"I'm going to coach whoever shows up"

I recently completed Roland Lazenby's Michael Jordan: The Life. As I anticipated, I've come away from the experience with more than a few thoughts and ideas that translate pretty well to the classroom.

I spent my high school and college years completely fascinated (translation = obsessed) with Michael Jordan and his Chicago Bulls. Only later in life, once I became a teacher and a coach, did I realize that one of the fundamental factors in the success of both Jordan and the Bulls was a gentleman and master teacher named Tex Winter. Winter, a veteran coach and the godfather of the Triple-Post (Triangle) Offense perfected under Coach Phil Jackson's Bulls, epitomizes "teacher" better than most any coach around, save perhaps John Wooden. Phil Jackson once tweeted me that Tex Winter was the greatest teaching coach he'd ever worked with.

One of my favorite passages from Lazenby's book gives us a great insight into Tex Winter's #coachteach approach: "Winter believed that he had been hired to teach, so he taught whenever possible, with the sort of frank, direct feedback that most players hadn't heard since middle school. 'When we step out on that floor at a practice session, I'm going to coach whoever shows up,' Winter once said of his approach." Furthermore, Assistant Coach Johnny Bach said of Winter in the book, "He brought an enthusiasm that went beyond the normal."

As the new school year is upon us, Tex Winter's example serves as a great model for teachers. Winter declared he would teach "whoever showed up." In other words, he didn't care if he was coaching the greatest basketball player of all time or the practice squad's reserves. Winter was going to teach, and he was going to do so with "enthusiasm that beyond the normal."

Imagine the impact teachers can have with Winter's attitude - teach whoever shows up. We all know that we're going to get all kinds of kids in classrooms this year: super smart, academically average, academically behind the curve, distracted, hungry, hurting, perfectionist, defeated, highly motivated, hardly motivated, likable, hard to love, rich, poor, and more. The challenge is this: teach whoever shows up and do so with enthusiasm beyond the normal. Admittedly this is a ridiculous challenge. Thank God we have teachers in classrooms and not anyone else.

Interested in more parallels between coaching and teaching? Check out the #coachteach hashtag on Twitter, or check out What Teachers Can Learn from Sports Coaches.

Excerpt from What Teachers Can Learn from Sports Coaches - The Game Has Changed

Below is an excerpt from my newest book, What Teachers Can Learn from Sports Coaches, to give readers an idea of what the book really is about. I hope you enjoy the excerpt and I hope you'll consider picking up or downloading a copy of the book.

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What Teachers Can Learn from Sports Coaches
by Nathan Barber
Copyright 2014, Routledge/Eye on Education
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“Athletes and people are happiest when they are improving… You are either getting better or you are getting worse… I find it really tough at any level, but especially with an Olympian that’s no longer getting any better and not improving… we have to deal with some tough stuff. We do whatever we can – with technology, with feedback, with multiple coaches coming from different angles – to keep them improving, because that’s when they are performing at their best.” Marv Dunphy, member of the Volleyball Hall of Fame, Five-Time NCAA National Champion as Head Coach of Pepperdine University Men’s Volleyball, and Gold Medal Winner as Head Coach of the 1988 Olympic Team

The Game Has Changed…

            The game has changed. What game, you ask? Well, virtually every game in the modern sports world has changed since its inception. For some sports, rules have changed, gameplay has changed, equipment has changed, scoring has changed and even the length of the season has changed. The three point line in basketball, the designated hitter in baseball, and the forward pass in football each have irreversibly changed their respective sports. For other sports, the players today are bigger, stronger, and faster than ever before, and the very nature of those particular sports have been forever altered because of the changes in the athletes. Usain Bolt in track and field, Lionel Messi in soccer, Tiger Woods in golf, Michael Phelps in swimming, and Kareem Abdul-Jabbar and Brittney Griner in basketball have elevated the level of “excellence” to new heights in their respective sports. Additionally, many nuances of the major sports have changed.

            To be a successful in the sports world today, a good coach must understand change. He not only must acknowledge that his sport changes but also must take measures to keep up with the changes. He must be willing to change his practice approach and his game plan. He must be willing to approach players differently. He must be willing to approach every aspect of the game differently. If there is a coach today using the same approach, same game plan and same practice plan he did twenty years ago, chances are that his program ranks somewhere other than at the top. Because rules, equipment, scoring and even players have changed through the years, no good coach would stubbornly resist change and refuse to stay current. Imagine a basketball coach running the same plays he used before the introduction of the three-point line.

A good coach works hard to stay on top of how his particular sport continues to change or he simply gets passed by. An NCAA or National Football League defensive coordinator better put in extra time to understand how the New Orleans Saints and the Baylor Bears, engineered by Sean Payton and Art Briles, respectively, have changed the game of football offensively. A National Hockey League coach better work hard to find a way to approach Ken Hitchcock’s frustrating, defense-first style of hockey. Coaches who do not keep up with other programs’ innovations will become obsolete very quickly.

            As with the world of sports, the world of education has changed. Historically, education has changed very little until very recently. The stand-and-deliver model of teaching by lecture dominated education for centuries, dating back to the advent of universities hundreds of years ago. Even late into the 20^th century and beyond, such obsolete pedagogy has managed to hang on for dear life in some schools even though the world outside the classroom walls has been changing at an incredible rate. In recent years however, the rules of education have changed, the art of teaching has changed, scoring and assessment have changed, the length of the days and years have changed, and even the students have changed. Imagine a teacher teaching science the way she taught it in the 1970s, or history, or art. Inconceivable! For a good teacher, these changes present opportunities to change with the times and explore new and exciting best practices.

            A good teacher understands that both teaching and learning have changed. Whereas classrooms once were cutting edge with one Apple IIe for students to share, many classrooms today have tablets or laptops in every student’s hands. Classrooms of days gone by used sticks of chalk with chalk boards or black boards, while today’s classrooms often boast interactive whiteboards. Blended classes, digital textbooks, state standardized testing, increasingly competitive college admissions, scores of proprietary curriculum choices, Advanced Placement courses and more have changed not only what teachers teach but how they teach. Similarly, what students learn and how they learn have changed. Research has shown repeatedly that the one-size-fits-all assembly-line method of educating students used so much throughout the 20^th century leads to disinterest and disengagement with 21^st century kids.

A good teacher recognizes that today’s students differ even from students ten years ago. Today’s students are more plugged in than ever. Today’s students have different life goals than students a generation ago. Today’s students face a future that is more uncertain than ever before and employment statistics that are far from encouraging. As a result, what students need in the classroom varies greatly from what students needed in past generations. A good teacher changes her game plan, or lesson plans, to accommodate these changing needs. Because students’ needs have changed and because the ways students’ learn best have changed, a good teacher stays current on changes in teaching and learning by reading, researching, observing others and experimenting with new approaches.

            A good teacher, unafraid to change with the times, rewrites his game plan as often as necessary in order to stay current with best practices. In terms of teaching quality, experience can be priceless. As recent research shows, however, there exists no direct correlation between teacher experience and teacher effectiveness. This largely results from career educators’ inability or desire not to change and update their game plans to give todays’ students what they need. The best teacher in any given building may or may not be the most experienced teacher. The best teacher in the building, though, will not be the one using the same yellowed notes he used three decades ago. The best teacher in the building will not be the one using the same exams he used back when mimeograph machines with purple toner were all the rage. The best teacher in the building will not be the one who has memorized all the lectures and can deliver them with no notes or outlines in front of him. As with coaches who hold on too long to the old ways of doing things, quite possibly, the game of teaching has passed some of these teachers by, thus rendering them obsolete in the 21^st century classroom. The best teacher in the building, regardless of years of experience, does what all good teachers do: he evaluates his game plan often and rewrites his game plan as often as necessary to accommodate the changing needs of the students and the changing landscape of the real world and does not cling to obsolete pedagogies.

            Perhaps baseball coach John Cohen of Mississippi State University sums this up best. Having led his Bulldogs to not only the College World Series finals in 2013 but also to the most wins in program history in a season, Cohen understands that change and evolution are crucial to continued success. He says of his own coaching and teaching journey, “… the six most dangerous words in the English language: We’ve always done it this way. That’s dangerous because the world is changing. If we were doing it the same way that I was doing it as a young coach 20 years ago, we’d be doing the program a huge disservice. It’s a challenge to make sure you’re constantly evolving.” As Cohen will testify, the challenge certainly is worth it, for you and for those you teach.

Keeping mind that the game has changed, and will continue to change, the obvious question is, “Will you?”

Excerpt from What Teachers Can Learn from Sports Coaches - Introduction

Below is an excerpt from my newest book, What Teachers Can Learn from Sports Coaches. I'm going to post a few short excerpts over the next few weeks, but I thought I'd begin with the Introduction to give readers an idea of what the book really is about. I hope you enjoy the excerpt and I hope you'll consider picking up or downloading a copy of the book.

What Teachers Can Learn from Sports Coaches, by Nathan Barber
Copyright 2014, Routledge/Eye on Education
 Introduction
 

     What is a coach? The word coach seems to have originated in Hungary at some point in the 16^th century and described a large carriage used for transportation. In the early 19^th century, coach became an Oxford University slang term for a tutor who “carried” a student, as in preparation for university exams. Later in the 19^th century, coach at last appeared in the vocabulary of sports as one who leads a team. An interesting thread runs through these three examples of coach. Do you see it yet?

     We can deduce that coach morphed into the verb coaching at some point during the 19^th century once the associations with tutoring and leading sports teams became commonplace. Now, in the 21^st century, what lies at the heart of coaching actually can be traced back to its three original, unique, yet related uses. The all-time winningest high school boys soccer coach in the United States, Terry Michler, makes an astute observation about coaching in the modern world. Michler, who coaches at Christian Brothers College High School in St. Louis, Missouri, says, “[coaching] involves taking someone where they could not get on their own.” With one short phrase, Michler sums up and ties together the three original applications of the word coach. All three of the original meanings of coach involved taking someone – a passenger, a student, an athlete – somewhere he couldn’t go on his own – a distant geographic destination, the Dean’s List, the league championship. A good coach does the same today.

     Coaching is teaching. Who knows who first said this, but this phrase has been quoted and requoted countless times, and with good reason. A great coach also is a great teacher, even if the subject matter is zone defense, the pick and roll, the bunt or the art of putting. Don’t take my word for it, though. Consider what these great coaches have to say on the subject:

“The coach is first of all a teacher.” John Wooden     

“They are about as parallel as anything can be.” Terry Michler

“At the end of the day, coaching is teaching.” Brian Boland

“Coaching is teaching.  Great coaches/teachers are good communicators; start with the end in mind; stress the fundamental (little things) concepts; practice and build on those fundamental concepts daily; reteach until the concept is mastered; motivate their students; and establish positive relationships with their students.” Dale Monsey

“Coaching and teaching are one in the same in that the educator has one purpose in mind: to share knowledge with the student/athlete in the hopes of making them smarter both mentally and physically.” Patti Gerckens

“Coaching obviously is synonymous with teaching because I think great coaching is effective teaching. What you’re trying to do is to accelerate someone’s growth in the game that you’re an expert in, and you’re trying to give them the benefit of your experience by sharing with them what they can do to get to their potential.” Anson Dorrance

     Even when the subject matter differs, great coaches and great teachers have a great deal in common. Great coaches and teachers communicate effectively, harness the power of teamwork, make work meaningful, embrace technology, build a winning tradition, teach life lessons and seek continuous improvement. Drawing on the wisdom of some of the best and most successful coaches in the business today, this book draws parallels between great coaches and great teachers, between great coaching and great teaching. Using examples from the lives and experiences of these great coaches, this book illustrates the correlation between teaching in the sports world and teaching in the classroom. As you read through the book, note that coaches whose names are italicized have provided direct input for this book. Without their wisdom, this book would not have come together as such a practical yet meaningful guide to great teaching.

     Although this book could be read cover to cover in a few sittings, each section has been divided into short, easily digestible pieces to be read and pondered and then applied. Additionally, because of the way the book has been structured, reading through the sections in order is not necessary. Browse the sections, find what interests you or what you need, then read, consider and repeat. Regardless of how you read through the book, my hope is that you are challenged by the ideas presented here and that you find many of these ideas relevant and useful in your own teaching journey.

Nathan Barber

The above information is Copyright 2014 Routledge/Eye on Education and Nathan Barber

What Teachers Can Learn from Sports Coaches - Cover Art

I'm pretty excited that the cover art for What Teachers Can Learn from Sports Coaches: A Playbook of Instructional Strategies hit my inbox today! The image is en route to Amazon, Barnes & Noble, etc., and should be updated on those sites soon. I think the design team at Routledge/Eye on Education did a great job!

What Teachers Can Learn from Sports Coaches: A Playbook of Instructional Strategies

What Teachers Can Learn from Sports Coaches

“What’s the difference between great teachers and great coaches? In this compelling book, Nathan Barber proves that you can’t be one without the other.” Annette Breaux

“Nathan Barber draws on the wisdom and experience of some of the best teachers in sports and translates that wisdom into best practices for your classroom.” Kim Mulkey

What Teachers Can Learn from Sports Coaches: A Playbook of Instructional Strategies (From Routledge/Eye on Education Publishers) The strategies used by winning coaches on the field can bring success to classrooms, too. In What Teachers Can Learn from Sports Coaches, you’ll discover that the athletic arena and the classroom have more in common than you think. Author Nathan Barber demonstrates how many of the principles of coaching can be used by teachers to motivate students, build community and enhance teaching.

Strategies in the book include:

• Communicate Effectively
• Make Work Meaningful
• Embrace Technology
• Build a Winning Tradition
• Teach Life Lessons
• Seek Continual Improvement

Teachers, administrators and coaches from any and all grade levels and subject areas will find valuable insight into and wisdom related to some of the instructional strategies today’s greatest coaches use to build great players and successful teams.

For months, I personally collected wisdom from some of the greatest coaches in the US and some from around the world. Included in the list of coaches are Olympic medalists, NCAA national champion coaches, state champion coaches, national team coaches, and all-time winningest coaches. Additionally, the two forewords have been written by nationally-known educational guru Annette Breaux and two-time NCAA champion coach Kim Mulkey. I will release more info soon about the other amazing coaches who contributed to this book. The editors currently are working on cover art, advance praise and book reviewers. (If you are interested in providing a blurb or doing a book review, please contact me.

The book already is listed at Amazon and Barnes & Noble, as well as on Goodreads. (The current cover art and prices are simply placeholders and do not reflect the final art and pricing). To get the most recent updates, you can Like my Facebook page or follow me on Twitter. As the release date of August, 2014, gets closer, I'll share more information about this project, about my journey from blank page to final draft, and about the fascinating insight into coaching and teaching I've picked up along the way from some amazing coaches. This project will spawn a number of articles, blog posts and more.

Thanks for your interest in What Teachers Can Learn from Sports Coaches: A Playbook of Instructional Strategies.

Updated 3-22-14

Please Don't Squash the Wonder

I just finished a brilliant novel, Rules of Civility, by Amor Towles. As I drew near the end of this fantastic story, I came across a conversation in the book between two characters about a third character. I've been unable to shake part of that conversation. Here's what they said:

"What he's got they can't teach in schools. They can squash it, maybe; but they sure can't teach it."
"And what's that?"
"Wonder."

As tempting as it is to rant about all I see in American education that has quashed, is squashing and will squash our kids' wonder, I won't. Rather, I'll make one statement and ask one question.  As an educational leader responsible for the intellectual well-being of an entire building full of students, I feel a tremendous responsibility to do everything I can to prevent my school from squashing my kids' wonder. What will you do this year to make sure your kids' wonder isn't squashed?

Please don't squash the wonder.

A Review of Comprehensive Faculty Development by ISM Publications

            Because faculty ultimately determine the quality and success of the independent school, many independent school leaders find the recruitment, hiring and mentoring of faculty some of the most exciting and rewarding aspects of leading an independent school today. Likewise, because of the high stakes involved in recruiting, hiring and mentoring quality faculty, some independent school leaders cringe at the thought of walking through these steps. ISM Publications understands both perspectives and now offers an outstanding reference for all independent school leaders that takes the guesswork out of recruiting, hiring, retaining and rewarding quality faculty. Comprehensive Faculty Development sets the bar for faculty development guides by providing an in-depth examination of each of these key facets of the faculty life-cycle of events. Comprehensive Faculty Development directly addresses the faculty life-cycle and examines each of the stages from a number of perspectives. The book offers heads of school, division heads, business managers and human resource managers a systematic, research-based approach presented in a clear, concise manner.

The first section of Comprehensive Faculty Development begins with the initial stage in the faculty life-cycle: hiring and induction. The early chapters walk school leaders step-by-step through ways to include current faculty in the search for new faculty and provide recommendations on how to keep the process mission-based and centered on the school’s values.  These chapters also offer a wealth of information regarding the creation of job descriptions and effective advertisement, the potential issues involved with reference and background checks, to the proper way to conduct interviews and more. The final part of the first section emphasizes the difference between orientation and induction and explains how to properly get new faculty assimilated successfully into the school culture.

The second section of Comprehensive Faculty Development covers a stage of the faculty life-cycle that independent school leaders seldom manage properly and effectively: evaluation and growth. After addressing expectations, observations and evaluations, the second section provides guidance for school leaders on how to lead faculty through these often uncomfortable but necessary and rewarding steps. Additionally, the section emphasizes the importance not only of relationships but also coaching and mentoring.

The third section of Comprehensive Faculty Development tackles a part of the faculty life-cycle that probably always will be a touchy subject for faculty and administrators alike: reward and recognition. This extensive chapter presents a variety of traditional compensation models, such as salary schedules, salary grids and merit pay, as well as a few innovative and creative compensation models, including broadbanding. The book does not leave business managers guessing; the chapter notes benefits and downsides for each.

The next section of Comprehensive Faculty Development handles a sensitive and often painful part of the faculty life-cycle: corrective action and selective retention. Here the book spells out the steps involved in the correction action process and explains the options available when corrective action fails. This section also moves step by step through the processes of non-renewal and termination. Furthermore, the book provides suggestions for documentation and consideration of legal ramifications throughout the corrective action and termination part of the faculty life-cycle.

The final sections of Comprehensive Faculty Development outline ways to assess a school’s faculty development efforts and provide appendices full additional information.

Independent school leaders may find other books addressing some or even all of the issues included in Comprehensive Faculty Development. However, a number of characteristics make ISM’s latest book stand out from other similar books. First, and perhaps most significantly, Comprehensive Faculty Development approaches each of the aforementioned issues from a uniquely independent school perspective. The strategies and ideas presented have been researched and designed specifically for the independent school model. Second, the book clearly states that the plans, lists and forms included within should not be taken as is and implemented in their entirety in an independent school. The book provides, instead, step by step plans for customizing strategies and processes so they will be unique to, and more effective for, the school of the particular reader. Several sections offer lists and forms, all customizable, which will enhance the hiring and evaluation processes at most schools and provide a good frame of reference for school’s with well-established processes. Third, many chapters offer examples of dialogue that demonstrate both ideal and less than ideal ways to handle conversations occurring during the faculty life-cycle. Finally, the book’s pragmatic and usable plans make this a practical, ready-to-use resource that independent school leaders will refer to again and again. Regardless of years of experience or the size of the school, independent school leaders who play any role in the faculty life-cycle (recruitment, hiring, induction, mentoring, rewarding and, even correcting or terminating) should keep this vital tool at their fingertips all year long.

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Leadership Lessons from Lincoln: The Importance of Accessibility

One of the finest compliments I've heard about a leader in the last several months went something like this: "He always stops to speak or to listen, no matter where he's going or what's on his schedule. He probably has to be somewhere right now, but he's stopping to speak to someone who wants some of his time." This may seem insignificant unless you've ever worked with or for someone who simply was inaccessible.

One of Lincoln's greatest strengths, though to his cabinet it appeared to be a weakness at times, was his desire to greet and welcome all comers.  As Doris Kearns Goodwin explained in her epic Lincoln biography, Team of Rivals, Lincoln regularly opened the doors to the White House and entertained visitors from all walks of life. Of course he entertained diplomats, politicians and generals on numerous formal occasions, but Lincoln also welcomed the common folk, the true stakeholders of the nation. One after another they filed in day after day to shake the President's hand, wish him well or present a concern about a matter. Lincoln smiled at each and made each visitor feel as important as a foreign dignitary. The same can be said about Lincoln's commitment to correspondence by mail. Though he didn't answer each letter himself, he employed a secretary who responded to countless pieces of mail during his years in the highest office in the land. Lincoln's cabinet members eventually intervened and pointed out that Lincoln's time, especially during crisis, perhaps could have been devoted to other more pressing concerns. They simply didn't understand why he continued to meet and greet on such a grand scale.

Lincoln knew, however, that by making himself accessible not only to well-wishers and fans but also to grumblers and complainers he made every one of the constituents he met feel valued and connected to the political process. No longer did Lincoln seem like a lofty figure hidden away in an ivory tower casting decisions and policies down upon the lowly people. Rather, Lincoln seemed much more like a leader in touch with his constituents, more like a leader who genuinely heard and understood the cares and concerns of those he governed.

Educational leaders could learn quite a bit from Lincoln's example. An educational leader who hides away in an office and never mixes and mingles with stakeholders undoubtedly will create the perception of an out-of-touch leader who has forgotten what life in the trenches is like. A principal who never visits classrooms, a superintendent who never meets teachers to ask how the year is going, a department chair who never asks what teachers' needs are, a principal who never walks the halls to speak with students, a dean of students who never follows up and asks if things are going better in carpool or in the cafeteria - all examples of educational leaders who run the risk of becoming entirely out of touch. Giving stakeholders time and a listening ear requires a sacrifice of both time and energy, certainly, but a leader who will make that sacrifice will find himself surrounded by stakeholders who are more likely to follow him and, if necessary, perhaps even make sacrifices of their own for him or his cause.

Leadership Lessons from Lincoln: Contemplate, Decide and Move Forward

As I mentioned previously, I discovered in Doris Kearns Goodwin's Team of Rivals myriad leadership lessons. One of the most powerful leadership lessons I gleaned from Lincoln's life as detailed by the author can be found in Lincoln's decision making process. At one point in Lincoln's career, one of his adversaries accused him of waffling on an issue. Lincoln was able to respond immediately and decisively with a steadfast denial because Lincoln habitually approached decisions (and positions) with a slow, steady process of weighing all evidence before proceeding with an action or a decision, or taking a stance or position on an issue.

Lincoln showed great patience in nearly every situation (occasionally to a fault), and his apparent inaction often maddened even his closest advisors. What people perceived as inaction actually was, for Lincoln, an often agonizing internal struggle to find the truth, the "right" course of action, or at least the best of all possible options. Lincoln worked diligently to seek counsel from those he trusted most as well as opposing viewpoints from challengers. Lincoln frequently spent long afternoons and restless nights wrestling with the evidence or the issue at hand because he rarely underestimated the gravity of his decisions, not to mention the potential consequences of making poor or unwise decisions.

After Lincoln reached a conclusion, he stood behind his decision and refused to waver. Lincoln did the hard work ahead of time, in the deliberation stage of the decision making process. He expended huge amounts of mental and emotional energy on the front end, so to speak, to think through all possible outcomes. This allowed Lincoln to confidently move on after making a decision without looking back and second-guessing himself. In my opinion, this is a most desirable quality for leaders for two reasons. First, a leader who works hard on the front end can display confidence both at the time of the decision (or action) and after the decision (or action) has been made. Second, those who work with such a leader can trust that there will be no waffling, no flip-flopping or change of mind after a decision has been made. Even opponents who disagree with a particular decision of such a leader can be confident that things won't change and they can move on, too.

I have endeavored to practice this process and I found it reaffirming and validating that Lincoln approached decisions in this manner. I have worked with leaders in the past who made hasty decisions, weighed in too quickly on important issues, or hired too swiftly, and then found themselves (along with the rest of us on the team) scrambling to deal with the aftermath and doing damage control. Simply put, that's no way to run an organization and no one wants to follow a leader who works that way. When dealing with both short-term and long-term effects of decisions in the lives of students, I believe we owe it to our stakeholders to approach major decisions with the patience and tenacity of Lincoln.

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Leadership Lessons from Lincoln: Timing is Everything

I recently finished the brilliant and monumental Abraham Lincoln biography  Team of Rivals, by Doris Kearns Goodwin, and I feel compelled to share some of the leadership lessons I've taken away from the book. Before I share the first of my lessons learned, I want to recommend the book to anyone who has an interest in Lincoln, the Civil War era, American history or biographies in general. I tackled the book mainly because I was curious about how Lincoln managed a group of high-powered men who often disagreed vehemently and competed for power and for Lincoln's attention, yet successfully steered the nation through the treacherous waters of the Civil War. Because of the huge amount of historical and personal details Kearns included in the book, I'm not sure this is an ideal book for someone interested only in leadership. That being said, I found the book to be rich and rewarding, and I discovered powerful leadership lessons in Lincoln's life as chronicled by Doris Kearns Goodwin.

In my years of educational leadership, I have learned (sometimes the hard way) that timing can be just as important to the success of a plan, a change, an initiative, a move or an announcement as the thing you're trying to accomplish. Throughout most of Lincoln's political career, his timing proved to be uncanny. Lincoln had a knack for knowing when to announce news, make statements, make changes, make personnel moves, engage in confrontations, remove himself from situations or reveal plans. For Lincoln, patience and pensiveness often paid off in spades, as he pondered each situation and weighed all possible courses of action and their potential outcomes before making his move. Example after example from his life demonstrated that had Lincoln's timing been different, either too hasty or not swift enough, results would have been drastically different. Lincoln's keen timing, I believe, stemmed from his remarkable understanding of humans and human nature; the importance of this cannot be overstated.

Lincoln's example holds relevance for educational leaders in the 21st century because timing matters as much today as ever. There are times when leaders should move swiftly and without hesitation, and times when patience should be exercised. This principle applies to myriad scenarios including new initiatives on campus, curriculum changes, personnel moves, and more. Educational leaders get themselves in trouble frequently by executing good or even great ideas with poor timing. Likewise, educational leaders often set themselves apart as exceptional leaders by timing their decisions and moves wisely.

In my next post, I will examine Lincoln's decision making process, which, interestingly enough, is a process I try to use in my own decision making.

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The Most Powerful Argument Ever for Teaching Critical Thinking?

I'm dumbfounded at the number of cheating scandals and incidents that are being chronicled daily by news agencies worldwide. I've long had an interest in academic integrity but I've begun studying this issue lately with increased vigor. Currently, I'm reading Creating the Ethical Academy by Tricia Bertram Gallant. I'm still reading through it so I'll report on the book in its entirety later, but I do want to share something powerful from the book.

I've heard and read many arguments for why we should teach critical thinking in schools, but this may be the most powerful argument I've come across in all my study and reading. I shared this with my faculty today and I want to share it with you, too.

Tricia Bertram Gallant says, "According to Rest’s theory (Bebeau, Rest & Narvaez 1999), ethical decision making is contingent on meeting four distinct challenges: (1) interpreting the situation as involving an ethical dilemma that has multiple possibilities of action which impact others differently (ethical sensitivity); (2) determining which action is the most ethically justifiable (ethical judgment); (3) giving greater value or weight to the most ethically justifiable action over self-interest (ethical motivation); and (4) having the courage, conviction, and determination to choose the right course of action despite hardships, challenges, and frustrations (ethical character). It is worth noting that each of these components is significantly dependent on the more general skill of 'critical thinking.' The ability to identify a problem, to generate possible solutions, and to successfully implement a workable solution are all steps that will be carried out well only when critical thinking skills are sufficiently robust."

If you're in a position to be a change agent on your campus in the area of academic integrity, I recommend Creating the Ethical Academy. I also recommend that you check out Tricia's blog.

More to follow...

If You Want to Flip Your Classroom...

There's been a concept tossed around for some time in education that shifts the instruction out of the classroom and the practice/skill work into the classroom. This concept, known as flipping the classroom, finally has a solid how-to guide for those of you either curious about the method or considering making the shift. Flip Your Classroom, by Jonathan Bergmann and Aaron Sams, should be in your toolkit if flipping your classroom has been something you've considered.

These two chemistry teachers from Colorado have put together a step-by-step handbook for how to transition from a traditional, direct-instruction classroom to one in which the teacher has time to talk to every kid, in every class, every day (their words, not mine - what a great concept). Rather than preaching to the reader about why every classroom should be flipped, Bergmann and Sams explain how they've made this model successful over the last several years. They even point out mistakes they've made so the reader can avoid the same pitfalls.

I'm not going to weigh in on whether flipping your classroom should be on your to-do list or not. Instead, I'm going to recommend that you read this book before you try it. Be sure to check out the Flipped Learning Network, too. Even if you have little or no interest in flipping your classroom, much of what they discuss simply falls into the categories of "just good teaching" and "what's best for kids." I think back to my dreadful experience with chemistry in high school... Where were Mr. Bergmann and Mr. Sams when I needed them?

Resurrecting Lazarus, Texas - Available August 1

My new novel will be available August 1!

Resurrecting Lazarus, Texas
When an upstart coach takes over a high school girls basketball program in Lazarus, Texas, he learns quickly that neither wins nor respect will come easily in this West Texas town where football is king. The powers-that-be do not take kindly to the natural order of things being upset, particularly from a newcomer and his ragamuffin team. Halfway through the tumultuous basketball season, during which the team struggles against opponents both on and off the court, tragedy strikes and leaves the team and the community reeling and searching for a reason to go on. Unexpectedly, the girls find themselves fighting not only to salvage their season but also to bring life back to Lazarus.

Resurrecting Lazarus, Texas will be available in both paperback and Kindle on August 1, 2012.


Until then, you can follow the Resurrecting Lazarus, Texas news and updates by checking me out on Facebook. Be sure to Like me while you're there. You can also find more info at my website.

A Finnish Education Field Trip

If you're intrigued by what's been happening in schools in Finland over the last several years, you now have an outstanding opportunity to get an intimate look into one of the world's best education systems. (If you don't know what's been happening in Finland, check my last post and look for my next post.) Now, let's take a field trip to Finland...

OK, as much as I'm sure you'd like to empty your professional development coffers for a ticket to Finland, I have a much more affordable plan. I have some great resources for you to really see what's happening in Finland's schools. First, I recommend you watch The Finland Phenomenon on DVD. You'll recognize your tour guide through Finland to be Tony Wagner, author of The Global Achievement Gap (highly recommended) and Harvard education guru. The Finland Phenomenon takes you inside Finnish schools and presents a firsthand account of what has made Finnish schools so successful in recent years. I guarantee you'll find the documentary fascinating and inspiring. Hopefully, after you watch the DVD, you'll be asking, "If I can't move my school to Finland, how can I bring some of Finland to my school?" I did.

After you watch the DVD, pick up a copy of Finnish Lessons by Pasi Sahlberg. This book provides much more detail than the DVD on the nuts and bolts of the Finnish education system. Furthermore, the book explains the history of the education reform movement in Finland. Sahlberg paints a very clear picture of why education matters in Finland, why Finland made the move toward a new educational paradigm, how teacher training changed and what makes the educational process in Finland markedly different from the rest of the world. Get a pen, some paper and several highlighters because this book contains a wealth of information, facts, data and educational philosophy that should get your mind racing about the possibilities of reforming teaching and learning in your school or district.

Below are a few articles about education in Finland for those of you who want extra resources or who can't wait for the book and DVD to come in the mail:

• From The New York Times
• From The Atlantic
• From the NEA
• From The Australian
• From Business Insider Europe

Have fun on your field trip to Finland!

In my next post, I'll present some of the key strategies Finland used to catapult themselves into the world educational spotlight, some characteristics of Finnish schools and some Finnish educational philosophy.