In schools, the month of May and early June can be likened to grade-5 whitewater rafting conditions—large waves, large volumes a water, the possibility of large rocks and hazards, and the chance of a large drop at any time, which all require precise maneuvering. The only thing that makes May similar to other months is its length. May demands time, expertise, will, grit, and precision. Throughout the month, you are planning and delivering a variety of year-end culminating events, completing both formative and summative observations, ensuring high engagement and strong classroom instruction, and conducting multiple assessments. The workload grows in intensity as the time to get it done decreases. The challenge for school leaders is finishing the year strong and getting everyone to the highest level of performance before students, and then teachers, take off for the summer.
As you work these final weeks, consider Kahneman’s peak-end rule: “The way an experience ends determines the happiness we ascribe to it.” This has implications for each of our year-end events, activities, and meetings, and it sets the tone for the students and the faculty for next school year. Ending this year strong is one key way of starting next year off right.
That’s why we put together these reminders for strategies that work and can keep you in the raft and floating smoothly down the river.
Despite being a routine suggestion and overall good practice, being visible and connected with the staff and students during the last month of school is critical. Teachers and students should feel your presence in a positive and supportive way. Not only will you continue to keep your finger on the “pulse” of the climate, but it also sets the tone that instruction is still the priority. When the rapids rock the boat, it’s even more important for the lead sculler to call the shots. Keep an eye on every move to know which way we need to lean to get to the next calm spot. May poses many obstacles that can increase negativity, which can end the year with a negative vibe. That’s the opposite of what you want. Stay connected by keeping the routines of being in classrooms and halls, participating in PLCs, and generally being available. The trend can be toward managing through to the end, dropping normal activity to get through it all. Avoid that by keeping connected and staying the course.
Take-away: Lead May, don’t manage it. Stay connected in the same way you have all year.
Despite all the May-hem, the primary focus should always be on teaching and learning. One way to ensure a smooth May is through quality instruction and student engagement. If learning remains the primary focus, and all faculty members embrace and work together to ensure a strong finish, the likelihood of success is much greater. Research also demonstrates that students can make significant gains this time of year. After the “summer slide,” students are slow to get started but once retention is high and routines are in place, months like April and May can yield great results in student achievement. Using every second of the day, means setting students up for success during the following year. School’s that understand this see the month of May and early June as “time is running out.” This means that we’re in full engagement mode. Instead of hanging on for dear life as the rocks and waves pummel the boat, navigate with a clear focus on getting to the end with success in mind. We can’t slow down when the waters get rough, we need to increase our response rate for the sake of success or failure.
Take-away: Create a sense of urgency around instructional time so that teachers and students are using every second for engagement. By the way, our friend Todd Whitaker like to say that “the best way to ensure that the kids don’t quit early is to ensure that the adults don’t quit early.
The key here is “over-communication.” Daily and weekly schedules with activities, events, and reminders that are purposeful and valuable should be sent every Monday. This should compliment the school’s online master calendar, and when applicable, should also identify key people associated with the event. This lets everyone know exactly what is going on so that folks aren’t left with “I have no idea what’s going on,” which is what we all say in confusing and tumultuous times. It should be clear throughout the year as to what is happening and when, but in May so much is happening, that it needs to be abundantly clear. This communication effort needs to be for teachers, parents, and students—morning announcements, website notifications, memos, emails, texts, etc. The school itself and the main office need to be the lighthouse in the storm, directing the way to calmer waters.
Take-away: Over-communicate events through various platforms by sending out messages to all stakeholders.
This is the most important notion for May and June—celebrate. Find appropriate times to celebrate and recognize staff and students in meaningful and purposeful ways. Teacher appreciation week is great way to launch May and maintain a month of recognition, positive reinforcement, and the desire to recognize the “bright spots.” Make May into an all encompassing Staff Appreciation Month. May is the month to make your organization the best place on Earth to work. We think this should be strategic year-round, but May needs to be the icing on the cake. This can include a fun retreat, off-site staff meetings, potluck lunches, buying breakfast or lunch for the staff, having fun after school at socials, etc. People need to leave for the summer thinking that they have a great place to return in August, not the opposite. So many of us leave with confusion and dismay because of a disorganized hectic month that doesn’t really reflect the school year. Make May special so that it reflects all of the good from this year and none of the bad, which can easily be the focus if we let it.
Take-away: Be strategic with celebrations as often and as authentic as possible. Make May memorable by making it fun and commemorative.
Let us know if you plan to use any of these strategies. We want to know what works as we help you to “get to simple” with school leadership.
The idea of mentorship is age-old. In fact, it’s recorded that Plato thought of learning from older men as valuable for an understanding of his personal path forward: “There is nothing I like better than conversing with aged men. For I regard them as travelers who have gone a journey which I too may have to go, and of whom I ought to inquire whether the way is smooth and easy or rugged and difficult.”
Who’s Your Mentor?
The complexities of life demand that we have guidance and mechanisms for feedback that can help us navigate our way. A critical, but underutilized way to learn and grow is having a mentor. Many young professionals, in a quick and competitive environment, work ambitiously, even guardedly. It’s easy to remain singular in thought and effort, but this type of application doesn’t consider perspectives. A mentor, with his or her unique experiences, can add value by providing insight into a situation, a decision, a particular need, both professionally and personally.
I recall for myself that as time passed and my responsibilities increased so too did the level of my decision making. I had informal advocates. I had more experienced friends and allies who would provide an ear for my woes or advice on occasion. What I didn’t have was a more formal relationship within someone who I could call a mentor.
Over time, I realized the need to formally seek out mentors for various areas of my life. The formality was important because friends more often than not told me what I wanted to hear, not what I needed to hear. I needed experience and perspective. I called a former principal who was once my boss to ask for help with personnel problem at work. I called a former superintendent when I need career advice. I called a former union president who I had worked with in the past to ask about how I could support teachers with a balance of hard but fair decisions that needed to be made about an educator in my school. Over time, I built a team of mentors that I could use when a given situation arises that I know they have been through and can offer wisdom before I go it alone. They know “whether the way is smooth and easy or rugged and difficult.”
Ask yourself who you have in your life currently who can be a mentor? Maybe it’s a friend who you underutilize, occasionally asking for advice but not in a direct way. Maybe you have someone within your organization who knows your current path and can offer formal advice to help you grow. The first step to defining a mentor/mentee relationship is to identify a few key people with the personal and professional experiences that can add value to yours. Let’s explore the benefits.
Benefits of Having a Mentor
“Watch the subtleties of the mentor.” ~Dan Cathy
With a desire to understand and gain a unique possibly different perspective, a mentor helps you see challenges clearer, hidden opportunities, and realities that may beyond your control. A mentor listens and asks thoughtful questions. Through Q/A sessions, often your confidence increases and life seems more in control.
Many times, after consulting a mentor, what seemed insurmountable or a dire situation, is blanketed with hope and possibility. It is also important to identify various mentors for the different aspects of your life. The person you may seek out for professional advice and guidance could be totally different than someone with whom you want to discuss the challenges of raising kids. Also, you may have someone who is a generalist, the wise sage who simply maintains that right attitude and has had a life worth hearing about, no matter what your current need may be.
The benefits of having a mentor are clear. 1. Gain confidence and control through Socratic dialogue. 2. Uncover possibilities through an analysis of a problem. 3. Gain wisdom from someone who has created footprints in the path that you now tread.
Just Ask
Books, classes, podcasts, and videos are great avenues for learning. In fact, we (Schoolhouse302) presented on the avenues of teaching and learning leadership using several of these as examples. But, mentors provide specificity through a two-way discussion that can’t be found by listening to a book on tape in your car. The give and take of thoughts and ideas is a valuable exchange. The first step is to ask. I have found that people are incredibly receptive, just be clear and up front.
Friends are often much more likely to tell you what you want to hear; that’s why defining the relationship is critical. Something as simple as a phone call or email with the following phrase: “John, hello Joe Jones here, I hope all is well. I was wondering if you were willing to meet up for a cup of coffee sometime soon. I’ve encountered some issues at work and I believe you could help give me some valuable insight. I’ve always admired your ability to handle and deal with some rather difficult circumstances.” Professionally, this approach yields tremendous results, due to honesty and candor. Notice that the situation was predefined—
“there’s a problem and I need your advice,” which is far different than “I need to get something off my chest.” Very important to note, ask your mentors for help before making a decision, otherwise, you’re asking for damage control, not insight.
Growth Challenge
If this is something you’ve been looking to do to add value to your life, do the following within the next forty-eight hours and let us know how it works out:
1. Decide on the area of your life that you would like to have a mentor. Be specific.
2. Identify a mentor(s).
3. Contact him or her, reach out, and set up a time to meet.
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