Over the last few weeks, I have had several conversations with students. One student said he didn’t like anything about school and didn’t like anyone except his mom and girlfriend. Less than a week later it was reported that he was physically abusive toward his mom. One student told me about all the places she has lived over her lifetime. I know that she is currently homeless. Less than a week later her mom took her to the hospital because of her mental struggles and self-harming. Another young lady claimed that she had been forced to do sexual acts with a boy. I share these few examples not for shock but for reality. This is what students bring to school.We all have the teacher’s pet. We have those students who know how to do school. They are enjoyable to be around. They do their work. They raise their hand to speak. When ask them to do something, they do it without talking back. They are nice to other kids and respectful toward adults. They are fun to be around.The students I mentioned in the beginning are not the "teacher's pets" students. They are frequent fliers to the office. They often do not show respect to adults. They can be mean to other kids. They frequently do not do their homework and may be habitually absent from school. They are not nice to others and are full of drama. School is not important to them. Sometimes school is the only time that they are expected to adhere to any rules or procedures. Sometimes school is the only place where they are expected to do anything.With all that being said, no student deserves to be treated unkindly. Sure it is easy to stand up for and treat those “good kids” kindly. Despite what the other students bring to school, how they treat other students, or how they treat us, they deserve to have an advocate as well. They deserve for us to stand up for them. They deserve us to choose kind. We may be the only one in their lives to do that!
Sunday, November 5, 2017
ChooseKind
Friday, June 2, 2017
Collaborate to Grow
(7/14/13)
Tuesday, I did a search at Education Resource Information Center (www.eric.ed.gov) on teacher collaboration. I received over 10,000 articles referencing this topic. This week there was an article in Education Week stating that in order to implement common core standards properly, collaboration was going to be key. Two years ago our school tried to imbed collaboration within our daily schedule. Last year our district made a commitment to provide teacher collaboration at the beginning of the day on Wednesdays. I share all this to remind us of the importance of teacher collaboration.
For too many years, educators have worked in isolation. When I look at other successful professional organizations, I always see a team approach. The best hospitals have doctors who work as a team. The best law offices use a team of lawyers to attack a case. The best athletic teams work as a team. Over and over again successful companies, organizations, and athletic teams work together. The old saying that two heads are better than one is not just some cliché. To hammer the point, even more, I would like to share the following statement, “Two are better than one, because they have a good return on their labor; If either of them falls down, one can help the other up…Though one may be overpowered, two can defend themselves. A cord of three strands is not quickly broken.” (Ecclesiastes 4:9-12 NIV)
Collaboration is the key to the educators current and future success. Collaboration doesn’t mean that we all agree. Collaboration means we share our thoughts and ideas around a problem seeking the best solution while seeking consensus. As educators, our focus is on student learning. We collaborate on what needs to be learned, how we know students have learned it, what we will do for those who don’t, and what to do for those who already get it. These collaborative conversations may involve classroom management, classroom instruction, assessments, assessment results, etc. Again, addressing these issues is best done as a collaborative team using the expertise of you as professionals rather than in isolation. The more we do together, the greater chance we have for success!
Tuesday, I did a search at Education Resource Information Center (www.eric.ed.gov) on teacher collaboration. I received over 10,000 articles referencing this topic. This week there was an article in Education Week stating that in order to implement common core standards properly, collaboration was going to be key. Two years ago our school tried to imbed collaboration within our daily schedule. Last year our district made a commitment to provide teacher collaboration at the beginning of the day on Wednesdays. I share all this to remind us of the importance of teacher collaboration.
For too many years, educators have worked in isolation. When I look at other successful professional organizations, I always see a team approach. The best hospitals have doctors who work as a team. The best law offices use a team of lawyers to attack a case. The best athletic teams work as a team. Over and over again successful companies, organizations, and athletic teams work together. The old saying that two heads are better than one is not just some cliché. To hammer the point, even more, I would like to share the following statement, “Two are better than one, because they have a good return on their labor; If either of them falls down, one can help the other up…Though one may be overpowered, two can defend themselves. A cord of three strands is not quickly broken.” (Ecclesiastes 4:9-12 NIV)
Collaboration is the key to the educators current and future success. Collaboration doesn’t mean that we all agree. Collaboration means we share our thoughts and ideas around a problem seeking the best solution while seeking consensus. As educators, our focus is on student learning. We collaborate on what needs to be learned, how we know students have learned it, what we will do for those who don’t, and what to do for those who already get it. These collaborative conversations may involve classroom management, classroom instruction, assessments, assessment results, etc. Again, addressing these issues is best done as a collaborative team using the expertise of you as professionals rather than in isolation. The more we do together, the greater chance we have for success!
Thursday, June 1, 2017
Highly Effective Teams
Team is a word that is often thrown around today. People play on athletic teams and work in teams. But what does a highly functioning team look like? Based on my research, I want to share some basic characteristics of highly functioning teams.
1. Mourn with those who mourn and rejoice with those who rejoice.
We hear sad news of colleagues and are quick to offer sympathy and extend a hand of help. We may even feel bad for an individual’s poor performance. Highly functioning teams are there for each other. They empathize with team members when someone is going through struggles.
Rejoicing in another’s good fortune is not always as easy. Usually, someone else’s success means our failure or, at a minimum, lack of success. We find it difficult to be as excited for that individual who gets accolades for their performance. It becomes even more difficult when another individual or group seems to be getting more benefits or notice for their performance than you or your group. It becomes a “Marsha, Marsha, Marsha” syndrome. Instead of being excited and celebrating with them, we become angry, resentful, or jealous. The result becomes an unhealthy competition for recognition. Highly functioning teams celebrate each other’s successes. In fact, they will be the first to recognize a teammate’s hard work and achievement.
2. Don’t care who gets the credit.
A highly functioning team doesn’t lose focus. They do not get caught up in who did what. They set out to achieve a goal and do not care how it is achieved. They are not worried about everyone knowing their particular contributions to the success. It is more about achieving the goal than who did what to achieve the success. Often members of highly functioning teams who are receiving recognition for their achievements are quick to point out the contributions of all the other members of the team. It is less about me and more about the team.
3. Accept failure without pointing fingers
On the other end of the spectrum, a highly functioning team does not point fingers. They recognize there will be failures. They know to achieve there have to be some setbacks. Highly functioning teams have members who take responsibility for their failures and their role in a failure. They are willing to help and support the weaker members of the team without calling them out. They will take time out of their busy schedule to support those on the team that are struggling because they know they are only as good as their weakest link.
4. Know their roles
In athletics, we often see the best of the best form a “dream” team but successful results do not follow. On the other end of the spectrum, we see teams that seem to lack “superstar” status be successful. The difference? One team is dedicated to each other and the goal. The other team is dedicated to themselves. They are more interested in individual accolades. On highly functioning teams individuals know their strengths and weaknesses. They concentrate on putting people in their strengths so the individual and the team can be successful. Jim Collins in his book Good to Great refers to it as getting the right people in the right seats on the bus.
The highly functioning teams work to their strengths while understanding their weaknesses. They support others by not setting individuals up for failure but success. Setting up people for success takes getting to know each other well and being willing to admit that we are not good at everything. It also takes accepting that someone may be better at something than we are.
5. Do everything without complaining or grumbling
Not everything will go well. We will not agree with everything our boss, coach, or colleagues decide to do. What we do next will determine the team’s success. Highly functioning teams do not sit back and complain. They look for solutions. They take the time to analyze the decision. If it is possible and necessary, they address the person making the decision. Otherwise, they review the decision using their expertise to make the best of the situation. Often after time has passed, they find that the decision when followed can lead to great success. Instead of wasting time and energy complaining, they are putting their time and effort towards a positive outcome.
Each team serves a different purpose and creates their own goals. However, highly functioning teams work well together. Highly functioning teams are highly effective. The good news is that if your team does not have these five characteristics, it is not too late. You can turn it around. Once you do, you will find your team working more efficiently and achieving the results you desire.
1. Mourn with those who mourn and rejoice with those who rejoice.
We hear sad news of colleagues and are quick to offer sympathy and extend a hand of help. We may even feel bad for an individual’s poor performance. Highly functioning teams are there for each other. They empathize with team members when someone is going through struggles.
Rejoicing in another’s good fortune is not always as easy. Usually, someone else’s success means our failure or, at a minimum, lack of success. We find it difficult to be as excited for that individual who gets accolades for their performance. It becomes even more difficult when another individual or group seems to be getting more benefits or notice for their performance than you or your group. It becomes a “Marsha, Marsha, Marsha” syndrome. Instead of being excited and celebrating with them, we become angry, resentful, or jealous. The result becomes an unhealthy competition for recognition. Highly functioning teams celebrate each other’s successes. In fact, they will be the first to recognize a teammate’s hard work and achievement.
2. Don’t care who gets the credit.
A highly functioning team doesn’t lose focus. They do not get caught up in who did what. They set out to achieve a goal and do not care how it is achieved. They are not worried about everyone knowing their particular contributions to the success. It is more about achieving the goal than who did what to achieve the success. Often members of highly functioning teams who are receiving recognition for their achievements are quick to point out the contributions of all the other members of the team. It is less about me and more about the team.
3. Accept failure without pointing fingers
On the other end of the spectrum, a highly functioning team does not point fingers. They recognize there will be failures. They know to achieve there have to be some setbacks. Highly functioning teams have members who take responsibility for their failures and their role in a failure. They are willing to help and support the weaker members of the team without calling them out. They will take time out of their busy schedule to support those on the team that are struggling because they know they are only as good as their weakest link.
4. Know their roles
In athletics, we often see the best of the best form a “dream” team but successful results do not follow. On the other end of the spectrum, we see teams that seem to lack “superstar” status be successful. The difference? One team is dedicated to each other and the goal. The other team is dedicated to themselves. They are more interested in individual accolades. On highly functioning teams individuals know their strengths and weaknesses. They concentrate on putting people in their strengths so the individual and the team can be successful. Jim Collins in his book Good to Great refers to it as getting the right people in the right seats on the bus.
The highly functioning teams work to their strengths while understanding their weaknesses. They support others by not setting individuals up for failure but success. Setting up people for success takes getting to know each other well and being willing to admit that we are not good at everything. It also takes accepting that someone may be better at something than we are.
5. Do everything without complaining or grumbling
Not everything will go well. We will not agree with everything our boss, coach, or colleagues decide to do. What we do next will determine the team’s success. Highly functioning teams do not sit back and complain. They look for solutions. They take the time to analyze the decision. If it is possible and necessary, they address the person making the decision. Otherwise, they review the decision using their expertise to make the best of the situation. Often after time has passed, they find that the decision when followed can lead to great success. Instead of wasting time and energy complaining, they are putting their time and effort towards a positive outcome.
Each team serves a different purpose and creates their own goals. However, highly functioning teams work well together. Highly functioning teams are highly effective. The good news is that if your team does not have these five characteristics, it is not too late. You can turn it around. Once you do, you will find your team working more efficiently and achieving the results you desire.
A Principal's Reflection on Interviews
Over my many years of working in the profession of education, I have set through countless interviews. This has led to all kinds of interesting candidates both good and bad. As college graduates are finishing up their final semester and looking for jobs, I thought I would share a few helpful hints when heading into the interview.
1. Invest in Your Career
First impressions can be incredible. Bad ones are hard to overcome. Take the time and money to purchase an outfit specifically for interviews. If you need help picking something out, take someone with you. Then make sure you keep it cleaned and ironed even if you need to take it to the dry cleaners. I can’t tell you how many times interviewees have walked in with inappropriate business attire or attire that looked like they just pulled it out of the bottom of a pile of clothes. I am not saying we have never hired any of these people, but when there are many applicants, it can come down to the little things. (By the way, leave the water bottle in the car when you go into an interview.)
2. Be Nice
Being nice starts from the phone call you receive for setting up an interview all the way to the final call about whether you got the job. My secretaries will often give me commentary about potential candidates when they spoke with them on the phone to set up the interview and how the candidate acted when they entered the office and were waiting for the interview. During the interview, speak kindly about everyone including past employees. No one wants to hire a complainer. Finally, you should receive some communication from the interview committee as to whether you received the job. Continue the kindness as you communicate with the school even if you do not get the job. Something may not work out with their original candidate, or they may have another opening. They will remember that kindness.
3. Confident but not Cocky
Confidence comes from humility and preparedness. You gain confidence by practicing your answers for potential interview questions. Almost every interview for a teaching job will focus on classroom management, instruction, and working with others. As you think about how you will answer the questions, you should try to answer with specific examples. It is more impressive to hear a candidate say “this is how I handled the situation” as opposed to “this is how I would handle the situation.” The first example shows you have experience. If you are just entering the profession, it may be difficult to share examples of personal experiences so you might reflect on how you have seen someone else handle a similar situation.
Know the school and district in which you are being interviewed. In today’s age, there is no excuse for not knowing the school. With a simple swipe of the finger or click of the mouse, you can find school improvement plans, school mascots, school colors, school data, administrative and teaching staff, etc. When you have a chance, you can reference these things. Don’t make it awkward, but find an appropriate time to use that information when answering a question.
Part of humility is demonstrating you are willing to learn. Share how you are trying to continue to grow professionally. Most interviews end with a question asking you whether you have any questions. Come prepared to ask questions. Some interviewers are even impressed when you are taking notes. It demonstrates you are listening and genuinely seeking answers.
4. Be Yourself
Remember you are in an interview and seeking a career in the teaching profession, but do not be afraid to talk about your passions and interests. Be brief but talk about what is unique about you and what you believe you can bring to the school/district. Also, do not try to answer the questions the way you think they want to hear. It never ends well. If you stay focused on students and stick with your educational and instructional philosophies, it will work out.
In the end, trust your training. Have confidence. Have fun. Give God the glory no matter what!
1. Invest in Your Career
First impressions can be incredible. Bad ones are hard to overcome. Take the time and money to purchase an outfit specifically for interviews. If you need help picking something out, take someone with you. Then make sure you keep it cleaned and ironed even if you need to take it to the dry cleaners. I can’t tell you how many times interviewees have walked in with inappropriate business attire or attire that looked like they just pulled it out of the bottom of a pile of clothes. I am not saying we have never hired any of these people, but when there are many applicants, it can come down to the little things. (By the way, leave the water bottle in the car when you go into an interview.)
2. Be Nice
Being nice starts from the phone call you receive for setting up an interview all the way to the final call about whether you got the job. My secretaries will often give me commentary about potential candidates when they spoke with them on the phone to set up the interview and how the candidate acted when they entered the office and were waiting for the interview. During the interview, speak kindly about everyone including past employees. No one wants to hire a complainer. Finally, you should receive some communication from the interview committee as to whether you received the job. Continue the kindness as you communicate with the school even if you do not get the job. Something may not work out with their original candidate, or they may have another opening. They will remember that kindness.
3. Confident but not Cocky
Confidence comes from humility and preparedness. You gain confidence by practicing your answers for potential interview questions. Almost every interview for a teaching job will focus on classroom management, instruction, and working with others. As you think about how you will answer the questions, you should try to answer with specific examples. It is more impressive to hear a candidate say “this is how I handled the situation” as opposed to “this is how I would handle the situation.” The first example shows you have experience. If you are just entering the profession, it may be difficult to share examples of personal experiences so you might reflect on how you have seen someone else handle a similar situation.
Know the school and district in which you are being interviewed. In today’s age, there is no excuse for not knowing the school. With a simple swipe of the finger or click of the mouse, you can find school improvement plans, school mascots, school colors, school data, administrative and teaching staff, etc. When you have a chance, you can reference these things. Don’t make it awkward, but find an appropriate time to use that information when answering a question.
Part of humility is demonstrating you are willing to learn. Share how you are trying to continue to grow professionally. Most interviews end with a question asking you whether you have any questions. Come prepared to ask questions. Some interviewers are even impressed when you are taking notes. It demonstrates you are listening and genuinely seeking answers.
4. Be Yourself
Remember you are in an interview and seeking a career in the teaching profession, but do not be afraid to talk about your passions and interests. Be brief but talk about what is unique about you and what you believe you can bring to the school/district. Also, do not try to answer the questions the way you think they want to hear. It never ends well. If you stay focused on students and stick with your educational and instructional philosophies, it will work out.
In the end, trust your training. Have confidence. Have fun. Give God the glory no matter what!
Subscribe to:
Comments (Atom)