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The School Improvement Plan for 2014-15

The School Improvement Plan for 2014-15

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There are a myriad of excuses that follow this string of sentences:  “I am not great at getting into classrooms.   I want to be better at it.  I know it is important.  I know what a difference it makes.

  • It is just too busy at the office.
  • Turning away an angry parent just is not good.
  • If I didn’t have to deal with discipline I could get into rooms more.
  • I teach 75% of the time.
  • Instructional leadership isn’t in my portfolio.
  • I don’t know what to do when I am there.
  • I don’t want to interrupt the learning.  When I go in everything stops!
  • There is just too much paperwork and email to deal with.
  • My staff is not ready for this.”
Image

The VP and I are committed to being part of the fabric of learning.

Not all school administrators share this gripe.  Not all share the excuses either.  Anymore.  Whether you are put off by me calling them excuses or not may say a little about whether your problem lies in logistics or plain old primal fear.  Fear of what you ask?  I suggest the thing that humans fear the most: not belonging.  In this case by invoking conflict or confrontation with the ones that you spend the majority of your time with each day and happen to be leading, the educators in the building.

What do I understand to be logistics issues?  For the most part I understand logistics issues to be one of two things:  Complaints about the uncontrollable or misaligned priorities.   I am obviously simplifying here.  This is a blog post after all and not a book.  Here are some:

What do I understand to be fear issues?  The issue I have heard discussed by colleagues and taken great interest in is the fear of the conversation with a staff member whose classroom you have visited (or not).  This is different from a “difficult conversation” as it is a continual process and not a moment in time.  Some fears may be:

  • How to give feedback.
  • Hurting their “feelings” versus “It is their job”.
  • Ego concerns (yours and theirs).
  • Avoiding an issue for too long.
  • Resting on “they will never change”.
  • Thinking that the conversation will become a snowball of toxicity and thus need be avoided.
  • Having your good intentions be misconstrued.
  • Not having the right language for the dialogue.
  • It is going to be really hard work.
  • What are you pretending not to know?

I ask this question:  If you deem your issue a logistical one and respond by doing some combination of the following:

holding all your calls, telling the office to talk to the Child and Youth Worker if there is an “issue”, telling the secretary that you are not to be disturbed while you are “visiting” Mr. Cowper’s grade 5 classroom, taking an innovative checklist on a clipboard with you etc.

–Have you heightened the anxiety for yourself and those around you or have you increased the likelihood of a successful classroom visit?  I contend the former.  Can you imagine the talk in the school when the world finds out that the Principal put his entire day on hold to visit your classroom?  What started out with your good intentions has now become a fear issue.  Just wait till you get so busy you can’t do this (in your own mind) and you stop the visits.  How do the teachers feel now that got a visit?  What about the ones that didn’t?  I am wondering if you are picking up what I am laying down.  They are all fear issues.  Logistics issues are simply masking your human need to belong to a group.  Sure, sound tough.  Say it out loud:  “I don’t care if they like me or not . . .”  Yes you do.  Saying it doesn’t make it true.  Do not confuse being liked and being respected.  Visiting classrooms and discussing learning does not have to be an event that ends in your acceptance or isolation.  It can simply be the leader you are and the way you lead.  Watch an episode of Undercover Boss.  The CEO usually says something along the lines of “I had no idea . . .”  Why wait to be undercover?  What are you waiting for?

What can we do about it?

As a group of instructional leaders, leaders being compensated to use our emotional intelligence and positional authority through pressure and support, it is our obligation to stop using some variation of the “I need to get better at getting into classrooms” and replace it with a something new, something intentional.

“I love getting into classrooms and have made it a priority to visit classrooms.  I am an important part of the learning fabric of the school.  I do this everyday through dialogue with students first and teachers second.”  If this wordy sentence is too much for you (I’m told all the time I am wordy) just try.  “I am going into classrooms today.”  or “I am getting into classrooms regularly.”

They still use lie detectors in this day and age!

They still use lie detectors in this day and age!

Making a commitment to do something new requires us to change the words we use.  The actions we take stem from the words we use.  The words we use are a result of our thinking.  Our thinking is who we are.    Our bodies defy us when we lie.  It is practically impossible to fool our physical selves with words.  They still use lie detectors in this day and age!  Thus you stop committing and resort back to “I am not great at…”  (in which case you never will be.) or some other passive statement devoid of intention.    The other result is that your physical body responds to your new intentional statements.  You visit the classrooms.  You engage in critical and constructive dialogue.  Your actions are full of purpose and conviction.   Your statements on learning in the school are more authentic, informed and certainly more intentional.

There are a number of things to do to get better at the feedback portion of the visit.  First stop thinking of it as feedback.  It is a dialogue.  Feedback says–“I am the wise Principal and you will learn from me.”  This stance is less growth and more fixed in Mindset.  Just engage in dialogue.  Ask the teachers to “Talk more about that.” Eventually staff will ask for “feedback” and that is your cue to start calling it that; this is the invitation that says your EiQ (emotional intelligence quotient) is high with this individual.  Engage in professional learning about Critical Friends Groups or Cognitive Coaching.  Understand what Habits of Mind are and use them.  The work you are involved in requires a great deal of understanding about working with adult learners.  The work you are engaged in requires more Emotional Intelligence than you already have.  Exercise it more and it will grow.  Pressure your district or association to help prepare you for working with adult learners, ask for coaching workshops, emotional intelligence work or sessions on professional dialogue with teachers.  Give your needs a voice in your district as there are others with the same needs.  Start a critical friends group or an administrative learning team.  Practise giving each other warm and cool feedback on authentic work you provide.  Avoid comments that speak to the person and not the work.  (These last few comments deserve a blog post on their own.)

Do you need a starting point for working with and talking to the adults in your building that are in charge of student learning?

Stop saying “should” and “but” when in a dialogue with another or with yourself.  When you stop saying these words your mind will eventually stop thinking in these terms.  You replace should with action as “shoulds” only delay the action.  It will take you awhile to find replacements for these words.  There is a way around the words and not the feeling they invoke.  You are trying to get away from the feeling they invoke so new thinking is going to be needed and not simply new words like “however” and “did you think about doing it this way?”

Getting into classrooms is important and non-urgent.  It is the chance to be a visible member of the learning fabric.  It is a chance to remind yourself why you do this good work.  It is a chance to connect with the professional educators in the building, to dialogue, laugh and even cry.  It is the only way any of your vision work will have credibility with the students, staff and parents of the school.  Your positional power is not nearly enough to be an instructional leader.

Portions of this blog post were written while rocking out to Imaginary Cities and Bahamas!

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