different type of leader. During the school day he was never seen in his office, never looked stress, and is always visiting and developing relationships with his staff and students. So what was the major difference? The ladder leader knows how to delegate, live in the moment, and most importantly has managed to develop a large growth margin.
So, with that being said what does your margin look like? Are you more like the first leader I discussed, always sprinting from task to task never getting ahead, or have you advanced in delegation and other skills to look more like the second? I want you to think about one more critical thought. Did you know that Google originated genius hour? As a matter of fact I once read, the majority of Google's innovations have come in these allotted hours of time in which employees are allowed to work on any project they want. In this case genius hour is just another name for living in the margins. And if growth always occurs in the margins, then what should leaders do to protect it? How can we become more like the leaders of your thought experiment? My goal.. become more reflective. Start reflecting on my daily schedule and how I utilize the people around me. Start delegating authority not task. And live in the moment.

And remember two things:
If you're always succeeding then you're not thinking big enough. &
Have a great day, every day, seriously it is your choice!

Implementing Data-driven Decision

The below post is in unison with a graduate class textbook assignment (that explains the sections of formal writing as opposed to more engaging  and less included narrative style of writing).

A Reflection of Leadership’s Implementation of Data-driven Decisions

Have you ever experienced structure without culture or accountability without fidelity? If so, then you have probably experienced a leadership problem. Incorporating data-driven decision making into a school is not a new form or committee, it is a movement, a way of doing things, and becomes the very essences to which everyone operates. In order for data to become the culture, leaders must avoid five pitfalls: lack of vision, structure before culture, resting on compliance not commitment, failure to distribute leadership, and lack of support or resources.

Leadership starts with a vision. One of the best leadership traits any leader can have is the ability to communicate, or as one leader once told me, “a leader with a strong message will involuntarily spew their message to anyone who will listen.” This becomes unequivocally true when it comes to implementing and sustaining data-driven decision to direct and adjust instruction and delivery. What leaders must do at the onset of this movement, and continuous thereafter, is communicate, communicate, and communicate the vision so that it leaves no room for error or question.

As Ken Williams profoundly stated in his book, Starting a Movement, “culture eats structure for lunch.” It is absolutely imperative that leaders engage staff members in culture creating modeling, conversation, and accountability measures in order to set and sustain a strong culture. Culture in this essence becomes “the way things are done.” Spring boarded by vision, culture becomes the leverage point between compliance and commitment.

The enemy of commitment is compliance. Sure, every beginning must start somewhere, however, leaders must be able to assess the pulse of the staff’s readiness to shift from accountability to using data to inform practices with fidelity. As Mandinach and Jackson (2012) clarified it, school district must continuously work to improve data literacy. I firmly believe that the biggest impediment for staff commitment to data-driven decisions is due lack of continuous and ongoing training and improvement.

In order to sink the roots of data-driven decision making deep within the staff’s culture, leaders must distribute leadership throughout the school.  Effective principal’s should know their strengths while simultaneously assessing and leverage the strengths of others around them to interact and lead with data; or as Mandinach and Jackson (2012) simplistically explain it, shared leadership is shared responsibility.

Lastly, effective leadership must always ensure sufficient support and resources. One of the main culture building components in an organization is having strong structures and resources in place to facilitate an effective data-driven culture. Effective leaders should set aside protected time for collaboration, present to staff members effective ways to collect and analyze data, and always work to build the human capacity to interact with the data (Mandinach & Jackson, 2012).

References

Williams, K. C. (2015). Starting a movement. Bloomington, IN. Solution Tree.

Mandinach, E. B., Jackson, S. S. (2012). Transforming teaching and learning through data-driven decision making. Thousand Oak, CA. SAGE Publications.

Personal Philosophy of Ed Leadership

Recently for a college application I was required to articulate my educational leadership philosophy and goals. Personally, I think it is a comprehensive description of my many convictions and beliefs that drives me professionally. Also, and maybe more important, I thought it could be a really good first blog post EVER!

Personal Philosophy of Educational Leadership and Goals

Imagine an educational leader as the captain of a boat. It takes a leader to aim the boat in the right direction, unite the deck hands over a common purpose, and ensure that the boat is traveling in the intended direction along the way. This broad-based, simplistic illustration describes how a forward thinking educational leader must always build toward a united shared vision. School leaders must possess or acquire a skill set to accomplish that vision; and maintain an unyielding persevering attitude of optimism and excellence to get there.

Educational leaders must possess an internal drive, think with initiative, and be bold in their beliefs and direction. Leaders must be selfless with a servant’s heart and understand that their hard work and effectiveness will become the fruit of another’s tree. As an educational leader I am committed to moral leadership, academic excellence, personal and professional growth, and treating all with respect and dignity. I believe that through this strong foundation leaders should strive to inspire daily by modeling work ethics, developing relationships with staff and students, openly and honestly communicating with all stakeholders, and having a restless mindset in their pursuit to always acquire more knowledge. I believe that the most effective mode of leadership utilizes stakeholders to share in the decision-making process. It is through this mode of leadership, that leaders are able to cultivate stronger ownership while simultaneously fostering a collaborative and engaging climate.

As an educational leader I will relentlessly pursue perfection by promoting 21st century skills. My staff will relentlessly pursue every student with the use of data-driven decisions. We will create a safe and nurturing environment where anything below excellence is unacceptable. We will establish a student-centered learning environment with a focus on learning not teaching. We will teach the whole student. We will celebrate diversity while fostering relationships with all students and staff. We will establish relationships with the community. We will interject technology ubiquitously. We will reward and celebrate success.

Finally, I believe that education is the vehicle for people to explore their passions and purpose, develop critical skills, and become a productive informed citizen. It is my job to ensure all learners will explore, experience, and learn through a myriad of opportunities delivered in an educational setting. As the leader I understand that a student is more than a number, he or she is person whom I have an opportunity to help grow. Leadership in that sense may start at the top, but it can be felt through each individual student. As an educational leader I am not trying to match the status quo. No, I want to transform the lives of all I come in contact with and be a visionary for educational progress.