Tag Archives: leadership

Who will get us there?

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Stephen Downes shared the following on LinkedIn:

“I was asked, “Please provide a brief abstract that summarises your views on the impact of AI on higher education.”

As far more than the language models that have captured the attention of the world over the last few years, artificial intelligence (AI) represents a significant increase in human capability, augmenting and sometimes exceeding our natural capacities to perceive, reason, create and remember. Ubiquitous access to these capabilities changes the definition of what it means to learn and to be educated. Skills once reserved to the domain of experts are now in the hands of everyday people, while most every discipline is devising new models, methods and pragmatics of work alongside, or teaming with, these new tools. This challenges educators along a number of fronts, impacting how they teach, what they teach, and even what it means to teach. Today’s educator in a world of AI is responsible for far more than passing along knowledge (indeed, the machine can do most of that). We will be responsible for challenging students both young and old to find new ways of seeing and creating, leading them through demonstration of dedication, resilience and passion, and modeling for them the best values of civil and social responsibility, contribution and care.

Thoughts?” ~ Stephen Downes

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Although my thoughts align with K-12 education as well as higher education, these thoughts come to me in the form of a question:

Who is going to get us there?

Who is the ‘We’ that Stephen is talking about when he says, “We will be responsible for challenging students both young and old to find new ways of seeing and creating, leading them through demonstration of dedication, resilience and passion, and modeling for them the best values of civil and social responsibility, contribution and care”?

Because I love this vision of what teaching can become, I just don’t see a clear path to take us there.

‘We’ won’t get there following the guidance of financially lucrative edu-tech business, products, and tools… their locked-in subscriptions will tout measures of success that don’t align with this vision, even when they say that they will.

‘We’ won’t get there like we did with Web2.0 tools in the late 2000’s and early 2010’s, on the backs of tech savvy educators leading the charge.

‘We’ won’t get there because of some governmental vision pushing a new AI enhanced curriculum, or even new guidelines that somehow redefine for teachers, “how they teach, what they teach, and even what it means to teach”.

I hope I’m not coming off as a pessimist. I’m excited about what’s possible. I just fear that ‘we’ aren’t going to get ‘there’ any time soon unless ‘We’ align philosophy, policy, and economic support for the transformation of schools into something different.

Short of that, I fear that ‘We’ will be having the same ‘20th century schools in a 21st century world’ conversation in another 10 years… which I’ve heard since getting into education in the late 1900’s.

Must do vs want to do

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I can tell it’s close to March break because I feel like a holiday is due. The biggest signal in my brain for this is that I can feel the shift in my thoughts move from, ‘What do I want to get done?’ Move more to, ‘What do I need to get done?’

At this point I’m wanting to efficiently and effectively get through the ‘must do’s’, checking off the tasks and responsibilities essential to do a good job. But those other things I really want to do, the special projects I created for myself, the extra tasks I envisioned getting out of the way before the break… these things are no longer feeling like priorities. They’ve been put on hold until after the break.

I’ve written a lot about the difference between leadership and management over the years, and the challenges of a principal’s role to do management well enough that there is time for true leadership. I can often express the importance of the role being about the leadership beyond the management, getting the things you want to do to lead done, and not just getting lost in the things that need to get done to run an organization.

What I haven’t admitted yet is that sometimes the energy level just isn’t there… like a few days before a two week holiday. Which also happens to be a time when you aren’t the only one looking forward to the break. And at these times the most important thing is to get what needs to be done off of your plate.

There are still ways to lead, to show gratitude and appreciation for others, and to be present with others… but at these times it’s perfectly ok to put the ‘want to do’ projects and plans on hold. What you can’t do is disconnect from the important things that still need to get done.

Come back from the holidays refreshed and ready to take on the world. But if you drop the ball on the ‘must do’s’ before the break, the catch upon return will keep you farther still from the ‘want to do’s’ you love about your job.

So, don’t feel guilty about putting those special projects on hold, but also don’t forget about all the things that you can do now to reduce the friction and workload, and prime yourself for the stuff you know you want to do when you return after the break. Manage all the tasks you can, focus on being productive, and you’ll pave the way for more inspired work when you return.

Parents as Partners

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This week we had a student IEP (Individualized Education Plan) meeting with a family. It was a meeting that really could not have gone better. It involved both parents and an advocate, myself and three teachers. From start to finish the meeting was focused on one thing: how do we work together to provide the best possible environment for their child/our student to thrive?

When everyone has the same objective, it almost always makes a meeting go well. But sometimes it’s clear that it isn’t just the objectives that are similar but also the approach, and then it’s easy for strategies to be put into place and for everyone to come out of the meeting feeling like we truly are partners working together.

Way back in 2009-10, when I was living in China and working as a principal in a foreign national school, I shared a series in my school newsletters that I called ‘Parents as Partners’. While some of the links I shared no longer work, the messages still hold true.

I started the post saying this:

“I firmly believe that “It takes a community to raise a child” and so without cooperation and communication between a school and their parent community, ‘we’ cannot fully support our children and their learning. That said, I often wonder about how we can more meaningfully engage parents in a way that they want to be engaged.”

You can head to that post to see some of the ideas I shared… and you are welcome to use anything there for yourself, editing as you see fit.

A quick road trip

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Later today I head to Kamloops for an all-day meeting tomorrow. The principals of Provincial Online Schools are meeting. We connect with the Ministry of Education in the morning, and spend the rest of the day addressing concerns and supporting each other. While there is an option to connect online, it can’t be understated how valuable it is to meet face to face occasionally.

I’ve shared this before, but it’s an important point: I have more in common with these principals than I do with all my colleagues in my school district. Online learning has different funding rules than regular schools; Different approaches to learning and support of students; Different demands at different times of the year. We also have very different needs for support, and a lot of times we look to each other for that support.

Sure, we are a group that are comfortable connecting online, and we do that often. We even have a WhatsApp group where we ask questions and support each other. But there is something really special about getting together face-to-face a few times a year. And while that meeting usually happens a bit more locally for me, it’s my turn to put some travel time in.

It will be a short, overnight trip, but it will be worth it to connect with my long distance colleagues.

Pruning – Strategic Subtraction

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One of my favourite quotes comes from Derek Sivers:

“If more information was the answer, then we’d all be billionaires with perfect abs.”

When looking at Dr Simon Breakspear’s ‘The Pruning Principle – Unlocking educational progress by mastering the art of strategic subtraction,’ I feel as though there is a chasm between the insightful information he shares, and the ability to use that information meaningfully and effectively in schools. Simon summed this up at the BC Principals and Vice Principals Association conference in Whistler yesterday when he said, “Subtraction is harder than it looks!”

So, let’s examine this Pruning Principle a little closer and leap over the chasm between this insightful concept and it’s usefulness.

The premise:

In gardening pruning, cutting back, is essential to cultivating long-term vitality. That said, it’s important to recognize that pruning almost never involves removing something completely.

The challenge:

The ideas of ‘doing less’ or ‘de-implementation’ have negative connotations. ‘Pruning’ is a better, more positive frame. The challenge is to recognize that sometimes we have to stop doing many good things to spend time doing fewer better things.

“There is nothing so useless as doing effectively that which should not be done at all.” ~ Peter Drucker

The plan:

  1. Examine (Review the landscape.)
  2. Remove (Subtract with care.)
  3. Nurture (Cultivate what matters.)

With a focus on ‘impact’, intentionally remove things we do that are not as impactful or effective as we think, in order to nurture and give more time to the truly impactful things.

This is an iterative process. The pruning need not, and probably should not, be big/irreversible/long-term/complex-structure. Instead start small/reversible/short-cycle/short-term.

The targets:

Areas to target for pruning:

  • Time
  • Priorities
  • Physical and visual space
  • People/participants involved
  • Commitments and responsibilities
  • Processes or steps in a process
  • Platforms and schools
  • Rules and policies
  • Standards and frameworks

The goals:

  1. Redirect finite energy and resources
  2. Stimulate desired new growth
  3. Reshape for health and longevity

The questions:

What is on my ‘Stop Doing’ list?

What can I Delay, Delegate, or Dump?

How do I shift my internal dialogue from pruning being a negative, a subtraction, to being one where pruning is about caring and greater competence?

The example:

Pruning is a great metaphor, it takes the subtraction of things to help nurture them and have them blossom or bloom. But my favourite example from Simon Breakspear was about learning to ride a bicycle. One of the biggest challenges in learning to ride is balance. A kid’s bike comes with training wheels. While the wheels prevent falling over, they are a crutch that doesn’t actually help with balance. Now, we see little bikes with no pedals, and no training wheels. Kids are learning to balance before learning to pedal… and they are learning to ride both younger and faster! Instead of adding training wheels, we subtracted the pedals and made the learning journey better.

The first steps:

Choose a target area and start small. Do small experiments. Focus on the improvements you want while remembering that you are already at capacity. You aren’t going to effectively add more, or do better, unless you prune somewhere else.

We can flourish (blossom) when we focus time and resources on things that have impact. By pruning distractions and low-impact efforts, we and our teams can redirect energy towards what truly matters… enhancing both performance and wellbeing.

The right team

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When you’re the leader of a high functioning team, it’s not your job to lead, it’s your job to facilitate the work being done. It’s your job to reduce the friction of the work, to remove the barriers, and to make the desired changes easier. It’s your job to listen, to inquire, and to foster the right environment.

When you’ve got the right team, leadership is less about leading and more about supporting what the team needs done. This doesn’t mean that you don’t have input or that you can’t help guide towards the team’s vision, but if the team is truly great, you’ve got to be prepared to let others take the lead where they are capable, or getting more capable. Because if you aren’t sharing the leadership, then that awesome team can quickly become less awesome. Especially if the team members don’t see their own value, hear their own voices, and share the same vision and values.

An empowered team member on a great team is far more important that a team member who just follows your lead. This is probably why the hardest job as a leader is getting the right people on your team. And when someone isn’t a great team member, that’s when your leadership is most important. That’s when and where you really need to lead.

Access to Accessories

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Never let access to accessories be a barrier to using technology. On a shelf in my office I have a small plastic set of drawers with every kind of adapter a teacher or student would need. I also have an extra 3ft and 15ft HDMI cable. I’ve got chargers for laptops and phones. I’ve got a few different dongles. And for my online teachers, I’ve got extra laptops pens, which make marking easier. Your mouse broke? I’ve got you covered.

In all honesty, the overall cost of these items is not exorbitant. Sure, there are a couple small items I’ve purchased that haven’t been used, but most of what I’ve purchased has needed to be replenished at some point. The difference is, that I’ve pre-ordered them and there is zero delay from the time a teacher or student needs an accessory to the time I’m able to provide a replacement, instead of there being a delay of access while I purchase the replacement.

To me this is a low bar, providing access to accessories is an easy hurdle to jump when you’ve already got the accessories waiting when they are needed.

Odd Duck

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I have the unusual honour to run two schools, both of them quite unique. I’ve had that privilege for a dozen years now. While my title has changed, I’m the only principal in the district that has stayed in one location for this long. Partly because I haven’t wanted to move, partly because there aren’t many other principals raising their hands to say they want to run two schools, one of which has a program in every high school.

I’ve been an executive member of the BC online principal’s association since 2014, and in that community we recognize that we have far more in common with each other than we have with principals in our own districts. We literally do things completely different than our regular ‘brick and mortar’ (as opposed to online) colleagues. We have different rules and compliance, and we accept students to start new courses throughout the year, with every student on their own timelines.

My other school, Inquiry Hub, is a ‘regular school’ but it is tiny. We still have people in our district, 12 years in, that think we are an alternate school. We are not. And then we run the school like a speciality program, but we are a school, not a program. It’s a unique and odd duck of a school that works with self-directed students, with all the interesting passions and quirks they bring.

Now as I look ahead to retirement, I have the unusual task of thinking about succession. I only know one principal who would be interested in my position and she’s probably going to retire within a year of me, so she’s not a great candidate, (although she’d do an amazing job). Since I don’t know anyone else who would actively be shopping for a move into my position, and even if I did, I couldn’t guarantee that district leadership would agree with me, I’ve got to make sure that whoever comes in can easily get all their ducks in a row.

Part of this will be done for me because I’ve got two great teams of educators, and awesome secretaries, who care about the direction and success of the schools. However, this year I really need to do my part in ensuring the unique aspects of the two jobs have a scope and sequence that is tracked, and all the nuances of running these two schools are shared with the new principal.

It’s not easy to replace an odd duck… the new odd duck might be completely different. But hopefully I can make the transition as smooth as possible so that the incoming principal can enter the role quickly. I’d like to give them the tools and resources to take over with minimal disruption, and also with opportunities to put their leadership skills to work, rather than just managing things while on a massive learning curve.

I hope this new principal will fall in love with the role as much as I did. The challenging thing is that I also hope it’s their last career move, because I think it’s really hard to move back to the ‘regular’ system after being an odd duck.

Feeling underutilized

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This morning I saw a news item on LinkedIn News, “Are workers being underestimated?”

“The majority of U.S. professionals (58%) believe they have a wide range of skills that are being underutilized in their current roles, according to LinkedIn’s latest Workforce Confidence survey.

This sense of untapped potential is especially strong in certain fields: Nearly two-thirds of workers in the administrative and support services industry (65%) say they’re being underutilized, along by 63% of those in retail and 62% of those in transportation. Education and oil, gas and mining follow, both at 60%.”

To me this isn’t an employee but rather an employer issue. It’s not a worker issue to resolve but rather a leadership issue. I think in many cases the enthusiasm of a worker to be innovative and try new things, which magnify strengths and utilizes untapped skills, are quelled by a drive for consistency and minimum competence. Instead of promoting opportunities for innovation, large companies want to minimize uniqueness for the safety of not taking risks and making mistakes.

‘If I let this employee try this unique approach, other employees will try less effective approaches’. Or, ‘I can approve this additional cost request for one employee, but if others ask it will be unsustainable, so it’s better not to try and end up with cost overruns’. Or, ‘If it fails it will make us look bad’… Or, or, or… it’s always easier to turn down differentiation than to allow unknowns that are not a guaranteed success.

So, innovation is deemed too costly, or too much of a risk, and employees feel like the potential they have is underutilized.

We need to create an environment where ‘Yes is the default‘. Where innovation and failing forward is seen as opportunities to grow… and where those we work with feel like they are being better utilized.

Guiding students forward

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Watch this leadership lesson I just found on Instagram:

I can’t help but think about how important this is not just in business/leadership roles, but also in teaching. The best teachers guide students. Teachers are the compass: “A compass doesn’t point the way, it points north and guides the student on their own journey.”

We lose sight of learning when we focus on teaching courses and not students. We lose our bearings when the curriculum is more important than the learner. We are completely lost when we teach to the test.

Watch the video again, and think of the times you led a challenging student rather than faced off with them. Like the time you put the ‘trouble-maker’ in charge because you had to leave the room for a couple minutes… knowing he would keep things in line for you but would cause problems if a peer was left in charge of him. Or the time you metaphorically threw a lesson out the window because students felt lost and you were not getting the learning across. Or when you sat with a kid to do 5 homework questions, letting them know that if they did that with you, they wouldn’t have to do any of the remaining homework.

Are you the guiding compass or the bossy captain? Are you facilitating learning or trying to push learning down their throats? Are you building resistance and conflict or resilience and trust?