School Climate

What is the temperature of your school? If you don’t know, ask the teachers, students, and parents. A positive school climate leads to positive academic progress and achievement.

Connecting With New Teachers

Dwight Carter Leadership, School Climate, Staff and Faculty , , , , ,

connecting-with-othersA couple of years ago, a second year teacher stopped by my office after school and asked if we could talk. The look on her face had me concerned so, of course, I welcomed her to have a seat. I thought she was going to share her concerns about student behavior or wanted help to solve a problem. Man, was I was wrong. What she said to me made a lasting impression…

As soon as she started to talk, tears started to flow from her eyes and she apologetically said, “I accepted a position in another district.” I shallowed hard because I was completely shocked. I felt blindsided, and immediately started to ask myself where we went wrong, where I went wrong as the principal. She said she needed a change, that she didn’t always feel supported or heard. Her comments were difficult to hear, but I appreciated her honesty. It was at the point that I vowed to myself to do everything within my control to prevent this from happening again under my watch as building principal.

One of our goals at Gahanna Lincoln High School is for every student, teacher, and parent to have a sense of belonging. It’s a lofty goal and we take it seriously. Losing that young, promising, and passionate teacher showed me that I, we, needed to do a better job of connecting with our new teachers. We hired 17 new teachers this school year; some with zero years of experience and a few with 4-6 years of experience. Nevertheless, I decided to meet with them once a month in an informal setting to simply give us an opportunity to connect, share, reflect, learn from each other.

It’s key to keep these meetings informal. There is no agenda, the teachers don’t have to prepare anything, and they aren’t assigned anything to do. We just talk. We first met in our Library Media Center in September, but decided together to meet at Panera, which is on our campus, for the rest of the year.It’s been amazing to hear their stories, their reflective thoughts about their craft, their suggestions on how we can get better, and to see how they support each other.

Admittedly, not all of them come each month and I’m fine with that. It’s simply an invitation to attend, not a mandate. I have asked a few questions to guide our discussion, but most of the time we go where the conversation takes us. Some of the questions asked are as follows:

*What has been the most successful thing you’ve done so far?
*How are you taking care of yourself physically?
*What do you do for fun?
*Have we lived up to what we promised you?
*What’s one thing we can do differently?
*What are you planning to change second semester?

Once I ask a question, I simply sit and listen. It’s great to hear their responses and how they build on each other’s comments. Before we concluded our most recent meeting, I asked, “Are these meetings helpful?” Following are some of their responses:

*“I think they are fun. I look forward to them each month.”
*”It’s good to see and talk with people outside your department. It’s good to learn from others.”
*”You make us feel like we are important to you.”
*”It’s good to hear what the other new teachers are thinking.”

I appreciate their time, their honestly, and their commitment to the GLHS Family! I can only imagine how much better we will be as we progress through the second half of this school year. If you have any ideas of how you connect with new teachers or suggestions to make this process better, please feel free to comment.

Be Great,

Dwight

Photo credit: http://www.erelationshipcoaching.com/wp-content/uploads/2012/11/connecting-with-others.jpg

Remember Sydnee

Dwight Carter Focus on Students, School Climate ,

“Remember Sydnee 10-20-13: Buckle Up. Dnt txt n drv. Give Life.”
This is a very simple, yet powerful message that the parents of Sydnee Madison Williams would like for you to remember. Sydnee was a junior at Gahanna Lincoln High School and Eastland Career Center.

Sydnee Williams

On Friday, October 18th, Sydnee, along with two of her friends, were in a tragic, single car accident and in an instant, the lives of many would change. Unfortunately, Sydnee was texting while driving and lost control of the car. However, Sydnee is so much more than the victim of a tragic car accident. She was a daughter, niece, friend, and confidant. She brought joys to others and had a bright future. As I listened to many stories others shared about Sydnee in the hours and days following the accident, I learned so much about her.

• I learned that she was a fighter. She overcame a challenging childhood with the help of her aunt and uncle, who later adopted her.
• I learned that she had a very special relationship with one of our elementary guidance counselors. Sydnee found refuge in talking with Mrs. J. Sydnee visited with her days before the accident. This proves the significance of positive relationships.
• I learned that she was a close friend to many. She would lend an ear to listen, a shoulder to cry on, and a warm embrace to others often.
• I learned that she was unashamed in her faith. She was a worshipper and did so freely and openly whenever she felt the urge.
• I learned that she was a “child-whisperer”, meaning little children would instantly calm down when she was present.
• I learned that, like most teens, she had her struggles.

As I talked with her parents in the hospital the night after the accident, I distinctly remember her mom saying, “She always wears her seatbelt. I just don’t understand why she wasn’t wearing it…” I believed her and still do…

The next 24 hours were unbearable. We waited for news, any news about Sydnee. Finally, I received a text message around noon on Sunday, October 20th from Sydnee’s Youth Pastor. She was gone. It was so tragic and all I could think about were her parents’ faces as her dad stood at the foot of her hospital bed and her mom sat closely at her side holding her hand and talking to her; tears streaming down their faces. I thought, “How are they going to going to make it through this? How can we help?”

Her mom and dad are hurting, no doubt. They long to see her smile, hear her laugh, or hear her sing again, but they have found the courage to use this as an opportunity to save others’ lives. They are courageous. They have embraced what has occurred and have found the strength in sharing a very simple, yet powerful message:
“Remember Sydnee 10-20-13. Buckle Up. Dnt txt n drv. Give Life.”

So, in honor of Sydnee, I encourage you to wear the beautiful sky blue bracelet with the above message on it and when you are tempted to text while driving, glance at the bracelet. Take a second to buckle your seat belt before you turn on the ignition of your car. Remain focused on the road and eliminate as many distractions as possible while driving. I am embarrassed to admit that I have texted while driving. However, I’m also proud to say that it hasn’t happened since Sydnee’s accident. I signed a pledge at her viewing and vowed to my wife that I will no longer text and drive. I “Remember Sydnee 10-20-13. Buckle Up. Dnt txt n drv. Give Life.”

Talk About It

Dwight Carter Focus on Students, Leadership, School Climate, Staff and Faculty

compassion
This is my 20th year as an educator and I’ve had the privilege to serve in the Gahanna Jefferson Public School district during this entire time. I’ve grown very close to many staff and faculty, students, parents, and community members over these years, which is easy to do when you spend so much time in the same place. I care deeply about our students. I always have and always will.

I have seen many changes in young people over time (which is something all adults say as we get older and wiser) and I am in awe by the opportunities they have these days and what they can accomplish. I am also in awe by how cruel they can be at times. I am a strong advocate for technology, mobile devices, and using digital tools to learn, share, and communicate. What am I not an advocate for is cruelty towards others.

As I was watching my daughter, Gabrielle, play with her toys on the floor yesterday evening, I read an article about a 12 year old girl who committed suicide because she was relentless tormented by her classmates who posted cruel and anonymous things about her on a number of social media sites. It has become so easy to post anonymously, which is nothing more than a cowardly way to communicate. There is no courage, accountability, or a sense of responsibility with anonymous posts or comments. I encourage you to read the article and use it as a guide to begin a conversation with your son or daughter.

One of our goals is to create a safe, positive school climate where there is a sense of belonging. However, what can undermine this sense of security is talk about itcruelty towards others. This is not a society problem, a school problem, a parent problem, or a problem with “those kids.” It’s our problem because we are society; however, we can do our part to solve it in our community. After you read it, take one small action by talking with your son or daughter about their digital lives. Ask them to show you their social media sites (Instagram, Twitter, ask.fm, Vine, Facebook, Kick, YouTube channel, etc.). Talk to them about their experiences and ask for ways they can be a part of the solution.

October is Anti-Bullying Month and for the last three years, we’ve launched a Pause Before You Post Campaign to remind us all to think before we post anything on social media, email, or text message. It’s been successful and I would like to do more. October is also when we begin our Community University Workshops for parents. I am considering a Digital Citizenship workshop that will focus on ways we can encourage our students (and ourselves) to be good citizens in the virtual world. Our digital footprint can open doors or close doors based on how we represent ourselves through our posts. Google is the new business card. I will let you know the date and time of the Community University workshop.

Be Great,

Dwight

Staff Expectations

Dwight Carter Leadership, School Climate, Staff and Faculty , , ,

20130720-011613.jpgI’ve taken the last couple of weeks off to spend some quality time at home, recharge my battery, catch up on some reading, and reflect on last school year. As the new school year approaches, I recently reviewed what my staff expects of me in order to prepare myself to meet their expectations.

One of my teachers named, Shawn Johnston (@shawnjohn3399), recently recommended I read Tony Dungy’s book, The Mentor Leader. It’s a great read and there is a common theme woven throughout the book: leadership is about others, not about the leader. What my staff expects of me can be summarized by this theme. The principals I admire most not only know this, but their actions demonstrate this. With that said, following are the top 5 characteristics my staff expects of me:

Be Visible- I often over-promise and under-deliver in this area. It’s not intentional, but every year I fall short of my own expectations when it comes to being visible. Well, I guess it is intentional since I don’t schedule it on a daily basis. I haven’t followed through with my “No Office Day” the last couple of years! Todd Wittaker recently posted on Twitter that administrators should do the “Daily Five: visit five classrooms for five minutes every day.” This is very doable and I’ve already shared this with my administrative team. Also, this year will be different because of the new Ohio Teacher Evaluation System. OTES requires walkthroughs so this will force me and my administration team to not only be visible in classrooms, but to provide meaningful and timely feedback. They also want to see me (us) in the hallways in between classes and at extracurricular activities. Visibility=I care.

Presence– Being physically present is important, but being mentally and emotionally present are essential to my staff. One of our core beliefs at GLHS is positive relationships. Therefore, as I’ve become a “connected educator” it’s expected of me, and rightfully so, to “be there” for my staff- all of them! Be plugged into the moment, embrace each interaction, and make it a priority to make whomever I am talking with feel valued, respected, and honored. Sometimes busyness gets in the way but I realized I view busyness as a badge of honor, when it’s really a sign of being unorganized.

Consistently Follow Through– What I take from this is to establish clear procedures with the staff and stick to them. Additionally, they want students and staff to be held accountable so we can be our very best. A lack of consistency leads to frustration, or the inability to solve a problem. The less frustrated we are, the better we will be for our students and school community.

Support– They want and need to know I and my administrative team have their backs when they try new things, when faced with discipline issues, when they make mistakes, and during tough times. Support looks differently to many people, but the more visible, consistent, and clear I am, the more supported they will feel.

Clear Communication– This includes not only verbal communication, but my ability to actively listen. One of my veteran teachers and good friend reminds me to listen to what they have to say, answer their questions, and show understanding. They will understand if I disagree and will appreciate me simply listening. I reminded the Class of 2013 at the commencement ceremony to “listen to understand not to respond.” I have to practice what I preach.

I’m excited to get the 2013-2014 school year started! It’s an opportunity for a fresh start, it’s a chance to set a positive tone, to review our core values, and to positively change lives and impact futures!

Be Great,

Dwight

Never Underestimate the Significance of Relationships

Dwight Carter Leadership, School Climate, Staff and Faculty

www.jostens/renaissance
www.jostens/renaissance
The final day of the Jostens Renaissance National Conference was Saturday, July 13th and “The Freedom Writer,” Erin Gruwell’s, closing presentation was on point! She shared her amazing story about how she worked with 150 challenging students to completely transform their lives. It was apparent that she really got to know her students, connected with them on a highly emotional level, and created a collaborative, safe learning environment for them to succeed.

Her story was a reminder that mentoring relationships are messy. It’s hard work and there are many obstacles to overcome. However, if the goal is to significantly impact the life of another person, then it’s worth it.

She used the art of writing to tear down walls and open doors for students. Her story reminded me of a Challenge Day activity called, Cross The Line. This activity helps participants find common ground and it provides a visual of how connected we truly are by shared experiences. Our Athletic Director at Gahanna Lincoln High School, Justin Sanford, was instrumental in bringing Challenge Day to GLHS. We held a Challenge Day for three years and it did wonders for enhancing a positive school climate. Students, parents, staff, and community members still talk about how Challenge Day transformed their lives.

Listening to Erin’s story and watching brief clips from the movie, “Freedom Writers,” reminded me of Todd Wittaker’s phrase, “It’s people, not programs,” or Dr. James Comer famous line, “No significant learning takes place without a significant relationship.” We all have an “Erin Gruwell” experience with students. We are reminded of these stories when we refer to the file of the letters from former students we receive. If you don’t keep a file of these letters or cards, then I strongly encourage you to start today! We all have that one success story that brings tears to our eyes when we think about how we’ve made a difference to someone.

I recently ran into a former athlete I coached, who is now 27 years old and doing extremely well. He pulled me aside to talk. He said,

“You may not remember this, but when I was a freshmen (he was a starter on the Varsity football team as a freshmen), you walked up to me and told me I should run track because it would humble me. You said I hadn’t experienced loss yet, but running track would help me grow as a person and understand humility. I never forgot that and I thank you for caring enough to tell me.”

He was an extremely gifted athlete, he was charismatic, and he was a natural leader. I also noticed how we interacted with some of the students in the hallways or on the field and was a bit concerned. I wasn’t his specific position coach, but we had a close enough relationship where I thought he would be receptive. Thirteen years later, I guess it worked!

As I think about the quickly approaching school year, my goal is to reestablish positive relationships with members of my staff. I’ve allowed “programs” or other excuses to get in the way of relationships. More candidly, relationships have not been a priority and it has cost me.

As educators, stealing a phrase Seth Godin used in the book, Linchpin, “We have a platform to share our art.” Our “art” is making a difference in the lives of others. As we quickly approach the start of another school year, let’s remember to use our platform (classroom, school building, cafeteria, front desk, attendance office, or guidance office) to establish significant relationships with others, set high expectations, and make a difference, more specifically, a positive difference, in someone’s life.

“It’s people, not programs.”

Stealing the 2014 Jostens Renaissance National Conference theme, let’s find “joy in the journey” of being educators!

Be Great,



Dwight

Creativity: Day 1 Reflections from the Jostens Renaissance National Conference

Dwight Carter Curriculum and Instruction, Focus on Students, Leadership, School Climate, Staff and Faculty

JRNCI’ve attended the Jostens Renaissance National Conference many times and each year I walk away feeling inspired and enthused about my purpose as an educator. While some of the faces in the leadership team are new this year, the foundational principles are still very much alive: relationships, collaboration, sharing ideas, learning, engagement, and fun.

As always, the keynote presenters, featured presenters, and breakout sessions leave the attendees excited to implement something new in their classrooms, schools, or school community. What’s unique about this conference is that about 30% of the attendees are students! Students who attend are either formal or informal leaders at their schools. They are just as engaged as all the educators and bring a certain level of energy that is contagious.

As I reflect on day 1, the word that comes to mind is CREATIVITY. Presenter, Kevin Honeycutt (@kevenhoneycutt), is an expert on meaningful learning and he shared several tidbits of information that piqued my interest. His presentation was creatively engaging and he stressed how we can harness the power of technology and relationships to make learning more meaningful for ourselves and for our students:

• “Administrators have to create a culture that appreciates teachers who try new things.” We are all creative and simply need the freedom to put a creative idea into action, reflect on the results, and try again. It’s easy to criticize what’s new and it takes courage to embrace, empower, and enthusiastically share what risk takers are doing. Protect the risk-takers from the naysayers by publicly recognizing, rewarding, and reinforcing this behavior. The result: more risk-taking behavior by teachers!

• “Emotion+Learning=Forever Learning.” I think about the most favorite teachers at GLHS and who comes to mind are the ones who make learning meaningful by making emotional connections with the content through song, performance, meaningful projects,by creating a supportive and collaboration classroom environment, and setting high expectations. The students respond by being loyal, working hard for the teacher, and removing any walls that would prevent learning from occurring. As a result, students stay after school for hours and on weekends working together to solve problems, complete quality projects, or to perfect a performance. It’s amazing to see!

• “We have to teach kids how to love to learn.” We are all creative in our own way and the more we foster creativity in our classrooms and schools, the more we will inevitably help students to learn how to love learning like they used to in their primary years. This is the type of culture we ought to strive to create!

The keynote presenter, Erik Wahl (@erikwahl), moved the crowd! His story not only resonated with many in the audience, but it was one of triumph. He demonstrated how we can unleash our own creativity and the creativity of our students by learning how to “UNTHINK”. Following are a few nuggets I gleamed from his presentation:

• “If we take ourselves too seriously, we block ourselves from performing under pressure.” The ability to perform under pressure not only sparks creative problem solving, but it opens up more opportunities for personal growth and opportunities to help others. I have a tendency to take myself way too seriously at times and it’s during these times that I am less creative, less effective, and become almost paralyzed with insecurity. I look to my Savior, my wife, my administrative team, and my PLN during these times to help me let go and just do. Eric reminded me of this today as shared passionate, creative stories that fed the audience.

• “We are capable of so much more than what we have been preconditioned to do.” Mandates, accountability, and standardization squelch creativity. One would be hard-pressed to find an educator who doesn’t believe this statement. However, we have to break through these mandated, or often times, self-made barriers to be remarkable at our craft. This resonated with me becuase it’s one of the reasons I continue to participate in the Jostens Renaissance National Conference and connect with others via social media.

I am still processing all of the events of day 1 and have not settled on specific ways to fully tap into the creativity of our students and staff at Gahanna Lincoln High School. We do, however, have pockets where creative lesson design and learning experiences for students and staff abound, but I want more of it; for the sake of our students and our school community. So, what are you going to do to unleash the creativity in your classroom or school?

Be Great,

Dwight

Leadership Principles

Dwight Carter Focus on Students, Leadership, School Climate, Staff and Faculty ,

Author and Leadership Consultant, Ken Blanchard, wrote in one of his books, “Everything rises and falls on leadership.” I couldn’t agree more. However, I don’t think this has anything to do with positional leadership, but more about leadership principles. There are a number of people I consider leaders, from students to global dignitaries and everyone in between. I have learned and continue to learn what leadership is by observing others and reflecting on my own behaviors as a leader. Following are my most important principles that define leadership and how each principle is present or in the works at Gahanna Lincoln High School:

Vision
“Where there is no vision, the people perish.” -Proverbs 29:18. Vision creates a picture of what a group, team, or organization can become as the people involved work together towards a common purpose. Vision creates a powerful story about the organization and can inspire the high-quality, dedicated work of the people invoked. Without it, individuals will begin to do what they individually think is best, thus creating islands of excellence as opposed to a shared, collective and common purpose. Without vision, there will be conflicting values, uncommon language, and unclear expectations, thus leading to resistance, frustration, and low morale.

At Gahanna Lincoln, we are guided by the vision detailed in our district’s Graduate Profile. Teachers use the profile strands as learning targets as they plan lessons and units. Our Graduate Profile is aligned with the College and Career Readiness standards that are a part of the Common Core Stand Standards. Our Dean of Curriculum, Brooke Menduni, has done an outstanding job of facilitating the transition to the Common Core. Her leadership is helping us to ensure teaching and learning is focused on essential skill development through the content.

For the development of the key skills that are necessary today (communication, creativity, collaboration, and critically thinking) to occur, we have to have a positive school climate and school culture. Risk tasking, trust, and celebration have to be a part of the equation. To ensure this happens, we celebrate student and staff success on a consistent basis through monthly PRIDE (Personal Responsibly In Developing Excellence) Award nominations, monthly staff luncheons (bonding), quarterly student recognition ice cream socials, and two Renaissance Pep Rallies. Individual teachers, like AP American History and World Studies teacher, Ben Cullivan have even created student celebrations within their classrooms. Ben designed a medal he gives to the top student in each of his classes at the end of the year. This has become quite the tradition and the students work extremely hard to earn this special recognition.

Teachers can nominate students and their colleagues each month to receive the PRIDE Award for demonstrating any of the skills outlined in our Graduate Profile or our district adopted character education traits. The names of all the students during the month are scrolled on the announcements and they meet in the lobby to receive a certificate and to take a group photo, which is then displayed in one our busiest hallways. We then follow up with a quarterly breakfast for all the recipients and their parents. It’s a little thing, but our part of our vision is to recognize what is going well so that we get more of it!

Relationships
We are in the business of developing, nurturing, and sustaining positive relationships with people. One of my favorite quotes as an educator is, “No significant learning takes place without a significant relationship” by Dr. James Comer. This has guided me and will continue to do so as long as I’m an educator because learning is a social event that comes through sharing, discussing, debating, and exploring with others. Without significant relationships, learning can be limited.

At Gahanna Lincoln, the focus on creating and sustaining positive relationships is crucial to our success. We have created our Freshmen Experience (9th grade academy) to help nurture our freshmen and show them what it means to be a Gahanna Lincoln High School Lion. Our departments constantly have social events, staff parties, and have fun rituals. We encourage our students to get involved in something at school: the arts, clubs and activities, or athletics in order to create a connection with an adult at school. Currently, over 27% of our students are involved in the arts and over 33% participate in one of our 26 athletic teams. We offer over 30 clubs and organizations for students to participate in and students are encouraged to start a club of interest. Our new Library Media Aide, Brian Winston, has informally started a Chess Club this year and the room is packed before school, during the lunch periods, and after school. The activity is the vehicle that fosters the positive relationships and the same holds true in the classrooms.

Clear Expectations
Educator, author, and presenter Dr. Todd Whitaker reminds every educator to state very clear expectations at the beginning of the year in order to create a positive learning environment. Like the teachers at Gahanna Lincoln, I take the opportunity to do just that during our opening day staff meeting. My expectations of staff are simple:
a. Be Present- not just physically, but emotionally and mentally present
b. Be Punctual-punctuality is a sign of respect
c. Be Prepared- prior planning prevents poor performance
d. Be Professional- dress, talk, conduct, and learning
e. Create a positive climate in your classroom
f. Communicate with parents and colleagues

To include students in the process, the last two years I met with about 400 juniors and seniors who have classes in Clark Hall, our new addition to our campus, and asked them what we should expect of them. This conversation took place four times on the first full day of school and each group came up with the same expectations:
a. Respect
b. Responsibility
c. Trust
d. Team Work
e. Good attendance
f. Hard work
g. PRIDE

Could we ask for anything more?

Communication
This has become one of the most important characteristics any leader should possess. It’s not just disseminating information, but listening, responding, and using a variety of tools to share our story. Good communication, like presence, requires time, but it’s time well spent.

At GLHS, our teachers have embraced the use of Home Access Center, which is our online tool to share students’ grades with parents and students. Each teacher has also created a portal, or individual website, to let parents and students know about lesson objectives, homework assignments, and upcoming tests. In addition to the Home Access Center and the portals, we have several official GLHS Twitter accounts and Facebook pages. With the use of social media, a lack of communication should be a thing of the past.

I will continue to promote the use of social media as a means to communicate with our stakeholders; however, nothing replaces the need for face-to-face interaction.

Team Work and Service
Each of our departments has a Department Chairperson who not only represents the department as part of the school Leadership Team, but they are responsible for unifying the department, supporting new teachers, and tapping into the strengths of each of the members.

Several of our teachers are advisors of school clubs and organizations like Student Council, the Renaissance Action Team, the S Club, National Honor Society, Interact, and Key Club, to name a few. Together, these students have made a positive impact on our school environment by serving others, organizing events, or working together to solve a problem. The teachers help to create the environment for students to take risks as leaders and learn from mistakes.

Accountability
There is an old saying that, “What’s inspected is respected.” Accountability is not about getting people in trouble, but ensuring the expectations, values, and norms are met more consistently. Holding others accountable can be uncomfortable for me as a leader, but it’s not about my feelings. What is required is for each teacher, administrator, secretary, guidance counselor, custodian, and cook to do our jobs to the best of our ability. It’s my job to provide the proper training, support, and resources for this to occur.

We all have improved in this area, especially since we have started to use Google Docs to share what each department does during department meetings and we’ve circulated the book, Shifting The Monkey by Dr. Todd Whitaker, to help one another confront negative behaviors, put the monkey back where it belongs, and become more efficient. This is still a work a progress for me as a leader and for our building as a whole, yet we are definitely making progress!

Learning
I’ve learned from my staff and my PLN to be transparent about my learning experiences by blogging, tweeting, sharing books that I’ve read with others, sharing my teachers’ blogs, attending conferences, and presenting at local and national conferences. In the process of being transparent about my learning, I am promoting the learning at Gahanna Lincoln High School.

Over the last five years, our school’s grade point average has increased from a 2.77 to 3.02, our attendance rate has been steady at 94%-95%, more students are taking AP courses, our ACT score average is above the state average and our graduation rate has been steady at 93%-94%. Our expulsions have fallen below 20 each of the last four years and more teachers are providing the opportunity for students to redo tests and resubmit homework assignments as they become more focused on learning and less focused on time. This has been a muddy, messy process, but overall, it’s rewarding to see students feel like they have a chance to demonstrate their learning.

We continue to have teachers present their learning during staff meetings and department meetings as a way to encourage professional growth. It’s important for all of us to share our learning experiences from attending conferences and workshops with our colleagues. This eliminates excuses like, “the presenter doesn’t know my students, so that won’t work in my classroom.” The presenters in our building are members of our staff who teach our students in our district and in our building.

There is so much expected of school leaders today, which require us to review our foundational principles to make sure they are aligned with our daily activities. Change has always been a part of the field of education; however, the rate of change that we are currently seeing is like no other time in history. In spite of the changes, the leadership principles we hold onto must guide us as we guide others.

What leadership principles are most important to you?

Be Great,

Dwight

This is cross-posted on Connected Principals

Student-Centered and Staff Focused?

Dwight Carter Focus on Students, School Climate, Staff and Faculty

I had a very interesting conversation today about whether or not one can be too student-centered. The main point of the conversation boiled down to staff support or a lack thereof; listening to students (not agreeing with them, but just listening to them) versus staff support.

I struggle with this because I like to believe I’m supportive of my staff in regards to them taking calculated risks in the classroom, by helping to provide a safe environment so they can teach and students can learn, and allowing freedom to choose the type of professional development they need. In terms of discipline issues, the administrative team is working hard at being more consistent across the board. I use the phrase, “working hard” because with over 2300 students and six administrators, it can be a challenge. With that said, we are doing okay.

Now, I feel as if I have a fairly good rapport with my students and staff. I will take the time to talk with any student about any thing they want to discuss. Therein lies the problem. Based on today’s conversation, apparently feel that because I listen to a student’s concerns about an incident that may have occurred, etc., I am demonstrating a lack of support for my staff. I hear the student out, ask questions, and help them see things from the adult’s perspective and will then assign the necessary consequences. It takes more time, but at least the student feels understand and heard. The person I spoke with today disagreed with my approach and felt as I my actions are undermining the staff. Hmmm…

I’ve always been a student-centered educator so I struggle with the conversation I had today. If my staff feels like they are being undermined, then there is a serious lack of trust that will quickly erode our foundation. So, I ask you. Am I undermining the staff in any way by taking the time to listen to a student’s concerns? If this is a blind spot, then I definitely need to take care of this. I look forward to your responses. Thanks!

Be Great,

Dwight

Monkey Shifting in Progress?

Dwight Carter Curriculum and Instruction, Leadership, School Climate, Staff and Faculty ,

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 our backs. 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 accountable 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!

• “Ignoring is not avoidance. You know it’s there but you choose to respond or not to 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 choose 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

INSPIRED: Reflections from the 2012 Jostens Renaissance National Conference

Dwight Carter Leadership, School Climate, Staff and Faculty , ,

I’ve attended the Jostens Renaissance National Conference I think 7 times, the first time in 2003. As I stated in a previous post, this is one of the most rejuvenating conferences for educators because of the way they treat the participants, the breakout sessions, and quality of the presenters. This year’s conference had a different feel, which left many of us not only rejuvenated, but inspired. INSPIRED:

“Aroused, animated, or imbued with the spirit to do something, by or as if by supernatural or divine influence.”

The opening day began with a number of dynamic presentations, including a three hour pre-conference session about cyber-bullying and school climate by Dr. Justin Patchin and Dr. Sameer Pincha. After a moving welcome by Charley Nelson, the head of Jostens Educator Services, we were prepped for a surprise concert by the band, Parachute, whose song, Something To Believe In, was the inspiration for the conference theme!

Saturday was filled with over 70 breakout sessions during 6 time slots, and a Stars Wars inspired pep rally that showcased the talented staff of Jostens employees who volunteer their time and talent to participate in the conference. During the rally, all the educators in attendance were recognized for our years of experience. All the first year educators were called to the stage and given a standing ovation for joining the most honored profession, but there is no celebration like the one for the educators who have 30+ years under their belts! There were tears of joy, hugs and geniune appreciation for these dynamic role models!

A personal highlight was Todd Whitaker’s (@ToddWhitaker) session about Shifting the Monkey! As you can imagine, it was standing room only. He educated, entertained, and challenged us to identify the monkey, figure where it should be, and come up with ways to get it there. His message was applicable to educators and students alike. More about Shifting the Monkey in another post.

Following the sessions was a first class banquet that honored the Jostens Renaissance Coordinators of the Year and 2012 Hall of Fame Inductees. The inductees’ stories were motivating; however, I was especially moved by the two Congressional Medal of Honor recipients who introduced the Congressional Medal of Honor Society’s Character Development program. They spoke from their hearts as they expressed their love for our nation and their desire for educators and young people to continue to serve others with passion. They shared that out of the 400 Congressional Medal of Honor recipients in our history, only 81 are still alive. Their message was not only a call to action, but they reminded us to continue to believe in the power of the human spirit to serve a greater cause than ourselves. That sums up why educators do what we do!

The closing speaker, Kevin Carroll (@kckatalyst) did not disappoint! He reminded us to BE BOLD and believe in the power of connection: connection for sharing, learning, service and play. Kevin’s message is clear: a ball can and has brought people together from across the globe and we must keep play in our lives.

For the past couple of weeks, I’ve thought about what I need to do to be an inspiration to others at Gahanna Lincoln High School and following are the things that came to mind:

*Write thank you notes to people. Email is nice, but there is something classic and genuine about a hand written note of appreciation.

*Be present. Presence makes a huge difference. What this means is that whomever I am talking with, they will get my undivided attention. This means I need to actively listen and learn from whomever I am listening to.

*Carve out time daily to visit classrooms to show my appreciation for the dynamic work of some great educators. I sometimes forget how good I feel after I spend time in the classrooms where the action is!

*Follow through! In other words, be a man of my word. If I say I’m going to do something, then I need to do it. We are all busy, so using “I was busy” as a reason why something didn’t get done is a poor excuse.

*Make time for me. The first couple of months of the school year, I’m committed to working out. However, as the year progresses, I get to school earlier, leave later, and eliminate my workouts. This has been disastrous for me personally. Kevin Carroll reminded me (again) to keep play in my life.

*Hold myself and others accountable. This goes without saying.

The Jostens Renaissance (@J_Renaissance) Conference was exactly what I needed to prepare myself to give my staff, students, and the GLHS community “Something To Believe In!” So, what do you believe in?

Be Great,

Dwight