CONNECTIONS: Leadership Contradictions
“Doing things better is good. Doing better things is even better.”
The more we study the world of leadership, the more it appears that leadership is a venture filled with contradictions. At times, we find ourselves believing in what can seem like completely opposing ideas. Even the quote above is an example. Although we should be doing the things we currently do in schools better tomorrow than we are today, this is no longer enough; we should, in fact, be doing better things tomorrow than we are doing today. Here are four other contradictions we wrestle with when it comes to school leadership:
Contradiction #1:
Test scores matter.
We should not focus on test scores.
Although not everyone reading this will agree, we actually believe that test scores do matter. We are public servants paid by taxpayers and we should be accountable to these taxpayers in many ways, including student achievement on accountability tests. Whether it is fair and whether we like it, many parents use test scores as a primary reason for moving (or not) into a certain school district. Test scores matter. They may not matter to every educator, but they should, if only because they matter to many of our students and parents. At the same time, we believe we should not focus on test scores on a daily basis. Instead, we should focus on providing meaningful and engaging learning experiences throughout each school day that are aligned to specific learning standards and targets. If we do this intentionally and consistently, our students will learn and grow and show evidence of this on any test they must take. As leaders, we believe: Test scores do matter and we should not focus on test scores.
Contradiction #2:
If everything is important, then nothing is important. (Patrick Lencioni)
It’s all important. (Steve Jobs)
For many years we invoked Lencioni’s well-known adage often, suggesting we should not try to do it all and that less is more and that we must focus on what is most important. Over time, our thinking has evolved on this. Everything we do in a school is important and we must give it 100%. If it is not important, of course, we should stop doing it. But if we are doing it, we must give it our all. Here is the thing, though: Although we must consider every single thing we do in a school equally important in terms of our commitment to it, not everything we do in school is equally important in terms of how much time we should devote to it. As an example, we believe that advisory programs are important components of any school. As leaders, we must ensure that every staff member in place implements any advisory plans with 100% commitment and fidelity. However, reading is even more important than advisory programs--not in terms of our commitment to it (in both cases, the commitment must be 100%), but in terms of time. We should dedicate significantly more time to reading each day than we do to advisory programs. As leaders, we believe: If everything is important, then nothing is important and everything is actually important.
Contradiction #3:
Trust in the process.
Trust your instincts.
This leadership contradiction rears its head in a number of school areas, in particular when it comes to the hiring process. It is important to have a process in place when selecting talent for any school staffing position. There must be procedures in place for recruiting candidates, screening candidates, interviewing candidates, and contacting references. Having said that, we cannot rely solely on the process or any associated quantitative measures about each candidate’s qualifications and probability for success. As leaders, we are not houseplants; we were hired because we are smart, qualified, insightful, experienced, and we exhibit sound judgment. Although a clear process for recruiting and selecting new employees can help guide us in making the best possible hiring decisions, we cannot be afraid to trust our instincts. We know our school community, we know what we need in every hiring decision we make, and we can typically discern which candidate among several seemingly similar candidates is the best fit for the school or district at any given time. As leaders, we believe: We must trust the process and we must trust our instincts.
Contradiction #4:
Education is constantly changing.
Schools today are largely the same as they were decades ago.
This fourth contradiction is interesting. So many things have, indeed, changed over the years in our schools. Yet, so much remains the same. We could list hundreds of things that were different about our children’s school experiences compared to our own. However, we could list just as many things about their experiences that were not at all unlike our own decades earlier. We have made significant improvements to our schools, yet we have miles to go before we sleep. After all, here we sit in 2021 and we still have a 180-day student school year with an extended summer vacation in virtually every school in the land. Doing things because we have always done them can be a stubborn thing to overcome. As leaders, we believe: Education is constantly changing and schools are largely the same as they were decades ago.
Here is a final contradiction for now: Education and leadership are challenging undertakings in part because there is so little that is black and white and so much that is gray. At the same time, this very fact that makes these endeavors so challenging is precisely the reason they are also so rewarding. What we do is more art than science. At times, that can be discomfiting. Yet, it is a productive struggle and one we must recognize, embrace, and learn from. How can we thrive in an atmosphere where there are so many contradictions and so few obvious answers? Recognizing these contradictions and understanding that there is seldom one right way to act is another way we create a positive and productive culture in our schools.
Thanks to all educators reading this for the amazing work you are doing during these challenging times. As always, Teach and Lead with Passion...
Jeff and Jimmy
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!)
COMING SOON!!
The 6 Literacy Levers: Creating a Community of Readers by Brad Gustafson (Twitter: @GustafsonBrad)
The 6 Literacy Levers will be a game changer! We cannot wait for you to read this book by one of our favorite educators and servant leaders, Dr. Brad Gustafson. If you are a leader in any capacity with a desire to promote reading and literacy in your classroom, school, or district, this book is for you! The 6 Literacy Levers is designed to empower leaders in classrooms, libraries, offices, and every space in between. It includes ideas and strategies to support educators at every level because leadership isn’t reserved solely for those who hold a specific job title. There isn’t a single reader in your school who doesn’t deserve to be seen, supported, and included. This book includes levers and cautionary advice to help you respond to practices that could damage, diminish, or exclude any of the readers you serve. Literacy leaders have a responsibility to serve on behalf of all readers and this book will help you do just that.
This book is for any educator who wants to grow as a literacy leader.
This book will empower teams to initiate conversations that will take the work deeper.
This book explores six literacy levers that will help you push the field forward while creating more enriching reading experiences for the readers you serve.
This book will equip you with actionable ideas and the research needed to activate change.
Filled with inspiring stories and practical advice and strategies, The 6 Literacy Levers is a book that will transform the literacy culture wherever you serve. We are so honored to partner with Brad on this important new book. Look for this book to be in print on or around December 1st of this year!
FEATURED BOOK
Daily Inspiration for Educators: Positive Thoughts for Every Day of the Year, Volume I and II by Jimmy Casas.
These books include daily variations on the “Thoughts for the Day” Casas has shared over the past years. Also included are sayings found elsewhere, some of which are hundreds of years old and others found only recently, including quotes from other ConnectEDD books. The goal of the “Daily Inspiration” books is that in some small way, these daily thoughts will provide hope, validation, and inspiration to some of the most inspiring people in the world: hard working education professionals. Serving as a professional educator is so important that we must commit to doing whatever it takes to ensure that every child achieves success each and every day we serve. It is noble work, indeed. But it is difficult work with many daily challenges and disappointments. Daily Inspiration for Educators can serve as a resource that motivates and inspires educators during times of joy as well as when things get tough--as we know they will periodically in a profession as important and challenging as ours. These books make a great gift idea for educators! Now available and more info here!
CONNECTEDD’S TAKEAWAYS:
Thought for the Day: “Teachers do what lawyers do, only for less pay, more judges, and a tougher jury.” Debbie Silver
Teaching Technique to Try: Learning to Infer. Inferencing requires students to take something from the text, combine it with some existing background knowledge, and make a new connection. It is a vital skill that students must develop in order to interpret and write convincingly about the texts that they are studying. Students, however, often need support in moving beyond the literal meaning of a text to make inferences about the significance of any language and/or content. Teaching students how to infer, naming that process for them, and giving them opportunities to practise inferring orally will help prepare them to transfer that skill to their written analysis. 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: Hope. High performing schools with strong cultures are places in which hope lives within the hearts of all students and staff. Adults serve as “Merchants of Hope” (as described in Culturize by Jimmy Casas), believing that every student deserves to be part of something great and acting in intentional ways to make that a reality. In addition to keeping hope alive within the students they serve, Merchant of Hope educators also keep hope alive within each other when times get tough, as they so often do. One way we provide hope to those we serve and those with whom we serve is by reminding ourselves that H.O.P.E. often starts with: Hearing Other People’s Experiences and then working to Help Open People’s Eyes to new possibilities and experiences awaiting them. No matter where we find ourselves today, we must always keep hope alive for an even better tomorrow and schools with strong cultures work together to make this a reality for their kids--and for each other.
What are some ways we can inspire hope in our schools? Please share your thoughts about culture and hope via Twitter: @ConnectEDDBooks We would love to hear from you!