Teacher Retention: A School Leader’s Top Priority

Teachers have three loves: love of learning, love of learners, and the love of bringing the first two loves together. ~ Scott Hayden

Retaining teachers is at the top of the priorities for every school leader. This has always been true; effective school leaders have always worked to retain their top talent. But, these days, school leaders are counting their blessings if they’re fully staffed. The teacher shortage is real, and although it has impacted some regions of the country more than others, having a quality teacher in front of every student is a must. “More teachers are choosing to leave the profession, with the teacher supply shortage expected to reach 200,000+ by 2025.” 

One problem with teacher retention is that school leaders don’t always have the tricks, tips, and tools associated with technical human resource training. The fact is that school leaders haven’t traditionally thought about their schools within the marketplace of hiring and retention. We’ve argued that school leaders ought to think about things like branding, marketing, storytelling, and recruiting–all important aspects of being a great place to work and filling vacancies quickly when they arise. The truth is that retention starts long before you have positions to fill. That said, we have to work hard to keep the people we have by making our schools the best places possible to work and learn. 

Remember, though, there are things that are out of your control as a school leader. You probably can’t alter the compensation and benefit package that your school or district offers, sweetening the pot to keep people from leaving (see picture below regarding teacher pay). You also probably can’t change work hours, increase flexibility, or give people more days off. The rigidity of the profession is contributing to the diminishing number of people entering it. But, this shouldn’t stop us from pushing back on these boundaries or putting forth the effort to create an awesome environment for teachers. 

Source: NEA, Educator Pay Data

Let’s talk about what we do have within our sphere of influence as school leaders. We want to bring three critical areas of educator retention to the forefront of your mind. The first may seem simple and obvious, but the data tell us that managers around the world, including school leaders, get it wrong and don’t do it enough. The second may seem out of reach given the constraints we listed above, but that’s not the whole story. And, the third is a missed opportunity in schools to build collective efficacy while putting your teachers’ voices on center stage. Let’s dig deeper. 

Three Critical Areas of Educator Retention

#1. Celebration and Praise Your Teachers

Praise in the workplace is arguably the most misunderstood and underused form of feedback. We train school leaders how to use specific praise in districts all over the country, and it often takes months and years before the power of praise is realized through effective language selection. One reason for this is that our brains are wired to find the negative so your praise may be falling short for the mere fact that your teachers are looking for what you’re pointing out that they did wrong versus what you may be trying to communicate that they did right. 

We built a praise model in Retention for a Change that’s steeped in research from neuroscience and behavioral psychology. We wrote about it again in Invest in Your Best (to be released in December of 2023). Here’s a sample that you can use for practice in your school. The point is that your praise needs to use language that is very clear to the receiver that you’re impressed, happy, and excited with their work, that you’re specific about what it is you’re praising, and that you provide a reason for the importance of the desired outcome of their work. We praise people for two results: increase their pride and fulfillment with their achievements and reinforce what they’re doing that we want them to repeat or do more often. 

Unfortunately, many school leaders and organizational managers use praise sparingly, sometimes on purpose. We get this question all the time: what if I use praise too much and people become less focused on improvement because they think they’re good enough? If you use praise well, that won’t happen. The opposite is true. Praise is motivational, inspirational, and energizing. The good news is that with leaders out there who think like this, your school can be a place that attracts and retains talents because you’ll be using praise well and more often than other school leaders. 

#2. Find More Time for Teachers 

Many teachers would actually like more time for their job-related tasks than they would like more money to do them. We’ve seen survey results that demonstrate that teachers rank the need for more time over the need for increased pay. Wow! That doesn’t mean that we shouldn’t also pay them more; we’re advocates for better compensation for educators, but, like we said, that’s more likely to be out of your control as a school leader than the time requirements that you put in place for your staff. 

This is another important strategy for retaining your teachers, and one that we dedicated a chapter to in Invest in Your Best. Especially with your most valuable staff members, the last thing you want them doing is spending their time on tasks that don’t result in the impact that they have the potential to achieve with students. The goal is to analyze and inventory all of what we ask our teachers to do day-to-day. Each day matters. What are the regular daily routines and duties of our teachers? What do we ask of them on professional learning days? And, what types of reports and paperwork are they submitting? We have to think about eliminating anything that isn’t directly associated with teaching and learning. 

Here’s a quick list of 6 questions to think about with your school leadership team: 

1. Do our teachers have duties that put pressure on their planning time? Is it essential to have them do these things or can we find another way? 
2. How much planning time do we have within the work day and can we increase that…even by five minutes? 
3. Are there reports, lesson plans, PLC minutes, observation forms, etc. that we can eliminate or streamline? 
4. What do our professional learning days entail? Can we give teachers a period of reflection time on PL days and decrease the “learning time” from 6 to 4 hours (as an example)? 
5. Are there days in the year–PL days, beginning and end of year days, etc–that we can make more flexible? 
6. Do we have any days of the year or partial days where teachers can work from home?

We’re not devaluing professional learning or even the need for teachers to cover lunches and recess, but the exercise of answering these questions on a regular basis should give you some ideas about how to create time and space for your teachers. With these questions in mind, as you approach a professional learning day, for example, you may realize that there are opportunities to create flexibility.  

One last aspect of time. Everyone has the same 1440 minutes in a day and not all people manage those minutes the same way. How we view time is often driven by our perception of it and our capacity to use it. This means that as a leader you can capitalize on others’ perception of time by helping them manage themselves better so that they can accomplish more. In short, don’t assume that people know how to take a series of tasks within an allotment of time and complete them efficiently. Our job as leaders is to help everyone else maximize their potential and help them learn to navigate their day effectively amid all the demands.

#3. Create Leadership Opportunities for Teachers 

When we consult with schools and districts, and we find out that they don’t have a school leadership team–composed of teacher leaders–it’s the first thing that we help them to develop. After that, we help them to build the capacity of their teacher leaders to take control of new initiatives so that they unfold successfully. Here are the two basic concepts: 

Concept #1: School leaders can’t do everything themselves. They need a supportive and reliable team.

Concept #2: Great teachers don’t automatically make great leaders. Their prowess in the classroom doesn’t change the fact that they need leadership training. Our best teachers have the potential to lead, but only if we support their growth and development. 

We contend that the all-hands-on-deck approach is the only way that great schools thrive, and that a positive school leadership team is the best avenue to collective teacher efficacy. In a school environment where both are true–everyone working toward the same goal with teachers at the helm–you’re retention efforts don’t land squarely on your shoulders but live within the culture of the school itself. 

The Final Word on Teacher Retention 

We were talking to a school principal recently, and he was worried about a position he had vacant and the lack of applicants in the pool. We asked him what he was doing about it. Perplexed, he told us that he was checking the posting several times a day, but nothing beyond that effort. Unfortunately, postings alone fall short. They are a great traditional method of hiring, but there are countless other steps to take. 

We gave him several strategies for becoming far more aggressive in his outreach, including a search on LinkedIn that we modeled, which revealed several teachers in the area who were #OpenToWork but who certainly didn’t know about his posting. 

The point of the story is that attracting, recruiting, and retaining talented teachers has to be strategic. Gone are the days of passive culture building or relying on the HR department to fill our positions. School leaders need to learn to play an active role in maintaining a culture that teachers desire. Using praise, finding time, and developing teacher leaders are at the top of our list of ways that we can work to retain teachers, and we hope that you find value in making an effort in these areas in your school or district. 

As always, 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.

Successful organizations understand the importance of implementation, not just strategy, and, moreover, recognize the crucial role of their people in the process. 

                                                ~ Jeffrey Pfeffer

There’s no shortage of initiatives in education. Talk to any teacher, school, or district leader, and they can quickly rattle off a handful. We aren’t interested in debating the validity of certain initiatives or their worth, but rather in how to ensure the successful implementation of those that schools pursue. 

What we will debate, though, is that you cannot have a shaky implementation plan and expect solid results. The fallout is too great, potentially impacting staff morale, leading to frustration and burnout, poor student outcomes, and wasted resources, including both money and time. That’s why we’ve outlined the top four pitfalls of initiative implementation and how school leaders can avoid them by leading better and growing faster. 

#1. Failing to Pre-Plan

Pre-planning is the backbone of any implementation strategy. The problem is that too many school leaders fail to plan in a way that takes all factors into consideration. The status quo planning that we see when we work with school districts is typically the nuts-and-bolts of initiating something new, not the actual implementation of it. 

We want to illustrate this with an example. Suppose your school or district is about to embark on a grading reform initiative. How much time do you spend pre-planning, forecasting, and developing a lead group of supporters, what Derek Sivers refers to as first-followers? Let’s take a look at what it means to plan for each. 

What School Leaders Can Do Differently: Pre-Plan

Pre-planning: You need a full scope-of-work plan, which can be  6-, 12-, 18-, or sometimes up to 36 months. We often start the work without the end in mind. We live in a culture that celebrates when we start something new rather than the true accomplishments associated with completing a task. For that reason, you need to pre-plan, before you start, with the goals, metrics, and outcomes associated with the successful implementation and support of the initiative. 

Forecasting: Great leaders can predict the future. It’s not that they can close their eyes and use a special power to see into the distances of time; it’s that they can use the past and present conditions to make critical decisions about the likelihood of one or more outcomes. Pre-plan by asking yourself what happens in the form of success or failure as you implement. 

Developing first-followers: We can emphasize this enough, you need people who have worked out the kinks and know the path forward before you expect the others to cross the chasm. You have to bolster your early adopters and their power to get it mostly right before anyone else, especially the late-adopting skeptics, will even dip their toe. Being prepared means that you have people who can say, “I’ve been doing this for a while now, and it works; it’s not hard, and I can show you how too.” 

#2. Failing to stay the course

This is the grand pitfall of them all because it’s the most common, and we see too many school and district leaders leading in fear that their change initiatives are going to cause too much disruption that it will lead to confusion, staff turnover, unproductive and unhappy staff members, or, worse yet, their removal. Unfortunately, any and all of these outcomes can be a reality. The good news is that they are avoidable if you follow the advice in this blog post and pay significant attention to pre-panning. The bad news is that you have to endure the conflict associated with change. As we always say: the definition of leadership is influence; the challenge of leadership is conflict; the result of leadership is change. 

One of our favorite authors and marketing strategist, Seth Godin, says that leadership is about inflicting pain on the people you seek to serve. That is true, but only if you seek to help people. The essence of change is uncomfortable and disruptive. Leaders who accept the status quo aren’t helping people grow and perform at their best. The problem is that pushing for positive change can be counterintuitive because it is disruptive. This instability is often what causes leaders to pull the plug on something too soon, which can lead to initiative fatigue. Initiatives alone are not the problem, or even the number of them (which we’ll cover in the next pitfall) but rather how well we manage them. Many times we turn our back too fast before anything sticks, only to find ourselves searching for another initiative to implement to solve the same problem we originally were working on. (That’s one reason why we wrote 7 Mindshifts, by the way). 

This is the number one reason why seasoned teachers say, “We tried that before, and it didn’t work.” The reality is that we didn’t really “try” that before with fidelity. We started to try it but never got far enough into the new practice to benefit from the proposed new outcomes. If you study a change curve, like the J-Curve below, you’ll find the typical point at which weak leaders retreat–somewhere during the period of disruption, when folks are most confused, disgruntled, and feeling unproductive with the new initiative. That’s precisely when we see leaders listening to the people about their woes and worries and reverting back to the way we’ve always done it rather than staying the course. 

What School Leaders Can Do Differently: Stay the Course 

Great school leaders anticipate the curve. We have to expect a timeline that includes disruption and even chaos. The best thing that we can do while this period unfolds is to focus on the data we have from prior to the initiative, the vision we have for the change, and a mere understanding that we’re going to have to suffer a bit until we get to the desired state. Let’s unpack each. 

Data from before: If you’re introducing a new math program, it’s likely because the last math program wasn’t working for all students. When people say that the new program isn’t working–and it might be true during the initial stages–we have to go back to the data we have that the last program wasn’t producing results. We always say that we would rather have new problems than old ones. This may require disaggregation if the general picture is good. Good is the enemy of great, and great initiatives are the ones that reach all students. Use the data you have from before, and don’t expect the new data to tell the story you want from the desired state. In schools, this may actually take years. 

Using the vision: Candid and compassionate communication is paramount to success. And, as much as we hear about vision, vision, and vision, we can’t communicate the vision enough. We work with schools on this kind of necessary leadership all the time–both learning to be candid and solidifying the vision. You can’t communicate your desired and proposed outcome enough while you stay the course. 

Knowing that we have to suffer: This might sound a bit weird, but leaders who stay the course also communicate upfront the challenges that will be encountered on the journey. It’s hard to tell people to row in a direction when they don’t know where they’re going. But, as John Maxwell says, the leader is the one who knows the way, goes the way, and shows the way. We have to empathize with people, demonstrating and communicating that we understand the pain but we believe in their capacity to make the changes we’re expecting. Don’t confuse this with permitting low standards or lack of accountability for making the change. We’re just letting folks know that we expected there to be bumps and bruises along the way. 

“The Intranet Portal Guide” – David Viney 2005 [ISBN: 9780955077401] https://www.waterstones.com/book/the-intranet-portal-guide/david-victor-stephen-viney/9780955077401

#3. Failure to braid the new work with existing initiatives 

If you’re hearing people say, “This is one more thing,” as they refer to your new initiative, it’s likely because they don’t see the bigger picture or the vision was not communicated clearly. The leader has to zoom out so that people can see the forest for the trees and how the work weaves together. In this case, you have one of two problems: one, the initiative is actually one more thing, or, two, we haven’t done enough internal branding and marketing. 

Take, for example, restorative practices, if staff only see this as a different disciplinary tactic, or letting kids get off easy, rather than a full-scale approach to improving student behavior within the diversity, equity, and inclusion model, they won’t take ownership of the initiative. To bring everything into full view, you need three strategies: inventory your initiatives, develop buckets, and create materials to support how everything fits together. 

What School Leaders Can Do Differently: Braid the Work

Inventory your initiatives: The first step in braiding the work together is to know all of the work that’s going on. This is as simple as doing an initiative dump activity. Get a group of teachers or principals together and make a list of all the initiatives going on. 

Develop buckets: Your initiatives are likely to present in categories. Think broadly and then narrow them down. For example, your grading reform initiative, your inclusive teaching strategies, and your restorative practices can all fit under an umbrella core value of diversity, equity, and inclusion. These buckets can become core values or principles of some kind. 

Create branding materials: Much like CASEL has done with their work, you can create a visual representation of your key initiatives within the buckets you formed in the last step. These are materials for distribution and use at meetings to show staff how all the work braids together into important necessary work for your school or district. You’ll get much less of an argument from people when they can see the big picture, but you have to see and understand it first. 

#4. Failure to focus on the how as much as the what

Too many school leaders focus on what needs to change without spending enough time on how it needs to change. An easy example here is to spend all of your efforts getting people behind an initiative that amplifies student voice through classroom discourse without providing training on strategies, like Kagan so that teachers understand more about how they should implement them in the classroom. 

In recent years, a great deal of emphasis has been placed on communicating the WHY for organizational and individual success. We agree. People need to understand the vision and rationale as they begin to “buy in.” But, actual full-scale buy-in is a myth according to Dr. Douglas Reeves, until, of course, people attempt to make the change that’s expected of them. The buy-in myth is only debuncted by accountability structures for ensuring that the new initiative is being implemented with fidelity. You want to move from a culture of why to a culture of try, but first, you need everyone to know how to try the new practice in their space. This happens in three simple steps that any school leader can put in place to support an initiative. 

What School Leaders Can Do Differently: Focus on How

Step 1–Identify a new strategy: It doesn’t matter what initiative we’re discussing, you need to start small with one or two strategies that you want everyone to try. Think “cycles” for restorative practices or Round Robin in the case of Kagan or a new way that you want teachers to use the learning management system. Identify a practice that you want people to do differently, change, or more of. 

Step 2–Teach it to everyone: Use your faculty meeting, PLCs, or professional learning day to teach the new strategy, process, or procedure to everyone. Build in time for practice if possible. 

Step 3–Watch them practice it: Use an existing structure, like peer observation, coaching, or walkthroughs to literally check off the fact that everyone knows how to do it because you observed it in practice over a period of time after everyone learned it. This is the proper space for feedback, praise for the people who are successful and corrective feedback for those who need more support to be successful. And don’t get us started on feedback as a primary leadership skill; it’s still the most misunderstood and underused form of leadership in schools. We can help with that too, which leads us to our bonus failure. 

Bonus Failure for School Leaders Who Want to Lead Better 

Here’s a bonus failure that goes in all four buckets above: the failure to provide feedback on the initiative as it unfolds in practice. This is a two-way street–feedback for those implementing to get better at implementation and feedback from those doing the implementing on how it’s going and what parts need more support. Take, for example, what McKinsey Global reports about initiative implementation: “Three practices can significantly increase the chances of success: maintain implementation rigor across the transformation program’s later stages, using the program to upgrade talent, and investing in the right resources at every stage. Companies that implement all three practices are 3.4 times more likely than their peers to say their transformations’ impact was sustained for more than three years.” 

You can’t do any of these three practices without systems and cycles of performance feedback to support the people implementing. The good news is that more schools are dedicating resources for coaching (like instructional coaches for teachers and leadership development coaches for principals). The bad news is that we’re still seeing a lack of the systemization necessary for feedback to happen within cycles of improvement and a real need for training in the elements of feedback for it to be effective. In the school systems that have embraced the need for feedback, like the coaching work we’re doing with Long Beach Unified, we are seeing and hearing a difference in the way feedback is being delivered to transform new initiatives as well as everyday practices.

We fully acknowledge that the details and specific application of these principles vary based on the school, context, and needs of each organization. TheSchooHouse302 offers professional learning, coaching, training, and resources to support school and district leaders in implementing these principles effectively. Reach out. 

As always, 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.

The Art of Juggling as a School Leader 

There are educational giants whose mere mention of their names conjures awe, respect,  inspiration, and admiration. Some of our edu-heroes are Booker T. Washington, Horace Mann, Madeline Hunter, and John Dewey, to name a few. Enrico Rastelli doesn’t typically make the list, but in 2023 he is someone educators should revere. Rastelli considered the greatest juggler of all time, grew his signature act, juggling 10 balls, 8 sticks, and 8 plates – sometimes with one balanced on his head or even while jumping through a hoop! A juggler might not be the first recipient of an edu-hero award, but we think differently about that. Figuratively speaking, our best educators are master jugglers–juggling multiple priorities and initiatives that all seem urgent, competing for time, resources, and energy. 

Consider the following areas of focus that many educators have prioritized recently:

These are just a few of the major initiatives and scopes of work that school leaders are building into their system to ensure successful student achievement. The challenge is that school leaders are expected to implement initiatives while educators are adapting to them simultaneously. The workload is immense, which is enough to have anyone’s head spinning. With so many different initiatives and priorities, school leaders must master planning, executing, monitoring, and correcting.

The School Leader a Master Juggler 

Education leaders must possess similar skills to that of a juggler, especially as they lead their schools and districts through the complex and intricate landscape of 21st-century teaching and learning. Like Rastelli, school leaders must possess a keen understanding and control of their school. As an expert juggler can skillfully toss and catch various objects, school leaders must execute the school’s vision and mission with the precision and finesse necessary to avoid overwhelm and fatigued. 

Effective school leaders also have a rhythm and method to manage the multiple competing priorities so that they flow and work together with and among all initiatives while involving each stakeholder group. Juggling priorities with proper communication is a key component of school leadership and, when done well, leads to student success. 

Lastly, effective school leaders anticipate and recognize patterns and situations similar to how a juggler can with a variety of moving objects. The consistent honing of these qualities is necessary to effectively manage the multi-faceted aspects of the daily operations within schools. The goal with every initiative is not to be one more thing but to add layers, working together with everything else to bring about positive changes for all students. 

Bowling Pins and Plates: The Marriage Between Non-Instructional and Instructional Priorities

One fascinating element of juggling is all of the unique and different objects that are being wielded through the air. Although different in many ways in both size to weight, the objects are transported smoothly with what appears to be very little effort. The same is true with the synchronization in what creates a harmonious learning environment. At TheSchoolHouse302, we champion the idea of not getting caught up in dualistic thinking. It’s easy for us to see management and instruction as competitors, but they are not. In fact, management is the foundation for exceptional instructional leadership. And, yes, all leaders in schools should be focused on both.  

One way to ensure that the two are working together is through our Anchor, Focus, and Align Model (A.F.A.), which we use with school districts as they learn the foundation of what it means to provide meaningful feedback. 

Anchor: By establishing the anchor, school leaders create the reference point that helps you maintain focus and remain steady on your goals. We anchor our work to the vision and values. 

Focus: Once the anchor is established, focus involves prioritizing tasks and responsibilities so that efforts are continuous. We focus our work on incremental and continuous improvement. 

Align: Alignment refers to a learning culture. Every action, strategy, resource, and people should be coordinated in a cohesive manner. We align our work with the professional learning necessary to achieve success. 

When all three work together, a clear sense of direction is maintained through intentional choices. A.F.A. optimizes performance and maximizes impact because there is a throughline woven among all the various initiatives to maintain the clarity that they support one another, regardless of their relationship to instructional or non-instructional goals. 

Planning, Follow Through and Follow Up 

To emphasize and establish the importance of coordination among initiatives to reach success with them, we clearly identify the difference between the three stages of successful initiative implementation:

1. Planning for implementation
2. Following through on implementation
3. Following up on implementation

Let’s consider what each means and why they’re all important for progress to be made. 

Planning: In our interview with Jim Marshall, he stressed the fact that prior planning for the successful implementation of an initiative is critical but doesn’t happen to the extent it should. When initiatives fail, we have to evaluate whether it’s the program or the people who are putting it into place. Often, it’s a people problem due to improper planning.

Technical Tip: The first step is to accurately define the problem that we’re trying to solve and create a thorough outline of the tasks, steps, and resources needed to be successful. We suggest using the systems thinking model that we wrote about in 7 Mindshifts for School Leaders, called The Octopus Approach. 

Follow Through: Follow through is different than planning. In fact, excellent planning builds in follow-through, which is aimed at successful implementation and sustainability. We don’t want to become paralyzed as we review the data, create a plan, and prepare for perfection. We just heard from a teacher about grading reform, and the sentiment was that everyone would need to be trained, qualified, and absolutely ready to implement the new structures. 

That’s not practical, nor is it even possible. When we’re talking about new initiatives, we look for a culture of try versus a culture of why. Yes, we can get clear on the rationale in the planning phase, but during implementation, we need everyone to make an effort. As we’ve heard from Dr. Douglas Reeves, the concept of “buy-in” is a myth. Follow-through means that we make certain that the program is off the ground and being implemented, even if it’s rocky and imperfect. 

Technical Tip: Follow-through consists of initiative monitoring. This is the effective use of data to help navigate the initiative’s progress. This information is invaluable as the team identifies successes, unearths areas of improvement, and celebrates small and early wins. 

Follow-Up: If the follow-through is a problem, follow-up is likely non-existent. Follow-up is the outcome of successful follow-through. Follow-up is about adjusting, tweaking, and altering the program based on relevant data and information. Schools are not static entities, and conditions change all the time. As one initiative is launched, another one may be required and is closely related to other work being done. Without follow-up, programs and initiatives can falter and halt without us even knowing. If you’ve ever tried to implement a new practice only to find out that no one is putting it into action, you’ve encountered a lack of follow-up on your expectations. 

Technical Tip: Follow-up includes using observation, feedback, and support so that the implementation remains adaptable and suited to the needs of the school. Without it, you can end up with zero change, weak implementation, and disgruntled people who see initiatives as “one more thing.” 

Sustainability Planning: Avoiding the One More Shiny Thing Theory

If there’s anything that we want to impress upon school leaders, especially new school leaders, it’s that all of your projects and initiatives should be considered under the singular vision of your school or department. Successful initiative implementation rests on the leader’s ability to continue and expand them over time. And, anything worth changing is inherently inconvenient, at least at the beginning of implementation, so building them into existing practices and the school’s culture is vital for ongoing success. 

Consider goals like de-tracking students or grading reform. They can seem like separate and different initiatives if they are not planned well. However, through careful and thoughtful planning and communication, they should both be aspects of your equity initiative. By identifying and recognizing the similarities of certain initiatives, you have the ability to capitalize on all efforts, resources, time, and people. Always consider your school values and align the projects to the heart of your school’s vision. That way, anything you implement as “new” falls under an already established expectation for the academic success and well-being of your students.  

In schools where the new shiny thing to do is deemed “one more thing,” it’s often because of improper planning. Take time to identify how the initiative aligns with your established program of work, how it will be monitored as it unfolds, and the feedback necessary to make it excellent. 

Next Steps for School Leaders 

Planning

We challenge our readers to enumerate all of your initiatives and assign them to one or more of your core values under the singular vision of your department, school, or district. After that, evaluate your communication plan. Successful initiatives are transparent. Consider all stakeholders. This will capture the Anchor in A.F.A.

Follow Through

Next, we challenge you to comb through your professional learning plan and align your initiatives to the PL offered throughout the year and within your professional learning communities (PLCs). This will confirm that there is adequate training and support. Don’t assume that everyone has the knowledge, skills, and resources to successfully implement the initiatives. This will capture the Focus in A.F.A.

Follow Up

Lastly, we challenge you to embrace a growth mindset and accept that plans need to be adjusted through feedback and support. Your follow-up, as everyone implements, will allow you to provide feedback, both praise, and correction, to make sure that you’re making real progress toward the goal. This will capture the Align in A.F.A. 

We fully acknowledge that the details and specific application of these principles vary based on the school, context, and needs of each organization. TheSchooHouse302 offers professional learning, coaching, training, and resources to support school and district leaders in implementing these principles effectively. Reach out. 

 As always, 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.

Culture is often a hot topic for school leaders, but it also typically goes undefined without a real playbook for leaders who want to cultivate it within their school 

Every school leader knows that culture is king. When the school culture is positive, every effort, initiative, and goal is that much easier. Of course, nothing makes school leadership easy, but the right culture can do wonders. The problem is that culture, albeit named as an important driver of school success, is mostly elusive. School leaders, especially new school leaders, often wonder: What does it mean to cultivate a positive school culture? What leadership actions do school leaders need as both agents of change that solve critical problems but also compassionate leaders who support the school community? Let’s first examine the balance between pressure and support. 

The Pressure and Support Model of an Effective School Culture

School leadership is synonymous with school improvement. We’ve never met a school leader who wasn’t on a mission to improve one or more aspects of their school to support students, teachers, and the community. To make a change, disrupting the status quo and putting pressure on people is inevitable. The number one thing that people don’t like is change, and the number two thing that people don’t like is the way things are. But disruption and pressure alone, without adding support and scaffolding change, is just bad leadership. If we want people to change so that student achievement improves, we need to support that change to occur. 

That said, “supporting” people without the pressure and expectation to change means that we’re supporting the status quo. It’s easy to think that we’re supporting people when we leave them alone, back off because of initiative fatigue, provide “autonomy” to implement as they see fit, or any other mechanism of support for their current reality.

Unfortunately, this effort has an adverse effect. Not that autonomy doesn’t have a place, or that initiative fatigue isn’t real, but teachers’ desire to be effective and make a difference means that we need to hold really high expectations for their work. Effective school leaders know that support with some pressure moves the needle of student achievement, which helps foster a great school culture. That’s why we built the R.E.A.L. Playbook for school culture. Leaders who use R.E.A.L. for both pressures and support end up with cultures that can sustain change while creating a supportive environment. 

The R.E.A.L. Playbook for School Leaders

1. Relentless. The first aspect of the Playbook for an effective school culture is for school leaders to remain relentless. This means that they attack old, persistent problems from second to second as if in a battle with a fierce competitor. These kinds of leaders are rarely satisfied, and they take extreme ownership of everything. They are constantly looking at problems through a new lens, and they don’t rest until persistent problems are solved in a sustainable way. 

Highly effective school leaders never accept defeat because that would mean giving up on students and teachers. That said, it is common for leaders to fall into a trap where certain aspects of the school culture are left alone, usually because one or more aspects of the culture have been accepted for so long that they seem like they’ll never change. Relentless leaders build positive cultures because of their refusal to relent until the culture improves. 

2. Experimental. The second aspect of the R.E.A.L. Playbook is to become more experimental. Experimental leaders are willing to fail faster by implementing and trying ideas and strategies more quickly. They’re always on the lookout for something that can make a difference for their school community. They embrace the notion that we can’t continue to do what we’re currently doing if we want new or different results. 

But, experimental leaders are not always innovating at scale and certainly not recklessly. That drives everyone nuts and has the opposite impact on culture than what we’re striving to achieve. Instead, experimental leaders find small pockets of the culture that are willing to implement something new to experiment with results. They rely on first followers and networks, and they wait to confirm better results before requiring everyone within the culture to change all at once. 

3. Agile. The next strategy in the R.E.A.L. Playbook is to support a culture’s ability to remain agile. This might be foreign for many school leaders, but it means decreasing the number of people who provide input on any given program or initiative. This doesn’t mean that we won’t need everyone’s input; it just means that we can’t take everyone’s input on every new approach. 

When John Kotter published Accelerate, he introduced a business concept that speeds up the initiation of new ideas and pockets of implementation with his theory that we can create small webs of people who can move faster than the whole company can do as a large enterprise. The same is true for schools. Great school cultures are always agile in their ability to change quickly when the need arises. 

4. Learning Culture. The final tactic in the R.E.A.L. Playbook is to shift from a teaching culture to a learning culture. In a teaching culture, the adults in the school are there to impart knowledge; in a learning culture, everyone positions themselves as a learner first, before any other position of authority or power. This starts with the school leader who takes on the role of what DuFour and Marzano named Leaders of Learning. 

This intention to use the school as a place to learn and grow by everyone who works or enters the school transforms the culture into a place that doesn’t propose to have all the answers and allows everyone to learn with what Richard Elmore described as a “beginner’s mind” in one of his last podcast appearances before he passed.

Other Mindshifts for School Leaders

Using the R.E.A.L. Playbook as a school leader is a mind shift. The strategies are a deviation from the general school leadership practices in lots of schools. In our recent book, 7 Mindshifts for School Leaders, we describe this change and many others so that school leaders can lead better and grow faster as agents of change through the use of both pressure and support. 

For school improvement to be a reality, we need new models for how we think about our culture and how we go about challenging the status quo. A commitment to the R.E.A.L. Playbook is one step to taking your school to the next level. 

As always, 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.

The culture of a workplace–an organization’s values, norms, and practices–has a huge impact on our happiness and success. ~ Adam Grant

Developing a Learning Culture

We always say that school leadership is complex, but it doesn’t have to be complicated. Unfortunately, no matter which way you turn, the complexities of school leaders seem to be amplified. You may be feeling like every new initiative adds one more thing to your plate. We’re not going to tell you that it “gets easier” or that it “slows down.” In fact, school leadership stands to get harder and go faster. That’s why school leaders need tools–tips, strategies, and tactics to handle the hard stuff and simplify what seems too complicated to tackle. 

If your system is like ours, your team is focused on multiple initiatives at once: making MTSS more effective, embedding Social Emotional Learning in every classroom, taking a more restorative approach to student behavior, finding ways to tackle unfinished learning, uncovering supports to retain staff, filling vacancies months after the school year has started, and the list goes on. What we know for sure is that none of these initiatives will work in a static environment, and they’ll fail if we see each of them as silos.  

In Passionate Leadership we described a learning culture, defined below. In a learning culture, everyone is a learner. The opposite is a teaching culture where the staff comes to work to impart knowledge but not receive it. For schools to thrive, we need learning cultures. For some schools, this is a huge shift; for others, minor tweaks will get you there. We’re going to unpack the best and simplest path to a learning culture so that every school leader has the tools they need. 

Lifelong learning isn’t just a catchy slogan. It’s a mindset that all staff–paraprofessionals, teachers, counselors, building and district administrators–must embrace. Take a look below at the graphic that describes the fundamental differences between a learning culture and a teaching culture. In a learning culture, schools thrive; in a teaching culture, schools just survive. 

Great school leaders know that a successful school rises and falls on the degree to which the staff engages within a learning culture. That starts with assessing your current reality as a school leader, classroom teacher, or support staff. Take a moment and answer the questions below. Assess your classroom, school, and/or district through the lens of the survey questions. 

Assessing a Learning Culture in Schools 

1. Is your classroom/school/district culture dynamic or passive? What qualities distinguish one from the other in your classroom/school/district?
2. Is your classroom/school/district culture motivated or uninspired? What qualities distinguish one from the other in your classroom/school/district?
3. Is your classroom/school/district culture courageous or fearful? What qualities distinguish one from the other in your classroom/school/district?
4. Is your classroom/school/district culture resilient or submissive? What qualities distinguish one from the other in your classroom/school/district?
5. Is your classroom/school/district culture supportive or compliant? What qualities distinguish one from the other in your classroom/school/district?
6. Is your classroom/school/district culture authentic or unreliable? What qualities distinguish one from the other in your classroom/school/district?
7. Is your classroom/school/district culture intrinsic or extrinsic? What qualities distinguish one from the other in your classroom/school/district?
8. Is your classroom/school/district culture growth or fixed? What qualities distinguish one from the other in your classroom/school/district?

Hopefully, you answered positively to at least some of the 8 indicators of a learning culture versus a teaching culture. Every school can work on culture, some are working to change culture, and others are using tools to sustain what they have. No matter the case, accepting the status quo never works. You’re either working on continuous improvement or you’re watching things slide backward. The status quo never gets better on its own. To help you on your path to a fully functional learning culture, we introduce B.A.S.I.C. as a model to get you there.

The B.A.S.I.C. Strategy to Develop a Learning Culture

To build a learning culture, and to battle the constraints of a teaching culture, we need to keep things B.A.S.I.C. We can’t stress this principle enough–in a time when things are getting more and more complex, school leaders must create simplicity. As Einstein said, “Everything should be made as simple as possible, but not simpler.” Keeping things simple is at the heart of B.A.S.I.C. When done well, students and staff thrive.

Belief

The B in B.A.S.I.C. represents Belief. Beliefs are the fundamental driving force of the school. They are the foundational principles that guide decisions and empower the staff. By identifying what a school believes–the core that guides decisions at every level–clarity is achieved. 

Schools are famous for their vision and mission statements, but they should also have core values, which are the backbone of the belief system within the schools. As an example, does everyone believe that all students can and should learn in a safe, supportive, and inclusive environment? How about this: all staff will hold all students to high expectations in any school activity. 

One important tip for school leaders who are trying to change culture is that you don’t do so by trying to change beliefs. This might sound counterintuitive, but much of leadership is counter to what we think. To change beliefs, we have to change behaviors. When we have core values, we need to identify the behaviors that are associated with each. People either believe their way into behaving or behave their way into believing, and we’re far better and faster at the latter. That’s why we focus on behaviors first. 

School Leader Reflection Question:

What are my school or classroom beliefs that help guide decisions within our culture?

Alignment

The A in B.A.S.I.C. represents Alignment. Think back to all of the initiatives we named earlier. There is no shortage of ideas, programs, challenges, and criticism. The superpower of an effective leader is being able to take a multitude of seemingly separate, and sometimes competing, initiatives and align them as all being the same thing. Whatever we name as needing our attention is likely something aligned with student success. The leader keeps the main thing, the main thing. 

For example, many schools are focused on a multi-tiered system of support (MTSS) for student achievement, but the question is how does MTSS serve and connect with all of our other initiatives? In other words, how does MTSS fit with restorative practices, social-emotional learning, after-school enrichment efforts, etc? When we take a systems approach–as we described in 7 Mindshifts for School Leaders–the answer is simple. Leaders show everyone else how all of the initiatives are aligned with our greater purpose and school-wide goals. 

One important tip for school leaders is to think of alignment as an illusion. Alignment in schools is a perception. When people say, “This is one more thing,” it’s because they don’t see how all the things connect. It’s the leader who explains the connections so that others understand how it all works together. 

School Leader Reflection Question:

How aligned are your initiatives to what can be considered the main thing?

Support

The S in B.A.S.I.C. represents Support. We cannot overstate the importance of support. Burnout is real and we are seeing it play out in our schools every day. Support is dynamic and can take on a variety of different forms. We mentioned social and emotional learning (SEL), which should include staff SEL as much as it does the students. 

Support can be demonstrated in many ways, including how school leaders allocate funds, dispense resources, find coverage for classes, assign duties, and a host of other ways. One key to promoting a learning culture is to make sure that supports are in place for people to take risks with new learning. No one can learn in a culture that doesn’t value failure. In a supportive environment, It’s okay to try new things and see things differently than we did in the past. It’s the only path forward. 

One important tip for school leaders who want to foster a supportive environment is to remember that support doesn’t come without pressure. Support without pressure is support for our current conditions–the status quo. Pressure without support is not fair, though, so school leaders have to balance their methods of pressure with the support needed to meet high expectations. 

School Leader Reflection Question:

How are you actively and consistently supporting your students and staff?

Implementation

The I in B.A.S.I.C. represents Implementation. We often wonder why things don’t go the way we intended–whether in life, school, or business–and we are prone to blame a person, a product, or an initiative. Usually, though, the problem is implementation. One key to implementation that a learning culture gets right is that everyone owns the implementation strategy. As we’ve stated, people either believe in the vision and direction, or they at least understand the expected behaviors necessary for the change to occur. “Ownership of and commitment to change have the greatest bearing on a major change effort’s outcome.”

Implementation requires consistent oversight and widespread ownership. In a teaching culture, people view implementation as someone else’s problem. In a learning culture, we’re all picking up pieces of the implementation life cycle. In a teaching culture, folks wait for conditions to be perfect. In a learning culture, we’re only striving for one or two examples of where progress is being made. 

One important tip for school leaders who are focused on implementation is not to confuse implementation with starting something new. When implementation fails, it’s often because we started something but didn’t adhere to the other aspects of our B.A.S.I.C. strategy. The tip is that implementation requires ongoing feedback. Only with feedback can we sustain the implementation of something new, and in a learning culture, we’re always trying to get better at whatever the new initiative is. 

School Leader Reflection Question:

How well are you giving feedback to the people who are working toward the implementation of a new initiative?

Consistency

The C in B.A.S.I.C. represents Consistency. We wrap up B.A.S.I.C. with consistency because it is the glue that holds everything together. We cannot know how well something or someone is performing without evaluating how consistent they are. If we’re totally inconsistent with a new change that we’re putting into practice, then we’ll never really know if we’re getting new outcomes. Without consistent efforts, any improved result is due to chance. It’s only with consistency that we can measure our progress.  

Without fidelity of implementation and thorough and consistent effort and execution, we will never know if something is actually working. Consider how often we jump from curriculum to curriculum or from one learning series to another, ultimately blaming the ineffectiveness of the product. In reality, we may not really know why the initiative is failing because of inconsistent practices. 

One important tip for school leaders is that in a learning culture, people stick to the new initiative because they’re hoping for a positive change. In a learning culture, people aren’t afraid of trying something that doesn’t have proof that it will work. The only proof that they need to try something different is that what they’re currently doing isn’t working. 

School Leader Reflection Question:

What initiatives do you have going on that you need to determine how consistently they’re being done with fidelity? 

Using B.A.S.I.C. is a tool for school leaders who want to develop a learning culture so that change initiatives thrive. There’s no doubt that school leadership can feel complicated, and we’re often faced with so many goals that it can seem impractical to achieve them all. But, when we use B.A.S.I.C. within a learning culture, we’re able to find success because of our focus on beliefs, alignment, support, implementation, and consistency. 

As always, 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.

Groundhog Day for School Leaders 

I was in the Virgin Islands once. I met a girl. We ate lobster, drank Piña Coladas. At sunset, we made love like sea otters. That was a pretty good day. Why couldn’t I get that day over and over and over? ~ Phil Connors in Groundhog Day

February is home to a few special events, such as Valentine’s Day, President’s Day, the Super Bowl, and what we really look forward to at TheSchoolHouse302, Groundhog Day. Not only is this an important day that lets us know how many more weeks of winter we should expect, but it reminds us of the insightful and introspective comedy film, Groundhog Day, featuring Bill Murray as a cynical T.V. weatherman named Phil Connors. 

Phil is begrudgingly on assignment covering the annual event in Punxsutawney, Pennsylvania. And, maybe because of his ironic behavior about the whole thing, Phil ends up stuck in time, living the same day, Groundhog Day, over and over again. He lives the same events, interacts with the same people, and consistently makes the same mistakes. The genius behind this film, and the point it raises for us as people and as leaders, is to question the approach we take each day in life and work. Phil learns as the days unfold in precisely the same way, that every time he awakes to the same song, we should see opportunities in life, not obstacles. 

Once Phil realizes he’s stuck in a time loop, he first sees his situation as a curse. It isn’t until he learns how to live well with a full heart and good intentions that he brings his very best self to every situation, improving the lives of others, which eventually allows him to break free from the continual loop in which he is stuck. In the beginning, Phil is cynical, derisive, ungrateful, and curt. As he learns, in the end, he finds himself whole, he reflects, and he improves his ability to see the power in each day. He gains insight, and he also falls in love. 

We don’t have the ability to redo days or to make them perfect. But, what we do have is the ability to manage our mental map–how we view ourselves and our world. We do have the distinct freedom in life to turn obstacles into opportunities. The following model provides three clear behaviors that will help school leaders to avoid the mental map trap of deficit and liability thinking. 

A Mental Map for School Leaders

Minding Your Mental Map

As leaders, we have to be mindful of the map that our brains make of ourselves, other people, and the world around us. The average person has between 12,000 and 60,000 thoughts per day with up to 95% of them repeating themselves. In other words, 95% of the thoughts we hold at any given moment are occupying space that they have already occupied in the past 24 hours. And, considering that 80% of our thoughts are negative, that’s a lot of unproductive time and energy. Negative thoughts are a liability for leaders. We call this “liability thinking” because the thoughts are burdensome, blur our thinking, and limit our ability to move ahead, forcing us into a recurring scenario. Negative and limiting thoughts are like Groundhog Day because when we live in their shadows, the future we predict is blurred by bad weather. We can get stuck in the same place, repeating our lives, through our thoughts and actions, in an unproductive way. But, that doesn’t have to be the case. We can learn to look at opportunities instead of obstacles. We can learn from what happened to Phil Connors. 

#1. Flip Your Thinking

We have to remain sensitive to our own thoughts to make sure that they are not sabotaging our personal and professional success. How we think and see situations has consequences regarding our ability to successfully navigate through complex situations. The answer often runs counter to our innate ability to generate solutions to common problems. It means that we have to flip our thinking, taking the following approach to thoughts and ideas: 

Focus on what you want, not what you don’t want. 

This seems odd at first, but the language we use, out loud and in our minds, is powerful. As Judith Glaser says, “our words create worlds.” Next time you find yourself saying something like, “I don’t want to be overweight, I need to lose ten pounds.” Flip it and say, “I want to be fit and I’m going to lose ten pounds.” Loss aversion, according to psychologists, creates a strong response in our brains to avoid setbacks versus looking toward progress. It’s the negative “expression of fear” versus the positive outlook. Flip your thinking by flipping the language that you use. 

Foresee opportunities, not challenges. 

Our primal nature is designed to recognize potential threats and challenges. In many respects this is important, safety being the first, But, it also means that we can become mired in the obstacles in front of us instead of the possibilities that await us if we flip our thinking. In his book How Successful People Think, John Maxwell reminds us that our thinking is what makes for great leadership. How we think, what we think, when we think, where we think, and with whom we think are all important. Successful school leaders learn to explore “possibility thinking,” which changes the path of our energy toward “accomplishing tasks that seem impossible.” Possibility thinkers believe in solutions. One technical way in which this can be done is through the use of a SWOT analysis, focusing intently on opportunities, not threats, as we work to make big things happen.

Think with your team. 

Too often, especially when challenges arise, school leaders turn inward and work to solve problems in isolation. Instead of saying more and explaining their thinking, they keep it to themselves. Flip your thinking from an internal monologue to an external dialogue. Use your team. Every thought that a school leader has doesn’t need to be a fully realized great idea. In fact, the best ideas come from gathering perspectives. Great teams don’t just work well together, they think well together too. 

#2. Don’t Jump to Judge

The best leaders know the appropriate times to play the role of the judge, and those times are rare. But, as evaluators, supervisors, observers, and performance appraisers, we often find it hard to take off the boss hat so that we can truly come alongside others versus looking down from above. The key is knowing the difference between coaching and judging, being able to see positive intent, and working to empower people to have a voice on the team. 

There’s a difference between a coach and a judge. 

One key to making sure that you don’t become a judge when you’re looking to coach is to remain conscious of what it means to build buy-in from your boss, your team, and your employees. When we judge a person or situation, especially without constructive criticism, we break down the connection that we need to be able to coach. In Conscious Coaching, Brett Bartholomew reminds us that coaching is best when it’s with someone, not to them. We must remember to be in the moment, experiencing it with the people, rather than passing judgment after the fact. The best coaches stop the game and call the plays; they don’t just scream in the locker room. 

Always assume positive intent. 

Assuming positive intent, especially when someone does something that seemingly goes against the core values of the organization or directs judgment in an unhealthy way, is really hard to do. Great school leaders can have really good “intent antenna” but not all antennas work perfectly every time. For that reason, we have to take a step back from these difficult circumstances to analyze intent before coming to any conclusion. Insteading of jumping to judge, “the first crucial step is to let any initial upset subside. Emotional business decisions–especially those based on anger or fear–are rarely good ones.” Stepping back gives us time to evaluate, which is important because we typically judge ourselves by our intent and others by their actions. Let’s flip that and become more critical of our own actions while exploring the intent behind what others do. 

Empower people to be open to giving and getting feedback. 

According to Stone and Heen, giving and getting feedback is incredibly difficult for three reasons: it can simply be inaccurate, it might be coming from someone we don’t respect, and we take it to heart that it’s about ourselves versus our work. The problem with anything that thwarts or stalls a cycle of feedback is that it doesn’t support our growth the way that feedback can when it’s healthy and received well. For feedback to be a norm, leaders have to model an identity that growth is important for everyone. We communicate the need to get better, we empower people to give us feedback, and others will accept our feedback in return. The key is in developing a culture where everyone has a desire to learn, grow, and improve in our efforts to reach toward excellence through candor and compassion. It all starts with giving and getting feedback.  

#3. Adapt, Don’t Adopt 

Some school leaders fall into the trap of thinking that adopting a canned program or embracing a certain ideology will be enough. There is no doubt that there are models of excellence that can be effective, but for the long-term health of the organization, school leaders must ensure that any program they bring on is aligned with the core values of the school or district. When leaders simply adopt a program it rarely works, mainly because the staff will lack ownership and many will hang on to the old adage that “this too shall pass.” We always hope that these new programs will overshadow our problems and meet our needs. But, the problem is that many of the programs are mere band-aids to the real problems that need to be addressed, some of which are persistent in ways that programs can’t handle. The better response is to adapt your initiative to fit the school, not the other way around. 

Suffering from perceptual illusion. 

Too many school leaders suffer from the inability to accurately see a situation in its true light. One of the reasons is due to “perceptual illusion,” which is when we hold a perception as true due to the way it appears in our minds yet this “truth” is actually a misperception of the actual nature of a person, place, or thing. We contend that this is primarily due to a lack of solid foundational knowledge or a gross generalization of something that we think we understand but don’t. People who suffer from perceptual illusions aren’t the same as people who are simply “full of it.” Perceptual illusions actually create the reality that we know something when we don’t. Whether it’s a lack of practice, experience, research, or arrogance, the illusion prevents growth, gains, relationships, etc. from progressing the way we believe they should. The only way to avoid this cognitive deception is to work hard to really learn in new areas of our lives. Read the books you buy, seek out experts, and remain intellectually humble. Don’t simply adopt an idea until you know it well enough to adapt it. 

Use multiple sources to connect the dots. 

There’s always more than one authority on a subject. Great leaders know how to curate tons of information, synthesize new ideas, and communicate them for a change in practice. The problem is that we can get caught up in thinking that one source or one guru has the answer to a given problem. To build a unique culture, school leaders need to take into consideration as much expert advice as possible and then make something altogether new. Influential leaders possess divergent thinking, which “is the ability to uniquely connect new information, ideas, and concepts that usually fall far apart. People with this skill can match dissimilar concepts in novel and meaningful ways and uncover new opportunities that others may overlook.” Fidelity to a program, process or even diet is one thing, but adopting a practice from one source of information is destined to fail within a culture that has its own set of beliefs and behaviors. As Seth Godin always says, “without a doubt, the ability to connect dots is rare, prized, and valuable. Connecting dots, solving a problem that hasn’t been solved before, and seeing the pattern before it is made obvious, is more essential than ever before. Why then, do we spend so much time collecting dots instead?” Stop collecting single dots and start seeing their connections to move ahead.  

Mold to fit and flourish, don’t crush and crash. 

Great school leaders build; they don’t bust. Yes, great leaders know how to disrupt, but they do it productively by moving the team forward. Too often disruption and transformation are confused and replaced by an out-with-the-old, in-with-the-new approach. Even the worst practices can be blown up with enough pieces to put back together versus bashing everything to oblivion and starting fresh. One benefit to employing people who have the “impulse to break” things is that their “flashy ideas may energize and inspire others,” but those who value building something tend to stick with projects, teams, and organizations much longer, playing the long-range game to flourish beyond any seemingly quick fixes. It’s far better to mold what you have than to end up with nothing at all. 

Conclusion

Persistent people have the ability to change the trajectory of their lives as well as the lives of others. They push past the mundane, seeing a future that is bright and different from the present. “Resilient people actually resist illnesses, cope with adversity, and recover quicker because they are able to maintain a positive attitude and manage their stress effectively.” The key to leading yourself and others is being able to see the silver lining while the gloom is taking place, not after. To do so, we often have to flip our thinking, empower others, and adapt something new to meet our needs. It took him a good while, but when Phil Connors made the switch in Groundhog Day, he ended up happier than before he got trapped in the loop. When we mind our mental maps, we can get ahead by seeing beyond the shadows of where we stand.  

As always, 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.