The purpose of supervision (as it applies to the relationship between a school leader and school teachers) is:

To assist in creating a tone

• A tone of respect
• A tone of inclusion
• A tone of caring
• A tone of professionalism
• A tone of reflection
• A tone of “doing it better”
• A tone of celebration

To assist in crafting a vision

• Where are we versus where do we want to be

To assist in collaboration on goals leading to the vision

To assist in assessing improvement—movement towards the vision—and help in changing, adjusting, reformulating goals for continued improvement

To assist in caring for teachers—not only professionally but personally

To assist in the self-actualization of teachers

• Here I’m alluding to Aristotle’s view that life’s goal is to attain a state loosely translated as happiness but upon inspection refers to fulfilling the measure of our creation—i.e. to be excellent human beings, to live excellently. This comes about as a result of reflecting on our present state and constantly striving for oneness with our ideals. Bringing it back down to earth in the teaching realm, the supervisor can help teachers become “self-actualized” by providing opportunities for constant reflection, reinforcing a common vision of what it is to be an “excellent” teacher, and working together to make that vision a reality. In the process, the supervisor also moves towards self-actualization.

All of these with the goal of educating learners (understanding that defining “educating learners” is the preeminent precursor to all else) and helping them become fulfilled human beings.

Note that with all of these “purposes” I have used words such as assist, help, and collaborate. This speaks to my view that supervision is most effective when it is collaborative. Yes, the school leader sets the tone and gets the ball rolling, but from there I prefer that mission, vision, aims, improvement, policy-making, etc. is collaborative. The problem I have run into with teachers new to my style is that they sometimes find it unsettling initially, that Kevin is not a strong leader because he isn’t dictating to me from on high. My hope is that in time they realize that it takes considerably more leadership and effort to pull people together on a common task than to tell them what to do.

In regards to the reading, in chapters 4 and 5 Glickman spent considerable time on numbers 3, 4, 5, and 6 in my echelon. I was first given pause by the considerable time devoted to knowing my teachers, though it is patently clear that the better I know them, the better I can supervise them. The corollary to this is I cannot expect to treat all of my faculty the same way, as they are sometimes far separated in age, experience, and expertise. The need for tailoring my approach based on these and other factors hit me right between the eyes. The research points out something that is intuitively true but which I hadn’t internalized into my practice.

A further insight I gained was the importance of ensuring that teachers feel secure and of providing proper pastoral care for them. As with students, so with teachers: If a student is having non-academic problems in or out of school, it’s going to affect her performance. Likewise with teachers. Glickman cites Merriam and Clark’s study:

One of Merriam and Clark’s most significant findings was the predominance of work-related learning for both men and women and the evidence that more learning occurs when things are going well in both arenas (work and family life). However, learning that led to a real perspective transformation most often was associated with coping with the difficult times in either work (e.g., being fired) or family life (e.g., losing a parent). Since much of the most significant adult learning appears to be from life experience, the role of the supervisor may be critical in helping teachers to experience growth as an outcome of unsettling life experiences in the professional, personal, or family domains. Although the supervisor need not and should not assume the role of therapist, one implication of the social roles models of adult development is that a teacher’s personal, family, and professional roles interact with and affect each other and need to be addressed holistically by supervision (Glickman 75).

Principals and other leaders of various stripes discover early on that everyone in their school or organization (or family) is not always going to agree with them. Within any group of humans presumably moving toward a common goal, there will be Resisters. As with leaders, Resisters can come in many flavors.

In my experience, there are basically two ends of the Resister spectrum. You have, for example, folks who do not actively resist, instead they thrive upon a passive non-participation in change or progress. They don’t make waves, but they don’t help either. At the other end are the active saboteurs, who not only do not agree with the current direction, but will vigorously recruit others to their point of view and even work to displace the leader if possible. Obviously there are other shades in between.

So, how does one overcome resistance? I believe it all starts with providing a clear map and expectations about the current direction and the reasons for the direction. Before beginning the process of setting out this vision, however, the leader must identify the power players, allies, and open-minded people within the school and first bring them on board with the vision. This would be done individually or in small group meetings. Once the leader knows that he or she has ample support, the slow process of bringing in the middling folks begins. If the leader has laid the proper groundwork and done the proper footwork, those who may be sitting on the fence tend to come along simply to be known as team players if nothing else. Hopefully, I’ve been persuasive enough that they are converts rather than mere cooperators.

Finally, Resisters have a choice of whether they will join the team or not. If they choose the latter, in rare cases (at least in my experience), they will need to be dismissed. In equally rare cases (at least in my experience), they will become converts. Regardless, if the leader has been clear, careful, and conscientious, the groundswell within the school is going to move the change or vision forward.

Caveat: Many times those who I might think are the main Resisters become the strongest allies. It’s very important not to judge too hastily, lest one create a Resister out of an ally.

How do you deal with Resisters within your organizations?

Photo by Evil Erin

The theme of St. John’s short talk seems to be to hang in there and keep doing what’s gotten you to your sweet spot in the first place. Notice his principles to success which kind-of fly by in the video but are worth a deep look:

1. Passion
2. Work
3. Focus
4. Push
5. Ideas
6. Improve
7. Serve
8. Persist

I’m not sure St. John intends for these steps to be taken in order but taken together they offer a reasonable formula to success. St. John points out that the “ladder” metaphor may not be the appropriate metaphor for lasting success; rather he suggests looking at the steps as part of a persistent cycle with no end and continual success. I like it. Watch the video a couple of times. I hope you benefit from it.

Christopher Farmer, who is cited in the post, conducted interviews with various professionals and received feedback on the type of compliment that engenders drive, respect, and satisfaction. He concludes:

- Become the type of person whose applause is likely to be valued.
- Give specific praise, not general.
- Make your praise sincere. Don’t fake it.
- Separate praise from reprimands
- Separate praise from delegation

Farmer’s findings correspond very closely to my own experience. Praise always means more when it is sincere, specific (not canned), given for its own sake, and comes from someone whom I respect. My main defect regarding compliments is that perhaps I don’t praise my colleagues as much as I should. When I pass out kudos, however, team members tend to know it’s sincere and on target. Comments on your experience?

Vision

As you may know, I am a faithful fan of The Seven Habits of Highly Effective People. Franklin-Covey discusses the importance of personal, family, and team mission statements and links to its Mission Statement Builder. An excerpt:

According to Dr. Stephen R. Covey a mission statement is like a constitution by which you make all decisions for your life. Highly effective people shape their own future instead of letting other people, their culture, or their circumstance determine it. A mission statement provides direction and clarity for your life, your family, your team and your organization.

…

Benefits of a Mission Statement:

• Gives you a greater sense of meaning and purpose.
• Guides your day-to-day decisions.
• Helps you design your life, your family, your team or your organization instead of having it designed for you.
• Provides focus.
• Clarifies what is most important.

The Mission Statement Builder provides a completely different template for whether you’re working on a personal, family or corporate mission statement–highly recommended. Give it whirl.

Image by Matthew Fang

What are the qualities of the people I trust or have trusted throughout my life? Why do I trust them?

Here is the short list of some of the qualities I’ve observed in people I’ve trusted:

1. I respect them for their integrity.
2. They are consistent.
3. They like me and seem to show a genuine interest in me.
4. They are kindly honest with me.
5. They support me, both in my presence and away from it.
6. In the work place or academia, these people are quite knowledgeable in their fields.
7. They listen to me.
8. They give time to me and allow me to bend their ear without my feeling that I’m imposing upon them.
9. They treat others with respect as well.

Obviously, if I want to be trusted, these are characteristics which I should focus on cultivating in myself. What difference would it make in your or my organization if we ingrained these traits? Which qualities are on your “trust list”?

Photo by Kables

We all can take advantage of the current economic uncertainty by contacting our most important stakeholders and looking for opportunities to grow our trust account with them. Many people are frozen and afraid to call their customers and other key stakeholders for fear of hearing bad news. Guess what? The bad news is there whether or not you hear it. Much better to confront reality and give your customer a listening outlet to discuss challenges and feel understood than to abandon the relationship during difficult times. Now is the time to over-communicate with your customers and other key stakeholders. Give them someone they can trust by behaving in ways that inspire trust.

Read more here.

• Organize a routine.
• Keep an orderly office.
• Delegate.
• Answer email in chunks 2-3 times per day.
• Have a proper filing system.
• Get ready for tomorrow today.

I might add: escape while you can. One thing Parkhurst does not address is how to get into the classrooms when one is a teaching principal. Classroom visits clearly become more of problem when the principal is teaching 1/3 to 1/2 of the day. In this case, I just have to clear the entire slate some afternoons or mornings to make sure I’m seeing teachers and students, and they are seeing me.

Photo by ecastro