By focusing my attention on the solution to the problem rather than the problem, I was able to quickly turn what seemed like a major crisis into an opportunity. ~ Les Brown

It’s Possible

Identified, as he calls it, “educable mentally retarded,” or what we would refer today as an intellectual disability, Les Brown was poor, and with a whole host of potential issues stacked against him–including low self-esteem in school–he emerged as one of the greatest motivational speakers to ever grace a stage. Adopted by a single mother, Miss Mamie Brown, a cafeteria worker, he found success only after he repeatedly picked himself up from unsuccessful attempts to be a radio personality.  

There is power in learning how to turn adversity into advantage, crisis into potential, and setbacks into motivation. Think about that for a moment, if we could harness those three opportunities when we encounter them–adversity, crisis, and setbacks–we could make serious progress in education. There is no doubt that some schools and districts are achieving greatness, but how do we scale that success for every child?

We turn to the popular lesson that Les Brown espoused throughout his career: It’s Possible. What exactly is it that possible, you may ask? The answer is simple–whatever you decide. That’s the importance of the message. Life is filled with challenges, hardships, and difficulties; great school leaders harness a resiliency combined with an unwavering belief that it’s possible, that anything is possible. 

• It’s possible that all students can learn to read on grade level.
• It’s possible to attract top talent to this profession.
• It’s possible to build a culture where staff and students thrive.
• It’s possible for the community and school to work together in harmony.
• It’s possible to change grading practices.
• It’s possible for educators to receive appropriate pay.
• It’s possible for students to feel safe–emotionally and physically–in every classroom.
• It’s possible for every American child to graduate with a high school diploma. 

The list can go on-and-on; you get the idea. If the tragedy of the pandemic taught us anything, it’s that this lesson from Less Brown is the truth, it’s possible. Covid19 created a crisis that quickly required educators to shift their thinking about how and where students would be educated. There was no alternative except to change what we were doing, and fast. 

Teachers shifted to instruct students remotely, administrators worked to provide students with access to devices and the internet, nutritional services provided curbside meals, school parking lots turned into vaccination events, classrooms were systematically transformed to meet safety protocols, grading and assessment practices were shifted, instructional methods were altered, and more. The crisis created opportunity, and, in many cases, things improved. Some of the troubles that we were grappling with for year–like internet access at home–were solved in a matter of days. 

A New Mentality

It’s amazing what we’ve accomplished in our profession during tough times. Trust us, we never want to go back to the height of the pandemic, and by no means was everything perfect, but what was accomplished was nothing less than incredible. Now that we know what we are capable of doing as educators, it’s time to tackle some of our other long-standing issues, using the same determination that we had during the crisis. This begins with two fundamental steps: 1. identify and define the new mind-shift that we used when the crisis hit, or when any crisis occurs, and, 2. enumerate the issues in education that are constant, perennial problems. 

A Crisis Mindset

The first step to making changes to perennial problems is to define and implement what we call a crisis mindset. We, along with our friend and co-author Connie Hamilton, developed this definition to accompany a new mentality for solving problems and adopting systemic solutions, An unfiltered 360° view and approach to solving problems with an urgency that abandons conventional wisdom and accepted restraints until a meaningful solution is found, implemented, and sustainable. 

Perennial Problems

Take your pick from the various issues that are the Achilles heel for many schools and districts. Perennial problems are issues that consistently limit the success for students, schools, and their communities. They demand a continuous effort to manage and often never go away. These issues require the school system itself to have structures and supports in place to effectively make changes. Ultimately, these problems require a different and new shift in thinking to successfully attack the problems at their core. 

Take a few minutes to identify one or two perennial issues that are negatively affecting student success in your school. Which problems will impact you and your student the most this upcoming school year? Consider academic achievement, school climate, teacher retention, and other issues that recur. 

Leadership Hack: Make Problems Tangible

When working to solve perennial problems, it’s critical to take the problem from your mind and make it into something tangible. It may sound simple, but writing the problem out in detail on a sheet of paper makes it real and identifiable to the team. Putting the problem on poster paper or a whiteboard brings it to life in a way that takes it from an abstract notion to a concrete object. 

After you write it down, place it on the center of the table for the entire team to see. Begin to work towards solving what’s in front of you, detail-by-detail. To begin unpacking the problem, we often need a new mental structure to apply. The same old thinking is not going to solve the same old problems. Now that you have the details on paper, tangible and visible to the team, we suggest that your team uses our R.E.P.S. model for thinking about the problem in a new and structured way. This is a SchoolHouse302 original to get conversations going and reflect on an initiative or problem as you shift toward a crisis mindset. Feel free to download our free R.E.P.S. template here. For other new thinking models, check out our new book, 7 Mindshifts for School Leaders: Finding New Ways to Think About Old Problems. 

Reflect on the work already being done in a particular area of concern. This should be a brain dump of the activities and work that has already taken place to solve the issue, even if it didn’t work well. 

Evaluate what is and what is not working. There are degrees of success when it comes to perennial problems; it’s never a zero-sum game. If something has worked or displayed average success, identify it and work to discover why it worked to the degree that it did and not better. There are often good solutions within current efforts that need tweaking. 

Plan on making adjustments. This can range from involving more people in the discussion to seeking outside expertise to abandoning a current practice and replacing it with another.

Solidify the next steps. Please know that we are not saying to solidify the plan. Don’t jump to conclusions too fast. Finding quick solutions is in and of itself a mistake in education and solving problems in general. There are no silver bullets. Period. It’s a continuous and constant effort to make necessary changes that lead to improvement. And it starts with the mindset that school leaders apply to the problems, which is why R.E.P.S. can help to make sure the team gets to this final step in determining which actions to take after we unpack the problem. 

Conclusion

Looking for opportunities in a crisis and seeing the possibilities that can come from the big problems that we face as school leaders isn’t easy. If it was, everyone would be doing it. The good news is that you’re a school leader who wants to lead better and grow faster. The hard part is done; you’re here. The harder part is implementing new structures and new mind shifts that can tackle age-old issues. That’s why you need a crisis mindset. 

Follow along with us at TheSchoolHouse302 over the next several months, and we’ll uncover new and different ways that you and your team can approach problems in your school. We’re going to recommend books, interview experts, and keep you informed about who is cracking the code of school leadership and why. 

And, we want to hear from you. Please hit us with a like, a follow, a comment, or a share. It helps us and it helps other readers, like you, to find our work so that more school leaders can lead better and grow faster. 

We can’t wait to hear from you. 

Joe & T.J.

Sometimes you gotta run before you can walk. ~ Iron Man

As many readers will know, Tony Stark is a Marvel character and a founding member of the Avengers. He’s also a brilliant inventor and CEO of Stark Industries. Stark invents Iron Man to help fight villains. And, if you have leadership on the brain no matter what you’re doing–like watching a science-fiction movie–like we do, you take note of the ways in which Tony Stark is innovative. 

First, the number of suits that Stark creates demonstrates the diversity in his thinking, the multiple angles in which he views a problem, and the pursuit of never-ending improvement. Second, Stark explores an abundance of ideas with both speed and precision. And, third, maybe most importantly, he takes risks. He challenges himself to get better, be better, and grow stronger because his purpose is resolute. Granted, Stark definitely has character flaws. He is brash and arrogant, but his innovative ways undoubtedly make him a unique contributor to the team. 

You might not love Tony Stark or even the Avengers. But, school leaders must support innovation. We can’t expect new and different results by continuing to do what we’ve always done. The problem is that a culture of innovation often feels like “one more thing” to staff, and comments about “the new shiny project” or “this too shall pass” can quickly take the wind out of your innovation sails. 

The difference between school leaders who successfully weave innovation into the culture and those who don’t can be found in their approach to the three concepts that we draw from Stark. Let’s explore the model and dive deeper into all three. 

A Culture of Innovation Requires Diversity 

The Google search rate for the definition of innovation exceeds 74,000 searches per month. People clearly want to know what it means to be innovative. Science, technology, and innovation can be at the center of economic development, which is one reason why STEM is so popular in schools. But innovation doesn’t always mean science and technology. In fact, innovating in schools is often about doing something different versus just doing what we’ve always done and expecting different results. 

A first step, for any team that wants to drive innovation for change within the school culture, is to establish a definition of innovation. This makes it so that everyone is crystal clear what we mean when we talk about innovating. 

TheSchoolHouse302 Definition of Innovation 

Any new idea, program, project, or initiative that enhances or alters what we used to do, creating something new and different.  

One thing is for certain, leaders who want to drive innovative decision-making through a culture that embraces change, have to diversify the staff and the teams who are making the decision. Research finds that when teams are diverse, not only do they analyze and process facts more carefully–staying objective with the problem as opposed to subjectively inserting an opinion–they innovate at a greater speed. Homogenous groups, on the other hand, may be more comfortable for leaders to establish, but their conformity discourages innovative thinking.

School Leadership Tip #1: 

Reflect on the diversity of your staff. Consider their culture, race, age, gender, or expertise. Don’t settle for the makeup of the team as it stands. Just because the team formed itself, or was already in place, doesn’t mean that we can’t add people to it to make it more diverse. Not only should you be hiring for diversity on your staff–recruiting as best you can–you should be using the diversity that you already have on staff to create more innovative teams. 

A Culture of Innovation Requires Open Dialogue 

For innovation to be a norm within your school culture, people need to be free to express new ideas in their peer groups and to their supervisors. This is unfortunately not the case in every school; new ideas are often stifled by staff who perceive their peers as creating more work for them with new ideas, and leaders can often thwart new idea generation by communicating that if new ideas don’t come from them then they aren’t as important. 

In a culture of innovation, every new idea is welcomed and celebrated. This is not to say that every new idea is implemented, but it is given the chance to be heard, tested, and reviewed for its merit. In these cultures, we find that leaders have a specific method–meeting structures, timelines, communication platforms, etc–for people to express new ideas. And, research, data, and evidence are almost always presented in a way that supports a change. This type of environment is collegial, and staff feel free to challenge each other and their supervisors in a productive way. 

School Leadership Tip #2: 

Actively create a culture of open dialogue. This will not occur on its own. Start by creating what Jennie Magiera calls a Critical Friends group. A first step to creating a culture where new ideas are free-flowing is to develop spaces and times for it to happen. These can be established and supported much like an Edcamp. These spaces and times will widen and expand as you continue to push people to challenge the status quo until one day you’ll be surprised by how accepting people are of new ideas, and innovation will become a norm within the culture. 

A Culture of Innovation Requires Risk-Taking

Innovation in a school cannot rise above the leader’s willingness to support it. Leaders who actively support and build a culture of innovation are also the ones who encourage staff to take calculated risks and fail faster as they implement. They do their best to create situations and scenarios where teachers can simulate and role-play as learners who are trying new strategies, but they also promote mistake-making and progress over perfection. 

School leaders cannot underestimate how stressful risk-taking is in schools. The status-quo is safe and known; innovation is the exact opposite. Leaders who create a culture of innovation are able to help staff recognize the power of innovation and how it improves their professional practice, which decreases stress as anxiety. It’s a mindshift for staff that risk-taking is worth it, that it is exciting, and that it is one of the most important ways in which we make improvements. In this type of innovative culture, people view mistakes as valuable and don’t worry about whether or not something is going to work well the first time. 

School Leadership Tip #3: 

Praise effort rather than always looking for quality execution. Leaders can learn to praise teachers for their effort and willingness to take a risk that rewards the implementation of a new idea even if it is not perfect the first time. Of course, we want new strategies to be effective, but the only way for that to happen is through the evolution of practice. You can grab our model for praise and use it right away for those who are willing to take a risk. 

From a Culture of WHY to a Culture of TRY 

A very recent movement in organizational design is for leaders to consistently communicate the WHY of the organization or even that of a project so that staff can embrace the rationale behind it. We embrace this type of vision setting strategy for school leaders, but we also know that it cannot stop there. Schools are dynamic and complex, and everyone is not going to share the same WHY, even when it’s described in detail and is backed by research and evidence; as Doug Reeves says on our One Thing Series podcast, buy-in a myth. For this reason, school leaders should push past a culture of WHY and move to a culture of TRY.

Next time you focus on the WHY of your new innovative idea, be sure to include a “bias for action” and develop a culture of TRY. The key is to establish a small coalition of people who are willing to put something into practice before it’s totally understood. These folks are typically the ones who know that the current system is broken. They may not be Gung Ho! about the new idea, but they are passionate about change. They’ll go first, and they’re movement will be what others see. This public display of “trying something new” is sure to spread, which is what changes the culture from wanting to know the WHY to a willingness to give something new a TRY. Use the following three action steps to put this school leadership model for innovation into practice in your school. 

The Innovative School Leadership Model in Action:

1. Reflect on the diversity of your team.
2. Actively create a culture of open dialogue.
3. Praise efforts for trying something new.

As always, let us know what you think of this with a like, a follow, or a comment. Find us on Twitter, YouTube, iTunes, Facebook, & SoundCloud. And, again, if you want one simple model for leading better and growing faster per month, follow this blog by entering your email at the top right of the screen.

TheSchoolHouse302 is about getting to simple by maximizing effective research-based strategies that empower individuals to lead better and grow faster.

Joe & T.J. 

This blog post was brought to you by GhostBed, a family-owned business of sleep experts with 20+ years of experience. With 30K+ 5-star reviews, you can’t go wrong with GhostBed. Their mattresses are handcrafted, and they come with a 101-night-at-home-sleep trial. For a limited time, you can get 30% by using our code — SH302 — at checkout. And, even if you tell someone about GhostBed, you can earn a $100 referral reward. Go to Ghostbed.com today and use SH302 at checkout. 

Be not afraid of growing slowly; be afraid only of standing still.  ~ Chinese Proverb

It’s safe to say that most educators epitomize lifelong learning. They desire to learn more about their subject, their students, new techniques, and effective practices. The real question isn’t if teachers want to learn and grow, but rather do they want to learn and grow from what you are offering? Candidly, as educational leaders, practitioners ourselves, we know that is a tough question to ask ourselves and our staff. The answer may be difficult to hear, but this blog is about real talk for real leaders, where we willingly face some uncomfortable truths for the betterment of our schools and students. And, what we know is that schools that act as centers of adult learning thrive in ways that other schools don’t. It’s that simple, and that’s the hard part. The harder part is knowing how to build a culture where everyone wants to learn and grow together.

As educational leaders, we know that we don’t always have the liberty, time, capacity, or need for à la carte items that will satisfy every learning palate. Additionally, with increased mandates and required training, there is less flexibility on what can be offered to our staff. Yet, the truth is that there still is a way to cultivate and develop a culture that recognizes, appreciates, and understands the learning needs and growth experiences of every single person.

21st Century effective school leaders embrace their responsibility to prioritize professional learning and growth for every staff member. A robust adult learning culture is the only way to develop specific skills and build capacity in-and-out of the classroom. This effort requires a sophisticated but practical approach so that teachers and support personnel receive multiple layers of learning–as individual contributors, in teams at the school and district level, and through opportunities to learn about leadership. 

There are multiple positive effects of this effort and culture-building. One is an improved and highly skilled teaching core; two is increased student performance within the classroom; and three is developing leaders among the staff. 

In a series of studies, the Wallace Foundation uncovered that there are five critical practices that are essential to school leadership. For this post, we want to highlight two that we believe have the greatest impact on student achievement and a school-wide culture that is focused on learning. The two practices that effective leaders must excel at are:

1. Cultivating leadership in others so that teachers and other adults assume their part in realizing the school vision. 
2. Improving instruction to enable teachers to teach at their best and students to learn at their utmost.

To achieve this end, we developed a three part model that takes inventory of where people are on their personal professional learning journey, the overall school professional learning plan, and the leadership opportunities that are offered throughout the school year. The power in following this model is in the alignment of the three areas, how they coordinate and support one another, and how they reinforce the two practices that The Wallace Foundation described above.

Individual Learning and Growth 

For schools and districts to develop valuable, worthwhile, and results-oriented professional learning, the overall “health” of the organization must be good. According to Lencioni, “at its core, organizational health is about integrity, but not in the ethical or moral way that integrity is defined so often today. An organization has integrity–is healthy–when it is whole, consistent, and complete, that is, when its management, operations, strategy, and culture fit together and make sense.” Great schools build great teachers within healthy systems. 

This means that school leaders work to build an environment where the individual strengths and weaknesses of a teacher are known and supported–where teacher goals reflect not only their student data but their own growth and development. This is an environment that embraces risk-taking where teachers willingly try new strategies, implement new ideas, and toy with new resources. It’s a mindshift for some schools, but this mentality about learning and growth fall within a school leader’s control. 

We’ve often heard that people don’t quit jobs; rather, they quit bosses. But, that’s not the full story. The truth, found within one study at Facebook, is that the decision to exit can be because of the work. “They left when their job wasn’t enjoyable, their strengths weren’t being used, and they weren’t growing in their careers.” This is why tuning into the individual teacher is critical. A teacher can literally spend their entire career in the same classroom. Yet, they can have a unique and exciting experience every day as long as the context of their growth is central to how they interact with their work, their students, and their peers. The opposite is also true; isolated teachers don’t grow and can become disenfranchised by their work. 

Great leaders apply pressure and support. They support and encourage individual growth with an expectation that everyone is a learner. Doing so at the individual level demonstrates a leader’s capacity to improve instruction by enabling teachers to teach at their very highest levels. 

Technical Tip: Inventory your staff’s unique skill sets. Every school should know who excels at what and how they can lend their expertise. Some may excel at blended learning, while others are incredible at developing higher order thinking questions. Can you answer these two questions:

• I know my staff’s unique skills?
• I actively build a culture that allows teachers to build on their strengths?

Professional Learning

Every school has a dynamic staff with a unique set of talents and skills. Knowing what those skills are is vital to a staff’s growth, which also means professional learning cannot be a one-size-fits-all model. Educational leaders sometimes underestimate how personal a teacher’s classroom and expertise is and simply offer what they believe is best for everyone at the macro level. Great professional learning, according Linda Darling Hammond, “is most effective when it addresses the concrete, everyday challenges involved in teaching and learning specific academic subject matter.” 

This is why we appreciate the work of Michael Mankins and Eric Garton. In Time, Talent, Energy they claim that “perhaps the most transformational thing a company can do for its workforce is to invest in creating jobs and working environments that unleash intrinsic inspiration. This is the gateway to the discretionary energy that multiplies labor productivity: An inspired employee is more than twice as productive as a satisfied employee and more than three times as productive as a dissatisfied employee.” We wrote a ton about this concept in Retention for a Change if you want to know more about how this works in schools. 

The key is unleashing the intrinsic inspiration by learning the staff’s strengths, understanding what they need to improve their day-to-day performance, and tapping into discretionary energy by ensuring that professional learning is relevant to the individual, timely in terms of need and execution, and quality as an engaging offering. Teachers want their students to succeed, so the greater connection they see between professional learning (relevant) and their classroom, the more invested the teachers will be.  

Technical Tip: Review your professional learning (PL) calendar and determine the level of alignment between the offerings throughout the year and your answers to these two questions:

• Is PL aligned to what improves instruction?
• Is PL relevant to staff during the time we’re offering it?

Leadership Opportunities

The first national presentation we ever led was on teacher leadership at the ASCD Conference in 2015. Since that time, we’ve taught and coached on several different topics, but teacher leadership and feedback cycles remain near and dear to our heart and what we’re mostly requested to help with in schools around the country. Why? Because as former principals, we know that any effective school has incredible teacher leaders and that they deserve quality feedback on their leadership skills (not just their ability to teach well). And, developing teacher leaders is an active pursuit. We fully agree with the words from these directors from New Leaders, “our most successful principals unfailingly encourage and cultivate leadership among their teachers so that the burdens and rewards of conceptualizing and carrying out instructional improvement efforts are shared.”

Effective school leaders use teacher leaders to fulfill the vision and mission of the school, which is the other critical practice identified by The Wallace Foundation. This intentional development should build teachers to take on a variety of roles from professional learning responsibilities, non-evaluative and non-threatening peer observations, researcher roles, community outreach, assessment team leader, and a host of other possibilities. The truth is that there are so many responsibilities that leaders work to control, and, if they’re just willing to work with their staff, developing leaders among them, then the school will accomplish so much more and grow in diversification and authenticity. 

Technical Tip: Effective leaders spend time actively developing teacher leaders because they know that they cannot do it all. Make sure your leadership team agenda includes book studies, case studies, and more. Answer these two questions: 

• Have you asked your staff for help, to specifically lead initiatives or other areas, where support is needed?
• Do you actively invest in teacher leaders in meaningful ways, such as book studies and other important time spent at meetings with leaders? 

Measuring the Degree of Growth in Schools

One way to know if people are growing and feel that their growth is supported is to ask. Great leaders measure effectiveness and take inventory. We always talk about measuring what matters, but few leaders measure whether or not the culture is one that can be described as growth oriented.  

That’s why REPSS has an entire section dedicated to growth, and all of the questions are about the five principles from above. The support section questions are below, and you can get the whole survey in our Building a Winning Team book. 

Reputable, Effective, Perception Survey for Schools

Support (REPSS)

    Growth Questions

1. 1. My supervisor encourages my learning and growth. 
   2. An administrator, other than my supervisor, has spoken to me this year about my progress as an educator. 
   3. There are opportunities to serve in leadership positions at my school. 
   4. The building level professional learning I participated in this school year was relevant.
   5. The building level professional learning I participated in this school year was timely.
   6. The building level professional learning I participated in this school year was quality.
   7. The district level professional learning I participated in this school year was relevant. 
   8. The district level professional learning I participated in this school year was timely.
   9. The district level professional learning I participated in the school year was quality. 
   10. I am given the opportunity to provide professional learning to my colleagues.

As always, let us know what you think of this with a like, a follow, or a comment. Find us on Twitter, YouTube, iTunes, Facebook, & SoundCloud. And, again, if you want one simple model for leading better and growing faster per month, follow this blog by entering your email at the top right of the screen.

TheSchoolHouse302 is about getting to simple by maximizing effective research-based strategies that empower individuals to lead better and grow faster.

Joe & T.J. 

This blog post was brought to you by GhostBed, a family-owned business of sleep experts with 20+ years of experience. With 30K+ 5-star reviews, you can’t go wrong with GhostBed. Their mattresses are handcrafted, and they come with a 101-night-at-home-sleep trial. For a limited time, you can get 30% by using our code — SH302 — at checkout. And, even if you tell someone about GhostBed, you can earn a $100 referral reward. Go to Ghostbed.com today and use SH302 at checkout.