Tag Archives: respect

Carpe the First Day

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The first day of a new school year is a singular event.  After the first day, all days are school days.  The first day is different; it is show time for children and adults.  Carpe the first day.  Show time is a magical and essential moment.  Make the most of it.

All eyes are big on day one.  For some, the first big eye is when a child gets on the school bus.  For all others, the first big eye is walking in the schoolhouse doors.  On day one, children cross a threshold of bus and/or school and become students.  This labeling matters.  During the summer, they are their parents’ children and the community’s kids.  In school, they are your students.

For teachers, the big eye is when students walk into the classroom.  A teacher without students is a professional educator awaiting the moment to teach.  The instant students enter a classroom teachable time starts.  The same is true for all instructional support staff.  The moment they engage with students, summer is over, and the school year is afoot.  Carpe that first moment with genuine positivity toward each student and a voracious learning about them as a class.

For custodians, food service, secretaries, transportation personnel who have prepared for weeks and days for day one, the first day of school shifts all work from preparing to serving the school.  Floors are polished, snack and lunch menus are planned and published, school materials are ordered, delivered, sorted, and distributed, class lists are printed all in anticipation of day one.  When children become students, all of these and hundreds more tasks become actions repeated and maintained for a school year’s time.  Day one matters to everyone in the school.

Carpe the day, don’t squander it.  A smile and calling a student by name (pronounced correctly) as they cross thresholds tell a child “I see you.  Your success as a student in our school is important to me.  I am prepared for you.  We start right now!”  When we begin day one with the message “I see you and you are important”, we initiate a respecting of each other that pays dividends for months to come. 

The swell of a summer’s planning and preparation for principals does not peak on day one, but continues to a crescendo somewhere into September when the benefits of planning and preparation are observable facts in the work of the school.  Day one exemplifies the historic role of the school principal as the school’s principal teacher.  Carpe the day.  As a teacher greets students to a classroom, principals greet students to a school.  As teachers carpe day one to build respect for all in the classroom, the principal carpes day one to build a respectful schoolhouse.  When parents delivering their children to school see the principal “out front”, a principal reinforces the parent’s perception that this school is a good place for their children.

We know from recent polling that more than 80% of students look forward to the first day of school for social reasons – they will be with their old friends and will make new friends.  Carpe that by observing these very visible networks.  On day two you will know better about student grouping – who wants to be with whom and who needs to be integrated into the web of students.

We know from polling that more than 35% of students prize school for its athletics and activities.  On day one we assist student/athletes and student/actors and student/leaders and student/musicians to optimize immediate motivation opportunities to facilitate new learning.  The area of school that less than 25% of students look forward to is deskwork.  Carpe that low anticipation with highly engaging moments, glimpses, and previews of what they will learn in the next weeks.  Carpe all that you can learn about your students on day one and sew what you learn for reaping during the school year.

The first day of school comes but once a year.  It is a significant day for everyone in the school community.  Carpe the day and reap the benefits of your seizing all that day one is.  Day one is gone on day two.

Speak Less and Listen More

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The advice Aaron Burr gives to Alexander Hamilton in the musical Hamilton applies to the best practices in teaching.  Speak less and listen more.  If we recorded the audio only for one week in a school classroom, what would be the ratio of teacher speaking to listening?  On the other hand, don’t make such a recording.  The ratio of adult to child voices may be too embarrassing.

Instead, read and consider the following statements.  Don’t talk about what you are reading – read and listen to your own thoughts about each statement.

  • The algorithm of speaking and listening related to educational outcomes begins with an understanding that what a child says is much more important than what a teacher says.  Education is about children learning not adult’s telling what they know.
  • Listening to children allows us to know the quality and quantity of their learning and understanding.  Listen for both.
  • Listening to children informs us that a child may know and understand her learning much better than can be displayed in on demand testing.  Listening is your best formative and summative assessment.
  • Listening to children helps us to know what the child needs to learn next in order to have a more complete understanding of the lesson.  After listening, you can clarify, correct, redirect, expand, and extend a child’s understanding.  If you don’t listen, all you can do is tell them the same things you already told them.
  • Listening to children shows us how a child is processing new learning and integrating new with prior learning.  Listen to how a child thinks not just what a child tells you.
  • Listening leads to questions you ask the student that leads to more listening and to more questions.  Listening leads to causing students to learn.
  • Listening to children is one of the most respectful things adults can do.  It says, “you are important to me”.  Consider how many times a child passes through an entire school day without being heard.  What does silence tell a child about how we value her?
  • Listening is interactive.  The best teachers know when to listen and when to speak.  Listening before speaking assures that speech is focused and purposeful for the listening child.

If a teacher is consistently speaking too much and listening too little, advise the teacher to change professions and become a broadcaster.  That is what broadcasters do, not teachers.

Our Children’s Eyes Are On Us

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A fellow school board member reminds us frequently, “Our children are watching us”.  These words alone cut to the quick of every discussion and issue before a school board.  The board’s actions must reflect decisions that are in the best interest of the children attending our schools.  Noble words?  Yes.  Mission-based words?  Yes.  Easy words to enact?  Not always. 

In the politics of school government each constituency except children has leverage.  Parents hold the choice card.  If they disagree with board decisions, they can choose a different school.  Teachers and staff hold the employment card.  There is a statewide shortage in every category of school personnel and a school board knows it.  Decisions that cause an unexpected resignation or retirement may create an opening that cannot be filled or, if filled, with a less experienced and qualified person.  Community residents hold the voter card to be played at board elections and more importantly in the constant flow of district referenda.  A failed referendum denies school needs.  And, recall elections of school board members are at an all-time high in 2021.

What about the children?  Children do not choose their school.  Children do not provide a necessary employment to the school.  Children do not vote.  Yet, children loom constantly in every board action as their education and nurturing are the only things that really matter in public education. 

Two questions should haunt every board member’s mind in their discussion and voting on board motions.  How will this decision affect children?  What lesson of responsible adult behavior are we teaching our children?

Today, it may be that the second is the more important question.  Are adults, board members and constituents speaking and acting like role models for children?  If children said and did the things they are seeing and hearing in our behaviors, would we discipline them for their inappropriateness? 

I was always whipsawed as a child between adults who said “Do as I do” and “Do as I say”.  The lesson of growing up right was to take the best of what you are shown and the best of what you are told to create a model for your adult behavior. 

Yet, when I watch YouTube clips of adult behaviors in some school board and local government meetings this year, I wonder where the adults went.  What I see in too many stories are not the role models we want children to emulate.

Three concepts from ages past pertain.  Respect, civility, and common good.  Almost every school mission statement or list of student goals contains words about respect.  On an everyday demonstration, we want children to show a considerate regard for the feelings, wishes and wants, rights, and traditions of others.  Children tend toward outbursts of the moment, brashness, and acting and saying without a second thought. 

It is the second thought of consideration that reigns in disrespect. These are learned and practiced behaviors that help children over time to achieve the second word – civility.  Civil behavior, somewhat of an archaic term, is courteous, restrained,  responsible, and accountable.  Civility follows the Gold Rule of treating others as you wish to be treated.  Accountability is an essential part of civility.  An adult does not get to say whatever comes to mind without consequence.  Respect and civil behavior combine to shape discussions for the common good. 

Teaching children to consider what is best for others not just self advances their progress toward maturity.  The common good is not ethereal, it is tangible.  School boards face decisions in which special interests are apparent.  Any decision that gives advantage to some at the disadvantage of the many is not in the common good.  On the other hand, a decision that improves the condition or status of a small group and equally shares that improvement with all is in the common good.  The pandemic is providing school boards with a constant arena for considering their decisions in terms of the common good.  This is a test; are we up to this test.

The children are watching us, their school board, to observe and learn from us.  While they may not have material leverage, children have the moral leverage.  We adults know we are supposed to be adult-like in our interactions with each other in our board meetings.  Very often I would like to use instant replay mechanisms from televised sports.  “Time out!  We are going to review what these people said and how they acted toward each other.  We will break down this clip to identify respect, civil behavior, and working for the common good.  Let’s see what we can learn.”

At the end of the day, children will grade us using the same rubrics we use on them everyday in school.  They have been watching and they know us for what and who we are.

School Board Work Is A Wonderful Responsibility

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To each person duly elected to the local school board, I say “Welcome.  Today you will begin to see, listen to, and think about school in an entirely new dimension.  Engage with fellow board members in a thoughtful discussion of how your board will meet its responsibilities to educate all children.  Then, get to know your school from the inside out.  We have a lot to learn and talk about.” 

An introduction to the school board was not always like this.

A few years back a newly elected school board member was chastised by the board president for visiting school classrooms and talking with teachers.  He was told, “Follow the chain of command.  Board members speak with the superintendent.  The superintendent speaks with principals and other administrators.  Principals and other administrators speak with teachers and other employees.  Don’t violate this chain for command”.  A conversation with the executive director of the state’s school board association confirmed this absurdity.  “Follow the chain of command”, he advised, “it exists for a purpose.”

And, they also should have said, “Take a firm grip on your rubber stamp, because the limiting funnel of information allowed through such a command structure will require little to no discussion by board members.  One voice.  One interpretation of information.  No discussion necessary.”

How absurd and how wrong! 

A quick review of state statutes describing the duties of a school board member disabused this new board member of what the president and executive director said.  The statutes contain no such limitations on the scope of a board member’s interaction with the district’s schools.    Our statutes tell us that our duties, among others, include these:

120.12 School board duties. The school board of a common or union high school district shall:

(1) MANAGEMENT OF SCHOOL DISTRICT. Subject to the authority vested in the annual meeting and to the authority and possession specifically given to other school district officers, have the possession, care, control and management of the property and affairs of the school district, except for property of the school district used for public library purposes under s. 43.52.

(2) GENERAL SUPERVISION. Visit and examine the schools of the school district, advise the school teachers and administrative staff regarding the instruction, government and progress of the pupils and exercise general supervision over such schools.

https://docs.legis.wisconsin.gov/statutes/statutes/120.pdf

Any board policies or regulations restricting a board member’s interactions are not founded in statute and are propagated only to protect an antiquated concept of the status quo.  The only valid admonition is a board member must refrain from discussion that might compromise the board member’s future role should the board meet in a judicial hearing.  For example, don’t engage in discussion of a specific employee’s work performance or a specific student’s discipline record.  A Board may fulfill its statutory role in hearing a case related to employee termination or student expulsion and the prior discussions of these by a board member may compromise the board member’s capacity to be objectively neutral. 

Better rules to follow are – “Treat everyone, adult and child, with integrity and respect.  Be informed.  Be a voice for the future of all children.  You are a legislator not an administrator.”

  • Integrity and respect are gold standards for boardsmanship.  Each person you speak with requires these two qualities from you.  No matter the person’s role in school – parent, student, teacher, custodian, administrator, community taxpayer – that person has a legitimate claim to your attention.  You are that person’s representative on the school board.  The integrity and respect you demonstrate sets the role model standard for the school district.  If integrity and respect are not present at the school board, how can you expect them be present anywhere else in the school?
  • Integrity and respect are demonstrated by listening rather than talking.  You want to understand their perspective not overlay your own.  You can do that at the board table.  Integrity is demonstrated by sharing the multiple perspectives you have heard.  Integrity is making fact-based decisions and holding to a decision as long as the facts support a decision.  And, when the facts do not support a decision, adjusting the decision to reflect new facts. 
  • Board members need first-hand information.  The old chain of command assured that most information was second- and third-hand.  Create your information base by proactively visiting classrooms to observe instruction, the use of curricular materials, and student and teacher interaction.  I call this “perching”.  You are not in a classroom to interact or participate, but to see and listen and feel.  However, if the teacher invites your participation, do not hesitate.  Enjoy the moment.

Engage in hearty discussions about employment policies, responsibilities and expectations, and practices.  Gain firsthand information about the school environment from an employee and student perspective.  See teachers, aides, district and school office staff, kitchen and food service, custodians and maintenance staff, bus drivers, and coaches, directors and advisors doing their work. 

Then, with respect and integrity, share your information appropriately at the board table. 

https://www.aasa.org/SchoolAdministratorArticle.aspx?id=13914
  • Your real constituency is the children of the school.  You may be elected from a precinct or supported in your election by voters who favor certain programs or want specific changes and improvements in the school district.  However, your focus should always be on the quality education of all children, emphasis on all.  When the board is called upon to vote on a matter, your vote is powerful.  Of all the voices speaking to the matter, when the votes are tallied, only board voices/votes are counted.  Make your vote stand for the highest quality of programming your schools can provide to all children.
  • You are a legislator not an administrator.  Board members work with policies stemming from the mission and goals of the school district.  Affirm policies that are creating desired school district outcomes and amend or delete policies that are not.  When in the school, watch, listen and feel – don’t direct.  You have no authority to tell anyone what to do.  That is a role of school administration and supervision. 

School Board Work Is A Wonderful Responsibility

Posted on by
Reply

To each person duly elected to the local school board, I say “Welcome.  Today you will begin to see, listen to, and think about school in an entirely new dimension.  Engage with fellow board members in a thoughtful discussion of how your board will meet its responsibilities to educate all children.  Then, get to know your school from the inside out.  We have a lot to learn and talk about.” 

An introduction to the school board was not always like this.

A few years back a newly elected school board member was chastised by the board president for visiting school classrooms and talking with teachers.  He was told, “Follow the chain of command.  Board members speak with the superintendent.  The superintendent speaks with principals and other administrators.  Principals and other administrators speak with teachers and other employees.  Don’t violate this chain for command”.  A conversation with the executive director of the state’s school board association confirmed this absurdity.  “Follow the chain of command”, he advised, “it exists for a purpose.”

And, they also should have said, “Take a firm grip on your rubber stamp, because the limiting funnel of information allowed through such a command structure will require little to no discussion by board members.  One voice.  One interpretation of information.  No discussion necessary.”

How absurd and how wrong! 

A quick review of state statutes describing the duties of a school board member disabused this new board member of what the president and executive director said.  The statutes contain no such limitations on the scope of a board member’s interaction with the district’s schools.    Our statutes tell us that our duties, among others, include these:

120.12 School board duties. The school board of a common or union high school district shall:

(1) MANAGEMENT OF SCHOOL DISTRICT. Subject to the authority vested in the annual meeting and to the authority and possession specifically given to other school district officers, have the possession, care, control and management of the property and affairs of the school district, except for property of the school district used for public library purposes under s. 43.52.

(2) GENERAL SUPERVISION. Visit and examine the schools of the school district, advise the school teachers and administrative staff regarding the instruction, government and progress of the pupils and exercise general supervision over such schools.

https://docs.legis.wisconsin.gov/statutes/statutes/120.pdf

Any board policies or regulations restricting a board member’s interactions are not founded in statute and are propagated only to protect an antiquated concept of the status quo.  The only valid admonition is a board member must refrain from discussion that might compromise the board member’s future role should the board meet in a judicial hearing.  For example, don’t engage in discussion of a specific employee’s work performance or a specific student’s discipline record.  A Board may fulfill its statutory role in hearing a case related to employee termination or student expulsion and the prior discussions of these by a board member may compromise the board member’s capacity to be objectively neutral. 

Better rules to follow are – “Treat everyone, adult and child, with integrity and respect.  Be informed.  Be a voice for the future of all children.  You are a legislator not an administrator.”

  • Integrity and respect are gold standards for boardsmanship.  Each person you speak with requires these two qualities from you.  No matter the person’s role in school – parent, student, teacher, custodian, administrator, community taxpayer – that person has a legitimate claim to your attention.  You are that person’s representative on the school board.  The integrity and respect you demonstrate sets the role model standard for the school district.  If integrity and respect are not present at the school board, how can you expect them be present anywhere else in the school?
  • Integrity and respect are demonstrated by listening rather than talking.  You want to understand their perspective not overlay your own.  You can do that at the board table.  Integrity is demonstrated by sharing the multiple perspectives you have heard.  Integrity is making fact-based decisions and holding to a decision as long as the facts support a decision.  And, when the facts do not support a decision, adjusting the decision to reflect new facts. 
  • Board members need first-hand information.  The old chain of command assured that most information was second- and third-hand.  Create your information base by proactively visiting classrooms to observe instruction, the use of curricular materials, and student and teacher interaction.  I call this “perching”.  You are not in a classroom to interact or participate, but to see and listen and feel.  However, if the teacher invites your participation, do not hesitate.  Enjoy the moment.
  • Engage in hearty discussions about employment policies, responsibilities and expectations, and practices.  Gain firsthand information about the school environment from an employee and student perspective.  See teachers, aides, district and school office staff, kitchen and food service, custodians and maintenance staff, bus drivers, and coaches, directors and advisors doing their work. 
  • Then, with respect and integrity, share your information appropriately at the board table. 

https://www.aasa.org/SchoolAdministratorArticle.aspx?id=13914

  • Your real constituency is the children of the school.  You may be elected from a precinct or supported in your election by voters who favor certain programs or want specific changes and improvements in the school district.  However, your focus should always be on the quality education of all children, emphasis on all.  When the board is called upon to vote on a matter, your vote is powerful.  Of all the voices speaking to the matter, when the votes are tallied, only board voices/votes are counted.  Make your vote stand for the highest quality of programming your schools can provide to all children.
  • You are a legislator not an administrator.  Board members work with policies stemming from the mission and goals of the school district.  Affirm policies that are creating desired school district outcomes and amend or delete policies that are not.  When in the school, watch, listen and feel – don’t direct.  You have no authority to tell anyone what to do.  That is a role of school administration and supervision. 
  • Always remember that you are not evaluating any employee’s work.  That is a supervisor’s role.  You are being informed by the work you observe.  This is one of the greatest cliffs from which board members fall.  And, the landing is never good.  Do not engage in an evaluative discussion with school employees of any rank regarding their work performance or the performance of another employee.  The board does this when it annually considers each employee’s contract renewal.  Wait until then.

“Welcome” to the work of the school board.  As you take your seat, consider your role as an elected educational leader.  Commit your tenure to integrity and respect, being informed by the work of every school employee, speak for the education of all children, focus on the connections between school mission and goals and school board policies, and always remember that you are one of the few, a member for the School Board.

http://www.ascd.org/publications/educational-leadership/oct93/vol51/num02/Rethinking-the-School-Board’s-Role.aspx