Your Whole Career Should Matter

Your whole leadership journey should matter. All of the people you have worked with; the challenges you have wrestled with, the highs and lows, the agreements and the disagreements, the successes and the disappointments make you who you are. I know and most of you reading this have known far more good people than bad people, you have had far more agreements than disagreements, and you have had far more successful outcomes than great disappointments. However, few, if any of us are proud of every single moment, every single relationship and every single hard-won agreement that we have come too - no matter how distinguished our career. 

Careers can be marred by an irreverent comment made in the heat of a moment or an anger response in a moment disappointment. There have been and will be moments when you know you could have done more and moments where you know you should have done less. These moments should not define you.

I’m not talking about reckless and irresponsible behavior in this post – nor am I in any way condoning hostile or despicable acts in the workplace. We should all stand against those who create, participate or otherwise enable sexual or otherwise abusive climates, we must stand firm against racist behavior and practices, we must call out and condemn immoral and unethical behavior.

But we should also know and respect the difference between a momentary lapse in judgment and an overt and intentional act of impropriety or hostility. We live in a cancel culture that is making it to easy to simply toss away a lifetime of work for a moment’s failure. Not every sin in the workplace is a mortal sin. Yet I am beginning to see that in today’s often hypercritical culture that the rush to judgment doesn’t allow for human error followed by forgiven or even an ounce of grace. 

On balance, most of us have done far more good than we have done badly. And perhaps that should earn us a little forgiveness or a small allowance of grace. I think we should remember that if we honestly believe that a whole career matters - some will have to remember that they too have imperfections and there will be a day when they too will wish we weren’t so quick in our rush to judgment. I know. I’m trying.

Personal Leadership

What should we be saying to our friends right now – how about this – “I believe in you; I believe in your abilities — and I believe in our friendship. I want you to know that no matter how hard the days ahead are; I will be there for you and we will get through them together.”

There will be difficult days ahead, that much is certain. I believe acting with integrity is critically important, I believe being empathetic, honest, and thoughtful represents the best clearest way through the uncertainties we face right now. 

We need to encourage each other to act as friends. Friends who try to see themselves in the circumstances of those we seek to support. Before we rush counsel. Friends who listen more than they talk. Friends who reserve judgment.  We need to mentally ask ourselves, “What do our friends need from us right now?” Do they need us to simply sit quietly by in a physical demonstration of our care and support? Or do they need us to “lift” them up with words of encouragement or direct action? 

With all of the craziness of the world right now, on the macro level the politics, the economy, the virus and the mutations – and more intensely perhaps on the micro or personal level. The day-to-day challenges just normally associated with family and life are increasingly overwhelming. When complicated by work and school, sheltering in place, not sheltering, wearing personal protection equipment, not wearing it – then perhaps doubled again with the anxiety created by the synergy of the macro level and personal level intersections. It is no wonder that more and more of our friends and neighbors simply need someone they can trust.  Someone to just remind them that it will be alright, and we will get through it. 

 It will be hard to remain or become a good friend in the difficult days ahead. I’m already finding it hard. Hard because I am also struggling with the same macro and micro level problems. Yet, when I am honest about my circumstances, when I am truthful with myself, I know that I have it better than most. I’ve got a roof over my head. I don’t worry about mortgage payments or past due rents. I have clean water and I’m not worrying about my next meal. I have my health and I have friends who are there for me (most of the time). So, while its hard, why not me, how can I be so selfish that I don’t act on opportunities to be a friend. My problems pale in comparison to most people on this planet. Being a better friend is the least I can do. It is probably the least anyone reading this blog post can do. 

Today a lot of people are throwing around a quote that goes something like this – when you know better, do better. Maybe another spin on that is – when you know what friendship looks like, be a better friend.

There will be difficult days ahead, that much is certain. Days when we all need friends. But for today, it’s time for me to be a friend and create moments of real happiness in others, provide a time for healing for those in need, and act in a way that brings better days for all of us.

Maybe the best first step in trying to be a better you, is to first be kind to yourself

When you’re facing challenges or making decisions which have a big impact on your life or on other people’s lives, it's easy to feel anxious and harbor self-doubt and even to start beating yourself up only to be paralyzed with fear and foreboding. Then missing the moment where you may have made a positive difference in your own life or the life of someone important to you. 

When you start worrying about all the things you can’t control – the politics, what other people might think, the reasons other people aren’t being kinder or more compassionate, or even why they aren’t wearing a dang mask in public when there is clear scientific evidence that it’s better for everyone if they do -it’s just dang hard to be your best you. 

Maybe the best first step in trying to be a better you, is to first be kind to yourself. Acknowledge that you are doing the best you know how to do – acknowledge that you trying to do the right thing, consistently.  Acknowledge you aren’t intentionally harming others. Acknowledge that despite your best efforts you cannot do it all – admit that you are human.

By being kind to yourself – by being personally empathetic with yourself – I think you will become a happier, healthier and most importantly better human.

Treating yourself well doesn’t come easy to everyone – it takes time and practice. It stems from knowing who you really are and sometimes – who you are not. We will have to acknowledge this too – this inner peace – the balance created by knowing who you are and then treating yourself kindly - doesn’t come naturally, it’s a skillset you have to practice. Not long ago I wrote about metacognitive practice – the practice of thinking about your thinking. And if you have great. If you haven’t let me encourage you to begin thinking about why you think what you think – to better understand who you really are, why you do what you do, and why you sometimes think what you think when everyone around you thinks something else – or thinks the same things. Then let me ask you to take a next step to help you deal with facing challenges and making big decisions. 

PRACTICAL APPLICATION

Simply begin by taking three slow deep breaths. On the first breath, notice how you're feeling. On the second breath, remember that you aren't alone, that other people are going through similar challenges, they are feeling the same worry that you are - they are worried about the politic, what others think. Why kindness is so hard to find and they are worried about the pandemic – know that you are not alone in this moment. And on the third breath, ask yourself, "What would it look like to be kind to myself right now? What do I have to do to treat myself well right now? Then take your answer and put it into practice. 

As a good human, part of your daily job is to take care of yourself — why not tend to that practice today so you are better able to take care of yourself and the others who are counting on you.

Get on with your better self – breathe.

When Someone Shows You Who They Are

When someone shows you who they are – trust your intuition. After reading an article recently, I started to think about things I wanted to tell my kids. Here then are six things I shared with them. Not life lessons really but worth keeping in mind as they navigate friendships, relationships, and work as young adults.

When you notice someone has the small-things-don’t-matter mentality. How can you expect to keep a friendship or a relationship alive with another person who doesn’t don’t pay attention to details important to you? Little but important things like being on time and not wasting yours, keeping important dates and commitments, paying their fair share or simply acknowledging the contributions of others or taking credit for something they didn’t do? People who exhibit this trait tell me you’re dealing with a person who’s only interested in themselves and their own comfort. Over the past sixty-five years – I’ve learned selfishness eventually warps all relationships.

When you see someone, who tries to resolve conflict through blame and deflection. People who resist the slightest hint of honestly offered criticism might have a problem with their ego. If their first response to a question about why they think or acted in the manner they did - is to attack you for asking or blame their behavior on circumstance or another person or group, you will be better off moving on from them. While some conflict can be healthy in friendships and other relationships, when someone overreacts or fails to accept any accountability, you’re probably better off without them in your life.

When someone acts like money doesn’t matter – but never contributes or puts you in an awkward position financially it’s probably time to move on. How people handle money tells you a lot about their character. Some people are financially train wrecks. They are the one who orders the most expensive thing on the menu and then leave before the check comes or when the bill comes the conveniently announce they have forgotten their wallet and will “get you next time.” Or the “friend: or “colleague” who knows you’re in a rough patch financially but still puts you in a position to live beyond your means. I want to be clear about this — the behavior I’m talking about has nothing to do with people who’re struggling with money – sadly my experience tells me that those who have the least are often both the most generous with their resources and most understanding of others in the struggle.

When someone can’t take a joke, or their jokes are always at someone else’s expense. Some people just can’t take a joke, no matter how trivial it is. That is a sign of an over-stuffed ego. These self-important people are seldom capable of joking at their own expense because their sense of self-worth doesn’t allow them to. And as I have gotten older, my experience has shown me that many of these ego driven people are the first ones to make cruel jokes, quietly at first, often so few others can hear. They are often just testing the waters. If you react negatively to their crude humor, they’ll take it back and insist they were just joking; and you should lighten up. However, if you don’t react negatively – they assume you agree, and they let the cruelty run free dragging you into their toxic mess.

We all have that friend – the gossiper. We probably should admit, most of us enjoy sharing a little gossip once in a while. Gossip is complex. It often validates what we thought we knew, and it sometimes provides new knowledge.  It can also build relationships and makes us feel part of the “group.” In all of that we can find protection and a sense of belonging … and there’s a natural element of social enjoyment as well. Yet, and I will only say it once - you would be wise to remember chronic gossipers will take everything you tell them and sooner or later use what you told them in another forum. You would be wise to remember the old adage, behavior predicts behavior.

When someone demonstrates an obsession with self-image. It’s safer to keep your distance from people who are obsessed with being seen in all the right places, with just the right people, or having all the right stuff. Their quest for perfection never allows them to be satisfied. Their desire to capture the perfect moment with them as the star – will only allow them to treat you and everyone else in their orbit as accessories. And for only as long as you have utility.

It’s not always easy to decide whether someone is worth your time. You don’t want to make snap judgments about all of the people you come in contact with, but you have to listen to your own inner voice. That voice inside that tells you when something or someone doesn’t feel quite right.

Some time ago I read a quote, attributed to Maya Angelou that said, “when someone shows you who they are, believe them.” Truer words could not have been spoken. 

All I am really saying is you should never ignore that small voice in your head saying – something isn’t right - honor your intuition.

Thoughts2Lead

Project Management: Designing School Plans in Unprecedented Times

Project management is a vital discipline that orchestrates the efficient planning, organization, and execution of projects from start to finish. It entails defining project goals and objectives, allocating resources, managing timelines, and coordinating team members to ensure successful outcomes. Effective project management requires strong leadership, clear communication, and meticulous attention to detail. It entails identifying and mitigating risks, adjusting timelines and strategies as necessary, and fostering collaboration among team members. A skilled project manager employs various methodologies and tools to streamline processes, monitor progress, and maintain accountability. By implementing best practices and leveraging technology, project management maximizes efficiency and productivity, ultimately leading to the on-time and within-budget delivery of high-quality projects.Using a project management tool with your teams unites effort and provides critical guidance by creating specific actionable options, which teams own and that fit the needs of your school or district.

The formidable challenges school and district leaders face as they address critical problems are compounded when they lack a clear method for project management.  Using a project management strategy enables collaborative planning and thoughtful design.  Schools and districts armed with a collaborative problem-solving project management strategy can redesign essential processes effectively and are less likely to make serious missteps, thereby positioning a school or district to move forward more efficiently.

Savvy twenty-first century leaders will use a project management strategy for a variety of reasons. A project management strategy is designed to be inclusive, engaging, attentive to detail and focused on continuously improving results. Project management strategies like DMAIC, (Define, Measure, Analyze, Improve and Control) provide a framework facilitating teams solving redesign, design and incremental improvement problems.  DMAIC is a five phased strategy resembling PDSA, (Plan, Do, Study, Act), another project management strategy with which many educators are familiar.  While both are commonly used in quality improvement work, we believe the added granularity of DMAIC makes it the best choice given the challenges we currently face.

School leaders today face enormous challenges.  Meeting the diverse needs of students requires extraordinary faculty and staff effort in the best of times, let alone while conducting school in the midst of or following a global pandemic. Facing new health and safety concerns, schools and systems have been confounded by remote learning challenges, including access and equity, economic constraints, and the social unrest and pent up anxiety prevalent in our schools and school communities today.

A key to preparing for the new realities lies in thoughtful planning and reexamining core processes in the schoolhouse and district office.

 The Challenge

How many times during the past year have you attended a conference or event and left thinking ‘we should do that too!’ Today talking heads (literally) and self-anointed new era-leaders are hosting virtual meetings daily. They offer their take on what should be done and how it should be done. Unfortunately, many real-world practicing leaders caught in the current urgency of crises without real direction from local, state and federal leaders follow the best advice they can get in the moment. All too often attempting to implement changes they were only briefly exposed to without fully considering the context of the change strategy - in their own situation. And while the “zoomed-up” approach may work in the presenter’s mind, school or district; without a coherent project management strategy and learned ownership, the adopted change is likely to fail.

Our most pressing challenges in education today and the redesign of important processes must take into account the new reality of schooling. School today is not solely a place, rather it has become a series of learning experiences which must be deliverable at any time and nearly anywhere.

A project management framework combined with an improvement science mindset; reduces the tendency to depend on “another shiny new program solution” and instead focuses on solutions based on close analysis of evidence to solve school and district problems.  

Project Management in Action

When schools and districts moved abruptly to remote learning in March 2020, system participants faced disruptive change.  The school experience changed for everyone – students, parents, teachers, administrators – and the legion of service providers and suppliers. Issues of access, equity, engagement, and commitment abounded. 

 Schools we have worked with have been striving to increase student access to technology which enabled learning and engagement for a long while – but the pressure to keep students connected and engaged in a fully remote learning environment has exacerbated and illuminated the challenge.  With the reality of needing to deliver classes while connected with students remotely, has proven to be incredibly difficult even for the most readily prepared – and nearly impossible for those who had for whatever reason had lagged behind in the work.

 At the end of the 2019-20 school year, access and engagement levels ranged from students who experienced incredible difficulty even connecting to learning to students who not only appreciated the remote nature of school but who thrived in the remote experience. 

Setting aside access - one area schools have been problem solving is in how to structure virtual learning experiences which support all students with engaging instruction. We believe schools benefit from using a project management approach as they tackle problems arising from their real experience and in this case as they design options improving student engagement within the context of existing instruction.  

Given this context; a school could define the problem they need their project management team to focus on - as the need to re-structure the current virtual learning offer in a manner which supports all students engaging in their learning, evidenced by at least 80% of students achieving at or above the proficiency level and so that all students demonstrate a year’s growth. This approach focuses on improving what is currently in place and moves the measure of success from process to student outcomes as evidence of engagement.

For this example, the principal serves as the project owner, meaning s/he will oversee the project and the project team can expect the principal’s support and guidance. The work begins with the principal or leadership team selecting a cross functional team, inclusive team which includes; regular classroom teachers, special program instructors, elective instructors, classroom assistants and or staff members, the technology specialist, parents and students.  

The first step in the process, Define, depended upon the team members describing the issues students had engaging with the instruction when they began virtual learning and the evidence the school was able to collect about the extent students were engaged.  In our demonstration site – the project management team found a number of process measures – they found evidence that tracked which students logging into and out of the learning platform.  They uncovered summary data showing time in and time out for students who successful entered the LMS. Teachers had anecdotal records of students and parents with whom they had worked outside of class time using email and texts as examples.  What was missing was evidence around proficiency achievement in comparison to previous years.  Not only did the school lack evidence around end of the year assessments, it also was not able to conduct its own assessments which had been used to gauge student growth.

After the team organized and discussed the evidence they had collected, they discussed the project problem the principal and school leadership team.

 With this framework of accumulated evidence and the defined problem, the team began to discuss additional measures which could be used to gauge student engagement and levels of proficiency. 

 From these discussions the team decided that in order to understand student engagement more fully they would have to look for and perhaps create new formal and informal assessments including asking for student perceptions of how effective the lessons were in appealing to their interests willingness to engage, The discussions lead the team to wonder about the degree of social and emotional engagement students felt for the work and determined that finding some metrics around the students social emotional health might shed light on other factors affecting student engagement.

 As they analyzed the problem and the ways in which they would measure results, the team then considered how to best design learning experiences for students. They also needed to source methods to facilitate assessments for students to demonstrate achievement as they moved for process measures to student learning outcomes. 

The goal of the project management team was to design an improvement plan to address the problem statement, which they could share with the principal and other staff prior to implementation.

Project Management Works

 Tackling complex problems like increasing student engagement, creating blended delivery systems, and implementing district wide adaptive change requires collaboration.  Understanding complex problems requires seeing the problem from a variety of vantage points. It requires leaders to assemble diverse and representative teams, honestly engaged in the work. It is the initial step in creating and fully assessing all options for delivering services differently in today’s environment.

Using the strengths, talents and effort of everyone is foundational to long term success. This critical first step sets the conditions for sustained continuous improvement.

When developing the team, it is not only important that the team is not limited by an overly simplistic definition of diversity based on gender, race, or ethnicity – the best solutions come from the most inclusive view of diversity.  It’s fine to begin by creating a team that “looks” like your district but then expand the group to include cross-functional representation that may not be traditionally included from all key sectors of the district.  Getting the necessary voices in the room together, not just those you normally hear from, is fundamental to this process.

STEP ONE: DEFINE

The first task is to define the problem which needs to be addressed.  The goal is to develop change based on bottom-up solutions.   With different problem parameters, a team looks deeply at the problem, questions begin to arise, challenges are discovered, and different considerations are laid bare.  Sometimes quickly, sometimes more slowly a clear definition of the problem emerges.  In this phase – while many of the problems of practice we are facing feel urgent – taking the time to honestly and deeply engage in understanding and defining the problem will not only allow the team to both move more expediently later in the process, but it will also lead to both greater ownership of the options and a more artful solution.

STEP TWO: MEASURE

By closely examining the problem statement, accurate measures can be determined that define the range of knowable information; along with what evidence is to be gathered to look at the scope of the possible project outcomes.  When developing measures, it is critical to objectively take into account the existing discrepancies in levels of performance the current system produces.  

STEP THREE: ANALYZE

The next phase of the team’s work analyzes existing practices and processes to see how they were delivered, what measures were used to determine success, and the underlying factors needing to be examined more carefully. Armed with this evidence and information, the team begins to outline and map the processes to be modified. Examining elements of the problem’s root causes helps to identify assumptions which will inform the team as it begins creating alternatives to the existing strategy or delivery model.  At this point in the process the team may benefit from exploring other “best practices” and what they may offer in developing an alternative to the currently existing model(s).

STEP FOUR: IMPROVE

Moving to the improve phase allows the team to create options addressing the identified problem driving the need for change. Essentially, the team goal at step four is to create a design or redesign which addresses the problem identified and produce positive measurable results.  

At this point, using options, pilots, or scenarios can be developed and put in place so that the team can study and learn from the implementation of the plan on a small scale.  With one working improvement plan constructed from the options, measures are developed to assess the effectiveness of the implementation.

 Measurable results need to be considered in a variety of forms so that equitable outcomes, such as, parent satisfaction, student learning, economic factors, and workload can be reviewed, considered, and reported.  

STEP FIVE: CONTROL

With an implementation plan, the team is ready to try the new model with measures of its effectiveness.  During and following implementation, the team assesses how well the modified processes worked.  Given the information they collect, further improvements will likely need to be made.  As the improved process replaces the former way the work was completed, communication about the changes help support broadening and deepening understanding of the change. As the implementation plan is enacted and refined, the process is in the control phase as the new practice or process replaces the prior work plan.

Having project teams plan for immediate improvements and other teams focused on anticipating future conditions will prepare schools and districts for what many see as our new normal.  Through project management, teams build internal capacity for managing the unknown; they create resilience and strengths to innovate in the face of adversity.  Armed with a problem-solving collaborative improvement project management strategy, teams can redesign essential processes that will position the district to move forward in unprecedented times.

Clayton Wilcox, Ed.D., has served as a Senior Vice President for Corporate and Government Relations at Scholastic Inc., and as a school superintendent and district leader for over 25 years in IA, LA, FL, MD, and NC. He now leads Thoughts2Lead, LLC which is focused on leadership, leadership development and helping business and industry better serve America’s schools.

 Jerry Wilson, Ph.D, served as superintendent in five school districts in the past 25 years and now consults on school and district continuous improvement.

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