Kim marshall nola time man june 30,2010

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Kim marshall nola time man june 30,2010

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

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