7 Questions To Guide Decisions Of School Leaders

"I am not a product of my circumstances. I am a product of my decisions." -Stephen Covey

Making good decisions is important for all us. Whether we are working with students, with parents, or even with colleagues, our decisions ultimately define our success. And the key to better decisions is better thinking. We must never make a key decision in haste. Instead, we should consider the problem from everyone's perspective, collect advice, and ask ourselves the questions that will help us make the wise choice.

Our decisions can have a big impact on the school, learning, and ultimately our students. So it's very important to make the best decision possible. Of course, I often make decisions and then come to realize later that with different information or a different perspective, I might have acted differently in the situation. When we make decisions we are doing the best we can with the information we have at the time.

That's why it's so important to ask tough questions to make sure the decision is the best one possible with the available knowledge. I want to think through my decisions and test my thinking with questions that help me clarify my values and ensure that I'm acting in a way that is congruent with my beliefs. I want my actions to line up with what I believe and what I profess to others.

These seven questions have helped me make better decisions. I'm sure there are others you could add to the list as well, but these are the ones that I keep going back to.

1. How can I help you? 

This first question is the essence of servant leadership, the leadership approach that recognizes leadership is service and turns the old paradigm of leadership on its ear. Leadership is not about power over others, or being in charge. Instead, it is about helping followers be successful. It's about helping others reach their goals. Robert Greenleaf coined the term servant leadership, and he described it as a type of leadership that strives to help followers be healthier, wiser, freer, and better able to be leaders themselves. Leadership does not just create followers who are dependent on the leader, but it creates new leaders who are able to extend their influence and become change agents.

So as I make decisions, I must always remember this question, "How can I help you?" This question begins with empathy, the ability to see things from another person's viewpoint in a caring way. Sometimes I need to speak the words aloud and offer to help. Other times my actions and attitudes may demonstrate this mindset even if the words go unspoken. But my goal as a leader must always be to help those around me be the best they can be. If someone in my school needs anything I can help provide to be successful, my job as a leader is to try to move mountains to get it done.

"The secret to success is good leadership. And good leadership is about making the lives of your team members better." -Tony Dungy.

2. Is this good enough for my own child? Would I want this for my own child? 

As a parent I will do just about anything to support the success of one of my kids. I want them to have the best opportunities possible. I want them to have the best teachers, and I want them to have experiences in school that cultivate a love of learning and lead them to find who they are as people and as learners.

As I consider situations in my school against this high standard, there are times when I realize we're not quite there yet. There are things that need to improve to best meet the needs of students. I guess there will always be areas to improve, but I don't find this discouraging. Instead, I find it exciting to know that we can create better opportunities and continue to grow so that every student finds optimal success.

I will share that this question has helped me to find clarity on tough decisions in the past. When there are times the task may seem too big or the obstacles insurmountable, asking this question has helped me stay focused. I've also used it with others in my school to help frame a situation on a personal level. Parents don't want excuses about why something can't be done, they want heroic action that overcomes any hindrances and ensures that their student is receiving the best.

3. Will this decision preserve or attack the dignity of a child? 

Our words are very powerful and can do great good or great harm. By considering this question, it helps me focus on the humanity of a child in each situation. We must always strive to build up and not tear down. We must treat others with dignity and respect. As Todd Whitaker writes, great teachers and principals treat every student like they are good. We must presume positive intentions and come alongside students to help them succeed. 

There is never a place in a positive school for cutting sarcasm, public humiliation, or harsh treatment of a student. Even the best teacher will occasionally make a mistake in how they treat a student, but we should work quickly to restore any break in the relationship. When everyone in a school makes decisions that consistently preserve dignity and respect, the culture will be one of mutual cooperation and shared success. I explored this topic in greater depth in a previous post.

4. As I make this decision, what am I ultimately hoping to achieve? 

Part of effective decision-making is the ability understand how decisions are going to impact the goals of the individual or organization. I may be justified and have good reasoning for a decision, but if it is going to ultimately hinder the mission of our team, maybe I need to reconsider my decision. There is great finesse and wisdom in knowing how to help others be successful. Sometimes it means overlooking things that might be personal pet-peeves of the leader.

As we make decisions, we should always consider the purpose of the decision and if a particular action will lead to the purpose being accomplished. We should also consider if the decision will do any harm beyond the main purpose. Many schools have implemented policies to try to fix a specific problem, but have unwittingly harmed culture or created distrust. You must consider if the purpose is large enough or is there a higher purpose that might be jeopardized in this decision? Effective leaders see the big-picture.

5. How does this decision impact learning in our school? 

Some decisions or situations may not affect learning greatly or at all. If this is the case, why make these decisions important in your school? We spent too long trying to solve the issue of whether students should be allowed to wear hats in our building or not. Ultimately, most everyone agreed it really didn't affect learning so why make an issue of it. Other decisions, however, greatly impact learning. We need to have tough discussions about our schedule, course offerings, assignments, and grading. Are we making decisions based on what's best for learning or what's convenient for adults?

I would add one other part to this question. Does the decision have the potential to transform learning in this classroom or school? I think we spend too much time trying to incrementally improve the same stuff we've always been doing. We should all be thinking about how we can do things that could be a complete game-changer for our students. We need to think big!

6. If you had no fear, what would you do? 

Sometimes change can be frightening even if we truly believe change is necessary. Fear causes us to hesitate, to think small, and to avoid difficult conversations. We are all governed by fear to one degree or another, but nothing great was ever accomplished without risk and a possibility of failure. We must practice taking risks in small ways and build confidence in our risk-taking to reach for our really big dreams. If a decision is good for students and will improve learning, what are you waiting for? If you had no fear, what would you do?

7. In any situation, how will the best people respond to this decision? 

There will almost always be critics of any significant or meaningful decision. We cannot please everyone. What's right is not always popular and what's popular is not always right. But in any situation, we should consider what the best people will think. If my very best teachers will not support a decision, then perhaps I need to consider why I feel this is the best decision in the first place. If the best teachers are unable to support a decision, then maybe I need to go back to #4. What exactly do I hope to achieve if even the best people in the building are not on board? Conversely, how often do we delay or lower our expectations because of the worst people in the building (students or teachers)? We shouldn't aim lower or expect less because a few people seem to find a problem for every solution. If the best people are supportive, then even in the face of some criticism, a school can successfully move forward.

Question: What other questions would you include to guide effective leadership decisions? I want to hear from you. Leave a comment below or respond on or .

This is an update from a previous post published here in April 2014. 

Technology Is An Every Day Thing

What are some things you use every day? I bet I can predict with great certainty a few of them. Let's see. I'm guessing you use your toothbrush every day. How about water? Electricity? Hopefully clothes, unless you are appearing on the reality show Naked and Afraid. Good grief. What will they think of next? 

Umm...I'm guessing you use a bed every day (or night), probably a car, and you can't forget this next one. It's very important. You probably use a toilet every single day. It's necessary, right?

I'm sure you're amazed right now at my ability to know you so well. It's almost like I know everything about your daily life. You might be a little creeped out. Has that crazy Twitter principal been stalking me? 

But wait, I'm not done yet. There is one more thing I bet you use every day. In fact, I think you might be using it right now. Most of us use one or more of these nearly every singe day. If you are a teenager, you might have confused it with one of your other four limbs.

That's right. You guessed it. It's a connected device. For you teenagers, that doesn't mean it's connected to your body. It could be a mobile phone, a laptop, a Chromebook, an iPad, or one of the many other varieties out there. We like to connect every day.

I'm guessing many of you even use several of these devices during your typical day. You probably have a couple at home, at least one at work, and a smartphone that goes with you everywhere. 

I just ran around our house and did a quick audit. Drum roll please. I counted 29 web connected devices in our home. We need to have a garage sale. Of course, who would buy a Palm Pre smartphone? It was a great device in 2010. Just shows how irrelevant a device can be in just six years. The Palm brand has gone the way of the dinosaurs. Extinct.

So last year was the first year our school was 1:1. Every student had a Chromebook to use for learning every day. One of the reasons our school made this move was because we all use technology in our everyday lives, so why should school be any different?

Before 1:1 came to Bolivar High School, using technology was not necessarily an everyday thing. We had computers in the library, in computer labs, a few scattered around in different classrooms, etc. But there was not consistent access. Some students rarely used a device for learning.

As we made the transition to 1:1, we knew every teacher was in a different place in terms of their comfort and skill with using technology. Of course, we are always striving to increase the comfort and knowledge of our staff. And we like to nudge people out of their comfort zone, too.

But since everyone was in a different place, we didn't set any universal expectations. There weren't any quotas or mandates on how to use the Chromebooks. Every teacher is unique, and the curriculum they teach is unique too. So we didn't expect everyone to use the Chromebooks in the same way, or equally as often.

We simply asked everyone to look for ways the technology could provide value and enhance learning for students. And I believe every single teacher in our building used the Chromebooks to support learning in one way or another. That's a good thing.

But even though all of our teachers were open-minded and supported the need to go digital as a school, some just didn't see the relevance as strongly for their classroom. I'm guessing there were a whole variety of reasons the devices were used or under-used in each classroom.

But consider these questions. Do you have multiple devices in your home? Do you rely on a device daily? Is your ability to connect important to your learning? Do you feel your ability to connect is empowering to you? If you are a digital learner, I'm guessing you answered yes to those questions.

Even if you didn't answer yes to all of the previous questions, consider the following. Do most professionals use devices every day? Are the most successful people connected learners? Is our world becoming increasingly digital? Will more opportunities come to those who are competent digital learners?

It just seems obvious to me that our students will need to be digital learners to be successful in the future. Heck, they need to be digital learners now in order to get the most from their school experience. There are tools and resources available online that far exceed the resources we could provide otherwise.

And almost every school has realized this to some extent. I haven't visited a school yet that isn't using computers or digital learning in some way. 

But technology should be an every day thing. It shouldn't be a special event, a remediation strategy, a canned learning program, or an enrichment activity after the real learning is done. It should be an authentic part of learning. It should empower us, connect us, and give us new opportunities. It should stimulate curiosity, creativity, and help us solve problems.

Technology can be used to support learning, but it can also be used in ways that transform learning. And it is far more likely to be transformational when it is used regularly. It just becomes a normal part of learning and not an add-on or special event.

Now you might be thinking that using technology in every class, every day sounds rigid. And don't we sometimes need a break from tech? Don't we need to unplug occasionally? Aren't students using technology every day anyway? Some students are probably using technology too much, right?

We absolutely need to keep some balance in mind. Too much screen time can be bad for us. We need to unplug from time to time. I took a month-long break personally in July 2015. There are benefits to pausing and stepping away from devices.

But that's not a reason for limiting tech in the classroom when it could be so helpful. I recently learned about the Project Red research study, a large-scale look at practices in 997 schools across the U.S. The report includes seven key findings about the effective use of technology in schools. One of the key findings was related to the importance of daily technology use:

Schools must incorporate technology into daily teaching to realize the benefits. The daily use of technology in core classes correlates highly to the desirable education success measures (ESMs). Daily technology use is a top-five indicator of better discipline, better attendance, and increased college attendance.

The Project Red report shows how powerful technology can be when it is used effectively. There were all sorts of positive outcomes in schools that implemented technology well, including the benefits found from daily use of technology instead of intermittent use.

So I would challenge you to consider how you are using technology in your classroom. Is it an every day thing? Even if your students don't have access to school-issued devices, what can you do to help them develop as digital learners? I would love to hear from you. Leave a comment below or respond on or . Here we grow!

15 Essential Skills Your Students Must Develop Now To Meet The Challenges Of An Uncertain Future

What are you preparing your students for? College or career? The next grade level? Standardized tests? Or something more? We can't afford to be shortsighted in these challenging times. But is it even possible to predict what students will need to be successful in the future? The world is changing at such a rapid pace, the only constant seems to be rapid change and increased uncertainty. 

In fact, one report estimated that 7 million jobs will disappear globally within the next five years. The same article reported over 2 million newly created jobs will help offset that loss. These new opportunities will emerge in technology, professional services, and media. These extreme shifts are happening because of advancements in robotics, artificial intelligence, and biotechnology.

Of students entering primary schools today, 65% will someday work in jobs that don't yet exist. That is staggering to contemplate. You can even use this handy calculator to find out the likelihood your job could be automated in coming years.

LinkedIn published a list of jobs advertised on its site that barely existed five years ago. 8 of the 10 jobs on the list belong to the digital world—Android developer, digital marketing specialist, cloud services specialist—to name a few. It's easy to see examples of how technology is changing the workplace.

Beyond the implications for employment, changes in population, politics, culture, climate, diversity, etc. will also present significant challenges in other areas of life. Being 'future-ready' goes beyond just 'college/career' readiness, because life extends beyond our need to earn a living. 

Tragic events in just the last few months illustrate the magnitude of the problems we face in our contemporary world. Just last night there were the Dallas Police Shootings, preceded by the Philando Castille shooting in Minnesota and Alton Sterling shooting in Louisiana. This summer we've had Brexit, more ISIS bombings, the Orlando night club massacre, and more bad news about rising ocean levels and climate change.

While the future should be viewed with optimism, the current headlines are warnings of the need for change. To navigate the challenges of these disruptive times, we need the mindset of adaptable learners. It's the ability to adjust to meet the needs of the future by learning, unlearning, and relearning. We must develop the ability to quickly learn the knowledge and skills needed to survive and ultimately thrive.


The list below includes 15 skills that will help your students adapt and be ready for the challenges of today and tomorrow.

1. Problem-Solving

It's not enough to know information. You must know how to apply information to new contexts and use reasoning and critical thinking skills to find solutions.

2. Creativity 

The ability to develop new ideas is extremely valuable. People will create value by divergent thinking and seeing problems in completely new ways. Creativity is art, but it's not just art. It extends to every area of life and thought.

3. Communication Skills

Both written and verbal communication skills are needed to express ideas and create content. 

4. Taking Risks

Adaptable learners are willing to take risks to try new things. They step out of their comfort zone to pursue learning and innovation. Fear of failure doesn't hold them back.

5. Continuous Growth

It's not enough to develop expertise in an area and then ride the wave the rest of your life. Constantly growing and learning and building on expertise is the wave of the future.

6. Recognizing Opportunities

Adaptable learners see new possibilities and seize them. They don't wait on the sidelines hoping things will work out for them. Instead, they jump into the game when a great chance comes along.

7. Building Networks

Being connected is critical for adaptability. Learning is multiplied when you draw on the power of your network. Networks are a source of help, support, encouragement, and ideas.

8. Utilizing Teamwork

Teamwork involves shared ownership of goals, tasks, and outcomes. Together we are able to achieve more. A high-performing team is characterized by positive interdependence of team members. Or in other words, you have each other's backs.

9. Leveraging Resources

An adaptable learner uses available resources to the maximum. As future resources become scarce, it will require wisdom for how and when to use resources to provide the greatest value to self and others. 

10. Managing Change

Change can be unsettling and even frightening. The learner who will thrive in the future won't deny change or simply react to change. With the right mindset, it's possible to shape and influence change while remaining flexible. 

11. Interpersonal Skills

Learners need skills to relate to others positively. Our success in life is tied closely to our social skills. Empathy, compassion, honesty, trustworthiness characterize the adaptable learner.

12. Embracing Diversity

Globalization continues to make our world smaller and more interconnected. Diversity will be more evident in every aspect of life. As a result, there will be even greater need to work effectively with others who have racial, cultural, religious, and political backgrounds different from our own. 

13. Life Mission/Purpose

When learners recognize a purpose for life beyond themselves and work to make the world a better place, everyone benefits. A future ready learner recognizes the need to give back.

14. Sharing Knowledge

Adaptable learners create value, not by storing up knowledge, but by sharing it with others. Being recognized as an expert comes from the influence of sharing what you know and the ideas that identify your brand.

15. Perseverance

Perseverance is perhaps the most important skill of all. The future will demand the ability to stay with problems longer, to be persistent, and to never give up.

Question: What skills would you add or remove from this list? How are you helping your students become adaptable learners? I would love to hear from you. Leave a comment below or respond on or .