“Success isn’t something that just happens. Success is learned, success is practiced, and then it is shared.”
– Sparky Anderson
Sharing an excerpt of an email as well as survey links on behalf of the Future Ready Schools
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We want you to Speak Up! Future Ready Schools (FRS) is helping to support National Principal Appreciation Month
“Failure happens all the time. It happens every day in practice. What makes you better is how you react to it.”
– Mia Hamm
More reflections from the WGEDD conference in celebration of National Principal Month, Illinois Principal Appreciation Week (10/19-10/23). Research reinforces that great principals are second only to great teachers in the classroom in terms of impact on student learning and growth. In DPS109 we are fortunate to have great, dedicated principals in our schools. We are fortunate too for the great associate, assistant principals and directors and coordinators and district administrators – as a team we lead for students. As superintendent of schools one source of reward and pride comes from guiding, coaching, mentoring, evaluating, and leading the principals. I learn so much about student learning, teacher teaching and impact and student learning from spending quality time with principals.
As part of my professional growth and development I attended the What Great Educators Do Differently conference in Deerfield. At this conference I listened, learned, led, reflected, hit my “reset button” and gained a great deal from the palpable energy from the hundreds of participants representing 19 US states and Canada. The multiple perspectives allow for multiple options to solve problems of practice.
One of the workshops I attended focused on: Great Schools Need Great Principals
Principal Leadership
At an Ed Camp Un-conference experience led by Dwight Carter from Columbus, Ohio @Dwight_Carter on Twitter, I joined 30 educational leaders in this break out session TX, IL, OH, IN, UT, IA, CO, & WI. Together, with perspectives from across the United States we discussed challenges and strategies to overcome challenges focused on 21st Century leadership.
I’m sharing excerpts of my notes of some challenges and strategies:
- Some challenges shared from leaders (highlights shared by leaders)
getting all day to day stuff still get into classrooms – Time Management
technology challenges – use, improve efficacy of it, help teachers learn how to use
life balance – work/family
20th Century model of education – leading in the current times against old model
balancing different places of staff
using technology in setting where there are banned sites
addressing facility concerns/challenges
manger vs leader – manager and leader - Strategies to overcome challenges (highlights shared by leaders)
trading time – go home in evening and do paperwork on weekend – balance
walk through halls – don’t go back to office for a few hours – be present in school
work with spouse and family – be conscious about responsibilities and priorities
ask administrative assistant to schedule class visits – be disciplined
charge $5.00 if you miss a class visit – idea for accountability
work with life coach – get external help to manage time and work
use technology for reminders and make a routine of this
share leadership – i.e. joint writing of blog, weekly memo, joint presentation for professional learning
prep walks – meet with teachers while they are on their prep time, not always visit for evaluation
This workshop session, the challenges and solutions discussed and debated, and the whole WGEDD reinforced for me the value of connected leadership and connected educational leaders. The actual practitioners identifying actual problems of practice and taking the time to learn from leaders with many perspectives serves to improve each and every one of our own leadership abilities.
As a superintendent of schools I gain energy from leadership tips, techniques, and strategies so I can support the district and school administrators so they can best support teacher efficacy and excellence so that students can always learn and grow!
Reminder/review from literature/research …
Teachers account for 33% of the effects on student learning…principals account for 25% of the school effects on student learning AND also impact the hiring, training, and retention of teachers (Marzano et al 2005)
42% … “everything else” … who the students are etc.
In consideration of the EFFECT on STUDENT achievement of school and teacher effectiveness, check the chart below (excerpted from a collection of sources including the Marzano team on school leadership):
Consider if a student arrives/performs at 50th %ile (normal/average performance) and then:
A. they are enrolled in an average school placed with an average teacher – in at 50 leave at 50 – no real impact on learning (generally speaking)
B. they are enrolled in the least effective school and placed with the least effective teacher, the student will come in at 50 and leaves at the 3rd percentile (educationally speaking it is possible that the student never recovers)
C. they are enrolled in the most effective school and least effective teacher, they come in at 50 out at 37th – the student still has chance
D. Power of effective teachers: the student is enrolled in the least effective school and most effective teacher, they come in at 50th and leave at 96th
E. Power of the principal/school – the student comes in to the most effective school and is placed with the average teacher, they come in at the 50th and leave at 78th – not as good as excellent teacher and effective school – but see the power of effective school – GREAT SCHOOLS MUST HAVE GREAT PRINCIPALS WHO SELECT AND DEVELOP GREAT TEACHERS – OUR STUDENTS DESERVE THIS!
Essential to work on culture and leadership at school level, select for excellence with rigor and tenacity and to focus our work and our impact on excellence!
Connecting through Professional Learning
“You can’t fall if you don’t climb. But there’s no joy in living your whole life on the ground. ”
– Unknown
There are many ways we can learn professionally and there are many ways we can grow professionally! I am fortunate to work with amazing teachers and leaders so I am learning every day. Each month I co-moderate a Twitter Chat called #SuptChat with a friend and colleague Dr. Nick Polyak
When superintendents listen to the voice of the people and connect with them, they are connected. They are deliberate and intentional about turning learning opportunities into connections and networks, the leader is demonstrating leading by example and connecting. When a leader is asking teachers what their needs are, following up with learning opportunities reflective of those needs, and communicating through words and actions (i.e. attending conferences arm in arm) the superintendent is connecting and leading through professional development.
In my experiences and in my practice I regularly seek input from stakeholders. Leading in a culture of connectivity is all about connecting with others, leading others, and leveraging the tools of the trade to do so. As research about student learning shows, students learn and grow more when they have choices and a “voice” in their learning. Adult learners also learn and grow more when they also have a voice in their learning and development. When employees feel respected and valued they have a greater likelihood of following through with the initiatives. When the leader of the organization connects with the beliefs and feelings and desires of the members of the organization, there is greater support for changes and initiatives. There are several ways to apply connectivity in and through professional development to impact organizational culture. Connection starts in the first days on the job and/or in transition and it never stops.
The connected leader seeks feedback. An effective example is using surveys or focus groups with stakeholders, asking teachers what they need, want in professional development, the leader can demonstrate connectivity in terms of acknowledging and meeting their needs. When a leader puts forth professional development opportunities that the teachers request or identify as high value the leader is demonstrating connection with and valuing their opinions and needs. By offering options and providing choice, the professional development has a greater likelihood of becoming job-embedded and impactful! The skilled and connected leadership team meets needs of 
employees and provides staff development that is in tune with the needs of the teachers. While many leaders celebrate the value of differentiated instruction for student learning, a connected leader seeks out that which differentiates staff and deploys staff development at varying levels and formats as well. In addition, the superintendent who is physically present at inservice events and workshops and one who learns with the other educators is shaping the culture whether they realize it or not!
A superintendent’s direct connection with staff, aside from classroom visits is through professional learning. By sitting side by side for part or all of workshops and conferences, the superintendent is demonstrating that he/she values the work of the teachers. Often superintendents are reminded of the “need for training” as an expectation and/or a barrier toward implementation and acceptance of new educational and instructional opportunities. One way to convince teachers of this and one way to help those nervous or reluctant is to actually sit and work with them! As an example, I have helped teachers set up their Google calendars for example in an effort to support the change and to learn and teach together.
In my first 90 days as superintendent I called key stakeholders (clergy, government officials, parent organization leaders, financial officials, other educators in the area, etc.) and I held personal meetings with as many people as I could (above list, teachers, parents, students). If you have not already done so, seek out “focus groups” of people and ask them to talk to you. I treat most days like the first 90 – I actually never stop connecting and reaching out – and in doing so I open my mind to new ideas, affirm those ideas I know are correct, and work to impact change and growth and transformation for the 3000 students whose education is, in part, under my control – directly and indirectly!
Whether you have one school, five schools, or 300 schools, you can connect by reaching out and asking people to speak with you – it’s amazing how much people value time with the superintendent. Once you start these relationships, all that follows – adult learning, student engagement, problem solving, community growth – work better, smoother, and in a more fulfilling connected way. Repeat your first 90 days from time to time – relationships are an underpinning foundation for growth – professional development and growth based upon relationships and networking reflects a superintendent leading in a culture of connectivity.
A good friend and colleague, Dr. Jeff Zoul has published another book! This time he and national education expert Tom Murray share practical tips for Leading Professional Learning! Their book and the research and experiences upon which it is built speak directly to current, modern professional learning!
One of the reviews: “This is a brief, but powerful, book about making professional learning for teachers more meaningful and personal. Murray and Zoul have identified several important ways to improve how we support our teachers’ learning so that they are better equipped to support their students. The book offers practical tips that schools and districts can take and use immediately.”
Todd Whitaker, Professor of Department of Educational Leadership
Indiana State University, Terre Haute, Indiana
The traditional in-person model of conference professional development does not immediately lead to connections. But through focusing on leading in a culture of connectivity and becoming a connected educator, even the most isolated conference situation can lead to an opportunity for growth and application of connectivity. Many conferences involve attending alone, not knowing anyone; or attending with your team and not meeting anyone new. One way to turn this dis-connected experience into an experience designed to breed connectivity can be found by intentionally aiming to form a lasting relationship. The superintendent who deliberately seeks out connections and opportunities to network, share, learn, and grow is the one who is leading that way on home turf too. Seek out what types of conferences teachers or union leaders are planning to attend – and then attend with them. This practical and proactive approach to learn together builds relationships and allows for greater growth.
Some questions & suggestions for you – reflection:
At the last conference you attended did you meet anyone new? Did you try to seek out new people to meet? Did you follow up with any presenters or participants?
Have you called a neighboring superintendent this week? They say our profession is lonely – intentionally take steps to be connected, break the cycle of loneliness – reach out.
We are passionate about innovation in DPS109
“If you can’t figure out your purpose, figure out your passion. For your passion will lead you right into your purpose.”
– Bishop T.D. Jakes
Innovation is one theme that supports our District vision of Engage/Inspire/Empower! This year we have innovations upon innovations – it’s awesome, amazing, rewarding, fulfilling, and a little bit overwhelming. Through effective leadership, our District leadership team will help “whelm” our people so as not to over or under “whelm” them! Our school principals are site based “CEO’s” leading in an environment of defined autonomy. It’s a new day in DPS109!
So what is leadership? – this is a question found in literature, magazines, board rooms, conferences, etc! I’m sharing some definitions from Forbes Magazine, retrieved from: http://www.forbes.com/sites/kevinkruse/2013/04/09/what-is-leadership/
Peter Drucker: “The only definition of a leader is someone who has followers.”
Warren Bennis: “Leadership is the capacity to translate vision into reality.”
Bill Gates: “As we look ahead into the next century, leaders will be those who empower others.”
John Maxwell: “Leadership is influence – nothing more, nothing less.”
This year much of our shared leadership is shown through implementation of innovative supports for learning. In this blog I have shared an abundance of specific information that is worth a review in terms of that which we have implemented to support student learning and growth as well as teacher efficacy and development. I’m so proud of our Board of Education for supportive and visionary leadership “from the balcony” as well as our teachers who lead every single day “in the trenches”. In between the Board and the teachers, I’m blessed and empowered to lead with amazing leaders at the District and School levels in every corner of our District.
In our effort to stretch and push and lead and grow, we are equipping our teachers and our students with the most innovative and evidence based supports for learning. By taking the lid off of expectations for all students (and staff) and “shooting for the moon” like JFK did for our country many years ago, the possibilities are limitless. The future is now for the world in which our students live.
The future is bright because of what our students will accomplish and experience! I’m proud to continue to push and stretch and learn and grow with an among excellence. In DPS109 we are all about our vision: Engage, Inspire, Empower! It’s fun, rewarding, and humbling to share our messages in multiple formats throughout the experiences. Like many before us, we are envisioning a future that requires new thinking and new methods to make the differences we have a calling to make!
As I have shared in the past, we want input and feedback and we use it! PLEASE contact us via Let’s Talk – it’s communication for all -employees, students, community members, blog readers, anyone and everyone with commentary about our District.
Our innovative reality – the future is NOW – Change or become Obsolete.
“A leader must inspire or his team will expire.”
– Orrin Woodward, L.I.F.E. Living Intentionally for Excellence
As readers of the blog know, I find Twitter to be an instant and powerful source of learning and inspiration. One of the really cool and powerful things I just came upon is a tweet of a video showing the evolution of the desk from 1980-2014.
This short video resonates with me and my life’s experiences and my philosophies as a school leader as I support change for others. My aim and our District’s aim is to Engage, Inspire, Empower.
As I reflect on the video, I guess for my generation we don’t need to “keep up” with changes – we simply live and breathe change. I guess for my life’s experiences, I understand the video and the migration of “stuff” over the years. I guess I understand that no one really sends faxes anymore because we don’t have to. I guess I understand that when I want to look up a word, I add an extension to my browser and my device becomes a dictionary, for example. I guess I embrace progress and improvements in our world because I have lived in the most provocative communication, information, and transformation time in human history. I guess I like gadgets and gizmos because they allow me to learn, grow, and inspire in ways not imagined in my grandparent’s day.
I guess my maternal grandfather who emigrated to the USA in 1907 at age 15 enjoyed flying in an airplane across the USA in the 1960’s as opposed to riding a horse or driving a Model T or taking a train or a boat – all transportation options in his time – because flying from Chicago to Richmond made more sense than the other options. He did not fight progress, he embraced it. My grandfather’s life exposed him to amazing advances in transportation, technology, etc. He chose to progress and grow with the times. He did not have an airplane take him to the USA from Romania – but he did take an airplane to see his family across the country when an airplane was available. he changed with the times.
In 1980 I was 12 years old, Ronald Reagan was just elected U.S. President,
and the world was in for a renewed sense of purpose, power, and jingoistic spirit. In addition, it seems that the past three and a half decades have also provided the most significant transformation of society – communication – information – education – etc. In 1983 a report from the National Commission on Excellence in Education came out and called the USA to action for our nation’s need to improve public education. Since 1983 there have been many transforms, reforms, changes, initiatives, plans, programs, progress, etc. in education. None is more disruptive or powerful in my estimation than the information explosion called the Internet.
Another powerful link is “The Internet in Real Time”
I guess I like the fact that my children will inherit a world made better by advances in science, technology, engineering, and mathematics; I guess I support my children’s educational systems changing to embrace and reflect my children’s future – not my or my grandfather’s past!
It’s time to put away the paper dictionaries and get a Chrome extension – the future is now! I guess the time is to use the resources districts like ours have – the digital age is the age in which we find ourselves – embrace the possibilities and enjoy the modern progress – Engage, Inspire, Empower.