Solve a Problem Forever

In my many roles I have the fortune to interact with multiple school administrators. During my time with these great leaders, I strive to make connections and to find meaning for my own study of leadership. Recently, a theme has emerged that has wormed its way into the reoccurring conversations that I have with myself. The principle that I am calling “Solving a Problem Forever” (SPF) is one that I believe helps to set the very best leaders apart from the rest.

Have you ever said something like one of the following statements to yourself or to someone else?
“I can’t believe this is happening again.”
“This problem keeps coming up.”
“I am tired of always hearing this complaint.”

One simple example of when I experienced the need to SPF was when I was a building principal and I constantly received complaints about the drop off zone at our school. For some reason, more and more parents chose to drop their students off instead of having them ride the bus to school and this created some issues for those 300+ cars each morning. While few students were late to school, the amount of complaints I received made this a significant issue for me. It would have been easy to ignore this problem because it didn’t affect the school day much, but it did create nagging heartburn for my parents who wanted to get their children to school on time. And…I hate repeated complaints. To me, it became a cultural issue and one that I knew I needed to tackle.

So, to solve this problem, I first began by designing a set of protocols and listed them on one side of a page with the opposite side being a satellite view of our school with arrows and specific zones marked off. Knowing that developing these “rules” would not solve the problem forever, I knew that I needed to engage my teaching abilities. I made TV announcements talking to the students, sent home messages to parents, collaborated with our maintenance director to secure signage and curb paint AND I started the second semester greeting each car that entered our drop off zone with the new safety and procedural protocols. All of this solved the problem…but not forever. Knowing that the few people who think of themselves before others had the power to mess everything up, I began policing the drop off zone and assigned an additional staff person to do this on a regular basis. When a rare parent would choose to not support these new protocols, I approached their car and talked with them.

While the system wasn’t perfect, it did improve drop-off considerably. Cars no longer backed up onto the road and parents stopped complaining. I even received comments about how much they appreciated the new procedures and a few who noticed me addressing those who tried to skirt the system praised me and our school.

Leaders know that to solve a problem forever usually takes time…sometimes a lot of time. While it is impossible to solve every problem you have at a “forever” level, it is important that you work to SPF every chance that you get. Because there are so many issues that need to be managed, it can be easy to allow problems to continue because you don’t have the time to solve them; but don’t let that be an excuse. Many times the large investment up front provides more time over the course of the year as the multitude of having to “deal with something” diminishes.

Additionally, not only does SPF usually require significant time, it usually also requires dealing with issues at a fundamental level. Having difficult conversations, following up with those you are serving, and developing shared expectations that are best for students, will always pay into your time bank. When you are able to have conversations at a fundamental and foundational level, you build trust and confidence…or rather, leadership capital. When you solve a problem forever, you affect your culture and that influences other areas of your leadership.


Uncle Lloyd

One definition of “serve” is: to devote (part of) one’s life or efforts to, as of countries, institutions, or ideas. I’ve had many great examples of service in my life. Growing up in a small town with many relatives was a blessing. Of the 6 great aunts and uncles who lived in Bicknell when I was growing up, those closest to me were my Great Aunt Ginny and Uncle Lloyd. Aunt Ginny passed away in 2010. I just attended the funeral of my Uncle Lloyd a couple of weeks ago. We celebrated 103 years of life with our wonderful Uncle Lloyd!

I can remember before my Aunt Ginny passed a time when we took our son to visit her and Uncle Lloyd so that he could hear some of Uncle Lloyd’s stories from when he served in World War II. Uncle Lloyd was a mailman in the Navy. He wasn’t involved in fighting, but he did hit the beach at Iwo Jima after everything settled down. While stories of intense battles were not told, Uncle Lloyd did share stories of service.

I never knew my Uncle Lloyd as a Navy serviceman, but I did know him as a Great Uncle (and great doesn’t refer to the fact that he is my Mom’s uncle.) He was a man of great character who was kind, giving, and very humorous. I never knew my grandfathers, but I had a great one in Uncle Lloyd. He sought opportunities to spend time with me and I can remember one short road trip to Spencer where he and I memorized all of the small towns between Bicknell and Spencer (Edwardsport, Westphalia, Sandborn, Marco, Beehunter, Lyons, Switz City, Worthington…my memory fades from here.)

Uncle Lloyd was always there for me. Many times I had projects to accomplish and my mother would send me down the street (two blocks) to get help from Uncle Lloyd. Every time I showed up at their back door, both Uncle Lloyd and Aunt Ginny were happy to see me and even happier to help me with my new project. I can remember the times when they provided more than their time. On more than one occasion, Aunt Ginny and Uncle Lloyd would take me and my siblings to Grundman’s Shoes in Vincennes to make sure that we had working shoes on our feet. They even paid for my piano lessons.

While I have many great memories of both my Great Aunt and Uncle, my favorites were those of my Uncle’s humor. Uncle Lloyd always had a joke to share and Aunt Ginny was always a wonderful audience leading us in laughing (even though she had heard the joke a few times already.) I can vividly remember one picnic at my Grandmother’s house (which was two blocks in the other direction from my house) where Uncle Lloyd and Aunt Ginny arrived on their bicycles decorated in crepe paper and balloons. We could see them coming down the street and they were laughing the entire way!

I have been blessed to have many wonderful people in my life to teach me important lessons. When it comes to service, my prime exemplar is my Uncle Lloyd. From serving his country, to serving his family and friends, he is the example of giving of oneself that I strive to come close to each day. You see, Aunt Ginny and Uncle Lloyd never had any children of their own. Their nieces and nephews, great nieces and great nephews were their children. The stories I told above are only a small sampling of stories about Aunt Ginny and Uncle Lloyd. I have heard the same stories from my mother’s siblings and cousins (my aunts and uncles). With my Grandmother having 7 brothers and sisters, Aunt Ginny and Uncle Lloyd were never short on nieces, nephews, great nieces, and great nephews. As the matter of fact, I wouldn’t be surprised if they had a special decades-long deal with Grundman’s Shoes because I know that my Mother and her cousins took many a trip there with Aunt Ginny and Uncle Lloyd when they were children.

Thanks for letting me ramble a bit about a couple of my exemplars. In a world where people seem to be more self-centered and self-serving, it is good to be reminded of those who have provided so much to so many people.

Deepak Chopra said: “Everyone has a purpose in life…a unique gift or special talent to give to others. And when we blend this unique talent with service to others we experience the ecstasy and exultation of our own spirit, which is the ultimate goal of all goals.”

Teachers are uniquely blessed in that we get to utilize our talent AND we get to do it while serving others…and we get paid! What a great life we have. While I’ll never reach the level of my Great Uncle Lloyd, I can only hope that there is a student or two out there that I have had that will count me as an exemplar.

Seek First to Understand…All Stories

I learned years ago that the source of a person’s anger is usually due to their story not matching up with reality.  Simple, but still a great thought when trying to understand why someone has “feelings” about an issue.  What do I mean by a “story”?  Well, a person’s story is their version of what reality should be.  Of course, that story doesn’t always match reality.  Let me share an example.

The Parker’s go to movies VERY early.  We leave home at least 45 minutes before the show starts taking a leisurely drive to the theatre and arriving in our seats with a drink and a small snack that we plan to consume before the movie starts.  Then, we play on our phones while waiting for the previews to begin.  Yes, typically we are the first people in the theatre.  The story we play in our heads is that there is no need to rush; cashiers are quick as lines are short, and we get to sit in a seat that we prefer with very little hassle and without inconveniencing others.

In contrast, some folks must leave their homes when the movie is advertised to start, wait in a long line for a ticket, purchase 27 different snacks and drinks from the concessions, and then find their seat (usually right in front of us) 5 minutes after the movie starts thereby missing all of the valuable previews and an opportunity for the perfect seat.  They also talk for 5 more minutes as they pass their snacks around (that doesn’t bother me or anything…).  I imagine that the “late” arrivers are quite content with all of this.  Their story is that they got to a movie in time to see the “good stuff” and they are thankful that there were awesome seats right in front of this other family.  If we traded movie going procedures, the Parkers and the late arrivers would both likely have anxiety attacks.

Now, we strive to control our reality by leaving extra-early for movies.  Sometimes, reality doesn’t play out that way as we are not always able to leave at a preferred time.  Those times, when we are not able to leave early, we speed to the theater turning into the parking lot on two wheels.  I shove Pam out the door with a credit card, and I park the car and run in to catch her punching the self-serve ticket machine with vigor.  We still get to watch the previews, but we were rushed and we do not like to be rushed.  This situation may not make us angry, but we certainly are not happy because reality did not match our story of what traveling to a movie should be like.

Just like our movie going experience, when we are faced with situations that make us unhappy, we all have an opportunity to make a choice.  Either we can change our story, or we can change reality by leaving early for a movie.  In making a decision to change reality, one must weigh the level of emotion experienced with the effort that it would take to change that reality.  If something does not bother us much, and changing reality is arduous, then we are likely to change our expectations…our story.  In contrast, if something garners a great deal of emotion, we are more likely to put forth effort to change reality.  The amount of effort that we are willing to expend to affect change directly corresponds to the strength of our emotions or feelings.  That is the premise of why I like to work with passionate people. Passionate people WORK to change reality.

Of course, this principle applies when leading others.  I’ve often found that when working with someone who has “feelings” it is good to work very hard to try to understand their point of view by imagining their story for myself.  Why do they feel the way that they do?  What is their story and how is it different from mine or from reality?  I try to be empathetic and follow Steven Covey’s 5th principal:  “Seek first to understand, then to be understood.”

This is also a great way to deal with conflict or expectations not being met.  When the person with whom you are conversing truly feels that you understand why they feel the way that they do, you can usually be more successful when getting your own point across; and, perhaps your point will be even clearer to you when you have full understanding of all of the important “stories”.

As leaders, we must always strive to realize the stories that people have.  Remember, their story is a version of what reality should be.  Through understanding all of the related stories, we have the best chance to determine whether we need to change reality by leading others to implement a new program or procedure, or whether we need to communicate differently to help change the stories that cause people angst.

Characteristic of an Exceptional Leader

I’ve been a fan of Steven Covey since I first read his 7 Habits of Highly Effective People. His explanation of the four quadrants of time management and the choices we make in how we spend our time has long been a tenet of my leadership beliefs. I am a firm believer in Quadrant 2! For those who have not had the pleasure to read the book, or his book First Things First, I strongly suggest that studying Dr. Covey is a leadership staple. I have found that the very best leaders focus on behaviors that are important, but not urgent. Covey lists examples of activities in each quadrant.

Covey Quadrants

As you can see, focusing on behaviors that are in “Quadrant 2” are preferred.  What activites will you do today and tomorrow that are Quadrant 2 activities?

I believe that the very best leaders build a climate of cooperation and a strong culture of shared beliefs.  How do they do it?  They spend plenty of time in Quadrant 2.

Attached is an eight day audit.  Download the document and track your activities for the next eight work days and see where you spend your time.  Good luck!

Covey Quadrants Audit

Instructional Leadership–Now it Matters

“I can remember a time when teaching was fun.” Have you heard this sentiment in your school lately? While it is not a phrase that a building principal likes to hear, it is one that captures the feelings of many teachers. It is understandable that teachers are feeling the pressure of performance. The expectations placed on teachers have dramatically increased as our society again points to public education as a solution for improving our economy and our nation. High stakes testing of students have been the norm in schools for several years. Now, high stakes evaluations pervade our professional lives as we work to meet the expectations placed upon us.

I don’t blame those who are expecting more of us. We are in a business whose primary goal is to change people. Sometimes, however, we forget that being agents of change means that we need to be open to that ourselves. If we believe that teaching is important, then the effect of what we do must be at the very least equally important. If we want to lead learning, then we must set the example and be learners ourselves. Increasing our professional capacity should be our expectation, not our yoke.

It is understandable that legislators and business leaders were looking at improving teacher evaluations as a means to improving the education of students. Research by the New Teacher Project (2007) noted several inconsistencies and disconnects in the Chicago Public Schools (CPS) between classroom results and teacher evaluations. This system has since been revamped, but in 2007 CPS relied on a system that both teachers and principals viewed as arbitrary and unfair. The system identified 93% of teachers as either superior or excellent—at the same time that 66% of the CPS schools were failing to meet state standards (New Teacher Project, 2007). In one case study of a K-8 school with about 500 students, the standardized testing scores went from 45% to 27% while the teacher evaluation ratings sat at 78% superior, 22% excellent, 0% satisfactory, and 0% unsatisfactory. This, along with a plethora of other research, has been the impetus for actions taken by our lawmakers.

The dissonance between teacher evaluation ratings and student performances are certainly not solely due to teachers being rated too highly. We know that there are many factors which influence student outcomes; however, I believe that the best teachers get the best results. Good teachers do make a difference.

A follow up study by the Consortium on Chicago School Research (Sartain et al., 2011) found that an evaluation system, with proper training of teachers and principals, could be both reliable and valid. Key findings of their research on validity show that there is a strong relationship between the classroom observation ratings and value-added measures (test scores). Also, it was found that in the classrooms of highly rated teachers, students showed the most growth; in the classrooms of teachers with low observation ratings, students showed the least growth (Sartain et al., 2011, p. 9).

It is not a stretch to say that an evaluation rubric, chocked full of research-proven best practices for instruction, can be a tool for the professional growth of teachers. With a strong focus on best practices, an evaluation rubric can also be an avenue for improving student learning. For these assertions to hold any water, not only should teachers and principals be properly trained, they must also be professionally developed on the elements contained within the evaluation rubric. Best practices are only “best” if teachers understand them and see a purpose for implementing them in their classrooms.

Building principals have always evaluated teachers. As an evaluator, I have needed to understand at an intimate level all of the best practices from Bloom’s Taxonomy and learner engagement to Marzano’s high yield instructional strategies. I have also been expected to help any teacher who is not rated effective or highly effective in a specific competency. As a building principal, teachers looked to me and asked me how they could get better. This is something that I readily accepted because if I was expert enough to provide judgment of a teacher’s practice based on the standards set forth by the evaluation rubric, then I should also have had the ability to professionally develop them.

One could argue that this has always been the job of a building principal and I would agree. Now, however, the stakes have changed and teachers are seeing pay and tenure affected by their evaluation results. Not all teachers are against this. Even though much of the new education legislation is criticized as a way to cut costs and limit teacher input leading schools back to pre-union days and low pay (Wall, 2011), it is recognized by many of our best teachers that the time has come for compensation models that differentiate among levels of effort and performance (Center for Teaching Quality, 2008). The game has changed.

Most teachers want to put forth the effort to become better and I believe it is the job of the building principal to lead that charge. While managing a building well is the foundation of a quality school, a school only becomes excellent if its teachers are continually working toward improving their craft. Teaching is an art and a science and it is our duty as instructional leaders to take responsibility for the professional development in our buildings. Building level principals are seen as the most significant force in designing the foundation for learning, leading school and student performance, and designing school improvement efforts. The bottom line is that if we want to improve our schools, supporting and investing in principals is the key (National Association of Elementary School Principals, 2012). Additionally, there is a “sustained history” of research linking high-quality school leadership to improved school performance. (Grissom, Loeb, & Master, 2012).

The learning that happens in our school happens in the classroom and while principals are not in the trenches day in and day out, they are certainly walking around and through them a lot. A principal’s ability as an instructional leader and evaluator goes far beyond the number of official observations that are conducted. While I am a big fan of classroom walkthroughs, it should be known that those who spend time conducting them and NOT connecting those visits to professional development activities lose any effectiveness they may have. Principals cannot simply visit a classroom, smile, pat a few students on the head and walk out. That is a drive-by, not a walk-through. Without connecting a classroom observation to learning expectations, the visit by the principal holds very little power to affect instruction. It is essential to connect classroom observations with proper coaching and professional development (Grissom, Loeb, & Master, 2012).

To do all of this—lead instruction—a principal must not only have a strong foundation of learning theory and best practice, s/he must also demonstrate their teaching prowess through instructing the teachers for whom they serve. For teachers, student learning is a must. For principals, teacher learning is a must. There simply is too much to know and understand for a principal to not have a solid teaching and learning foundation.

The time has come to invest more in principals, not less. We must have strong pre-service programs and even stronger support programs that help school building leaders to manage, lead and instruct. The job of a building principal is too complex and too important for us to cut any corners. We should be thinking how to help principals gain capacity, not how we can make it easier for people to become a principal.

Center for Teaching Quality. (2008). Retrieved from
Grissom, J., Loeb, S., & Master, B. (2012). What is effective instructional leadership? Longitudinal evidence from observations of principals. Center for Education Policy Analysis, Stanford University. Retrieved from
National Association of Elementary School Principals. (2012). The Power of the principal, advocacy in action: Research-based recommendations to guide federal policies. Retrieved from
New Teacher Project. (2010). Teacher evaluation 2.0. Retrieved from
Sartain, L., Stoelinga, S. R., & Brown, E. R. (2011). Rethinking teacher evaluation in Chicago: Lessons learned from classroom observations, principal-teacher conferences, and district implementation. Chicago, IL: Consortium on Chicago School Research at the University of Chicago Urban Education Institute. Retrieved from http://ccsr/
Wall, J. K. (2011). New laws hang teacher pay on performance. Indianapolis Business Journal Online. Retrieved from

3 Tests for Adults, Superstar Teachers and Leaders

An adult will do something before it needs to be done because they know it will need to be done later. Example: An adult will empty their bladder (even though it isn’t full) before they take a long car trip. When a child begins to think that way, he/she is on the road to becoming an adult.

1) Undying sense of hope. They never give up.
2) Continual learner

When faced with requests to change something, a non-leader will tell you why you can’t do something…many times. A true leader will look for creative ways to make the change that solves the problem.

You Choose to be Who You Want to Be

One of my favorite movies of all time is the little known animated movie, The Iron Giant.  It is a wonderful story that is worth watching again and again.  In the movie, a giant robot from space crash lands in a remote area of the U.S. in 1957.  The crash has slightly damaged the robot as is evident by the slight dent in his head and loss of memory.  Discovered first by a nine year old boy named Hogarth, the robot is hidden for a while in a junk yard.  Over the course of several days, the duo spends time playing, reading comics and exploring the woods.  During their time together, Hogarth shares many of life’s lessons with the robot.  One lesson, about making choices, is learned when Hogarth introduces the concept of Superman to the Iron Giant.  The robot immediately relates to the superhero’s abilities and using those abilities for good.

Of course, crisis comes their way as a CIA investigator is in the area to investigate the “meteor” that was seen in the sky days ago.  Upon finding the giant robot, panic ensues and a local military contingent begins firing on the robot.  Since Hogarth is with the giant robot at the time, the robot runs away only to see that the boy was knocked out (or worse) due to their fleeing from the military.  Seeing the potential death of his friend, the robot begins to behave in a way that was obviously the purpose of his designers.  The dent suddenly is “popped out” on his head and guns, lasers and missiles are fired from the Iron Giant as he fights against the military.

Soon, Hogarth wakes and gets the Iron Giant to stop firing his weapons.  The CIA agent still wants the robot destroyed, so in his panic he sends a message to an offshore naval ship to launch a nuclear missile at the robot’s location, which at the time happens to be in the town square.  Realizing that the missile will kill many people, the Iron Giant launches himself to meet the missile in the stratosphere and save the town.  As he approaches the missile, the Iron Giant recalls what Hogarth taught him and replays Hogarth’s voice in his head…“You choose who you want to be.”  The Iron Giant then whispers, just before directly impacting the missile, “I’m Superman.”

Obviously, the Iron Giant was designed to be a killing machine; however, he chose to be a savior.  What a great message for all of us.  Regardless of our life’s experiences and troubles, we can still choose to be who we want to be.  And, in the case of the Iron Giant, he had a great teacher in Hogarth who helped him to understand that tenet.

I am a believer that it is the little choices in our lives that matter.  Making the right decision each and every day, even when the right decision requires additional work, is what makes all of the bigger decisions easier.  Philosopher William James said it best.  “All of life is but a mass of small choices—practical, emotional and intellectual—systematically organized for our greatness or grief.  We must never forget that it’s not only our big dreams that shape reality…the small choices bear us irresistibly toward our destiny.”

Our power is in our choices…our little choices…that we make each and every day.  Remember that we are not defined by a college degree or a position.  We are a composite of our choices, which is what defines us…and, what defines how we are viewed by others.

Patience is More Than a Virtue

I do believe that patience is a virtue; however, in some areas of my life, I can be very impatient. One place where I find little patience is the mall. I walk so fast through the mall to get from one location to another that I imagine a security person watching me on their monitors and saying: “Joe, check this guy out. Do you think he just stole something?” I walk with purpose because I need to get on to other more important jobs! Patience does nothing for my shopping plan.

Conversely, patience is necessary when building anything of value. I remember from my teaching days when I would dig into content at a very deep and detailed level during a lesson and then expect students perform at a high level. It didn’t always work that way. Even though I taught my content very…thoroughly…, sometimes students just wouldn’t get to where I needed them to be. I learned that breaking up content into smaller parts and teaching those parts one at a time, always spiraling back and practicing those concepts, helped my students to perform at a much higher level. I learned that there were very few, if any, quick fixes for anything of significance no matter how hard I worked and how well I planned.

As an administrator, I have learned that the best programs come from ideas that grow over time. We work with people, not machines which make the tenet articulated in my title even more important. When working with a team of people, patience is much more than a virtue, it is essential to the success of everyone. Taking time and moving slowly through the team building and norm building processes will allow you to move much quicker in the future. Not only is it important to get everyone on the same page, it is important to develop a common understanding of the topic at hand. Taking the time to study together and develop that common knowledge makes all future conversations much more productive. It is not passé to develop the beliefs, vision and mission of the group. Remember, most success comes from how decisions are made, not from what was decided. Process is at least as important as content.

Like a train, big ideas start slowly as they build speed and power. Once they have gotten up to speed, they are very difficult to stop and are more easily sustained. Lay groundwork for your endeavors and continue to work toward excellence with a team. Be patient without being idle and you’ll find success down the track!

Help Me Understand – A Case for Common Core Sanity

Please help me understand…I seriously want your help.

I will make assertions based on what I have heard and begun to understand. I’ll admit that my assertions may be wrong and I would greatly welcome your challenge and explanation of why I’m wrong. Here I go…

We are not doing Common Core in Indiana because we are better than other states.
– Really? I’m proud of Indiana and our work, but humility over arrogance seems a better way to model change for our children. Are we going to spend time and money to creating something that is already created and paid for just because we want to do it ourselves?

We are not doing Common Core in Indiana because we want our sovereignty from the federal government.
– I agree that education should be led by states. I wouldn’t mind if the federal DoE was dissolved; however, does the federal government have a duty to ensure that all states are equally preparing students? I don’t know.
– Is something wrong just because it is from the federal government?

We are going to write our own standards in Indiana.
– We must have College and Career Readiness standards… Are we going to spend three years creating an item bank of questions when that work has essentially already been completed by those who wrote CC&R standards?

We are going to create our own assessment in Indiana.
– We are going to spend $20,000,000 to $40,000,000 to write a test that has already been written and paid for by the federal government.
– We’ll contract with a company who has already written questions aligned to Common Core. They are going to use the same questions that are being used in the Common Core assessment. These companies will get to charge Indiana for work that they have already done…they will just put a different name on it.

Indiana has NO plan for formative assessments aligned to the future state assessments.
– Where is the money coming from to do this?
– Again, the federal government has already done this.

Help me understand folks!

The Process of Change Doesn’t HAVE to be Stressful

Thanks to Twitter, I came across an article from the Business Insider dated November 15 titled: The 14 Most Stressful Jobs in America. In a comparison study of 747 different occupations, it was found that education administrators had the 3rd most stressful job right behind first line supervisors of police and mental health counselors. Surgeons rated 9th!

Anyone who has worked in the field of education knows that the job of an education administrator is stressful. Budget cuts, broad demand, high expectations, long days, sleepless nights, mandates and ambiguous laws are just a part of what school administrators experience in a day. I am not complaining, it’s a wonderfully rewarding job and the kids and teachers really make it worth the while.

The current path of education in Indiana certainly is not helping to make our jobs any less stressful. While our state’s standards of the past were always rigorous, they were also too numerous to clearly test. We have long been saddled with determining each year what the ISTEP+ test was going assess as it couldn’t possibly cover all of the standards evenly. It was a bit of an educated guessing game. Now, due to the pause and other squabbles, we don’t even know what standards we should be focusing on. Do we focus on current Indiana standards or Common Core? A guessing game seems to be a bit of an understatement for primary teachers who have had students studying Common Core for K-2 and the third grade ISTEP+ test is looming in their future.

With recent issues surrounding the state board, governor and state superintendent, pundits in Indiana have even talked about creating new Indiana-only standards that meet College and Career Readiness goals. Don’t get me wrong, I want to get this whole thing just as “right” as the rest of us does, but deciding what standards should be taught while students are being prepared to take a high stakes assessment that may or may not test what teachers taught them is hurting our schools, teachers, administrators and students. We have put teachers in a dark room, blindfolded them, and now we are talking about spinning them around and telling them they have to hit the target. That is stressful for teachers.

Teachers are looking to their administrators for leadership. We need to be able to say to them that if you do X, your results will be Y. We know what Y looks like…it’s measured by the IDoE. We just have much less of an idea what the future of X is and it is hurting our schools. Yes, it is much more complex than that, but at this point, teachers can perform their instruction at a very high level and have no assurance that their students will succeed on the high stakes ISTEP+ test. We need to help our teachers…they need us more than they ever have. That is stressful for administrators.

We need to set a direction and stick with it. Any significant change must be well planned in advance…years in advance. If we set off on a path, and part-way through our journey decide to sit for a year, and then look for a different path, not only will we arrive at our destination much later, we will find our energy depleted when we need it most.

I’m a proponent for change. Education is change, so I see leading that as the natural role of a school administrator. While change in itself doesn’t bother me, the process of poorly managed change can be horrible. We know that process is just as important as content as they go hand in hand. A good process can’t make a bad change good just like a poor process can’t make a good change successful. I don’t care how it is going to happen, but we all need to get on the same page. Indiana needs to choose College and Career Readiness able standards that are most akin to what we were expecting. We’ve already swallowed the pill and we survived. Let’s move forward as closely as we can in the direction that we had planned. It’s best for children.