Efficiency and Productivity: Three Key Strategies

“The best advice I can give you is simply don’t fall behind.” I can’t remember who said that to me, but I’ve always found it to be a great suggestion. Falling behind creates many issues, further reducing one’s ability to accomplish what they set out to do. Although I first heard this as a freshman in college, I found it to be true in all my endeavors, both professionally and personally. When I became a school administrator I found myself unable to stay ahead with my workload consuming my days and nights. I started combing through anything related to time management and increasing productivity. I would try any tip, trick, or idea to help me stay ahead. I desired to become more effective and more efficient to reduce the long days and even longer nights. I wanted and needed a better system. Fortunately, I realized three simple but effective techniques and strategies that helped me stay organized, and more importantly, freed me of mental clutter and noise.

Block Fill Your Calendar
Every job has recurring tasks. For example, as a building administrator, teacher observations are a mainstay and vital part of the position. I determined that if I completed two observations a week over six months I would complete forty-eight a year. This basic formula worked primarily for a couple of reasons. First, it prioritized my days and weeks. I knew each week I had two observations to complete, which was really six meetings and writing time—the pre-observation, the observation, the post-observation, and writing. By predetermining this I was able to add these “meetings” to my calendar each day and block out the necessary time. As a result, each week soon was filled with meetings and tasks that I needed to accomplish throughout the day. The trick was sticking to my schedule and allowing enough time for interruptions and emergencies. However, once I determined that one observation is the equivalent of approximately two and half hours of work, I was able to be more realistic and “stingy” with my time.

The second reason this worked was it provided me with a clear focus each day and a realistic sense of time. I continued to identify recurring aspects of the position, identified the approximate time for each, and then added them to my calendar. What evolved was my days and weeks quickly filled with tasks I had to do, which helped develop a sense of urgency around the things I wanted to do to achieve our school goals. Better yet, as the school leader, as my sense of urgency increased, so did that of others.

Have a Bucket
A bucket is designed to carry things. In Thinking for A Change, John Maxwell describes using a tool to help carry your thoughts and ideas. “Inundated” is one of the best words to describe the life of an administrator. As a principal, I was consumed with information and thoughts that flooded my mind. Many were fleeting and momentary but important, so I needed a strategy to remember everything. I used a “bucket.”

I didn’t bother organizing ideas or using a sophisticated system or app. I simply kept a 6″ X 4″ memo book (mead pad) in my back pocket as a “bucket ” to carry every thought that came to mind. Years later, I have several of these mead pads with countless thoughts, ideas, tasks, and reminders inscribed in them. Once the thought was on paper, my mind was clear and able to focus. It was the only way to keep my mind uncluttered.

I wrote everything from “need to get milk” to “email Chief custodian that trash can lid out front is cracked.” This may seem simple, but it requires a constant and consistent effort. Recently, I’ve upgraded to my iPhone notes feature, but nonetheless, I continue to use this incredible strategy and rarely miss the opportunity to capitalize on my own thinking.

Don’t Read Mail Twice
I received this advice from an industry executive turned teacher. After, twenty years in business, Stewart made a career change desiring to teach chemistry to 11th graders. One afternoon after a busy day in the classroom, I was complaining to Stewart about all the non-teaching tasks that accompanied the job. I felt overwhelmed by the paperwork. Stewart walked me through his simple and efficient process. Basically, Stewart was in control of his time. The big takeaway for me, though, was never go through mail twice. Stewart had set specific times he read his mail. He didn’t haphazardly approach the task, but rather understood more work could be within that envelope or email. So he needed time to process the information. What Steward didn’t do was keep a pile of “unsure what to do with mail.” On my desk I had collected a nice pile of mail that I wasn’t sure if I needed. I simply kept in on a part of my desk that stayed there essentially haunting me.

Stewart made me realize that I was being indecisive around a common aspect of our jobs. Emails can also wreak havoc on time and organization. I’ve discovered that the same rule applies. In David Allen’s Getting Things Done he writes about the 3 Ds—Do It, Delegate It, or Defer It. Email presents a slightly different challenge since the information being communicated can vary greatly. However, the key is to develop a system that helps organize the information that maximizes your time. Respond to email immediately, forward it to be responded to by a delegate, or defer to another source for the mailer to seek the right person to ask. Don’t keep a full inbox.

These basic strategies are simple and effective. And most importantly you can begin them today. Let us know what you think, or ask us to help provide clarity through training your leaders to embrace these strategies.

@josephjonessr

@tjvari

Compassion First: Letters from a Third Grade Teacher

The truth is he tries. He wants to read. He wants to spell the words right. He still wants to impress but he’s also starting to knows he is behind his peers. He’s becoming shyer, quieter, more to himself. He loves science and hates math. Math doesn’t make sense. He enjoys experiments and discovering an answer. Reading is tough, but he continues to try. Not all the words make sense, but he likes the stories. Mrs. Lee knows he struggles. Rather than push she pulls. Instead of correcting, she questions and encourages. She points out his effort when he struggles and tells him how proud she is of his perseverance. She helps him untangle his thoughts and make sense of it all.

 

She knows he’s distracted and frustrated at times. He doesn’t feel well. He can’t explain it but his tummy hurts. On good days he’s on, his chest puffs out and his hand shoots up, eager to answer, eager to please. The challenge is two-thirds of the year has gone by and there simply is not enough time. Becoming more aware that he’s behind he needs all the support he can get. RTI helps, but being pulled out is becoming socially tough. Fearful and ashamed he goes, but he is growing weary. Home tries to help, but learning takes time and after a day in school, he is exhausted. In and out of the hospital, hoping to be normal, he wants to do well so he tries and Mrs. Lee teaches.

 

Name the issue, fill in the blank, whatever it may be, connecting with kids comes first. Processes and policies, assignments and assessments aren’t what schools are about. They have their place to improve the system, identify needs, work toward systemic change, but the day to day is students is the primary focus. In an era of accountability, mandates matter, but great teachers know in order to teach you must be in touch.

Leadership Challenge:  The quick story above is commonplace, so how can an administrator support this teacher and student?

One, teachers need face time.  Time to talk. Time to vent.  Share their ideas, a safe place to discuss with an administrator their challenges, ideas, and thoughts.

Two, recognize numbers don’t give the full story.  Data is important, but meaningful conversations around the child supported by how he is performing in the classroom is crucial for a child’s success.

Standards not Standardization

The pursuit to define what every child should know and at which grade–standardization–is a noble pursuit.  Working to ensure that every child, regardless of their situation or circumstance, receives the very best education should be at the heart of every educational endeavor and reform.  Having clear benchmarks and indicators that guide instruction is paramount to help children succeed.  So why the controversy over standards, assessment, and educational reform?  I wish I had a simple answer.

Whether people believe the movement is borne from fear, such as global competition or America losing its foothold on world affairs, or even more primal reasons, such as  Aldous Huxley’s version of mindless automatons.  Regardless of why, as educators we must take responsibility for our worlds–our classrooms, lecture halls, offices, and schools.  We must embrace excellence without losing sight of the genius that lies among us as individuals.  So as we live and work in the age of standards, let’s ensure we don’t standardize our thinking and professional practice to the degree we lose our ability to think and grow ourselves and our school community.  To blend the two paradoxes–standards and individuality–we must embrace the following five simple principles:

1.  Compassion First: “People don’t care how much you know until they know how much you care.” ~Zig Ziglar

2. Embrace Boundaries not Rules: “Boundaries define us. They define what is me and what is not me. A boundary shows me where I end and someone else begins, leading me to a sense of ownership.” ~Henry Cloud

3.  Be Proactive: “The best way to predict the future is create it.”  ~Peter Drucker

4.  Know Thyself: (Greek aphorism) “Once we can accept our limits we can go beyond them.”  ~Einstein

5.  Enjoy Life: “One ought, every day at least, to hear a little song, read a good poem, see a fine picture, and, if it were possible, to speak a few reasonable words.”   ~Goethe

Tweet us with your thoughts:

Joe Jones @jonesjosephsub21

T.J. Vari @tjvari

Or comment on the site: www.dereka206.sg-host.com

Presidents Day –Reflecting on Great Leaders and Leadership

President’s day is the perfect time for self-reflection as a leader. There are presidential qualities and characteristics that epitomize a great leader. Undoubtedly, there a few presidents that stand out above the others–Washington, Lincoln, FDR, are three of several that usually top the list. Their presidencies are marked in history and their legacies continue to grow. On this day, it’s important to ask, what president would you want to emulate? What skills did he posses that you are growing toward? Although, there are several characteristics of an effective president, often what separates the average from the exceptional is their ability to make the optimal decision. The “right” decisions are the hallmark of a leader; unfortunately, we don’t operated in a vacuum and are limited on information, time, and experience when we make them. We strive to perfect our practice and equip ourselves with the knowledge and skills necessary for good decision-making based on the information we are presented with. According to Andy Stanley (2015), pastor and leader, talks about making the “wise decision based on our past experiences, current circumstances and our future hopes and dreams.”This is true personally and professionally. How well do you make decisions? Do you ask for counsel? Are you patient and reflective? Have you ever reviewed past decisions, especially with your leadership team whether they went right or wrong? President Lincoln was known for keeping a cabinet with individuals who disagreed with him, from different political parties, but who he believed were clear on the goals of the nation. How different would our nation be if Lincoln acted differently? It’s impressive considering he knew the dissonance he would encounter with various decisions. On this day, to contemplate the incredibly difficult decisions many presidents have made is an act of learning and willingness to grow. As a student of history, I’ve delved into the difficult world of presidents and not just looked at the political science aspect, but the leadership side through the lens of difficult decisions. I’ve questioned how they arrived at various conclusions amid dramatic circumstances involving wars, natural and human disasters, domestic conflicts, embargoes, and nuclear threats with a keen desire to understand the underpinnings that led to a decision. Whether the CEO of a company or the principal of a school, we can learn from the presidents that led our country and faced incredibly difficult circumstances. By learning from our mistakes (reflection), willingness to listen (tolerance), to seek counsel (vulnerability), and put others first (humility) we empower ourselves to make better decisions and improve our organizations. Stanley, A., (2015, January 2). Ask It, Part One—Question Everything. Your Move with Andy Stanley Podcast. Podcast retrieved from https://itunes.apple.com/us/podcast/your-move-andy-stanley-podcast/id211872550?mt=2&i=329545642 Authors: Joe Jones @jonesjosephsub1 T.J. Vari @tjvari Email Us Here

Purposeful Meetings Wanted–Avoiding the Information Trap!

Avoiding the Information Trap Purposeful meetings wanted!  Leadership teams within a school often serve as conduits for information. Weekly or monthly meetings are established for a variety of reasons that range from updates and changes to the school’s instructional focus.  Teachers convene to hear from department heads or administrators around such topics as technology needs, upcoming trainings, schedules, data discussions, or student affairs. How and in what forum these topics are communicated  is just as important as the message itself.  Administrators need to evaluate what needs to be communicated and if they are going to rely on teacher leaders as messengers. If so, they need to train them on how to run effective meetings.  The information and the message are two different aspects of communication and both require a skill set.  Too much time is lost due to ineffective meetings being run poorly and hijacked by the participants.  In an educational age of daunting pressures, high stakes, and lofty goals, administrators and teacher leaders need a set of skills  beyond the once typical school setting . If schools are going to thrive and focus on instruction, the minutiae that snares time needs to be filtered and handled appropriately.  I’ve witnessed brilliant teacher leaders run department meetings with precision.  Important, but management laced content remains a constant, but well-managed meetings simply keep this information as an update and then swiftly move the conversation into instructional student-centered conversations. Meeting times may vary, but the one I witnessed was a thirty-five minute meeting that was highly structured with less than ten minutes devoted to important, but non-instructional material.  If teachers questioned some of the news and updates or had an issue with what was being discussed there was a recorder that detailed the conversation.  The structure allowed for free flowing conversations, but an assurance that certain questions would be answered at a later time. If a question arose and could not be answered quickly, it was placed in a “parking lot” to be handled at a later time.  In talking with the teacher leader, she relayed the norms that guide the meeting, but emphasized their culture of trust.  Teachers knew the agenda, realized the purpose and focus was instruction.  In this elementary setting,  the teachers embraced their time together and enjoyed the professional discourse and camaraderie.  The conversation–writer’s workshop, reading/ELA, and math.  With a department of eight, the group plays on everyone’s strengths and common schedule.  So each each team within the group shares the following: the lesson objective, the lesson essential question, suggested activities and how they relate to the standards.  Each resource is disseminated, reviewed, and discussed.  This weekly process maximizes collaboration, minimizes lesson preparation, and improves instruction. Best of all, they also find time to reflect and talk about what worked and what didn’t, particularly around new activities.  Challenges are ahead and the goals schools are working to achieve are impressive.  With limited time to meet, highly structured, instructionally focused meetings are critical and celebrated by teachers.   Joseph Jones T.J. Vari