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.

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!

Parent/Teacher Conferences: For Parents

Parent conferences are quickly approaching.  Educators truly look forward to this first opportunity to formally meet and discuss each student's progress.  The 20 minutes we have to talk during conferences seems to fly by, and it is often difficult to fit everything you and the teacher would like to talk about into the allocated time slot.  Therefore, I wanted to provide you with a few tips and tricks to help prepare for upcoming meetings with your children’s teachers.

Come prepared for a two-way conversation

Parent/teacher conferences are most successful if both parties talk AND listen.  The teacher will surely have information to present; however, this is also a good time to fill the teacher in on behaviors you see at home.  Often a child’s behaviors are not consistent between home and school, so providing the teacher with that information will allow him/her to understand your child as a whole person, not just as a student.

Review academic records

Before the conference, review your child’s academic work, tests, and other information that he/she may have brought home so you are prepared to ask specific questions about your child’s academic progress.  Prepare any questions you may have about areas in which your child is struggling or excelling before the meeting.

Come with an open mind

During conferences teachers will be discussing your child’s strengths as well as areas in need of growth.  Reflect before the conference on areas that you want to discuss with the teacher, but be willing to accept ideas and suggestions from the teacher that may not have occurred to you before the meeting. 

Talk to your child about how school is going

Oftentimes, your child can provide background knowledge as to what is going well in his/her classroom.  You child’s voice deserves to be part of the conversation, so having an honest discussion with your child beforehand may provide you with additional information to discuss during the meeting.

Focus on the positive

Everyone enjoys positive reinforcement.  Even if you may want to discuss areas of growth or concern with your child’s teacher, try to focus on positive aspects of your child’s progress or classroom procedures to help create a positive relationship between school and home.

I truly hope that parents, teachers, and students will walk away from conferences on a positive note with ideas and suggestions to help your children continue to grow and become successful throughout the school year.  It is a great opportunity to continue to build relationships between school and home, and I hope all involved take advantage of the opportunity for discussion and growth.

The School Yearbook = A New Principal's Best Friend

I have been reviewing many different types of data to prepare for the upcoming school year in a new building, a new role, with new teachers, community members, and responsibilities.  I've been studying standardized test data, reviewing last year's SMART goals, RTI groups, and IEP plans. However, another school artifact that I have been studying is one that I never imagined would be the most important, the school's yearbook.

It has been fun looking at the yearbook's candid pictures.  It provides a small peephole into the building's culture, extracurricular activities, clubs, and PTO events.  However, I have most enjoyed looking at student photos, reading names, making connections between siblings in different grades and even twins in different classrooms.  Since I live in the community, often faces look familiar and I am able to put a name to them.  Seeing those smiling faces gets me even more excited for that first day of school when all of the students will come to school wide-eyed and excited to begin a new year.

However, last week at the supermarket, I had an experience that proved to me exactly how important my study sessions of the yearbook had been.  I recognized a student across the aisle whose picture I had seen, and even remembered his name!!  I approached he and his mom excitedly and said "Hi there, you're Brian, aren't you?" I continued by saying "I'm Mrs. Delgado, your new principal, and I recognized you from your yearbook picture.  I can't wait to see you in school next year."  His mother and I proceeded to have a quick conversation and we all went on our way.  As I turned the corner, the student and I made eye contact, and I noticed he was beaming with pride.  That made my day, and I hope his as well!!

That supermarket experience brought me back to the reason we all went into education to begin with, to make students smile.  :)  Also, it allowed me to realize that amidst all of the data, numbers, SMART goals, and student growth scores that are part of my new position as principal, the most important "data points" I need to work to understand are the students I will greet each morning at the school house door.  I am honored to have been given that opportunity and will work each and every day to make every student smile.