Tag Archives: leadership

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?

The trouble with troubleshooting

Being in a leadership position, I’ve come to realize that a large part of the job is about troubleshooting. Most people don’t want to ask for help, they’d rather deal with issues themselves. But when they can’t, that’s when the trouble comes your way. Sometimes it’s an easy fix, other times you don’t even know where to start. Sometimes it’s conflict resolution, other times it’s technical, and still other times it’s something you haven’t ever dealt with before.

The trouble with troubleshooting is that it’s almost always a new issue, nuanced, and not easily solved with prior knowledge. What I’ve learned along the way about troubleshooting comes down to two things:

  1. Ask more questions before seeking answers.
  2. Seek expertise and help, don’t try to troubleshoot alone.

Simple but very productive advice. It’s hard to solve the problem when you lack information, and you don’t always know what you need to know. Asking for clarification, collecting more data, and truly understanding the problem will save a lot of unnecessary back-and-forth where the problem doesn’t get solved.

Once you have significant information, then it’s easier to know who to ask for help. This is the part of the process that I’ve gotten better at with age. I used to think I had to be the one that did all the troubleshooting, that this was my job. I realize now that when I have enough information, I also often have what I need to recognize who to go to for help… not just someone to pass the problem onto, but someone who has the expertise or resources to fix the issue faster than I can alone.

It seems simple, but so often I’ve found myself knee deep in a troubleshooting scenario where a little more information would have helped speed things up. Or, realizing after the fact that what took me an hour could have taken 5 minutes if I just stopped and thought about who had the knowledge that could have helped me. The real trouble with troubleshooting is all about knowledge… how much do I need to know, and who knows more than me and can help?

Tasked again and again

Yesterday I got an email that The Provincial Health and Safety Taskforce is asking 2 members of our school health and safety committee to do a 30-60 minute survey. Note, this isn’t something my district is adding to our plate, it’s a provincial requirement. Just like the new mock first aid drill that was added this year.

I know health and safety are important. I know we need to care for the wellbeing of our workers and our community. I just wonder how many more of these tasks are going to be added year after year… with nothing being taken away from what we do to run a school.

Two people in every one of our province’s 1,571 public schools will now need to do a survey that will average about 45 minutes to complete. That translates to almost 100 days of work (2,356.5 hours/24 hours in a day). That’s just collecting the data, then people at the provincial level, who probably spent hundreds of ours developing the survey, now have to make sense of the data.

I’m not saying this isn’t important data, but I do question the value of having every school take the time to do this? I question how many more tasks that are not related to teaching students and leading the learning in a school are going to keep being added to our plates?

It’s death by a thousand paper cuts… despite the fact tha the paper has become digital.

‘True Student and Teacher Agency’ – Podcast

A huge thank you to Dean Shareski, who interviewed me for ‘The Canadian – Ed Leadership Show’.

Here is the description and contents time stamps:

Principal Dave Truss of Inquiry Hub and Coquitlam Open Learning as he discusses revolutionary approaches in education, student agency, and personalized, student-centered learning environments. Gain insights into the challenges and triumphs of running innovative educational models that support self-directed, passionate learners. Explore the impact of technology and AI in modern classrooms, and learn about fostering both student and teacher autonomy for effective teaching. Hear personal reflections on the importance of mentors, lifelong learning habits, and discover local hiking treasures like Bunsen Lake.

00:00 The Drum Set Decision
00:59 Defining the Ideal School
01:40 Introducing Principal Dave Truss
03:01 A Day in the Life of Principal Truss
03:47 The Birth of Inquiry Hub
05:10 Student Projects and Independent Studies
06:14 Collaborative Learning and Student Agency
09:09 Challenges and Opportunities in Alternative Education
17:55 Teacher Autonomy and Professional Development
21:20 The Evolution of Innovation and Technology in Education
29:00 Reflecting on Teaching Challenges
29:10 Embracing Technology in Education
30:18 Student Presentation Skills
31:15 The Role of AI in Learning
32:14 Teacher Comfort Zones
33:29 Leadership and Technology Integration
39:31 Balancing Leadership and Management
44:51 Personal Reflections and Advice
47:03 Hobbies and Interests
51:28 Hidden Gems in Coquitlam

Here is Dean’s LinkedIn post description:

I’m very excited to share this episode with my long time friend and colleague Dave Truss. Dave is the principal at the Inquiry Hub and Online Learning schools in School District No. 43 (Coquitlam) What he and his team have created is pretty special. Shout outs to Dave Sands and Stephen Whiffin who he credits for mentoring and leading this work as well.

Full episodes here:
🔵Apple
🟢Spotify
🔴Youtube

Thanks for the conversation, Dean. 🙏

(Excerpt video clip on fostering agency, on LinkedIn.) 

Put your own oxygen mask on first

Arianna Huffington is 74 years old and she just recently started a new AI business. She started the Huffington Post at age 55 and sold it 6 years later for 315 million dollars. In this The Diary of a CEO podcast interview with Steven Bartlett she shares this gem of a story.

The moral of the story is simple: Leaders need to take care of themselves, and get enough sleep, in order to be at their best. She says, “All the science now makes it very clear that when we are depleted we are going to make bad decisions.”

Then quoting Jeff Bezos, “I sleep 8 hours a night… I’m judged by the quality of my decisions, not the quantity of my decisions.”

As the new school year begins, take this as a reminder to take care of yourself first, if you really want to take care of your staff and students. It’s not good enough to only exercise, and eat well, and get enough sleep when you are not busy. You owe it to yourself, those you serve, and your job, to treat yourself well. It’s not selfish to put on your oxygen mask first, it’s how you get enough air to take care of others.

Build good habits and take the time to care for yourself first, when you are busiest, and it will become very easy to do so all the time. You will benefit as a person, as a friend, as a partner, as a parent, as an employee, and as a leader. It starts with you taking care of you.

Positively Subversive Leadership

A colleague in my district was recently complaining that when she went to her staff to see what their needs were, they said they needed new desks. These are an equipment update that:

  1. Will require a fair percentage of the school’s expendable budget.
  2. Won’t help the school progress or move forward with their practice.

As such, my colleague was disappointed that this is what she’d be spending so much of her budget on.

I suggested that she only purchase tables for two students and not individual desks. This meets the need of replacing old desks but invites, if not almost forces, a different way of running a classroom. Students must be in pairs or fours, the tables fold to get out of the way, and they are usually on wheels which invites them being moved regularly.

Instead of randomly replacing desks in different classrooms, she could put all the new desks in one classroom, and distribute the still good desks in that room to where they are needed. Who gets the new double desks? The teacher that wants to have them. If there is more than one, she can have discussions about how the teachers will use them to help her decide.

Transitioning to 2-student tables provides so many opportunities for collaboration, and a teacher excited about using them will change their practice even if they already grouped students together often. This takes a school need and turns it into an opportunity. If someone else is asking for those same tables and the budget isn’t there for them, that invites a conversation about how single desks can be used together to achieve the same goals.

It’s not fun having to use a lot of your budget to replace old items, but this can provide a chance to upgrade in a way that invites a different approach. This is a way to take an expense and turn it into an opportunity.