Effective Principals, Effective Schools

A "Wiki" and a Planning and Meeting Tool

2012-02-01T05:00:00.002-05:00

I must admit that I am a relative novice with social media but I'm an energetic learner and am always looking for tools that can help with some of the management tasks required of principals. Recently I've begun to use a "Wiki" for some of my classes and when I work with groups. Wiki is most often associated with Wikipedia but that is just one form of a wiki. A wiki is a website where any member can edit contributes, like projects that several people share, or for suggesting agenda items for a meeting. Some teachers use wikis in classrooms. While there are many uses, some use a wiki as a tool to have students share their work and gather feedback from others.

I created my classroom wikis at www.wikispaces.com, a site that allows you to create free wikis. They are easy to create and a useful place for a committee or other group to maintain their agendas, minutes and any documents related to the work. You can limit access to the site so that only members can contribute.

I've found wikis to be useful and would enjoy hearing from you about your experience with wikis or other social media tools used by principals.

Welcoming Homeless Students

2012-01-24T05:00:00.009-05:00

The number of homeless children in US schools continues to grow. Much of the increase is driven by the uncertain economy. Families are dealing with joblessness, less access to medical care, increased hunger and greater instability in the family unit. The nation's official poverty rate is 15.1% (2010), the highest since 1997.

Often associated with urban areas, homelessness and poverty is prevalent in rural areas as well. Rural families headed by women have a significantly higher poverty rate, generally 10% higher than other families.

Homeless children have legal protection under the McKinney-Vento Homelessness Assistance Act (1987). The law requires that state and local educational agencies assure access to school, despite one's housing circumstances. Homeless children can remain in their school of origin, even if they move into housing in another district. Schools must provide transportation to their original school and homeless students can enroll immediately even without the documents normally required of new students.

The National Center for Homeless Education offers some tips on creating a welcoming school for homeless children.

Welcome the student like any other new student.
Talk with your teachers about how to create welcoming classrooms.
Identify the important information that parents/families will need.
Maintain a supply of materials at school that are available for students who may not have them.
Understand your obligation about accepting the student and providing transportation if needed.
Talk with the family about what the student studied at their previous school.
Establish a place that students can complete homework either before or after school since they may not have a place where they are living.
Be sensitive to word choice when talking about homeless students, and their families, with others in the school and in your community.
Model welcoming and respectful behavior.

Additional resources for creating a welcoming environment for homeless students are available from:

National Association for the Education of Homeless Children and Youth (www.naehcy.org)

National Center for Homeless Education at the SERVE Center (www.serve.org/nche)

Working with Generation Y Teachers

2012-01-17T05:00:00.004-05:00

As Baby Boomer teachers retire and are replaced by members of Generation Y (born between 1977 and 1995) we have come to appreciate that Gen Y employees have a very different set of characteristics shaped by a far different set of life experiences.

They are . . .

Highly educated, value education and attribute their success to education;
Very comfortable using technology and expect it to be available in the workplace;
Tend to be creative, innovative and self-confident;
Committed to making a difference and contributing to positive social change;
Want to be connected, updated and included and involved in their work;
Desire relationships with co-workers and supervisors;
Looking for opportunities for growth, challenging work and assignments and flexibility in work schedules;
Possess collaborative skills, are committed to team-building and expect to be held accountable.

So, what are some strategies for working with Gen Y teachers? A report from the National Comprehensive Center for Teacher Quality (www.tqsource.org) identified ten strategies. They include recognizing their unique qualities and how they differ from teachers born in prior generations. They also suggest:

establishing a shared vision and goals with Gen Y teachers
encouraging shared leadership
creating a positive, supportive and welcoming school culture
involve Gen Y teachers in decisions and welcome their feedback
value the gathering and use of data about student learning and instructional practices
providing open, honest and personalized support and mentoring.

I hope you find the ideas thought-provoking. While the tools are not new, the application to Gen Y teachers is different than it would be for Baby Boomers. Just as Baby Boomers changed American society, so will Gen Y. They hold tremendous potential for making a difference in the lives of American students. I'd enjoy hearing from you about your experience with Generation Y teachers.

Decision Fatigue

2012-01-07T17:00:00.000-05:00

Recently there has been a lot of discussion about whether the time of day you make a decision impacts the quality of that decision. Well, the evidence is clear that there may be an impact. It is called decision fatigue and it describes a phenomena where the quality of one's decisions made later in the day deteriorates.

The research shows that during the day one's mental energy is depleted, particularly if you focused on complex tasks and decisions. Decision fatigue can cloud a person's judgment and explains undesirable behaviors such as losing focus during meetings, getting angry with colleagues, becoming impulsive or making decisions without consideration of the consequences.

There are things you can do to minimize the effect. They include:

recognizing the problem and monitoring your behavior during the day;
planning your day so that you schedule important meetings and decisions early in the day;
avoiding back-to-back meetings so that you have time to recharge your 'mental energy' between meetings;
taking short mental breaks;
sleeping on decisions and avoiding making complex decision late in the day; and
being clear about your goals so that you minimize the drain of energy associated with sorting through complex issues.

A Research Brief that describes this term more fully is available at the Resources page on my website at www.ronwilliamson.com. I would enjoy hearing from you about your experience with decision fatigue and ideas you may have for avoiding the impact.

Myths About Rigor

2011-12-05T05:00:00.006-05:00

In recent years I've found that the mere mention of "rigor" provokes a variety of reactions. Some see rigor as an agenda that undermines the student centered school. Others see rigor as some political agenda. Others see rigor as a commitment to assuring that every student is provided the tools for success in school.

I've written a lot about rigor the last few years and with my colleague Barbara Blackburn have provided principals with tools they can use to work with their teachers, families and communities to improve the rigor of their schools. Our books, Rigorous Schools and Classrooms: Leading the Way, and Rigor in Your School: A Toolkit for Leaders, have proven to be useful guides for school leaders.

We identified four myths that exist about rigor.

Myth 1: Lots of Homework is a Sign of Rigor - For many people rigor is measured by the amount of homework and many teachers pride themselves on the amount they assign. But the evidence is that lots of homework is not an indicator of rigor because "doing more" often means doing more low-level activities. Rigorous and challenging learning experiences take many forms and will vary with the student. More homework is not the answer.
Myth 2: Rigor Means Doing More - Some suggest that rigor means doing more than they currently do. The evidence is just the opposite. It shows that more often leads to low-level activities rather than the more in-depth analysis and synthesis that is important for long-term learning. True rigor is expecting every student to learn and perform at high levels.
Myth 3: Rigor is Not For Everyone - There is also a belief that the only way to assure success for every student is to lower standards and lesson rigor. The National High School Alliance says that an agenda of rigor must assure that every student is prepared for post-secondary education, a career and participation in civic life. It is about high-quality, rigorous learning for every student.
Myth 4: Providing Support Means Lessening Rigor - The belief in rugged American individualism---doing things on your own, often gets in the way of student learning. Barbara and I've found that supporting students so that they learn at high-levels is central to a rigorous school and classrooms. Howard Johnston and I conducted a study where we asked adults, teachers and parents, about rigorous experiences. They invariably described the challenge and the high levels of support and encouragement they experienced. The same is true for students. They are motivated to do well when they value what they are doing and when they believe they will be successful.

The most successful schools are those that build a culture of success, celebrate success, and build a success mentality. I'd enjoy hearing from you about your response to these four myths and how you're working to provide a rigorous, challenging and engaging educational experience for your students.

Instructional Rounds

2011-11-01T05:00:00.004-04:00

Instructional rounds is adapted from the medical rounds process used in the medical schools to diagnose and identify treatment and is based on a belief that by working together educators can solve common instructional practices. It is based on the work of Dr. Richard Elmore.

Rounds is a multi-step process. First is identification of a "problem of practice," or an area of inquiry. Then a team "makes the rounds" by visiting classrooms throughout the school. The observers then debrief their observation and the data is used to identify appropriate next steps.

The South Lane School District in Cottage Grove, OR, an Oregon GEAR UP district, implemented an Instructional Rounds model. In South Lane each school selects a "problem of practice" or an area of inquiry that is their focus for the year. Visits by teams of district administrators makes the "rounds," visiting classrooms to gather information. Following the "rounds" the team meets, debriefs and provides the school's principal with advice about next steps.

The emphasis is on identifying factual patterns from the observations, not personal opinion or personal judgment. The debriefing does not identify specific teachers or classrooms but rather looks for trends across the school's classrooms.

A brief PowerPoint from the Oregon Leadership Network describes the South Lane Instructional Rounds model.

I'd enjoy hearing from you about other ways you work with your teachers to improve instruction in your school.

Student Shadow Studies - Data from Students

2011-10-20T05:00:00.003-04:00

Schools are awash in data and principals and their staff are expected to use that data to guide improvements. Recently I was reading some materials from NASSP and was reconnected to the idea of a Student Shadow Study.

A shadow study is a different way of gathering information about how students experience your school. They involve selecting students at random and “shadowing” them throughout their day. The process, originally developed by NASSP, charts what students are experiencing every 5 minutes or so. This allows the observer to chart the ebb and flow of activities during the day. The emphasis is on what the student experience and it provides interesting insights into your school’s program.

Of course students quickly figure out that something is going on. So the best approach is to talk with the student you’re shadowing and assure them that you are not gathering information about them to share with the office. At the end of the day, spend some time with the student. Ask him or her about the day and about his or her typical experiences. Provide time for the student to tell you about their school.

Typically, several students are “shadowed” on the same day. The goal is to put together a collection of snapshots that can help design a portrait of your school from the student’s perspective. The data can then be used to complement other data and inform your school improvement efforts.

I’d enjoy hearing form you about other ways you gather data directly from students about their experience in your school.

Using Lesson Study to Improve Instruction

2011-10-10T05:00:00.006-04:00

Recently I was talking with Jim Boen, principal of La Pine Middle School in La Pine, OR about his school’s use of lesson study as a professional development tool. Jim discussed how interdisciplinary teams use the lesson study design as a way to focus on improving instruction and building a collaborative culture.

Lesson study, originally used by Japanese teachers, involves groups of teachers in a collaborative process designed to systematically examine their practice with the goal of becoming more effective. It emphasizes working in small groups to plan, teach, observe and critique a lesson.

A sample lesson study protocol:

Participants should be volunteers
Members work collaboratively to design a lesson
One member teaches the lesson in a real classroom while other members observe
The group discusses their observations about the lesson and student learning
The lesson is revised and another member of the group teaches the revised lesson while other members observe
The group reconvenes to discuss the observed lesson

The revision process may continue as long as the group believes it is necessary.

I'd enjoy hearing from you about your experience with lesson study and other strategies for working with your teachers to improve student learning.

Resources on Lesson Study:

What is Lesson Study? – Columbia University www.tc.columbia.edu/lessonstudy/lessonstudy.html

Chicago Lesson Study Group - www.lessonstudygroup.net/05lesson_study_resources.html

Assessing Student Learning

2011-09-30T05:00:00.004-04:00

As a principal I always enjoyed the opportunity to visit classrooms for informal as well as formal observations. They allowed me to gain a better understanding of our students and their learning. Part of every classroom visit was a brief conversation with students about their learning.

A friend of mine, Clifford Weber, Superintendent in Bloomfield, New Mexico does something similar. He has three questions he asks of students and says that "The answers tell you a lot about students' experiences in schools."

"What are you doing?"
"How are you doing with it?"
"Why are you doing it?"

While in Bloomfield he worked with the staff to turn these questions into opportunity for student reflection and self-assessment during lessons. Teachers also asked "What do you already know about a [a topic]?" and "When are you going to use it?" The questions became a routine part of class and helped students connect their current lesson with past learning and future application.

I'd be interested in hearing from you about what you look for when observing in classrooms and how your teachers provide opportunities for students to reflect on their learning.

Conduct a Data Night

2011-09-15T05:00:00.003-04:00

Recently I was working with a school near Chicago on their school improvement plan. A task force of parents, teachers and administrators revised the school's vision and then selected twenty different types of data that could be used to help identify action steps. Every member received a notebook full of data and a wiki was created so that members could share their observations and thoughts about the data.

The group held several "data nights" where they met, worked together to examine the data, discuss its implications, and assess the school's current success on each indicator. Small work groups met to continue the analysis and suggest next steps.

The data nights were helpful because they assured that everyone had the same data, had an opportunity to talk about its meaning, and to contribute to the analysis. These "data nights" helped the group move forward to develop a plan for their school's continued improvement.

A protocol for planning and conducting a data night are included in my recent book, Rigor in Your School: A Toolkit for Leaders available from Eye on Education (www.eyeoneducation.com).

Consensus - The "Fist to Five"

2011-09-02T05:00:00.002-04:00

Building consensus can be a challenge. While often the preferred way to make decisions, consensus can be fleeting. It doesn't mean that everyone agrees wholeheartedly with the decision, but it does mean that everyone can support the decision. At a minimum, everyone should agree they can live with the decision.

One tool I've found to be useful is "Fist to Five." It can help you seek common ground and is a quick way to assess the support among every participants. Ask every participant to indicate their level of support from a closed fist (no support) to all five fingers (enthusiastic support). Most groups I work with agree that the discussion continues until everyone holds up at least three fingers. Here's the complete set of descriptors adapted from those prepared by Adventure Associates (2009)

Fist

“I need to talk more on the proposal and require changes to support it.”

1 Finger

“I still need to discuss some issues and I will suggest changes that should be made.”

2 Fingers

“I am moderately comfortable with the idea but would like to discuss some minor things.”

3 Fingers

“I’m not in total agreement but feel comfortable to let this idea pass without further discussion.”

4 Fingers

“I think it’s a good idea and will work for it.

5 Fingers

“It’s a great idea and I will be one of those working to implement it.”

I've used "Fist to Five" many times and it is always helpful to gauge the level of support for a decision. I'm convinced that we made a better decision when we worked to build a higher level of support. I'd enjoy hearing from you about how you work with groups to reach agreement. I'd also enjoy learning about your experience using the "Fist to Five" approach.

Summer Hiring

2011-07-01T05:00:00.003-04:00

Summer always includes some unexpected personnel changes. Teachers transfer, they move or may take another position. Finding the right people can occasionally be a challenge. When I was a principal I once conducted an interview with a teacher who called from a phone booth in a campground. It was a great interview and I ultimately offered her a job but it certainly was one of the most unique interviews in which I've participated.

Hiring is often guided by district policy but there are some important things you will want to consider. First, develop your selection criteria. Each criterion should be relevant to the work. Differentiate between the skills or characteristics that are required and those that are simply desirable.

Second, create and use a set of standard interview questions. They should be linked to your criteria but open-ended enough so that they provide in-depth information about the candidates. Principals I've worked with have suggested these examples because they don't lend themselves to a single answer and allow you to assess how the candidate responds.

What do you see as your strengths and how will they help you in this position?
As you think about your past work experience, what has been your biggest challenge?
Talk with me about the things you consider when designing a lesson.
When you're teaching a lesson how do you monitor whether students are learning?
Imagine you were hired for this position and it is a year later. What was the best part of your first year and what was your biggest challenge?

Finally, follow the same process for every one you interview. Even when you realize early in the interview that a person is not the best fit for the job, you need to respect the candidate and finish the interview. Otherwise they can suggest that they were not given an equal opportunity to share their background and skills.

I also like to send everyone who interviewed a short written note thanking them for applying and considering my school. Even if the person is not a fit for a particular job they might be right for another position in the future.

Schools are basically people places. So it is important to hire the right people and nurture talented employees so that they feel part of the school. That can begin during the interview and hiring process. Asking about student learning and professional growth sends a signal about their importance to you.

I'd enjoy learning from you about your experience with hiring and look forward to hearing from you.

Recommit to Your Personal Vision

2011-06-01T05:00:00.005-04:00

The most effective principals possess a clear personal vision. They know themselves and their personal ethic. They also recognize the importance of vision to guide their work with teachers and other school personnel.

The frantic life of a school principal rarely provides time to step back and reflect on those beliefs that shape and guide your personal and professional life. The summer break can be a great time to stop, reflect, and identify those things that contribute to your personal vision for your school.

Preparing a written statement of personal vision provides an opportunity to think about the words you use, to consider their nuances, and to grapple with balancing multiple values and priorities. One principal I worked with described writing a vision statement as “the most challenging thing I ever wrote. But also the most valuable.”

A four-step process can be used to reflect on your own personal and professional life, and to identify those things of greatest value. These insights can be used to develop your personal vision.

Process for Developing a Personal Vision Statement

Step 1:Think about your personal and professional life. Make a list of what you would like to achieve and the contributions you would like to make. Describe what it looks like and feels like. For example, hovering in a hot air balloon over your life, imagine it as successful as it might be---what would you see, what would you feel, what would you hear?

Step 2:Consider the following things about what you have written---relationships, personal interests, and community. Examine each item in your list to ensure that it still fits.

Step 3:Develop a list of values. Identify the most important values in your life. Once this is done, review the list and rank them from most to least important. Remove the least important. Re-rank if appropriate. Check for relevance with your earlier list. Eliminate any item that is not relevant.

Step 4:Use the items from the first three steps to develop a statement of personal vision. Review and edit the statement as often as needed until you believe it accurately reflects who you are and what you want to be.

Clarity about one’s personal vision, or ethic, has been described as one of the most important things a leader can do. I hope you find this process helpful and would enjoy hearing from you about your personal vision.

Cyberbullying

2011-05-02T05:00:00.006-04:00

Cyberbullying has emerged as one of the fastest growing issues faced by school leaders. It involves the use of technology to bully another person and can occur through e-mail, instant messaging, blogs, websites or social networking sites.

Often cyberbullying occurs out-of-school and off campus but the effects may carry over to the school day. The legal guidance about how schools may respond is unclear, particularly about when schools may discipline students for off-campus speech.

The US Department of Education suggests that the response may not always be discipline. Schools can talk with students, teach students about appropriate online behavior, and counsel students about appropriate behavior. For incidents where there is substantial disruption discipline might be the appropriate remedy.

There are many resources available to school leaders to help you deal with cyberbullying. They include an issue of Digital Directions, advice from the Center for Disease Control (www.cdc.gov), and strategies for stopping the harassment (www.safeteens.com), and information from the Federal Trade Commission about online safety (www.onguardonline.gov).

I'd enjoy hearing from you about strategies you use to deal with cyberbullying.

Force Field Analysis: A Tool for Decision-Making

2011-04-18T05:00:00.005-04:00

I'm always looking for tools that can help groups may decisions or select a strategy. One I've used regularly is the Force Field Analysis. It can help to identify a clear course of action and is anchored in the belief that every idea has both advantages and disadvantages.

When you use a Force Field Analysis you consider both the driving forces and the restraining forces, the things that facilitate and inhibit change. Driving forces are the things that affect an issue and push it in a particular way; they tend to be things that initiate a change and keep it going. Restraining forces are those things that act to restrain or decrease the driving forces.

Start by stating the problem or desired outcome in clear, concrete terms. Then discuss and identify those factors working for and against the desired state. Then review and clarify each factor assigning a score from 1 (weak) to 5 (strong), or high, medium or low. Finally, discuss the factors and their scores. The discussion often helps you identify appropriate next steps and become the focus for a plan of action.

There are many tools to help with decision-making. I like the Force Field Analysis because it tends to depersonalize the discussion. I'd enjoy hearing from you about other ways you use to help with decision-making.

Merit Pay

2011-04-04T05:00:00.009-04:00

Race to the Top legislation rekindled the discussed about the benefits of merit pay for both teachers and principals. Over the past few decades many districts and several states have launched merit pay systems with inconsistent results on student achievement. Several independent studies have looked at the impact of merit pay and provide disparate results. The Denver Public Schools have had positive results from their system while a study of a program in Nashville found no differences in achievement. Other studies in Florida and Texas provided mixed results.

The National Center on Performance Incentives at Vanderbilt University is one of the most comprehensive sources of up-to-date information about merit pay plans and the research on their success (www.performanceincentives.org).

During the past year I have authored two Research Briefs on the subject. They include one on Merit Pay for Teachers, and one on Merit Pay for Principals. These briefs are available on the website of The Principals Partnership, sponsored by the Union Pacific Foundation, and on my website (www.ronwilliamson.com).

As always I would welcome hearing from you about your experience with merit pay or about questions or comments you may have about the topic.

Expanding Leadership Capacity

2011-03-21T05:00:00.004-04:00

One of a principal's most important roles is to nurture leadership skills among school staff. It involves creating a school with a variety of leadership roles, opportunity for inquiry and reflection, and the change to learn and develop new skills.

There are many ways to help others develop their leadership capacity. They include:

Inviting them to work on a project outside their area of expertise;
Asking them to help screen and interview new hires;
Encouraging them to attend district meetings with you;
Asking them to work with you to deal with a challenging parent or instruction issue;
Inviting them to lead a book study group;
Asking them to serve on the school leadership team;
Asking them to serve as a mentor for a new teacher;
Encouraging them to become a member of a professional organization;
Asking them to present information to the staff after attending a conference or other professional development activity;
Inviting them to maintain a journal and reflect on the "good," "bad," or "flawed" leaders they know and observe.

These ideas and others are discussed in Practical Suggestions for Developing Leadership Capacity (NASSP, 2009).

I'd enjoy hearing from you about how you work to expand the leadership capacity in your school. I'm always interested in practical ideas I can share with my students and other leaders with whom I work.

Dealing with Declining Resources

2011-03-10T05:00:00.002-05:00

No school is immune from the need to plan for a future impacted by declining, or at the best, stable resources. Schools are caught between expectations for improved student performance and the reality that there are fewer human and financial resources to support the program. Almost universally the issue is one of how to be both efficient and more effective.

There are generally three responses. First, you can identify areas where you might reduce expenses by eliminating programs or reducing budgets. But in many schools these efficiencies have already been achieved. Second, you can consider alternative ways of doing things you're already doing. For example, some rural schools have shifted to a four-day week to reduced costs of transportation, food service, and office support. Some have begun to work together by combining programs, sharing teachers, or sharing central office resources. In Michigan one district contracted with a nearby district for a portion of the superintendent's time. Others consolidated human resources or business services. Third, you can prioritize what you are doing. This is often difficult, even when you use data, because it is often seen as valuing one program more than others. If you prioritize be sure to anchor your decisions in your school's vision and mission. Some schools have learned that reducing every program a little isn't very effective. It may be necessary to focus on fewer things and do them really well. Always be sure someone is advocating for the neediest students, those requiring the most support.

Some schools have begun to work together to share professional development. Others have worked with local business leaders to sponsor professional development. Or you might want to increase efforts to identify volunteers, such as senior citizens, to work with students.

These challenging decisions are almost always better when teachers, families and other stakeholders are included.

These are challenging times for schools and their leaders. I'd enjoy hearing form you about how you and your community are dealing with your declining resources.

Advocacy and Emerging Technology

2011-03-01T05:00:00.001-05:00

Principals and other school leaders are advocates. They are always advocating for their schools and ways to improve the educational experience of their students. Advocacy can be an effective way to press for change. It is also an important part of our democratic system and allows ordinary people to shape and influence policy at all levels.

Technology has changed the way we advocate, the way we share information about our schools. A recent story in the NY Times discussed how parents increasingly crave timely information about their children's schools. While traditional media will remain part of any advocacy plan, emerging technology is increasingly used by schools to communicate with parents. Many schools have created Facebook pages and Twitter accounts as a tool to quickly share information with families and others about their school and its successes.

Here are some things you might want to consider as you assess your use of technology to advocate for your school.

How often is your school website updated? Is the information current and easily accessible to families?
Does your website include information about your vision for your school?
Does the website provide information that families can use to become involved in the education of their children?
Does your school have a presence on social networking sites (Twitter, Facebook)?
If so, what sort of messages and information do you share? Doe you use it regularly to communicate?
Do families and community know your school has a presence on these sites?

As I work with my friend Howard Johnston to finish our book on social media we are looking for examples of principals using emerging technology to advocate for their school. We'd enjoy hearing from you about your successes and your challenges.

Rigor in Your School: A Toolkit for Leaders

2011-02-21T11:36:00.007-05:00

This week I'll be in San Francisco to speak at the NASSP Annual Conference. In addition to speaking on Friday about leadership strategies for creating rigorous schools and classrooms, my latest book, co-authored with Barbara Blackburn will be released by Eye on Education.

Rigor in Your School: A Toolkit for Leaders complements Rigorous Schools and Classrooms: Leading the Way. It is organized around our COMPASS model of change and provides over ninety tools that school leaders can use to work with their teachers, families and community to improve the rigor of their school.

If you're attending the NASSP conference I'd enjoy meeting you in our session on Friday morning or in the bookstore following the session. A copy of the handout used at the conference is available on my website at www.ronwilliamson.com. As always, I'd enjoy hearing from you about the book or about your efforts to improve the rigor of your school.

Myths About Rigor

2011-02-01T05:00:00.005-05:00

When Barbara Blackburn and I were writing Rigorous Schools and Classrooms we spent a lot of time talking about the challenges that principals face when working to improve the rigor of their schools. The conversation led us to talk about the myths that are associated with rigor in schools. We identified four of them that we think impact the way parents, teachers and administrators think about rigor.

Myth #1: Lots of Homework is a Sign of Rigor - For many people this is the most prevalent indicator. Many teachers are proud of the amount of homework they expect of their students. It is often built on the idea that "more is better." Unfortunately the evidence is that "more" often means doing more low-level activities, often repetition of things done earlier. Because students learn differently it is important to vary the instruction with the student and to use homework as an opportunity to deepen understanding of what has been learned.
Myth #2: Rigor Means Doing More - There is also a belief that students need to do more than they are currently doing. Tony Wagner of Harvard found that classrooms are often characterized by low-level, rote activity. A study by Howard Johnston and me found that parents saw rigor as doing less but doing it more in-depth. That is often difficult for principals to reconcile when talking with teachers and other school personnel. True rigor is expecting every student to learn and perform at high levels and requires that students delve deeply into their learning, engage in critical thinking and problem solving, and be curious and imaginative.
Myth #3: Rigor is Not For Everyone - There is a belief that if everyone is engaging in rigorous activity, it somehow lowers standards and lessens the value. There is growing recognition that all students must be provided an opportunity for a rigorous educational experience that is more than just a set of courses. It is anchored in the belief that every student can be successful if given adequate time and sufficient support.
Myth #4: Providing Support Means Lessening Rigor - Rugged individualism characterizes the fourth myth. It is that if students are provided and accept support, it is a sign of weakness. We've found that providing support is an essential component of a rigorous school. Students are motivated to do well when they value what they are doing and when they believe they have a chance for success. When Howard and I talked with teachers and parents about their own rigorous experiences they invariably shared the support that they were provided.

I'd like to hear your reaction to these four myths and about your experience increasing the rigor of your school and classrooms. I look forward to hearing from you.

A New Look at Classroom Observations

2011-01-16T05:00:00.001-05:00

As a principal I always struggled to balance the legal requirement to observe teachers and write evaluations with the desire to engage teachers in thoughtful conversation about their teaching. I'm always looking for new ways to accomplish that task.

In The Principalship from A to Z I describe a three-step process that you can use to promote teacher growth. It includes a planning or pre-observation conference, the observation itself, and a post-observation conference. A suggested process and prompts are included in Chapter "Q."

A recent article in Educational Leadership (Dec 2010/Jan 2011) provided another way to engage in really thoughtful feedback and support. Jenne Calasacco, a principal in Hyde Park, MA schedules a week of observations. It provides an extended observation over the course of a week and a set of conferences with the teacher. While my initial reaction was the challenge of allotting so much time to a single teacher, I'm persuaded that such a structure provides a more complete look at the teaching process and how the teacher monitors and adjusts their work.

I'd enjoy hearing from you about how you provide teachers with meaningful feedback about their work and how you engage them in thoughtful conversation about ways to refine and strengthen their teaching.

Social Media and You

2011-01-03T05:00:00.005-05:00

Over the last year I've become acutely aware of the power of social media to improve the educational experience of students and to transform the way schools interact and communicate with families and community. My good friend, Howard Johnston, and I are writing a book that will serve as a principal's guide to the use of social media in their school.

We're very aware of both the use and abuse of social media, of concerns about cyberbullying and other forms of harassment. But we've also grown attentive to the ways that principals use Facebook and Twitter to share information about their school and to keep families informed about school accomplishments and events.

Both of us have read, and recommend, a book by Charlene Li titled Open Leadership. It's a powerful book and describes the way social technology has created a more transparent environment, one in which leaders must behave quite differently.

As Howard and I continue to work on the book we would enjoy hearing from you about both the issues and concerns you have with social media, and the way you and your teachers use it to improve classroom instruction. We look forward to hearing from you.

Adult Conversation to Improve Teaching and Learning

2010-12-08T05:00:00.004-05:00

I've been doing a lot of work in Oregon where I work with the principals involved in the Oregon GEAR UP Program. The project includes twenty middle and high schools, primarily in rural communities. I've really enjoyed the opportunity to work in these schools and am impressed by the commitment of teachers and principals to the success of their students.

One of the things every principal is looking for is a tool that can be used to promote professional conversation among the staff and positively impact student learning. At La Pine Middle School in La Pine, OR principal Jim Boen and his staff have adapted lesson study, first used in Japanese schools. A multi-disciplinary group of teachers work together to design a lesson, teach it while other members observe, critique the lesson and make modifications based on the critique. This process has raised the level of professional discourse at the school.

There are other structural ways to promote similar conversation. They include organizing learning walks, working together to look at student work, and organizing a book study or lesson study group. Information about each of these options is available at my website (www.ronwilliamson.com/RW_Web/Inst_Leadership.html).

I'd enjoy hearing from you about your experience with these options or about other ways you use to promote conversation about improving teaching and learning.

Collaborative Tools

2010-11-21T05:00:00.001-05:00

Recently in my principalship class I asked students to prepare a statement of their personal vision for their school. They shared the vision with a small work group and then had to present the vision during a simulation in class. One of the requirements was that they use one collaborative tool to gather feedback from the "faculty" in their simulated school.

We talked about the importance of this type of collaboration and how it signals the principal's investment in building shared ownership and vision.

Building a repertoire of collaborative tools that principals can use to work with teachers, staff, families and community is an important skill. I've put together a set of collaborative tools that are available on my website (www.ronwilliamson.com).

I'd enjoy hearing from you about other collaborative tools that you've used in your school.

Addressing College Readiness

2010-11-07T05:00:00.003-05:00

In a recent study from ACT more than 80% of students said they planned on attending college or some form of post-secondary education. But many students and their families don't do the planning necessary to realize that goal.

Several studies have identified the components of a comprehensive college readiness program. They agree on four major activities:

Take the Right Courses - Assure that students are taking the right courses to gain college admission. This includes taking high-level courses in middle school so that they have access to advanced courses in high school.
Develop Cognitive and Metacognitive Skills - While taking rigorous courses is important, students also need to develop the cognitive and metacognitive skills that will be needed to succeed in college. These include things like intellectual openness, inquisitiveness, reasoning, argumentation and proof, precision and accuracy and problem solving (Conley, 2007). Such skills are embedded in nearly all college courses.
Surround Students with Support for College Attendance - Assure that every student is expected to develop a postsecondary plan. Surround them with caring adults who provide the mentoring and support necessary to achieve the plan and build support for their college aspirations.
Plan for College Costs - While most families believe college education is important many are uncertain about the costs or how to manage the costs. Developing a plan to pay for college is a critical part of planning.

There are three helpful resources that provide greater detail on this issues. I hope you find them useful.

Transition from High School to College

www.educationpartnerships.org/pdfs/TransitionHStoCOLLEGE.pdf

College Readiness Begins in Middle School (2005)

http://www.act.org/research/policymakers/pdf/CollegeReadiness.pdf

Redefining College Readiness (David Conley, 2007).

http://www.epiconline.org/files/pdf/RedefiningCollegeReadiness.pdf

Shared Accountability for Students

2010-10-29T15:20:00.003-04:00

I believe that students share accountability for their own learning. They must be actively involved in their own learning, have an opportunity to make decisions about their learning, and be responsible for asking questions, being clear about their work and completing assignments.

But they have a right to know the expectations for their work and to know how their work will be assessed. In Rigorous Schools and Classrooms: Leading the Way (www.eyeoneducation.com), Barbara Blackburn and I identified some ways to support student accountability.

Provide exemplars for all work and rubrics that students can use to assess their success in completing assignments.
Adopt a grading policy of A, B, and Not Yet.
Provide opportunities for students to revise and resubmit work.
Include support and scaffolding in classroom instruction.
Include engaging instructional activities connected to real life.
Act consistently on the belief that each student can learn, will learn, and you power to help them do so.
Provide quality and timely feedback on student work.

I'd enjoy hearing from you about other ways that you build student accountability into your school or classroom.

Conducting Successful Meetings

2010-09-25T05:00:00.005-04:00

If you're like most principals you spend more time than you would like in meetings. Many are very productive and others are far less successful. There are several things you can do to immediately improve the meetings you lead.

First, it is critical to spend some time planning the meeting. Be clear about the purpose of the meeting. Be equally clear about what is being decided and who will make the decision. Also identify any meeting standards or norms. For example, a set of operational norms about how the group will work together can make a meeting more successful.

Second, develop an agenda that includes the following items: a clearly stated purpose or goal for the meeting, time to review agreed-upon operational norms and norms of collaboration, a clear statement for each agenda item about the action to be taken (e.g., discussion, decision), the allocation of time for each item, time for reflection and processing of information, and time at the end of the meeting to clarify what information should be shared and by whom.

Third, always be clear about operational norms. This includes seating arrangements, processes for group memory (recording discussion and decisions), guidelines for discussion (use of a parking lot), adequate time for discussion, clarity about when the group moves from discussion to decision-making, and methods for disseminating information. Bob Garmston and Bruce Wellman provide a useful set of norms at www.adaptiveschools.com.

Finally, be clear about how decisions will be made and by whom. If the group is deciding identify the process before it is time to make a decision. Consensus is often the preferred model but can be cumbersome. Many groups use some alternate like requiring agreement by 75% of the group, or using the "Fist to Five" model discussed in a blog entry on January 28, 2010.

Meetings can be a challenge. Because principals are involved in so many of them it is important that they be as successful as possible. I hope you find these ideas helpful and would enjoy hearing from you about your strategies for leading successful meetings.

The First Day is Always Special

2010-09-09T09:32:00.004-04:00

Last week my wife and I were in Seattle when one of my granddaughters began her first day of kindergarten. Such excitement and enthusiasm for learning! Her excitement was contagious and I found myself thinking about the more than 40 first days of school that I've experienced. They were always special.

At her school both students and parents were welcomed in many different ways. The day before people could visit the school, meet the teacher and become comfortable with the classroom. The morning of the first day the staff was very visible with lots of help for parents and students. The PTO provided coffee (it's Seattle!) and donuts. Teachers were available to talk with parents and greet students. And, of course, there were lots of opportunities for pictures.

But, once school began it was all business. Students were supported but the focus was clearly on learning while respecting the varied backgrounds and experiences of each student

Most importantly, our granddaughter came home excited about returning to school the next day. For me, that's the bottom line. I want my grandchildren to enjoy school and feel respected and supported by their teachers.

I hope all of you have a wonderful and productive school year. Remember the importance of making schools inviting and welcoming places whether you work in kindergarten or with seniors. Have a great year.

Activities for the New School Year Reflect School Culture

2010-09-01T05:00:00.001-04:00

The beginning of the school year is an ideal time to shape and reinforce the culture of your school. Every school year is full of the promise of a new beginning as well as a measure of nervous anticipation. The principal is responsible for helping everyone feel safe and secure as they begin and setting the tone for the year.

In one Michigan school the year begins with the teachers and older students lining the hallways and clapping as the new students arrive. Another school posted the name and picture of every new student in the lobby.

Activities like this reflect the underlying culture of the school, the underlying values, beliefs and norms about how you "do business." It reflects the "unwritten rules" and assumptions that shape school routines. The culture is often transmitted from generation to generation as informal leaders and opinion makers talk with others and go about their work.

Successful principals recognize the power of culture to shape their school. They are skilled at linking everyday practices, like the way new students are welcomed, in ways that reinforce core values and the schools mission. Principals impact their school's culture in several ways:

What you pay attention to, measure and control becomes important;
Your reaction to critical incidents and events;
The way you model behavior and coach others;
The criteria you use to acknowledge others and allocate rewards;
How you go about recruiting, selecting and promoting staff.

The beginning of the school year is a unique time to reinforce your school's values and culture. I encourage you to think about the ways that your work can be used to promote a positive and healthy school culture. I'd enjoy hearing from you about how you work to strength the culture of your school.

Economy's Impact on Schools

2010-08-15T05:00:00.001-04:00

Families are dealing with the impact of job loss, increased poverty and hunger, reduced access to health care and other social services and greater instability in the family unit. The long-term impact on schools is uncertain but it is clear that schools play a vital role in supporting students and their families during these challenging times.

One of my graduate students recently shared a link that tells an absolutely compelling story about the impact of the the recession--- http://cohort11.americanobserver.net/latoyaegwuekwe/multimediafinal.html.

As you prepare for the coming school year I encourage each of you to work with your staff to develop a plan for supporting your students and their families. The evidence is clear about the link between regular meals and schooling, between access to health and dental care and school success.

In North Carolina I met an elementary principal who worked with her food service staff to provide larger portions of food on Fridays and Mondays knowing that many of her students had little to eat on week-ends. A Michigan principal made a list of free medical and dental clinics available for parents. In Oregon a community organized its churches so that a free meal was available every night of the week. Another North Carolina principal got towels and small bars of soap from local hotels so that students could take showers. A third principal kept a supply of t-shirts donated by local businesses available for student use.

Click on the link and watch the impact of the recession on our country. Then work with your school community to provide help in whatever way you can. I'd enjoy hearing from you about the ways your school supports your students and their families.

Solving Tough Scheduling Dilemmas

2010-08-10T21:16:00.000-04:00

Last year I completed a project at Royal Oak Middle School in Royal Oak, Michigan. Faced with declining resources a group of teachers, administrators and parents were asked to resolve a perennial middle school problem---how to reduce the total number of minutes of planning time so that distinct individual and team plan times did not exist, and at the same time, continue their exemplary interdisciplinary teaming model.

It was a tough problem with serious implications for both teacher workload and the student day. However, people of good will find a way to persevere and meet the challenge.

I worked with the group to agree upon norms of collaboration, to review the research, to identify priorities, and to develop several alternatives. Balancing competing priorities proved to be the most difficult task.

Over time agreement emerged on a strategy. The length of the school day remained the same but the day consisted of six rather than seven classes. Each class was approximately 75 minutes long. Longer classes provided teachers with additional instructional time, particularly important in language arts and math. Teams continued to be part of the program at each grade level.

Teachers have one daily planning period of 75 minutes (375 minutes weekly). That provides 250 minutes for individual planning and an additional 125 minutes for team planning.

A unique feature of the schedule was addition of a seminar period at the beginning of the day. This period will include several interest-based electives, time for remediation, and allow scheduling of some cross-grade elective classes.

Most importantly, the group reached consensus on the model. Striving for consensus was a powerful indicator of the goodwill everyone brought to the discussion. Consensus almost always assures a successful implementation of any recommendation.

Royal Oak continues to struggle with declining resources and they continue to search for a way to balance their collective commitment to a high quality education with the financial reality faced by the district.

My book Scheduling to Improve Student Learning offers other tips on dealing with complex and contentious scheduling issues. It is available from the National Middle School Association.

School Improvement in Small Schools

2010-08-01T05:00:00.000-04:00

Small schools, particularly in rural communities, face real challenges to provide their students with the educational opportunities available in larger settings. For more than eight years the Union Pacific Foundation has funded a program focused on improving leadership in high schools in its service area. The railroad serves the vast western part of the country generally from the Mississippi River west.

While many schools are in urban areas like Chicago, St. Louis, Oakland, Portland, Houston or San Antonio, many others are located in small rural communities along UP rail lines.

West Desert High School is one of those schools. Located in Trout Creek, UT, in the middle of the Great Salt desert several hours from Salt Lake City, West Desert has fewer than thirty students in grades 7-12. Principal Ed Adler described the school as about an hour after the end of the blacktop. Despite its remote location and small size, the staff at West Desert is committed to being the best. It was recently recognized as the highest performing public high school in Utah.

The curriculum is unique in design but meets all of Utah’s curricular requirements. The daily math class includes every student and everyone studies the same subject. One year it may be Algebra, the next Algebra II or Geometry. At West Desert they’ve discovered the power of students working together, regardless of age, to master the content. Similarly, the science program includes only one subject each year. They’ve set aside the age and grade parameters that are taken for granted in many schools.

West Desert is a wonderful example of the power of a principal and teachers working creatively to assure that their students have a quality program. If you ever want to visit Great Salt Desert, you’d be very welcome to visit the high school.

Affirming the Importance of Vision

2010-07-15T03:00:00.004-04:00

I’ve been traveling in and out of Portland, OR while working on an Oregon GEAR UP project. Whenever I can I like to wander into Powell’s bookstore. If you ever visit Portland you must find time to go to Powell’s. It’s an incredibly complete store carved out a series of inter-connected buildings in the Pearl district of Portland. If you like bookstores you are sure to like Powell’s. I could wander around for hours!

As I often do, I recently spent some time in the leadership section and found myself looking at several books about one’s personal vision. The start of the new school year is a natural time to stop and reflect on your personal vision for your own life and for your school.

The North Central Regional Lab identified a “clear, strong and collectively held vision” as one of the critical components of an effective school. It all starts with your ability to describe your own personal vision. In The Principalship from A to Z we devote an entire chapter to vision because of its importance (Chapter V).

There are lots of good books that describe one’s personal vision. The following examples reflect clear values and beliefs about life and work. They provide interesting insights into how other leaders articulate and actualize their personal vision.

Behar, Howard, (2007). It’s Not About the Coffee: Leadership Principles from a Life at Starbucks. New York: Penguin Group.

Kidder, Rushworth (2003). How Good People Make Tough Choices: Resolving the Dilemmas of Ethical Living. New York: Harper.

Pausch, Randy (2008). The Last Lecture. New York: Hyperion Press.

As always I would enjoy hearing from you about your vision for your school and how you nurture and sustain in especially during challenging times. I look forward to hearing from you.

A Conversation About "Our" School

2010-07-02T10:45:00.003-04:00

Principals always want to hear from their teachers and other employees about how things are going. Earlier in the week I participated in a session at Royal Oak High School outside of Detroit. Principal Michael Greening holds two or three informal "conversations" every summer with his staff. The sessions provide an opportunity for people to talk about successes as well as challenges and since Michael's arrival these conversations have become an important part of the school's culture. Michael and the other administrators listen, comment occasionally, but strive to hear from teachers about the school's program. Several major school improvement initiatives were originally discussed during these meetings and the conversation helped to create a shared agenda for addressing each issue. Three questions guided the conversation:

What do we do well?
What are our biggest challenges in the coming school year?
What will our school look like in 2013?

These meetings are a great way to open communication, seek informal consensus, and get an agenda for continuing school improvement.

I'm always looking for good ideas that principals can use and would enjoy learning about ways you work with teachers and other staff to improve your school.

Evidence Linking Small Schools and Student Achievement

2010-06-11T04:33:00.002-04:00

For the past decade there's been a growing movement to create small learning communities and small schools with the belief that they will positively impact student achievement and school climate. Now there is evidence connecting small schools and student achievement! You will be interested in the findings of an Oregon initiative funded by The Gates Foundation and the Meyer Memorial Trust.

The Oregon Small Schools Initiative (OSSI) reported in their initial evaluation that small schools have a positive impact on student success and that "despite high rates of poverty and other barriers to success, . . . small school students generally perform as well as or better than non [small school] students." The report also said that "students enrolled at a small school for multiple grades will, on average, have better outcomes" than those there for fewer years. The complete report is available at http://www.e3smallschools.org/documents/Statewideoverviewreport_FINAL4_8_10.pdf.

The Oregon Small Schools Initiative provides many resources to support improvement and work with your community to improve student learning. Check our the things that they offer. I'd like to hear from you about your experience with small schools.

Student Use of Technology

2010-06-01T03:00:00.006-04:00

Students are far more familiar with how to use technology than most adults. I was reminded of how creative students can be a few days ago when I met with four principals from the L'Anse Creuse Public Schools (MI). They shared three incidents that illustrate how technology continues to impact principals' work. Each of the incidents involved texting.

A middle school student failed a math test and sent a text to their mother about the results. Within minutes the child's teacher received an e-mail from the mother demanding extra help for their son and the opportunity to take the test again.
The other incidents also involved texting. In one two students were accused of some infraction. Once confronted and while briefly left alone before meeting with the assistant principal, they exchanged texts about the alibi they would use. It's a creative way to "get your story straight."
The third incident also involved a parent. In this case a student broke his thumb while participating in a physical education class. He sent a text about the accident to his mother and she arrived in the school office before her son arrived from the locker room.

I'm fascinated by the ways that technology has changed all of our lives and enjoy learning about the ways that schools are using technology to improve their instructional program. It's clear that students and their families are also skilled at using technology to stay in constant communication. These are three great examples. I'd enjoy hearing about your experience with the growing use of technology.

Strategies for Expanding Leadership Capacity

2010-05-20T03:00:00.002-04:00

A principal can't do everything so it is important to nurture the leadership skills among teachers and other staff in your school. You can ask them to assume leadership roles as part of the leadership team or a school committee, invited them to shadow you for a day and then talk with them about the experience or you might ask them to work with you, and others, to solve a "real-life" problem in your school.

The following ideas are adapted from a NASSP publication, Practical Suggestions for Developing Leadership Capacity in Others (http://www.principals.org/Content/topic/56566).

1. Expand Their Skills and Knowledge Base

Invite them to work on a project outside of their area of expertise;
Ask they to work with you in dealing with a challenging parent;
Ask then to help screen and interview potential employees.

2. Invite Them to Work on School Improvement Projects

Ask them to serve on the leadership team;
Ask them to lead a book study group;
Invite them to chair a curriculum planning committee.

3. Provide Opportunity to Observe and Reflect

Encourage them to maintain a journal and reflect don the "good," "bad," or "flawed" leaders they know and observe;
Talk with them about how and why you handled a situation as you did.

4. Support Participation in Professional Development

Ask them to serve as a mentor of a new teacher;
Ask them to present information to the staff after attending a conference or other PD activity.

Expanding the leadership capacity of your school is important. Working together to improve the rigor of your school requires everyone's energy and committee to improve curriculum and instruction. I'd enjoy hearing from you about ways you use to nurture leadership among your staff.

Dealing with Social Media in Schools

2010-05-11T12:57:00.004-04:00

A recent study by the Pew Internet and American Life Project found that 73% of teens use social-networking sites. Most of us are aware of the explosive growth of popular sites like MySpace and Facebook. Social media provide a way for students to socialize and meet new people. But there are also problems associated with social networking. The anonymity of the Internet combined with the impulsivity of youth leads to making poor choices about what is said and what is shared. The growing problem of using technology to bully (cyberbullying) others has led to serious consequences for some students.

I recently wrote a Research Brief on "Social Media" that discusses the issue and provides links to resources that principals can use to reduce the negative effects of social networking. You may want to take a look at the strategies recommended for schools.

As with most technology, there is a positive side and many schools have begun to use social media to improve communication with families and community, to improve instruction, and to access curricular resources. Many of these ideas are also included in the brief.

I would enjoy hearing from you about the challenges, as well as the benefits, you face in using social media.

Teaming with Families and Community

2010-04-18T03:00:00.004-04:00

As a principal you spend a significant portion of your time working with the families of your students. Too often, the emphasis is negative as you resolve a difficult discipline problem. I'd like to suggest that an equally important role is to lead a coordinated school-wide effort to interact with families in ways that support students, families, the school and the larger community.

Intuitively we know that involving parents and family members in a partnership has a positive impact on students. When parents are involved both at home and at school, students do better in school and stay in school longer. When a parent and a teacher work together to help a student in a specific subject area, such as reading, students typically improve in that area. Students do best when their parents are comfortable with the school and the people who work at the school.

I've learned from principals that there are four strategies you can use to create a positive relationship with families and engage them in school life.

First, use a variety of communication strategies, some in print, some in person, and some electronic. Technology can be a wonderful tool for communicating but not all families will be as comfortable with technology or have access to technology. Publish a family-friendly school newsletter written in everyday language, avoiding educational jargon. Involve families in a variety of activities throughout the year.
Second, create and support authentic, meaningful roles for family members. Rather than just holding a meeting provide activities that include training and support. Ask families to participate in meaningful decision-making roles. Create volunteer options for family and community.
Third, provide support and resources for families. The specific type of support will vary with your population but one possibility is to create a family and community learning center. Identify a physical space with adult-sized furnishings; then add basic refreshments and helpful information. You may want to include information in a language other than English. Or you could create family support groups that deal with topics identified by families and their advocates.
Finally, support the larger community. Seek ways to move beyond the confines of your school. Identify opportunities for students to participate in community service activities. Celebrate the cultures of your community with specific activities. Collaborate with other agencies or groups in the area to deliver services such as immunization clinics, free health screening, or dental clinics. One school in Mississippi partnered with local doctors to provide a free health screening with only one requirement, that they bring their school-age children with them. Parents got hundreds of dollars of free services, students participated in fun activities and the bonds between school, families, and community were strengthened.

I'd love to learn about the ways that you've partnered with families in your school and community to improve the education of your students.

Creating An Advocacy Plan For Your School

2010-04-06T04:00:00.003-04:00

Principals are advocates, always advocating for their school and ways to improve the educational experience of their students. It's one of your more important roles.

Advocacy is a way to effectively press for change. It is the foundation of our democracy and a process that allows ordinary people to shape and influence policy at all levels.

So, how do you get started on creating an advocacy plan. In our new book, Rigorous Schools and Classrooms: Leading the Way, Barbara Blackburn and I suggest an seven-step process.

First, analyze your environment: Scan the environment in which your school exists---district, community, state, nation, world. Then identify the issues that affect your school and those that affect your community more broadly.
Monitor changes in your environment. Read voraciously, talk with a wide selection of people in your community and stay current with trends at the state and national level.
Identify the factors needed for success: Look beyond traditional factors (good teachers, money) and consider emerging issues such as the acquisition of technology, the ability to respond to changing conditions. Identify groups in your community with which you can partner.
Think about your assumptions: Identify the assumptions you hold about your school and community. Test them by assessing the degree of certainly (high, medium, low) and the level of impact (high, medium, low). Assumptions play an important role in constructing the future.
Develop a vision of an alternative future: Consider the issue of rigor and identify the factors you identified that are critical for success. Develop a vision of the future different than the current circumstances. Creating several alternatives is better.
Consider allies and opponents: Identify individuals or groups that may support your efforts as well as those who may resist. Be sure to include those you know and those who may emerge. Develop a plan for building alliances with your allies and understand the opposition.
Develop a plan for advocating for your desired future: Identify specific steps that can be taken to achieve the anticipated future. Develop both "hedging strategies" that can cope with undesirable futures and "shaping strategies" that help create the desired future.

I'd enjoy hearing from you about the ways you advocate for your school and its students.

Trends That Principals Should Anticipate

2010-03-30T04:00:00.001-04:00

I'm frequently asked about trends that schools need to plan for and be ready to address. When recently asked by a Chicago area Board of Education member, I identified these five:

Increased demands at the state and national level for greater accountability for improved student learning mean that educators will be pressed to be more successful with all students.
Greater access to information about how students learn and research-based strategies for improving student learning will add additional expectations about meeting the individual needs of every students including those with the greatest needs and those most talented.
There will be continued change in the demographics of students in public schools. Schools will be expected to provide a high quality educational program for groups that have often been underserved.
Stable or declining ressources will characterize the educational environment. Schools will be expected to be more efficient as well as more effective.
An ever-accelerating pace of change in knowledge, research about teaching and learning, and technology will change the way schools are organized and the way teaching and learning occurs. Traditional schools may become obsolete and new learning structures will emerge. Learning will be more integrated rather than separated by content, and multi-age learning environments will become the norm.

You can learn more about dealing with these and other trends in The Principalship from A to Z (From Eye on Education). I'd enjoy hearing from you about what you think about these trends and what others you anticipate.

Ten Skills for Successful School Leaders

2010-03-23T16:12:00.005-04:00

NASSP recently released an important new book, 10 Skills for Successful School Leaders. It combines the knowledge from NASSP's principal assessment centers with the school improvement framework developed in their Breaking Ranks series. The book describes each skill and provides a set of behavioral indicators. Perhaps most helpful, the book suggests activities that principals can sue to reflect on their own skill and build capacity in each area.

The ten skills are organized into four themes---educational leadership, resolving complex problems, communication and developing self and others. The complete list includes the following:

Educational Leadership

• setting instructional direction;

• teamwork;

• sensitivity;

Resolving Complex Problems

• judgement;

• results orientation;

• organizational ability;

Communication

• oral communication;

• written communication;

Developing Self and Others

• developing others;

• understanding your own strengths and weaknesses.

Finally, the book provides a protocol for developing your own personal learning plan. It supports your continued professional growth in a user friendly, non-threatening format. I think you will enjoy 10 Skills for Successful School Leaders.

New Report on Middle Grades Programs

2010-03-19T04:00:00.008-04:00

This week a new report was issued on middle grades reforms. Gaining Ground in the Middle Grades: Why Some Schools Do Better, from the EdSource research lab found that middle grades schools that outperformed their peers had an unrelenting focus on preparing students for the future. The staff adopted a "whatever it takes" stance on student learning. The study did not find a connection between grade configuration or organizational structure and student learning.

Some strategies the report identified include:

• an intense focus on student outcomes;

• shifting the school culture to a focus on preparing students for the future;

• adults are held accountable and take responsibility for student outcomes

• early identification and intervention to keep students on track;

• setting measurable goals for improvement;

• regular and effective communication with students and their families;

The report offers helpful guidance about how principals and other school leaders can work to improve their school. You might want to use it as the focus of faculty study groups or as part of a book study. The entire report is available at the link earlier in this blog.

Valuing the Student Voice

2010-03-08T03:00:00.008-05:00

When I was a principal I was always interested in how students perceived my school and its program. Too often we rely solely on test scores and other quantitative data to assess our success. There are two strategies that value the student voice and allow principals and teachers to gather insights from students.

First, is a Student Shadow Study. Originally developed by NASSP a shadow study charts the experience of students throughout a school day. Observers follow randomly selected students and record the ebb and flow of activities every five-to-seven minutes. Of course, students quickly figure out that something is going on. I suggest talking with the student you shadow before you begin and explain that you are not evaluating them or their work. It's also a good idea to talk with the student at the end of the day to gain additional insights into their experience.

Shadow studies work best when several observers collect data by shadowing students. The December 2009 issue of Principal Leadership provides more detail about this approach.

The second technique is to conduct a series of focus group meetings with students. A focus group is a set of people brought together to participate in a guided discussion about an issue---your school. While not a formal focus group, a principal I met in North Carolina invited groups of students to meet with her during lunch. She asked students to tell her about their school and their classes. She listened and looked for patterns among the students' responses.

Students are incredibly insightful and are able to provide useful information that can be used along with other data to improve schools. I recommend both strategies to you.

Rigorous Schools and Classrooms: Leading the Way

2010-02-28T03:00:00.007-05:00

Suggesting that schools can become more rigorous often provokes a variety of reactions from defensiveness to outright hostility. But I believe that schools must continually strive to improve their curriculum and the quality of instruction and assessment. In my new book. Rigorous Schools and Classrooms: Leading the Way (www.eyeoneducation.com), co-authored with Barbara Blackburn we provide a three-part definition for rigor.

Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.

Together these three elements provide the basis for nurturing and sustaining rigor in schools. Our focus in the book is straightforward: to provide principals and teachers with a practical guide to help make your school more rigorous. We introduce the COMPASS model, a set of 7 tools that leaders can immediately use to transform their school. They include culture, ownership and shared vision, managing data, professional development, advocacy, shared accountability, and organizational structures.

Barbara and I hope that the ideas in the book are helpful to you as you work with your community to improve your schools. Additional resources are available at www.rigorineducation.com or at my website (www.ronwilliamson.com). We'd enjoy hearing from you about the book.

Creating Your Personal Vision

2010-02-22T03:00:00.003-05:00

Having a clear sense of vision or purpose for your school is important. Besides having your own personal vision you must work collaboratively with teachers, families, staff and students to develop a clear and compelling vision for your school.

It all begins with your personal vision. That vision consists of the most fundamental beliefs about life, about your work, and about relationships with people. I suggest you use a four-step process to develop your vision statement.

Step 1: Think about your personal and professional life. Describe what you would like to achieve and the contributions you would like to make. Think of it as something already accomplished. Describe what it looks like and feels like. For example, imagine hovering in a hot air balloon over your life. Imagine your life as successful as it might be---what would you see? what would you feel? what would you hear?

Step 2: Consider your self-image, relationships, personal interests, and community based on the things you wrote in step 1. Examine each item in your draft statement to be sure it still fits.

Step 3: Develop a list of values and identify those that are most important in your life. Once this is done, review the list and rank them from most to least important. Remove the least important. Re-rank if appropriate. Check for relevance with your earlier statement. Eliminate any item that is not relevant.

Step 4: Use the items from the first three steps to develop a statement about who you are. Review and edit the statement as often as needed until you believe it accurately reflects your vision.

Final Note: The job of a principal begins with vision. If you don't have a vision, or haven't revisited it recently, you won't have a clear direction when pressures mount. I suggest that you take the time to develop your own vision and to build shared vision for your school community.

Make a Mental Adjustment

2010-02-15T03:00:00.005-05:00

The principalship is a complex job requiring a person to juggle an incredible array of responsibilities. Principals often tell me that the weeks during the middle of the school year are particularly difficult. I've found that your attitude toward your work greatly influences your success. When I was a principal I liked to focus on positive things, rather than negative, to build momentum for success.

The following examples illustrate how you can adjust your attitude about some of the things you do every day. If you want to make a change start with the way you think about what you are doing. Focus on the positive progress you make each day, whether it is delegating a task or taking the time to mentor a potential leader. Think about your personal vision on a regular basis. Write it on an index card where you can see it regularly.

Negative Thoughts

Positive Thoughts

I’ll never have an empty inbox.

I’m cleaning out my inbox everyday.

I’ll never get caught up.

Today, I choose to make progress on my task list.

100% of our students can’t meet standards.

I’ll make a positive impact on at least one child today.

It’s impossible to keep everyone happy.

Every interaction I have with people will be sincere regarding their behavior.

Working with Families and Community

2010-02-08T03:00:00.003-05:00

I recently completed a project at Hadley Junior High School in Glen Ellyn, IL during which the staff and parents examined their program to find ways to strengthen and enhance their services to students. Several major commitments emerged during the project. First, the planning group worked diligently to keep parents and community informed. They held a series of Town Hall Meetings where they shared information with the community and heard about their concerns. Second, they published a series of newsletters in both paper and electronic format. They are also working to create a series of videos or podcasts of critical school events (6th grade orientation) that will be available for parents. They are also committed to making these resources available to parents and families where English is not the primary language. The commitment of the Hadley community to assure that everyone (families, community, teachers, students) are informed and have an opportunity to share their ideas about their school is significant. The commitment transformed their school.

Seeking Consensus

2010-01-28T06:00:00.001-05:00

I’m fortunate to be able to work with lots of teachers and principals who are working together to improve their schools. Often I’m asked to help them design a process that will provide for thoughtful discussion of the issues and help the group reach agreement on how to proceed. Here’s some advice I give groups that are just getting started.

• Spend time agreeing on norms for both your operation and decision-making. I’ve always liked the Norms of Collaboration developed by Garmston and Wellman. Information can be found at www.adaptiveschools.com.

• Be clear about the process you will use to reach agreement. Consensus is often preferred but can be quite elusive, particularly when there are strong feelings about an issue. A few years ago I was introduced to theFist to Five, a way to measure the level of agreement on an issue. I like the process because it avoids voting and creating winners and losers. When using the Fist to Five, ask every participant to raise his or her hand and indicate their support, from a closed fist (no support) to all five fingers (a great idea). It’s an easy way to determine where a group stands on an issue and the need to continue discussion. Many groups I’ve worked with continue the process until everyone can hold up at least three fingers.

• Always be clear and the purpose and goals for every meeting. Provide an agenda that is clear about topics, action that may be requested, and the time for each item.

• Consider using a parking lot to gather information from members about the meeting. A “parking lot” is one way to anonymously provide feedback to other participants and to facilitators. One model I’ve used is a grid of four blocks---one indicating what went well, one indicating what needs improvement, one for questions, and one for ideas to improve the meeting.

• Structure time for the group to pause and reflect on the meeting. Identify a way for every member to comment on the meeting and the processes used during the meeting.

• Keep notes of the meeting and allow time at the end of the meeting for the group to be clear about next steps and any responsibilities that may have been assigned.

I’m always looking for good ideas about how to assure that meeting time is productive and that members feel the processes have helped the group move forward. I’d love to hear from you about ways you make your meetings productive.

Great Resources for Principals

2010-01-25T17:58:00.003-05:00

I'm always looking for resources that can help principals. One of my favorite websites is The Principals' Partnership (www.principalspartnership.com), sponsored by the Union Pacific Foundation. The site includes lots of useful articles including a set of over 200 Research Briefs (http://www.principalspartnership.com/library.html) that provide information about all of the important topics faced by principals. The briefs can be easily downloaded for your use.

There are also a couple of articles at the site that share tools for improving instruction. They include First Things First (www.principalspartnership.com/feature908.html) and Improving Instructional Quality (www.principalspartnership.com/feature308.html).

I hope you find these resources helpful. Let me know of any great resources you find for helping principals.

Time Management for Principals

2010-01-20T17:53:00.002-05:00

When I was a principal I started every school year with unlimited energy and a commitment to make a difference in the life of every student in my school. As the year progressed I found that my time was consumed by a multitude of tasks, individually important, but collectively distracting. They often kept me from my primary responsibility for assuring a quality instructional program.

In order to protect time for classroom visits, working with teachers on improved instruction or collaborating on school improvement, I developed a set of processes that helped me manage these multiple priorities. There is no one perfect strategy---except the one that works for you. But, here are four of my personal favorites.

Create a “Tickler File” - Many tasks and responsibilities occur annually. A tickler file is a way of creating a reminder about the tasks so they can be anticipated, planned for and accomplished. Some friends had a set of file folders labeled by month. Others used an electronic file. Even others had a daily tickler file rather than a monthly file.

Use a Journal - I’ve found that using a journal as a “running” record of notes from meetings helps me create a “to do” list. This ensures that everything is in one place rather than on multiple pieces of paper or sticky notes. The journal also makes it easy to look back and find ideas and tasks that emerged at earlier meetings. While I keep a paper journal, others are electronic.

Take Control of E-Mail - Check e-mail at set times, not continuously. If you can, respond when you first read a message. Handle them as a group---start with the first and move through them until complete. I like to use descriptive subject lines to identify the substance of a message. I also try to keep messages short and am real clear about what response may be needed. I also turn off the automatic notification of e-mail. When it beeps, it distracts me from my work. I recently read a book that suggested not checking e-mail before 10 am so that the first few hours of the day are focused on your most important work, rather than responding to the most recent request.

Establish Norms Around Access - Everyone wants an “open door,” but a literal open door can lead to fragmentation. Identify a quiet time each day to respond to e-mail and to work on important tasks. Don’t reinforce the idea that you respond the moment you receive a message. Establish norms around interruptions. Work with you administrative assistant to protect time. I scheduled time every week to visit classrooms, talk with students and work with teachers. When I was involved in these activities, everything else waited.

Chapter J in The Principalship from A to Z describes even more ideas. I hope you find my tips helpful and would enjoy hearing from you about ways you juggle the multiple priorities faced by every principal.