Teachers as entrepreneurs

I've often said that teachers are like entrepreneurs. Their classroom is their business and on any given day they must sell, innovate, create, inspire, and improve their skills in order to succeed in their primary function, namely teaching knowledge and skills for today while developing life-long learners and problem solvers for tomorrow. They must individualize their product (instruction) to fit the needs of each child which means knowing their children well enough to recognize those individual needs. All the while, they are required to manage behaviors that range from angelic to outrageous. Failure in an area can bring less than stellar results. As an administrator, I must value this entrepreneurial spirit while recognizing that the rugged individualism that goes with it is no longer sufficient. Therefore, one of my roles is to foster collaboration. Fortunately, most teachers have already discovered this necessity and are willing to work with each other for the overall success of the school.  This makes my job easier as long as I provide the structure and environment to allow for true collaboration to occur.

My vison for school (Part 1) #SAVMP

With only four days on the job, I realize that campus leaders have more to accomplish than is humanly possible, but must do it anyway.  That reality is both overwhelming and exciting at the same time.  It reminds me that, as a leader, one of my roles is to tap into as well as help develop the leadership skills and abilities of those on my campus.  In this way, more is accomplished, the burden is shared, and everyone is able to have input into the success of the school. 

Before I can truly begin to say where I see my campus going in the future, I have to step back and take a hard look at where we are now.  At the moment, most of my days have been spent trying to prepare for the return of teachers while ensuring that general procedures and policies are in place to facilitate smooth operation of the school.  One of my major areas of reflection for the next few weeks will be the campus vision.  Where do we aim to be in the next year? five years? Ten years? This is a question that needs to be reflected on by all staff as we work to develop a cohesive vision for the school. In general, I know that the relationship between teachers and administrators must become more collaborative.  There has to be a "we" mentality instead of "us" and "them."  There must be an overall understanding that we are all here for children and every decision we make, whether individually or collectively, must be in their best interest, not our own.  If we ever lose sight of that reality, we will have failed in our calling. I am reminded of a quote from E. Don Brown, "If it is good for adults, it is probably not good for kids."

More to come on vision as the year begins and I can stop long enough to truly reflect on this most important matter.

Why I Lead #SAVMP

Over the summer, I logged several thousand miles and endured numerous interviews as I searched for that first "official" school leadership position.  During this process and amid the quiet hours of driving, I was almost forced to answer the question, "Why do I want to be a school leader?"  I know that the role brings long hours, difficult situations, and often the fruits of our labors are not seen immediately.  So, why do I choose to be a school leader? 

The two main reasons I kept coming back to are the ability to serve in a greater capacity as well as positively influence the lives of many more than was ever possible in the classroom. As a classroom teacher, I was able to serve and support a small group of people, usually one hundred or so students a year along with select parents and a few other teachers.  As a school leader, those numbers will increase.  The direct affect on students will likely decrease, however the indirect influence will grow as I serve teachers as an instructional leader.  By providing the structure, support, and assistance that they need, my overall influence will increase. Plus, I will be able to work closer with some of the students who need extra support, especially those who are struggling with behavioral issues, and spend the extra time needed to help them be successful.

As I reflect on my previous school leadership roles (department chair, committee head, academic coach, lead teacher), I realize that what brought me the most enjoyment was serving others and helping them be successful.  That makes sense as I realize that the leaders who I most admired and readily followed were those who made it their job to ensure that others achieved success.  They didn't always provide answers, but instead helped people to find out their own solutions.  They also provided opportunities for people to face challenging situations and then served as a guide to get them through the challenges and grow in the process.  As I enter into my first taste of school administration, I want to be the leader who does the same as I reach people where they are and bring to where they can be.

Tomorrow, I will officially walk into my new position.  I'm sure that as the days proceed, I will add many more reasons I lead (I already have, but don't have room to flesh them out) as well as some days questioning why I chose this career path.  Overall, however, I expect to continue as an educational leader for years to come and expect that my service and influence will only increase over time. 

Interviews-from the other side

All summer long, I've been interviewing for administrative positions.  Now that I have accepted a position, I get to be on the other side of the table.  Yesterday, I participated in two interviews for teaching positions at my new campus.  It was different being the interviewer.  For one thing, the pressure was off (in a way).  It was more relaxing simply asking and listening.  However, at the same time, there was the pressure to ensure that the right person was hired.  I also noticed that, inside, I was rooting for the person to do well.  During my time in the "hot seat," I got that same impression from my interviewers.  Yesterday, I hope that the candidates could tell that I wanted them to succeed.  

Looking at candidates from an administrative perspective allows for a different viewpoint.  Just as those who interviewed me had to predict my future success for their district, I had to do the same thing.  One of my mantras is that if the best are hired up front, it will mean much less work on my part in the future and much less frustration for the recruit.  In addition, it's important to determine if the candidate is "highly qualified" based on NCLB requirements.  If not, they will have to jump through a few hoops to get that qualification, which, in turn means more work ensuring that this occurs.  

I am realizing that there is an art and a science to the interview. Picking the best candidates based on just a few points (interview, paperwork, references, portfolio) is not a simple process. I also realize that the results of the interview could be either extraordinary or detrimental to the school.  This is not a task to be taken lightly.  

Ultimately, outside of ability, which is important, I am looking for someone who cares deeply about kids and is determined to do whatever is necessary to ensure their success.  If this quality is present, then many other deficiencies can be overcome.  Without it, there is little hope for success. 

After 2000 miles and 7 interviews

As the title says, I've traveled over 2000 miles this summer and been through 7 interviews.  Each one was a growth process for me and helped to clarify my leadership style as well as my commitment to this profession and being a leader in it.  Now, after all that, I've been offered a position within 10 miles of my front door in my own school district.  Would I trade the time I spent filling out applications, updating my résumé, rewriting my cover letters, traveling, and spending time in the hot seat during interviews?  Not in a million years.  

I related to my wife recently that for most of my previous interviews (for teaching positions) the process has been very straightforward.  In most cases, the interview was a formality as my qualifications and experience were more than what was expected for the position.  This was different.  Districts have to know that their leaders are going to be able to do the job and bring the school forward from where it is now.  I don't have the track record, just the qualifications. Therefore, the interview process has been both challenging and refreshing.  I've learned something new at each interview and, through reflection, been able to identify areas of weakness that I need to improve in.  In fact, I think it would be helpful to have an interview every week just to stay focused on improvement.  I can do that through reflective questioning on a weekly basis and use my responses as a tool for improvement. 

Now that I am moving into this new position, the time for working and showing what I am made of is here.  Yes, I still need lots of work.  That will never change.  But, each day, I must show consistent growth until I become the  very best I can be at this position and am able to move up.  Constant improvement is the goal.  I am up to the challenge.

2nd Interviews

2nd interview #1 is over.  I didn't get the position, but the experience was priceless.  It is honor to sit in the presence of fellow educators and be able to speak openly with them.  #2 is supposed to be tomorrow.  However, in the meantime, an opportunity has opened closer to home and it looks promising.  So now I have a dilemma.  Do I focus my time on the one closer to home or do I o ahead with tomorrow's interview knowing that I probably won't take it?  Tough choices. 

During this process, I've also learned the value of mentors.  Prior to Monday's interview, I contacted a mentor and he was able to help me clarify some of my responses as well as model good coaching strategies.  I've learned that, when I'm in the presence of a great leader, I need to take the time to learn as much as possible.  

Right now, I'm hoping that I'm offered the position closer to home because it would mean not moving as well as continuing to make an impact in the district.  I can see lots of value in staying there as I already have relationships in the community and I can continue the work I've already started.  I will still trust that I am going to end up in the right place in the end.  In any case, all of the interviewing I've done this summer has been valuable as I've made contacts, clarified leadership strengths and weaknesses, and am better prepared for the task at hand.

Interview 5 and 6

Over the last 4 days, I've had two interviews.  Both, in my opinion, did not go as well as I had hoped.  I felt as though I was stumbling in several areas, but apparently the committees did not have the same view.  I've been called for second interviews on both.  At this point, I can see several possible reasons.  One, the schools are getting desperate to get someone on board. Two, there were very few applicants. Or, three (and I hope this is the correct one), the committee was truly impressed with me.  I went into these interviews recognizing that, unlike other interviews where I was selling my skills, I needed to sell me.  The committee is not buying a bill of goods ( or a skill set), they are instead buying into a person.  Skills are necessary, but it is more important to have the right person in place. I hope that I can be that person and display the skills, temperament, and work habits necessary to be beneficial to the success of the school and every student in it.  If not, it is still an opportunity to get to round two and see what happens next.  This, in of itself, is an honor and a privilege.