Tag Archives: leadership

Scope and sequence

As a principal of two very different schools, I juggle a lot of timelines and deadlines that are different for each school. My ‘regular’ school isn’t so regular, being very small and having year-long courses unlike the rest of the district high schools that have 2 semesters. My online school has thousands of part-time students, and 3 different funding periods compared to just one for all the other schools in the district. For that school, I have over 30 teachers in the 8 other high schools that have to meet different funding criteria for me compared to what they have to do for courses they teach in the high school… Everywhere I turn, I have timelines, expectations, and differentiated learning opportunities that are not the same in other schools.

As I approach retirement in the next few years, I realize that my position would be somewhat overwhelming to come into. This is true mostly around understanding the timing of everything needed to be done. The reality is that there are many people I know that could step into my job and do great things… but they would also feel like the first year was only about managing all the pieces and not about actually leading.

So, I’m starting the year with a focus on scope and sequence. It’s time for me to track all the timelines that for me are on autopilot, and I just get done. I’m going to lay out a year long plan for items and procedures that I normally just do, with a specific focus on the things that are not part of the usual processes that happen in other schools.

I enjoy the environments I’ve worked in with these two schools. There is a lot of opportunity for out-of-the-box thinking. With that comes some diverse needs and skills that really fit outside of ‘normal’. A detailed scope and sequence will help make the transition into this role much smoother than it would be without one.

Year End Headspace

I can’t escape it. The end of the school year always fills me with melancholy. I don’t mean melancholy defined as ‘sadness and depression’ but rather ‘pensive reflection or contemplation’. Whether I consider the year good or bad, great or average, it doesn’t matter, I still feel I should have done more. I measure not so much my success but rather I face the loss of opportunity to have accomplished even greater things: Better connections to students and teachers; more engagement with the learning in classrooms; better work/life balance; and even more time out of my office.

It was a good year. It was made especially good because last year was such a challenge with my health among other things that were emotionally draining. And despite it being a really good year this year in comparison to the last, the melancholy fills me. I contemplate what else I could have done. I don’t allow myself the satisfaction of the year being positive, and the year ends not in celebration but in contemplation.

So, I’ll wallow in this feeling for a while. I’ll consider the ‘could have beens’ and the ‘should have beens’, and I’ll sit with the lost opportunities for a bit, as I do my year-end cleanup. Then in the coming weeks I’ll be able to look back with a clearer mind, and more positive perspective on the school year that was. But that appreciation can’t seem to arrive until I’ve gone through this contemplative headspace. It’s a year end process that I seem to require myself to go through, and today is the day it has decided to hit me.

Team support

When things are going well, it’s easy to compliment a team. Success and smooth sailing can make a team look good. Everyone is doing the role they should, and ‘results speak for themselves’. But what happens to that team when there is a crisis? How do they react then?

When things go wrong, when challenges arise, what does team support look like then? Does the team start to point fingers and blame others? Do they rally with or against each other? Do they seek advice from their colleagues or do they spew orders, demands, and/or expectations?

If you want to know how good a team is, watch them when things are tough. See how they support one another. Pay attention to how they deal not just with the problem but with each other.

Any team can handle success well, but it takes a very special team to deal with challenging situations in a good way.

On Being Invisible

At our school, when we run a special event the students are in charge of the sound system. My line to them is that their job is to: ‘Be invisible’. The best job they can do is not to be noticed. We notice the sound crew when we hear microphone feedback, or static, or music starts too early, too late, or too loudly. Or someone speaks but the mic is off or too quiet. If none of these hiccups happen, the sound team are not ever in the limelight… and they have done an excellent job.

At a dinner meeting last night a colleague reminded me of a different kind of invisible, and that’s being invisible until it’s important to be seen. The metaphor he used was a referee. A referee should be invisible or not a factor in the game, doing his or her job, making the right calls, and not disrupting the flow of the game. However, there are also times when refs need to be the center of attention. They need to stop the game and make the big call. At this point they are crucial, and the wrong call can be devastating for a team.

They can spend most of the game being somewhat invisible, and going relatively unnoticed, and then suddenly they are front and center, making a key call that could pivot the outcome of the game significantly. A lot of jobs are more like the referee than the sound tech, as long as the person in the job is focussed on wanting to be invisible.

A good teacher or school counsellor can invisibly be doing a fantastic job, handling behavioural or social issues that never reach the office to be dealt with by a principal. These staff members may not get a lot of attention but they are quietly doing an excellent job… and when they ask for help or escalate a situation, the leader knows to step in and support them. Rather than explain the opposite, just know that sometimes situations demand more attention regardless of how good a teacher or school counsellor is, and other times the attention is required because the ‘referee’ is making less than ideal calls.

The point being, it’s ideal in many positions to be invisible, to take care of issues in the background, unseen. But there are also times to make the tough calls and to be in front of the issues and addressing them head on. The magic is in staying invisible most of the time and knowing when to reveal yourself.

Empowering students

There is an element of control that needs to be given up by teachers if they are truly empowering students. There has to be a willingness to accept a potential outcome that is less than ideal… An understanding that students won’t always hit the high standard you expect.

This isn’t about lowering standards or expectations, in fact, if you are empowering students you need to make your high expectations clear. Rather, this is the realization that students bite off more than they can chew (or rather can do), and then they end up scrambling to do less and still produce a good product or presentation. It’s an acceptance that a student’s vision doesn’t match yours but their outcome is still good, or (and this is the tough part for teachers) good enough. It’s about mistakes being honoured as learning opportunities rather than as something to penalize.

Empowering students doesn’t happen with outcomes that are exactlywhat the teacher envisioned and expected. Outcomes will vary. Results will be less predictable. But the learning will be rich, authentic, and far more meaningful and memorable for the students… As long as they feel empowered, and are given the space to have autonomy, lead, and learn in ways that they choose.

And while that won’t always end with results that the teacher envisioned or expected, it will always end with learners feeling like they owned their own learning. Shouldn’t that be the essence of a great learning experience?

——

Related: Teacher as Compass

The Playmaker

I watched a high school basketball game tonight. It was a blowout, ending with a score around 51-98. One kid on the winning team was a real highlight reel, with dunks, blocks, steals, 3-pointers, and despite being the biggest guy on the court, he’d bring the ball up the court sometimes, and even play the point guard position.

But of all the things he did, the highlight for me was when he’d penetrate the defence then find the open man and dish it to him for the easy basket. It wasn’t the dunks and blocks, it was being the playmaker and making sweet passes.

Teams need the clutch player that you can count on to score points, but when that clutch player is also a playmaker who makes his team play well, and who isn’t selfish, that’s a really great player. Then he’d be on the bench and he’d cheer like he’s the number one fan of the team.

In life, that’s the player to be.

This is just Canadian high school basketball, and while this kid will probably play university basketball, he’s probably not NBA material… but I’ll tell you one thing, whatever he does in life, I’d want him on my team.

Remembering No Office Day

I forgot all about this until a Facebook Memory came up a few days ago.

“My ‘No Office Day’ Post , (December 11th, 2010) was inspired by a busy schedule whereby I promised my staff I’d see more of them and then promptly got stuck in an almost all-day meeting. The following day, I didn’t bring my laptop to school and spent the entire day in classrooms. I chronicled my day by taking some photos on my phone and uploading them to twitter with the hashtag #noofficeday.”

That quote was taken from my ‘International No Office Day’ post, at the end of August 2011. I feel like I wrote these blog posts a full lifetime ago. It’s kind of neat that this one No Office Day that I had in Dalian, China became an international event. It was fun to read blog posts, news clips, and even watch YouTube videos about other principals spending the full day in classrooms and not their office.

I just dug this up with a Google search. Beyond the Open-Door Policy, and I chuckle at the reporting which stated I had only done ‘scheduled walkthroughs’ for nearly a month. I tried to visit every classroom every day, and said that visit could be a simple walkthrough, but I didn’t have a formal schedule. I also remember this day getting a bit of criticism too, but I don’t remember the specifics.

Still the experience I shared was a wonderful event, and I love looking back at the pictures I took in classrooms. The fact that it became an event and was shared by many others makes me smile. I think some day early next year I might hold another one of these days. I might only do a morning because my one school is so small, I can hit all 4 grades in 4 blocks… and my online school doesn’t have classes I can join.

It will be fun to revive this day and spend a bit more time in classes with kids.

Time on task

A running joke as principal of a school is that the biggest part of the job is ‘other duties as assigned’. It’s the things you don’t expect in your day, like mopping up a mess, or being first aid attendant, or problem solving an issue you never dealt with before, and never thought you would. A vice principal I had many years ago said, “Being a VP is only a 4-hour a day job, the problem is you usually get almost none of that work done between 8:30am and 4pm.

The thing that I find most challenging is time on task… and staying on task. When there are 1,000 little interruptions in a day, it often takes time to get back into what you are doing. Something that could be done in 20 minutes uninterrupted can end up taking well over half a day to get done, and 25-30 minutes on task to do because each time you come back to the task you’ve got to figure things out again.

I had an issue recently where I was going back and forth with a parent on email. It was for something we are planning together. He sent me an email, I followed up with the planning with a teacher and got back to the parent… except I didn’t??? He emailed a week+ later asking for my response. I went to my sent mail, searched my drafts, the response I thought I sent wasn’t sent. I did have a response and exchange with the teacher in Microsoft Teams but did not send a response to the parent. Everything is good now, but I hate the idea that we were both waiting on each other and the holdup was me.

Stuff like that doesn’t happen often but when it does, it’s usually when I’m juggling too many things at once. The ‘other duties as assigned’ add elements of both surprise and distraction to your day and staying focused on all the metaphorical balls you are juggling isn’t easy.

Using the juggling metaphor reminded me of another metaphor a friend shared a while ago: “Stuff, not people.”

“Stuff, not people. When things get really busy, and you can’t do everything, things will ‘fall off the back of your truck’. When that happens, make sure that it’s stuff, and not people.”

As we head into the holidays, a stressful and very busy time for many, this is an important reminder… at least for me… that a list of tasks can wait, a lot of interruptions are important parts of my day. And while my tasks can feel important, they aren’t as important as the people I work with and for.

Imperfectly great

Our open house last night was wonderful! Our students were amazing ambassadors for our school and really did an excellent job with their presentations.

I was discussing it with one of my teachers that did the bulk of the work supporting our students and we reflected on the presentation. My comments were that it was the the worst show we’ve done with respect to the technical side and the best show we’ve done with respect to the messaging.

The technical issues included long(ish) transitions/set up between parts of the show, a live feed failure (beyond our control), a microphone feedback pop right in the middle of a performance, as well as a few mic level issues. The thing is, these weren’t awful, they just weren’t up to our usual high standard.

When speaker Alvin Law came to our school a few years ago at the end of the show he said to me, “What kind of a school is this?” I was a bit confused by the question and he said, “I present all over the place, to big companies with massive budgets, and I’ve never had a sound crew so professional and have the sound work so well as with your kids today.”

I tell sound/tech crews that their job is to be invisible. When a microphone is too quiet, they get noticed, if a microphone pops with feedback or if there is a delay in setup, they get noticed. A good team isn’t noticed because everything works. Last night the tech issues were not awful, they just weren’t perfect. No one in the audience would point it out as disappointing, they would all recognize that this was a student run show and there were a few minor kinks.

That’s the thing about truly letting the students lead, it’s not always going to be perfect, but there is a positive vibe that is given off when students get to run the show, and ‘perfect’ is usually a less than realistic goal.

The overall presentation was really solid, in fact I think the messaging was very focused around student voice and you could hear that throughout the show. It’s funny because I can think back a few years to a show where everything went exactly as planned and the show was pretty much perfect. When I told my teacher that I thought this show was even better than the messaging of that ‘perfect’ show, he agreed and said, that show was too slick. It was polished but student voice didn’t come through.

We’ve gotten pretty good at letting students really lead. We’ve worked with perfectionists who stress about every assignment they hand in and taught them how some things need to be good enough, and helped them rethink the definition of done, while other things they do they should really make as perfect as can be.

While a big presentation to over 160 people should be as perfect as can be, when you are letting students run a show and the students who do so change every year, things won’t go perfectly every time. But the job is done. The presentation is over, and what we saw were some awesome kids, doing their best, and putting on a great show that really showed that they take pride and ownership in our school.

Last night was imperfectly great. The show was not as tight and seamless as we’ve had in the past, but it was authentically a student production. It had student voice, and I thought the messaging was the best we’ve ever shared as a school. Our students were awesome!

—

Here’s a short video clip from the event.

Two wolves, 15 years later

The memory dates back 30 years, to the summer of 1993. The original writing dates back 15 years, a reflection on Remembrance Day 2008.

It’s one of my favourite pieces I’ve ever written, and it seems more relevant today than it did 15 years ago. I fear that we are farther away from peace in the Middle East than we have been since the 6 Day War of ’67, the summer before I was born. I wish there was a peaceful way forward, but I don’t see it. The good wolf is going hungry.

I’m not 100% sure the ‘two wolves’ story is Cherokee, and it’s sometimes shared as being told by a grandmother, not a grandfather. No matter the origin, it is the perfect backdrop to my post, and it speaks to the idea that these themes are nothing new to humanity. Unfortunately we don’t truly learn from our mistakes, and so history repeats itself… I hope that enough people will feed the good wolf that maybe, just maybe, we can find ways to live and love in harmony, rather than focus on hate, anger, and our differences in a way that make us act more like animals, and less like humans. Less like hungry wolves, no matter their disposition.

Two wolves

An old Cherokee is teaching his grandson about life. 

“A fight is going on inside me,” he said to the boy. “It is a terrible fight and it is between two wolves. 

One is evil – he is anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego.” 

“The other wolf is good – he is joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion, and faith.” 

“The same fight is going on inside you – and inside every other person too.” 

The grandson thought about this for a minute and then asked his grandfather, “Which wolf will win? 

The old Cherokee simply replied, “The one you feed.”

It was the summer of 1993 and I was in Israel playing Water Polo at the Maccabiah Games. Certain memories stick with me to this day:

  • 40,000+ cheering fans at opening ceremonies
  • Floating in the Dead Sea
  • Having a semi-automatic machine gun unintentionally, but repeatedly bumping into me on a dance floor
  • Masada
  • Visiting Jerusalem and the Wailing Wall

My first visit to Jerusalem held a surprise. We had a day off before the semi finals and our team decided to take the bus tour to Jerusalem. I was ‘tagging along’ rather than being one of the people who chose what we did, so I neglected to read the advertisement for the bus tour. I neglected to notice that the bus first stopped at the Holocaust Museum.

I hopped on the bus, camera packed, ready to visit the sights of this ancient city. Imagine my surprise when the bus pulled into the parking lot of the Museum. “Where are we?”

My happy-go-lucky-tourist-with-camera-in-hand attitude hit a plexiglass wall the moment I walked in the door. There in front of me, on a pedestal, was a plexiglass cube about 40cm³ filled with gold teeth. Early on in the concentration camps these were pulled from the mouths of Jews on their way to the gas chambers, but it was quickly realized that dead Jews don’t scream and so they started pulling these valuable gold teeth out after the Jews had been gassed.

The Hall of Names containing Pages of Testimony commemorating the 6 million Jews who perished in the Holocaust. Photo credit: David Shankbone

The museum tour was quiet and solemn. Two translated letters, one from a German Commandant and the other from a German Captain,  also stick with me to this day. Forgive my paraphrasing, this was over 15 years ago.

The one from the German Concentration Camp Commandant was sent to another Commandant inviting him to come and see the new gas chambers where they could now, ‘efficiently exterminate 2,000 rather than just 750 Jews at a time.”

Dehumanize the targets.

The one from the Captain was giving advice to other Captains and it said, ‘Be sure that when executing Jews by firing squad to have at least two of your soldiers shooting at each Jew. Although this may seem like a waste of bullets, it removes the guilt that your soldiers feel since they know that even if they did not shoot, that the Jew would still be terminated. The cost of the extra bullet is worth the removal of guilt from your soldiers and the boost in morale.’

Depersonalize the deed.

Both of these perverse letters have had a lasting impression on me because in their own sick way, they make perfect sense. If you are going to be in the business of murder, it makes sense to think of it as extermination, as we do not think twice about exterminating bothersome bugs. If you are going ask soldiers to be obedient and murder for you, it makes sense that you remove guilt from their task.

Rationalize evil.

We do that today, after all we have ‘counter-terrorism’ and we do illegal things in the name of ‘national security’ and our soldiers die in ‘friendly fire’ and of course we don’t support this, rather we ‘support our troops’.

Which wolf are we feeding?

I’ve taught a student of the Bahia faith, whose family had to flee Iran in the middle of the night for fear of being murdered.

I’ve taught a student who hiked for three days in the mountains of Afghanistan with his pregnant mom, younger brother and father, as they fled the new regime. Mom was a teacher in Afghanistan, but when I met her she was washing dishes in a restaurant.

I’ve taught a Serbian who did her Grade 8 public speech on the cruelty of the United Nations. Her Grandfather and best friend were blown up in a crowded shopping mall by a UN plane. Her life was spared because she forgot her purse in the car and went running back to get it.

Who is the enemy?

My life has been very different. As an immigrant to Canada I moved to a mostly Greek neighbourhood and had three close friends that welcomed me into their houses and their lives. I followed these friends to a High School where, for different reasons, they all left by Grade 11, leaving me to fend for myself for Grades 12 and 13, (Ontario had Grade 13 back then).

I left high school with 5 very close friends: A Canadian born of Scottish decent, a German, an African Born Shiite Muslim, a Canadian Sunni Muslim, and a Canadian Jew with East Indian decent. Oh and as for me… my wife describes me as a Chinese Jew from Barbados… (I describe myself as Heinz57 or a mutt).

I wore a kilt in the wedding party for Ross, the Canadian Scott, and I lived with Kassim, the Shiite Muslim, in his house for 5 days leading up to his wedding, living as a surrogate brother and participating in every ceremony.

And as for being a Jew, I think most Jews would say that I am not Jewish. You see, Judiasim is a matriarchal religion and my Grandmother, my Mother’s Mother, is to this day a Catholic. She was happily married, a role model marriage like few I’ve seen, to my Jewish Grandfather until he died.

We can co-exist.

When I read Thomas Friedman’s The World Is Flat I was drawn to the ideas in his very powerful final chapter where he talks of cultures that are stuck on History rather than Hope. There can never be peace in the Middle East if History trumps Hope. Jerusalem taught me that: As a city with great historical significance to three very different religions, Jerusalem should be a sacred and holy place, not a place of hostility and tension.  But where we have ‘anger, envy, sorrow, regret, greed, arrogance, self-pity, guilt, resentment, inferiority, lies, false pride, superiority, and ego,’ we have evil, and we will never have peace.

We remember.

There are parts of History we should not forget. After all, World War One was the ‘war to end all wars’… And so I am writing this on Remembrance Day for a reason. Whether it be concentration camps and the Holocaust or Hiroshima and Nagasaki or genocide in Russia, Rwanda, or East Timor… or any tragic historical event worth remembering… we choose to remember so that we do not repeat our mistakes. We must want and hope that things can be better. We must see lessons learned, not resentment and mistrust. The past will repeat itself if we do not see ‘joy, peace, love, hope, serenity, humility, kindness, benevolence, empathy, generosity, truth, compassion, and faith’… faith that tomorrow can be better than today.

And the battle continues…

“The same fight is going on inside you – and inside every other person too.” 

The grandson thought about this for a minute and then asked his grandfather, “Which wolf will win? 

The old Cherokee simply replied, “The one you feed.” 

May you always feed the good wolf.

Related: In Remembrance 2019.