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Kim marshall nola time man june 30,2010

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  • 1. 1
    Managing Priorities in the PrincipalshipNew Orleans New Leaders - Kim Marshall – June 30, 2010
  • 2. 2
    Overview
    The principal’s unique time management challenge
    Time management’s role in student achievement
    Ten keys to effective time management
    Knowing and executing your “Big Rocks”
    Clicker questions throughout (anonymous)
    Last page of packet is a one-page summary
  • 3. 3
    Stand up/sit down
    I always carry a pen and something to write things down.
    I use an Outlook or Entourage electronic calendar.
    Keeping up with e-mail is killing me!
    I have a clean e-mail inbox at the end of every day.
    I never get to half the things on my daily to-do list.
    I like putting things in folders/I like putting things in 3-ring binders.
    I have a solid theory of action for getting high student achievement.
    I hate dealing with budgets and financial stuff.
    I sometimes procrastinate writing up teacher evaluations.
    I do vigorous exercise 3 times/week or moderate 5 times/week.
    I haven’t been getting enough sleep this year.
    I feel guilty about neglecting my family/loved ones.
    I have time management really nailed.
    I have no life!
  • 4. 4
    Essential questions
    How can a principal work really, really hard and not see gains in student achievement?
    What leadership actions have the most impact on student achievement?
    How can a principal stay focused on the important stuff amidst hundreds of competing demands and distractions?
    What are the most powerful tools to manage time for maximum impact on teaching and learning?
    How can super-busy principals get into classrooms and give meaningful feedback to teachers?
    How can principals shift the conversation with teachers to results?
  • 5. 5
    The Zen of time management
    A principal’s story about the 40% not done
    There’s always 40% - but which 40%
    What if you failed to dismiss an incompetent teacher?
    What if there’s no guaranteed and viable curriculum?
    What if the test scores stink?
    What is you have a widening achievement gap?
  • 6. 6
  • 7. 7
  • 8. 8
  • 9. 9
    A better picture: Norfolk, VA
  • 10. 10
  • 11. 11
  • 12. 12
  • 13. 13
    Good time management>>>> High student achievement
    Weak priority management leads to low achievement a widening achievement gap
    Does that make sense?
    But for many of us, this stuff doesn’t come naturally.
    We have to be very reflective and purposeful!
  • 14. 14
    10 Priority Management Areas
    A. Having a laser-like focus on student achievement
    B. Having clear expectations for learning, discipline, etc.
    C. Planning for the year, month, week, and day
    D. Scheduling meetings for key teams
    E. Writing it down, prioritizing, and following up
    F. Delegating to competent people
    G. Getting into classrooms and giving teachers feedback
    H. Preventing time-wasting crises and activities
    I. Taking care of yourself
    J. Self-evaluating on goals and progress
  • 15. 15
    A quick overall self-assessment
    The workshop is organized around these areas.
    Arms folded - we all have tendencies.
    Which are your strong areas? Weak areas?
    Check the ones where you think you’re strongest.
    Circle the ones that need improvement.
    We’ll discuss these one by one.
  • 16. 16
    H.S.P.S.
    Hyperactive Superficial Principal Syndrome
    Very smart people’s brains turn to mush!
    Running around putting out fires, busy, busy, busy.
    As much as three hours a day with discipline
    In constant demand, over-the-transom stuff
    Urgent overdrive, becoming an intensity junkie
    Lose sight of the big stuff - instruction!
    There’s never enough time.
  • 17. 17
    Which to do?
    Working longer and harder
    Finding ways to fit more into the day
    Increasing stamina and endurance
    Working smarter
    Being more efficient
    Using time-management tricks and tools
    Working deeper
    Doing what really affects student achievement
    The effective versus the shallow stuff
  • 18. 18
    There’s a finite amount of time
    70-80 hours a week is the physical limit.
    Mere mortals can’t do more!
    So it’s a zero-sum game.
    If you spend more time on the wrong stuff, you’ll spend less time on the right stuff.
    So how do you “spend” that time?
  • 19. 19
    The job of principal is “undoable” in the sense that all the work never gets done. So the principal who thrives must have a clear sense of which activities produce the most student gains.
    Daniel Duke (1998)
    Time is a precious and finite resource.
    Kathleen McCartney (2009)
    The reason most major goals are not achieved is that we spend our time doing second things first.
    Robert McKain
  • 20. 20
    We need a balance of all three
    Work hard
    This is not a job for the faint-hearted.
    Set reasonable limits, find your maximum.
    It will be intense at first, but it should improve.
    Work smart
    Learn every trick you can!
    Constantly add to your repertoire
    Work deep
    Laser-like focus on student achievement
    Research-driven “big rocks”
    Keep the deep stuff in your face!
  • 21. 21
    Perverse law of time management
    • Few immediate rewards for doing Quadrant II
    Negative reinforcement for not doing other stuff
    We’re conditioned not to be instructional leaders!
    Adults get into patterns (ruts?) - H.S.P.S.
    Can they change?
  • 22. 22
    Freeston & Costa (1998)
    Value-added work
    Leads directly to higher student achievement (observing and supporting teaching, interim assessment analysis, curriculum unit planning)
    Necessary work
    Keeps the school running (ordering supplies, supervising cafeteria and buses)
    Waste work
    No value-add, could have been avoided if done right the first time (meeting with wrong people present, complaints, some discipline crises)
  • 23. 23
    Now apply these concepts to “Crazy Day”
    In groups of 2 or 3, read together
    With each event, decide if it was:
    “Waste work”
    “Necessary work”
    “Value added” work
    Was there any instructional leadership?
    Macro recommendations for this principal?
  • 24. 24
    Answer Now!
    How would you evaluate this day in terms of time management?
    Ineffective
    Needs Improvement
    Proficient
    Expert
    10
  • 25. 25
    TIME & PRIORITY MANAGEMENT FROM A. TO J.
    These parallel the rubric (flip to it)
    Ten ways of working deeper and smarter
    Using never-sufficient time most effectively
    Spending maximum time on the “big rocks”
    Keeping your sanity - and having a life!
    I believe that Proficiency or above is essential to getting high student achievement
  • 26. 26
  • 27. 27
    A. HAVE A LASER-LIKE FOCUS ON STUDENT ACHIEVEMENT AND YOUR STRATEGIC PLAN
  • 28. 28
    To be focused, need
    The brutal facts: a big-picture look at the school
    A few “Big Rocks” for the year
    Masurable goals
    A theory of action for each Big Rock
    An action plan for each
    The ability to say NO to non-rock projects
  • 29. 29
    First, decide on yourBig Rocks
    Please read
    “Big rocks”
  • 30. 30
    Work expands to fill the time available
    If you don’t put in the Big Rocks first, you’re screwed.
    They must displace less important stuff.
    THAT’S your biggest time management challenge!
    Most principals are not very good at this.
  • 31. 31
    The key is not to prioritize what’s on your schedule, but to schedule your priorities.
    Stephen Covey
  • 32. 32
    But what are Big Rocks?
    2 or 3 top-priority projects that will best improve teaching and learning this year
    Start with the school’s mission. It’s simple:
    Proficiency, on track to college success…
    Look at nine core leadership tasks, diagnose issues
    Define 2-3 key priority projects.
    Not too broad, not too narrow: Goldilocks
  • 33. 33
    Nine core leadership tasks
    1. Mission & strategy – Achievement, goals, theory of action, big rocks
    2. Climate – Safe and humane, students “with the program”
    3. Curriculum planning – Clear outcomes, calendar, unit, lesson plans.
    4. Resources & operations – Materials, schedule, budget, resources
    5. Instruction – Effective teaching in every class through recruitment, hiring, supervision, evaluation, coaching, PD, tough-love feedback
    6. During-the-year assessments – Teachers, teams use data well
    7. Collaboration and growth – Teams plan, analyze, share, strategize
    8. Safety nets – Prompt, effective help for struggling students
    9. Parents – Families trust the school, are guided toward effective help
  • 34. Principals face endless challenges every day: budget issues, facility issues, behavioral issues, and personnel issues. But academic achievement lies at the core of everything that principals do.
    If unsound academic decisions are made, everything else is for naught.
    BanutiKafele, 2010
    34
  • 35. 35
    Zero in on the biggest problems
    A common mistake - 17 strategic initiatives!
    Mike Schmoker is really powerful on this.
    A thorough, shrewd needs assessment
    No more than 2-3 major projects a year
    These can cut across the nine core areas
    See samples of Big Rocks in packet:
    Literacy, math, advisory
  • 36. 36
    Answer Now!
    In your school, which isthe highest priority area?
    Mission and strategy
    Climate and culture
    Curriculum clarity
    Resources and operations
    Instruction
    During-the-year assessments
    Collaboration
    Safety nets
    Parents
    10
  • 37. 37
    Third, set measurable goals,work backwards from them
    If you are really successful this year…
    What will you celebrate on June 30th?
    How will you know you’ve succeeded?
    “Goals that are not measurable are illusory.”
    A 4-year target is helpful, then SMART goals
    Sample from Mather School, done in 2001
    You might want to set a 2013 target
  • 38. 38
    (Established in 2001)
  • 39. 39
  • 40. 40
    Fourth, research a theory of actionon how to succeed in the priority areas
    For example
    Interim assessments to boost performance
    Writing as a way to raise reading levels
    Mini-observations to improve teaching
    Avoid dubious theories of action:
    Test prep all the time
    Writing up “dog-and-pony show” lessons
    Standard professional development workshops
  • 41. 41
    Fifth, develop an action plan
    Break each Big Rock down step-by-step
    Action steps - “What’s the next step?”
    Who’s responsible
    Timeline
    Assessment and accountability
    Get the word out
    Every staff member, student, should know what the Big Rocks and the theory of action are!
  • 42. 42
    This IS your strategic plan
    Long-range targets and SMART goals
    A theory of action for each
    2-3 well-chosen Big Rocks projects
    Action plans
    One or two pages long
    You might have to have one plan for the district and one for real.
    Just make sure you implement and track real one!
  • 43. 43
    Sixth, say NO to non-rock projects
    Tony Alvarado’s cow story
    Salesman’s song and dance
    Brilliant new project from a university
    Siren song to lose your focus!
  • 44. 44
    But relax, be “present”
    Once you’ve decided on your big rocks…
    And have clear long-range and short-range plans…
    You can relax and focus on the here and now.
    Not guilty about dealing with some little stuff.
    Still be full-moon days - that’s part of the deal.
    You’re on your big rocks!
  • 45. 45
  • 46. 46
    Answer Now!
    How would you rate yourself on A?
    10
    Novice - Each day is driven by events, not long-range goals.
    Developing - Periodically reminds self of strategic plan and student achievement goal.
    Proficient - Keeps student achievement and strategic plan in mind every day.
    Expert - Has a laser-like focus on student achievement and strategic plan for the year.
  • 47. 47
    B. MAKE SURE STAFF KNOW EXACTLY WHAT IS EXPECTED IN TERMS OF CLASSROOM INSTRUCTION, DISCIPLINE
  • 48. 48
    Curriculum and discipline clarity
    Clear grade-by-grade student learning targets
    (a must before the year begins!)
    Common interim assessments for each grade level
    A school-wide definition of the basics of good teaching
    Clarity on classroom procedures teachers should use
    BBC’s? (Lorraine Monroe blackboard configuration)
    An NYC New Leader fussing at kids in corridor.
    Routines save huge amounts of reminding, nagging!
  • 49. 49
    Answer Now!
    In your school, do teachers know exactly what their students need to know and be able to do by the end of the year?
    All do
    Most do
    Some do
    Few do
    10
  • 50. 50
    A schoolwide approach to discipline
    Discipline problems consume administrators!
    “Office junkies.”
    A hard-wired teacher trait: “Go to the office!”
    Be pro-active on discipline; use the opening weeks!
    A schoolwide plan and approach (Fred Jones?)
    Clear expectations for teachers:
    95% of discipline should be handled in classrooms
    What the office should handle (specific list)
    Schoolwide non-negotiables
  • 51. 51
    Mather School Suspendable OffensesThese are the infractions for which the office must be called:• Possessing a weapon or dangerous object• Assault on a staff member• Serious fighting, injurious assault• Out-of-control behavior, needing restraint• Sexual assault or harassment• Serious threats of bodily harm• In-your-face profanity or racial/ethnic slurs• Fire-setting, serious vandalism or theft• Possessing drugs or other illegal substances• Leaving school grounds without permissionThe office must also be notified if a student is having a psychiatric crisis, needs medication, or discloses abuse.
  • 52. 52
    Answer Now!
    How would you rate your school on B?
    10
    Novice - Has to constantly remind staff about key instructional and discipline policies.
    Developing - Often has to remind staff about instructional and discipline policies.
    Proficient - Most staff know what is expected in instruction and discipline.
    Expert - Staff know exactly what is expected in classroom instruction and discipline.
  • 53. 53
    C. USE A GOOD PERSONAL PLANNING SYSTEM FOR THE YEAR, MONTH, WEEK, & DAY
  • 54. 54
    Answer Now!
    What are you currently using?
    It’s all in my head
    Small pocket calendar (paper)
    Desk calendar (paper)
    Outlook/ Entourage
    BlackBerry/Palm
    Other
    10
  • 55. 55
    Danger: you don’t get to the hard stuff
    You’re doing the “easy” tasks, not the Big Rocks
    You enjoy the freedom of being a free-roving principal, bridle at lists, numerical targets
    How can you be sure the macro goals get onto the weekly lists?
    And daily lists?
    And actually GET DONE?
  • 56. 56
    A master list reduces stress
    Trying to keep it all in your head creates anxiety.
    What if I forget? What if I drop the ball?
    David Allen: Write it all down!
    Get it all out of your head, onto a master list!
    A total life reminder system
    Everything from 50,000 feet to the runway
    Then sort into categories, prioritize
    Weekly review: a “critical success factor”
  • 57. 57
    Effective use of a calendar
    Key dates, meetings, deadlines, long-term events
    “Ticklers” to remind you of key events
    Tasks you assigned to unreliable people
    Electronic calendars have HUGE advantages
    Outlook, Entourage, Palm iPhone, etc.
    Can wirelessly synch with your desktop computer!
    43-folder system: one for each month, day of month
  • 58. 58
    Highly recommended: Perennial events
    Things that will predictably come up every year:
    Birthdays, Secretary’s Day, etc.
    Items for first parent meeting
    Interim assessments, data meetings after each
    Predictably crazy times of year
    Report card conferences with struggling kids
    A word-processed list is highly efficient.
    Constantly add to and edit the list.
  • 59. 59
  • 60. 60
    Outlook/Entourage ideal for perennials
    For perennial items
    Something to remember every 3 weeks
    Something for the first Monday of every month
    Your mother’s birthday
    A huge time-saver every year
  • 61. 61
    Daily schedule, to-do list
    Courtney Allison’s hybrid system
    She did her calendar entries in Outlook
    Each day, she printed out the calendar for the day
    To-do list on the side
    Onto clipboard box with lists inside
    Took notes on the Outlook page
    Follow-up at end of the day
  • 62. 62
    An alternative: customizeddaily organization sheet
    Copies stapled onto a piece of cardboard
    At night, wrote items strategically into the day
    Next evening, tore off top sheet, started again
    Helps to prioritize each day: red for highest priorities
    Constantly referred to it during the day
  • 63. 63
    An early version of Kim’s daily organization sheet: what’s wrong with this format?
  • 64. 64
  • 65. 65
    An improved version, customized to the school day
  • 66. 66
    How about projects?
    Each of your “big rocks” is a PROJECT!
    So are other short-term projects.
    How does a project get onto your to-do list?
    Doug Reeves: break them down into discrete tasks
    Allen: What’s the next step?
    Covey: Get those tasks into your calendar!
  • 67. 67
    Blocking out time
    If you’re constantly interrupted, you can’t focus
    Create blocks of time in the daily schedule for:
    Classroom visits
    Team meetings
    Planning meetings
    Early a.m. or late afternoon for e-mail, returning calls
    Being there when kids enter, leave; cafeteria
  • 68. 68
    Answer Now!
    How would you rate yourself on C?
    Novice - Has a list in his/her head of what to do that day, but often loses track.
    Developing - Comes to work with a written to-do list.
    Proficient - Has weekly and daily to-do lists.
    Expert - Has an effective personal planning system for the year, month, week, and day.
  • 69. 69
    D. SET UP A SCHEDULE OF MEETINGS FOR KEY TEAMS
  • 70. 70
  • 71. 71
  • 72. 72
    Meetings won’t orchestrate themselves!
    Get key meetings into everyone’s calendars
    Leadership team
    Student Support Team
    Grade-level or department teams
    Subject-area curriculum teams
    Interim assessment, scoring, data meetings
    School-Site Council
    Office, custodians, lunch monitors, aides, etc.
    Also regular retreats for long-range thinking
    See built-in team meetings Mather schedule
  • 73. 73
  • 74. 74
    The “engine” of high achievement
    Teacher teams looking at interim assessment data
    Making decisions about:
    Untangling student misconceptions
    Improving strategies
    Re-teaching
    Following up with struggling students
    The opposite of “I taught it, therefore they learned it.”
    Critical element: principal visiting, monitoring!
  • 75.
  • 76. 76
    Teacher time on task
    Meetings are key - but only rarely should they take teachers away from kids
    Too many pullouts! Too many absences!
    Every minute with students counts
    And that goes for principals too:
    Being in your building 95% of the time
    Pushing back on meetings, low-priority events
  • 77. 77
    Answer Now!
    How would you rate you school on D?
    10
    Novice - Grade-level and other team meetings are called on an ad hoc basis.
    Developing - Meetings aren’t in people’s calendars and are scheduled each month
    Proficient - Most team meetings are in people’s schedules.
    Expert - All teams (grade-level, subject-area, SST, leadership) are scheduled to meet on a regular basis.
  • 78. 78
    E. USE A GOOD SYSTEM FOR WRITING THINGS DOWN, PRIORITIZING, & FOLLOWING UP
  • 79. 79
    Answer Now!
    What’s your approach?
    I’m confident I can remember things.
    I ask teachers to send me a reminder e-mail or note.
    I use a BlackBerry or Treo thumbpad or stylus.
    I always carry pen and paper with me.
    I haven’t developed a system yet.
    10
  • 80. 80
    How to remember stuff, find stuff
    You think you’ll remember - but you won’t.
    Especially on the fly, under stress, overwhelmed
    “One thing I’ve learned as an administrator is that if I want to remember to take care of something, I need to write it down.” Wayne Gerke, Alaska assistant principal
    People stop trusting you - no street cred
    You gotta write it down! And follow up!!
    In a place you’re sure you’ll read it later on!
    And you can’t write it on your hand!
  • 81. 81
    But problems with self-concept, fashion
    “I’m not an organized person.”
    My Myers-Briggs ends with a P, not a J.
    I feel like a nerd carrying around lists, etc.
    This may be your preference…
    But under stress, your memory goes kaplooey!
    The stakes are too high! Too much to remember.
  • 82. 82
    So what do you carry around?
    Clipboard? Folder? Portfolio? Covey diary?
    Cards in shirt pocket?
    Blackberry on waist?
    Something to write with, readily accessible.
    Emergency reminder techniques: beeper, post-it, pad, move watch to other wrist?
    Women’s fashions make it difficult!
  • 83. 83
    BlackBerry or iPhone for note-taking?
    What they’re best for:
    Calendar, especially perennial items, birthdays
    Alarm function
    Addresses and phone numbers
    You can do data entry on computer, then synch.
    How are you using yours?
    Digital tape recorders?
  • 84. 84
    One device for everything?
    Calendar
    Perennial items
    Big-picture goals
    To-do list
    Address book
    E-mail
    Cell phone
    Place to take notes
    Alarm
    Camera?
  • 85. 85
    OK. But will you follow up?The key: sorting stuff into “bins”
    Hours to process my notes at end of the day.
    Principals who carry notebooks. When unpack it all?!
    Have to have a clear sense of where things should go
    And physically put them there: folders, binders, baskets, cards, computer, handheld, whatever works
    Efficient processing, organizing of information is key to following up.
  • 86. 86
    Ten bins for starters
    Delegate to your assistant principal
    Delegate to the school secretary
    Make an announcement in the morning PA time
    Put an item in the weekly staff bulletin
    Discuss in grade-level team meetings
    Discuss with your leadership team and/or a staff meeting
    Have a face-to-face conversation with the person
    Politely say no
    Drop everything and do it now!
    Do it in the late afternoon at your desk
  • 87. 87
    Answer Now!
    Which bin? A textbook salesman drops in to talk about a new product
    Drop everything, do now
    Delegate to assistant principal
    Delegate to secretary
    Face-to-face conversation
    Morning PA announcements
    Weekly staff bulletin
    Discuss in grade-level teams
    Discuss with leadership team, then staff meeting
    Politely say no
    Late afternoon desk work
    10
  • 88. 88
    Answer Now!
    One of your teachers earnsNational Board Certification
    Drop everything, do now
    Delegate to assistant principal
    Delegate to secretary
    Face-to-face conversation
    Morning PA announcements
    Weekly staff bulletin
    Discuss in grade-level teams
    Discuss with leadership team, then staff meeting
    Politely say no
    Late afternoon desk work
    10
  • 89. 89
    Answer Now!
    Superintendent arrives for an unexpected visit
    Drop everything, do now
    Delegate to assistant principal
    Delegate to secretary
    Face-to-face conversation
    Morning PA announcements
    Weekly staff bulletin
    Discuss in grade-level teams
    Discuss with leadership team, then staff meeting
    Politely say no
    Late afternoon desk work
    10
  • 90. 90
    Answer Now!
    You get the latest test scoresand the news is not good
    Drop everything, do now
    Delegate to assistant principal
    Delegate to secretary
    Face-to-face conversation
    Morning PA announcements
    Weekly staff bulletin
    Discuss in grade-level teams
    Discuss with leadership team, then staff meeting
    Politely say no
    Late afternoon desk work
    10
  • 91. 91
    Answer Now!
    You want to give a teacher critical feedback after a classroom visit
    Drop everything, do now
    Delegate to assistant principal
    Delegate to secretary
    Face-to-face conversation
    Morning PA announcements
    Weekly staff bulletin
    Discuss in grade-level teams
    Discuss with leadership team, then staff meeting
    Politely say no
    Late afternoon desk work
    10
  • 92. 92
    Some additional bins
    Weekly parent letter
    Weekly all-student assembly
    Visit to an individual classroom, talk to the kids
    Mailbox note to one person
    Xeroxed mailbox note to a group of people
    Delegate to the counselor
    Set up an appointment
    Mini-questionnaires to staff to get feedback
    Agenda for next year’s beginning-of-year meeting
  • 93. 93
    5x3 cards-in-pocket pre-sorting system
    Writing notes in ledger, notebook highly inefficient
    You have to “unpack” them later - or never!
    During the day, write things directly onto cards:
    To-do list for the day
    E-mails to send
    Staff memo items (yellow card)
    Items for Friday parent letter (pink card)
    Blank cards for notes on teacher visits
  • 94. 94
    And what if you don’tdo everything on your to-do list?
    Some people get very stressed
    Wrong reaction
    Put fewer things on the list
    Right reaction
    Put everything on the list
    Prioritize
    Keep at it
    Only go crazy if you don’t do the Big Rocks
  • 95. 95
    Value of a regular staff memo
    • Weekly is a good frequency.
    • Everyone reads same information.
    Operational stuff so staff meetings can focus on teaching & learning
    Rumor control - same news to all
    An opportunity to project philosophy, mission
    Space to share interesting articles, ideas, humor
    Stress-reducer: a bin to put stuff into
  • 96. 96
  • 97. 97
  • 98. 98
    What was in the Mather Memo
    Daily calendar items (Chase’s Calendar of Events)
    Staff and student birthdays
    Field trips, suspensions, district circulars
    Fire drills, lost items, look-fors, reminders
    Important staff, school news
    Magazines, workshops, lectures, goodies
    Notes on key meetings, good workshops, lectures
    Floating an idea, asking for feedback
    The pulpit: a lecture from the principal
    On the back, a professional article, research, etc.
    Always a cartoon on Friday!
  • 99. 99
    Let’s talk about POUT -Putting Off Unpleasant Tasks
  • 100. 100
    Which school chores do you avoid?
    Financial? Angry letters? Employee discipline?
    • We tend to shy away from stuff that’s difficult for us.
    A tendency to avoid the major tasks
    Teacher evaluation, long-range strategic planning
    Work avoidance can get very creative.
    There’s always plenty of “easy” stuff to do
    Reacting to the urgent and immediate
  • 101. 101
    Analyzing procrastination
    Three types:
    • Arousal - adrenaline rush waiting till the last minute
    • 102. Avoidance - excuse for not doing difficult task
    • 103. Decisional - chronically indecisive in all parts of life
    “People procrastinate when they’re not confident that they can complete a project, when they find it boring or distasteful, and when they’re impulsive.”
    E-mail, cell phones, social networking, the Web
    “50 percent of the time people are online, they are procrastinating.” Timothy Pychyl, 2009
  • 104. 102
  • 105. 103
    First, analyze
    Why do you hate doing it?
    e.g., writing up an ineffective teacher
    Physical discomfort? Emotional discomfort?
    Too big a challenge? Lack resources?
    Fear you’ll lose control?
    Ask: Would we feel OK about not doing it?
    If no, what’s the next action?
    *Getting Things Done by David Allen (2001)
  • 106. 104
    Then do it!
    Confront yourself: Use shame.
    Do the worst first -will power - and finish it.
    Block out time, action steps, start time, deadline
    Use tricks
    Eric Dawson’s (Peace Games) hat ritual
    Reward yourself when you’re done.
    Check in with a critical friend
  • 107. 105
    Touch each piece of paper only once?
    Kofi Annan at the U.N. - a totally clean desk!
    But few principals have the staff to pull this off.
    Lorraine Munroe: People before paper!
    Compromise: a “first pass” using the 15-second rule:
    Two or three times a day, zip through the in-basket.
    If it can’t be signed, delegated, or tossed in 15seconds,
    straight into the PM pile! David Allen’s flowchart:
  • 108. 106
    Do it? Delegate it? Ditch it? Save it?
    When does it have to be done?
    Creative insubordination?
    Set an “action-forcing deadline”
    “Just in time” management
    Blocking out time for paperwork, filing
    Appropriate evening, weekend work?
    Suggestion: color-coded traveling files
    Open files on desk for schedule ideas, next year, opening staffmeeting, assemblies, macro ideas - at your fingertips!
  • 109. 107
  • 110. 108
  • 111. 109
    Filing: putting stuff where you can find it
    Being able to put your hands on stuff!
    “A place for everything; everything in its place”
    The power of collecting ideas in one place…
    Folder people and binder people - whatever works
    Can your secretary handle this? If not…
    Filing is the most tedious task of all, but vital.
    Saturday once a month, with good music!
  • 112. 110
    E-mail can kill you!
    More than 100 a day - drowning!
    Yes, it’s efficient (amazing thumb wizards).
    But the beauty is it’s asynchronous.
    Constantly checking e-mail is ego-deflating.
    It undermines focus and concentration
    Checking BlackBerry also insults others (Obama)
    And it’s inefficient!
  • 113. 111
    Does your computer have an audible tone when a new e-mail comes in?
    Answer Now!
    Yes
    No
    10
  • 114. 112
    The road to e-mail sanity
    Turning off the #!? audible tone!
    Consider an auto-response message: I will respond…
    Chunk all e-mail into 1-2 efficient time-blocks a day.
    Focus, respond in full.
    Try for 24-hour response, clear desktop every day, file
    Develop decision rules: Do, delegate, delete
    “Two of your best friends in time management are the delete key and the trash can.” (Chris Hitch, 2008)
  • 115. 113
    Five reasons to chunk e-maila.m. or p.m., outside the student day
    You can be a people person during the day.
    You can focus better on the Big Rocks.
    It trains your contacts to use e-mail correctly.
    It’s more satisfying - lots of mail feels good.
    It’s more efficient: you have the time or energy to deal decisively with everything, clear desktop.
  • 116. 114
    Pros and cons of a home office
    Some prefer to finish work at school, leave later.
    Some like to split the day: leave earlier, relax for a while, then do quality work later in evening.
    Relaxed work on Saturday catching up, or…
    Coming in earlier on Monday morning takes care of the download, saves a trip
    Either way, we have to set limits!
    My recent discovery of synching e-mail, calendar…
  • 117. 115
  • 118. 116
  • 119. 117
    Answer Now!
    How would you rate yourself on E?
    Novice - Trusts memory to retain important things, but sometimes forgets and drops the ball.
    Developing - Tries to write things down but is swamped and sometimes doesn’t follow up.
    Proficient - Always writes down important things and follows up on the most critical.
    Expert - Has a foolproof system for writing things down, prioritizing, and following up.
    10
  • 120. 118
    F. PUT COMPETENT PEOPLE IN KEY ROLES AND DELEGATE MAXIMUM RESPONSIBILITY TO THEM
  • 121. 119
    You want to do it yourself, but…
    If your staff can do it, they should do it! Let it go!
    Put competent self-starters in key positions:
    Classroom teachers, building substitute
    Secretary, Assistant Principal, Dean
    Student Support Coordinator
    Identify, train, and empower teacher leaders.
    “Gradual release of responsibility”
    Time spent hiring well pays off big-time!
  • 122. 120
    But there are some thingsyou should do yourself
    Being out front to greet students in the morning
    Being in the cafeteria some of the time
    Dismissal time
    Key athletic and dramatic events
    Being there for people who’ve lost loved ones
    And it’s important to be in the building 95% of the time - push back on outside meetings.
  • 123. 121
    Hands-off <<<>>>Micromanagement
    Two extremes, equally problematic
    Trust in competent people the key
    And what about collecting, inspecting lesson plans
    24,500 a year in a school of 35 teachers
    Far better use of time to critique and discuss teachers teams’ curriculum unit plans (only about 160 a year)
  • 124. 122
    Teacher teams, teacher leaders
    Teams doing unit planning, interim data analysis
    Scheduling team time is crucial!
    Same-subject, same-course teachers
    4th grade, Algebra, World History
    Then giving a clear charge to the teams
    (otherwise, field trip planning and complaining)
    Dropping in frequently, getting reports
  • 125. 123
    Have people around you who arenot afraid to tell you the truth
    People who can speak truth to power.
    Not afraid to tell you you’re messing up.
    Of warn you if you’re walking off a cliff.
    This must be made explicit.
    “Tell me what I don’t want to hear!”
    With a suggested plan of action
  • 126. 124
  • 127. 125
    What if your school is understaffed?
    This is a macro, structural problem.
    Something to check out before you take the job:
    Enough administrative and secretarial support?
    SAM concept - School administrative manager
    If not, there will be a tough transition period
    Put your head down
    Keep working on getting appropriately staffed.
  • 128. 126
    Answer Now!
    How would you rate yourself on F?
    Novice - Key staff people are not competent and principal must do everything him- or herself.
    Developing - Hesitates to delegate because of mixed competence of staffers.
    Proficient - Gives responsibility to staffers, who are mostly competent.
    Expert - Delegates maximum responsibility to highly competent staffers.
    10
  • 129. 127
    G. GET INTO CLASSROOMS AND GIVE TEACHERS FEEDBACK
  • 130. 128
    It’s hard to get into classrooms
    A huge problem for principals nationwide
    Many feel guilty about not doing this.
    A paradigm problem:
    Full write-ups for many teachers---->very few visits
    “Write-ups are a weak to medium lever for improving teaching” (Jon Saphier, 2008)
    Except when firing an ineffective teacher
    But what’s the alternative?
  • 131. 129
    Saints, cynics, and sinners
    Saints spend 8+ hours per teacher
    Pre-observation conference, observation, write-up, post-conference
    Cynics bang out observations/evaluations
    Don’t think they’ll make much difference…
    Sinners don’t do them (except when the heat is on)
    Usually get away with it. The evidence…
  • 132. Answer Now!
    In which category would you put yourself?
    Saint
    Cynic
    Sinner
    10
  • 133. 131
    The $64,000 question
    Could a saint’s school have low student achievement?
    Could a sinner’s school have high achievement?
    What does this tell us?
  • 134. 132
    This is how much most principals see
  • 135. Mini-observations: systematic,frequent sampling of teaching
    Short visits to fit them in to very busy days
    Unannounced to see what kids are experiencing daily
    Lots of them to learn more, blend in (Kareem’s question)
    Prompt, thoughtful feedback to each teacher
    Informal and low-stakes for maximum adult learning
    Systematic cycling through the whole staff
    133
  • 136. 134
    Like a Gallup poll
  • 137. 135
    But how much can you see in 5-10 minutes?
    Let’s watch 5 minutes of a class.
    Reflect on what you see.
    Think about your “teaching point” to the teacher.
    And your opening 30 seconds
    Pair off: one be the teacher, one the principal
    Role-play the follow-up conversation
  • 138. 136
    Was this enough time to get a sense of what was going on in the classroom?
    Answer Now!
    Yes
    No
    10
  • 139. 137
  • 140.
  • 141. 139
    Answer Now!
    Could you have a substantive follow-up conversation with the teacher?
    Yes
    No
    10
  • 142. 140
    Answer Now!
    If you made 10-12 unannounced visits like this, would you have an accurate picture of this teacher’s performance?
    Yes
    No
    10
  • 143. But 8 ways mini-observations can fizzle
    Not staying long enough to gather helpful information
    Making too few visits for a productive dialogue
    Lacking a clear sense of what to look for
    Not having a system for capturing key insights
    Not giving feedback in a way teachers can learn from
    Not orchestrating full-lesson observations
    Not using them to foster schoolwide improvement
    Mishandling the link to end-of-year evaluations
  • 144. Doing the math for different staff sizes
  • 145. Is there any other way to accomplish this?
    Knowing what’s going on in classrooms: “at the pool”
    Feedback that’s low-key, credible, and helpful
    Building trust between you and teachers
    “Cross-pollinating” from teacher to teacher
    Spotting teachers who are having trouble, need support
    Seeing students in action, data for chats, parent talks
    “Situational awareness” - knowing the whole school
    Impressively informed for team, governance meetings
    Lots of insights for year-end teacher evaluations
  • 146. 144
    Mini-observations >> high achievement?
    I thought at first that mini-observations would do it
    Nope. They are necessary but not sufficient
    Great schools, research have convinced me you need 3 complementary, synergistic items:
    Backwards curriculum unit planning by teams
    Interim assessments, data analysis, follow-up
    Quality coaching of teachers, focused on results
    See my book for the full story
  • 147. 145
    Answer Now!
    How would you rate yourself on G?
    Novice - Too busy, rarely visits classrooms.
    Developing - Tries to get into classrooms, but many days doesn’t succeed.
    Proficient - Gets into some classrooms each day and gives personal feedback to each teacher visited.
    Expert - Visits 3-5 classroom a day and gives face-to-face feedback to each teacher within 24 hours.
    10
  • 148. 146
    H. USE GOOD STRATEGIES TO PREVENT OR DEFLECT TIME-WASTING CRISES & ACTIVITIES
  • 149. 147
    Crises take LOTS of time, energy
    “Jackass” story
    A classic waste work situation
    Prevention is the name of the game!
    Being vigilant, proactive
    Being sharp and fresh
    Sixth sense; eyes in the back of your head
  • 150. 148
    A sitting principal is a sitting duck!
    “Got a minute?”
    Be out and about! Do stand-up meetings.
    “Structure” the agenda for meetings, ABC
    Outsmart the time-wasters! Some tricks:
    One-page directions to school ready to fax
    Avoid unproductive times of day (late p.m.?)
    Pan-scrubbing and subway platform time use
    Multi-task (within reason!)
  • 151. 149
  • 152. 150
    A balance: task-oriented, yet human
    Driven, on mission
    Yet not a cold-hearted, uncaring monomaniac!
    Warm/strict, caring, accessible
    Good listeners
    Taking care of the little things.
  • 153. 151
    Stroll!
    Autumn Tooms article (Kappan 2003)
    She walked briskly through halls, active, purposeful
    A visitor told that teachers thought she was angry
    “Had I told anyone I was angry? No. Had anyone ever asked if I was angry? No.”
    She got the message, made a point of slowing down.
    Wrote STROLL on back of office door, walkie-talkie
    Still got a lot done, was still driven by her mission…
    But staff no longer thought she was angry at them!
  • 154. 152
    Knowing when to drop everything
    Wisdom of knowing what needs attention, like, NOW!
    A child is seriously injured.
    A teacher’s parent dies
    Have to stop whatever you’re doing!
    That’s time management, too.
    A meta-skill: knowing what trumps the routine
  • 155. 153
    Answer Now!
    How would you rate yourself on H?
    Novice - Large amounts of each day are consumed by crises and time-wasters.
    Developing - Tries to prevent them, but crises and time-wasters eat up big chunks of time.
    Proficient - Quite good at preventing or deflecting crises and time-wasting activities.
    Expert - Uses effective strategies for preventing almost all crises and time-wasters.
    10
  • 156. 154
    I. TAKE CARE OF YOURSELF, INCLUDING FAMILY, HEALTH, EXERCISE, SLEEP, & VACATIONS.
  • 157. 155
    This job’s not for the faint-hearted
    Good principals work 60-80 hours a week.
    “The bottom line is that the work life of a school principal is depleting. Depletion of leadership leads to depletion of faculty, of school, of community, and ultimately of the learning experience of students.” (Roland Barth, 1991)
    Setting limits is crucial.
    So is taking care of yourself!
  • 158. 156
    Fueling yourself, building stamina
    Four resources (Jerry Patterson, 2007):
    Physical energy
    Emotional energy
    Mental energy
    Spiritual energy
    Need to constantly top up your tank on all four
    Another insight: success feeds your energy!
    Small wins, progress, high-yield activities
    When things are working, you bound out of bed!
  • 159. 157
    Covey: “Sharpening the saw”
    You can’t be afraid to work hard!
    First year will be a marathon.
    There will be crunch times, crises, all-nighters.
    All the more reason to work smart!
    Food, exercise, sleep build strength, reduce stress.
    Being sharp and fresh, on your toes
    Intensity followed by breaks! (Loehr, Schwartz)
    Key to creativity, perspective, sense of humor
  • 160. 158
    Sanity rituals
    Exercising every Tuesday, Thursday, Sunday?
    Watching a movie every Friday night
    Leaving work early every Tuesday, Thursday?
    Meditation once a day?
    Sports, concerts, art, the great outdoors, fun
    Calling someone you care about on the way home
    Lunch with a key staff person every Wednesday
    Regular time to be with students
    Happy birthday wishes to kids, staff
  • 161. 159
    Answer Now!
    How would you rate yourself on I?
    10
    Novice - Neglects family, rarely exercises, doesn’t sleep enough, and is in poor health.
    Developing - Family, health, exercise, sleep, and vacations are suffering because of job.
    Proficient - Tries hard to balance job with family, health, exercise, sleep, and vacations.
    Expert - Takes care of self, including family, health, exercise, sleep, vacations.
  • 162. 160
    J. REGULARLY EVALUATE PROGRESS AND WORK ON CONTINOUS IMPROVEMENT
  • 163. 161
    Reflection as part of your planning ritual
    How do you decide if it’s been a good day?
    A journal, diary (daily? weekly?); regular reflection
    Look at long-term goals, week’s goals, assess progress
    Decide on where to put time and energy next week.
    Is anything that needs to be thrown out?
    Quarterly, do the time management audit or rubric.
    Look at the year’s game plan, measure progress.
    End of year, 20 most salient items - fun to look back at
  • 164. A good day – how many?
    Early-morning e-mailing, paperwork, calls
    Out front greeting colleagues, students, and parents
    Touching base with leadership team, secretary
    3-4 mini-observations
    Face-to-face feedback to several teachers
    Visiting a teacher team doing unit planning
    Visiting a team looking at data and student work
    Overseeing operations, monitoring staff, solving problems
    Keeping an eagle eye on the Big Rocks
    Cafeteria time and other interaction with students
    A “difficult conversation” with a student, a teacher
    Out front at dismissal, informal chats, unwinding
    Late afternoon e-mailing and paperwork
    162
  • 165. 163
    Answer Now!
    How would you rate yourself on J?
    Novice - Occasionally berates self for not accomplishing long-range goals.
    Developing - Tries to keep track of how he/she is doing on goals.
    Proficient - Periodically reviews how he/she is doing on weekly goals and tries to do better.
    Expert - Regularly evaluates progress toward goals and works for continuous improvement.
    10
  • 166. 164
    Self-assessment, action plan
    Fill out the rubric, highlighting 4-3-2-1 levels.
    Look over the areas that need development.
    Take the time management audit (next slide).
    Zero in on your three weakest areas, reflect on them.
    Think about your inner reaction (“I could never do this stuff!” “That’s just not me.” “I’m not that organized.”)
    Write specific action steps to improve in each area.
    Do the rubric again later in a different color; progress?
  • 167. 165
    A time management audit
    How do you keep your overall game plan in your face every week?
    What does your to-do list look like? When do you write it?
    How many classrooms to you aim to visit every day? How do you follow up?
    How you do keep from forgetting an important meeting at a particular time?
    How do you make sure you follow up on a request a teacher gave you on the fly?
    How do you remember a great idea you had as you walked down the hall?
    Your boss calls, she’s coming at 11:35 Tuesday. How do you remember?
    Your mentor sends you 10 visit dates for the year. How do you remember?
    You have 25 unread e-mails. When do you respond to them?
    What do you do with e-mails you’ve responded to? With sent e-mails?
    When do you do routine paperwork? How do you make yourself do odious tasks?
    How do you make sure a time-sensitive report gets in on Tuesday?
    How do you store and retrieve a neat idea for next year’s opening staff meeting?
    How do you keep track of important birthdays? National Secretary’s Day?
    How do you keep track of something you must do on the first day of each month?
    How do you remember to see a teacher before you leave today?
  • 168. 166
    WRAPPING UP
    Nobody’s perfect; H.P.S.P. is always in the wings.
    It’s a question of “recovering”, not “recovered”!
    There will still be crazy days.
    Hang in there! Apply these principles!
    Time management is KEY to student achievement!
    Small wins will feed your energy, confidence, success.
    Fired up? Ready to go!

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