CHAPTER 1
Whetting Your Appetite — The Menu, Please!
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"The best teacher is the one who NEVER forgets what it is like to be a student. The best administrator is the one who NEVER forgets what it is like to be a teacher."
–Neila A. Connors
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Let's begin with a reality — this book is not research-based, focused on results of surveys, or theoretically driven. The information is based on observations, discussions, personal learning experiences, shadowing, and "good ol' common sense." Like Frank Sinatra, "I did it MY WAY."
Consequently, if you are extremely left-brained and searching for statistics, micro-management strategies, or in-depth research studies to validate the forthcoming information, this book is NOT for you. On the other hand, if you are looking for some basic and practical ways to be an outstanding administrator, with "FUN" sprinkled throughout, read on. I hope you enjoy the "dining experience." Bon Appétit!
WHY DID I WRITE THIS BOOK?
Education is a serious business that requires every grain of "being" from individuals who want to invest in making a difference for students. It demands a serious commitment from people willing to go above and beyond the call of duty. Being an educator during these times is not easy. Why?
Plainly, educators are expected to deal with all of the issues and baggage children bring from their homes into learning settings. Children enter school doors every day either having just left a healthy, happy home where adults truly recognize the importance of a good education and raising self-directed children or having just left an empty house filled with empty promises and an empty refrigerator. On a daily basis, all walks of life arrive at school hoping they will be safe, fed, and assisted in realizing dreams. As Eleanor Roosevelt said, "The future belongs to those who believe in the beauty of their dreams."
Educators can make or break a child's day and ultimately have an impact on their future. The power of a teacher is ongoing — whether it is positive or negative. Thus is the business of education. We must continually work together to recognize that we truly do touch the future — we teach. A difference is made when an individual teacher closes his/her door and connects with students. Consequently, to ensure that teachers are supportive of all students, we must create professional, safe, secure, and encouraging environments where everyone feels appreciated, listened to, and respected. Hence, the role of the administrator is the crucial element in determining the morale and climate of any given school.
So, why did I write this book? As someone who spends an extraordinary amount of time in schools working with administrators and teachers, I saw a need for reflection. Through my personal experiences, I can irrefutably state that successful schools only survive when there are successful administrators leading the way. As simplistic as this may seem, effective schools exist and persevere only when an exceptional leader with a vision is the "head cook." Too often, the demise of a celebrated school occurs when a mediocre leader, who does not have the fire in his/her belly or passion to continue forging ahead, replaces a talented leader.
Successful administrators FEED their teachers continuously to make sure the students ARE NOT EATEN. Meaning, the best leaders focus on providing a climate where teachers are encouraged to take risks and act as coaches — guiding students through journeys of success. Effective leaders ask, guide, delegate, communicate, encourage, and take risks. They make it abundantly clear that the people in the building are important, and they'll do whatever it takes to say "thank you" for winning efforts.
I am continually impressed with outstanding teachers. Those teachers who have "overloaded plates," are minimally recognized or appreciated for their efforts. The student advocates who are sometimes forced to focus on a test-driven curriculum rather than a skills/process-based curriculum are the real heroes. Consequently, I wanted to share some ways administrators can applaud and support these great teachers. I agree with my friend and mentor, Jim Garvin, who shares, "Teachers are the GOLD-COLLAR workers of the universe." If the information shared herein helps one administrator become a more positive, teacher-focused leader, I will be satisfied. In the meantime, here's a toast to all of those administrators who already effectively feed their teachers. You are the champions and the reason successful schools form the foundation of our society.
WHO NEEDS TO READ THIS BOOK?
Primarily, this book is for anyone who agrees that teaching is the most important profession there is. It needs to be read by individuals who recognize that teaching is difficult and teachers need continual appreciative acts. Whenever we can provide positive experiences to promote teachers and their efforts, we are on a winning track. This book is for all grade levels, all genders, all types of leaders, and all geographic locations. Most importantly, it is for anyone wanting to make a difference.
Secondly, it would help if the readers were well-adjusted leaders and in positions to implement the suggestions. Obviously, the more self-worth one has, the more likely she/he is to reflect, analyze, and determine how to improve. Who is well-adjusted?
The defining characteristics of a well-adjusted leader include:
• THE ABILITY TO CARE AND BE CONCERNED FOR OTHERS
Before anyone can make a difference they must care. The best schools are based on the premise that no one cares how much you know until they know how much you care. The leader of a school is instrumental in defining, developing, and designing a climate of care. From the moment you walk in the front door of a school, symbols of care must be prevalent throughout. People, practices, positives, and performances characterize the "caring-ness" of a school. An effective leader serves as the CARE police.
• THE DESIRE TO BE SUCCESSFUL
Success is defined as a "favorable outcome or result." Effective leaders are persistently in search of ways to improve, grow, and strengthen. Success begets success. Consequently, in surroundings where leaders are focused on pleasant results, outcomes are frequently rewarding to all. The best leaders walk the talk of success.
• THE ABILITY TO HANDLE STRESS
There is only one group of people who do not have stress in their lives, and they are no longer on the planet. Stress is an element of life, and it is how one handles this stress that makes or breaks a situation. Successful leaders respond to stress rather than react to it. They also include many stress-relievers in their communications. Chapter six will discuss handling stress in more detail.
• A GENERAL FEELING OF GOOD HEALTH
A healthy person is a happy person. Anyone who decides to take on a leadership position must realize the importance of good health. Our health is like sleep — we don't miss it until we are deprived of it. Valuable leaders recognize the importance of cherishing the mind, body, and spirit.
• THE ABILITY TO THINK LOGICALLY
"Think before you speak" is one of the best pieces of advice a leader can internalize. The best leaders take the time to look at every decision with care, commitment, and connections — how will it affect others? Making time to reflect is crucial to successful leadership.
• THE ABILITY TO HAVE FUN
Anyone who embarks upon a mission of leadership in education today MUST be able to have fun or they will ultimately be miserable. Education is a tough business that requires every possible bit of stamina and concentration. Therefore, the best leaders are those who have a great sense of humor and never let a day go by without laughing. In my opinion, a day without laughter is a day without living. The best schools are places where adults and students enjoy themselves and have fun.
With this arsenal of defining characteristics, a well-adjusted leader is one who makes the difference. Perhaps you are that person or you know one who can benefit from the proceeding pages. My goals are to applaud those already feeding the teachers, assist those who need to feed, and provide useful techniques to create a buffet of strategies to thank hard-working teachers.
WHERE DO YOU BEGIN? THE APPETIZER, PLEASE!
A truly successful leader is a reflective leader. Accordingly, I would encourage any leader to begin with a personal self-assessment to address individual areas of strength and need. The following ten questions are to be answered in order, and as quickly as possible. Mark your beginning time at the top of the questionnaire and your ending time at the conclusion. Do not move to the next question until you have answered the previous question.
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Starting Time ______________________
What is your most important professional goal? ______________________________________________________
______________________________________________________
Identify FIVE positive attributes about YOU.
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
When is the next PLANNED time you will be spending with the important people in your life and what is the planned activity?
_______________________________________________________
_______________________________________________________
What is a professional RISK you have recently taken? (Include the date.)
_______________________________________________________
_______________________________________________________
What specific PERSONAL activity do you have PLANNED this week to do just for you ("me time")?
_______________________________________________________
_______________________________________________________
How often do you REFLECT and in what way (thinking, journals, etc.)?
________________________________________________________
What is something you have been avoiding? Commit to a time and date (in writing) when you will complete this activity.
________________________________________________________
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On a scale of 1-10 (with 10 being the highest/perfect score) rate the following:
Your physical self? ______
Your intellectual self? ______
Your social self? ______
Your professional self? ______
Your emotional self? ______
Your spiritual self? ______
What is the overall average of your scores? ____________
Write 3-5 goals you need to set to improve your average:
1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
4. _____________________________________________________
5. _____________________________________________________
Identify 10 strengths you have as a leader.
1. _____________________________________________________
2. _____________________________________________________
3. _____________________________________________________
4. _____________________________________________________
5. _____________________________________________________
6. _____________________________________________________
7. _____________________________________________________
8. _____________________________________________________
9. _____________________________________________________
10. ____________________________________________________
Complete the phrase, "I feel best about myself when ________________."
Ending Time ______________________
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As you look back over your responses, ask yourself these questions:
* Which questions were the most difficult to answer?
_________________________________________________________
* How long did it take to answer the ten questions?
_________________________________________________________
* Which areas need improvement and what will I do to achieve it?
_________________________________________________________
* From my responses, what is the basis of my personal mission statement?
_________________________________________________________
Future chapters will address each of the ten questions in length. It is important, however, that you take the time to self-assess so you can begin developing a personal mission statement. Great leaders have excellent interpersonal skills as well as the ability to be introspective. Many of the following chapters will involve deep thinking and introspection with the hopes that some of the tips and tactics will assist in your own personal development. May the adventure begin.
CHAPTER 2
The Need to Feed
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"Leadership — Making happen that in which you believe."
–Roland Barth
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A number of years ago, I was involved in a project identifying and shadowing outstanding teachers throughout the country. My main goal was to ascertain the common attributes of great teachers.
The most fulfilling aspect of the project was meeting and working with so many phenomenal educators. The most difficult part was narrowing the characteristics. The one commonality that was evident in every discussion, however, was the importance of leadership. When teachers were asked, "What is it that makes you so outstanding?" they readily remarked that they had an administrator who encouraged and supported them, trusted their professionalism, and made them feel like a significant member of a very important team. The testimony of these outstanding teachers reemphasized the key role of administrative leadership.
If one hundred teachers were asked to define great leadership, we would probably get one hundred different definitions with common strands. However, in my opinion, the main characteristic of a great leader is someone whom others WANT to follow. A leader who creates a culture of nurturing and identifying talents (ultimately capitalizing on those unique talents) is one who "feeds" teachers on a continual basis.
Therefore, "Why feed the teachers?" should be an easy question to answer. Administrators who make it a priority to treat teachers with respect, recognize invaluable contributions, and realize teachers are their best allies, see great things happen. The returns are unlimited! Teachers are extraordinary resources that outstanding leaders acknowledge as vital components of successful schools.
Great leaders use teachers as resources for the following:
1. TO SERVE AS SOLUTION FINDERS. The best thinkers spend 5% of their time discussing the problem and 95% of the time identifying solutions. When given the opportunity, teachers are excellent "outside of the box" thinkers. Many times, when given a challenge, the best leaders immediately convene with a group of teachers who will invariably identify a number of solutions. Sometimes impossible suggestions are presented, but they are invariably creative.
2. TO PROVIDE FEEDBACK. There is no way an administrator can single-handedly know everything that is occurring in the entire building. Consequently, an information system must be in place where teachers as resources can keep the administrators updated, informed, and knowledgeable so there are no surprises. When teachers are treated with trust, respect, and professionalism, they feel comfortable identifying flaws or informing the leadership that something may not be working effectively. They become the reality check for new practices, policies, and policing. They can also occasionally convince the leaders that some sacred cows make GREAT burgers!
Administrators who strive for success through growth and improvement commonly ask teachers the following types of questions (either on a weekly update form or personally):
• How was your week?
• What are some successes you experienced this week?
• Did you have any problems this week that the administrative team can assist you with?
• What concerns do you have about the overall operation of the school?
• What suggestions do you have for improving our school?
• What suggestions do you have for the administrative team to improve relationships and strive to achieve our mission?
• What needs (professional, janitorial, team, etc.) do you have that are not presently being met, and how can we assist?
