Why building commitment is better than gaining compliance

Education seems to be the worst about trying to 'fix' the system with the latest program or the next big thing. Ask just about any teacher who has been in the profession a few years and they will trace how this program came and then faded and then the next thing came along, and it seems like a never ending cycle. I've heard this same narrative for the 20 years I've been an educator, both as a teacher and as an administrator. And, it's frustrating.

We keep trying to improve by implementing a new thing, a new policy, a new set of standards, when these strategies are not ultimately the most important thing to improve. Todd Whitaker has been quoted widely, proclaiming "it's not about programs, it's about people." And we know, almost intuitively, instinctively, that this is true. But the programs and 'accountability plans' keep coming. And the very thing that is intended to improve education is killing creativity and hindering innovation.

But don't we need new ideas in education? Aren't our schools in need of a major update to meet the challenges of today? Absolutely! But the answers to the questions we face aren't found in external mandates. We need to unleash the problem-solving power of the people who have their boots on the ground, the educators working every day in schools. What we need is to find ways to empower teaching and build even stronger commitment among educators.

Building commitment will always be better than gaining compliance, and here's why. Commitment results in buy-in, belief, investment, ownership, and extra effort. Compliance, on the other hand, is little more than checking a box or filling out a form. It may result in some change in behavior, but it may only get the appearance of a change in behavior. As soon as the new thing isn't monitored closely, old ways return. There isn't any lasting change.

So how do we get more commitment? We remove the barriers to true collaboration and communication in schools. We ask teachers their opinions. We value their ideas. We get everyone at the table. We set goals, but we get the goal-setting as close to the action as possible. The graphic below suggests that classroom level goals have far more impact than district or school goals. So why do we continue to write comprehensive school improvement plans that are longer than Gone With the Wind?



I believe the greatest thing we can do to improve our schools is invest in people and their ideas--cultivate innovation and risk-taking within schools. When we have compliance-driven cultures, teachers are often afraid to try something new. What if it doesn't work? What if my test scores are lower? What if my principal doesn't like it? This type of thinking sucks the passion out of being an educator. Educators are thinkers and problem-solvers and need the opportunity to explore whatever ideas they believe have the potential to improve learning.

When rich conversations are happening in schools, it becomes the source of amazing synergy. This idea was magnified in my thinking by the book Crucial Conversations (2012). It details how we need to have more authentic, completely honest conversations in organizations, and even in families and other relationships, where we share ideas openly and confront problems constructively. The authors shared how synergy develops:

"As everyone on the team began to explain his or her opinion, people formed a clearer and more complete picture of the circumstances. As they began to understand the whys and wherefores of different proposals, they built off one another. Eventually, as one idea led to the next, and then to the next, they came up with an alternative no one had originally thought of and that all wholeheartedly supported. As a result of the free flow of meaning, the whole (final choice) was truly greater than the sum of the original parts." (p. 25)

And so we need to get more input from teachers, and even students and parents, as we seek solutions that are unique to our individual schools. And here is the best part. This is really important. As people develop a shared meaning and have a voice in the solutions they develop, they willingly act on whatever decisions they make. They get behind the decision and put the full measure of their conviction behind it.

Goodbye Twitter life, maybe we'll reconnect after the days of summer

As many of you know, the life of an educator can be all-consuming. When your work is purpose-filled and mission-driven, there is always a sense that there is more to do, more to contribute, a bigger impact to make. And the work is big. There are many challenges to overcome. There are many students in need of better opportunities. There are many ways we can and need to improve our schools, so they reflect the world we live in today and not the one we once knew or our parents once knew. So I remain committed to the work, to my purpose as an educator, to sharing my voice, and to growing alongside other passionate educators through my PLN.

But for the month of July, I will mostly retreat from Twitter, blogging, and all other social media. There may be an occasional post of inspiration or personal share. But for the most part, I will pull back as I completely restructure my time. You see, there are five people in my life who are counting on me more than anyone else. They call me husband and dad. And they have often gotten whatever is leftover after my life was poured out for school and work. And I realize they need the best of me. Time is moving forward and no legacy is more important than the legacy of one's family. So for July, I will spend my time wholly devoted to Lori, Drew, Cooper, Maddie, and Emma.

I plan to return to consistent work and presence in my PLN for August and beyond. The connections and learning I have experienced through this community have been invaluable. The support is tremendous. The shared sense of meaning and motivation is powerful to carry the work forward. Thank you for being a part of my learning journey.

Avoid these 5 critical mistakes in #edtech planning

Photo credit: http://ln.koneka.com/wp-content/images/technology_planning.png

If you've been in education very long, you've probably seen money wasted on some technology initiative. This year our school is going 1:1 with Chromebooks, and it is very exciting to think about how the devices will support learning in our building. But I feel a great sense of responsibility to ensure that the significant investment by our district (and ultimately our taxpayers) results in a more relevant and more effective learning experience for students. Careful planning should help us avoid some of the catastrophic failures that have happened in other schools (LA Unified for example). In fact, I am confident that with the proper implementation, tech initiatives are a necessary investment to greatly improve opportunities for students. So why are millions of dollars wasted each year on failed technology initiatives?

1. Schools purchase technology without considering exactly how it will be used to support learning. More than likely, there is at least a vague idea of the purpose of the tools, but the clear development of a vision and the communication of that vision is lacking. We should never make digital acquisitions simply because "our middle school students really don't have access to much technology." We aren't spending our school budgets just to say we have digital resources. That type of thinking makes 'having technology' more important than 'using technology' to add value. We need to have a clear idea of how digital access will benefit learning.

2. Schools purchase technology without considering the total cost of ownership. I hear the stories all the time in my work with teachers. Our school district bought laptops, but no one considered the expense of support and repairs. Or, we got these devices but our wireless network wasn't sufficient and now there's no money to make the needed upgrades. Or, we had this technology dumped in our laps, but there was no training for teachers. The total cost of ownership should be considered and allowances made for important contingencies that may not have been anticipated.

3. Schools fail to get buy-in from teachers, students, parents, etc. Without the buy-in of key stakeholders, a learning initiative (involving tech or not) will most likely fail to achieve its full potential. So how do we get buy-in? Have conversations about why the initiative is important. Ask questions. Get feedback from those who will be involved. Truly listen. Communicate the vision and consistently offer information and education on how the initiative will impact student learning. Finally, develop leaders from among these stakeholder groups and invite them along to help with the effort.

4. Schools purchase technology without providing support for teachers. This is one of the most common complaints from teachers about tech initiatives, "These devices were just dumped in our classrooms without any training or support." There needs to be a plan for helping teachers learn more about how tech can help with learning. Notice I didn't say that PD or training needs to be scheduled. There is nothing wrong with having training, but I think it's even more powerful to have a culture of sharing, communicating, and learning that is ongoing and teacher-driven. I want ownership for professional learning to be shared by the individual(s), and not just the responsibility of the organization. Another important area of support is related to help being available when the technology isn't working. Teachers need responsive tech departments who can assist.

5. Schools purchase technology with no plan for how to determine if the effort is working successfully. If we are going to spend significant amounts of money, and invest valuable resources of time and effort on a learning-focused technology initiative, there needs to be a clear idea of what success will look like. What types of learning improvements are we ultimately seeking, and how will know our students are gaining from this as we intended? These indicators of success need to be revisited often.

8 Digital Tools to Enhance Your PLN

Every connected educator needs to find tools to help with search, content delivery, communication, and digital curation. I regularly experiment with different tools to improve my work flow and help me get the most out of my personal learning network (PLN).

The basic foundation of my PLN is Twitter, and so these tools are companions to Twitter and help me get the most out of it. They also help me contribute better content, because I want to learn from my PLN, but I also want to add value and share content that needs to be shared.

Here are 10 tips for leveraging the power of personal and professional learning!

1. Twitter advanced search--Instead of performing a normal Google search, I will often use Twitter to search for information on a particular topic. Google dominates search, and its advanced search features are impressive. But I also really like advanced Twitter search. It has a variety of operators from which to query, and you don't even have to be logged in to Twitter to use it.

Search by Words. In the advanced Twitter search interface, it is possible to be drill-down more precisely to get the results you really desire.

10 inspiring images to promote a #GrowthMindset

We know the importance of developing a growth mindset for ourselves and for our students. It's really the essence of learning. Carol Dweck's book Mindset is a fantastic contribution for parents, educators, and just about everyone.

We need to constantly remind ourselves and our students that mistakes are part of the learning process. No one is perfect and perfection is not even the goal. The goal is to learn and grow be the best version of 'you' possible. The only way to journey toward reaching potential is to persevere through mistakes and embrace failures as opportunities. It's important to model this mindset for students. When we make a mistake, we should own it and not view it as a failure.

What if we had Genius Hour for teachers?

Photo credit: https://flic.kr/p/e77s5P

We currently have time built into our weekly schedule for teacher collaboration, and that's a good thing. But all good things need to be reinvented, or at least reinvigorated to make them better. We need to be creative to make the use of time and resources as valuable as possible. Our weekly collaboration time grew out of the Professional Learning Communities movement, and our school has benefited from the PLC structure. But I see a new vision for collaboration and growth emerging.

What if we had Genius Hour for teachers, a time for professionals to work on projects they have passion for. I've seen this idea tossed around on various Twitter chats, and it's reportedly been done in forward-thinking schools. The idea is to empower people to use part of their productive work time to pursue projects they believe are most meaningful for them and for their students.

Maybe I've flipped out...a few thoughts on learning

There are all sorts of mindsets that work against a healthy approach to learning. These are well-documented because we've heard our colleagues complain about them before. "Students nowadays don't know how to...." or "These kids are so..." But this post isn't a rant against students. That is completely unproductive. Learning is a natural part of being human, and the problems students have with learning has a lot less to do with them, and a lot more to do with us.

A message for the Class of 2015

It was an especially exciting graduation season for our family this year since my son Drew was among the 180 students in the Bolivar HS Class of 2015. When your dad is also principal, commencement is a little different for sure. He was even quoted in the yearbook as saying he was frequently asked, "So what's it like having your dad as the principal?"

For me, it was a great honor and privilege to get to present him with his diploma. And I wish him and the rest of the Class of 2015 a fantastic future. The group is filled with wonderful, interesting, and talented young adults. As far as achievement goes, they did okay on that account too. The grads earned nearly $2.3 million in scholarships, setting a new record for BHS.

Each year, I have the opportunity to make a few remarks to encourage and congratulate the graduating class. I always try to keep my message short but hopefully meaningful. My speech this year follows.

Doing your best may involve doing less?

I recently read the blog post linked below about education in Finland. It is a reflection from an American teacher who spent time in Finland's classrooms as part of a Fulbright research assignment. Much has been made about the education system in Finland since the country has ranked near the top of international benchmark tests on student achievement. It seems there are those who would have us believe schools in the U.S. are inferior to those in Finland or Singapore or other countries where test scores are higher than they are here in the States. However, I don't believe test scores provide enough information to compare the quality of schools to one another, and for the most part I believe comparisons like these are counter-productive.

11 Ways Finland's Education System Shows Us that "Less is More".

The overall theme of the Finland post was that the learning culture is not the pressure-cooker that it is here in the U.S. Here teachers are jumping through all sorts of hoops in the name of better learning. There is pressure from administrators, politicians, parents, the media, you name it. The perception is constantly reinforced in the media and public discourse that schools and teachers could and should do more. And no doubt there are some schools and teachers that need to do more. But shame, embarrassment, and high-pressure tactics are poor strategies to create positive change. A better solution is for all schools to strive to improve, regardless of how effective they are currently. We need educators with a growth mindset who are filled with purpose and working to improve opportunities for students.

Make learning relevant without the 'hard sell'

If you feel like you need to explain to your students why your lesson is relevant, then maybe you need to rethink the learning culture in your classroom. It's not that relevance isn't important. We all know that students long to know why certain content matters. "Why do we have to learn this?" is a question every teacher has faced. But the problem is that explaining relevance is almost never good enough. The reasons for learning should be more obvious and compelling. Our schools need to make learning irresistible. If a teacher must explain why it's relevant, perhaps students lack the desired ownership for learning.

Authentic learning involves risk of failure

Most of my experiences with learning in my K-12 schooling occurred in a traditional classroom setting. Most of those classrooms had desks in straight rows, a teacher at the front of the room, a pencil sharpener on the wall. That was fitting because most of the learning was done with pencil and paper, often answering questions at the end of the chapter. Even within that traditional setting, I had some great teachers that really inspired me and made me think. But for the most part, my education lacked inspiration and did not require critical thinking, creativity, or communication.

But one of my experiences during high school was very different. Every student in our high school was required to take a full year of speech as a graduation requirement. For the first semester, the course was like a traditional public-speaking course. We developed and presented a variety of speeches. It was certainly a positive experience. The fear of public speaking is well-documented, and this was a good growth opportunity for me.

What if schools were more like Google and Starbucks?

"If you're changing the world, you're working on important things. You're excited to get up in the morning." -Larry Page, co-founder Google

Recently, I was blessed with the opportunity to hear Eric Sheninger speak about digital leadership at a workshop in Kansas City. It was, of course, a great day of inspiration and information. At one point in his talk, Eric commented that schools should "be more like Google and Starbucks." This idea got me curious about ways education could benefit from being more like these companies, and others like them that are innovating and creating value in extraordinary ways.

So my purpose here is to consider what education might learn from companies that are leaders of innovation and knowledge creation in their industries. Can the culture of these organizations translate to education to help create even better opportunities for students? In our rapidly changing world, the need for new paradigms and creative thinking is more important than ever. Schools that will thrive in the future won’t do what’s always been done. They won’t simply replicate success; instead, they will invent new ideas of how schools can help students be future-ready.

Google

Google has been the epitome of innovation among the tech giants. Google has 9 principles of innovation that guide the company’s culture. Many schools have already borrowed from the Google playbook by developing Genius Hour or 20-percent Time, where students are given time in their schedule to pursue projects they are passionate about. Google’s 20-percent Time has resulted in the development of valuable products like Gmail and GoogleEarth. Schools should consider utilizing the 20-percent Time framework for both students and teachers. For students, it provides opportunities for self-discovery and high-interest learning. For teachers, the opportunity to pursue side-projects would result in new practices and possibilities. As an added benefit, the greater sense of autonomy would lead to increased motivation and professional satisfaction. Another one of Google’s 9 principles is to have a mission that matters. Google has created incredible value for it’s customers through the development of extremely useful products and services. Google impacts millions of users, and it’s employees drive the mission to continue to create even greater access to information and communication. Google has a mission it’s employees can fully embrace. They feel like they are making a difference every day. As educators, schools have a mission that matters most. We are in the business of changing lives and helping kids have better opportunities in life. But all too often, top-down mandates take the life out of the classroom and educators lose sight of the mission. The ideas that would create the greatest energy for continuous improvement are crowded out by doing stuff in a standardized, prescriptive way. School leaders must focus on clarifying a shared sense of mission that is truly a mission and not focused on test results. And then allow teachers the freedom to create ideas and build on their individual strengths in the classroom. Ultimately, teachers must drive the mission to create the most amazing learning opportunities possible. Read more about Google’s 9 Principles of Innovation.


Starbucks

Starbucks was built on creating a personalized experience for customers. Sure, coffee is great, and it’s great to be able to customize your latte or frappuccino to your liking. That’s part of the magic. Customers love to be creative in exploring unlimited possibilities in the Starbucks menu. But beyond the beverages, the Starbucks culture is focused on connecting with the customer. What really sets the company apart is the ability to provide an experience that connects on a personal level.

Learning is also very personal and should not be a one-size-fits-all experience. Schools that are future-driven will aim to provide students with an experience that is tailored to their needs, one that allows for greater voice and choice in learning paths. So schools should consider these ideas for being more like Starbucks.

1. Get to know students on a personal level 2. Give students voice and choice 3. Wi-Fi, and access to devices, are a must 4. Provide flexible seating and collaborative spaces 5. Value creativity EPIC Elementary in Liberty, MO embraces personalized learning. Starbucks might even learn a thing or two from these innovators.


Amazon

Amazon is probably my favorite company. I just love the fact I can order online and have my item delivered incredibly fast and well-packaged and if there is ever a problem, the customer service will be incredible. But what can schools learn from Amazon, you’re thinking? Like Google, Amazon has a relentless focus on providing value to its customers. They don’t focus on beating competitors or winning market share. Instead, they focus on meeting their customers' needs. So maybe schools should stop trying to beat standardized-tests and focus the energy on creating greater value for students and their futures. Amazon has a strong entrepreneurial culture. The company seeks talent that is interested in developing new ideas and encourages idea development from all levels of the organization. Creative and talented people want to work for Amazon. If schools encouraged this type of culture, perhaps education would retain more of its best and brightest. We need to attract and retain teachers who are passionate about making a difference and who are creative risk-takers. I’m not sure the culture in most schools supports the needs of these entrepreneurial educators. Amazon always strives to get better. The company has seen incredible growth, and it’s considered one of the most admired companies in the world and yet it doesn't rest on its laurels. Schools also need to continue to improve and never be satisfied with the status quo. We should always be working to create an even better experience for students.


Zappos

I couldn’t resist including Zappos in this list. The internet retailer—mainly known for shoes, fast shipping, and incredible customer service—was included because of their innovative core values.

1. Deliver WOW through service

2. Embrace and drive change 

3. Create fun and a little weirdness 

4. Be adventurous, creative and open-minded 

5. Pursue growth and learning 

6. Build open and honest relationships with communication 

7. Build a positive team and family spirit 

8. Do more with less 

9. Be passionate and determined 

10. Be humble 

The unrelenting focus on providing value to the customer seems to be a common theme among all the companies I've featured. But what sets Zappos apart is the focus on creating a really fun workplace. But schools can learn from this too. I always say we're going to work hard and have fun while getting the job done. As we are working to re-imagine how school will meet the needs of the future, we should remember to enhance the fun factor. Learning should be fun, and we should celebrate a little weirdness, just like Zappos.


The Happiness Culture: Zappos Isn’t a Company—It’s a Mission



Resources

Here are a few of my favorite bloggers/authors who regularly write about innovation in education.


Eric Sheninger // @E_Sheninger

George Couros // @gcouros

David Culberhouse // @DavidCulberhouse

Don Wettrick // @DonWettrick


Related Articles

Why Learning Innovation Can't Come From Teachers Alone by Terri Heick

Two Words That Kill Innovation by Roger Martin

13 Barriers to Education Innovation by Tom Vander Ark

5 Ways Leaders Enable Innovation In Their Teams by Glenn Llopis

Innovation Doesn't Happen Behind Closed Doors by George Couros

Side note: I want to make clear that comparing public education to business should be done cautiously. My goal in this blogpost is not to imply public schools should exclusively try to be like businesses. The fundamental purpose of a business is very different from a school and that distinction is important. There are those who would like to privatize and even commercialize K-12 education, and that is harmful in my view.

20 ideas to make it more about learning and less about the grade

In a compliance driven culture, students are not likely to pursue learning for intrinsic reasons. They have learned to expect compensation for every learning activity they do. It's evident by the questions they ask, "Do we get a grade on this?" Or, "How many points is this worth?" But if we truly desire to help students take greater ownership in learning, we need to develop ideas for motivating students that rely on intrinsic motivation. In the typical school, learning has become a passive experience for the most part. Students expect to be told exactly what to do and when to do it. And, they expect to be compensated with a grade for doing work, even if the work doesn't reveal their learning or is of poor quality.

I've created a list of ideas that can be useful for motivating students beyond grades. These ideas naturally generate interest or curiosity for many students. They are inherently engaging. No grade required. Some of these ideas are simple to implement while others require significant development to be effective. This list is just a starting point. As teachers plan for instruction, it's important to consider how each idea will support learning and generate greater engagement.

It's also important to realize that using a high-interest idea doesn't guarantee learning. Students may be enjoying themselves, but they will need support from the teacher to ensure that the learning goals are being met. I believe this happens from feedback the teacher provides throughout the learning process. The best learning experiences are designed for high engagement and high impact. Teachers are constantly keeping a pulse of learning and making adjustments to help students succeed.

All of these ideas must be used within a framework of solid relationships. Build a relationship with your students and then use your influence to engage them in learning. Students will want to partner with you in learning if they feel you truly care about them.

1. Choices. People are motivated by a sense of autonomy. We can't give unlimited autonomy to students, but we can provide the next best thing—choices. Students feel a greater sense of control over their learning when they have some input into how the learning goes.

2. Passions. Find students' passions and then use those interests to generate learning experiences. If students are passionate about something, the grade won't be the driver as they will simply pursue the learning.

3. Student Voice. Most students like to share ideas with one another and communicate about what they are learning. Make learning social and students will become more engaged in the process.

4. Technology. I like to see technology used when it can enhance a lesson. If students are motivated by the opportunity to use the technology, then that is one way the lesson can be enhanced.

View image | gettyimages.com

5. Movement. Students need to move around during the school day to stay alert and active. When teachers build movement into lessons, that can help students focus more and engage for longer time periods. Get students on their feet and out of their seats.

6. Music. Where would the world be without music? It's a powerful force and can be used in the classroom to enhance learning.

7. Solve Real problems. When students feel like they are solving a real problem, it's easier to see the relevance of learning. It's immediate and the learning is driven by something authentic.

8. Drama. Bring the power of acting and performance to your lesson plan. Throw caution to the wind and develop some crazy accents or wear a costume. You will have their attention!

9.  Film/Video. Videos clips can be used to generate interest or provide information in an accessible way. But it's even more powerful when student directed. Videos can be used by students to showcase what they've learned.  

10. Be creative. Give students opportunities to be creative as they learn your subject. Reward ideas that feature originality or artistic elements.

11. Tell stories. Be a storyteller in the classroom and find ways to use stories to help students connect to material.

12. Get out of the classroom. Take students to a different part of the building or go outside. Move outside the walls of the classroom to keep learning fresh and avoid monotony.

View image | gettyimages.com

13. Make it a game. Use games to learn the content. Or turn you class into a simulated game with badges, levels, and other gaming principles. This type of approach is referred to as gamification.

14. Have a debate. Debates require students to make a claim and support it with evidence. They have to listen carefully and think quickly. It's a great learning tool

15. Provide real audiences. Have students create a learning artifact that will be presented to an audience outside of the classroom. The audience could be other students in the school, staff members, a panel of guests, or something online that potentially has an unlimited audience.

16. Humor. If you can incorporate humor into your lesson, students will be more interested. I had an amazing psychology professor who told a joke before every class. He often tied the humor into the content for the course.

17. Make stuff. The maker movement is all about engaging students as designers and builders. There are many inexpensive ways to bring making into the curriculum in ways that will support learning goals.

18. Social media. Students love to use social media. Why not use it for learning? Students can use Twitter, Facebook, or blogs to share ideas in all sorts of ways.

View image | gettyimages.com

19. Food. Incorporating food can be very motivating and can relate to a variety of topics. Of course, this one can be a little tricky since school wellness policies may limit such activity.

20. Experiment. Inquiry is a great way to increase student engagement and stimulate critical thinking. Students develop a hypothesis, design an experiment, collect the data, and interpret the results. 

What breaks your heart as an educator?

If you are truly passionate about your profession, there are undoubtedly things that break your heart as an educator. I'm not referring to your frustrations with long hours, low pay, or unnecessary paperwork or these types of challenges. These things are important, and can really make it tough to stay positive, but these aren't the things that are truly heartbreaking. The things that really break my heart have a purpose beyond self-interest.

Most educators entered the profession because they wanted to make a difference for students. They were filled with hope and passion and the belief that they could change something for the kids they taught. Even if these young educators were idealistic as they entered the classroom, I cannot help but admire this youthful zeal.

As the years wear on, it's easy to become a little jaded and forget some of the reasons we took this path. The constant external pressures coupled with the complex social problems we encounter can easily overwhelm us and cause us to retreat to simply implementing lessons. But when we lose our way on the larger mission, we miss great opportunities for change.

View image | gettyimages.com

So I've been thinking about what truly breaks my heart. What are the injustices in my school or community that I can impact? I challenge you to reflect on that question and then consider what you can do to change the way things are. You can be a difference maker.

Are any of these realities heartbreaking for you?

1. Many students don't have someone at home who cares about them and cares about learning. Maybe you can be the mentor this student needs. Even if they aren't loved at home, maybe you can show them love at school.

2. Students who don't enjoy learning. It's a shame how many students have lost the desire to learn. Some of this is related to #1, but how can you create a classroom that rekindles the curiosity and interest that motivates students to want to learn?

3. Students are living in poverty with basic needs unmet. Teachers are often heroes for these students. Helping them find resources. Making sure they get something to eat. How can you be a champion for an impoverished student?

4. Too many students feel like they are failures at doing school. Instead of reinforcing the failure messages these students often receive, maybe you can be the person who discovers and celebrates their strengths.

5. Our system is obsessed with high-stakes standardized testing. Can you make your class more about learning and less about testing? I realize the performance pressures are enormous on teachers, but if the testing culture breaks your heart, what are you doing about it?

These are just a few examples of things I believe are heartbreaking for teachers. There are many, many more. Bullying, discrimination, lack of resources or opportunities are a few other biggies. But I believe we can make a difference. If each person recognizes what breaks his or her heart, and then works to bring greater justice and opportunity, that can start a chain reaction.

Most of the examples I listed before can be addressed, at least in part, right in the classroom. But I would also challenge educators to think beyond the classroom. What can I do to make our school a better place? How can I influence and cause change even beyond my school?

Whatever it is that breaks your heart, don't stop feeling passionate about it. Make it part of your work as an educator. Don't shoulder too much and forget to take care of yourself or the people closest to you. But keep a larger mission in mind. The work we do that arises from our soul is what helps us feel the sense of purpose and the desire to meet the challenges ahead of us.

When students act out, don't ask 'why' (the reason may surprise you)

While doing some reading recently, an idea really caught my attention in a practical way for dealing with harmful student behaviors. In the past I've often asked students why they did what they did in a particular situation. Why did you say that to the teacher? Why did you act in a way that was not kind? Why did you cheat? Why were you disrespectful? Whatever the particular situation, one of my first instincts is to ask the student to explain why they did what they did.

And it's no wonder I'm inclined to ask this question. It is our natural line of thinking. We are taught from childhood to use justification and judgment to explain away our bad behavior. Not a good thing. In fact, it's one of the most common ways people avoid personal responsibility.

So when we ask 'why', aren't we really asking for justification of a bad behavior? Does it really matter why we did it? The last thing I want to do is reinforce the belief that if you have a good enough reason it is okay to act in a way that is harmful to others. Unfortunately, this belief is pervasive in our culture, but it is a belief that causes more pain and damages more relationships.

Instead of asking why, try this approach instead. Simply ask the student what happened? And then, instead of asking why, ask what they might have done differently, "What do you think you should have done?" Keep the focus on their behavior and not the underlying motivations. As soon as a person feels judged for their motives, they will feel rejected and look to shift the blame. When we focus on what happened and how it had an impact on others, we encourage full responsibility.

If we truly want our students to grow and learn from their mistakes, we need to keep the focus on the choices they make and how decisions impact self and others.

These ideas are drawn from How to Stop the Pain by James B. Richards. Thanks to @RobbyHoegh for recommending the book. It is a fantastic read with Biblical principles on the harm of judging others, and the harm of giving power to the judgments of others in our lives. It's filled with wisdom for developing healthy mindsets and loving relationships.

12 characteristics that make you a teacher-leader

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As a principal, it is important for me to remember that the success we experience in our school is thanks to the efforts of teachers and students, along with all the others who contribute to the life of a school. When I use the word success, I use it in the sense that we are growing and learning as a school and changing in ways that allow our students to have more meaningful experiences, ones that will better prepare them for their future.

I'm extremely blessed to work with teachers who desire what's best for students and actively challenge the status quo and look for opportunities to improve themselves, their classrooms, and our school overall. It's important to recognize that teachers are leaders too. They make an impact on the learning experience of their own students, but they also influence the culture and climate of a building.

The actions of teacher-leaders have impact beyond their classroom. They influence the whole school and likely have influence far beyond the school. A teacher-leader has a legacy of helping others and making the teaching profession stronger overall.

I spent some time thinking about the qualities of teacher-leaders. Maybe you will think of others to add to my list.

1. Teacher-leaders are teaching-geeks. They love to discuss pedagogy and how they can improve the learning for their students.

2. Teacher-leaders are lead learners. They seek out opportunities for professional learning from a variety of sources such as edcamps, graduate courses, or through a Twitter PLN. As principal, I consider myself a lead learners, but all of our teachers should be lead learners too.

3. Teacher-leaders seek out critical feedback. They want to know ways they can improve, and they seek out this information. We may not enjoy critical feedback, but it's necessary information for us to improve. Leaders use negative feedback to get better.

4. Teacher-leaders have a voice. In order to influence others, teacher-leaders are socially connected and respected. Their peers see them as walking-the-walk and talking-the-talk. They build relationships and friendships with their colleagues.

5. Teacher-leaders champion the work. They infuse energy into conversations about change and growth. They aren't afraid to take on new challenges or have difficult conversations.

6. Teacher-leaders ask questions. They don't automatically go along with every idea that is presented, whether from administration, central office, or the state department. But they ask questions that will create dialogue and cause thinking. They don't ask questions to tear down, destroy, or self-protect. There is a big difference!

7. Teacher-leaders serve others. They seek ways to help other teachers succeed and often put their own needs second to the needs of their students and their fellow teachers.

8. Teacher-leaders are positive. Even during negative situations, teachers who stay positive will have the greatest positive impact. It's easy to stay positive when things are going well. Leaders stay positive when it's rough.

9. Teacher-leaders stand for what's right. If something is happening in a school that is harmful to students or to learning, they will use their influence to work against the harmful action. They will even stand against administrators or fellow teachers if needed, but they will always do it in a way that is respectful and preserves dignity.

10. Teacher-leaders have purpose. They view their work as meaningful and want to be part of something bigger than themselves. As a result, school communities are made stronger by their commitment to the team.

11. Teacher-leaders take time to reflect. They think carefully about the work they do and the collective work of the school. What worked well and what are opportunities for improvement?

12. Teacher-leaders embrace change. They aren't stuck in any way of thinking but are open to listen and consider new ideas. They will try new things and share with others the results of these new possibilities. They are innovators and have a spirit of adventure.

Does Professional Dress Matter For Teachers?

This topic has been in my list to blog about for quite a while. It’s not an easy issue and not at the top of the priority list, but it is worth discussing for several reasons. First off, how people dress matters. It creates a first impression and a daily impression. Fair or not, we are judged by how we look, including how we dress. Dress can communicate a sense of importance about what we are doing and can influence the importance others perceive about our work. And since educators are too often looked upon as second-class professionals, isn’t it important to combat that image in every way possible?

You should know I don’t spend much time or energy working on teacher dress expectations (and for the most part they dress for success). I’ve written encouraging emails a few times over the years, but for the most part I’ve had other causes I’ve championed far above this one. Maybe that’s why this blog entry was worthwhile to me. While other things may be more important it doesn’t mean that an issue like this isn’t important at all. My blog gives me a platform to explore even the topics that aren’t at the forefront of my “principal agenda.”

I’ve talked with my wife about this issue more than just about anyone. She is also a teacher, but works in early childhood special education. She often reminds me of the contextual difference for elementary teachers who need to get on their students’ level. Certainly, appropriate dress is dependent on the type of work an educator is doing. She is a fashion expert in my eyes. She always looks great! One of her frustrations is the blanket prohibition on jeans. She argues that jeans can look very professional and put together when paired with a blazer and the proper accessories. I soooo love our fashion talks. :)

My perspective...

1. I want my students to know they are important enough for me to dress up to meet with them. What we are doing is important, and therefore I will dress differently for them than when I go to the store or to the movies.

2. I want my students to understand how to be successful involves making a good impression by how one presents himself or herself. That includes what we say, how we stand, eye contact, and also how we dress. We must dress appropriate to our context. In many workplaces there are specific expectations for dress. Nearly 20 years ago I was required to wear a collared shirt to my job in a grocery store. Shouldn’t teachers far exceed this standard?

3. So why don’t all teachers dress for success? I think some teachers believe that as long as I’m a good teacher (maybe even a great teacher), it doesn’t matter what I wear. Maybe they just value their personal preferences over setting a standard of excellence in this area? Some teachers may not really know how to dress for success? It was never modeled in their home as a child perhaps?

Side note: I fear there are many decisions that are made more for personal preference than for what is best for learning. Some of these have far greater consequences than teacher dress. However, we should seek to challenge all areas that are not promoting learning or improved opportunities for students.

4. I’ve observed that some of the teachers who “dress down” as much as they possibly can are also ones to complain about student dress or hold students to extremely strict “non-academic” standards. For example, when we were discussing if students should wear hats or not inside our building, some of the teachers who are most casual in their own attire were most outspoken that students should NOT be allowed to wear hats.

5. It’s not hard to see all of the assaults on the teaching profession in the media. There have been cover articles of major magazines titled, “Why we must fire bad teachers” and “Rotten Apples” that basically blast the profession. I’ve seen the profession referred to as glorified babysitting on Twitter. We have to remember that our actions can either invite criticisms of our profession or combat them. One way we can stand up for teaching is by treating our work in a professional way. We need educators representing our profession positively in every possible way, not just the ones that are natural or convenient for you.

So how should schools deal with these issues? Should we require teachers to wear suits and ties and strict business attire? I would say absolutely not. I don’t want teachers to dress professionally because they are mandated to do so. I want them to do it because they believe it will help them and help their students and make the profession more respectable.

Besides, I don’t want to have my focus as a leader on a strict dress code that will consume my time to monitor and enforce. We need some basic expectations for dress, but we need adults to choose to exceed the basic expectations. Isn’t that what we want from our students? Don’t just slide by with the least expected. Make every decision to do what is best for students, learning, and the profession.

Question: What are your thoughts on professional dress for teachers? Does it matter to you? Leave a comment or share on and .

What servant leadership means to me

The traditional idea of leadership was power. Leaders were expected to control and coerce. To make sure that followers were productive and efficient. To enforce policies and procedures. Principals and teachers were praised for 'running a tight ship' or 'keeping their ducks in a row.' A quiet classroom and stern educators were considered signs of leadership. Even today, when people I encounter discover I'm a high school principal, it's often followed by comments related to compliance, discipline, or control.


But I have very different ideas about what it truly means to be a leader. I don't believe a person needs positional authority to lead. It can come from anyone who has a desire to serve and the capacity to do two things: challenge and inspire. Leaders use their influence to empower others, to help them be the best version of themselves. As a result, leaders create more leaders.

To me this is servant leadership. The servant-leader may not have positional authority. In fact, he or she may be uncommonly lacking positional authority. But through an attitude of service gains influence that helps others "dream more, learn more, do more, and become more." Leaders challenge and inspire.

A few years ago I was driving to school and finishing off an apple that was my breakfast. As I finished, I rolled down the window to toss the apple core out the window. When I let it go, I could feel my doctoral ring fly off my finger. My gut sank, and I swear I even heard the ping as it struck the pavement. I instantly pulled my truck to the side of the road to begin searching, but in the morning darkness there was no use.

Several times I returned to the spot to comb the side of the highway for the lost ring. A few friends offered to help. I even used a metal detector to assist the search. But the ring was gone, presumably forever.

Months later I received a phone call on a Sunday afternoon. A man's voice asked if my name was David Geurin. "Yes," I replied wondering what this was about.

"Did you happen to lose a class ring?" he continued. I was stunned by the question. Surely this couldn't be what it seemed.

Sure enough, the ring had been found.

The man on the phone explained he hadn't found the ring. A friend of his found it. His name was Lane.

Lane walks all over town, usually while sipping a large fountain drink as he scans the ground looking for loose change. Lane is mentally handicapped and unable to live on his own. He lives in a group home but spends most of his time walking and looking for treasure. And boy did he find something interesting when he picked up the gold ring!

He carried it in his pocket for a while, not realizing there was a name inscribed on the inside, thinking there was no way to find who it belonged to. When he showed it to a friend, he noticed my name and asked if Lane would like to see it returned to its owner. They found my number listed in the phone book.

Lane was so proud that he had returned the ring. He truly was a hero in this story. He could've bought sodas for years if he had selfishly used the ring for his gain. But his actions were noble and through his selflessness and his big heart he did something only a leader can do. He challenged me and inspired me. He caused me to "dream more, learn more, do more, and become more."

Lane's actions helped me learn about gratitude, empathy, and unselfishness. I was humbled by his spirit of wanting to help me, a stranger who he didn't even know. I immediately recognized that I was the follower and he was the leader, in this chain of events

Robert Greenleaf coined the term servant-leader in 1970. His ideas in many ways repeated ones from ancient texts, and yet in modern leadership practice, the idea of being a servant was far from what leaders were expected to be. The following are a few quotes from Greenleaf:

"The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions…The leader-first and the servant-first are two extreme types. Between them there are shadings and blends that are part of the infinite variety of human nature.

"The difference manifests itself in the care taken by the servant-first to make sure that other people’s highest priority needs are being served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived?"

A servant-leader focuses primarily on the growth and well-being of people and the communities to which they belong. While traditional leadership generally involves the accumulation and exercise of power by one at the “top of the pyramid,” servant leadership is different. The servant-leader shares power, puts the needs of others first and helps people develop and perform as highly as possible.
Robert Greenleaf recognized that organizations as well as individuals could be servant-leaders. Indeed, he had great faith that servant-leader organizations could change the world. In his second major essay, The Institution as Servant, Greenleaf articulated what is often called the “credo.” There he said:

“This is my thesis: caring for persons, the more able and the less able serving each other, is the rock upon which a good society is built. Whereas, until recently, caring was largely person to person, now most of it is mediated through institutions – often large, complex, powerful, impersonal; not always competent; sometimes corrupt. If a better society is to be built, one that is more just and more loving, one that provides greater creative opportunity for its people, then the most open course is to raise both the capacity to serve and the very performance as servant of existing major institutions by new regenerative forces operating within them.”

Teacher appreciation shouldn't be reserved for just one week a year

View image | gettyimages.com

View image | gettyimages.com

Each year we do our very best to show our appreciation to teachers during the official time for doing so, Teacher Appreciation Week. This official time of recognition is celebrated the first full week in May. This year the dates are May 4-8. But my thought to ponder is why should we wait until the first week of May to show teachers how much they are appreciated?

We actually try to build staff morale and celebrate our teachers throughout the school year. However, I realize we can always do better. Any success experienced by a school administrator is owed directly to the staff and students in the school. And nothing can harm motivation like feeling unappreciated. In fact, I've read numerous lists and surveys that show not feeling appreciated is a bigger concern for employees than tangible rewards like salary (although these can go hand in hand).

This past week our conference principals met here in Bolivar for one of our regular meetings to collaborate and conduct the business of the conference (Central Ozarks). As part of the agenda, the COC president, Chip Arnette from Branson HS, asked each principal to share a couple of ideas for showing appreciation to staff and raising morale. This time of collaboration proved invaluable for challenging and inspiring me as I consider ways to show appreciation in ongoing ways.


Todd Whitaker writes that one of the most important jobs of a principal is to make sure that teachers are more excited about teaching tomorrow than they are today. Clearly, a positive school climate with happy, motivated teachers is going to result in a much better experience for students. I'm sure there are studies that would support this idea. It is practically self-evident.

So what are a few of the ideas shared in our meeting?
1. Everyone agreed our teachers love 'jeans days,' especially when it is a surprise.
2. Handwritten notes of appreciation are powerful, from the principal, students, or other teachers. One of our counselors led a school-wide activity during the holiday season that asked students to write notes of appreciation to staff members (teachers and support staff) on paper Christmas ornaments. The ornaments were then collected and given to the individuals before leaving for break.

3. Play games with staff to keep things light and have fun together. A healthy school takes time to play, laugh, and  have fun.

4. Several ideas involved food. Teachers enjoy eating and socializing. It's been said "be sure to feed the teachers so they won't eat the students!" Cook breakfast, order in snacks, have a barbeque. One school shared they have a barbeque once a quarter. In the past, our school had Payday Breakfasts. Every payday we would eat together to celebrate. Even though the Payday Breakfasts were great, over time, they became so routine that they have gone away for a while. Sometimes even good ideas need a break.

5. Staff member of the month. Showcase your staff, their background, and interests. Share this on the school website so your community can know your teachers and support staff better.

6. Have events off-site. Several schools reported having Christmas parties, but there are lots of ways to do an off-site event that will be enjoyed by all.

7. Several schools reported having social committees who help to plan events, celebrate birthdays, and find ways to make teachers feel appreciated.

8. Praise staff members publicly and/or privately. A word of encouragement makes one feel noticed and one's efforts appreciated. We discussed briefly if praise was better in public or private. I've come to prefer private praise or public praise that is anonymous. The teacher knows he or she is the one being complimented. But some teachers might be embarrassed by public praise.

So these are just a few of the ideas that were discussed. There were many more. I was very proud to see a group of administrators coming together to share ways to help teachers feel more excited about the profession and making a difference for students.

But the most important take-away for me is the reminder that we should always be looking for ways to provide a better experience for our teachers. When teachers feel appreciated, so many things will fall into place. So I would encourage you to celebrate teachers and all staff in your building throughout the school year and not just in the 'official' appreciation weeks!