Tag Archives: relationships

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The Underestimated Power of Reflection

jenue_filleUntil schools moved toward a more sophisticated approach to learning the “3 R’s” of reading, ‘riting and ‘rithmatic served as an apt descriptor of school based learning.   The original triumvirate is generally considered to be outdated, if not irrelevant in this day and age.  Yet the urge persists to retain a modified and modernized version of the “3 R’s”.

One suggestion is that rigor, relevance and relationships effectively capture the essence of the 21st century schools movement.  “Renew, Refocus, and Rebuild” describes the process of redefining the focus of public education. An activity in which most school districts appear to be engaged to one degree or another, these words are less descriptive of daily learning and more about the preliminary steps of contemplating just what public education should look like in the first place.  Or perhaps the new “3 R’s” are resiliencey, renewal, and reflection.  While these are meant to be examined in the context of educator wellness, there are system wide lessons to be learned as well. What students would not reap benefits from a learning organization that built its foundation on such principles?

The most important “R” of all:

Is there any single “R” that is most important – one that without exception must be included in any summary of the essential components of education?  I maintain that there is: reflection.

We live in a connected world. Advancements in communication technology have resulted in corresponding expectations for us to operate immediate-response mode. Contrast reflection with reactivity. How often has it occurred that someone has thoughtlessly, with subsequent regret, reacted to an email message or social media post in an inappropriate way?  Social media outlets recognize this trend.  Perhaps in response to the impetuous nature of a significant portion of its clientele, Facebook is now experimenting with ways to provide a wider range of reactive responses  for its users.

In the face of all this, we must not lose sight of the importance of reflection and thoughtful response. A recent movement to promote mindfulness is both timely and encouraging.  It is also a hardly surprising and perhaps predictable response to the expectation for 24/7 connectedness.

thinking1Learning to reflect, reflecting to learn:

Some individuals are naturally reflective, others less so.  The ability to engage in purposeful reflection can be taught however.  It is a meta skill that involves elements of critical thinking, active listening, empathy and self awareness.  While schools focus on the development of these skills in varying contexts, rarely are they intentionally merged  with a view to developing the capacity to know how and when to stop, think, and decide.

It is doubtful that there is anyone that would fail to benefit from purposeful reflection. Sadly, organizations focused on growth, results and achievement typically only engage in such activities in a largely superficial fashion.   Until pausing to think is equated with moving forward, we face the enduring perception that progress only occurs when we are on board with the latest “big thing”, and will continue to feel obliged to react accordingly.

Time for reflection is far from time spent idle.

 

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The INFJ Principal

INFJprincipalIdealistic. Insightful. Organized. Compassionate. These sound like the characteristics of an effective school principal.  On the surface that may very well be true. However, to what extent to the qualities typically associated with an “INFJ” person translate to successful school leadership?

Readers are no doubt familiar with the Myers-Briggs Personality Types Index, which characterizes people according to 16 categories on the basis on where they fall on these continua:

  • Introversion (I) vs Extraversion (E)
  • Intuition (N) vs. Sensing (S)
  • Feeling (F) vs. Thinking (T)
  • Perceiving (P) vs Judging (J)

Some combinations are more common than others. The least common is INFJ, representing about 1% of the population.

Literature related to the Myers-Briggs Personality Types frequently makes connections to the careers most likely to appeal to each personality type. Recommendations for INFJs tend to be concentrated in two general areas:  service oriented and artistic.

While it is not out of the question for “School Principal” to appear on the list, there are certain aspects of this role that are at odds with the INFJ’s personality.

Research on school leadership typically cites a broad range of qualities that characterize a successful school principal. While such lists tend to be very general, they largely align with INFJ traits. In fact, many common INFJ qualities can make these people well suited for such a position. As in any situation however, there are components of the role that INFJs will find challenging. These can include things such as:

  • Collaboration
  • Team Building
  • Community Relations

To the principal’s advantage, he or she has a degree of influence over how these things occur and can carry out activities in a fashion that aligns with his or her preferences.

However, there are times when that is neither practical nor possible.  Fortunately, one typical INFJ trait is the ability to build capacity in others.  The INFJ principal will characteristically have had the foresight to build a school team composed of people who possess the very traits he or she lacks.  Where a tainfj_mugsk calls for a skill set outside his or her comfort zone, there will be no hesitation on the principal’s part to expend some social capital and support others as they take the lead in that area.

One unavoidable task for any administrator is attendance and participation at a variety of meetings. From district planning sessions and administrative meetings to site based team meetings, this is simply an accepted part of the role.  INFJs will make their greatest contribution where meetings involve only small sub groups of individuals. In larger district-wide meetings, INFJs are likely to remain largely silent or offer a perspective only upon reflection. This can be problematic if the topic at hand requires an immediate decision by the group.

Effective school leaders are visionary, develop leadership capacity in others, are good listeners, and able to clearly articulate goals and expectations. These qualities are also descriptive of the INFJ personality type.  Positions that provide the opportunity to leverage these qualities toward the advancement of a good cause are sure to resonate with the INFJ leader.

As such, it may be no surprise to encounter them – quietly engaged – in roles related to educational leadership.

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The Shortcoming of a High School Diploma

Graduation_icon

The following is the text of my Principal’s Address to the High School Graduates of 2015.

To receive a high school diploma in this province, a student must complete a minimum of 30 credits and meet the graduation requirements in one of the four recognized programs. That means the student must have successfully completed a certain number of credits in English, Math, History and so on.

That’s it.  That is the basis on which a high school diploma is awarded.

For various and largely historical reasons, our society has structured the educational system in such a way that one is expected to start school at a certain age, develop abilities to read, to write, to understand Mathematics and have some knowledge of Geography and History and various other subjects. One generally completes the public education program within a prescribed number of years, at the conclusion of which a high school diploma is presented.

So what does it mean to have a high school diploma?  Does it mean that the recipient would be a good employee? No, not necessarily.  Does it mean that the person is likely to be successful in post-secondary study? No, it is no guarantee of that.  Does it mean that he or she is dependable, hard-working, responsible, or possesses the characteristics of a good and compassionate friend? No, it doesn’t directly mean any of those things.

Of course, the habits and personal attributes that help a person successfully navigate through high school may very well transfer over into helping achieve success in whatever the next stage of life might bring. That much is true.

But make no mistake; a high school diploma, by our own Department of Education’s definition, simply represents that the recipient has demonstrated knowledge of particular learning outcomes, and earned the prescribed number of credits.

That’s all.

The reality however is that the educational process is a lot messier, and far richer, than that.

Grad_graphicLater in this event, we will be distributing high school diplomas. That has traditionally been the high point of our graduation event. Like an exclamation point at the end of a sentence, it punctuates the graduation ceremony with a crescendo like ending. Understand however that the diplomas we hand out are really not the focus of this event. I say that because high school graduation is less about the paper and more about the person.

When guests walked into this banquet hall today, they may have noticed the names and pictures of each individual graduate posted on the wall. The name of every student is prominently listed in the graduation program. When the Valedictory address is given later in the program, I suspect it will reference the unique characteristics of each student, and how those people enriched the social fabric of the school.

Therein lies the shortcoming of high school diplomas. They fail to tell the stories of how they were achieved. It is those stories and each person’s experience that brought them to this point that is really the focus of this celebration.

In this province, high school diplomas are created and distributed by the Department of Education, and each school in turn prepares them for their graduates. This gives us a little bit of control over how they look, and I want you to know that I consciously chose to have them prepared so that the item in the largest font – the one thing that stands out above everything else – is not my signature, not the name of the province, and not the name of the school. It is not even the words “high school diploma”.  It is the name of the graduate.

Your name is the most import thing on the diploma, and your individual stories are what we are celebrating here today.  That is what graduation is all about.

It’s not about the paper.

It’s about you.

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The Dress Code Dilemma: Navigating to a Solution

clothes_closetControversies related to school dress codes continue to be on the public radar. Educators are being asked to make judgments and enforce rules to which clearly not everyone can agree. What constitutes appropriate dress at school, and why is this issue a regular media focus?

Rules = Values

Rules reflect values. Any time we attempt to formulate a rule, regulation or guideline, the process is going to be flavoured by our own perspective. Variety within the school community tends to result in rules that reflect a wide range of perspectives and an attempt to respect the generally accepted values of the community. Yet at some point, a judgment is made as to what is appropriate. Whoever is ultimately responsible for making that call is susceptible to criticism from those with conflicting views.

Which path to choose?

One approach is to establish a code that clearly articulates what is and is not acceptable. A strict code typically appeals to those who view things in black and white. While this approach may address matters to some degree, it falls short in two areas. First off, things are rarely as black and white as they seem, and matters which land in the inevitable gray area still require someone’s interpretation. Secondly, this approach requires that people buy into a particular set of values which they may or may not share. When conflict arises, who is in the right, and on what basis?

Another approach is to be intentionally vague about what constitutes appropriate dress. This allows one to view matters in context, provides flexibility, and leaves room for negotiation. The potential drawback to this approach is related to consistency. It is imperative that all those charged with monitoring an informal dress code of any sort have a shared understanding of what is permitted and what is not and are prepared to support that standard.

Who owns the “problem”?

students_hallwayRecent incidents related to student dress codes violations have focused on the question of just who is at fault if one student’s clothing causes a distraction for another. On the one hand, there is an argument that students should not be permitted to wear what may be considered by some to be “revealing” clothing at school, while on the other there is the contention that the problem is instead related to the how a person views others who sport such clothing. Is this a dress code issue or is it a societal issue related to a sexualized view of individuals based on their attire? What about other attire that some may consider distracting, such as T-shirts emblazoned with words or images that some view as inappropriate? Those hoping for a clear and simple resolution to this quandry are likely to be disappointed.

The best response

In the face of all this, what is a principal to do? First off, it is important to acknowledge that regardless of one’s position, one is going to be operating from a personal perspective that will not necessarily be shared by all. However, schools are not separate from their communities and as such, the values promoted by the school should be reflective of those generally accepted by the greater community. Anything else would be hypocritical.

It is not unreasonable for schools to articulate that students dress in a fashion  reflective of the typical community workplace standard. That expectation allows for reasonable flexibility and is unlikely to face significant opposition. In fact, that expectation alone should be enough of a “rule” to cover practically any circumstance. Where that is contravened, the wise educator will seize the opportunity to engage the students – and others, as appropriate – in relevant dialogue and seek a resolution that leaves everyone with a greater sense of understanding.

Regardless of whatever decisions are made, one must always expect them to be challenged. Evolving societal standards make that a certainty.

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Why Good Ideas Die

Idea_BulbYou have a good idea.  You clearly see what your organization could gain from its implementation.  You feel that the benefits are so obvious that acceptance should be a  simple formality.  Yet when the time comes for you to formally share your idea, you find it is met with resistance, loses momentum, and fails to move forward.

We often encounter initiatives that do not have the legs to move beyond the conceptual stage.  This does not necessarily occur because the initiative did not merit consideration; it may simply be a result of poor promotion and failure to understand how to best navigate the political landscape.

The word politics is derived from the Greek word for citizens, and has to do with matters related to decision making.  Understanding the politics of an organization means understanding just how decisions are made.

We work in complex systems. A degree of political savvy is required in order to successfully navigate the road one must travel in bringing an initiative forward.  Having a keen sense of internal politics and organizational culture enables one’s ability to exercise influence and promote a particular agenda.

On the surface, it may appear that some ideas immediately establish traction and gain support.  A deeper analysis will reveal that it is rarely that simple.   Invariably, steps have been taken to do groundwork resulting in an environment in which the idea can flourish. Establishing support for an initiative typically involves the following:

  • Building Alliances

Organizations are driven by relationships.  How we interact with others sets the tone for when we, in turn, look to others for support.  That reality should come as no surprise, yet it is not uncommon for there to be a disconnect between what is put into a relationship vs what one expects to get out of it.

Building good will, establishing an emotional bank account,  creating connections; these euphemisms all speak to the same thing; maintaining a balance between what we ask of and what we offer to our colleagues.

  • Anticipating Obstacles

The worst thing one can do in bringing a new idea forward is to be blind to the potential obstacles to making it a reality.  Not everyone will share enthusiasm for a new idea.   If it threatens established practice or requires new learning, anticipate encountering an element of resistance.  Do not underestimate the possibility that obstacles may be less related to the idea and more related to the people behind them.  Failure to build alliances will minimize the likelihood of success in bringing an innovation forward.

A good innovator will recognize potential obstacles and plan accordingly.

  • Combating Resistance

Perhaps combat is too strong of a word, but that is the reality that the innovator faces in the absence of thoughtful advance planning.  Consider the source of resistance.  What pre-emptive moves could potentially lessen or eliminate opposition to the new idea?    Often, the road can be paved simply by doing a “soft sell” in advance.  This involves working the grass roots, sharing information and responding to concerns at the individual level.  A benefit of this approach is that one encounters resistance in advance and is provided an opportunity to either modify the proposal or develop sound counter arguments prior to putting the idea forward at a more formal level.

  • Showing Grit

The term “grit” has evolved to include a somewhat nebulous definition that encompasses elements of persistence, resilience, will, and a host of other characteristics that have at their root the notion of seeing something through to completion under even the most difficult of circumstances.  Anticipate the need to rely upon these qualities when bringing forward a new idea.  This is critical to building momentum and gaining acceptance.

Countless “good ideas” have died on the meeting table for lack of preparation.  Just as seeds grow best in fertile ground, so will innovations only take root when preliminary groundwork has been thoughtfully carried out.  Understanding the politics of the organization is key to being able to do this to greatest effect.

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Fading Influence: Do Male Role Models Matter?

rolemodelConducting an internet search for “boys” and “role models” yields titles such as:

  • The Importance of Positive Male Role Models
  • Mothers Raising Boys Alone Without Male Role Models
  • The Role Model Crisis
  • How Important are Male Role Models for Troubled Boys?

The range of articles provide insight into some intriguing perspectives.  At first glance, one might conclude that it is simply a matter of hiring more male teachers to model appropriate behaviour to boys.  Yet, findings are mixed with regard to the impact of a gender balanced school staff.  Additionally, it is shortsighted to conclude that it is only boys who are lacking exposure to positive male role models.  One consistency in the literature is the recognition of the societal reality that a significant proportion of our young male population is growing up in homes where there is little or no exposure to a positive male role model.

Nearly 20% of Canadian children live with single parent families – most of those single mothers.  Those students attend schools where, according to the Canadian Teachers Federation, nearly three quarters of teachers are female.  As such, there are fewer and fewer opportunities for youth to encounter potential male role models.  This long developing trend continues to be a societal issue in Canada, the United States, and elsewhere.

Through observation of our environment, we hone our ability to appropriately respond to the stimuli around us.  A significant percentage of male students have, at best, few adult male role models from which to learn such behaviour.  At the worst, they are exposed negative or destructive behaviour that serves as a poor example of the male contribution to society. Opportunities to observe positive adult male role models are limited for a significant number of youth.

It is human nature to look to others for cues on how to act, speak, and conduct oneself.  In the absence of role models, boys may take those cues from anyone ranging from peers to misogynistic sports or entertainment stars.  What is called for is someone close at hand who can demonstrate what it looks like to be a good husband, father, or friend.

It cannot be assumed that a balanced teacher gender ratio would necessarily address the issue, for it is not a matter of having more males in the school; it is a matter of having the right males.  While hiring practices may be part of the solution, other exposure opportunities need to be created as well.  These may occur through mentorships, encouraging male volunteers in the school, and providing support for out of school activities geared toward establishing relationships between youth and positive male role models.

Without examples to guide the way, how can boys expect to learn appropriate behavior and positive, nurturing responses?  The issue is certainly not confined to boys alone.  Just as valid are questions related to girls`persepectives of what appropriate adult male behaviour looks like.  Of course, that in turn leads to a discussion of what constitutes typical male behaviour vs. typical female behaviour, and if there is (or should be) and difference between the two.

There are no easy answers.  This topic seems to generate question after question and is laden with stereotypes, assumptions, and personal values.  As such, it is important to focus on facts, and let our decisions be informed by what we know rather than what we think we know.

A lack of male role models is clearly one element of a much deeper issue.

 

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Warm Hearted Leadership

warm heartOver the course of a day one deals with so many people and encounters so many stories.  Each one those stories, and the resulting behaviours, elicits in us an internal response. It may provoke anger, compassion, anxiety, sympathy, and  a host of emotions.  What we feel is beyond our control, but it is our ability to look beyond the behaviours and deep into those stories that is the sign of a warm hearted leader.

The term “warm hearted” is associated with qualities such as compassion, caring, understanding and empathy.  We all possess those traits to some extent, though any one of them can be more or less developed in some individuals than in others.  It is the warm hearted person who, equipped with these qualities, has a keen ability to look beneath the surface -beyond a person’s actions and into their underlying intent – and see the world with compassionate eyes.

How often, when we encounter someone who is displaying an inappropriate response, do we  deliberately ask the question: “what is their intent?”.  Is anger more a means of defence than attack?  Is judgement a way to curtail being judged oneself?  It is surprising how focusing on the intent can quickly re-frame the situation and help one to understand another’s actions.

I intentionally referred to understanding a response, not necessarily accepting or tacitly supporting it through silence.  Understanding the rationale for a behavior is the first step in confronting it however.

I believe that warm hearted people are specially equipped to respond to even the most difficult situations – those that provoke anxiety and distress, that negatively impact on interpersonal harmony and that have the potential to harm the mental health and wellness of themselves and others.

Warm hearted leaders have a responsibility to do even more:

  • They are obliged to not only temper their own responses, but empower those around them to do likewise.
  • They have the special ability to look beyond and beneath – beyond the walls that individuals might build or defences they may employ, and beneath the surface behaviors to which we often react.
  • They have the ability to affect climate and foster a culture of compassion.

To do any less is to squander the gifts that have been bestowed upon them.

 

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New Teachers: I’m Your Principal and I’m Here to Help.

booksIt has occurred a number of times over my career that I have supervised a first year teacher. I have always found something exciting about that. Typically, these individuals display hopeful enthusiasm combined with a measure of anxiety and an incredible amount of energy. Their youthful optimism and determination to make a difference inspires me to go the extra mile in helping to make their first year in the profession a highly successful one.

The degree of influence the principal exerts on the school-community is well documented. The principal of a new teacher is in a unique position to significantly impact on that person’s career. Nurturing these individuals takes time, requires a great deal of understanding, a supportive attitude, and sensitivity to the needs of the teacher while at the same time keeping the focus on student learning.

While every situation is unique, there are some essential functions that an educational leader must fulfill in supporting the beginning teacher:

Know the teacher’s learning style.

We talk about how students have unique needs and learning styles. Adults are no different. The best thing about having a conversation with teachers about their own learning styles is that they are likely more self aware on this topic than any other segment of the population. They know what works for them and possess the vocabulary to articulate it. As principal, I need to know how my teachers learn.  Only then can I effectivley support their professional growth and learning.

Build the Relationship.

When I am having a conversation with a teacher about professional practice, I want the teacher to see that I am completely invested in that discussion and will do whatever I can to enhance the classroom learning experience.

The foundation of any relationship is trust. The beginning teacher needs to know that you will tolerate “mistakes” with a view to using them as the basis of lessons on how to improve instructional practice. Help the teacher to see, through your actions, that your priority is to help that individual grow professionally. Prove it by always following through on the things you have pledged to do to achieve that.

Facilitate networking.

A beginning teacher is not likely to know of all the resources upon which they can rely. As I bring resource people into the school – consultants, co-ordinators, technicians, clinicians, and so on – I make sure they take some time to connect with the new teacher. It is not difficult to arrange for a 15 minute meeting where the individual can meet face to face with the teacher and explain his or her role in supporting student learning. I have found that these resource people are always grateful for the chance to make the teacher aware of their services, and it often proves to be the initial step in building a supportive professional relationship.

Creating mentorship opportunities and the chance to network with colleagues is an excellent way to support the beginning teacher. The well connected principal will exploit opportunities for collaboration between the new teacher and those from whom he or she can learn and seek support.

Articulate procedures.

Experienced principals know how important it is to have procedures in place to govern common every day school based practices. With time, they become our routines and we rarely give them second thought. Yet, new teachers don’t know the procedures for ordering materials, getting field trip approvals, submitting leave forms, and the dozens of day to day activities that we may take for granted. This is easily dealt with by creating a staff handbook that concisely details all of these routines. No teacher should feel lost when it comes to daily procedures; there is  no reason for this to ever cause anxiety.

Recognize that the beginning teacher may not be aware of the critically important role played by support staff. Ensure the teacher knows what he or she can ask of the school secretary or custodian.

Handle with Care

The above functions indeed apply to all teachers and not just those starting out in the profession. However, the needs of beginning teachers are amplified during that important first year in the classroom. As principal, you have significant influence on the direction of that person’s career. True educational leaders will seize the opportunity and create the conditions for success.

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Student-Teacher Relationships: Just One Side of the Coin

There has been a great deal of focus on the impact of building positive relationships in the classroom.  Who can argue that building interpersonal connections is going to do anything but strengthen one’s ability to reach students in a meaningful way?

One does not have to look very hard to discover a wealth of research and literature on this topic.  The link between student-teacher relationship and student learning is clear.  Wonderful things can happen in the classroom where positive relationships occur in concert with high quality instruction,.

The school is a social place, and school organizations are complex webs of personnel.  Every interaction impacts upon individuals who in turn interact with another, and so on. Yet teachers are expected to build positive student relationships despite the environment in which they find themselves.

The principal is central to establishing a positive school climate which sets the tone for interactions throughout the school.  The rapport he or she establishes with the teachers is echoed in the classroom.  Creating a climate of climate of support, encouragement and commitment to learning amongst staff lays the foundation for classrooms that foster student learning.

Most of a student’s time is spent interacting with people other than teachers.  Educational assistants, counsellors, secretaries, custodians and bus drivers are all part of a student’s day.  Of course most of a student’s time is spent interacting with other students.  So what of these relationships?  If they all impact on the student and by extension the classroom as well, what is the role of the principal in not only facilitating positive student-teacher relationships, but a climate and culture that builds positive relationships at every level?

Some of the most important ways to facilitate this may indirect and not immediately apparent.  Building up an “emotional bank account” with people is really not all that difficult to do.  How long does it take to give a meaningful greeting now and then to each bus driver as he or she pulls into the school yard?  Or to engage a custodian in a conversation where you actively listen to what that person has to say?  You can be certain that engaging in positive interactions with everyone in the workplace will have a ripple effect.

And where does the principal find the foundation on which to build? A culture of positive relationships at the district level where school administrators find the support they need from senior administrators and others.    Of course, the only person that one has any control over is one’s self.  Therefore, as a principal the biggest impact you can have on your school is to build relationships with everyone. Setting the tone will resonate at many levels and can positively in ways that you may never have considered.

While it is important to focus on student-teacher relationships, it needs to be said that that is only one side of the coin.  To facilitate the development of these, the principal  must cultivate relationships at every level and at every opportunity.  Example is the best precept.