Showing posts with label vision. Show all posts
Showing posts with label vision. Show all posts

Monday, March 14, 2016

7 Facts About Modeling as a Leader


We’ve all heard the saying “Walk the walk and talk the talk” and John Maxwell’s famous quote, “A leader is one who knows the way, goes the way, and shows the way.”   As leaders, we need to abide by these wise words everyday.  Modeling what you want to see in your organization or building is critical for the overall growth of the culture.

Every effective leader has the intentions of modeling of what they want to see in their organizations.  The problem is, once things get busy, we lose sight of our intentions.  It is too easy to fall back into our daily norms instead of surging ahead with our original goal of modeling what we want to see each day from our staff.  Great leaders make sure modeling is a focus on their everyday practice.  They do this in many ways:

Great Leaders Who Model Have a Plan and a Vision
Well of course they do!  They model the plan and vision each day.  Leaders focus their modeling on where they want their organization to go.  Don’t model what isn’t important to your organization.  Streamline your platform to give your staff a clear picture of what you expect from them.



Great Leaders Who Model are Accountable
Leaders want their staff to be accountable.  If we want to see that each day, as leaders, we have to be accountable too.  In any organization, there are daily situations that arise that create a detour in our schedules.  As a leader, it is important to avoid these pitfalls.  It is important to hold yourself accountable and set out what you planned to do when the day started.  If we expect our staff members to handle adversity in that way, then we should model that behavior on our end.



Great Leaders Who Model Take Pride in Educating Themselves
If you want your staff to continue to grow, then as a leader, you need to do the same.  Having a constant push to get better and learn more ways to help students and staff starts with pride and want.  There are an abundance of resources available for leaders to grow each day (even if your not technology savvy or using social media).  Use the resources and share with your staff and others.  Others will see your lead and follow.



Great Leaders Who Model Get Out of Their Comfort Zone
We can’t preach to our staff to take chances if we as leaders are not going to do it ourselves.  Try doing things differently with your meetings or with school programs.  Your staff and students will notice.  If it doesn’t work, it doesn’t work.  As leaders, we need to incorporate more inquiry into our decision making process and ignore the fear of a new initiative not being perfect at the onset.

Great Leaders Who Model Build Relationships
Building relationships within your organization increases trust.  Staff will be more open to what is being modeled when trust exists.  When relationships exist, leaders can ask others for assistance with modeling the initiative and to carry the torch to help others.



Great Leaders Who Model Lean on Others
As a leader, it is important to identify talent.  Find the people on your staff that can help you model your expectations.  Using others to help you model will only make your building stronger.  There is a reason staff EdCamp professional development days are some of the biggest growth opportunities for staff members.  They love learning from each other.  Let the power of peer-to-peer self-development help you help your staff.  Let your staff help you model the great practices and programs in your building.



Great Leaders Who Model Are Visible
Increase your visibility in your organization and you will see more great practices in your building.  Seems simple enough.  This allows you to see the different practices and share them with the rest of your staff.  Visibility allows for conversations and feedback to take place too.  Being visible throughout your building shows others that you value having a presence in the building and that it is important to you.  Getting out of office will hopefully encourage your staff to step out of their rooms and share great practices with staff and build relationships with students.

Leaders need to set the bar.  We need to show others the way.  That’s part of what makes a strong leader.  It also helps make a strong organization.  Leading by example sets the tone for the culture and climate of your organization.  I believe Albert Schweitzer said it best, “Example is not the main thing in influencing others.  It is the only thing.”

Wednesday, June 18, 2014

5 Steps for Effective Teacher Based Teams

Many districts across the country are creating teacher based teams (or professional learning teams) in their buildings.  These teams are a great way for teachers to communicate with each other and work in a collaborative environment, something that is desperately needed in education.  Districts and buildings create their teacher based teams in a variety of ways, but creating teams by content and/or grade level are the most prominent.  Sometimes this leaves a certain group of teachers on the outside looking in.  Sometimes these teams/classes are referred to as "The Specials."

As a former high school technology education teacher, I know the feeling of being on one of the "special" teams.  Sometimes being on this team in a building can lead to feelings of isolation or, as football fans say with the cornerback on defense, "out on an island."   The rise of teacher based teams has allowed the teams of "specials" (we refer to ours at NLHS as the "unified arts") to work together and with other content or grade level teams to make a difference in schools.  It is important to remember that there are great educational minds on all of our teams that can help transform the building.  Always remember the advantage that the unified arts classes have over the core content classes: students sign-up for unified arts classes (in most cases); they don't feel they are required to take the classes as they may with science, math, etc.

Effective teacher based teams have the same characteristics.  It doesn't matter what content they teach in the classroom.  Productive teacher based team meetings are separate from the classroom setting.

1. Leadership
Each team needs effective and productive leadership.  If you have a team that does not have good leadership, everyone (including the administrators, teachers, and students) will be fighting an uphill battle.  As an administrator, it is my responsibility to put the best leaders on the building leadership team (or professional learning committee).  The time that the teams take to meet is too precious to waste.  As the building leader, if you are having a difficult time finding the right leader for each team, you may have to lead the team yourself.  Its just the way it goes.  The priority needs to be placed on maximizing the time and resources of your teams.  Productive leadership is the base of effective teacher based teams.

2. Vision
All teacher based teams need goals for the school year.  Working with a variety of different subjects is not an excuse for not having an achievable goal for the year.  Gather teacher and student data to find out what is needed in your departments and within your teams.  Speak with other content areas about where they are seeing positives and opportunities for growth.  Create a constant vision for the "specials" just like they have in the core subjects.

3. Identifying problems & Creating solutions
Our teams create "probletunities", a term originated by David Langford.   Our teams utilize team building tools such as Bubble Charts, Bone Diagrams, Code of Cooperation, Imagineering, and Surveys to find important topics they can tackle to help our building and their classes.  The key is: find a problem, when worked on by the team, will have a solution that benefits the building as a whole.  Utilizing brainstorming tools is a great way to find areas to focus on.  Langford's "Tool Time for Education" is a great resource for these tools.

4. Work with other Teams
Our unified arts team focused on our students' difficulties completing problems that contain multiple steps.  The team spoke with members of the core content teams and they found that the students had problems with those same areas in their classes.  Finding solutions or opportunities for students to complete multi-step problems will help all of the teams in the building.  Now the unified arts team isn't "on an island."  They are in the trenches with the rest of the teams.

We allow our teams to work as cross-curricular teams too.  The English department can work with the Math department and find probletunities that will help each department.  Cross-curriculum work is the most effective way for students to learn and comprehend.  We should allow our teachers to work in cross-curricular settings to do the same thing.

5. Share the Experience
We have our teams share their work.  We have utilized our Building Leadership Team meetings to share how each team is working on their probletunities.  It is a good way to get feedback from others and allows other team leaders to visualize incorporating some of the methods from other teams within their team.  Teams could also share their work with other buildings in the district and with community stakeholders.  It would be a great way to demonstrate how the time during meetings is utilized and get community input to help solve problems in and out of the building.

Teacher based teams are powerful.  The key is to utilize the time and resources.  Make sure all of teacher based teams in the building are clear on their vision, goals, and leadership.  The rest is letting teachers do what they do best: lead their building, classrooms, and students to better places.