CONNECTIONS: Cultures of Accountability
“To me, the best-run clubhouse in a lot of ways is a clubhouse where the players hold each other accountable. I think it always means so much more.”
Joe Girardi, Former Baseball Player and Manager
Having never played with or for Joe Giradi, we cannot confirm his managerial style, but we certainly support his stated belief that the best clubhouse would be one in which everyone–not only the manager–holds each other accountable. Not surprisingly, the exact same sentiment holds if we use the quote above for schools instead of baseball:
“To me, the best-run school in a lot of ways is a school where the educators hold each other accountable. I think it always means so much more.”
We suspect it is not easy to create and maintain a baseball clubhouse culture in which the players hold each other accountable. We know from actual experience that it is definitely challenging to achieve this in a school. Too often, holding a staff member accountable becomes the sole responsibility of the school principal. Even when a teacher knows a colleague is not adhering to shared cultural norms and values, and even though it may upset that teacher, the response too often follows along the “I’m just a…” line, one of the most dreaded (and inaccurate) statements some educators seem to believe: “I’m just a teacher; it’s not my job…” In some schools, however, educators have worked together to establish a different type of school culture, one in which no staff member is “just a..” and one in which all staff members in the school hold each other accountable. Importantly, they hold each other accountable not as a “gotcha,” but simply as a “pick-me-up” or an “I got you” reminder that we are all in this together.
Obviously, some aspects of individual staff member performance are the domain of the principal, such as formal evaluations. But other aspects of individual performance are behaviors we should all expect from each other and for which we should each hold others accountable, regardless of our role. Stated simply: We should all hold each other accountable for doing what we said we were going to do. This requires us first, of course, to have explicit conversations about what we value and what actions we are willing to take collectively and individually to uphold these cultural values, expectations, norms, behaviors, and beliefs. Once we have such conversations and commit to specific action steps, it then becomes easier to remind each other of them throughout the year. Inevitably, staff members will at times fail to adhere to these commitments. Almost always, these instances are not due to any malicious intent or woeful incompetence but, instead, simply as a result of competing responsibilities or circumstances beyond our control. Perhaps an irate parent in the school office prevented a principal from being in the cafeteria interacting with students and staff like she said she would. Perhaps an upset student in a classroom prevented a teacher from being in the hallway during class transitions like we said all staff would do. These things happen. When they happen regularly, it is important for one colleague to remind another that we said we were going to do something and it is important for every staff member to follow through on the commitment. It may be a principal reminding a teacher, but in truly productive school cultures it also includes teachers holding each other accountable. In addition, it also includes teachers holding principals accountable--again, merely reminding each other that we said we were going to do something and that it makes a difference when everyone does what they said they were going to do.
We suspect the most successful baseball teams have extremely talented athletes. We also suspect their clubhouse culture is one in which these amazing athletes hold each other accountable for doing certain things consistently, whether that includes showing up on time to team events or running out a ground ball. Likewise, our most successful schools are staffed with highly effective educators, folks who also have intentionally built a school culture in which every individual has the authority–and even responsibility–to hold every one of their colleagues accountable...for doing what they said they were going to do as members of the organization. Creating a culture in which we hold each other accountable for doing what we say we will do is an important way we create a positive and productive culture in our classrooms and schools.
Thanks to all educators reading this and for the amazing work you are doing during these challenging times.
As always, Teach and Lead with Passion...
DAILY INSPIRATION EDUCATOR
(Please let us know about an inspiring educator you think we should highlight in a future newsletter by completing this brief form!)
NEW BOOK (ebook Format)!
Recalibrate the Culture: Our Why…Our Work…Our Value by Jimmy Casas
It is time to recalibrate our culture.
Recalibrate our why. Our Work, Our Values, Ourselves.
In Recalibrate the Culture, author Jimmy Casas examines the challenges that teachers, leaders, and schools face and shares his assessment of what makes the difference in the overall culture of a school–why do some continue to show positive results while others continue to struggle to maintain a healthy learning environment for all students and staff?
This book provides the necessary strategies and tools to assist all teachers, principals, and district office administrators in exploring our inner selves to understand the role we each play in how we can impact the climate and culture of an entire campus when we are strategic and aligned in our practices. The classroom, building, and district levels must see themselves as one and must be intentional in replicating the processes, protocols, and frameworks provided in this book to recalibrate and bring about system-wide change and cultivate a healthier culture.
When we equip our teachers and leaders with a new way of thinking and–more importantly–strategies for approaching their work more intentionally and effectively, we can revitalize our schools and make an immediate positive impact on the culture of every classroom and school across the country.
Recalibrate the Culture is now available in paperback or as an ebook on our website and via Amazon. Keep track of all our books here
FEATURED BOOK!
Pause. Breathe. Flourish: Living Your Best Life as an Educator by William D. Parker
In this book, Parker explores the habits, practices, and mindset necessary for growth as both an educator and a person. This book is grounded in the belief that when you invest in better care of yourself, you can better serve and lead others. Applying those insights is the challenge. Each chapter begins with a mental image and unpacks specific areas for cultivating personal or professional growth. Chapters end with reflection questions to help you take immediate actions for thoughtful application and improved outcomes. Do yourself a favor, and read ahead to pause, breathe, and flourish! Check out more here
CONNECTEDD’S TAKEAWAYS:
Thought for the Day: “He that will not apply new remedies must expect new evils; for time is the greatest innovator." Francis Bacon
Teaching Technique to Try: Exit Cards: Exit cards require students to respond to questions or prompt on a piece of paper that they will pass into you before they leave class. These cards provide you with immediate information that you can use to assess students’ understanding, monitor their questions, or gather feedback on your teaching. For students, exit cards serve as a content review at the end of a daily lesson and enhance their metacognitive skills. Check out this link from Facing History and Ourselves for a step-by-step process for using this technique.
Eyes On Culture: We believe that culture is a true difference-maker in any classroom, school, district, or organization. As a result, we focus much of the work we do on creating and maintaining positive and productive cultures. Culture Focus: Trust. High-performing schools with strong cultures are places in which trust exists among and between both adults and students working in the school. We believe that relationships are central to school culture. We also believe that trust is the most important word in any relationship. Whether we are talking about a relationship between friends, a relationship with a spouse, a relationship between a student and teacher, or an administrator and teacher, without trust, that relationship will not be a strong one. On the other hand, when mutual trust does exist in relationships, the possibilities are endless in terms of what can be accomplished together. Perhaps the most powerful action that can occur in organizations in which trust is established and maintained is the ability to confront underperformance and identify what is not working. At schools where educators do not fully trust one another, we have found that underperformance is either overlooked or addressed inappropriately. However, in schools with high levels of trust in place, we have seen the opposite, with all members of the organization not only willing, but also expected, to be honest about what (and possibly who) is not working. When addressing such instances, the individuals involved know that it is “safe” to express opinions that may seem unpleasant and uncomfortable because those with whom they serve realize that the point is not to criticize, but to improve performance of an individual or the organization as a whole. No organization (or individual) can meet their full potential unless they are willing to address the “elephant in the room” when it comes to what is not working well. When doing so, of course, such conversations must be first and foremost, honest, addressing whatever negative data, facts, and behaviors that currently exist to undermine effectiveness. We must be intentional in building trust so that individuals will feel safe to do so. There are specific actions we can take on a daily basis to instill a sense of trust among people with whom we interact. Several years ago, Jeff Zoul and Todd Whitaker shared their Top 10 Trust Traits for Schools which are simple steps that–adhered to consistently–inspire a sense of trustworthiness. In what ways do these ten traits inspire trust?
1. Be There
2. Show You Care
3. Provide Resources
4. Communicate Regularly
5. Involve Others
6. Celebrate Success
7. Value Diversity and Dissent
8. Support Innovation
9. Address Underperformance
10. Demonstrate Personal Integrity
What traits would you add to the above list? How else do we cultivate trust among our students and staff? Please share your thoughts about culture and gratitude via Twitter: @ConnectEDDBooks We would love to hear from you!