The Genius of our District Lies in Each of You
Posted on December 1, 2015 Leave a Comment
As I reflected over the Thanksgiving holiday about what to say in this month’s update, I realized anything I attempted to write would fail to accurately convey my appreciation for all you do and for the grace with which you do your work. I know of no better way to express my appreciation than to simply say “thank you.”
During my first three years of teaching, I taught math to 35 mostly male students, none of whom had passed a math class during their high school career. On a daily basis I faced 35 examples of the failure of American education. From this experience, I learned that we can make a difference, but not if we are attempting it alone. I needed the support of my fellow teachers and I needed to know I was part of a team that cared about making a difference. I believe we all need the support and collective wisdom found in a system and a team.
The expectations we set — whether it’s mastery of state standards or table manners at Thanksgiving dinner — define desired outcomes. But as much as we would like it to be so, expectations alone cannot cause an outcome to occur. Instead, we need to focus on the conditions we create and intentions we possess. These can make a far greater difference to students, especially those who — like the math students I taught in my early years — are used to not meeting expectations.
I see extraordinary efforts happening in our schools to create conditions that provide every student with every chance, every day to become not just “test-ready,” but “future- ready.” You are providing breakfast for students who are hungry, ensuring our campuses are safe, making classrooms welcoming to all and so much more.
In whitewater rafting, you learn the only way to succeed is for everyone in the boat to sit out on the edge and paddle really hard, even though everyone would rather be sitting in the center, where it’s safer. For Bend-La Pine Schools to realize its biggest dreams, everyone needs to respond with paddles in the water. We want staff members to feel confident sitting on the edge — knowing they have the support of a team who is paddling alongside them.
The solutions to our challenges and the hope for our future are almost always right in front of us. If we believe the problems or solutions in our district are found beyond us, then we have rendered ourselves irrelevant. The genius of our district lies in each of you.
I encourage each of us to continually hear the call to paddle in unison.
No matter what your role or job title, we want your experience with Bend-La Pine Schools to be thoughtful, personal and meaningful. Let me know what we can do to better support your work, connection and engagement with who we are, what we do and that which we aspire to be.
I am honored to serve — and paddle in unison — alongside you.
Six Elements of a High Performance Culture
Posted on October 8, 2015 Leave a Comment
High performance is about inspiring not pressuring.
#1 Philosophies in high performance cultures:
- Servant-leadership. Leaders serve teammates. Teammates serve each other. Everyone serves customers.
- Maximize strengths. Understand, acknowledge, and leverage strengths more than fixing weaknesses.
- Behavior focus. High performance always degenerates into observable behaviors.
#2. A fundamental belief in high performance cultures:
Coaching maximizes potential, expands capacity, and enhances fulfillment.
- High performance coaching:
- Is a fundamental way to develop and lead people.
- Requires heart.
- Is forward-facing.
- Successful coaches:
- Partner rather than pull rank.
- Make people feel valued and powerful.
- Leverage curiosity and listening.
- Believe people want to succeed.
- Serve the best interest of coachees and the organization.
- Keep one eye on the scoreboard and two on the playing field.
- Successful coachees:
- Aspire to grow and contribute.
- Practice transparency, candor, and vulnerability.
- Take responsibility for their own development and performance.
#3. Coaching principles:
- Create safe environments.
- Focus on the future, even when discussing the past.
- Monitor energy.
#4. Coaching practices:
- Ask questions.
- Listen openly.
- Offer reflections and observation.
- Design solutions and goals.
- Inspire ownership.
- Schedule follow up.
#5. Coaching patterns:
High performance cultures leverage the power of systems without treating people like machines.
- Basic coaching patterns.
- Coaching patterns for special situations.
- Performance problems.
- New opportunities.
- Conflict.
- Patterns that build results and relationships.
#6. Coaching plans:
High performance organizations develop execution plans. How will you move the ball down the field?
- Use checklists before and after coaching sessions.
- Schedule quarterly meeting to debrief, train, and support coaches.
- Leverage evaluation systems for coaches and coachees.
- What’s working?
- How might this relationship be better?
- What percentage of time did my coach spend listening?
What ideas might you add to a the six elements of high performance coaching culture?
Where is more clarity needed?
Student Engagement, Hope Outrank Tests as Measures of Schools’ Success, Poll Finds
Posted on September 14, 2015 Leave a Comment
How should the public determine if schools are doing their jobs?
Respondents to the 2015 PDK/Gallup poll ranked “how engaged students are with their classwork” and “the percentage of students who feel hopeful about their future” at the top of a list of possible signs of schools’ success, well above standardized test results, which won the least favor in the poll.
Check out this Education Week story for a run-through of the poll’s complete results. But first, check out this graph to learn more about respondents’ views on school effectiveness.
The poll results, released Sunday, will surely bolster growing efforts to boost student engagement, to nuture social and emotional skills in schools, and to track non-academic indicators alongside grades and test scores.
A growing body of research finds that students who are engaged in classroom work are more likely to be academically successful. And some organizations, such as Gallup Education, see students’ hope as a predictor of engagement. Gallup has even developed a hope index, a series of questions used to track students’ hope for the future.
How do schools measure students’ hope and engagement?
In a separate unweighted 2014 poll of U.S. students, Gallup used a series of questions to measure students’ hope and engagement. Using the results, the organization classified 54 percent of respondents as “hopeful,” 32 percent as “stuck,” and 14 percent as “discouraged.” Of respondents, 55 percent were deemed “engaged,” 28 percent “not engaged,” and 17 percent as “actively disengaged.”
Gallup used student responses to the following questions to measure hope:
- I know I will graduate from high school.
- There is an adult in my life who cares about my future.
- I can think of many ways to get good grades.
- I energetically pursue my goals.
- I can find lots of ways around any problem.
- I know I will find a good job after I graduate.
These questions were used to gauge engagement:
- I have a best friend at school.
- I feel safe in this school.
- My teachers make me feel my schoolwork is important.
- At this school, I have the opportunity to do what I do best every day.
- In the last seven days, I have received recognition or praise for doing good schoolwork.
- My school is committed to building the strengths of each student.
- I have at least one teacher who makes me excited about the future.
Of course, public recognition of the importance of these issues isn’t necessarily a sign they should be used in school accountability frameworks. That’s in part because these qualities are difficult to measure. But the poll results do provide insight for policymakers and educators about how much the public is paying attention to issues other than traditional academic accountability.
It’s About Design
Posted on November 2, 2014 Leave a Comment

