Archive for the 'Leadership' Category

Bullies …


If not now, when? If not you, who?” ―Hillel the Elder

Bullies come in all sizes and exist in all occupations. There are playground bullies, cyber bullies, bullies in the workplace, and even bullies who run for president.

Bullies may be famous and powerful, or they may be virtually unknown except to those they bully.

When I was young an adult told me that the best way to deal with bullies was to stand up to them.

Such a stand against bullying, of course, requires courage.

One or more people standing up to him or her—one-to-one or in group settings—is often all that’s required to end the bullying or at least blunt its effects.

Given that courage doesn’t mean acting in the absence of fear, but rather acting in spite of it, the presence of fear is not a sufficient reason to allow bullies to destroy what others have created or want to create.


Sometimes standing up to bullies is no more complicated than that – it literally involves standing and looking the bully in the eye because deep down many bullies are very afraid.

One of my favorite moments in the first presidential debate between Hillary Clinton and Donald Trump was when moderator Lester Holt asked Trump to explain to Clinton why she didn’t have “a presidential look,” given his public statements on that subject. Trump, not surprisingly, tried to change the subject.

At other times standing up to bullies may require clarifying one’s principles and perhaps even rehearsing a confrontation with a trusted colleague or friend.

In 1954 Joseph Welch’s, “Have you no sense of decency, sir? At long last, have you left no sense of decency?” was a turning point in the history of McCarthyism.

Many of us have one or more bullies in our lives.

Sometimes it is no more complicated than thinking deeply about your response to this question: If not now, when? If not you, who?

Extending invitations


I once heard a minister tell a story about being new to a congregation and noticing an elderly man who attended services each week, faithfully sitting front and center.

Upon learning that the man was not a member of the church the minister sought him out after a service to inquire about why he had never joined. “No one ever asked me,” the man responded.

Invitations can be very powerful.

While they don’t ensure acceptance, more often than not people are willing to step up to greater involvement when they are encouraged to do so.

At least that was true in my career as I was invited to take on new, more challenging responsibilities or encouraged to apply for positions that felt far beyond my reach.

An invitation, of course, is only the first step. Ensuring the success of those we promote often requires mentoring, coaching, and other carefully-considered developmental experiences.

But it all begins with an invitation.

In what ways have invitations enriched your life or career, and how have you sought to ensure the success of those you have invited to take on new challenges?

No place for hatred…


Good teachers have always created inclusive classrooms.

Their work is made more difficult, though, by bigoted and demagogic political leaders who speak to this nation’s fears and arouse hatred.

While I have been pleased to see so many politicians from across the political spectrum rebuke Donald Trump for his divisive and hateful views, it may be too little and too late.

Even now Trump continues to be the Republican front runner, and I am deeply concerned about the damage he is likely to do here and abroad before he is done.

In such times the work of good teachers and administrators in building inclusive classrooms and schools is more important than ever.

Skillful leadership


Early in my professional development career I spent a great deal of time talking with teachers about teaching. I enjoyed those conversations except when…

Teachers were angry, cynical, or otherwise emotionally unsuited to have such conversations. Without exception, those teachers were…

Poorly led. They were poorly led by principals or system administrators or union leaders. Or all three. Over time that led me to…

Focus my work on leaders, particularly principals and teacher leaders because their skillful leadership was essential to meaningful teacher professional learning, particularly the kind of professional learning that would benefit all students in all classrooms.

School leaders to a very large degree determine:

• The emotional tone of a school.

• Whether the school’s culture focuses on the continuous improvement of teaching and learning for all students or on maintaining the status quo.

• Whether teachers primarily work in isolation or benefit from strong, effective teamwork.

What is your experience? Is it possible to have continuous improvements in teaching and learning for all students without skillful leadership?

Stretch yourself


Forty-seven years ago this month I began my teaching career. Over those years the challenges and opportunities of teaching, learning, leadership, and public education gradually became a part of my daily consciousness, whether I was “on the job” or not.

I started teaching in 1968 in a high school with team teaching and modular scheduling that allowed for the flexible grouping of students, which by their very nature immediately engaged me in collaboration and job-embedded professional learning, although both terms would have been foreign to me at that time.

In 1972 I was invited to participate in designing and implementing a public alternative high school for “disaffected youth.” I had not heard the term “teacher leader,” nor was I aware how rare it was for a teacher to be meaningfully engaged in creating such a school.

In 1978 I became director of a teacher center, again as a teacher leader. A year later I became a member of the National Staff Development Council (now Learning Forward).

I did not then know how my career was being subtly and irrevocably shaped by this succession of important and rare opportunities.

And in 1984 I became executive director of NSDC, a part-time position with an organization that at that time had just a few hundred members. For the next 23 years I had  the privilege of meeting outstanding educators from around the world and abundant opportunities to think deeply about professional learning.

What all of these things had in common is that they stretched me in ways I could not have anticipated and often did not desire. And, because I often worked outside my comfort zone, the fear of failure was a constant companion.

While I had not yet heard of the “impostor syndrome,” I lived it daily.

And in each setting —an innovative high school, an alternative program, a teacher center, and NSDC — I benefited from the support of respected colleagues who offered encouragement and mentoring along the way.

So what would I say to a teacher near the beginning of his or her career?

Look for and be open to opportunities and mentors who will challenge and stretch you. If you do, I predict that you will have a rich and fulfilling professional journey. I wish you well wherever you may be along that road….

High-quality professional development matters


The bad news is that professional development for most teachers has never been very good. The same is true for administrators, which may explain the low-quality of teacher professional development.

The good news is that professional development can get a lot better quite quickly.

All that’s required is that administrators and teacher leaders commit themselves to high-quality professional learning and engage the school community in an extended study (but not too long) of the professional development literature that includes generous amounts of honest conversation about current reality and meaningful next steps.

Here are a few important and still relevant posts from recent years on professional development:

“The biggest problem in professional development is…”

“The biggest problem in professional development is that administrators and teachers significantly underestimate the amount of effort and time required to create the new habits of mind and behavior that are necessary to provide high-quality teaching and learning for all students.”

“Finding the third way…”

“The third way involves finding the appropriate blend of team-based learning/collaboration within the school in which all teachers participate and individualized approaches, including the use of social/learning media, for improving the knowledge and skills of teachers to provide tailored solutions for their unique challenges.”

“Mindless professional learning…”

“In my experience, the kinds of teaching/learning processes used in professional development have a profound effect on the teaching/learning processes used in the vast majority of’ classrooms. Put another way, mindless professional learning produces mindless teaching. And vice versa.

The remedy is simple, but not easy: It’s essential that teachers’ professional learning resemble as closely as possible the kinds of teaching and learning desired in all classrooms.”

“Why the distinction between professional learning and professional development is important”

“Professional development in schools refers to the processes used in promoting professional learning and the context and other resources that support it.

Professional learning refers to the outcomes – what is learned, how deeply it is learned, and how well it is applied in classrooms. It is about changes in what teachers and leaders think, say, and do on a consistent basis.”

“Why professional development without substantial follow up is malpractice”

“‘[H]ead learning’ abstracted from practice without abundant opportunities for supportive on-the-job feedback and trouble shooting wastes the organization’s resources and squanders teachers’ good will. Such malpractice is not only an ethical lapse, but is immoral when students’ learning and well being are negatively affected.”

“6 fundamental ingredients of robust professional development”

“Powerful professional development has as its primary and overarching purpose the creation of professional learning that affects what teachers believe, understand, say, and do on a daily basis for the benefit of all students.”

“Why doesn’t professional development improve?”

“Some schools are exemplars of high-quality professional learning and teamwork, but they remain the exceptions rather than the rule. While barriers such as lack of time and other resources are often cited as problems, I think there are four deeper, more fundamental explanations for why professional development has not fulfilled its essential role in the continuous improvement of teaching and learning.”

Well-designed professional development solves problems

Dennis Sparks

“I hope I die during an inservice because the transition between life and death would be so subtle.” Unfortunately, that old joke can bring as appreciative a laugh among teachers today as when I first heard it several decades ago.

Professional development is viewed by many educators as demeaning and irrelevant, an obligation that has to be endured if it cannot be avoided. It is perceived as a problem in itself rather than a problem-solving tool, and rightly so given the negative experiences of many educators.

As a result, some critics propose eliminating professional development, at least the “one size fits all” variety that is often the source of so much frustration. To that end they propose differentiating professional development with each teacher independently pursuing his or her own unique learning goals.

But many important schoolwide, grade level, or department goals related to student academic success and their emotional and social well-being can only be achieved through well planned and implemented team-based professional development that occurs within schools.

One of a leader’s most significant and demanding responsibilities is to create consensus in the school community regarding meaningful, stretching goals and the means that will be used to achieve those ends. Put another way, leaders assist the school community in a never-ending cycle of identifying and solving increasingly complex problems, problems that can only be solved through professional learning and teamwork.

The real solution to the problem of low-quality professional development, then, is not to eliminate it but to make certain professional development is well designed and well implemented so that it enables individuals, teams, and the school community as a whole to achieve their most important goals and to solve problems that are unique to their settings.

How do you see it: Is professional development itself the problem or is it an essential part of the solution?

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