Handout Copy of Leadership Session for United ISD.pdf

What effective behaviors do leaders possess?Why are they effective?
What behaviors do leaders possess?
What makes them effective?
Write each characteristic on a separate sticky note.
https://hbr.org/2015/05/the-surprising-persuasiveness-of-a-sticky-note

Denton ISD Leadership Framework:
Visionary
Instructional Leader
Culture
Systems
Self-Reflective

Who are the hardest people to coach?Why?
When people find out I’m an executive coach, they often ask who my toughest clients
are. Inexperienced leaders? Senior leaders who think they know everything? Leaders
who bully and belittle others? Leaders who shirk responsibility? The answer is none of
the above. The hardest leaders to coach are those who won’t reflect — particularly
leaders who won’t reflect on themselves.
https://hbr.org/2017/03/why-you-should-make-time-for-self-reflection-even-if-you-hate-
doing-it

The most useful reﬂection involves…
At its simplest, reflection is about careful thought. But the kind of reflection that is
really valuable to leaders is more nuanced than that. The most useful reflection
involves the conscious consideration and analysis of beliefs and actions for the
purpose of learning. Reflection gives the brain an opportunity to pause amidst the
chaos, untangle and sort through observations and experiences, consider multiple
possible interpretations, and create meaning. This meaning becomes learning, which
can then inform future mindsets and actions. For leaders, this “meaning making” is
crucial to their ongoing growth and development.
doing-it

Questions for self-reﬂection…
What are you avoiding?
How are you helpingyour colleagues achieve their goals?
How are you not helpingor even hinderingtheir progress?
How might you be contributingto your least enjoyable
relationship?
How could you have been more effectivein a recent
meeting?
Identify some important questions. But don’t answer them yet.
What are you avoiding?
How are you helping your colleagues achieve their goals?
How are you not helping or even hindering their progress?
How might you be contributing to your least enjoyable relationship at work?
How could you have been more effective in a recent meeting?
doing-it

You don’t have to likeor agreewith all your thoughts-just thinkand examineyour thinking.
Go back to your list of questions and explore them. Be still. Think. Consider multiple
perspectives. Look at the opposite of what you initially believe. Brainstorm. You don’t
have to like or agree with all of your thoughts — just think and to examine your
thinking.
doing-it

Desire, time, experience, and/or skillcan get in the way of reﬂection.
For most leaders, a lack of desire, time, experience, or skill can get in the way of
reflection. Consider working with a colleague, therapist, or coach to help you make
the time, listen carefully, be a thought partner, and hold you accountable.
doing-it

Embrace the unknown. Get curious. Tolerate the messiness. Take responsibility.
Reflection requires leaders to do a number of things they typically don’t like to do:
slow down, adopt a mindset of not knowing and curiosity, tolerate messiness and
inefficiency, and take personal responsibility. The process can lead to valuable
insights and even breakthroughs —
doing-it

This may cause discomfort, defensiveness, irritation, and vulnerability.
Reflection requires leaders to do a number of things they typically don’t like to do:
slow down, adopt a mindset of not knowing and curiosity, tolerate messiness and
inefficiency, and take personal responsibility. The process can lead to valuable
insights and even breakthroughs — and it can also lead to feelings of discomfort,
vulnerability, defensiveness, and irritation.
doing-it

BrenéBrown on If you want progress, create an uncomfortable environment
https://youtu.be/hmwMiWRT8z0

If you are comfortable, I’m not doing my job.
Educators have the ability to position learning as discomfort. I have a sign in my office
at the university that says, “If you are comfortable, I’m not doing my job,” because
learning is not comfortable. It’s change, it’s pushing against old ideas, it’s challenging.
There’s a lot of darkness in learning, a kind of trying to feel your way through.
Educators have the ability to reframe the conversation into, “Look, this is a powerful
experience precisely because it’s so uncomfortable, and if you are really going to
engage and put yourself out there, you are going to fail.” Failure is not learning gone
bad, it is not the opposite of learning. Failure is part of the learning process. I believe
that could change everything. It could change the learning process, how we work
when we get out of school, how we live around the world. There is this great quote,
“Failure is an imperfect word, because the moment it becomes learning, it’s no longer
failure.”
BrenéBrown Encourages Educators to Normalize the Discomfort of Learning and
Reframe Failure as Learning: https://onlinelibrary.wiley.com/doi/10.1002/abc.21224
https://onlinelibrary.wiley.com/doi/epdf/10.1002/abc.21224

Risk, uncertainty, and emotional exposure.
“I define vulnerability as uncertainty, risk, and emotional exposure.” Daring Greatly by
Brené Brown

Brené Brown on the biggest myths of vulnerability
https://www.youtube.com/watch?v=ZkDaKKkFi6Y

There is no courage without vulnerability.
Brené Brown, Daring Greatly

Name a single example of couragethat wasn’t completely deﬁned by vulnerability.
“And they really... In my, you know, based on my research and our data, there just is
no courage without vulnerability. I tell the story of asking a group of soldiers, a very
simple question. "Give me an example of courage in your life or an example of
courage that you've observed in someone else that did not require uncertainty, risk, or
emotional exposure." And I think I was at Fort Bragg and there was just absolute
silence until one guy stood up and said "Three tours ma'am." There is no courage
without vulnerability.”
https://www.ted.com/pages/taken-for-granted-Brené-brown-on-what-vulnerability-isn-t-
transcript

How do we help others to be reﬂective?

Feedback. People are desperate for feedback.

Vulnerability is at the heart of the feedback process.

It is easy to assume feedbackis vulnerable for the receiver… but is is fraught with vulnerability for all.
We assume the feedback process only feels vulnerable for the person receiving the
feedback, but that’s not true. It is easy to assume feedback is vulnerable for the
receiver…but is is fraught with vulnerability for all. Brené Brown, Daring Greatly

http://Brenébrown.com/wp-content/uploads/2013/09/DaringGreatly-EngagedFeedbac
k-8x10.pdf

Blame is the “discharging of pain and discomfort.”
Blame creams in. Blame is the “discharging of pain and discomfort.” It gives us some
semblance of control.
Instead, blame creeps in... Whose fault is it? Author Brené Brown defines blame as
[is] the “discharging of pain and discomfort.” Blame gives us some semblance of
control. In the midst of the pain and discomfort of dealing with hard to teach children,
educators find themselves blaming parents for their lack of involvement and
engagement, for not meeting their children’s needs, for not coming to school, for
not…, not…, not…

Blame has an inverse relationship with accountability.
However, blame has an inverse relationship with accountability. When in pain and
discomfort, it’s easier to blame than to hold oneself and others accountable.

Brené Brown on blame
https://youtu.be/RZWf2_2L2v8

https://www.oprah.com/omagazine/Brené-brown-rising-strong-excerpt

Her Diary:
Tonight, I thought my husband was acting weird. We had made plans to meet at a
nice restaurant for dinner. I was shopping with my friends all day long, so I thought he
was upset at the fact that I was a bit late but he made no comment on it.
Conversation wasn’t flowing so I suggested that we go somewhere quiet so we could
talk. He agreed but he didn’t say much. I asked him what was wrong. He said
“Nothing”. I asked him if it was my fault that he was upset. He said he wasn’t upset,
that it had nothing to do with me and not to worry about it. One the way home, I told
him that I loved him. He smiled slightly and kept driving. I can’t explain his behavior.
I don’t know why he didn’t say “I love you too”. When we got home, I felt as if I had
lost him completely, as if he wanted nothing to do with me anymore. He just sat there
quietly and watched TV. He continued to seem distant and absent. Finally, with
silence all around us, I decided to go to bed. About 15 minutes later, he came to bed.
But I still felt that he was distracted and his thoughts were somewhere else. He fell
asleep. I cried. I don’t know what to do. I’m almost sure that his thoughts are with
someone else. My life is a disaster.
His Diary:
Motorcycle won’t start…can’t figure out why.

1. What more do I need to learn and understand about the
situation? What do I know objectively? What assumptions
am I making?
Brené Brown, Dare to Lead

2. What more do I need to learn and understand about the
others in the story? What additional information do I need?
What questions or clariﬁcations might help?

3. What more do I need to learn and understand about
myself? What’s underneath my response? What am I really
feeling? What’s my part?

Owning our part and/or admitting our part is disarming.

People don’t respond when they’re getting hammered.
“People don’t respond to when they’re getting hammered.” Brené Brown, Daring
Greatly

We begin to question when we’re not getting feedback.
“I begin to question when I’m not getting feedback.” Brené Brown, Daring Greatly

the messiness. You’ll get insight and breakthroughs.
Slow down, embrace the unknown, get curious, and tolerate
Slow down, embrace the unknown, get curious, tolerate the messiness and inefficacy,
and take personal responsibility. You get valuable insights and breakthroughs when
you do.
https://hbr.org/2018/09/the-business-case-for-curiosity

Before After
Personal
growth
Messy middle…or…how people think it looks vs how it really looks. Creativity cannot
happen absent vulnerability.

We need to get comfortable with being uncomfortable.
In other words, we need to get comfortable with being uncomfortable.

Text
If leaders expect real learning, critical thinking, and change,
then discomfort should be normalized.

Text
Growth and learning are uncomfortable. It’s normal and it’s
an expectation here. You’re not alone. Stay and lean into it.

Most executives today know their enterprises should be aligned. They know their
strategies, organizational capabilities, resources, and management systems should
all be arranged to support the enterprise’s purpose. The challenge is that executives
tend to focus on one of these areas to the exclusion of the others, but what really
matters for performance is how they all fit together.
https://hbr.org/2017/02/how-aligned-is-your-organization

What does it taketo be able to consistentlyserve the world’s population at scale?
Consider McDonald’s. What does it take to be able to serve over 1% of the world’s
population — more than 70 million customers — every day and in virtually every
country across the world? Fanatical attention to the design and management of
scalable processes, routines, and a working culture by which simple, stand-alone, and
standardized products are sold globally at a predictable, and therefore manageable,
volume, quality, and cost. Maximizing economies of scale lies at the heart of
McDonald’s product-centric business model. Efficiency is built into the design of its
winning organization in the form of formalized hierarchies of performance
accountability, a high division of labor, routinization of specialist tasks, and teamwork
at the point of sale. McDonald’s has been the market leader in its sector for decades.
This is what enterprise alignment looks like. It means winning through a tightly
managed enterprise value chain that connects an enterprise’s purpose (what we do
and why we do it) to its business strategy (what we are trying to win at to fulfill our
purpose), organizational capability (what we need to be good at to win), resource
architecture (what makes us good), and, finally, management systems (what delivers
the winning performance we need). The enterprise value chain is only as strong as its
weakest link.

Culture ≠ Climate
https://www.naesp.org/resources/2/Principal/2008/M-Ap56.pdf
What is School Culture and Climate?
School Culture
This is the sum total of the behaviors and interactions of all adults and children, their
attitudes and norms, and the extent to which the school is safe, supportive, healthy,
engaging, inspiring, and challenging for all. Culture is what we do in the school or, as
my colleague Marvin Berkowitz says, "How we be in the school."
School Climate
This is the collective perception of how well a school provides suitable conditions for
learning; for positive social, emotional, and character development; for all staff to grow
professionally; and for parents, families, and community resources to become
engaged in the school. A positive school culture and climate is no different than clean
air and water. It is the basis for sustainable learning and preparation for the tasks and
tests of life. Conversely, in a toxic school culture and climate, learning by all will not
take place effectively, and what is learned may be sustainably negative and harmful.
When a school is a positive place to be, people are happy to be there, do their best,
and make their best better.
https://www.edutopia.org/blog/you-need-elevator-pitch-about-school-culture-and-clima
te-maurice-elias

Statistically, it is harder to get a job at Zapposthan get admittedto Harvard.
Tony Hsieh, Zappos CEO, says, “Today we have more than 1,800 employees. We
offer starting pay for call center reps of around $11 an hour—typical for reps in
Vegas—but because Zappos is known as a great place to work (we made Fortune’s
“Best Companies to Work For” list for the second time in a row this year), we have no
shortage of applicants. Last year 25,000 people applied for jobs with us, and we hired
only 250. Someone told me that statistically it’s harder to get a job at Zappos than it is
to get admitted to Harvard, which says a lot about the strength of the culture we’ve
created here.
https://hbr.org/2010/07/how-i-did-it-zapposs-ceo-on-going-to-extremes-for-customers

“Culture eats strategy for breakfast.” Peter Drucker

People are loyal to culture, not strategy.

Doughnuts and goofy tie day
really increased my
engagement at work,
said no employee ever.
My blogpost, Jeans Pass, which I cross posted to Facebook to engage teachers and
their ideas:
Without a doubt, Levi Strauss had no inkling of the power of the pants he created and
patented in 1873. By that I don’t mean the near indestructible nature for which they
were created, but in their use as a motivator for teachers. I’m not sure I can think of
another more widely wielded weapon of mass motivation in schools than the jeans
pass. Teacher appreciation week, the day before a holiday break such as Christmas,
and fundraisers. Five dollars buys a pass to wear jeans to work $50 will buy you every
Monday. I’ve even seen parents asked to pay for jeans passes for their teachers!
First, my take on jeans… It’s somewhat ironic that jeans are an issue seeing that
Strauss created the denim trousers for workwear. I can dress a pair of jeans better
than I can dressing to the definitions outlined in a dress code. I’ve got a number of
blazers and dress shirts that look remarkable with blue jeans and appear straight out
of GQ magazine.
Years ago when I was still an elementary school principal, I was invited by the Dean
of Education at Hardin-Simmons University in Abilene, TX to speak to the education
majors in their final semester of college about the interview process. Each
Wednesday afternoon after school, these seniors would meet to listen to practitioners
in the field talk on a variety of educational topics. Expecting to have an hour to talk, I
crafted a PowerPoint presentation. When I arrived at the education building and found
the room, I noticed a row of chairs at the front, most of which were occupied by

others. Startled, I handed the dean my presentation and she apologized for not clearly
communicating the session would be a panel discussion saying I could share if time
allowed. I took one of the two empty chairs, both of which were front and center in line
with the aisle where students walked up and down the stadium seating steps to fill the
empty seats on either side of the lecture hall. A gussied up woman 20 years my senior
in heels, pearls, and a massive brooch took the vacant spot next to me. Extending my
hand and introducing myself, my role, and place of employment, she pretentiously
countered sharing she was a principal of an elementary campus in Wylie, a wealthy
community on the outskirts of town and happened to be the chief, rival school of my
town. While we both were considered bedroom communities to the city of Abilene,
mine was known more for its poverty. When the schools would meet for under the
Friday night lights once a year, Wylie schools showed their spirit by having “white
trash day.” In return, our high school students attended pep rallies with fancy gear for
“preppie” day. (Just the other day, I taught a workshop, and a WHS grad confirmed
they really did do it.)
As the final few students took their seats, the dean asked each to introduce ourselves
with a few words about the hiring process. The HR director from Abilene ISD gave her
name and role and shared the district had a few thousand applications yearly and
only a handful of jobs. A snowball began rolling downhill. One of the high school
principals from AISD spoke of how he only hired new teachers if they completed the
student teaching experience on his campus and was recommended by one of the
campus teachers. A middle school principal followed with more of the same and the
room collectively slumped. Next, I said I believed everyone in the room had a place,
whether here or not, but that there would be a spot just for each one of them. The
dampening mood didn’t change much over the course of the next half hour.
Students were encouraged by the dean to ask questions of the panelists. After a few
questions were posed and answered, one student asked, “What is one really big
turnoff in an interview?” Dressed-to-the-Nines hastily shot her hand high wanting to
take the question. “Blue jeans,” she opened. “Blue jeans are THE most
unprofessional…” and she went OFF. There I sat, front and center stage, legs crossed
adorned in a snazzy, mustard gold blazer subtlety striped with green and maroon
thread, olive green shirt, and burgundy tie with stripes perfectly matched to the jacket.
Matching pants were out of the question. Blue jeans finished the look perfectly. As her
tautological diatribe continued, I noted a few of the students covering their smirks and
giggles. They noticed; and I flashed a wry smile. When the harangue came to a close,
the wide-eyed dean asked if there was anything anyone wanted to add. Casually, I
lifted my hand and said, “If you want to dress up and look fancy, apply in Wylie. But if
you want to get on the floor and work with kids, come interview in Clyde.” Big-Brooch
furrowed her brows and gave me a fuming stinkeye. With time left on the clock, I gave
a modified version of my presentation ending with Proverbs 16:3 (HSD is a Baptist
university after all), “Commit your actions to the LORD, and your plans will succeed.”
Other than myself, not one of the panelist were asked back.

In my opinion, the quality of a teacher is not in the fiber of their trousers, but in the
fabric of her heart. Dress code is a hot button for some. Recently, a fellow central
office administrator and I had a discussion of the topic. Wearing a suit on a Friday, I
asked if he wore a suit as principals. “Everyday. I wanted to set the tone,” he replied.
“You?” he inquired. “I’ve spent my entire career on campuses of poverty. I never
wanted to set myself apart so as to seem unapproachable. I didn’t ever wear a suit.”
Hanging in the closet are a few suits I own for special occasions; and at times, it’s fun
to dress up (while listening to JT belt out “Suit and Tie”). Professionalism, in my
opinion, is a way you treat others. One can wear a suit and be a real prig. I’ll take the
one in the jeans who acts in loving-kindness. To me, time is better spent in ways other
than monitoring who is wearing jeans and if she submitted a pass to do so. Jeans
passes are an overused medium lacking creativity. Woefully absent in schools today
is time. Finding time is a gift. Finding time to visit classrooms daily (or at a minimum
once a week) getting to know the person in front of the classroom is more important.
Showing genuine interest in knowing and loving the teachers doesn’t require a pass.
Getting creative in scheduling occasionally is another powerful use way of finding
time. An article in the Washington Post talked of what teachers [ultimately] want. What
they want, they say, is for their profession to be respected in a way that accepts
educators as experts in their field. They want adequate funding for schools, decent
pay, valid assessment, job protections and a true voice in policy making. And I
couldn’t agree more, but it’s beyond the scope of the campus.
So, teachers, I want to ask you, “Instead of a jeans pass, what do you want?”
In the meantime, how much for the jeans pass?

http://www.businessinsider.com/nordstroms-employee-handbook-2014-10

Two recent studies of workplace success contradict the conventional wisdom about
“hard skills.” Surprisingly, this research comes from the company most identified with
the STEM-only approach: Google.
Google originally set its hiring algorithms to sort for computer science students with
top grades from elite science universities. In 2013, Google decided to test its hiring
hypothesis by crunching every bit and byte of hiring, firing, and promotion data
accumulated since the company’s incorporation in 1998. Project Oxygen shocked
everyone by concluding that, among the eight most important qualities of Google’s top
employees, STEM expertise comes in dead last.
https://www.washingtonpost.com/news/answer-sheet/wp/2017/12/20/the-surprising-thi
ng-google-learned-about-its-employees-and-what-it-means-for-todays-students/?utm_
term=.6500c781b3ca

The seven top characteristics of success at Google are all soft skills: 1) being a good
coach; 2) communicating and listening well; 3) possessing insights into others
(including others different values and points of view); 4) having empathy toward and
being supportive of one’s colleagues; 5) being a good critical thinker and 6) problem
solver; and 7) being able to make connections across complex ideas.
https://www.washingtonpost.com/news/answer-sheet/wp/2017/12/20/the-surprising-thi
ng-google-learned-about-its-employees-and-what-it-means-for-todays-students/?utm_
term=.6500c781b3ca

Teams are essential to the work experience and output.
What Makes a Winning Team? SNL and Google Have the Formula
http://bigthink.com/videos/charles-duhigg-on-the-science-of-productive-teams
https://www.youtube.com/watch?v=_NqdKdafRfk

What Google Learned From Its Quest to Build the Perfect Team
https://www.nytimes.com/2016/02/28/magazine/what-google-learned-from-its-quest-to
-build-the-perfect-team.html?smid=pl-share
How Google builds the perfect team
https://www.youtube.com/watch?v=v2PaZ8Nl2T4

The 5 key dynamics of effective teams
The five key dynamics of effective teams that the Google researchers identified are
rooted in the wider world of team performance research. Whether you’re coding at
Google, riffing in a writers room, preparing for a trip to Mars, or skating in a hockey
rink - teams are essential to the work experience and output. At Google, now that the
Project Aristotle team has identified what makes for an effective team at Google,
they’re conducting research to figure out how take the next steps to create, foster, and
empower effective teams.
https://rework.withgoogle.com/print/guides/5721312655835136/

Meaning:
Give team members positive feedback on something outstanding they are doing and
offer to help them with something they struggle with.
Publicly express your gratitude for someone who helped you out.
Read the KPMG case study on purpose.
https://rework.withgoogle.com/guides/understanding-team-effectiveness/steps/help-te
ams-take-action/
Signs that your team needs to improve meaning:
●
Work assignments based solely on ability, expertise, workload; little consideration for
individual development needs and interests
● Lack of regular recognition for achievements or milestones
Questions to ask yourself:
●
Does the work give team members a sense of personal and professional fulfillment?
● Is work matched to team members based on both skills/ability and interest?
https://docs.google.com/document/d/1lgiz6mwZeyWEaJxN_NMI-tI5Qijv2BHh27DPLe
SLE40/export?format=pdf

Impact:
Co-create a clear vision that reinforces how each team member’s work directly
contributes to the team’s and broader organization's goals.
Reflect on the work you're doing and how it impacts users or clients and the
organization.
Adopt a user-centered evaluation method and focus on the user.
ams-take-action/
Signs that your team needs to improve impact:
● Framing work as “treading water”
● Too many goals, limiting ability to make meaningful progress
● Do team members see their work as creating change for the better?
● Do team members feel their work matters for a higher-order goal?
● How are current team processes affecting well-being/burnout?

T: Who owns the TASK?
A: Do they have the AUTHORITY to be held
ACCOUNTABLE?
S: Do we agree that they are set up for SUCCESS? Do
they have the time, resources and clarity needed to
complete this task?
C: Do we have a CHECKLIST of what needs to happen to
accomplish the task?
TASC:
https://do-good-better.com/clear-is-kind-two-tools-to-help-bring-clarity-to-your-team/

for structure and clarity
Structure & Clarity:
Regularly communicate team goals and ensure team members understand the plan
for achieving them.
Ensure your team meetings have a clear agenda and designated leader.
Consider adopting Objectives & Key Results (OKRs) to organize the team’s work.
ams-take-action/
Signs that your team needs to improve structure and clarity:
● Lack of clarity about who is responsible for what
● Unclear decision-making process, owners, or rationale
●
Do team members know what the team and project goals are and how to get there?
●
Do team members feel like they have autonomy, ownership, and discrete projects?

Paint done
● Painting done means not just assigning a task, but explaining the reason—
clarifying how the end product will be used.
● Providing color and context—the purpose, not just the mechanics.
● Sharing the reason for a task helps uncover stealth expectations and stealth
intentions, cultivates commitment and contribution, and facilitates growth and
learning.
https://daretolead.Brenébrown.com/wp-content/uploads/2018/10/Glossary-of-Key-Lan
guage-Skills-and-Tools-from-DTL.pdf

Clear is kind. Unclear is unkind.
● Sometimes speaking the truth feels like we are being unkind, especially when
sharing difficult information or feedback. But in reality, dancing around the truth
is unkind. When we avoid stating the truth—when we are vague or ambiguous
under the guise of being kind—it is often because we are trying to lessen the
discomfort for ourselves, not for the other person.
● Direct, honest, straightforward communication is kind. Sidestepping the truth
doesn’t serve a useful purpose for anyone involved.
https://daretolead.Brenébrown.com/wp-content/uploads/2018/10/Glossary-of-Key-Lan
guage-Skills-and-Tools-from-DTL.pdf
https://Brenébrown.com/articles/2018/10/15/clear-is-kind-unclear-is-unkind/

Dependability:
Clarify roles and responsibilities of team members.
Develop concrete project plans to provide transparency into every individual’s work.
Talk about some of the conscientiousness research.
https://rework.withgoogle.com/guides/understanding-team-effectiveness/steps/hel
p-teams-take-action/
Signs that your team needs to improve dependability:
● Team has poor visibility into project priorities or progress
● Diffusion of responsibility and no clear owners for tasks or problems
● When team members say they'll get something done, do they?
●
Do team members proactively communicate with each other about delays and assume
responsibility?

What you do speaks so lound, I cannot hear what you say.

psychological
Psychological safety:
Solicit input and opinions from the group.
Share information about personal and work style preferences, and encourage others
to do the same.
Watch Amy Edmondson's TED Talk on psychological safety.
ams-take-action/
Signs that your team needs to improve psychological safety:
● Fear of asking for or giving constructive feedback
● Hesitance around expressing divergent ideas and asking “silly” questions
● Do all team members feel comfortable brainstorming in front of each other?
● Do all team members feel they can fail openly, or will they feel shunned?
For more on psychological safety, visit
https://rework.withgoogle.com/guides/understanding-team-effectiveness/steps/foster-
psychological-safety/ and

How the Saturday Night Live team keeps it safe (and funny)
https://rework.withgoogle.com/blog/how-SNL-keeps-it-safe-and-funny/

HOW DO WE NAME OUR CURRENT CULTURE - OUR PRACTICED VALUES?
What behaviors are actually rewarded? Reprimanded?
Where and how are people actually spending their
resources (time, money, attention)?
What rules and expectations are followed, enforced, and
ignored?
Do people feel safe and supported talking about how they
feel and asking for what they need?
Brené Brown

HOW DO WE NAME OUR CURRENT CULTURE - OUR PRACTICED VALUES?
What are the sacred cows? Who tips them and who stands
them back up?
What stories are legends and what values do they convey?
What happens when someone fails or makes a mistake?
How is vulnerability perceived?
How prevalent are shame and blame? How do they show
themselves?
What’s the tolerance for uncertainty and discomfort?
Brené Brown

committed to aligning values with action.”
The point is “we don’t have to be perfect, just engaged and

REFLECT ON THE FOLLOWING:
What is a recent example of your behavior that is aligned
with your aspirational values?
What is a recent example of your behavior that is not
aligned with your aspirational values?
What steps might you take to close the gap in your
company between “practiced” and “aspirational” values?
Brené Brown

The Realities of Principals' Work
http://archive.wceruw.org/ccvi/pub/ReformTalk/Year_1999/Feb_1999_Reform_Talk_2
.html

Enterprise purpose: What do we do and why do we do it? Purpose is the loadstone
upon which every enterprise is built. Financial success is the consequence of
commercial enterprises fulfilling their purposes well, but it is not to be confused with
enterprise purpose itself. Profit, for example, is rarely a positive focus for people’s
effort.
Consider your own case: What is the enduring purpose of your enterprise? Why
would it matter if you went out of business tomorrow, and who would care? Is your
purpose clear enough that your investors, employees, partners, and customers could
articulate it?

https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action

Contact me.
Chris Shade
chrisshade@me.com

Handout Copy of Leadership Session for United ISD.pdf

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