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Posts Tagged ‘New York Times’

I field a lot of questions about writing. When people read my blog, or see the other ways I write for audiences through my work, they are quick to explain why they can’t do it. In the same sentence they ask about my writing, they also explain “I am not a writer” or “I just don’t have the time” or “I don’t have the patience” or some similar justification for why writing is not for them. And OK, I get it, I have never thought writing for a public audience needs to be for everyone.

But if the conversation goes a little further, I share my number one piece of advice I give to those who write, give yourself permission to write badly.  I have always found the hardest part of writing is to just start.  It is easy to waste away time thinking up ideas.  When we have papers due, all of the sudden we prioritize rearranging the garage because we want to prepare to write well (and procrastinate), and not just start.

I have written previously about my doctoral dissertation.  I just started writing and my first draft of my first three chapters, all 80 pages, was not very good.  But writing badly gave me a starting point and allowed me to write better.  In that case, on the advice of my advisor, I actually started over.  But writing badly, later allowed me to write well.

With my blog, I have hundreds of posts in draft.  I come back to some from time to time, and some will be published at some point.  Having something written down, gives me something to work with.  And even those that make it to publish are often still a work in progress.  This is the beauty of the digital age is that we can go back and still improve already published work.  I have taken a number of these posts and re-purposed them for traditional media – often the AASA School Administrator Magazine.  My version for the magazine is always better than what I publish here.

On a similar vain, I was so interested in Paul Simon’s 2018 album In the Blue Light where he took many of his previously songs and reimagined them.  At the time, I shared more details in My Paul Simon Post, but this is a similar notion that the creative process whether it is written or musical does not need to have a strict end point (though it is hard to argue Bridge Over Troubled Water was not brilliant in its original version).  

I was thinking of this advice on writing badly recently in reading an opinion piece from David Brooks from the New York Times on the Greatest Life Hacks in the World (for now) which included, “When you’re beginning a writing project, give yourself permission to write badly. You can’t fix it until it’s down on paper.”  All of a sudden I feel like I am in really good company!  There are many things from David’s list that I would like to adopt – “If you’re giving a speech, be vulnerable. Fall on the audience and let them catch you. They will.”  Or what was probably my favourite, “If you meet a jerk once a month, you’ve met a jerk. If you meet jerks every day, you’re a jerk.”

So for everyone thinking they can’t start writing because they don’t have the ability to write well, go ahead and write badly and then make it better.  This really works.

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Google

Thomas Friedman recently wrote a piece in the New York Times on “How to Get a Job at Google.”  As I read the comments of Laszlo Bock, the Senior Vice President of People Operations for Google, the more I found that Google is looking for many of the same attributes in its employees that we are looking for in West Vancouver, when we hire principals and vice-principals.

One of the more common questions I am asked is just what does someone need to do to secure a school principal or vice-principal job?  The truth is there is no one thing or an exact path.  In West Vancouver we do receive dozens of applications for any job opening, and many of these candidates have all the required boxes checked for what is needed in these leadership positions.  Many who apply believe there is a certain ‘formula’ in getting a job as a principal or vice-principal, but I haven’t seen it yet. I have heard,  “you need to be on district committees,” or “you need to have experience in multiple schools; to have experience in different subjects and at different grades.” And the list goes on.  In the end, our view is similar to that of Bock, “Talent can come in so many different forms and be built in so many non-traditional ways today.”

Bock identifies five key attributes in hiring:

  • learning ability — the ability to pull together disparate bits of information and process on the fly
  • leadership — when faced with a problem at the appropriate time you step in and lead
  • ownership — the feeling of responsibility
  • humility — the ability to step back and embrace the better ideas of others
  • expertise — it is important, but less important than the other four

The list really speaks to the skills we are looking for with our school administrators and the kind of attributes we are seeking in our leaders. We want them to be able to be smart and make decisions on the fly; to lead — not only from the front, but to feel like their school is theirs; to step back and allow others to share in the success and, finally, to have the expertise in many of the learning and management areas that are regular parts of the job.  Friedman is right, “In an age when innovation is increasingly a group endeavour, it also cares about a lot of soft skills – leadership, humility, collaboration, adaptability and loving to learn.”  This is why we almost always ask candidates about who is in their network and how they learn with their colleagues. We want our buildings to be about learning, and that includes our leaders being model learners themselves.

And, really, this entire list and conversation extends to the qualities we are looking for in our teachers. We want our teachers to be innovators, leaders, and owners of their classroom. We do want them to be humble and, yes, we want expertise — but I will take someone with the other four qualities and lacking in expertise rather than the reverse, any day. Good grades don’t hurt, but we are looking for more than that with our teachers and educational leaders.  I agree with the notion Friedman shares, “Your degree is not a proxy for your ability to do any job.  The world only cares about – and pays off on – what you can do with what you know.”

Of course, the teaching, principal and vice-principal jobs in West Vancouver involves different perks than Google (sorry about that) but it looks like we are looking for many of the same qualities.

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