When Leaders Can See It All

If you google “qualities of great leaders” or another synonymous phrase, you will come across a plethora of lists from authors, current leaders, professors, etc. of what people who are lucky enough to serve others in leadership roles should and shouldn’t do. I will say; however, that over the years, I have noticed one overarching quality in those leaders who have provided more examples of what one “should” do versus what one “should not." 

Being a leader of people is not an easy task. In order to effectively serve others, there is a myriad of intricacies that one must recognize and implement. One quality; however, that I have noticed in leaders who are able to passionately lead a community of people is the ability to see things from points of view other than their own. Whether this means showing true empathy when someone is struggling, stepping into someone else's shoes when sharing news about a change, making an unpopular decision when you know there are few people willing to stand shoulder to shoulder with you, or stepping out of your own bubble to lead a change that you may not even be on board with yourself. Even though many leaders believe they are practicing these skills, remember, it is different to step into someone else’s shoes and actually think about how THEY feel in their shoes than to reflect on how YOU feel in them (Gourguechon, 2017). 

Unfortunately, in this day in age, perspective-taking is not an easy task. We live in a partisan society in which people would rather try to prove why their point of view is the “right” one versus taking the time to truly understand someone else’s. A leader, however, who recognizes differences in opinions and is willing to step out of her comfort zone, name that schism for what it is, and find a way to move forward will find it easier to lead through adversity and change than a leader who is not willing to take that step. This act of leadership does not mean that everyone will end up on the same page in peace and harmony, rather that the team may be able to come to a place where they recognize each other’s opinions as different, but valuable in their own right. A leader who can help her team come to this understanding together will experience more success than one who cannot. 

While perspective-taking is not something that comes naturally to everyone, there are some ways to practice it in your daily leadership life. When making decisions, stop and think, Am I leaning this way because this decision is what I would want, or because this decision is best for the entire community. When listening to other people’s perspectives, do not listen with “the intent to discredit or disprove” the speaker, but to actively hear and understand what the other speaker is saying and the feelings behind it (Cools, 2018). As a leader, you do not have to change your views to agree with the other person, but you DO have to allow that person to be truly heard. Finally, recognize that empathy and perspective-taking are not easy. Allow yourself time to reflect on your daily decisions as a leader and whether you took the time to consider the perspectives of your team that day, or focused mainly on your own. If the answer is the latter, vow to do better tomorrow.

Cools, J. M. (2018). How & why you should strive to understand someone else’s point of view: Specifically when you don’t agree. Medium.com. Retrieved on: April 15, 2020.

Gourguechon, P. (2017). Empathy is an essential leadership skill -- And there’s nothing soft about it. Forbes.com. Retrieved on: April 15, 2020. 

Why Grade?

There are many different ways to report progress to students and parents.  Some teachers use letter grades (A, B, C, D, F), some use percentages on a 100 point scale, some use a coding system (+, -), while others use anecdotal feedback.  Regardless of the grading system you use, take a minute to reflect on the "Why."  What is the purpose of the number, or the letter, or the code you write at the top of your students' papers?  How does that grade help them learn from their mistakes or reflect on what they did well?  What exactly does a 92% tell a child about what they learned in the previous unit?

The purpose of grades is to provide students with feedback on their learning. It gives them the opportunity to correct mistakes and utilize positive feedback to grow as a learner.  Also, appropriate feedback allows parents to see what their child is doing at school on a daily basis, so there are no surprises when the report card comes home later in the year.  If the grading system you are using does not provide corrective feedback and an opportunity for students to reflect on their growth relative to an educational standard, perhaps it is time to reexamine your grading system and begin to think about whether is it serving its purpose in your classroom.

In a recent article by @rickwormeli2  he calls for a Timeout on Rubrics and Grading Scales. Wormeli reminds educators to focus on grading to a standard that clearly communicates to students what they learned and what they still need to work on.  He warns that educators should not let reports of compliance distort reports of learning.  Essentially, students should not be graded on neatness, effort, or other components that are not included in the educational standard being taught. Those are categories that can be reported, but should be reported separate from the overall grade, as they do not provide evidence of student learning relative to a standard.  This process may require a mindset shift for many educators who are accustomed to more traditional methods of grading on a 100 point scale. But, this modern grading system provides more accurate and descriptive feedback to students and parents as to the learning that is occurring on a daily basis in the classroom.

Grading should not be a "gotcha" enterprise.  Grading should not be a carrot we hold over our students' heads to force compliance.  Yes, it is easier mathematically to average grades and points on a test, but that does not make it pedagogically correct. As Wormeli states, it is what kids carry forward from a unit of study, not what they demonstrate on a summative assessment that reflects true learning and proficiency. I encourage all educators to take a minute to truly reflect on your grading practices and determine whether you are accurately reporting your students' learning relative to the standards being taught.  If the answer is no, perhaps it is time to consider a change.

Relationships Are Everything

Time and time again in education I am reminded that building relationships with our students is the absolute most important thing we can do as teachers.  In my opinion, it even trumps content knowledge.  As an adult, I am much more likely to want to go above and beyond the norm for someone that has taken the time to get to know me and connect with me as a person. It is the same with kids and their teachers.

Now that we are getting close to the end of the school year, it is important to remember that relationship building is something that needs to be sustained throughout the year.  At the beginning of the year, when we are just getting to know our students, it is at the forefront of our minds.  However, as the year progresses, some of these activities seem to fall by the wayside.  However, maintaining a strong connection with kids, and continuing to build your relationship with each child is important all year long. Here are a few simple ways you can build relationships with your students on a daily basis.

• Greet them at the door: Every morning, greet your students at the door with a smile, a handshake, and a "good morning".  Allowing your students to enter the room with a positive greeting can set the tone for the rest of the day.

• Encourage classroom discussions that feature students as the center of attention: Teachers should not always be the center of attention in discussions.  It is important to share information about your life; however, be sure to intentionally choose topics that will focus on your students interests and successes as well.

• Attend extracurricular activities featuring your students: It means so much to students and to their families to see a teacher at one of their extracurricular activities.  I still remember when a teacher attended one of my dance recitals as a child.  I smiled extra bright on the stage that day knowing that my teacher was in the audience watching.

• Protect the students' self-esteem: Whenever possible, handle discipline issues with empathy and without an audience.  Call students into the hallway or keep them after class to discuss an issue, rather than doing it in front of their peers.  Remember that we as teachers are providing an example of how to behave, so if we wouldn't want students to embarrass a peer in front of an audience, we shouldn't do it either.

• Learn about their lives and share about yours (appropriately): Ask students questions about their families and their interests, make connections with things that you enjoy as well. Showing genuine interest in who they are outside of school will show them that you care and help them to open up to you in class.

• Answer journal and blog entries personally: Letting kids see that you read their work and responded to it will encourage them to continue to put forth their best effort with these types of assignments.

These are just a few of many simple ways to continue building relationships with your students now and throughout the end of the year.  You want your students to leave the school year with positive memories and experiences, and continuing to focus on these positive strategies will help ensure everyone ends the school year with a smile.  :)

Begin With the End in Mind - 2015 Goals for Teachers

As educators we are constantly talking with our students about setting goals for themselves.  We encourage kids to set academic, emotional and, behavioral goals.  Many times we do this weekly or monthly to teach self-reflection.  This practice is not only great for students, but also for adults. With 2014 quickly coming to a close, and a new year upon us, it now seems like a great time to set some goals for ourselves.  Habit 2 of Stephen Covey's 7 Habits of Highly Effective People is "Begin with the End in Mind." This habit encourages us set goals and know where we are going before we start the journey. As you think about your professional or personal goals for the upcoming year, some of the following areas of reflection might help provide a spring board for where you'd like to go.

Step out of your comfort zone - Perhaps 2015 will be the year that you decide to step out of the box with instructional practices or innovative ideas.  Maybe you will commit to trying "Project Based Learning" in your classroom.  Perhaps you will become part of a reflective journey with your colleagues by participating in "Instructional Rounds." Perhaps you will take on a leadership role by providing Professional Development for your colleagues, taking on a student teacher, or become a mentor for a new teaching colleague. My work with the "Galileo Leadership Academy" allowed me to understand that teachers can "lead from where they stand."  You do not have to have a formal leadership role to be a leader. Is 2015 the year for you step up into a leadership role that you define for yourself?

Work on integrating 21st century learning strategies into your classroom - Maybe 2015 is the year that you will commit to integrating new 21st century learning into your teaching toolbox.  Perhaps you will look to add blogging, twitter, or mystery skype into your classroom.  Maybe you will consider deeper levels of differentiated instruction using technology.  Perhaps you will look to add self-directed learning through "Innovation Day" or "20 % Time" within your lessons.  21st Century learning not only encompasses the integration of technology, but also communication, collaboration and interactions with a variety of students and colleagues from across the globe.

Commit to being a positive voice for education - One of the best ways teachers can support the field of education is to be the positive voice.  It is very easy to get sucked into the negativity that often surrounds educators via politicians, media, or even right in our own teachers' lounge.  However, accepting the challenge to "Be the Positive Voice" not only helps you, but also your colleagues and students.  Negative energy seems to spread so easily throughout a school building, so working to maintain a positive outlook will create a more productive culture building wide.

Work to build relationships and connect with students - Students will work much harder for a teacher that they like.  Therefore, making a commitment to connect with each of your students on a level outside of the classroom will help to create a better classroom culture for all.   Talk about things that you do outside of the normal school day.  Ask them about hobbies or interests. Help your students find books that are in an area they like.  All of these small details will help to create a classroom environment in which students are not afraid to take risks and try new things.

There are many areas in which teachers can work to create goals for the upcoming year.  The most important fact to remember is that your goals should be about personal and professional growth.  You know what will help you to reach out of your comfort zone and extend your learning as an educator. Tap into those areas. Don't worry about what your colleague across the hall is doing.  Focus on areas that will help you grow as an educator, colleague, and person.

Happy Goal Setting!

Collaborate. Connect. Learn.

I spent an entire day last week in classrooms....not observing, or doing walk throughs, but teaching.  I honestly think that one of the most important things a school leader can do is to stay in touch with the classroom and with kids.  It was an amazing day connecting with students and learning more about them and their classroom behaviors and systems.  Here is the story of what led up to this amazing day of learning.

Early last week, all of the teachers in the district participated in professional development in which they were given the opportunity to choose the sessions they attended throughout the day.  I LOVE that the district is providing that type of autonomy to teachers!  To follow up, I wanted to think of a way for teachers to share with each other everything they had learned.  There were so many valuable sessions that teachers attended, and I thought everyone would benefit from hearing what their colleagues had learned.

So, I hired a sub for the day, and the two of us circulated around the building, providing teachers with 30 minutes of additional coverage, apart from their regular prep time, to go to the library.  The library had been converted into a "learning lab" for the day.  There was chart paper scattered around the room with markers for teachers to make their thinking visible for their colleagues.  There were snacks and refreshments.  Teachers were encouraged to collaborate with their learning lab partners about what they had learned earlier in the week at the district wide PD.

The results were amazing for all involved.  Teachers enjoyed discussing ideas and concepts with people that they may not usually have had the opportunity to chat with.  They had a few minutes to sit down with snacks and unwind, which (as educators know) is not commonplace in schools.  And I, as the principal, had an entire day in classrooms, with kids, uninterrupted by meetings, phone calls, or emergencies.  It was a best-case scenario for all involved: students, teachers, and administrators.

I know I am only a few months out of the classroom into my role as principal, but this day confirmed what I believed to be true all along.  Teachers thrive when they are given autonomy to collaborate and treated as professionals.  Also, administrators need to work to keep that connection with instruction and students thriving.  I will be sure to include this learning lab set up in the agenda throughout my career as a principal!

Starting a New Journey

I have been anxiously awaiting the day that I would start a new professional journey as a building principal. That day has finally arrived, and I am thrilled to begin working with the teachers and community of an amazing elementary school in Michigan. As I prepare to embark upon this new chapter in my professional life, there are three things that I will keep at the forefront of all of my work.

1. The main focus is teaching children

When I started my teaching career 12 years ago, I was so excited to be able to work with a group of children every day. I loved helping open their eyes and their minds to new content and discoveries through learning. As the years have passed, and I have matured as a person and an educator, I realized that sometimes the most important "learnings" a child has during a school year are those that help them mature and grow emotionally or personally. As I begin my journey as a school leader, I will work diligently to stay in touch with the reason that drew me into education from the beginning, seeking to affect children and their emotional and intellectual learning in a positive way each and every day.  I look forward to doing this by being present and visible in the hallways, classrooms, lunch rooms, playground, and at community events.

2. Listen, listen, and listen some more

I am very lucky to be joining a school community that is already very well-established and successful. My intent as I begin my work with them is not to come in and establish sweeping changes or to "make my mark". I fully recognize that there are amazing things already occurring at the school, and my main goal will be to work to truly understand the school culture and begin to develop trust among all stakeholders. This practice will aid in a more seamless transition into the role of school leader. As a trusted colleague (thanks @mrbernia) told me, I should strive to listen, listen, and listen some more. I completely agree with that advice and look forward to heeding it as I seek to truly get to know all of the teachers, staff, and community members in the building.

3. Take time to "sharpen the saw"

When I went through the "7 Habits" training a few years ago, one of the pieces that stuck with me was the importance of taking time for yourself to "sharpen the saw".  This practice is important as it allows you to stay fresh and focused in the work environment.  I will be 110% committed to my new job and role as a principal.  However, I also will be sure to plan time to do the things that help me reenergize and preserve the main asset I have: me.  I enjoy spending time with family, reading for pleasure, running, and yoga.  It is important to come to work energized and ready to interact in a positive manner with the teachers, students, and community.  This is a value I hold true for myself, but also a value I will emphasize to the teachers and staff with whom I am working.  If we all come to work energized and invigorated, the school culture will be a better place for all.

I realize that there will be MANY more areas of focus throughout the beginning of my journey as a school principal, but these are three of the areas that I will keep in mind as I begin to collaborate with the new school community.  To say that I am excited to begin this journey would be an understatement. I am beyond thrilled, and look forward to beginning my work as a school principal.

Courage + Supportive School Leaders = Opportunities for Teacher Leadership

The majority of teachers would not argue with the fact that it is important to instill a sense of leadership in their students. Moreover, encouraging students to take risks and challenge their thinking is another key component of most classrooms. Why then would the practice be any different for teacher leadership?

Although teachers strive to promote leadership among their students, often those same principles are difficult to embrace in their own practice. For this reason, it is increasingly important for teacher leaders to step forward, providing a positive example in order to remove the stigma from leadership, perhaps encouraging their colleagues to follow suit. Additionally, encouragement from building leaders to seek out leadership opportunities that align with a teacher's passions is a great first step in growing the level of teacher leadership and engagement within a school building.

However, in order for teachers to feel comfortable stepping up to a leadership role, there is one essential element that must be present throughout a school building, trust. Just as students in a classroom are not willing to take risks if there is a fear of ridicule and mockery, teachers often pass on opportunities to take on leadership roles when high levels of trust are not present in the school building. In these instances, positive examples by strong teacher leaders and support from administrators can help to break down the wall of mistrust and encourage other colleagues to seek out opportunities to lead.

           

Promoting teacher leadership is even easier when it is supported by upper level administrators.  One major change that our Directors of K-12 education (@maureenbur1 and @i_sing_america) initiated is to put professional development opportunities into the hands of the teachers.  This has been extremely empowering as well as eye-opening.   During the first sessions, there were several innovative and meaningful opportunities offered.  They were well attended; and the feedback was phenomenal.  Teachers enjoyed learning new instructional methods from practicing colleagues. They also felt a sense of camaraderie when collaborating about ideas that had worked and those that hadn't.  As a result, even more teacher leaders have emerged to provide learning opportunities for their colleagues. As school leaders, we should strive to provide similar opportunities for teachers to discover leadership opportunities within their own practice. Kudos to our curriculum directors for empowering their teachers and putting the PD in the hands of the practitioners!

In conclusion, as mentioned by Carol Dweck in the book Mindset, taking risks and learning valuable lessons from mistakes is an integral part of the learning experience.  Just as educators encourage their students to experiment with new strategies, teacher leaders should follow suit.  You do not have to be in a leadership role to be a leader, and teacher leaders can help to transform a school culture and develop trust while encouraging colleagues follow their example.

This blog post was adapted from an article I wrote for Oakland University's Publication "Teacher Leader" from January, 2013.