Leadership Standards in Action: The School Principal as Servant Leader by Cade Brumley c2012 Rowman & Littlefield Education

Part 1: Principal as Servant Leader through 6 Performance Standards

Performance Standard 1: Visionary Leadership -develop, articulate, implement, steward vision of learning that is shared and supported by all stakeholders -mission, vision, values – all stakeholders can articulate -“Increased student learning requires coherence and continuity in the educational experience for students, which requires strong connections among educators throughout the school” (p. 32)

Performance Standard 2: Instructional Leadership -advocate, nurture, sustain school culture and instructional program conductive to student learning and staff professional growth -instruction sum of what students say and do – result of teachers’ efforts -every instructional decision seeks to achieve school’s vision – must rage war on ineffective instructional practices for betterment of students -use data to inform decisions, guide instruction, reports on progress -“Outstanding principals know that their primary role is to teach the teachers” (Whitaker) -literacy as a vehicle for whole school improvement -principals spend time in classrooms, give teachers constructive feedback and plans for improvement

Performance Standard 3: Organizational Leadership -manage organization, operation, resources – safe, efficient, effective learning environment -schools must be operationally sound for learning to be maximized – especially school safety for students and staff; support teachers with student discipline – ensure student understands expectations and consequences – restore or build relationships

Performance Standard 4: Collaborative Leadership -collaborate with faculty and community needs and interests -TEAM = together everyone achieves more -majority of principal’s time with relational – need to generate initial and strengthen existing relationships; need authentic relationships built on trust, sharing viewpoints, investing in people -get the right people on the bus and in the right seats; get the wrong people off the bus -principal facilitates and learns alongside staff; motivates; allows all voices heard; everyone feels valued -PLCs, job-embedded learning, observe other teachers

Performance Standard 5: Ethical Leadership -integrity, fairness, democratic -reflection-in-practice (during); reflection-of-practice (think after event); reflection-for-practice (improve future)

Performance Standard 6: Political Leadership -understand, respond, influence political, social, economic, legal, cultural context -decisions made in best interest of students -school culture: examine with critical lens, seek to establish new cultures that represent diversity, social justice, democracy -public relations: parents (expect education for child); community (tax money at work); businesses (future workers)


Part 2: Principal as Servant Leader through Laub’s Model Laub’s (1999) model defines Servant-Leadership as “an understanding and practice of leadership that places the good of those led over the self-interest of the leader”:

1.Servant leaders value people -trust & belief in people, serve others’ needs before own, non-judgemental listener -heart of school lies in its people -everyone has value, can contribute, use everyone’s strengths -not micromanager: professionals know what to do; provide support and resources – meet classroom needs and emotions; stand by teachers and support them when in trouble

2.Servant leaders develop people -provide opportunities for learning and growth, model appropriate behaviour, encourage and affirm others -“When we’re stagnant, we decay”; “If you start getting comfortable and feeling good about yourself, the school will go south on you quick”

3.Servant leaders build community -build strong personal relationships, work collaboratively, value differences of others -school as professional learning community -school is like a family; care deeply about each person -“we” not “I” -“collaborate with colleagues in planning, developing, and executing procedures that will result in pleasant learning environment, teaching environment, effective instruction, and genuine learning” -relationships with students: greet them by name, someone they can talk to, is open; students know principal cares about safety, well-being, getting a good education

4.Servant leaders display authenticity -being open and accountable to others, willingness to learn from others, maintain integrity and trust -principal integral part of team – facilitates, encourages, cheers, gently pushes and constantly uplifts others -don’t have all the answers; unless emergency situation, can wait to make decision; admit mistakes and apologize

5.Servant leaders provide leadership -envision future, take initiative, clarify goals -have vision, get other people to buy into vision; principal assumes ultimate responsibility -high expectations, understands teaching and learning, plans for improved learning, guards teaching and learning, collaborates with colleagues, shares leadership, recognizes achievements, honours culture of school, maintains sense of humour

6.Servant leaders share leadership -facilitate shared vision, shared power, release control, share status -decisions made as an admin team


Quotes:
-The principal is “all things to all people” (Fullan, 2001)
-“questions as curiosity in action, problems as opportunities for improvement, issues as possibilities for bringing people toward commonality” (p. 5)
-principal: “wisdom of a sage, vision of a CEO, intellect of a scholar, leadership of a point guard, compassion of a counsellor, moral strength of a nun, courage of a firefighter, craft knowledge of a surgeon, political savvy of a senator, toughness of a soldier, listening skills of a blind man, humility of a saint, collaborative skills of an entrepreneur, certitude of a civil rights activists, charisma of a stage performer, and the patience of Job” (p. 5-6)
-“Managing the daily operation of a school while providing the leadership necessary to guide the school to educational excellence in an extremely complex task in an extremely complex organizational environment” (p. 6)
-communication message: 55% nonverbal expression, 38% quality of speaker, 7% what speaker actually says

Transforming School Culture: How to Overcome Staff Division by Anthony Muhammad, c2009, Solution Tree

There are 2 goals to this book, with the ultimate aim to reach all students and to narrow the achievement gap:

* understand how school cultures operate from a political and sociological perspective

* how to shift school culture to create an atmosphere where change is tolerated and embraced

In his ethnographic study of 34 schools, Anthony Muhammad categorized 4 groups of teachers, which conveys the complexity of school change, due to differences in beliefs and expectations. Each group cares about students.

(1)Believers

-believe all students can learn, high expectations for student behaviour and achievement, connects with students, patient, flexible – e.g., differentiate instruction and assessment

-constant battle with Fundamentalists – but often do not stand up to beliefs with fundamentalists – passive rather than vocal

-like to join school improvement plan committee, curriculum initiatives

(2)Tweeners

-new to the school culture

-want to find school stability and how they fit into the school

-enthusiastic, willing to experiment, believed all students can learn but not sure how, want to please administrators

-Fundamentalists will communicate with Tweeners when they are vulnerable to sell their political views – can move Tweeners into camp of Fundamentalists

-provide PD and support for tweeners so they align with Believers

(3)Survivors

-small group of “burned out” teachers (2% in study) – trying to make it day-by-day – concerned with own mental and emotional well-being – no political agenda

-need to remove these teachers e.g., transfer to another school, terminate

(4)Fundamentalists

-maintain status quo of traditional schooling – opposed to change – most aggressive and vocal – conflict with school leaders – will debate, argue opposing views – will defame through intimidation, disrupt or interrupt or delay change process, distract through passive aggression – rolling eyes, not paying attention e.g., marking

-displeased with classroom walkthroughs, data, instructional and assessment practices – i.e., PD – believe students should sink or swim, little empathy to students unsuccessful

-work well in informal organization to “recruit” members – e.g., tweeners – in staff room, parking lot, conversations, hallways – ignore Believers – Fundamentalists will say they are speaking on behalf of the staff

- must challenge Fundamentalists head-on to move school forward

- Why do people resist change? What conditions motivate people to change? How can leaders create conditions to motivate acceptance of change? (p. 84-85)

-Level 1 Fundamentalists: need to know logical rationale for change – cannot assume they know rationale – e.g., data, empirical research of strategy or technique – can be easily converted

-Level 2 Fundamentalists: resist change since do not trust judgement or skills of leader – emotional need – leader must establish competence and character (e.g., do not make promises can’t keep, support people, take responsibility, humility, stay up to date with skills, trust, ethics, patience, maturity) may be past experiences with administrators

-Level 3 Fundamentalists: resist change since unsure if changes will cause more stress and not convinced change is for the better – give change implementation in increments and thoroughly prepare to take teachers through journey – use PLCs, learning through job-embedded; driven by data, research, context, collaboration

-Level 4 Fundamentalists: deeply ingrained for status quo as it defines them – school leader must closely monitor and force compliance to new direction; document teacher performance for improvement; place where least damage

Need school-wide focus on student learning and achievement – develop relationships with teachers – use PLCs for culture of collaboration

Look at school data and answer:

Who are our students; what strengths do they bring to the school? What needs do they bring to the school? How can we collectively enhance their lives?

26 (A-Z) Traits of a Leader

26 (A-Z) Traits of a Leader I’d Want To Follow

Posted by Daniel Newman on Aug 16, 2012 in Leadership

from: http://millennialceo.com/leadership/26-az-traits-leader-id-follow/?utm_source=rss&utm_medium=rss&utm_campaign=26-az-traits-leader-id-follow

Available – Always (within reason) there when they are needed.
Benevolent – Intent is always a key. Good intent especially.
Charismatic – During challenging times and great times this person inspires you to do your best.
Dreamer – Any leader that I work for has to be a dreamer…Some call it vision, but it all starts with a dream!
Empathetic – No matter what someone tells you, they want to feel understood. Any leader I would want to work for would know this, and operate this way.
Failure – What? Yes, I believe any leader worth following has had some failures along the way. Now they are much more appreciative for their success.
Grateful – To be great, you must be grateful. No one does it alone, ever!
Humble- Being humble ranks among the most important of these. Arrogance is the shaky foundation for a leadership house of cards.
Inspirational – I want a leader who aspires to inspire day in and day out.
Just –As in guided by truth, reason, justice, and fairness.
Kind – Nice guys do not finish last. People that allow themselves to be taken advantage of do. Not the same thing.
Level headed – I call it ice water in the veins. If people see you get rattled they will pounce.
Mystique – While I love transparency, I see mystique to leader like Swagger to a superstar. A little goes a long way.
Nimble – Being able to change direction of the ship quickly is key. There is a fine line between nimble and fickle. The former drives success, the later drives you out of business.
Open Minded – Nobody knows everything. Openness to others thoughts, ideas, and input is so important in a leader.
Positive – Debbie downer leads no one. I want a positive leader that balances positive with reality. But always focuses on the good and learns from the bad.
Quality – a focus on quality over abundance is always a better path.
Reliable – to be counted on to live their word.
Supportive – This comes through feedback both positive and negative. But knowing the leader supports you gives the confidence needed to persevere.
Transparent – The ability to be open about plans and intent without creating fear and uncertainty is an art form mastered by the best leaders.
Unbiased – Does not come with predisposition. Always learning and listening to form opinions based on the best information available.
Valor – When the sky appears darkest, this person can be calm and courageous to continue to push forward.
Well Rounded – Okay, it is 2 words, but I would always prefer to follow a person who has many dimensions to their life.
Xanadu (seeks) – In the journey of life this person seeks the “ideal” destination.
Yearning – Having everything leaves nothing to shoot for. A little unfinished business makes for a great leader.
Zealous –Everyone wants a leader that is devoted to the greater cause

If you could draw up the perfect leader A-Z what would you choose? What would you change above?

The Daily Practices of Successful Principals by Barbara Brock & Marilyn Grady ©2012 Corwin Publishers

“They cared about students and were passionate about improve student learning. They sought solutions that met student needs, were undaunted by obstacles, and were unwilling to succumb to the status quo. They saw opportunities instead of barriers. They were possibility thinkers. They were confident and optimistic about their abilities and willing to take risks. They inspired teachers and developed teams of dedicated, hardworking followers and supporters” (p. xvii)

Part I. Personal

Tip 1: Examine Your Personal Compass

·         Identify your values; allow your values to drive your actions; act ethically and with integrity

·         What is best for students and student learning should inform all decisions

·         Principals need to be positive, patient, prudent (best decisions for school – not easiest or most popular)

Tip 2: Begin With a Vision

·         Create a vision the focuses on students’ needs and learning, share vision, use vision to guide decisions and actions

·         Everyone in school community must share in vision and be committed to school goals

Tip 3: Know Yourself: Know How Others Perceive You

·         Build on your talents, focus on your strengths

·         Be aware of your “blind self” – what others perceive you to be to adjust behaviour

Tip 4: Resonate Confidence

·         Look like a leader, talk like a leader, inspire confidence, make others feel good about themselves

·         Your office is a reflection of you – clean, organized, attractive conveys positive image

·         Laugh at oneself

Tip 5: Master Your Emotion

·         Emotional Intelligence – regulate and use emotions, aware of others’ emotions – how did you behave during last school crisis or major problem? Last time a staff member made a serious error? You were angry or disappointed? Were worried or under stress?

·         E.I. and social skills critical for successful leadership – emotional expressiveness, emotional sensitivity, emotional control, social expressiveness, social control

·         Do not take things personally

Tip 6: Maintain a Work-Life Perspective That Sustains Your Well-Being

·         Ability to give to others requires sustained personal physical, mental, and spiritual well-being

·         “You cannot … take care of people in the school if you don’t care of yourself and the people at home.”

·         “You have to balance that and know that every day is a new day. There will be more time to finish [your work]; not everything is urgent.”

·         Mistakes = opportunities to learn

Part II. Operational

Tip 7: Fan the Flames of Positive Deviance

·         Make changes from the inside out; support innovators in your school; make learning for all students the goal; base decisions on a broad base of data; follow school’s mission statement; support change with resources

·         Managing school change is one of the most important tasks of the principalship – create learning communities

·         “Change is a messy, complex process, complicated by barriers, and often accompanied by resistance and confusion” (p. 47)

·         Change is a journey – engage members in the process of discovery, inviting the community to identify solutions and spearhead change – engage in discovery with the group

·         Get out of your office to know what is happening in the school

·         Problems are our friends. They are inevitable. Use them to learn

Tip 8: Improve Education From the Inside: Empower Teachers

·         “If we want to change schools and learning, we must begin with teachers. When teachers decide change is needed, it will happen, and it will be sustainable” (p. 55) – i.e., direct benefits to students

Tip 9: Hire the Best and Maximize Their Talents

·         Hire the best; hire people who have talents you do not have

·         Principals praise teachers whose performance leads to student learning, collegiality, and the attainment of school goals

·         “Be a visible presence: Walk through the school, visit classrooms, talk with teachers, students, and parents to better understand the people that make up the school” (p. 65)

Tip 10: Use a Team Approach: Think “We” Instead of “I”

·         give credit to the team for successes; accept responsibility for failure

·         “Leadership is second only to teaching as an influence on student learning and when leadership is distributed it is more effective” (Leithwood, Harris, & Hopkins, 2008) (p. 70)

·         Principal creates conditions for teamwork and student learning to thrive

Tip 11: Honor the Role of the Classroom Teachers

·         “Remember what it was like to be a teacher…without that insight into what it is like to be a teacher, it is easy to make decisions that are impractical for the classroom. If you are supportive, teachers are more likely to be supportive of your decisions” (p. 77)

·         Central work of teachers – engage students in learning – teachers are experts in teaching and seek their advice in decisions

·         Support teachers who struggle; acknowledge & celebrate teacher success – be lead cheerleader and coach for teachers

·         Teachers feel safe in school, feel part of a team, feel appreciated for efforts, recognized for accomplishments, included in decision-making, free to risk take

Tip 12: Do the Right Thing – Be Accountable for Decisions

·         “Servant leaders achieve success for their organizations by prioritizing attention to the needs of their colleagues and the individuals they serve. They view themselves as stewards of their organization’s human, financial, and physical resources” (p. 85)

·         Treat everyone with respect, humble, make others feel valued challenge others to grow

·         Transformational leadership: involve staff in innovative problem solving, communicating high expectations, modelling appropriate character and behaviour

·         Instructional leadership: 4 roles – resource provider, instructional resource, communicator, visible presence

·         “If you and your teachers are not making mistakes, it means you aren’t taking any risks” (p. 89)

Part III. School Community

Tip 13: Create Trusting Relationships

·         Know the population and community; care about people and make them feel valued; share your expectations; listen to everyone’s opinions (i.e., open feedback; silence demonstrates listening); treat everyone fairly

·         Trusting relationship must be earned, nurtured, and maintained

·         Principals have critical impact on professional lives of staff, well-being of students, long-term effect on direct and success of school

·         Speak with teachers about what they like, do not like, what want changed

·         Visit classrooms – teachers know you care about them and their class

·         “It’s the relationships you form with the kids that is key to how they behave in school…student discipline problems tend to diminish when the principal has a positive relationship with students and treats them fairly…connected to their work as instructional leaders” (p. 100)

Tip 14: Context Matters: Adjust Your Leadership to the School’s Population

·         Be aware of economic and social circumstances of the community

·         Every school unique – decisions and actions responsive to social, cultural, political, economic factors of school population and community

·         Drive and walk around the neighbourhood, review demographic data of area, visit businesses in area, meet parents, talk with students, meet teachers

Part IV. Teaching and Learning

Tip 15: Establish Learning as the Common Purpose

·         Every staff plays role in enriching environment that supports instruction and student well-being: teachers, support staff (smooth running of school) – teachers can teach, principal can lead

·         Role of leader: to unit people, establish direction, maintain group functioning

Tip 16: Be a Leader of Teaching and Learning

·         School leaders 2^nd only to classroom instruction in its impact on student learning – to improve conditions that facilitated student learning

·         Find time to visit classrooms: discuss instruction with teachers, talk with students about learning, visibility in classrooms and hallways

·         Instructional leadership top of hierarchy – before can lead successful instructional change, need to articulate school’s moral purpose, have management support in place, create sense of ownership and collective purpose among staff

·         “Principals need to be educational visionaries, instructional and curriculum leaders, assessment experts, disciplinarians, community builders, public relations experts, budget analysts, facility managers, special programs administrators, and expert overseers of legal, contractual, and policy mandates and initiatives…broker of conflicting interests of parents, teachers, students, district office officials, unions, and state and federal agencies, and they need to be sensitive to the widening range of student needs” (p. 124)

·         Model continuous learning, use data to inform practice, support learning communities, being in classrooms, talk about learning with teachers and students

·         Principal is teacher of teachers

·         Every decision based on “Is this what is best for our students?” (p. 127)

Tip 17: Link Professional Development With Teaching and Learning

Tip 18: Invest Time in Developing Teacher Leaders

·         “Teacher leadership is the process by which teachers, individually and collectively influence their colleagues, principals, and other members of school communities to improve teaching and learning practice with the aim of increased student learning and achievement” (p. 142)

·         Mentor future leaders, teachers assume ownership of own learning and development in professional learning communities

Tip 19: Reflect On and Celebrate Your Accomplishments

·         Speak passionately about dedication to their schools, their students, their profession

From: http://dwightcarter.edublogs.org/2012/08/04/monkey-shifting-in-progress/



After much Twitter chatter about Todd Whitaker’s new book, Shifting the Monkey, I had to find out what all the buzz was about. Many educators who read the book created the hashtag #shiftingthemonkey to share their reactions and experiences after reading it. For those who are not familiar with Shifting the Monkey, it’s about the many burdens we may have on our backs, affectionately called monkeys. Sometimes these monkeys are on our backs by our own doing; however, there are times where others dump their monkeys on the backs of others. Whether this happens intentionally or unintentionally is not that important. What is important is that we are able to answer the following three questions to help improve our schools, classrooms, homes, and organizations:
o Where is the monkey?
o Where should it be?
o How do I get it there?

I recently finished the book and had the opportunity to attend his presentation about Shifting the Monkey at the Jostens Renaissance Conference in July. Needless to say, the presentation was incredible and rich with great advice! Following are my takeaways from the book and the presentation:
• “We cannot continue to dump on the best people in our organization.” We notoriously lean on the best people to get things done. This can lead to fatigue, frustration, and burnout. Hold everyone in the organization accountability for what they are supposed to do.

• “We have to treat everyone as if they are good.” When confronting negative behaviors, he encouraged us to maintain a level of respect because it’s not personal. The goal should be to teach what is expected in order to help the individual be better. This really resonated with me because we all want to be respected, appreciated, and encouraged.

• “There is nothing wrong with being afraid. The problem is acting afraid.” We are, at times, afraid to confront negative behaviors, which only allow “bad people” to shift their monkeys to the backs of the people bothered by their behavior. This destroys morale and creates a negative climate. Who out there has had a monkey on your back because of fear?

• “When giving expectations, be nice and firm.” That way, you can easily identify if someone is being insubordinate. Clearly communicated expectations eliminate confusion and make it easier for everyone to follow. I learned from Todd to repeat expectations at the beginning of each school year so that everyone is on the same page. Classroom teachers spend a great deal of time communicating expectations, which positively impacts classroom climate.

• “Nobody repeats a behavior without a reward.” What is recognized and rewarded is repeated. This goes for both negative and positive behaviors. Pouting, complaining, gossiping, and bulldozing continue because we often respond to these behaviors. His remedy is to ignore them. Think about that person in your life who pouts whenever they don’t get what they want. If you have given in to this reaction, you only reinforce the fact that pouting gets them what they want. To ignore simply means you see it happen, but you don’t back down from what you expect of them. It’s easier said than done, but again, this can greatly improve the climate and culture.

• “Avoidance is not a strategy.” When faced with negative behaviors that are counter to your expectations, avoidance does not make them go away. Avoidance places the monkey on all the people that are bothered by the negative behaviors. This can destroy risk taking during staff meetings, classroom discussions, family meetings, planning sessions, or other collaborative learning experiences. Respectfully confront the behavior by asking the person to meet with you immediately after the class, meeting, etc and move on. I’ve done this and it works. I’ve also been the recipient of this when I lashed out at one of my colleagues last fall. I was quickly called to the carpet and man, did I have a gorilla on my back for the rest of the meeting!

• “Ignore is not avoidance. You know it’s there but you choice to respond or not respond.” Sometimes no response is a response that sends a clear message. For example, if someone has a tendency to try to interject a joke while someone else is speaking, simply ignoring that person will show him/her and others that the behavior is not acceptable at that time. This keeps the monkey on the back of the jokester, not you or the others in the room.

• When we see students in the hallway during class, treat them all with respect by asking, “Hi, may I help you?” This prevents favoritism. School is supposed to be a safe and welcoming environment. However, we sometimes prevent this from occurring when we choice a negative way to address students. Asking “may I help you?” is a respectful way to get the information we need and a way of treating everyone with respect.

• “Stop throwing the blanket monkey.” Ouch! I’ve been guilty of this a couple of times. The blanket monkey occurs when there are a few people doing something negative and instead of addressing those few people, you address the entire staff. Two things happen. The great teachers feel guilty because they think you are talking about them. The guilty ones believe you are talking about someone else. In the end, the behavior doesn’t change.

I plan to keep my eye out for the monkeys and make sure they are where they are supposed to be. I encourage you to read the book!

Be Great,
Dwight

Book Review: Shifting the Monkey by Todd Whitaker

By bcurran On July 31, 2012 · Leave a Comment   

from: http://www.engagingeducators.com/blog/2012/07/31/book-review-shifting-the-monkey-by-todd-whitaker/

Shifting the Monkey, Todd Whitaker’s recent book on leadership from Triple Nickel Press, is a slim and easy read full of helpful ideas. If you are in a leadership position and want to improve the culture of your organization, I would definitely recommend it.

Initially, before reading, I was a bit bewildered by the title. I thought, “What in the world is a book about monkeys going to offer me?” Todd Whitaker, however, clearly explains his metaphor in the book’s early pages–monkeys are responsibilities. Everyone has them. Except slackers and complainers. They are the ones who shift their monkeys onto others.

Whitaker explains that leaders often reward their behavior by allowing this to happen, by allowing their burdens to be lifted and placed onto the backs of other, more dedicated workers. And Shifting the Monkey is all about how to prevent this from happening. That way, monkeys stop being shifted by poor performers. The problem, Whitaker makes clear, is NOT lazy or incompetent people but rather that these people are being allowed to shift their monkeys.

One thing I appreciated about the book is that Whitaker’s advice and suggestions are specific and clear. He explains all his ideas in detail, making his suggestions extremely easy to follow and implement. In fact, he gives 3 questions that are the foundation of his message:

1. Where is the monkey?
2. Where should it be?
3. How do I shift it to its proper place?

Not only is the message clearly outlined, and the ideas elaborated nicely, but the book is also filled with anecdotes from Whitaker’s own work in leadership positions. My personal favorite was on page 75, when he assigned the responsibility of planning a party to two shiftless workers. It’s a story that makes you squirm a little in discomfort, sort of like an episode of The Office, but, like all of the stories in the took, it drives home the point very well.

I will say that at some points while reading Shifting the Monkey, I found myself thinking that some of the ideas were a little too…how do I put this…cheesy? Happy? Not sure what the right word is, but there were times I thought “Yea, right.” (Hang in there because I’m going to explain how I changed my mind after thinking about it more.) For example, Whitaker recommends shifting the monkey back onto negative people by treating them with a positive attitude. Essentially, he says you should be super nice to your biggest complainers. I wasn’t buying it at first. It seemed too passive-aggressive–phrasing things in a positive way, offering anonymous praise, etc. But the more I thought about it, the more it seemed like a really smart tactic because he’s not recommending a positive attitude when dealing with only negative workers, but with all workers. Using kindness is a way of rewarding your best workers and challenging your negative workers to stop shifting monkeys. Pretty smart.

Finally, I’ll say that one of my favorite things about this book is how much it focuses on protecting the good workers. I think this has huge applications in the world of education (be forewarned this book is written for leaders in a general sense, not specifically education administrators) because we ask so much of teachers and so many get burned out and leave the profession completely. This seems to happen most in schools that are most desperately in need of teaching talent. It makes you wonder how reading this book could help leaders prevent that from happening.

So, with the school year upon us, if you’re in a leadership position of any sort (or if you aspire to be someday), Shifting the Monkey is well worth the time. It’s concise, practical, insightful, and a book that will keep you thinking long after you’ve finished reading it.

Stephen Covey: 10 Quotes That Can Change Your Life

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from: http://www.forbes.com/sites/kevinkruse/2012/07/16/the-7-habits/2/

Stephen Covey will be remembered most as the author of The Seven Habits of Highly Effective People, which sold over 25 million copies. It’s been many years since I read “the habits” but I was delighted recently when I learned that my 8^th grade daughter read The Seven Habits of Highly Effective Teens in school. Although they weren’t completely original thoughts, the catchy labels he gave the habits made them memorable:
Habit 1: Be Proactive
Habit 2: Begin with the End in Mind
Habit 3: Put First Things First
Habit 4: Think Win-Win
Habit 5: Seek First to Understand
Habit 6: Synergize
Habit 7: Sharpen the Saw
Below are 10 quotes from Stephen Covey that have the power to completely change the direction of one’s life.
1) The key is not to prioritize what’s on your schedule, but to schedule your priorities.
2) The main thing is to keep the main thing the main thing.
3) Live out of your imagination, not your history.
4) Trust is the glue of life. It’s the most essential ingredient in effective communication. It’s the foundational principle that holds all relationships.
5) Most of us spend too much time on what is urgent and not enough time on what is important.
6) I am not a product of my circumstances. I am a product of my decisions.
7) You have to decide what your highest priorities are and have the courage—pleasantly, smilingly, nonapologetically, to say “no” to other things. And the way you do that is by having a bigger “yes” burning inside. The enemy of the “best” is often the “good.”
8) I teach people how to treat me by what I will allow.
9) Love is a verb. Love – the feeling – is the fruit of love the verb or our loving actions. So love her.
10) Live, love, laugh, leave a legacy.
_________________________
Kevin is a NY Times bestselling author and his latest book is Employee Engagement 2.0.

1 in 5 suffer Mental Illness

http://www.everydayhealth.com/depression/0119/1-in-5-adults-suffers-mental-ills.aspx?xid=tw_depression_20120117_emo

1 in 5 U.S. Adults Suffers Mental Ills

But, lack of insurance blocks many from treatment, experts say.

THURSDAY, Jan. 19, 2012 (HealthDay News) —Nearly 46 million American adults have had a mental illness in the past year, a new government report shows.
Almost 30 percent of those aged 18 to 25 experienced a mental illness, twice as many as those aged 50 and older at just over 14 percent. And more women than men suffered a mental illness in the last year (23 percent vs. nearly 17 percent), according to the report released Thursday from the U.S. Substance Abuse and Mental Health Services Administration (SAMHSA).
"We all know people who have had a depression or an anxiety disorder, maybe something more serious like a bipolar disorder, but this is a pretty big number," said Peter Delany, director of SAMHSA's Office of Applied Studies.
"This is only the second year where we have done this as a separate report and the findings were not significantly different from last year," Delany noted, so there are not enough data to see a trend.
The reasons why so many people are suffering from these problems cannot be easily summed up, he said.
The recent economic downturn may be a factor for some, he said. "But these conditions are multifactorial — there are genetic issues, there are biological issues, there are social issues and also personal issuers," Delany explained.
A lot of people who are not receiving treatment for their mental illness, he said, cite lack of insurance as the main reason why.
"There are people who know they have a mental health problem, but aren't interested in getting care," he added.
"We know with the appropriate use of medication and with good treatment people can recover and go on to lead very healthy and productive lives," Delany said.
The new report defines mental illness as having a mental, behavioral or emotional problem based on criteria in the Diagnostic and Statistical Manual of Mental Disorders, which is the standard reference for mental illness. The report excluded developmental and substance use disorders.
According to the report, some 11.4 million adults suffered from serious mental illness in the past year, which is defined as an illness that affected a person's ability to function normally.
Mental illness doesn't just affect people, but also takes an economic toll — about $300 billion in 2002, the researchers said.
Mental illness also accounts for more disability in developed countries than any other illness, including cancer and heart disease, according to the World Health Organization.
Highlights of the report include:

• About 39 percent of those with a mental illness received mental health services.
• Nearly 61 percent of those with severe mental illness received services.
• 8.7 million Americans had suicidal thoughts in the last year.
• 2.5 million made plans to kill themselves.
• 1.1 million attempted suicide.
• People who abuse drugs or alcohol had higher rates of mental illness than others (20 percent vs. about 6 percent).
• One-fourth of those with serious mental illness were substance abusers.
• 1.9 million 12- to 17-year-olds had a major depression in the past year.
• Teens suffering depression were twice as likely to have a drug problem than teens who did not have a major depression (roughly 37 percent vs. 18 percent).

Dr. Ihsan Salloum, director of the Addiction Psychiatry and Psychiatric Comorbidity Programs at the University of Miami School of Medicine, said not only is the number of people with mental problems staggering, but so is the unmet need for care.
"There is a gap between the need and how many people reach treatment," he said. "Mental illness is a treatable problem, and the outcome is as good as any chronic medical problem."
Given the number of people with drug and alcohol problems who also have mental problems, those with a substance abuse problem should also be screened for a mental problem, Salloum said.
"If someone has a severe mental disorder and an addiction, it is imperative to take care of both problems, because the two problems feed on each other causing a bad outcome," he said.
And with the number of young people with these problems, the focus should be on prevention, Salloum added.

Depression in Girls 12-15 Triples

Found this article http://www.huffingtonpost.com/2012/07/25/depression-girls_n_1701953.html?utm_hp_ref=twhttp://www.huffingtonpost.com/2012/07/25/depression-girls_n_1701953.html?utm_hp_ref=tw

Depression In Girls Triples Between Ages 12 And 15Depression In Girls Triples Between Ages 12 And 15

New government data shines a light on just how many pre-teen and teenage girls may grapple with depression, finding that adolescent girls suffer from depression at a rate nearly three times that of boys their age.

And between the ages of 12 and 15, the percentage of girls experiencing depression triples, according to new figures released by the Substance Abuse and Mental Health Services Administration.

"The take-home here is that we need to look for depression in girls starting earlier," said Tami Benton, executive director of the department of child and adolescent psychiatry and behavioral science at the Children's Hospital of Philadelphia, who reviewed the new data brief.

"Parents need to listen to their kids when they talk about things like bullying. We need to listen when our kids tell us they're feeling down or sad, or if we see a decline in school functioning, appetite and social functioning," she added.

The new data came from the 2008 to 2010 National Survey on Drug Use and Health, which rely on questionnaires and face-to-face surveys. Between the ages of 12 and 15, the percentage of girls who reported experiencing a major depressive episode in the past year jumped from 5 to 15 percent respectively.

A depressive episode was defined as a period of two weeks or longer during which teens experienced a depressed mood or a loss of interest or pleasure, along with other changes in day-to-day functioning, like a loss of sleep or appetite or changes in concentration.

The figures also suggest that an average of 1.4 million girls between ages 12 and 17 experienced one of those episodes within the last year -- a rate that is nearly three times that of their male peers.

Experts do not yet have a complete understanding of why there are such marked differences in rates of depression among boys and girls.

Before puberty, boys and girls typically experience depression at the same frequency. But when puberty begins, girls may experience specific biological and hormonal changes that raise their risk for depression.

"The other thing that happens is that there are many psychosocial factors," Benton explained. "There's greater demand for peer interaction. There's peer pressure."

Though she acknowledged that those stressors also affect boys, Benton said that social pressures can be much higher on girls. The physical and hormonal changes taking place at the same time those pressures kick in could make females more vulnerable.

Increased psychosocial pressures might also help explain why there is a marked jump in depression rates among girls between the ages of 12 and 15, Benton said. Another possibility, she said, is that parents and doctors are not paying close attention to girls' depressive symptoms until they are a little bit older, say 15 or 16.

"That's important," she said, cautioning that the new figures are preliminary and need to be confirmed. "If in fact this data is true, then it means that we need to be targeting our interventions much earlier, and starting to work with [our girls] much earlier."

In a statement, SAMSHA Administrator Pamela Hyde said it was "crucial" that teenage girls be given assistance with coping skills and social support systems to help avoid the onset of depression. Hyde called any efforts to provide this support a "sound investment in girls' health and well-being and in our nation's future."

Treatment options for depression in adolescents are similar to those for adults, including cognitive behavioral therapy and other forms of psychotherapy. In some cases, antidepressants are also prescribed: According to the Centers for Disease Control and Prevention, 4.6 percent of girls ages 12 to 17 take antidepressants, as well as 2.8 percent of boys in that age group.

New government data shines a light on just how many pre-teen and teenage girls may grapple with depression, finding that adolescent girls suffer from depression at a rate nearly three times that of boys their age.

And between the ages of 12 and 15, the percentage of girls experiencing depression triples, according to new figures released by the Substance Abuse and Mental Health Services Administration.

"The take-home here is that we need to look for depression in girls starting earlier," said Tami Benton, executive director of the department of child and adolescent psychiatry and behavioral science at the Children's Hospital of Philadelphia, who reviewed the new data brief.

"Parents need to listen to their kids when they talk about things like bullying. We need to listen when our kids tell us they're feeling down or sad, or if we see a decline in school functioning, appetite and social functioning," she added.

The new data came from the 2008 to 2010 National Survey on Drug Use and Health, which rely on questionnaires and face-to-face surveys. Between the ages of 12 and 15, the percentage of girls who reported experiencing a major depressive episode in the past year jumped from 5 to 15 percent respectively.

A depressive episode was defined as a period of two weeks or longer during which teens experienced a depressed mood or a loss of interest or pleasure, along with other changes in day-to-day functioning, like a loss of sleep or appetite or changes in concentration.

The figures also suggest that an average of 1.4 million girls between ages 12 and 17 experienced one of those episodes within the last year -- a rate that is nearly three times that of their male peers.

Experts do not yet have a complete understanding of why there are such marked differences in rates of depression among boys and girls.

Before puberty, boys and girls typically experience depression at the same frequency. But when puberty begins, girls may experience specific biological and hormonal changes that raise their risk for depression.

"The other thing that happens is that there are many psychosocial factors," Benton explained. "There's greater demand for peer interaction. There's peer pressure."

Though she acknowledged that those stressors also affect boys, Benton said that social pressures can be much higher on girls. The physical and hormonal changes taking place at the same time those pressures kick in could make females more vulnerable.

Increased psychosocial pressures might also help explain why there is a marked jump in depression rates among girls between the ages of 12 and 15, Benton said. Another possibility, she said, is that parents and doctors are not paying close attention to girls' depressive symptoms until they are a little bit older, say 15 or 16.

"That's important," she said, cautioning that the new figures are preliminary and need to be confirmed. "If in fact this data is true, then it means that we need to be targeting our interventions much earlier, and starting to work with [our girls] much earlier."

In a statement, SAMSHA Administrator Pamela Hyde said it was "crucial" that teenage girls be given assistance with coping skills and social support systems to help avoid the onset of depression. Hyde called any efforts to provide this support a "sound investment in girls' health and well-being and in our nation's future."

Treatment options for depression in adolescents are similar to those for adults, including cognitive behavioral therapy and other forms of psychotherapy. In some cases, antidepressants are also prescribed: According to the Centers for Disease Control and Prevention, 4.6 percent of girls ages 12 to 17 take antidepressants, as well as 2.8 percent of boys in that age group.

What Makes a Master Teacher

From: http://mpricemitchell.visibli.com/share/XL4xjZ (George Couros Twitter account)

What Makes a Master Teacher

On April 24, 2010, in Embodying Visionary Leadership, Leading a Learning Community, Uncategorized, by gcouros

The term “master teacher” seems to get thrown around a lot, but is something that many educators aspire to be. In my ten years in the field of education, I would say that the definition of “master teacher” has definitely changed. When I think of a master teacher, here are the qualities that I would suggest they have:

1. Connects with kids first -For all students to excel, teachers must learn about them and connect with each child. This is not just about finding out how they learn, but it is finding out who they are. It is essential that we get to know our students, learn their passions, and help them find out how we can engage them in their own learning. If you are not able to do this as a teacher, the following characteristics will be moot,

2. Teaches kids first and curriculum second – Teachers must ensure that they differentiate learning and work to meet the needs of each student and understand how they each learn. I believe that students have different learning styles and if we can best figure out how to help them meet their own needs, students will excel in the subject areas we teach.

3. Ensures that they draw relevance to curriculum – The question, “What does this have to do with real life?”, is something that I would prefer never be said in a classroom. Not because it is not a legitimate question, but because teachers should show the relevance before there is an opportunity for it to be asked. As we are obligated to teach curriculum objectives outlined by our government officials, this is something that must be done. It is not always an easy part of the job but it is something we much continuously strive to do.

Not only is it essential that we draw relevance to the subject matter of what we teach, but it is also essential that we use mediums that are relevant to how students learn. Disconnecting from devices that WE use as adults and kids use all the time the minute students walk into school is wrong. A master teachers knows that it is essential to use technology in the classroom to enhance learning in a way that is relevant to students.

4. Works with students to develop a love of learning – We are obligated to teach curriculum objectives but we are also obligated in our profession to help students find their own spark in learning. Why do I write this blog? It is my way of connecting with others and reflecting on my own learning. It is a way that I choose to share and learn with others. There is no pay or compensation that I receive from this. A master teacher will try to tap into those ways that students love to learn and build upon that. Creating that spark in each student will lead them to continued success and growth.

5. Embodies lifelong learning – A master teacher knows that they will never become the “perfect” teacher since that is unattainable. They will look at ways that they can grow along with students and develop their own skills. Education and learning will always change and a master teacher knows that they need to change with it. I have seen teachers that have proclaimed that they are master teachers but have not changed their practice in years. Growth is essential as a teacher. Society changes continuously and so do its needs. We need thinkers in our workplace and teachers must show that they are on the leading edge of this.

6. Focuses on learning goals as opposed to performance goals – Reading “Drive” by Dan Pink, he talks about the difference between performance and learning goals. A performance goal would be similar to having students wanting to receive an “A” in french where a learning goal would be a student wanting to become fluent in the language. Many students are smart enough that they know how to meet the objectives of a rubric and still not grow much in their learning. A master teacher sets the goals based on learning not on receiving a grade. This type of assessment is not about understanding what a students knows and reporting on it, but it is a tool used for learning.

7. Ensures that “character education” is an essential part of learning – Character education is just as relevant, if not more so, than any learning objectives set out in a curriculum. We live in a world where collaboration is vital to success and working with others is an important skill. Working with students to teach the fundamentals of respecting others and being able to listen and learn from others is vital. Students can have the smartest understanding of objectives but not have the ability to share these ideas with others in a respectful way or take the time to listen to other ideas. A master teacher ensures that students not only grow mentally in class, but also emotionally.

8. Passionate about the content they teach – If a teacher works in the area of math and LOVES the subject area, that passion will spill over to the students he/she works with. As an administrator, I work hard to help teachers work in subject areas that they are passionate about because I believe that enthusiasm is infectious. A master teacher shares their passion and enthusiasm with those they work with. However, if you are a teacher in an area that you do not “love”, it is important that you find ways to spark that passion for yourself.

(UPDATE: Reading through the comments I feel that I had to add a couple of characteristics to my list.)

9. A master teacher is a “school teacher” - I often talk with people about the difference between a classroom teacher versus a “school teacher”. It is essential that a master teacher does not only impact the learning environments of the class that they work with, but that they also have an impact on the school culture. This can happen in sharing their passion through extracurricular activities or their knowledge on strong teaching strategies with school colleagues. It is important that teachers do not just build connections with students that they teach now, but with students they had in the past or may have in the future. It is great to see teachers that connect with kids that they do not teach at the time leading to enthusiasm for that student to one day be in that very same teacher’s class.

10. Strong communication skills - Obviously it is important that teachers are able to communicate with the students they teach, but what about their colleagues and parents? Sharing knowledge, back and forth with colleagues is essential to the growth of the individual as well as the collective. It is important that these skills are continuously developed. It is also imperative that you are able to effectively communicate with parents as they have great insights on how their child learns best. I have learned more and more as an educator the valuable learning that can come from communicating with parents and how important they are to the development of the school and class culture. A master teacher will effectively draw upon this knowledge.

These are the characteristics that I believe make a master teacher. I definitely know that as an administrator these are ideals as a teacher leader that I work towards everyday and want to embody. The one thing that I do know is that my learning is nowhere near complete and I can still grow. Learning from you, what areas do you think I missed on this list? I would love to hear your thoughts as I continue to grow.