New Beginnings Require a New You

     I've often wondered what percentage of educators heading back to school in any given year start the school year in a new position. There are numerous possibilities in this scenario:

• a teacher with a new prep, a new grade level, or a new leadership position (i.e. grade level chair or department chair)
• a new-to-admin administrator or an administrator with a new position
• an educator (teacher or administrator) at a different school than last year
• a teacher or administrator with some combination of these, such as an educator with a new position at a new school 

All of these scenarios qualify as new beginnings, and they all can be equally exciting and terrifying, even for seasoned veterans.

     Many educators who will be starting the school year in a new position or with new responsibilities earned their way there. Conversely, there certainly are many other educators who find themselves beginning the school year in a new position due to some other circumstances. Nevertheless, new beginnings are new beginnings no matter the "why" of the "new." Chances are that one of these scenarios applies to you or someone you know.

     Clearly there are numerous qualities, skills, performance indicators and past successes that might earn you a new position. They might include:

• distinguishing yourself as a master teacher
• demonstrating leadership skills and potential
• mastering new skills or competencies
• completing a training programs, certification or advanced degree
• consistently hitting or exceeding benchmarks or targets 

     Whether you earned your new position because supervisors observed these firsthand or because you demonstrated your excellence to an interviewer, the very things - both qualitative and quantitative - that got you there may, in fact, threaten your success in the new position. Seriously. This may seem counter-intuitive, so take a moment to consider that statement again but written in a slightly different way. The very qualities that made you successful in the past and helped earn a new position or new responsibilities might actually threaten your future success.

     What???
     It seemed all wrong to me, too, at first. Let's explore this idea, though.
     Your new position has "new" written all over it. You can count on new challenges to overcome, new problems and puzzles to solve, new relationships to build, new personalities to figure out, new culture(s) to learn, new social/political dynamics to navigate, new stakeholders to serve, new supervisors to please, new goals to set, new plans to develop and execute, and more. If, when you attack all these new tasks and challenges, you use only the arsenal and toolkit you brought with you from your former position, you will not be equipped to be successful.

     New beginnings require a new you. It's that simple. The more "new" that lies ahead, the more "new" you are likely to need in your personal inventory of qualities and skills moving forward. Perhaps you excelled at speaking to and addressing small audiences and now you will be addressing full auditoriums. Maybe you excelled at teaching pre-calculus and now you will be teaching AP calculus. It could be that you successfully served as an assistant to a principal who led a staff of thirty and you now will lead your own staff of forty. Perhaps you led informally and unofficially in your school and now you will be leading from a position that comes with your name and title on the door. You'll likely need new stories and anecdotes to tell, new ideas for meetings and conferences, new approaches to connecting with new stakeholders and maybe - brace yourself - new ways of thinking about things and looking at the world. The list of possibilities is endless but the same principle applies. New beginnings require a new you.

     The good news is that your new beginning does not require an entirely different you but rather a new, upgraded version of the successful you that exists already. In other words, you shouldn't plan to abandon the things that made you successful but rather focus, sharpen, hone, expand and improve those things. There's more good news. There are simple steps you can take to enhance the already-successful you and awaken the new you, the version of you that will be poised for future success. Let's take a look at few of the more important things you should do to start developing the new you that is ready to tackle the new beginning:

• Ask questions - learn as much as you can about the new culture, new systems, new procedures, new personalities, new expectations, etc.
• Read voraciously - from articles online to blogs to books, there simply is nothing you can't learn more about if you will seek out quality reading material.
• Be humble - do not pretend to know it all or have all the answers, but rather be vulnerable, honest and willing to seek counsel.
• Find partners - seek out people who you can go to for advice, to use as a sounding board and who will be a source of encouragement.
• Request feedback - ask for 360-degree feedback on how you are performing, how others feel about you, how you can improve, etc.
• Address shortcomings - acknowledge then attack your growth areas head on and work to get better in those areas.
• Be yourself - never forget who you are and the things you've experienced that make you who you are today, just don't become complacent and content with yesterday's version of you; a new you is still you.

     If you mistakenly believe that everything that has worked for you in the past will work again, you may be headed for trouble in your new position. Many of the intangibles that may have made you successful previously - flexibility, adaptability, people skills, emotional intelligence, humor, innovation - will still be valuable, so don't discount those. You likely will need to hone and refine one or several of those, though. Furthermore, your leadership style may need adjustments, your go-to methods for giving and receiving feedback may need to change, even the vocabulary you use daily might need revision. With some effort and a growth mindset, you can be every bit as successful moving forward as you have been in the past. Your new beginnings, though, require a new you. Your new beginnings, whatever they may be, provide you an opportunity - and one you might not have had otherwise - to create a new, improved version of you that keeps you moving toward the best possible version of you. Embrace your new beginnings and be proud of the new you that you're going to become.    

Going Back to Work

     Going back to work... There's more here than meets the eye. First, the new school year starts for me in two days, so I will be going back to work in the most traditional and obvious sense very soon. Second, I have taken a hiatus from posting here for some time but I will be returning the blog to record, reflect and share ideas, so this will be a different kind of work for me. Third, I have committed to take better care of me physically, emotionally and intellectually than ever before, and that is yet another kind of work.
     Allow me to make a confession. I love summertime as much as anyone else in education and I often find myself clinging to the last days of July, wishing they would pass by just a little more slowly. Don't get me wrong. I love being a high school principal and that's what I am meant to be doing right now. It's a tough job, though, and a job that requires a great deal of emotional and physical energy. Summer provides me the time I need to recharge to get ready to hit the ground running when the new school year arrives so I covet my summer days and nights. As I mentioned, my summer ends shortly and that time for me will be here in less than 48 hours. Gasp!
     Every year, though, something interesting happens a few days before I return to school, and it happened again this weekend. I woke up this morning completely energized and entirely ready for the year. Just like that, I'm recharged and ready again. Well, sort of... In truth, I never fully disconnect from the previous year and I never really keep the upcoming year at arm's length. While I don't spend hours during any given summer day reflecting or thinking ahead, I do spend mental energy doing both at least a few minutes each day. I read books, articles, blogs, tweets and more. I jot down ideas for calendar items, themes for the year, points of emphasis for the year, and topics for assemblies, faculty meetings, new-teacher in-service and more as they come to me, but I often don't dwell on them. Instead, I let these ideas swirl around, largely unsupervised, in my mind all summer and then - I promise it happens every year - I wake up one morning and I have concrete ideas and energy to spare. That morning was this morning, and I've spent a significant amount of time today thinking and preparing mentally for this week, the following week, the week the kids return and beyond. Let the record show that I am ready to go back to work.
     At least one of you has noticed (you know who you are and you may indeed be the last of your kind) that I have not posted here for quite a while. Most of the mental energy it takes to write has been devoted to a creative writing project. I won't bore you with the details here right now, but it has taken much of my spare time and creative energies. I'm only a fraction of the way through it, so don't expect any announcements any time soon. Nevertheless, I have been thinking for a few months now that returning to my blog might be a good idea. I think it will be healthy for me. I like (read need) to hash out ideas in writing and I certainly will be exploring new ideas and new perspectives in my professional life in the coming weeks, months and years. Additionally, my hope is that some of the things I share here will be helpful to you, too. My goal will be to blog and continue writing creatively, and that's going to require a lot of energy. Let the record show that I am ready to go back to work.
     As I wrap up a successful tenure at one school and begin a new chapter in my life at another school, I already know that the new job will require me to be at the top of my game. To prepare for that challenge, I have worked hard this summer (and the past several months, actually) to make sure that I am in the best shape possible physically, mentally and intellectually. I have devoted serious time and energy to taking care of my body, my mind and my soul recently. I can say without hesitation that I am in the best overall shape I can remember. In fact, I'm pretty sure my overall health right now is better than it ever has been. I am not finished, though. My commitment is to continue to improve. Why now? I know I have a responsibility to my new team, my new kids, and my new community, while I still have an ongoing responsibility to myself, my family and my friends. This is going to take a lot of effort. Let the record show, however, that I am ready to go back to work.
     I realize this post borders on reflective rambling so I am thankful you are still reading. The next post, though, will be substantive and will touch on each of these aforementioned ideas as I talk more about my new position, the new challenges it will present me, and - most importantly - how this new chapter will require a new improved version of me. I hope you will follow along as I share this and many other reflections and ideas, some of which I've been considering for quite a while and some of which I am sure will surprise me along the way.

The ONLY Way to Do School Right

Let me be clear: there’s no such thing as the only way to do school right. It does not exist. I’ve been reminded of this three specific times in the past few weeks, and I think it’s worth discussion.

Not long ago I had a conversation with one of my colleagues about some of the unique cultural aspects of our school. She commented that some of these aspects seemed puzzling, even strange. I replied that strange may not be the right adjective but perhaps they simply were different, even unique. I went on to explain that every time I visit another school, I discover things that seem different, unique or even strange. The more contact I have with other schools, the more I believe this to be true.

Just this past week, a principal and an exec-level leader from a school in another state visited my campus. As school leaders do when they get together, the three of us talked shop. We compared notes on everything from schedules to hiring and firing to admissions testing to curriculum. We shared things that had worked for us and things that hadn’t. We asked probing questions, offered opinions and shared insights into the business of doing school. At the end of the afternoon, we each took away from the conversation some new ideas about things we could try on our own campuses. However, at the end of the conversation, we each were reminded that our campuses, our students, our faculties, our leadership and our circumstances varied in numerous ways.

Two weeks ago I had the opportunity to travel to Kansas State University with college guidance directors from Texas to learn more about the university. Over the two full days I spent with the counselors from schools around the state - and some truly outstanding schools, at that - I once again was struck by the notion that we can do school in myriad ways yet still have a similar outcome: well-prepared, successful kids. As a group we talked specifically about schedules, course offerings, extracurriculars, grades, transcripts, curriculum alignment, college placement, testing and more. There hardly were two schools represented in the group that approached any of these things in the same way. Nevertheless, we all send well-prepared kids into the world each year.

I will be the first to argue that there are non-negotiables in education, things every school should do or emphasize, things every teacher should incorporate into classrooms, things every principal should promote and expect. I also will be the first to argue that there’s no such thing as the only way to do school right. Even when we all are driven by the notion of “what’s best for kids,” we have to approach this notion from different perspectives. We have to keep in mind the varied backgrounds and futures of our stakeholders. We have to consider everything from geography to demographics to socio-economic standing to facilities to school mission to available financial resources when considering the right way to do school for our kids.

While educators can find great ideas and inspiration from collaborating with and learning from others - and in fact should do so on a regular basis - educators must remember that what works for some may not work as well or in the same way for others. The way we schedule the day or generate transcripts or teach grammar at my school may not be ideal for your school. The way you incorporate technology or organize extracurriculars or manage gradebooks at your school may not be ideal for my school. The fact that the ways of doing school varies so much, however, does not mean your way or my way or someone else’s is right or wrong. Just because something we do is right for us does not mean it is the only way to do school right. Education is not as simple as that. We can think in terms of good, better and best, instead of right and wrong, but even those descriptors tend to be relative.

The cautionary lesson to be learned about doing school right is this: when you encounter someone who insists there’s only one way to do school, that everything must be standardized, stop and think for a moment. “The only way to do school right” can’t exist because schools vary as much as the stakeholders they serve. One size absolutely cannot and does not fit all in education. The challenge is to remember how liberating and invigorating education can be when the shackles of standardization and one-size-fits-all are broken. There’s no such thing as “the only way to do school right.”

Note for the grammar police: I am perfectly aware (as evidenced by my proper use of the adverb perfectly) that I have used an adjective as an adverb in the phrase  “the only way to do school right.” Let’s face it. “The only way to do school correctly” just doesn’t have the same ring to it. Give me some latitude here. Just saying.

In Defense of Fidgety Kids

Funny story: As I boarded a plane in Kansas for a late-night trip back to Houston, I found myself in the mood for neither sleep nor reading. Instead, I decided I’d spend the entire flight enjoying some great music with earbuds in my ears. I fastened my seatbelt, closed my eyes and disappeared into my playlist. Two or three songs into my private concert, I opened my eyes and discovered the guy next to me visibly annoyed. To be clear, the guy seemed to be annoyed with me.

Before I say any more, I probably should give a little history here. For twenty years, my wife has been somewhat amused by my involuntary tapping of my fingers, thumbs, hands and/or feet when listening to music. In truth, she’s been pretty amused by my tapping and fidgeting even when I’m not listening to music. It happens when I watch football, when I talk on the phone and when I read, when I’m waiting for a page to load on my laptop. On top of that, I usually have something in my hands - a pen, my phone, a paperclip - when I’m in meetings or when I’m talking in my office. What can I say? People who don’t fidget don’t always get it when other people can’t sit still or be still.

Back to the annoyed guy on the plane… In my defense, I’ve flown plenty of times and I have a pretty keen sense of self-awareness. I realized how close I was sitting to the gentleman last night and, because our knees practically touched, I made an extra effort to keep my feet still even though the music made me want to move. I suppose, however, my hands tapped away involuntarily on my legs and my neighbor didn’t like it. I don’t know why it bothered him so much but clearly it did. Once I realized what was happening, I noticed he continued to look over and stare. He never said anything out loud, but I knew he was sending me a laser-beam stare and bad vibes. Maybe he was easily distracted. Not sure. I am sure he didn’t understand why I couldn’t sit still.

Truth be told, the guy next to me on the plane last night reminds me of teachers who can’t stand it when kids can’t be still. I’m pretty sure you know the type. “Be still.” “Quit tapping.” “Don’t move.” “Sit like a statue no matter how uninteresting I am or how God wired you.” These are teachers who don’t really understand kids and don’t know all the latest research on why kids fidget and why fidgeting is not a bad thing. I didn’t say these teachers don’t like kids. I said they don’t understand, and I stand by that. There’s a greater implication here than teachers simply wanting kids to be still all the time, though, and that’s really what I want to address.

The teachers who can’t stand the fidgeting will be the same teachers who make assumptions about kids’ intelligence, future success, character and more based on how much wriggling and wiggling happens in chairs, at desks, and in lines. Think I’m overstating? My twenty-plus years in education begs to differ with you. The truth is that fidgeting has nothing to do with intelligence or any of the things I mentioned above. At all. And here’s another truth for teachers who don’t get and can’t handle the fidgeting: kids who can’t sit still just might grow up to be adults who can’t sit still, and that will be OK.

When the exec team at my school meets once a week, a dozen sharp and capable professionals gather around a big conference table to discuss policy, practice and more that affects the life of our school. Each member of the exec team sits quietly and attentively in a fancy leather swivel chair through the entire meeting each week. Each team member except for one, that is… Yours truly swivels back and forth in my fancy chair through the entire meeting. Why? I have no idea, except that’s just how I’m wired. I’m sure I swivel in my chair for the same reason I tap my fingers or my feet when listening to music. Surely my boss and colleagues don’t question my attentiveness or intelligence or character. So why does that happen when kids fidget?

Here’s the bottom line. As long as a kid isn’t stabbing a neighbor with his protractor or drumming on his desk so loudly that no one else in class can hear the teacher, teachers need to let a fidgety kid fidget. A fidgety kid who can’t fidget is almost like a kid with vision issues who’s not allowed to wear glasses. Kids need to have the freedom to move a little, to fidget, to stand, to sit differently or to tap their fingers so their brain stays engaged. If you don’t believe me, check the research. It’s not rocket science.

If you’re not buying what I’m telling you, let me leave you with this thought, which just may scare you into early retirement: If you don’t allow kids to fidget a bit and you hang around teaching long enough, you just may end up with one of those fidgety kids as your principal.

You’ve been warned.

Strikes, Spares and Sliders: Adventures in Professional Development

Over the last few years, I've taken a particular interest in professional development for my faculty and staff. Specifically, I've gone to great lengths to move away from the stand-and-deliver, meeting-heavy, cookie-cutter professional development that seems to have been the norm for the twenty years I've been an educator. We've worked hard to move away from that model for our classrooms, so why would we want to perpetuate poor teaching and learning PD experiences for our teachers? Come to think of it, does all professional development even have to be about teaching and learning? I think not.

Our school dismisses early about once each month, which allows us to have professional development time regularly, and the responsibility to provide quality PD falls squarely on my shoulders. Some of the more successful, memorable and meaningful PD in recent memory includes professional development around the Harkness tables and a school-wide edcamp. Several weeks ago, while looking ahead to the October early dismissal, I knew I wanted to do something different, memorable and, above all, meaningful. I knew what I wanted to accomplish, what I wanted as an outcome, but I wasn't sure how to formulate and execute a plan. I collaborated with (read conspired with) two of my best team members, shared my vision and they ran with it.

Several days before the early dismissal, I sent the following email to my faculty:

US Faculty,

As you know, next Wednesday is another early dismissal day for us to focus on professional growth. I have great news: Wednesday will be another jeans day, so come casual. Those of you who have known me a while probably think I've lost my mind because we've done jeans so many times this year. Here's the deal... one more time can't hurt, right?

In other news, we're going to do something a little out of the box. We have an opportunity to be part of a pilot program for a new team building program called TEAM WORKS, which actually is an acronym for Together Everyone Achieves More When Organizations Revitalize Kindred Souls. The focus of the program, as you may have discerned from the full program title, is on team building through tearing down walls, finding common ground, becoming better friends, and even establishing intimacy among coworkers. I was skeptical at first. However, after doing some reading, I believe this is just the shot in the arm we need.

The catch is that we cannot bring facilitators here. Rather, our sessions will be off campus. Transportation will be provided and the bus will depart at 12:30 from the gym entrance on the north side of the building. If the sessions end on time, we should return by the end of the school day. Gluten-free and organic lunch options will be provided at no cost to you.

Because reservations are non-refundable, I need to know asap if for some reason you cannot be there (and coaching responsibilities are about the only good reasons I can think of at the moment).

Looking forward to bonding with you on Wednesday,

Nathan

I'm not sure how faculties at other schools would react to an email like this, but I can tell you I struck a collective nerve with my faculty. Almost immediately, my teachers moved into one of two camps: "what is he up to?" and "God help us, please do not make us do this." My creative plan was off to a perfect start. The buzz was deafening for days. Teachers huddled in classrooms and in the workroom to speculate about not only what this professional development experience would be like but also how stressful and unpleasant the experience would be. "When the initial email came out, my thought was, 'Oh no, Barber has bought into the team building thing and some group has made some money off the school," says Cal, my economics teacher. Some teachers even worked together to begin research on TEAM WORKS to see if they could catch a glimpse of what they could expect.

Not one to leave things alone, I decided to amp things up a bit. Two days before our TEAM WORKS experience, I sent a second email explaining that the facilitators had requested the following: faculty should be divided into pre-assigned teams according to pre-assigned colors; each team needed a theme song; each team needed a team name, which had to be in #hashtag format. I didn't send this info to everyone. Instead, I sent this one only to team captains. In less than 24 hours, our team captains had communicated with and organized their teams, and they had provided the requested info after their teams made their choices. Can you say communication? Collaboration?

At last, TEAM WORKS day arrived. Every single teacher and staff member arrived at school decked out in his or her team color. As the morning went by, the excitement (read tension and apprehension) moved toward a crescendo. Finally, the bell rang, the kids went home and the teams loaded the school bus waiting for them outside the gym.

Just when I thought things couldn't get any better, I discovered a microphone and sound system on the bus. Having never met a mic I didn't like, I seized the opportunity to go ahead push things over the top. En route to our mystery destination, I announced periodically to my captive audience, "Go ahead and take a few minutes to center yourself, focus and clear your mind;" "Grab the hand of the person seated next to you and say, 'Together, we can do this;'" "Turn to the person on your left and tell them he/she is special;" and "Put your right hand on the shoulder of the person in front of you and say, 'No matter what the kids think about you, I think you're awesome.'" One of my teachers actually leaned forward on the way and told me, "If you really make us do this today, I think I'm going to be sick."

As we approached our destination, I grabbed the mic once again much to the chagrin of most of my passengers. I reminded my teachers of a meeting we had a number of weeks ago at which I revealed that our five-year trend of rising ACT scores had continued to new heights: 2015's scores stood as the highest in school history. At that meeting, I also told them that at some point we would celebrate their hard work and their commitment to the process. As we turned into the parking lot of the bowling alley, I let them off the hook and reminded them that I hadn't forgotten about celebrating. Pandemonium ensued.

We exited the bus and entered the bowling alley where we were greeted by two of my aforementioned best team members . They had arranged for a huge buffet, competitions, awesome music and one unforgettable party. For the next two hours, we bowled. For the next two hours, we cheered for one another, high-fived, celebrated, and created a sense of team unity we'd never experienced before. And at the end of the two hours, it seemed like my faculty had just won the lottery.

You may think we just went bowling. I assure you, the TEAM WORKS experiment proved to be so much more. How, exactly? First, beginning immediately after my first email, people started having conversations - lots of them - and with people they don't always spend time with at school. Teachers were sharing ideas, asking questions and having conversations about this crazy principal and his crazy plan. I didn't really care what they were talking about... They were talking. A lot. Second, teachers from different departments and grade levels had to get themselves organized and on the same page. More conversation. Third, teachers spent two hours relaxing together, cheering and encouraging one another, building trust, forging relationships and being positive. That's powerful. Fourth, by the end of the early dismissal day, the faculty had a positive, meaningful shared experience. There's great power and value in shared experiences, especially when those experiences are positive. Finally, the faculty felt appreciated and valued. Believe it or not, feeling valued and appreciated ranks as the one thing that will keep faculty satisfied, engaged and on the team for the long haul. Feeling valued and appreciated far outweighs salary, work hours, facilities and everything else that might factor into teacher job satisfaction and retention. In fact, some of the faculty told me they have never felt so appreciated. Mission accomplished.

I'm not the only one who sensed the power of this experience. Take a look at what some of my faculty said:

• The interaction we had at the bowling alley was authentic. Not forced. Getting to spend a few hours with colleagues from other disciplines within the humanities in an authentic environment produces authentic interactions. Authentic interactions build trust. Where trust exists, collaboration can also exist. Where collaboration exists, everybody wins. I enjoyed physically leaving the confines of school with colleagues. I returned energized, motivated and more productive. Nancy
• This event was unique. Who can say the principal took them bowling? It's a credibility thing, it's a trust thing, it's an appreciation thing, and it's a bonding thing. Cal
• TEAM WORKS offered two things that will have lingering effects on the faculty.  The first being the fact that their hard work has not gone unnoticed.  Bringing up a standardized test average is proof that what they are doing is working.  As a college preparatory school, there is no greater achievement than seeing students succeed in their educational goals.  This score marked a record for the school, and as a result, the faculty.  The other takeaway that will remain with the faculty is knowing that they work for someone who encourages camaraderie.  The day was a successful surprise and it everyone worked together to have fun. Tim

We may not go bowling every term or even every semester, but I am sure we will do more of this, per faculty request and because I see the incredible value-added for my team. There will be plenty of time throughout the year stay up-to-date on best practices. After this experience, though, I will be sure that best practices will be only part of our focus during time set aside for professional development. After all, does all professional development even have to be about teaching and learning? I think not.

Why Boss's Day Makes Me Cringe

I'm sure there are bosses and managers all over who actually enjoy Boss's Day. Not me, though. As a high school principal, Boss's Day makes me cringe.

Before I get any farther with this, I should point out that I work with an amazing admin team, who took a few minutes out of their day on Friday to show me some love on Boss's Day. Their gesture was kind, witty, and greatly appreciated. I had no idea they had anything planned, and the surprise truly made my day. For their thoughtfulness, I am grateful.

But Boss's Day still makes me cringe.

As a high school principal, technically I am the boss. By default and by definition, I ultimately am responsible for everything that happens in my building. I am accountable to my boss and my stakeholders for every standardized test score, every budgetary dollar, every college placement, every new hire, and every contract termination. I am accountable for the culture, the learning environment, the professional growth of my faculty and the partnership my school creates with stakeholders. For all of these reasons and more, I am the boss.

So, what's my problem with Boss's Day?

I often tell members of my team that "I reserve the right to play the boss card." After all, the buck stops with me. I have worked tirelessly for years, though, to create a culture and an organization in which my entire team can function without a boss. In other words, I have worked to foster independent thinking, creativity and freedom to explore new ideas. I have worked to create a culture in which everyone on the team takes equal ownership and responsibility for our wins and our losses. I have worked to create an organization without a hierarchy so that members of the organization feel they have a voice and say in what happens within the organization. I have worked hard not to be the boss.

Granted, there are times when I have to be the boss. Thankfully, after years of planning and execution, I don't often have to be the boss. When I walk the halls, I do not want members of my organization to think, "here comes the boss." I'd much rather be thought of as another member of the organization, a guy who is in the trenches along with every other member of the team, After all when we win, we all win. When we hit a speed bump, we all hit the bump together. When we face a challenge, we tackle the challenge head on, together, as a team.

The key to this kind of teamwork is that everyone on the team, every member of the organization, has been charged with doing something that lines up specifically with his or her gifts and talents. Ideally, no one's role is valued more or less than others. Algebra I instruction is no more or less important than counseling. Managing the front desk of the office is no more or less important than teaching AP English Literature and Composition. Providing superb college guidance is no more or less important than leading our choir. Teaching chemistry is no more or less important than serving in our library. Leading as principal is no more or less important than teaching Spanish I. How can I possibly think this? If anyone in the building does his or her job with anything less than excellence, the entire organization suffers. Each of us has been tasked with particular responsibilities, based on the things each of us does well. It just happens that my responsibilities differ from everyone else's. Each of us must fulfill these responsibilities as best we can.  When everyone in the organization understands this, and truly "gets it," hierarchy virtually disappears. When hierarchy disappears, there is little need for a boss.

My problem with Boss's Day is this: I don't want any more emphasis than necessary placed on the fact that technically I'm in charge. Instead, I want to be considered part of the team. I want a flat organization where I am seen as a contributor. Granted, I sign purchase orders and contracts; I hire and fire; I provide coaching for teachers; I cast a vision for the school; and I work daily to perpetuate the culture we have created. But those just happen to be the responsibilities that line up with my gifts and talents. I couldn't teach calculus or manage transcripts and report cards. Just like everyone else, I have a job to do. Unless we can find some arbitrary days throughout the year to recognize everyone else in the building, let's don't do Boss's Day again. It makes me cringe.

THIS kid needs YOU to be THAT ONE PERSON

The kids that show up in our classes, hallways and gyms every day come in all shapes, sizes and colors, with varying physical, social, emotional and spiritual needs. The kids each have their own strengths and weaknesses, hopes and fears, and baggage. Their levels of motivation and IQs vary as much as their socio-economic backgrounds, religious backgrounds and home situations. Each of these variables and more factor into what kids are like when they get to school. Bottom line: each of the kids in our classes, hallways and gyms truly is unique.

One of the challenges in reaching unique kids, each of whom is wired differently, and really making an impact on them lies in figuring out how to connect in an authentic way. This can be tricky. Not every adult in the building can connect with every kid, and there are plenty of kids who seem to struggle to connect with anyone. This is where you enter the picture. You and only you can do this. I'd stake my career on the following: there are plenty of kids who can connect with plenty of adults, but there is this one kid (think about it... you know who he or she is) who needs you to be something special and rare and extraordinary. You are the one adult in the building who can connect with this kid. And this kid needs you to be that one person.

What do I mean by that one person? Think about the people in your own life who make your life better, who add value to your life, who make you happy. Now, narrow the list to that one person who does this to a greater extent than anyone else. You know who I'm talking about. Narrow the list to that one person who:

• makes you smile.
• makes you stand a bit taller.
• makes you walk with your shoulders back a bit more.
• makes you want to be a better person.
• makes you feel significant.
• believes in you more than you believe in yourself.
• believes in your potential.
• sees you for your potential.
• takes an interest in you, even about mundane things.
• knows how to make you laugh.
• knows how to make you cry.
• knows exactly what to say.
• always has your back.
• thinks you're cool.
• thinks you're smart.
• thinks you're the best.

This kid? This one kid who will connect with no one else but you? This kid needs you to be that one person. 

Go be that one person and change this kid's life.

Q: What does a high school principal do every day? A: @prinicpal.project

As a high school principal, I'm asked a wide variety of questions (many of which would make quite an entertaining list). The question I'm asked the most, though, is "What does a high school principal do every day?" Before I became a high school principal, I'm not sure I ever really had stopped to consider the question. Had I known the reality of the answer, I might have waited a few more years before embarking on what has been one of the most challenging journeys of my life.

In truth, there can be no simple answer to the question. Even if I know exactly what my calendar says at the beginning of the day, I truly have no idea what each day holds. I divide my time each day, in varying amounts, between students, teachers, coaches, parents, colleagues, my boss, email, phone calls, unexpected visitors, and others. I am present daily in classrooms, gyms, hallways, elevators, stairwells, chapel, offices, parking lots, the cafeteria and the library. I divide my mental energy each day, in varying amounts, between teaching, learning, counseling, budgets, schedules, college placement, discipline, English, math, science, conflict resolution, negotiations, athletics, fine arts, maintenance, and more. And... I'm expected by everyone on my campus to be an expert in all of the above.

I could write more but I've decided to explore the answer to this question in a different way. For the 2015-16 school year, I'm going to provide an honest, unfiltered pictorial answer to this question by documenting my year with my iPhone. My medium will be digital images, and you can find my documentary on Instagram at @principal.project. There will be no self-promotion, no pitches, but rather just an honest look at what a high school principal does every day. I hope you'll consider following and spreading the word, not because you're interested in me. I hope you'll consider following because what a high school principal does every day is often interesting, sometimes exciting, usually challenging, occasionally maddening but ultimately, if the job has been done well, meaningful.

New posts begin August 21. I apologize in advance for occasionally posting more than once daily, thus breaking with Instagram etiquette.

"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.

A Powerful Question About Your School's Culture

Just before the end of the 2014-15 school year, I found my mind blown by a powerful question about my school's culture. As I wrapped up an interview for a teaching position with a bright, young teacher, I asked if he had any questions for me before we concluded our time together. One of the questions he asked nearly knocked me out of my chair because no one had ever asked me this question before. Indeed, I'd never heard the question before. The question: Which students are the celebrities in your school?

Let that resonate for a moment...

Which students are the celebrities in your school?

Whether your school is an elementary, middle or high school, whether your school is public or private, whether your school is pre-college or collegiate, this question can bring things into focus quickly for you. If you answer this question objectively and honestly, you can't help but gain some valuable insight into the culture of your school. If your goal is to be honest and introspective, there is no right or wrong answer. However, the honest answer certainly is a window into the very heart of what makes your school unique, what defines your school, what your school is all about. The answer to this question goes a long way to capturing the essence of your school culture.

As the school year gets underway, I challenge you to consider which students are the celebrities in your school.

In case you're wondering, I hired that young teacher and I fully expect that he's going to be a difference maker for my students.

School Leaders' Perspectives on What Teachers Can Learn from Sports Coaches - Part II

In my research for What Teachers Can Learn from Sports Coaches, I had the opportunity to interview numerous high-profile, highly successful coaches at the high school, NCAA and Olympic levels. As I began getting feedback on the book from educators, I realized there were plenty of school leaders with wisdom to contribute on this topic. Inspired to seek more expert advice on the topic, I asked a number of former coaches who now serve in school leadership positions to weigh in on the following question: What lesson or principle about teaching that you learned while coaching do you most frequently emphasize with your teachers? 

If the wisdom below strikes a chord with you, be sure to reach out to the individuals and let them know. I'd also to encourage you to build your PLN by following them on Twitter.

What lesson or principle about teaching that you learned while coaching do you most frequently emphasize with your teachers?

Brett Howard @brethoward33

If you are average, you are as close to the bottom as you are to the top. Who wants to be average?

Mike Zavada @mikezavada

You have to be persistent and positive in your language.  Best teachers and coaches will have students who are able to repeat back language used to describe certain skills 20 years later. These catch phrases repeated over and over ingrain a mental picture of the outcome expected.  This is an essential teaching/coaching skill.  Also, the more consistent you are, the better teacher or coach you will be.

Jon Bosworth @bosworth.jb

Organization and communication need to happen first.

Lucas Leavitt @Lucas_Leavitt

The importance of explicit instruction and repeated practice is vital. As a tennis coach, initial explicit instruction is mandatory to be able to help players learn the correct mechanics of each stroke. Without repeated practice, the muscle memory will not be able to take place and these strokes will not become second nature to the players. This is exactly the same in teaching. Teachers must be taught explicitly how to use specific strategies or methodologies and then need to be provided opportunities for repeated practice where corrective feedback can be given.

Michael McDonough @msquaredbhs

I learned that fair doesn't mean equal. John Wooden wrote about that. If you are working with a student or having to discipline then you should have a fair reaction. It doesn't mean that it's equal to another person who may have done the same (or similar) action. A coach handles different players differently, motivates differently, yet is fair.

School Leaders' Perspectives on What Teachers Can Learn from Sports Coaches - Part I

In my research for What Teachers Can Learn from Sports Coaches, I had the opportunity to interview numerous high-profile, highly successful coaches at the high school, NCAA and Olympic levels. As I began getting feedback on the book from educators, I realized there were plenty of school leaders with wisdom to contribute on this topic. Inspired to seek more expert advice on the topic, I asked a number of former coaches who now serve in school leadership positions to weigh in on the following question: What lesson or principle about teaching that you learned while coaching do you most frequently emphasize with your teachers? I've listed the first of their answers below (more to follow soon).

If the wisdom below resonates with you - and I believe it will - be sure to reach out to the individuals and let them know. I'd also to encourage you to build your PLN by following them on Twitter.

What lesson or principle about teaching that you learned while coaching do you most frequently emphasize with your teachers?

Brian Knight @principal_SMS
Work Ethic/Perseverance - I often ask my staff: Is your work ethic on par with your classroom goals? We all want to be successful, but are we really willing to commit to what it takes to be successful. Success is not an accident; it is a choice. You must be willing to put in the needed time if you want true success in your classroom. You must be willing to try, even if you might not find immediate success. Failure is not the opposite of success; it is a vital part of it. As teachers we must model this for our students. We must learn from mistakes, and become better because of them. If your players are scared to make mistakes they will never push themselves as hard as they could. Similarly, in learning if we are not willing to take some risks we will never learn as much as we could. You must be willing to try; we must be willing to do; we must be willing to put in the time and effort it takes to be successful.

Robert Sain @saintroop
1. We can only control our attitude and our effort.
2. Do the next right thing right.
We cannot control others whether it be an opposing team, students in a class, or faculty members. We can only control us. Our attitude and effort must set the pace and keep a high bar for all around us. Each person giving their best attitude and effort combined with a continual focus on doing the next right thing right can provide any school with a large amount of horsepower. 

Art Sathoff @sathofar
Putting the time in, motivating others, doing what you say you'll do, cause greater than yourself

Valarie Farrow @valariefarrow
Looking back, I would say differentiation. I remember even in my early years telling players during practice if they didn't understand something to ask a teammate. I was/am not an auditory learner and a coach giving verbal directions paled in comparison to visual and kinesthetic learning.

Justin Smith @TXJustinSmith
Leading faculty is similar to coaching in that a team-first approach is necessary in order to approach the highest collective potential. Great coaches focus on team chemistry (work environment), togetherness (culture), and inspiring great individual work ethic (professional development). As it is in all group settings, a leader effectively empowers those in his or her charge by personalizing the work, supporting the individuals by meeting them at their readiness levels, and setting high standards of excellence that are equitable for all. A strong leader has a high level of competency in his or her role, yet understands that high levels of emotional and social intelligence are imperative when leading people. Not all athletes respond well to the same critiques, nor do teachers when provided feedback. Therefore, to effectively lead a group of individuals, a coach or principal must really understand how to motivate each and every member of the team the way in which they will respond and move towards their greatest self.

This is the first of a series of posts in which I will share what other educators shared with me, Check back soon for the next post.

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

How Do You Know Your Professional Development Was Good?

At my school, we dismiss students early one Wednesday each month so we can spend the afternoon as a faculty immersed in professional growth activities. After our last professional development early dismissal day, I had the following conversation with my freshman son.

Son: How were your meetings today?
Me: Actually, we didn't do meetings.
Son: I thought we got out early so you could have meetings.
Me: No, we did professional development sessions.
Son: Well, were they good?
Me: Actually, yes, they were really good today. Thanks for asking.
Son: How do you know they were good?

How wise is my adolescent son? He asked the million dollar question. How did I know the professional development we just finished was good? I went on to explain that I knew the professional development was meaningful in basically the same ways I know when good things are happening during classroom visits.

Here's how I knew the professional development sessions were good:
1. Learner engagement. The learners spent their time engaged. They collaborated and discussed in small groups. They collaborated and discussed in a whole group setting. They asked one another questions. They asked the lead learner questions. They challenged one another. They remained focused and on task but energetic the entire time. Their conversation, their participation, their body language and their energy all said they were engaged.
2. Learner-centered activities. The lead learner served as facilitator only. The lead learner did not wax poetic or lecture, but rather directed the learners through meaningful activities. The lead learner avoided becoming the center of attention and focused the attention instead on the learners.
3. No lull in learning. The energy level remained high throughout. Conversation and collaboration continued even beyond the allotted time for each activity. The learners really wanted the learning to keep going.
4. Post-learning conversation. The learners continued conversation about the day's topics even after the session concluded. Learners remained in the classroom casually discussing the topic. Learners walked in pairs and small groups down the hall still engaged in conversation from the learning activities. The learning and sharing extended beyond the physical space of the classroom and beyond the time allotted for the activities.
5. Learner feedback. After the learning activities, learners provided meaningful and honest feedback (some solicited and some unsolicited) about how much they learned, how effective the sessions were, how they might make adjustments the next time, and what the takeaways were. The feedback validated conclusions drawn through observation.

The brief list of ways I knew the professional developments sessions were good mirrors a list anyone in educational leadership can use to know whether learning activities have meaning and value. After all, learning activities for adult learners should be just as meaningful and intentionally designed as learning activities for kids. Likewise, just as we want to determine whether classroom activities for students have meaning and value, we should assess learning activities for adult learners in much the same way.

Consider the 14-year-old's million dollar question: "How do you know your professional development was good?"

Why School Leadership is Like Mountain Biking: Handlebars Follow Eyes

Being a high school principal challenges me more often and more intensely than I ever anticipated. I love a good challenge, though, even in my recreational activities. Perhaps that’s why I love to ride my mountain bike as often as possible when I’m not walking the halls and visiting classrooms at school. I mention these two seemingly-unrelated activities in the same paragraph because I continue to discover parallels between the two (besides the fact that they both push me to my limit with surprising regularity).

Riding trails can be physically taxing, especially when I really push myself to ride harder or faster than the last time. I love the intensity of that kind of workout. Trail riding can be mentally taxing, too. Navigating trails on my bike, especially trails I've never ridden, challenges me mentally every time I head out for a ride. Specifically, keeping my bike on the often narrow paths really pushes me to stay focused on only the path ahead. Herein lies one of the greatest parallels I’ve discovered between leading a school and riding my mountain bike: handlebars follow eyes.

The trails I ride are not designated as beginner, advanced, or anything else. They just are. Therefore, I have to be pretty careful on the trails because I never know what’s up ahead, how slick the soil is, how many roots threaten to slow me down, or how treacherous the climbs and descents will be. What I have learned – partly through near misses, partly through clipping tree trunks and roots, and partly through being launched a few times – is that handlebars follow eyes. As much as I’d love to watch some of the beautiful things around me as I ride, I absolutely must stay focused on the trail ahead. If I shift my eyes away from the trail, my handlebars follow. Where my handlebars go, the rest of my bike goes, too. When that happens, well… I speak from experience when I say that it isn't pleasant. Believe me, staying on the trail, treacherous though it may be, beats the heck out of riding off the trail.

When I ride, my one and only task is keeping the bike moving forward on the trail. I can do that only when I strategically and intentionally focus on the path ahead and resist losing focus because of distractions around me. The same is true when leading a school or any other organization. In leadership, my sole responsibility is keeping the school moving forward along a particular path. If I allow myself to become distracted, if my eyes stray from the path, the results will not be good. This is especially true because as a school leader I never what surprises the days and weeks ahead hold for my school, my  stakeholders and me. On the trail, distractions can be beautiful things like flowing water or colorful flowers, and distractions can be unpleasant things like low-hanging branches or deep ravines. Likewise, distractions for a school leader can be great things like championships and test scores, and distractions can be not-so-great things like disgruntled stakeholders or organizational instability. Either way, because handlebars follow eyes, my school can get off track if I allow myself to become distracted.

As a school leader, an extra level of difficulty lies with the challenge of keeping everyone else in the building similarly focused only on the path ahead. If things get off track when I lose focus, imagine the consequences of a building full of teachers and/or students also losing focus.

With a mountain bike on the trails or with a leadership position in a school or other organization, handlebars follow eyes. We must stay focused on the path ahead and not allow ourselves to become distracted by things that might divert our attention and cause us – and perhaps the entire organization – to wander off the path. No matter how treacherous or daunting the path may seem, staying on the path beats the heck out of wandering off the path, colliding with an immovable object or careening into a ravine.