Working ON the System

Today, I have been going through past notes and materials from workshops and books over the years. It brings back memories of so many good people that I have learned from along the way. It is impossible to put into words the gratitude for the wisdom and guidance others have shared with me.

One of the items I found was an article written by David Langford entitled "Working on the System." One of his main contentions in the article is that "administrators must spend an increasing percentage of time working on the system, not in the system." This statement, in one sentence, is essentially the reason I desired to become an administrator. I saw an opportunity to work on the bigger processes that drive much of the work teachers do, and in turn much of what students experience on a daily basis.

I am reminded often to think systems. I am also reminded that the results we are getting are exactly what our systems are designed to produce. More importantly, I am reminded that these systems I talk about are made up of people. 

There are some simple facts about us. About people.

We have feelings. We have dreams. We have beliefs. We have perceptions. We have needs.

So, I want to take a minute to be clear that I wholeheartedly believe that we absolutely must address the systems within which we work. That is a critical point!

And...

I would like to be equally as clear that I do not intend to insult individuals within the system by pointing out concerns or outcomes of the system. To do so would miss the purpose of raising the concerns in the first place because it might fix blame on outliers rather than improve the process as a whole. Generally speaking, my blog is not about outliers. I feel like that would be a waste of most people's time, including mine.

I do intentionally use provocative language at times to stress the magnitude of some of the issues I write about. I will continue to do so. There has to be a sense of urgency and seriousness about our business of improving how we teach and raise and disciple the next generation, lest we fall prey to what Martin Luther King, Jr. called the "tranquilizing drug of gradualism." Some improvements require more than minor tweaks here and there to the system. I make no apologies for beating that drum.

I do, however, apologize for anything that I have said or written that gives the impression that I do not respect and admire teachers. Most teachers I know work very hard and care very much. I trust that those educators I have had the privilege to work with most directly know my heart. They know that there is, simultaneously, joy and dissatisfaction in my work at all times. 

Joy, because it is a sacred honor to be called to this kind of work. 
Dissatisfaction, because we can always do better. (Dissatisfaction, by the way, is the prerequisite to any great change that takes place, so there is no need to be scared of it.)

Our school district aims to think students first. A mentoring principal once told the audience at a leadership academy, "I tell my faculty that if there ever comes a time when there is a conflict between doing what is best for teachers and doing what is best for kids, then I will do what is best for kids."

What is best for kids is for all of us in education to continuously reflect on our practices and challenge ourselves to grow. I am the perfect example of why this is necessary. I still have a long way to go, but I am thankful that I am not the educator I was five or ten years ago. There have been countless changes to my practices over the years because of the encouragement and wisdom and honesty of those people that surround me, both those who agree and those who disagree with me. 

Thanks for helping me grow!

My Heart Will Sing No Other Name

I am actually writing this very short post in early January 2014 as I think about what I want to do and be this year. I have scheduled it to publish close to my birthday as a reminder to myself and a testimony to others as to what I want to be the theme of my life.

I feel like the words of this song capture it well. May these lyrics be my prayer today.

Lord, help my heart to sing no other name.

I chose this version because there is no distraction of a band, cheering crowd, or images...just the words.

Maybe the message alone can bless you today wherever you find yourself.

Expectations vs. Wishes (part 2)

(In last week's post, we clearly defined expectations and wishes. Go here to read Part 1.)


Do Our Actions Betray Our Words?

Now, we may hone in on the implications of this discussion in our school settings. Consider the following two scenarios in light of how we have defined expectations and wishes. Reflect on whether you believe the teacher in each case is expressing a wish or an expectation.

Scenario 1

A teacher encourages her students while passing out the unit test in math class, "I have faith in all of you. Remember, you have learned all the material on this test. Have confidence. I know you will all do well. I expect everyone to pass with flying colors!" Behind the teacher, on the front board, is a note including the date, time, and policy for test re-takes for those that fail.

Scenario 2

Students enter the classroom after greeting their teacher at the door. A starter, or warm-up activity, is projected on the screen. Most students quickly take their seats and begin working on the starter. When the bell rings, the teacher enters the room and closes the door behind her. She notices a couple boys standing near their desks with no supplies out, conversing about their favorite parts of a movie they saw over the weekend. She calmly says to them, "You know the routine for how we start class everyday. Now, instead of being able to take attendance right away, I am taking time to address you about what you should be doing." Then, she asks, "What is your assigned task right now?" One boy answers with an eyeroll, "Do the starter." The teacher responds, "Good. Then, please do so now. Thank you."

Let's approach it from another angle. Read the following statements and decide if each item constitutes a wish or an expectation in your mind.

• Students should have clean, organized lockers.
• Students should be in class before the tardy bell rings.
• Students need to show respect to adults by addressing them with words like "sir" and "ma'am."
• Students are responsible for their own learning.
• If students don't turn their work in on time, then they should fail.

Well, how did you label them? Was it difficult to fit any of them in one category or the other? What were your thoughts as you analyzed these beliefs?


Explicitly Communicating Expectations

There is a simple axiom that I wish (yes, wish; I don't expect it) was written across the front doors of all schools (and stores, businesses, houses, etc. for that matter): People cannot be held responsible for information they do not have.

We spend a great deal of time in education, appropriately so, talking about learning targets and objectives. We stress the importance of clearly defining our expected outcomes. In fact, we have almost developed an entire vocabulary in our field just for this topic. But whether we call them aims, goals, targets, outcomes, objectives, or "beginning with the end in mind," the point is still the same. The purpose is for teachers and students to know when they have met a particular objective and what it takes to show that they have met it.

If we do this with academic behaviors, then should it be any different with other behaviors? If not, then our premise is that for students to recognize and correct misbehavior, they must first be able to identify the expected behavior. A person only knows he missed a target if he can locate the target in the first place.
I doubt anyone gets more frustrated than me at this idea of having to inform and re-inform students of expectations that I personally believe should be a part of common sense. How many times have you wanted to scream, "You know that's wrong! Knock it off!"?

Still, it might be worth taking another look at just how clear we are being versus how clear we think we are being. I can't help but get a kick out of faculty meetings and staff development sessions. You, too, can have this same twisted sense of humor. Try this. Next time you are at a faculty meeting, count the number of times that audience members (yes, us) ask for directions to be repeated or clarified.

Before listing specific suggestions to help ensure that expectations are clear and explicit, there is one more important point. Contrary to the superstition attached to wishes ("Don't tell anyone or it won't come true."), there is a guarantee that goes with expectations. Don't tell everyone and it won't come true! If you want to ensure that people won't follow expectations, assume they already know them.

...to be continued next week

What is Your Guiding Vision?

Staying with themes from Warren Bennis' book, On Becoming a Leader, today's post is about one of the most critical. I confess that this topic is written about abundantly and sometimes it seems like overkill, but nonetheless it is extremely important. It is the subject of what Bennis calls guiding vision, and appropriately it is in a chapter with the title, "Understanding the Basics." Bennis describes this aspect as the first ingredient of leadership, and goes on to write, "The leader has a clear idea of what he or she wants to do - professionally and personally - and the strength to persist in the face of setbacks, even failures" (p. 33).

It sounds like it would be a quick, easy task to identify and proclaim your personal guiding vision. I mean, this should be the driving force in your life, yet I have found that this is one of the most difficult challenges for me. Moreover, with each new phase of life or career change there is a sense to recalibrate, or at least, re-evaluate one's current guiding vision. Still, despite the transitions and crises that come up in life, there is probably one, central drive to each person's life. Some call it passion. Some call it vision. To others it is a calling. It is that reason we exist. We may build differently on it at times, but at its foundation there is very little change over time (barring a radical, spiritual transformation or something of that sort).

For me, my personal guiding vision is clear. My purpose is to spur on radical reformation of public education, the church, and myself to promote a free and fruitful generation.

That is my foundation. It is my overarching vision that guides everything else (or so it should, but sometimes laziness and apathy get the better of me). Now, I have to build relational priorities, professional goals, physical habits, family values, etc. on that foundation. That is where the vision gets fleshed out on practical levels.

I am challenged at this level in two areas right now. (Well, more than two, but only two that I want to concentrate on for now.) One is related to my profession as an educator. The other is related to a ministry I am trying to create with my niece aimed at young people.

My call to action for anyone reading this post is to ask where you might be struggling to clearly articulate your vision. Could it be as a spouse, parent, follow of Jesus, manager at work, U.S. citizen, social justice advocate, community volunteer, etc.? In what ways do the different areas, or roles, that you come up with tie in to a bigger, overarching vision for your whole life?

My next couple posts will be places where I share my conclusions in these two areas and offer some things to think about in formulating your own vision.

Book Review: Integrating Differentiated Instruction and Understanding by Design

I just finished another book. Integrating Differentiated Instruction and Understanding by Design, by Carol Ann Tomlinson and Jay McTighe, sets out to help educators with "connecting content and kids."

Right now I appreciate our district's emphasis on beginning with the end in mind when it comes to instructional practices and school systems. This book focuses on an approach to teaching and learning that utilizes what is called "backward design." It was a very timely read for me as I just participated in a focus group looking at the most important standards to pass on to teachers that are new to our district.

I'd like to share a few of my major take-aways from this book. First, learning happens within students, not to them. Treating education as though it is all about what the teacher brings to the environment is simply insufficient. There is not much to elaborate on here, just a fact that needs to be reiterated frequently lest we neglect the obvious.

Second, the authors discuss the "twin sins" of teaching. One is being activity-oriented without a clear purpose. The other is an obsession with coverage. These two "sins" run rampant in our school system. I confess that I have committed both at times. I seek forgiveness here and now. Fortunately, the authors also suggest a solution that can help me (and others) repent of these wicked ways. (Sorry, just having fun with the analogy.) They suggest a different mindset to instruction, one in which it is our goal not to cover the curriculum, but to "uncover" the content for our students. Think about it. We get to be the ones to unveil hidden knowledge and skills to students. Being armed with the new learning that we uncover and make available to them could completely change their lives. What a much more exciting endeavor than fulfilling a requirement to cover a certain amount of material within a set of dates.

Third, while there were many more valuable points made in the book, the biggest take-away of all is the overall approach. Regardless of the ages, ability levels, races, genders, or backgrounds of students, differentiation is much more possible with a consistent three-step approach.

1) Identify the desired results. This could apply to any lesson with kids in any subject area, but it could also apply to faculty meetings, parent conferences, and other activities. What is it we want to see?

2) Determine the acceptable evidence to show the desired results. This is the all-important question: How will we know when we get there? (One point to keep in mind is that it often takes multiple pieces of evidence to build a case. The authors suggest going for a photo album rather than a single snapshot.)

3) Plan instruction to help arrive at the desired results. How do we "get there"?

Education books like this one are not the kind that are going to necessarily fill one's heart with inspiration to change the world. However, the practical components of this book make it worthwhile. With the right practices in place, the change we want to see in education can begin to take shape. Ultimately, I like the book and consider it useful to professional development.

Expectations vs. Wishes (part 4)

(...continued from part 3)

Handling Disappointments

Have you ever heard a speaker say, "If you don't remember anything else I say, then at least remember this one thing."? Well, pretend you hear me saying that in your ear right now while you read this last part. I cannot stress the significance of this final component enough, and it is my opinion that not taking this point into account is what causes many educators to retreat back into the world of wishes instead of holding students to clear, consistent expectations.

Here is the truth. If you have expectations, then there will be times when they are not met. Young people need to learn that an unmet expectation leads to disappointment.

If expectations are consistent and don't go away, then I can confidently tell you another expectation (something I am sure of) I have of myself. There will be times I will fall short and fail to meet an expectation. And I am confident that I am not alone. We all mess up.

Consider this analogy of my doctor's appointment. If I miss a doctor's appointment, there is usually a financial consequence (missed appointment fee) and a time consequence (re-schedule). Depending on the logistics that have to be worked out, there may be additional effects (securing childcare, missing more work, etc.). It does mean that I will have to make arrangements and change my plans (remember our criterion of an expectation). There will be a cost, or inconvenience.

It does NOT have to mean that I just give up altogether. I do not quit going to the doctor or ignore health care needs forever. It is not the end of the world. It is a setback.

We can help students mature as whole people if we help them equate "dis-appointment" with "miss-appointment." When a student fails to meet an expectation, then he needs to learn to "re-schedule an appointment" to make up for the disappointment. The more a student does this, the more he is able to take more ownership of "making it right" and grow from the experiences.

That is why this whole discussion of expectations and campus culture is critical. If we are too wishy-washy and inconsistent with expectations, then students have little direction and tend to make excuses for their own behaviors. On the other hand, if we compile a list of unrealistic expectations with no supports in place to help students meet them and then attach an equally long list of "gotcha!" punishments to it, then students will tend to disengage and resent the learning environment. Either way, we do a disservice to our primary stakeholders and run the risk of stunting their intellectual, social, and/or emotional development.

When it comes to building a school culture, it is necessary to keep in mind that expectations are aimed at creating an environment of safety and excellence for the whole community, not demanding perfection from individuals. To be honest about expectations (as they are described in this article) means we must also be honest about disappointment, which is the logical result of failing to meet an expectation. It will happen. Fortunately, it provides us with one of the richest teaching moments in our careers working with children and youth.

 

 

(To read this blog post in its entirety, go to http://rbmsexpectations.blogspot.com/ )

Expectations vs. Wishes (part 2)

(...continued from part 1)

"Close Your Eyes and Make a Wish"

A wish is what someone does when blowing out candles on a birthday cake, buying a lottery ticket, or bringing in the New Year. A wish is almost the opposite of an expectation because it precisely deals with wanting things to be different than they really are. Wishes do not lead to action because there is no serious belief that they will happen. To make the point, let's return to my analogy of going to work on Monday morning. I may wish I didn't have to go to work the entire weekend leading up to Monday, but come Monday morning I will find myself carrying out all the necessary plans to meet my expectations and arrive to work on time.

Expectations guide our plans because we are so sure they will happen. Wishes do not guide anything, but only offer distractions to the reality we face. Therefore, I submit that spending more professional time on wishes in our schools is a waste of time, at best, and more often worse, a hindrance to student learning.

Do Our Actions Betray Our Words?

Now, we may hone in on the implications of this discussion in our school settings. Consider these two examples. Reflect on whether you believe the teacher in each case is expressing a wish or an expectation.

• A teacher encourages her students while passing out the unit test in math class, "I have faith in all of you. Remember, you have learned all the material on this test. Have confidence. I know you will all do well. I expect everyone to pass with flying colors!" Behind the teacher, on the front board, is a note including the date, time, and policy for test re-takes.
• Students enter the classroom after greeting their teacher at the door. A starter, or warm-up activity, is projected on the screen. Most students quickly take their seats and begin working on the starter. When the bell rings, the teacher enters the room and closes the door behind her. She notices a couple boys standing near their desks with no supplies out, conversing about their favorite parts of a movie they saw over the weekend. She calmly says to them, "You know the routine for how we start class everyday. Now, instead of being able to take attendance right away, I am taking time to address you about what you should be doing." Then, she asks, "What is your assigned task right now?" One boy answers with an eyeroll, "Do the starter." The teacher responds, "Good. Then, please do so now. Thank you."

Let's approach it from a broader perspective. Read the following statements and decide if each item constitutes a wish or an expectation in your mind.

• Students should have clean, organized lockers.
• Students should be in class before the tardy bell rings.
• Students need to show respect to adults by addressing them with words like "sir" and "ma'am."
• Students are responsible for their own learning.
• If students don't turn their work in on time, then they should fail.

Well, how did you label them? Was it difficult to fit any of them in one category or the other? What were your thoughts as you analyzed these beliefs?

(to be continued...)

Expectations vs. Wishes (part 1)

School leaders everywhere claim to hold high expectations of their students. Obviously, it would be ridiculous to claim otherwise. So, we see and hear the mantra in campus mission statements, superintendents' initiatives, and school board campaigns. Of course, this is how it should be! The debate is not whether we should declare to have high expectations of all students. My concern, quite frankly, is that we simply don't mean it.

Defining Expectations

Our problem is not that we intentionally hold low expectations of our students, but we fail to define exactly what it is we expect. By default, we go around repeating slogans that resemble "wishes" more than true, realisitic expectations.

To create an evnironment that truly nurtures high expectations, one must clearly define what expectations are in the first place. Being explicit about what an expectation is and is not, I believe, is one of the most concrete tasks that school leaders can perform to lay the foundation for successful student learning. Furthermore, this work at the "front end" will also support professional development and adult learning.

Let's begin, then, with a definition of expectation. An expectation is something anticipated, something we can look forward to, an event that one not only hopes for, but also trusts will happen. In our minds, a true expectation is so certain to occur that we make plans accordingly. For instance, I expect the sun to set this evening and to rise again tomorrow. I am so sure of it that I plan my eating and sleeping patterns (sometimes not all that consistently) based upon this expectation.

The key criterion of an expectation is that it is worth arranging one's life (or work or play, or in our case, class or school) around. In other words, to expect is to fully believe to the point of acting. On Monday morning, for example, I expect to still have my job. As a result of this expectation, I plan to wake up early, dress a certain way, leave an adequate time for the commute (another aspect dependent on real expectations of traffic flow, street lights functioning, etc.) and so on in order to arrive at my job.

The practical point here is that there are very real consequences to our plans if expectations are not met. Continuing with my previous illustration, if an unexpected delay arises, such as road construction or a car accident that I could not have foreseen, then I will be late to work, or at the very least, I will have to find another route. In short, my original plan will be insufficient and must change. Therefore, the first test to tell if a true expectation exists is whether plans will have to change as a result of it not occuring.

This, in turn, becomes the litmus test to determine if I truly hold an expectation of my students. If I think I expect something of them, then I can ask myself, "What changes in my plans does it create if they do not meet it?"

 

(to be continued...)

To read this blog post in its entirety, go to http://rbmsexpectations.blogspot.com/

Challenge #2 - Short-term & Long-term Goals

Here is the 2nd challenge from the April Platform Challenge from "My Name Is Not Bob."

By the way, I should have clarified that this is a challenge all about building a personal platform. It includes great exercises related to defining who you are, what you intend to accomplish, and how you will express yourself to the world. It is really a great exercise for anybody.

So, while I list some of my short-term and long-term goals here, maybe you can think of what would go on your list.

Short-Term Goals (personal & professional) - by end of June 2012 (unless otherwise noted)

 

· Record a series of reflections about implementing a new formative, student-guided, assessment system in my classes (which can serve as a "pilot" of a system to replace traditional grading).

· Write a guide for facilitating a student-run peer tutoring program at middle schools.

· Share my learning with faculty & staff from the “Beyond These Walls” experience.

· Lead a team of stakeholders (teachers, students, parents, administrators, etc.) through a process of shaping culture on a campus based on a few basic expectations.

 

· Apply and interview for an Asst. Principal position.

 

·Start a community service effort with my niece and other teenagers.

·Maintain blog with at least two entries a week.

·Volunteer at the Special Olympics.

·Lose 12 pounds.
·Submit at least 3 article queries (by end of summer).

·Start three new simple churches (by the end of summer).

·Read at least 15 more books (by end of this year).

 

Long-Term Goals 

· Rest in God's love and never again try earning it by being religious!

· Be out of all debt!

· Get published!

 

·Participate in radical reform of institutional Christianity and public education!

·Travel with my wife! (Give her the vacation of her dreams.)

·Watch both of my girls become whole, healthy women!

 

Dedicating My Work

Here is one more idea from A Whole New Mind. I originally wanted to write about several things from the book, but I decided to limit myself to this suggestion.

Daniel Pink writes about Naomi Epel's idea, which in turn, came from Danny Glover. It is simple. Just like an author dedicates a book to someone, why can't we do that with anything we do? Glover talked about dedicating a performance. Pink says it could be anything we do. A sales call. A presentation.

So, let me try this out.

I dedicate this post to my wife, Nannette.

I am creating assessments for a new learning process that I am experimenting with in my classes. I dedicate the project to a former student that moved away. He believed that teachers didn't like him. I hope that my work can help create environments so that less students feel that way.

I am praying for an interview soon for a job that I have been excited about for a long time. When I get the chance, I dedicate that interview to the students of a new middle school opening in Leander ISD.

What is it you want to dedicate? And to whom?

My Professional Goals for 2012

In addition to personal and family goals for the new year, here is my list of what I want to accomplish in 2012 professionally. Now, of course, I hope to get a new job and have published articles and help students be successful. And I certainly desire to see those things happen as a result of my actions, but what follows is a ("working document") list of only those things that I have control over. So, I take responsibility for carrying out these objectives:

·         Implement a new formative, student-guided, assessment system in my classes (which can serve as a "pilot" of a system to replace traditional grading)

·         Begin a “math academy” for parents at RBMS

·         Supervise an effective student-run peer tutoring program at RBMS

·         Share my learning with faculty & staff from the “Beyond These Walls” experience

·         Participate in implementing the “Four Expectations” on my campus

·         Apply and interview for an Asst. Principal position

·          

·         Submit at least five article queries by June

·         Maintain “How Much Greater” blog with at least two posts per week

·         Read 30 books and write reviews on at least 20 of them (just finished one, and yes, I'm counting it!)

·          

·         Write a simple church orientation/guide for use by groups in our area

·         Speak at least five times to churches/groups

·          

There will be much involved in the process behind making many of these things happen. I need to work hard, and listen to, and learn from, many others along the way!

Happy New Year!