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We always elevate the triumphant stories in our society of the “Lone Ranger” leader. These people seemingly rise above the rest of the human race to become the iconic role model in their field. But, like most Disney endings, reality is telling us a different story. This phenomenon is very evident in the field of education. Movies like Stand and Deliver, Lean on Me, Dangerous Minds, The Principal, etc. all tell stories of educators that have received hero status because of a single-minded passion and power for educational and academic transformation. And, while these stories may begin in truth, recent research is telling us that schools may not achieve academic success if their school leader’s day-to-day priority is academic success. While this sounds confusing, the logic is fairly simple.

A 2009 Stanford University Study by Horng, Klasik, and Loeb suggests that, “a single-minded focus on principals as instructional leaders operationalized through direct contact with teachers may be detrimental if it forsakes the important role of principals as organizational leaders.” In other words, if extreme administrative movie characters like Morgan Freeman and James Belushi portray school change through the use of chains and baseball bats, they may be demonstrating the simple message that structure and organization must be the precursor to an effective system. Perhaps the message is simply one of organizational necessity. This is a necessity to ensure structure and organization prior to quality and implementation. This statistical notion holds true in all team-based environments because quality results cannot be replicated without a consistent replicable structure.

Question: How then do school administrators juggle the responsibility of organizational leadership, when the academic and financial focuses of education are constantly pushed forward with ultimatums?

Answer: To answer this question, one can look at the same Stanford study. While analyzing the impact of administrative integration into day-to-day instructional activities, it was found that there are only marginal (if any at all) related improvements in student performance. And, there are often reports of deteriorating relationships with teachers. These findings suggest that the principal may risk academic and cultural growth when getting overly involved in the instructional or academic process.

Conclusion: The school leader cannot ignore the academic process, but should ensure there are solid organizational frameworks in place before prioritizing an individual role in academic implementation. And, while school leaders may feel compelled to micromanage the educational process, over-involvement does not necessarily equal academic improvement, and may cause harm to the teacher-administrator relationship. School leaders need to empower staff leadership and should consider additional administrative oversight for academic implementation in order to ensure organizational frameworks are held together with consistency.

Tommy Reddicks
Indianapolis, IN


2009 Stanford Study:
http://www.stanford.edu/~sloeb/papers/Principal%20Time-Use%20(revised).pdf
Horng, E,L, Klasik, D, Loeb, S, (2009). "Principal Time-Use and School Effectiveness." School Leadership Research Report, 09-3: Institute for Research on Education Policy & Practice.



 
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Teachers have an undying thirst for time, clear communication, resources, professional freedom, and higher salary.  Amidst these desires, there is often a feeling of, “If I could just be left alone to do this the way I feel it should be done, everything would be better.” But, teaching is an extremely difficult job. Individual students have individual learning needs and styles, which then demand individual teaching accommodations. Those accommodations also vary by subject. So, teachers must make endless decisions on delivery and preparation in every hour of the teaching day to compensate for the differentiated environment they work in.  This requires an intelligent, flexible, and highly skilled individual.

Unfortunately, with the myriad of subjects to teach, and a vast array of curricular tools, teachers are often presented with a room full of children at the start of the school year with only basic directions pertaining to “how” and “what” to teach (http://prospect.org/article/teacher-autonomy-paradox). While some teachers thrive in the “ultimately malleable” gray area, other teachers carve out a unique path that may not align with their co-teachers or the following year’s instructional plan.

So, while there are certainly identifiable pieces in the core subjects that are necessary for completing a grade, in systems with unchecked autonomy, how subjects are taught can vary greatly from teacher to teacher. When this is the case, the actual student learning is in danger of becoming too random. Compounding that idea is the idea of autonomy in assessment. Freedom to assess, or freedom to choose what needs assessed is a great liberty for a teacher, but a great curse on a student body if left too subjective.

So, how does a teacher maintain autonomy and a sense of creativity, while still allowing for a cohesive standards-driven educational system? This paradoxical question can cripple the effectiveness of a school if not answered in a way that the entire teaching staff can comprehend. First off, the school should have a curriculum map tied to standards, that clearly outline the specific content areas to be taught, length of time for each content area, and calendared schedule for each area of content. This helps establish boundaries around the “what and when” in a classroom. Additionally, grade level teams should be lesson planning in tandem.  This allows teachers within a grade level to share ideas and coordinate plans so that their classroom instruction is relative across their grade level.

But, how do we ensure that teachers will assess in a way that measures true student mastery or conceptual fluency of the instruction? The answer to this question involves backwards design (Wiggins & McTighe (1998). Understanding by Design.). With backwards design, the goal of the instruction and assessment always comes before the lesson plan.  In this fashion it is important for teachers to understand the state standard that their content supports. If the standard is “Math: Numerical Operations”, then the content should represent the standard, AND the classroom assessment should measure capacity against the requirement of that standard. In order for this to work, the teacher must work backwards by starting with the standard, understanding the assessment, determining the appropriate content, and finally, getting creative with writing the lesson (http://www.carla.umn.edu/assessment/vac/CreateUnit/p_1.html).

Too often, the “cool classroom idea” is the driving force behind a lesson or unit. In these cases, the state standards needing taught, or qualities of assessment to measure capacity or growth can become afterthoughts in the educational process. And, when standards and assessments are afterthoughts in your educational program, so is your overall school performance! In other words, autonomy will represent a problem if standards and assessments are allowed to become a low priority.

To sum up, teachers crave autonomy, but ground rules must be set to ensure that both curriculum mapping and skillful standards-based lesson planning are happening within the creative autonomous environment. Administrators and lead teachers must ensure that these processes are in check by regularly reviewing detailed lesson plans and cross checking curriculum maps against day-to-day classroom instruction. And, while the term “micromanaging” gets abused as a negative verb in education, it is a necessary component when ensuring that your school systems are setup in a way that allows for creativity and autonomy. In other words, one must micromanage in order maintain autonomy.

Paradox? Perhaps.

But, the micromanagement is in the setup and maintenance of a creative, high-functioning, autonomous system.

Tommy Reddicks
Indianapolis, IN



 
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Our world is constantly changing.  In order to innovate our way into opportunities of change and avoid problems, we need to be prepared.  The Harvard Business Press 2011 recently published an excerpt from the book The Innovator’s DNA: Mastering the Five Skills of Disruptive Innovators (by Clayton Christensen, Jeff Dyer, and Hal Gregersen) outlining the five skills leaders relied on during this time of change.

The five skills are:

1.     Question-Ask challenging questions that take on common wisdom to create new directions.

2.     Observe-Watch the behavior of customers, suppliers, and competitors the way an anthropologist would identify new ways of doing things.

3.     Network-Talk to people with different life experiences and perspectives to spark new ideas.

4.     Experiment-Construct interactive experiences and build prototypes to provoke unorthodox responses and gain new insights

5.     Associate-Draw unexpected connections between questions, problems, or ideas from unrelated fields.

These five skills are very relevant to educational leaders because, like the world around us, education is constantly changing.  Embracing skills like these will help ensure that we are influential drivers of educational reform in the future. 

Samantha Lingeman
Indianapolis, IN 


 
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While practical experience can be invaluable for the US educator, it is important for teachers and teacher leaders to utilize tools and techniques proven to be successful through research. In their article, “How Teachers Can Use Scientifically Based Research to Make Curricular and Instructional Decisions”, Paula and Keith Stanovich (2003) point out that teachers are just like research scientists. Consider the following scenario presented in their article:

“…they (teachers) evaluate their students’ previous knowledge, develop hypotheses about the best methods for attaining lesson objectives, develop a teaching plan based on those hypotheses, observe the results, and base further instruction on the evidence collected.”

This cycle very closely resembles the scientific method. Moreover, when laid out in this manner, it should seem very familiar to most classroom teachers. Therefore, if teachers and research scientists share a similar scientific process, it would seem a probable conclusion that both would rely on the latest research to guide their process. This however is often not the case in the classroom. With the pace and demand of a classroom, teachers find it hard to manage time in a way that allows for their own education.

In a 2006 survey* including 21,000 teachers in the state of Kansas, 61% of the teachers didn’t think they had enough non-instructional time to do their jobs, let alone consider spending time researching best practices. 98% percent of teachers surveyed also said they spent time on school-related activities outside their regular workday. Thirty-seven percent of those said they spent more than 10 hours a week outside their regular workday. Given those statistics, one can easily see how our teachers struggle with time. It is also easier to understand why teachers struggle with keeping current on educational research. There is clearly very little time available for more than their own instructional process.

So, how do we help our educators apply the latest research to their classroom instruction when time limits their ability to do more than teach? This question does not come with a package answer, but there are many ways to address the issue. Consider the following strategies:

1.     Utilize school administration and staff leadership to source and present “relevant” educational research to the teaching staff.

2.     Ensure a percentage of all staff professional development is dedicated to the study and discussion of the latest educational research.

3.     Establish a Professional Learning Community (PLC) utilizing goals for learning established by the learning community. (Rotate PLC responsibilities so that the study and  
learning is done by rotating groups, and then shared out for discussion.)

4.     Build connections in the greater educational community so that educational research can be presented by outside experts to the teaching staff as a service to the school.

5.     Create a staff newsletter designed to highlight the latest research in education.

6.     Create partnerships with local colleges or universities, offering up classrooms for potential educational research projects.

7.     Encourage staff members pursuing a masters or doctoral degree to conduct their research at their own school site.

While it may never be possible to create a system where educators have extra time to spare, it is important to ensure our educators still have access to current information revealed by the scientific research community. Likewise, it is also important to find ways for our true field-researchers in education (our teachers) to share their work and discoveries with those in the more traditional scientific realm.

Tommy Reddicks
Indianapolis, IN

* 2006 Kansas Teacher Working Conditions Survey


 
Making a difference in others lives and guiding them towards change is the essence of leadership. We can all think of someone that has guided us and made a difference in our lives. However, we don’t think about the lives that we may have guided and changed.   We are all leaders in some way, and should embrace this and encourage others to do the same. This video makes you realize that YOU have made a difference in someone’s life. We all have been and can be leaders. 

Samantha Lingeman
Indianapolis, IN 
 
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Leadership is a constant struggle between the use and influence of power and the need to develop respect. While many leaders have found success through a process of intimidation and rudeness, others have found success through fair and respectful oversight. Nevertheless, research is telling us that the fair approach is not necessarily the most successful.

In the Harvard Business Review article, Why Fair Bosses Fall Behind, the title question is addressed. Lab studies and responses from hundreds of corporate decision makers and employees began with the age-old question, “Should leaders be loved or feared?”. Going a step further, the researchers in this study also asked, “Can you have respect and power?” The findings were clear. It’s hard to gain both. To solidify that point, the study also yielded another consistent piece of information expressed in a range of industries: “Decisions about high-level promotions most often center on perceptions of power, not of fairness”.

According to the study, a very similar preference was demonstrated by students in a lab setting.

Each witnessed a “manager” telling an employee about a compensation decision. Manager A communicated the decision rudely, Manager B with respect. The students were then assigned to work in a group led by the manager they’d observed; afterward they rated their leader’s power. Rude Manager A consistently scored higher than respectful Manager B—even though there was no difference in how they’d treated the participants themselves.

By observing both the rude and respectful behavior, students had enough sensory influence to create a true bias.

It is easy to argue that extremes on either side of power or fairness are faulty, but what does this research tell up-and-coming leaders who are working to solidify the push and pull of their leadership style? It suggests that a leadership approach devoid of power may struggle, especially when a stronger example of power already exists as a comparison for others in the workplace. It would also suggest that a very serious, direct approach when beginning a leadership position would be taken more seriously than an approach of fairness, kindness, and mutual respect.

This discussion brings up the familiar question, “Is it better to be liked or respected?” Research is telling us that leaders who push hard for policy, process, and results in spite of relationships or kindness have a distinct advantage over those who choose the inverse path. Research is also telling us that “being liked” is secondary to success. Therefore, it is easy to understand the influence of a stronger, meaner leader. However, while these “superleaders” may demand more respect and higher achievement in the workplace, employee burnout can quickly become a side effect. C. K. Marshida’s article Employee Dissatisfaction Leads to Burnout, discusses this issue and suggests that employees are the backbone of the organization. She says that when the employees are fractured, the organization cannot stand strong.

In Susan E. Jackson and Randall S. Schuler’s article Preventing Employee Burnout, some solutions for avoiding employee burnout are proposed. They say,

In addition to increasing employees' feelings of control, participation in decision making may help prevent burnout by clarifying role expectations and giving employees an opportunity to reduce some of [their] role conflicts.

Conclusion 

It is clear that stronger, more direct leaders will be perceived as more influential and more successful. However, strong leaders should leverage strategies for creating employee buy-in and employee empowerment. This will help to avoid employee burnout and sustain a stronger organization over time.

It may be hard to act in a way that puts relationships and friendships in jeopardy, but if relationships and friendships are the backbone of your leadership style, you may find it harder to gain respect and authority.

In considering the development of positive relationships and friendships in the workplace, it is better to understand them as a welcome side effect (when they happen) to a leadership style. It is important to keep the idea of fairness in terms of “what is fair for the organization” and not “for the individual”. While this can be perceived as calloused to individual employees, the consistency of a global vision helps remove bias or narcissism from the chain of command.

Tommy Reddicks
Indianapolis, IN


 
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She Said What?! 

Gossip in the Workplace and a Leader’s Response

“Sticks and stones may break my bones, but words will never hurt me.”  We’ve all heard the old adage.  Although I understand the intent of the saying, I must disagree.  Words can hurt, and in the workplace they can be very destructive.

A few years ago, I had an interview for a teaching position in which the majority of questions asked by the administrator revolved around the issue of gossip.  The interviewer didn’t concentrate upon my qualifications and/or educational philosophy.  He didn’t focus upon my students’ test scores or my instructional practices.   Why?  Because, although we know better, gossip runs rampant at schools, just like in other workplaces.  As educators, we teach our students about the dangers of gossip (remember the old “telephone” game?), yet we often become a part of it ourselves.

What is gossip?  Who and what can we talk about in the workplace?  Friendly discussion that makes references to others in a general, supportive way is not gossip, it’s just conversation.  But when we feel the need to talk in hushed tones and/or when the topic is picking holes in another’s character, this is gossip.  Sometimes gossip is less personal.  It’s a wildfire fueled by fear and supposition, usually about a general change in the workplace.

What does gossip do to a school?  Gossip breeds distrust and puts up walls between co-workers.  How does this serve our students?  When we are consumed with “who said what about whom” we can not truly concentrate upon our number one priority, the children in our care.  Morale is affected negatively and with it the ability to do our jobs.

I say these things knowing that I am not at all perfect.  I’ve certainly made many mistakes in this area.  It is innately human to talk to others, share stories, and complain when we are upset.  Yet, as leaders, we need to be cognizant of our role and set an example for others.  Our words, what we do and do not say, can have a tremendous impact upon our school, as well as on others’ lives.  Our tongues have tremendous power.

James 3:3-6 “When we put bits into the mouths of horses to make them obey us, we can turn the whole animal. Or take ships as an example.  Although they are so large and are driven by strong winds, they are steered by a very small rudder wherever the pilot wants to go.  Likewise, the tongue is a small part of the body, but it makes great boasts.  Consider what a great forest is set on fire by a small spark.  The tongue is also a fire…”

In closing, I found an article by Calvin Sun on techrepublic.com with some excellent tips regarding gossip and leadership.   I’ve highlighted some of them below.

1: Set the example and tone If you’re a leader or manager who wants to reduce or eliminate workplace gossip, take a look at yourself first. Are you gossiping about your own boss or peers? Are you speculating idly or complaining about future company policy? If so, don’t be surprised if your subordinates do the same thing. Set the right tone and those subordinates are more likely to follow.

2: Be open to hearing issues If your subordinates sense that you’re unwilling to hear about and discuss workplace issues, gossip may result. If they believe they can’t talk to you, they will merely complain to each other. If they can’t get clear answers to questions, they will speculate among themselves.

3: Refuse to be drawn in A good way of stopping gossip and rumors is simply to refuse to be drawn in. In other words, refuse to respond to comments about the absent person with more comments about that person. Even better, try to change the subject subtly. For example, the next time someone gossips about your co-worker Tom, try bringing up something about Tom’s child, perhaps with regard to something that child has in common with your own child. Then, begin talking about the children and their common activity rather than about Tom. Most likely, the group will not even notice that the gossip has changed to something else.

4: Focus on solutions not problems Much gossip arises when a group of workers is concerned about a particular problem. If you sense that the conversation in your group is headed toward complaining or gossiping, remember the old adage “It is better to light a single candle than to curse the darkness.” Instead of joining in with the complaining, simply ask the group what anyone thinks might be a solution. Of course, the group might not be able to come up with an answer. Furthermore, the boss might not go along with whatever the group comes up with. However, the exercise of focusing on solutions will take away from the urge to gossip.

5: Avoid self-righteousness If you try any of these techniques, do it in a low-key manner. Don’t announce or make a big deal about what you’re doing. Above all, avoid being condescending or lecturing people about the evils of gossip. Doing so will only alienate your co-workers. By being casual about dealing with the gossip, you remove the problem of creating a new problem for yourself.

As leaders, let’s encourage a culture of growth and solutions in our schools, instead of allowing the destructive nature of gossip to take seed.

Krista Bridenthal

Indianapolis, IN


 
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When speaking about affective leadership, many people would define it as individuals that can maintain large and complex organizations operating effectively.  This, however, is not leadership; it is management.  Management and leadership are two separate concepts.  

man·age·ment  
Noun
1. The process of dealing with or controlling things or people: "the management of deer".
2. The responsibility for and control of a company or similar organization: "the management of a newspaper".

lead·er·ship 
Noun
1.     The action of leading a group of people or an organization.
2.     The state or position of being a leader.

Management is a set of processes, like planning, staffing jobs, and evaluating work performance.  Though management is crucial for an organization to stay afloat, it is not leadership.  Leadership is taking an organization to its full potential, and finding opportunities for growth.  Leadership is about voicing the vision of the organization, and getting others to believe in it.  Most importantly, leadership is about producing change.  Leadership is more than a person’s “charisma,” but rather a person’s behavior, and how he/she promotes the vision of the organization.  Leadership can happen no matter where someone is in the hierarchy of the organization.  In order to have affective leadership, we first need to understand that leadership is not management. If we can do this, then the quality of leadership will be stronger and change can happen.  

Samantha Lingeman 
Indianapolis, IN 


 
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When honored at the end of last year with the title of “elite teacher” at PSOE, I was humbled.  I struggled with feelings of insufficiency.  Honestly, I felt unsure of what responsibilities the title might hold and my own abilities to fulfill them. 

At the same time, I was honored and proud of my accomplishment.  It felt great to be appreciated and respected for my hard work.  It was encouraging to have a new professional opportunity, and I was excited by the challenge!

Now half of the school year has passed, and I can truly say that being an “elite teacher” has been a good experience.  With opportunities for leadership, such as leading “team lead” meetings, my confidence has grown.  As part of the leadership team, I’ve also been able to be involved in activities like board retreats, where we've discussed the school’s vision and began to craft our own mission statement.   

Overall, I really enjoy working with other teachers in a mentor-type role.  Whether checking in informally or at a scheduled meeting, I love visiting with fellow teachers, being a listening ear, and guiding/helping however I can.  Being an “elite teacher” thus far has been a growing experience, one which I hope to continue.

Krista Bridenthal
Indianapolis, IN

 
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It’s easy to self-declare leadership. Circumstance and confidence can propel many different people into leadership. It’s also easy to say, “Now there’s a good leader!” or, “that person would make a great leader”. But, it’s harder to say what leaders actually “do” that make them successful. Even harder, how do they maintain success over time?

Whether intentionally or inherently, true leadership comes from a solid understanding of Group Dynamics. While many of us have not had formal training in Group Dynamics, it is essential that a rudimentary understanding be in place. If you look online you are likely to find a definition for Group Dynamics to be something like:

Group dynamics refers to a system of behaviors and psychological processes occurring within a social group (intragroup dynamics), or between social groups (intergroup dynamics).

The definitions can quickly become confusing psychobabble, so I like describing Group Dynamics as a simple balancing act. For instance, imagine balancing a marble on a wooden cutting board. As the marble starts to roll in any direction, you must compensate by lifting that edge of the board to stop the marble from falling off. Bringing the marble to a complete stop on the board means that you can effectively manipulate the height and angle of each side until balance is achieved through what you physically see and what you learn by moving the board (through muscle memory and trial and error).

Effective leadership through Group Dynamics is not unlike this balancing act. The marble represents your human resources or human capital (your staff, students, and even parents). The cutting board represents your toolset (communication skills, rapport building, systems, protocols, etc.) and the individual trying to maneuver the cutting board to make the marble stop rolling is you, the leader.

So, when asking how I define leadership? My simple answer is, “Balanced Group Dynamics”. Proper leadership has the capacity to bring the marble to a stop no matter how often the cutting board is adjusted, and how often the marble begins to roll in any errant direction. That involves efficient systems of communication, effective diplomacy, a driving sense of inspiration, and consistent follow through. Or, (in reduced psychobabble) dynamically operating a group so that all members of the group can move in the same direction, maintaining the system’s overall balance.

So, the next time you recognize admirable leadership, stop for a moment and change your focus. Instead of focusing on the leader, watch the group being led. Look to see how the group is compensating and maintaining the stability of the system? Sometimes it is very obvious how group supports have been scaffolded and delegated, and other times, the dynamic is subtler. But, undoubtedly, the group is well trained and ready to ebb and flow as required. So, when you have begun to observe the group being led and are beginning to draw some conclusions, try this activity:

Reflect on the procedures or protocols necessary for maintaining the balance demonstrated by the group. Then, try to write out a map of their system of supports or chain of command. Use a napkin, or a scrap of paper and map it out, or just simply play it out your mind. (I have found that this activity will hone your focus and will help refine your ability to inherently identify key components to successful systems in Group Dynamics.) Finish each reflection by asking yourself what role you would most comfortably play in that dynamic system of leadership. Would you be the marble, cutting board, or the leader?  No matter what your answer, what would you do differently with your role in that system?

In closing, successful leadership rarely happens accidentally. Effective leaders have an established system, where group dynamics ensure success over time. Poor leaders are architects of poor systems and will tend to swing unpredictably from extreme success to extreme failure, if they achieve success at all.

When carving your own personal leadership style, investing energy into the study of behavioral systems and psychological processes (Group Dynamics) will yield high returns. Try to take a more intentional and investigative role in your own Group Dynamics. That focus will elevate your level of awareness of what is being done in “your” system to ensure the marble stays still.  Over time, you may be surprised to find out that you have more control over that little marble than you ever thought was possible.

Tommy Reddicks
Indianapolis, IN


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