Things I'm Thankful for in Education

I’m grateful for a career in education.  Here is some stuff that I really appreciate:

Parents who give teachers the benefit of the doubt.

Colleagues who are always pleasant.

Custodians who take pride in their work.

Teachers who give shoutouts to their co-workers.

Students who are kind to their classmates.

Central Office staff who ask what they can do to help.

CNP staff who joke with the students when they are serving them.

In-person schooling.

Nurses who demonstrate compassion in the midst of the drama.

Administrators who understand their most important role is to support the teachers.

Librarians who create inviting spaces for the school community.

Legislators who recognize that they may not have expertise in education.

Paraprofessionals who show extraordinary poise with challenging kids.

Opportunities to make others smile.

Secretaries who are patient as they answer the same question for the tenth time.

Teachers who recognize that their students have a lot of stuff going on at home.

Counselors who are gracious with anyone who happens to walk into their office.

SRO’s who spend time in the hallways.

Staff members who jump in to help when their co-worker has a family emergency.

I have many things to be thankful for in my school.  I bet you do too.

When the Mission is the Problem

The mission is vital; it is the essence, after all, of what drives any organization.  But there are times that commitment to the mission may actually undermine core values that are more fundamental to the organization.  

When I was a counselor at Space Camp in the summer of 1992,  I knew little about the story behind the Challenger explosion which happened just six years earlier.  After watching the Netflix documentary, Challenger: The Final Flight, I was left with a sense of sadness about the seven lives which were prematurely and needlessly snuffed out, but I was simultaneously struck with lessons for leadership and organizational culture.

Engineers who worked on the solid rocket booster had documented concerns for years about the integrity of the seals which contained the extremely flammable fuel in the boosters.  Specifically, there were repeated alarms about the O-rings which were responsible for the seal.  Contract engineers, as well as some staff who worked within NASA, had maintained there needed to be a complete redesign of the seal.  But NASA was dependent on the national government for funding, and this entailed significant political pressure within the organization to maintain a rigorous flight schedule with the space shuttle program. They did not think they could afford to ground the fleet. 

The launch of Challenger, which was scheduled for late January in 1986, was delayed by thunderstorms around Cape Canaveral and then further threatened by a snap of sub-freezing temperatures.  As was routine, a team of NASA managers conducted a flight readiness review to ensure that the launch could move forward.  Because of the unusual cold weather, this involved meeting with the contractors who were responsible for the manufacture of the different systems within the space shuttle to ensure the mission was safe to proceed. The company, Morton Thiakol, was responsible for making the solid rocket booster.  

The engineers at Thiakol overwhelmingly recommended that the launch be delayed because of the cold weather.  In response, the Project Manager at Marshall Space Flight Center responded: "Good God, Thiokol!  When do you want me to launch, next April?"  After further deliberation, the managers at Thiokol overruled the engineers and gave approval for the launch.

An inquiry into the Challenger explosion by the Rogers Commission released a report which indicated the explosion was the result of a bad seal in the solid rocker booster, as well as a flawed decision making process which did not maintain the necessary safe guards for a successful and safe shuttle program. NASA executives felt political pressure from Congress to keep the shuttle missions on schedule.  That pressure was felt by the program managers, and it also trickled down to the contractors. 

Over 27 years in education, I can't tell you how many times I have witnessed colleagues avoid telling tough information to supervisors. They avoided hard conversations because the truth would be uncomfortable for the boss. They weren't sure how the administration would respond to news it didn't want to hear. In education, we need to have hard conversations about student achievement, staff morale, equity, the impact of a global pandemic on the school community, and myriad other issues. Leaders need to have these conversations, and in fact, cultivate them. They need to be willing to listen to bad news.  They need to be willing to hear the truth, even when it gets in the way of the "mission."  And they need to create a culture in the organization where everyone feels comfortable speaking up.

Maintaining Staff Morale

David Weinberger once said, "The smartest person in the room is the room."  This poignant adage speaks to the power of collaboration, and it is something I got to experience first hand this summer.  I had the very cool privilege of working with ten talented and passionate educators to write a book - Volume III of the Education Write Now series.  Under the leadership of our skilled editors, Sanée Bell and Jeff Zoul, and with the support of our amazing editor, Lauren Davis, we each wrote a chapter.  Our goal, and the focus of this project, was to provide solutions to common challenges in our schools and classrooms.

I tackled the challenge of maintaining staff morale, and you can check out my intro below:

"Teaching is hard, and it can be emotionally draining. Educators deal with the pressure of standardized tests.  They are tasked with teaching rigorous academic standards but also developing strong character while responding to the social and emotional needs of their students.  They have the often overwhelming challenge of identifying students at risk of suicide. They work under the pressure of state mandates and district initiatives. Their schedule and position often create feelings of isolation.  They may struggle to keep up with evolving technologies and shifting standards. And recent news stories of teacher strikes across the country have underscored the reality that teachers are underpaid and often struggle to make ends meet.  So teacher burnout is real, as are the teacher shortages we constantly hear about.  

What can we do to mitigate the impact of pressures that confront teachers every day they come to work?.  What can we do to stay motivated in spite of the adversity? There is hope. Administrators and teachers can both play a role in creating the kind of school culture that fosters strong morale.  This chapter will outline ten strategies for administrators and ten strategies for teachers. While schools are often underfunded, staff morale does not need to be a function of fiscal resources.  Educators have tremendous potential to impact the attitude and joy of all those in the school building through clarifying their values and shifting their perspectives.  So here we go." 

You can get some other teasers by checking out blog posts from my colleagues linked here:

Lynell Powell
Rachelle Dene Poth

Jennifer Casa-Todd
Josh Stumpenhorst
David Geurin
Jeff Zoul
Sanée Bell
Ross Cooper
Katie Martin

We were all fortunate to have this amazing professional experience, and we sincerely hope that educators benefit from the wisdom, insight, and strategies found in this volume... but we all understood that our mission carried an added significance.  All of the royalties generated from this book will support the Will to Live Foundation, a nonprofit foundation working to prevent teen suicide.

I'm grateful for the opportunity provided by Routledge Publishing.  I'm grateful for the vision of Lauren, Jeff, and Sanée... and their passion to see this project through.  And I am grateful for the honor of working along side Jennifer, Ross, Rachelle, David, Katie, Lynell, and Josh.  It is our hope that other educators will find this volume a useful resource as they seek to refine their craft and improve their corner of the world.  Education Write Now: Solutions to Common Challenges in Your School or Classroom is out now.  Check it out here!

How Will Your Staff Remember You?

If you're an educational leader, you may have led (or will lead) hundreds, if not thousands of teachers, counselors, librarians, cafeteria workers, para-professionals, registrars, bookkeepers, custodians, maintenance technicians, secretaries, bus drivers, and nurses.   You are a leader... and you are creating a legacy every day you come to work.  You are leaving your mark -- an indelible impression upon the educators entrusted to your care.  How will your staff remember you?  I wonder...

They may not remember your mission statement or your strategic plan.

They may not remember how many diplomas hung on your wall.

They may not remember how many times you were quoted in the paper or how many times someone took your picture.

They may not remember how eloquent you were in faculty meetings or how well you crafted your emails.

They may not remember how well you aligned the curriculum.

They may not remember how thorough you were in your evaluations or that you submitted all your reports on time to the central office or state department.

They may not remember all the professional development workshops you coordinated.

They may not remember how many teams you led or how many committees you chaired.

They may not remember the test scores you touted or the press releases you wrote.

These are all good things, and most effective leaders reflect some if not all of the qualities or behaviors on this list.  The fact that your staff may not remember this stuff might bother you.  Don't let it.

There are plenty of things that your staff will remember.

They will remember the time they saw you mopping a spill on the floor when it wasn't really your job.

They will remember that you listened -- that you always had time to listen.

They will remember that you could be silly, that you appreciated practical jokes, and that you never took yourself too seriously.

They will remember that you would ask them about their family members, and they will never forget that time you visited them in the hospital.

They will remember that time you gave them a "shout out."  They will remember how good it made them feel.

They will remember that you always had their back.

They will remember that you were always upbeat... even in the face of adversity.

They will remember how much you always encouraged them, and that you were one of their biggest cheerleaders.

They will remember that you never took them for granted.

They will remember that you treated everyone in the organization like they were important -- that you valued everyone's contributions.

They will remember that you didn't ask anyone to do things that you weren't willing to do yourself.

They will remember that you always figured out a way to shine the spotlight on someone else.

They will remember that you always seemed to appreciate how challenging their job was.

They will remember that you genuinely cared about all of your colleagues.

They will remember that time you made a bad decision... but you owned up to it.

They will remember that time you supported them in the parent conference.  You don't remember it.  But they do.

They will remember that you always tried to give them the benefit of the doubt.

They will remember that you always knew their family is the most important thing in the world to them.  And you allowed them to take care of them without feeling guilty.

They will remember that you always kept the focus on students.... and that you never lost your love for kids.

Continue to engage in all those activities that characterize effective school leaders, but remember that you are leaving a legacy that transcends test scores and strategic plans.  It's much more likely that your staff will remember you for all the little things.  You were their leader... and you encouraged them, supported them, and inspired them.  They will remember you because YOU made a difference... and you knew THEY made a difference too!

Will You Check On Me?

When a former colleague of mine, Joe Turner, was named "Teacher of the Year," a reporter asked him for his advice to new teachers.  He responded:

       "Teach every child like you're their lifeline... like you're their last chance to succeed."

When I read this, it shook me to my core.  I shared it with our leadership team and it inspired an initiative at our school that we simply call "Lifelines."  This is not a formal program; it is not structured; and there is no paperwork. We simply ask our staff members to be a lifeline to 1 or 2 students who would benefit from an adult in their corner.  As a faculty, we commit to going above and beyond to care about these students.

Not too long ago, our counselor gave me my three "lifelines."  One of the challenges for me with this project, is that I don't teach these students.  I may not even see them every day.  The hallways are crowded, so class changes aren't always great opportunities to have conversations with students.  And it can sometimes be awkward calling kids into the office just to check on them.

But a couple weeks ago, I had an idea -- a new strategy for making regular connections with my 3 students.  I called "Caleb" down to the office, and I said, "Caleb... will you do me a favor?" He smiled and nodded, "yes."  I continued, "I usually have good days, but not always.  Everyone can benefit from others checking on them.  Will you do me a favor and check on me every day, just to make sure I'm doing alright."  He smiled again and said "ok."  I documented this process on Twitter.

I had this conversation with two other students, and the results have absolutely fired me up.  These three students are making regular eye contact with me in the halls, they are smiling at me, and they are asking me about my day.  This gives me a regular opportunity to connect with them, and it is teaching them to think about the well being of someone besides themselves.  As the year progresses, I hope to have longer and more substantive conversations with these students, but for right now, I'm  stoked that these guys are connecting with me everyday.  I love that we have three students who are now checking on their principal!
 

Secrets of School Culture

As school leaders, we understand that one of our most important responsibilities is building school culture.  We want to lead a school where kids enjoy learning and adults enjoy working.  We want to lead a school where teacher capacity is enhanced and student achievement is elevated. We want to foster a school culture that empowers educators and inspires kids.  So how do we do that?

Here are my 7 secrets for building a strong school culture:

1. Connect with your values

It’s easy to get into a routine.  We go to work everyday; we teach lessons; we lead faculty meetings; we email parents; we supervise carpool … and the list goes on.  We make a million decisions every day, and many of them, we’re barely aware of.  We get bogged down in the minutia and the mundane, so we need to continually remind ourselves why we do what we do.  At our school, we have each written our own professional oath — modeled after the physician’s “Hippocratic Oath.” These oaths are posted on our websites and outside our classrooms. They keep us connected to our core values, and they remind us why we come to work each day.  

2. Identify your vision

Zig Ziglar said, “If you aim at nothing, you’ll hit it every time.” It’s important for every school to have a vision that drives the faculty — a goal that propels the school forward. We understand the importance of “learning targets” for students because we know that when kids understand the destination, they can own the journey.  Adults are no different. The vision provides the goal around which everyone rallies.

3. Cultivate the collaboration

I believe teachers are stronger when they collaborate. “Iron sharpens iron,” “two heads are better than one,” and that sort of thing.  The term, “collaboration” has actually become something of a cliche.  But in my experience, this cliche is rock solid.  At our school, we have started a competition called, “Collaboration Bling,” where teachers are recognized for observing each other’s classrooms.  We have conducted a faculty meeting via “Twitter chat,” and our last faculty meeting was conducted “Edcamp” style. The best professional learning does not take place in a workshop, it takes place when teachers are hanging out with their colleague down the hall.

4. Raise the expectations

There is a robust body of research around the role of high expectations in school. The conclusion is clear.  Kids rise to the level of our expectations.  In our school we talk about expectations during morning announcements.  I have gone into classrooms prior to testing to talk to the kids about my expectations for their academic growth.  We also encourage students to have high expectations of themselves, so students set their own academic goals in conferences with their teachers.  We don’t limit our hopes to the realm of academics, however, because we also asked all our students to write their dreams on our “Wall of Dreams” in the hallway.

5. Personalize the data

I’ve told my teachers many times: “We don’t want to get better by accident; we want to get better on purpose.  Data is what allows us to be strategic.”  I am proud of how my teachers use the data to drive their instruction and increase their effectiveness in the classroom … but it is my hope that they never lose sight of this: ultimately, it’s not about the data; it’s about the kids.  We did not get into education to raise test scores; we became educators to make a difference in the lives of our students.  It is easy to be bogged down in the numbers, but we must remind ourselves that we are not analyzing “data points” … we are talking about children. Analyzing the data is useful, but we must never lose sight of what that data represents.

6. Engage with the students and teachers

People know what you value by how you spend your time.  I believe that the best school leaders are not consumed with managing programs, they’re preoccupied with people.  They are passionate about connecting with the students and the teachers in the building.  School culture is not built through emails and memos; it is built through relationships — one conversation at a time.  You don’t shape school culture sitting behind your desk; you shape it in the halls, in the classrooms, the lunchrooms … doing whatever it takes to engage with those around you.

7. Bring the positive energy

Ralph Waldo Emerson noted, “Nothing great was ever achieved without enthusiasm.”  And as Todd Whitaker quipped, “When the principal sneezes, the whole school catches a cold.”  Without a doubt, the leader of the school sets the tone in the building. The enthusiasm that we bring to work every day will be contagious.  And the positive energy that we inject into the little moments of the day will make a big difference.  A positive school culture is not built overnight, and it is not the result of a single program or initiative.  It is achieved by taking advantage of the little opportunities to make a difference and elevate the positive energy in the school.

Good School culture is not accidental; it is the result of intentional decisions.  The seven strategies listed above are all VERBS.  They are things that we can all choose to DO!  Every school can have a culture that rocks!  It’s a matter of choices.

What Flavor is YOUR Kool-Aid?

                                             

Several months ago, one of us received a message from an administrator in another school district who asked if he could come visit our school.  In his message, he remarked, “I want to drink the Kool-Aid you’re drinking.”  

If we visited your school, what would we notice? If we walked the halls of your building, what would we observe?  If we interviewed the teachers on your campus, what would they say… and could you predict their answers?

Bethany and Danny have never met, (in person,) but they have developed a mutual admiration for one another through their connection on Twitter. Because we seem to share many of the same core values about students, teachers, and building school culture, it seemed appropriate to collaborate on a blog post.  

A quick glance at Wikipedia and you see several phrases to describe the phenomenon of “drinking the Kool-aide.”  They include:

“Fervent devotion”

“Great enthusiasm”

“To become a firm believer in something; to accept an argument or philosophy whole-heartedly."

Bethany and Danny are “firm believers” in certain ideas. We have a “fervent devotion” to several core values that we have embraced “whole heartedly” and with “great enthusiasm.”  We are drinking the Kool-aide, and we hope to inspire as many others as possible to join the party.

As we thought about the flavor of our kool-aide, three ideas immediately came to mind.

Positive Energy

First, it with begins with our commitment to bring positive energy into the building every day we come to work. Ralph Waldo Emerson said, “Nothing great was ever accomplished without enthusiasm.”  We each try to generate enthusiasm in our school in different ways, but it is our goal to be relentlessly positive.

Every morning, Danny begins by playing a clip of an upbeat song (usually no more than a minute).  About once every week or two, he accompanies the song with a contest: the first teacher that emails him the name of the song (or the artist, or the movie it's from; the contest varies), wins the prize. After announcements are over, he takes 3 Hershey kisses to the winning teacher, and gives one to every teacher who participated.  What does this have to do with "instructional leadership?" Well, it's fun! And, in his experience, teachers who are having fun are more effective teachers.  It's fun for the students too!  They love the music, and they enjoy helping the teachers with the contest.  Winning becomes a source of pride for the entire class.  This begins the day with good energy.  After the song, he announces, "It's a GREAT day to be a WARRIOR!" He’s been saying this for over 5 years now.  It introduces some positivity into their morning routine, and it sets the tone for the day. Positive energy can be infectious, and morning announcements are the perfect time to start your school day with enthusiasm and school pride.  Several weeks ago, Danny initiated a project to inject some positive energy into the month of February. He asked every teacher to email him something they admire about several employees. (He assigned the names to ensure every staff member received three compliments.) Each morning in the month of February, he sent the staff an email with the subject: “My awesome colleagues.” The email contains “shout outs” for 5-6 staff members.  This email has provided some positivity and affirmation for all the staff members during a stressful month.

A strategy Bethany has ingrained into her school culture is that of branding through social media. Teachers all have Twitter accounts, and many use them regularly to share greatness from their kids, classrooms, and their school. Their shares are retweeted on the school’s Twitter feed, which tells a continual story of Central Elementary. Each week the school participates in #CelebrateMonday, a hashtag generated by the brilliant Sean Gaillard, to trend the positive in schools. Bethany, along with many staff in her school family, share and celebrate throughout each Monday via Instagram, Facebook, and Twitter with the #CelebrateMonday hashtag. It has become a Central tradition, one that families and the community look forward to each week as they follow the school’s story. Recently Central did a social media photo challenge where teachers captured memories of playing with children and posted to Twitter, Instagram, and Facebook. Bethany notes, “Reflecting on the school’s brand gives the staff a sense of pride and helps them all remember what matters most in schools...our culture and relationships.”

Bethany visits classrooms frequently, carrying an office on her back rather than working in an office alone. Her backpack holds her laptop, journal, sticky notes of various shapes and sizes, special note writing pens, and tokens of inspiration. Even when some of “the stuff” takes over, such as emails, paperwork, etc., Bethany chooses to complete those tasks within a classroom setting where she can be involved.  Each week she takes the time to do “sit downs” (this would be the opposite of “walkthroughs”). Where she spends time listening, observing, and sometimes participating in classes. She chooses particular kids and teachers to leave handwritten notes and/or tokens of inspiration. This is something Bethany considers to be a source of joy for her, and a way to offer validation for kids and adults at Central Elementary. She also uses Voxer as a feedback tool after spending time in classrooms, which adds an even more personal touch.

Bethany believes visibility is one of the most important traits of a lead learner, and one that contributes to a healthy school climate and culture. It is impossible to lead from an office. The fact is, just about everything required of a lead learner can be accomplished “out and about”. The office is reserved for confidential conversations and phone calls, which mostly happen before or after school. Her advice to principals/lead learners everywhere… “BE where the action is. BE where the kids are. BE where the learning is happening.” This means not only physically, but intentionally engage during visibility time! Make connections, have conversations, observe closely, and do lots of listening. Don’t allow the black hole in the office to suck you in.

Collaboration

The second core value that defines our leadership philosophy is a commitment to cultivating collaboration.  There is an abundance of research that demonstrates the crucial role that collaboration plays in successful schools, and all of our experiences working in schools have reinforced this truth.  Simply put, teachers are more effective when they work together for the benefit of students.

At Central Elementary where Bethany serves, the staff has made efforts to move from the idea of “parent involvement”, to “family engagement”. Not all families consist of a parent, and that word can send a message that only moms and dads are invited to become involved with the school. They choose to have a Community in Action (CIA) rather than a Parent Teacher Organization (PTO) because they feel all need to be involved and have a voice in the school. There is no membership required, because everyone is already a part of it. They do have particular facilitators who help coordinate volunteers and manage finances. Bethany says, “We have learned from this experience, and are tweaking things as they build the philosophy of ‘no titles needed’ to lead and become involved.”

One strategy Danny has tried this year to cultivate collaboration within his faculty at Thompson Sixth Grade Center is a competition he called, “Collaboration Bling.”  Teachers earn the bling through observing colleagues, through inviting colleagues to observe them, or through participating in Twitter chats.  Just last month, he and his teachers stepped out of their comfort zone by holding their January faculty meeting via a “twitter chat.”  This month, their faculty meeting was held as an Edcamp.

Connecting with Kids

Without question, the most important value that drives us is our commitment to kids.  We hope that there is never any ambiguity about what our faculty stands for and what our schools represent.  We are here to teach kids, to encourage them, to inspire them, and indeed, to love them. The priority of students in our professional lives is one we hope to live out every day we come to work.  We don’t hang out in our office much; we are in the halls; we are in the classrooms; we are where the kids are.

This year, Danny’s school celebrated students by having all of them write their dream on the ‘Wall of Dreams.”  He also asked his staff members to write their hopes for students on the wall outside of the main office.  His commitment to connecting with students and encouraging them is also evident in two more ideas he launched this year.  He set a goal of making 100 positive phone calls home by the 100th day of school, and he committed to doing “birthday selfies with the principal” on each student’s birthday.

Bethany uses her visibility to make connections with kids each day. She enjoys capturing success and great character via photo and video to help share the school’s story and to celebrate individual success. She also uses Google Docs to comment on kids’ writing, and for them to share possible posts for the school’s blog. Hugs and high fives are continuous throughout each school day, which not only supports kids, but feeds her soul as well. Purposeful, intentional interactions with kids make lasting imprints on the hearts of kids. We as educators all want to be remembered, and this is a way to ensure that.

Central also believes in the power of the selfie! Bethany encourages staff to capture selfies with kids because it makes them feel important and valued. Kids look to us as heroes, and the fact that we slow down long enough to make a memory with them speaks volumes to their souls. Whether they are 4 or 18, this is the case! Central has a selfie wall where staff post pictures, and they use social media to share them as well. Selfies are personal, and can have a specific purpose, or be taken “just because”!

We are compelled to come to work everyday to make a difference for our students and teachers, and we are convicted by the values that drive us to do what we do.  We are relentless about bringing positive energy, cultivating collaboration, and connecting with kids.

As Matthew Wilder once sung:

“Ain't nothin' gonna break my stride

Nobody's gonna slow me down, oh-no

I got to keep on movin'

Ain't nothin' gonna break my stride”

We are all in -- day in and day out.  So… what is the flavor of your Kool-Aide?  And is everyone in your building drinking it?

Bethany and Danny

A HOPE that Transcends Test Scores

At the beginning of this school year, our staff members wrote their hopes for our students on the wall outside of our main office. This included our teachers, paraprofessionals, custodians, maintenance technician -- everyone.  These hopes are not for higher test scores or fewer tardies.  They are not hopes for completed homework or straight "A's". They are the hopes that inspired teachers to enter the profession. They are the passions that reflect our collective desire to make a difference in the lives of our kids.  They are the reasons we come to work.

This is what we hope:

My hope for students is that they believe in themselves and have the courage to follow their hearts.

I hope that all our students feel valued and supported and that they learn skills and values that extend far beyond sixth grade.

I hope students realize how much potential they have.

I hope all my students use their special "gift" to help others.

My hope is for my students to know that I love them and truly believe in them.  I hope they learn to love a challenge.

My hope for all students is that they treat each other with respect.

My dream is that all students remember this school because of positive experiences.

It's my hope that every student at TSGC would understand the value of failure.  Failure is an event, not a destiny.  It's our greatest stage from which to learn.

I hope that all our students have an amazing year!

I hope that each student will be kind and respect each other's differences.

My hope is for my students to know I care about them and what is important to them.

My hope is that my students embrace the opportunity to grow every day.

My hope is that my students know they are valued and have a purpose.

My hope is that all students learn to love and value their individuality.

My hope is that I can inspire my students to do great things.

I hope my students become self-confident, self-starting learners.

I hope my students know how much we all care about them and want them to succeed.

My hope is that every student knows how special they are.

My hope is that every student feels accepted and is successful at TSGC.

I hope all of my students show respect and acceptance to each other's individualities.

My hope for my students is to develop a love for learning and build positive relationships.

I want my students to try new things, talk to new people, and learn something new about themselves.

I hope every student feels valued safe and important.

My hope for every student is to grow academically and feel loved when they leave here in May.

My hope is that our students develop empathy for others.

I want my students to leave our classroom as better readers, writers, thinkers, and speakers.

My dream is for my students to feel confident in their math skills and to leave with a smile every day.

My dream for my students is that they feel safe, confident, and welcomed in my classroom.

I hope every kid knows how much I love them.

My hope is that every student aim for the moon!

I hope each student has a healthy and happy school year.

I hope our kids reach for the stars and know we are always there for them.

I hope all my students know that I care about each and every one of them. I also hope that they will be excited to come to my class and motivated to learn.

These are our hopes for our students. 

There are those who would like to quantify the success of schools. But there is no checklist or rubric that adequately captures what a teacher means in the life of a child.  The work of teachers cannot be measured by the metrics of policy makers.  And while I am proud of the dedication of our staff, I know that these hopes are not unique to our teachers.  There are teachers everywhere who work tirelessly to build brighter futures for children. I cannot think of a more noble profession.

Collateral Culture: the School You Didn't Know You Were Building

We all know the culture of our school is important, and you understand that building a strong one is how school leaders can impact student achievement.  You intuitively understand that schools need to be safe; they need to foster collaboration; and they need to stay focused on the needs of the students. But don't ever underestimate the small things you do on a daily basis that contribute to the strength of your school culture.

How do you respond to staff members who complain?

To be sure, listening is an important part of our job, and everyone needs to vent from time to time. But how you handle these conversations says a lot about the trajectory of your school. Do you allow staff member to wallow in their negative vibes, or do you re-frame the situation?  Every challenging conversation is an opportunity to remind staff of our true purpose... doing what's best for kids.  In our school we had our teachers write their own "Teacher Oath" which outlined their own core values and personal beliefs about why they come to work each day.  These are helpful for keeping us grounded and keeping the negative energy in check.  (You can read about about our teacher oaths here.)

What do you communicate through your conversations with the secretary... with the custodian... with the lunch lady?

While the teachers are the adults engaged in the core business of the school, it is a tragic mistake to underestimate the value and contributions of those individuals who play a supportive role.  Most principals appreciate the work of the secretaries, custodians, and CNP staff, but they may not always be mindful of how their interactions with these people enhance the culture of the school.  When you invest in your support staff, you demonstrate to all those around you that everyone in the school is valued.  A strong relationship with your support staff goes a long way toward ensuring the school runs smoothly.  It affects the morale of the teachers, and it certainly creates a more positive environment in the building.

What are the little things that get recognized?

This year, our school started "The Kindness Project." When a teacher spots a student demonstrating kindness, they are given a card. The student redeems the card for a ball to throw in our ball pit.  The student also receives a wrist band and gets their name on the board.  Here's the thing though: these are not big acts of kindness; these are little acts of kindness. It is the brief conversations, the little moments, and the small deeds that shape a school.  Make a point to notice the little things.  When you recognize them and reward them, they will happen more frequently. Don't just praise the big accomplishments. Your culture is built when you validate the small ones.

What have you failed at recently?

Nobody likes to fail.  We all want to feel competent, in control, and on top of our game.  Leaders must remember, however, that we will not encourage a culture of growth within our building when we are never willing to step outside of our own comfort zone.  If we have not failed recently, we haven't been trying anything new. If we want our teachers to innovate, we need to start with taking some risks ourselves. When things don't go as planned, be transparent about it. It may feel threatening, but there is strength in vulnerability.  And teachers learn from our example. A school culture that values and celebrates innovation begins with a leader who is willing to climb out on a limb.

How do you handle the interuptions?

You're busy!  I know you have a lot of things on your to do list.  It would be so tempting to be frustrated with the constant interruptions. But never underestimate your impact when you respond to those little distractions - the ones you could easily view as an annoyance. You never know which moments with people will be the ones that they remember ... for a long time. Every interruption is an opportunity to make someone's day, and every interruption is an opportunity to reinforce who and what you value. So embrace the interruptions.  Make the most of those unplanned, unscheduled moments. They could end up being the most important moments of your day.

Culture is not primarily built through mission statements, faculty meetings, and school improvement plans. But rather, you cultivate it through the hundreds of little interactions every day.  I have heard of leaders having personal mission statements.  Those can be a good thing, I guess... but great leaders don't actually need them.  Everyone in the building knows what they're about. Their values and priorities are consistently reflected in how they spend their time.  The behavior of the principal is never neutral with respect to school culture.  Like it or not, they build it every day. I don't want to build it accidentally or inadvertently; I want to build it on purpose.

Five Ways Teachers Can Impact School Culture

Todd Whitaker noted, "When the principal sneezes, the whole school catches a cold." I  am a principal, and I know that the culture of our school is one of my most important responsibilities.  I relish that role, and I take it personally.  I am proud of our school's culture, but I know that no principal creates school culture in a vacuum. School culture is a function of the values, attitudes, and behaviors of all the adults in the building.  While the most important role for teachers is to teach the students in their classroom, they should never underestimate their potential for impacting the culture of the school. Teachers are never neutral with respect to a school's culture. They do things every day that either undermine or enhance the mission of the school. If you're a teacher, here are five concrete ways that you can positively impact your school's culture:

1. Observe other teachers' classrooms... and invite them to observe yours. I strongly believe that one of the best professional development strategies is to learn from the teachers down the hall.  When you initiate peer observations, you foster a culture of collaboration within the building.  It creates a more cohesive faculty and increases the likelihood that the best instructional practices in the building get replicated.

2. Take responsibility for your students' academic achievement... and share your data with colleagues. Data is used by the most successful schools to make instructional decisions and drive school improvement efforts.  It is not always comfortable to share your own assessment results, but it is an essential component of healthy professional learning communities. When you take the tough steps of sharing your data with colleagues, it encourages others to follow suit. Your candor sends the message that weaknesses will be confronted head on. Faculties that are honest with each other about student achievement are in the best position to do something about it.  Don't wait on the principal or instructional coach to call a data meeting -- you start the conversation.  It will make it more likely that your colleagues will own their data as well.

3.  Take risks... and fail publicly. It is easy for faculties to become complacent, especially when the status quo is adequate. Try something new in your classroom, and let your colleagues know how it goes. If a new activity or strategy bombs, scrap it... or tweak it, but share your experiences and move on. Your courage and your transparency will inspire other teachers to break out of their own ruts. Innovation thrives in schools where teachers are free to fail.

4.  Be patient with the knuckleheads... and never lose sight of your purpose. Most teachers have some challenging students at some point during the day. It can be tempting for teachers to complain about them in the lounge, at the lunch table, in the hallways, or even at faculty meetings. You teach the knuckleheads too, but you give them the benefit of the doubt.  You show empathy, You understand that the inappropriate behaviors are a manifestation of dysfunctional circumstances outside of school that no kid should have to deal with. Your attitude toward the toughest students will not go unnoticed by other teachers. It is usually the case that the most difficult kids need the most TLC.  Your patience with these kids reminds other teachers what's really important -- making a difference in the lives of kids.

5.  Stay positive... even in the face of adversity. We all have tough days, and some circumstances seem to conspire to destroy the morale of the faculty. Smile, remain optimistic, and figure out a way to remind your colleagues "the glass is half full." Optimism is contagious.  The positive energy you bring to work each day will lift the spirits of those around you.  Your commitment to maintaining a positive outlook will generate positive energy in the building that can make the naysayers irrelevant.

If you're a teacher, it's in your DNA to make a difference! You are hardwired for significance. You're usually aware of the difference you make with kids, but never forget the difference you make with adults. You say and do things on a daily basis that transcend your classroom and indeed, shape the culture of your school. The values, attitudes, and behaviors that you bring to work can inspire your colleagues, they can reinforce the core values of the school, and they can enhance the collective efforts of all those in the building who are working to make the school's vision a reality.  Remember... peer pressure does not end with adolescence.

3 Minute Culture-Builder -- Every day!

You're familiar with the "Teachable Moment."  It's what educators live for.  It is that moment full of potential for impacting a student.  You never know when it will present itself, but you want to capitalize on it when it does!

How do you begin your school day? Many schools begin with the Pledge of Allegiance, a moment of silence, and some morning announcements.  This is how we start our day in my school, and it seems like a perfectly appropriate routine.  But it turns out ... there are some "culture-builder" moments here.

Every morning, I begin by playing a clip of an upbeat song (usually no more than a minute).  About once every week or two, I accompany the song with a contest: the first teacher that emails me the name of the song (or the artist, or the movie it's from; the contest varies), wins the prize. After announcements are over, I take 3 Hershey kisses to the winning teacher, and I give one Hershey kiss to every teacher who participated.  What does this have to do with "instructional leadership?" Well, it's fun! And, in my experience, teachers who are having fun are more effective teachers.  It's fun for the students too!  They love the music, and they enjoy helping the teachers with the contest.  Winning becomes a source of pride for the entire class.  This begins our day with good energy.

After the song, I announce, "It's a GREAT day to be a WARRIOR!" I've been saying this for over 5 years now.  It injects some positivity into our morning routine, and it sets the tone for the day. At first, students rolled their eyes; they thought it was corny.  But it grew on folks.  People started to say it around the community.  If a student ran into me at Walmart, I would hear, "Hey Dr. Steele! It's a great day to be a Warrior!"  The summer after my first year of saying this, I found myself in drive-thru at a Dunkin Donuts.  When the girl handed me my coffee, she had written on the cup with a sharpie: "Great to be a warrior!" Positive energy can be infectious, and morning announcements are the perfect time to start your school day with enthusiasm and school pride.

This year I began giving "birthday shout outs" during the announcements.  Later in the day, I'll find the student and do a "Birthday selfie with the principal." I'll text the picture to the parents. This is a simple way of making students feel special each day, and the picture has been a huge hit with the parents.

Traditionally, members of student council have led the Pledge of Allegiance, but this year we decided to allow any student in the school to sign up for a day to lead the pledge. Before our guest student leads the pledge, they introduce themselves and they have the opportunity to share their personal dream with the student body.  This allows all of our students the opportunity to share their "voice" with the school, and it is a quick reminder to our staff about the importance of empowering and validating the passions of our students.

A positive school culture is not built overnight, and it is not the result of a single program or initiative.  It is achieved by taking advantage of the little opportunities to make a difference. We are presented with many moments to celebrate students and elevate the positive energy in our building. We should never forfeit them -- but rather, build a school culture that rocks ... one moment at a time!