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Posts Tagged ‘Superintendent’

Getting the Tension Right

Posted in Change, SD45, tagged , , , , on March 11, 2013| 8 Comments »

I find one of my important jobs is getting the ‘tension’ right between schools and the district. Tension is often a word with negative connotations, but it provides a necessary balance throughout the system. People look at me questioningly when I acknowledge and even encourage healthy tension between competing interests (but we are all teammates in the bigger picture).  At each hierarchical level, whether provincial government, school district, school or classroom, there needs to be autonomy to be innovative and creative to meet specific needs. But, the work must be connected because we are more than a collection of independent contractors and a sum of ideas. I described some of this in a previous post on flexibility.

When faced with a topic or issue, I regularly consider if something is primarily a school focus or a district decision.  There are many issues that districts should simply stay out of, and leave to schools who are more nimble and quicker to make changes as required.  Further, for new initiatives to take hold, they often come from passionate teachers, schools or communities and not from a district decree.

Schools tend to look at issues through the lens of the school first and foremost; a district takes a more global view of the school district as a whole and, as a district leader, this is the perspective I take, for example, when a school wants to start a new program.  The case is often made “how it is right for the community,” and I then take into consideration the impact the new program would have on other schools and the district as a whole. Some programs that have been suggested would have done very well, but would have also moved student populations and emptied out other schools — good for the school but bad for the district.  It is also very easy in a district job to think we know best and make more decisions centrally (but we would NEVER want the provincial government to do that with school districts).  There are other times where the district can help transform a community by suggesting the consideration of a new program.  The placement of programs like French Immersion, for example, are often crucial ones for a district to make as they look at the larger view of community interests and population trends.

As a principal, the ‘tension’ was in wanting to be encouraging of innovation, but also wanting to ensure, as a school, we were moving in a common direction.  As a district leader, the ‘tension’ is more in trying to set direction for the district but giving the freedom and flexibility to schools to each have their own “signature” one that is informed but rarely prescribed by the District.

I will often talk about our commitment to inquiry, self-regulation, social-emotional learning and digital literacy.  And, at each school, these ideas will take on different shapes and direction. I use this blog and other opportunities to engage, discuss and draw connections between the different approaches to the same larger goals.  All our schools develop their own narrative, but they are part of a bigger story.  Similarly, I feel that our district is part of a larger provincial story – one of a highly achieving system looking towards where it needs to go next.

I have often heard teachers and administrators say of their districts “I don’t know where we are going.” Hopefully, I am finding ways to be clear about where we are going, but not prescribing a single narrow path to get there. I will continue to consider whether we are getting the ‘tension’ right.

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School and District Leaders in the Era of Social Media

Posted in Book Club, Change, Personalized Learning, SD45, Social Media, tagged , , , , , , on January 29, 2013| 10 Comments »

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I often speak and write about how the principalship and the superintendency need to look different in the era of social media. And, while it can be difficult to distill  ideas to a few key points, a recent post from Brian Verhoeven does a great job of summarizing what that leadership looks like, and while the post was not specific about schools or school systems, I think the messages are right on for our system.

Verhoeven’s post summarizes a discussion by authors Jamie Notter and Maddie Grant of Humanize:  How People-Centric Organizations Succeed in a Social World.  The messages and the five key points about what makes a good organizational leader are very straightforward (my own thoughts are added below each point):

1.  They provide clear direction.

This list rings true for our education system.  Districts should set direction for schools, schools set direction for classes, and then leaders should step back and not micro-manage.  This action allows staff autonomy to find their own solutions, with superintendents and principals providing clarity of direction, and not necessarily all the answers.

2.  They use positive language when things change. They embrace change.

Principals and superintendents are often regarded and turned to in times of change, whether the changes are from government, in demographics, or in our understanding of teaching and learning, we always need to be out front and curious, with change not for the sake of change, but for different and better.

3.  They are transparent and share information freely.

The era of control is over, or almost over.  In the era of the instant, spending time thinking about “managing the message” has passed.  There is an expectation of timeliness and that we remove the secretive nature of the work.  Information is just that; the job of leaders it to make sense and direction of that information.

4.  They reinforce the value of experimentation—even failure.

The quote I often use, borrowed from a former colleague in Coquitlam, is that “you don’t have to be sick to get better.”  For us, in the West Vancouver school district, it is the notion and practice of a ‘culture of yes’, of thoughtful experimentation, and risk-taking, knowing we do not move forward unless we leave our comfort zone.  The best school and district leaders are supportive of staff and students taking the risk, quick to give praise when it works out, but just as quick to shelter those taking risks from criticism when it doesn’t.

5.  They talk aloud sharing their rationale and understanding with the team. They leverage the expertise of others to help them solve the tough problems.

Although the final decision is often made by one, along the way there are huge opportunities to leverage the brainpower of the room (whether that be a physical or digital room) to help ensure the best decisions are made. And, with such powerful and accessible networks, we would be remiss not to take advantage of this opportunity to make the best possible decisions.

A very straightforward, five-point list. Yes, but a very effective way of showing what we need today in educational leadership.

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On Obama, Dinner and being Superintendent

Posted in Change, Parenting, tagged , , , , on October 10, 2012| 12 Comments »

Now how is that for a title?

As a political junkie, it was just a matter of time before I found a way to weave a blog post together linking US Presidential politics to our work (or more specifically, my work).  Recently, a particular column about President Obama spoke to me; it was Michael Takiff’s “Why Doesn’t Obama Like to Schmooze?”

This piece, contrasts the current president’s nights at home with his family, and former President Clinton’s, which were often spent meeting with lawmakers and engaging in the “work” of being president, connecting continuously and relentlessly.  In fairness to Clinton, the article also points to his efforts in living a balanced life at home with his daughter.  But, Takiff says about Obama:

While he is America’s only president, he is also his daughters’ only father; his duty to them demands that he take time out from his duty to his country. And so he makes sure that at 6:30 each evening he’s seated at the family dinner table. After the meal, he helps his daughters with their homework.

So, why I am I writing about this?  It struck a chord, because I am questioning if parenting is generation-oriented; has parenthood become different from previous generations, and I am also wonder about the role technology is playing, well actually, more how it can play in changing the “rules” of our work.

Now, on becoming a parent, over a decade ago, when the opportunity of a new job came up, before salary, before potential prospects, before anything, in fact, the first question I asked (and still ask) is, “What do the evening commitments look like?”  For, like Obama, I am not interested in being an absentee parent. I’m not suggesting anyone does,or that previous generations did — I do think the game has changed. For me, I am happy doing “the work” online late into the night, and picking it up early the next day. BUT, I want to make a window of time, on a semi-regular basis — somewhere between six and nine at night, when I engage with my kids.

There is no longer a prize for being the first car in the parking lot in the morning, or the last car to leave at night.  For many, that was (for some, it still is) the sign of ‘hard’ work.  However, where work happens is changing.  No question, there are parts of my job that require being “present” and having face time.  There are other parts that simply need to get done, and they can be done in the office, at home, at 6:00 p.m. or the next morning.

On being superintendent — having been appointed to this position three years ago, and now just completing my second full year in the role, I do find the position is a bit what one makes of it, and there are so many ways to “do it right”. I have seen others in the role who are masters of the community, attending events at arts clubs, chambers of commerce, community centres and many other community events. And, this is important work, because it raises the profile and interests of a school district. One still needs to pick and choose how they will spend their time.

My focus is really getting the learning right in classrooms, so classrooms over community has sometimes been the priority. And, to be honest, I have had no problem with working hard, I do want to be sure that my own family sees me some evenings. Yes, I nod my head knowingly at  presentations to parents where we discuss the importance of family dinners and other similar connections, knowing full well, that at that moment, I’m doing the very opposite this.  I have had to make choices to forgo evening opportunities, and redefining the role of superintendent, aligned with those values.  I also do realize what I attend speaks to what I say is important – so these decisions are always taken carefully.

Now, if the President of the United States has figured out a way to be home most nights by 6:30 for dinner, surely I (and those who work with me, and have jobs like mine) can find new ways to be home for dinner a couple of  nights a week (I am reminded of a previous story blogged about in YOUR CHOICE).  That said, to the credit of those I am working with in West Vancouver, from staff to Trustees, we are experimenting with more online meetings, and looking at doing more of the face-to-face meetings during daytime hours. Our  District Leadership Team of six, all have children in the K-12 system right now, so this issue is very relevent for all of us.

So, if  the President of the United States can have dinner with his family “most nights”,  that’s certainly good enough for me to aspire to!

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New Beginnings

Posted in Change, SD45, tagged , , , , on January 4, 2011| 24 Comments »

It’s the New Year and, with it, a new position.  Having spent the last 14 months as the Superintendent-in-Waiting, I start January as the Superintendent of Schools for the West Vancouver School District.

This past fall, I had the privilege to speak at “Opening Day” — a professional development day for all staff in our district — the week prior to school opening.  At that session, the outgoing Superintendent, Geoff Jopson, shared thoughts on the last decade and I spoke about what is ahead.  As I start ‘for real’ in the role, I want to come back to some of the themes — a collection of beliefs, values and commitments.

On Working in West Vancouver:

It is a great honour for me to serve in this community as a teacher and as the superintendent.   I love that on most days, most people are at least a 9 out of 10.  We love what we do; we love who we do it with, and we love where we do it.  The district and community are large enough to feel part of a greater entity, but small enough to be completely connected.

On Being a Teacher:

It is funny that we often use different words for “Teacher”.  We have teacher leaders, lead teachers, principal teachers, support teachers, helping teachers, mentor teachers, and sometimes we take the word teacher out altogether — and have educational leaders, among a range of other terms.  I am good with “Teacher”.  It is who I am, and it says it all.  The rest is about the different roles we have, but “Teacher” describes who we are.    I don’t think we actually need anything more.  And while teachers sometimes fall victim to profiling in the media, and while our profession is asked to do more and more, it is still the greatest profession in the world — and there are few things better in life than being called a teacher.  What we do makes a dent in our world; it matters, and makes it a slightly better place in which to live.

On My Plan as Superintendent:

And what is it that we do, and will continue to do?   I have often been asked about “what will be your plan as superintendent?”  I know in many places gimmicks are quite fashionable — a particular program or approach that will be the be-all and end-all. We hear this a lot from the United States as they talk about No Child Left Behind . . . if only we all just did Smart Reading, or all had laptops, or used EBS, or played first and then ate lunch, or had a particular bell schedule, then our system would move forward and students would graduate in even greater numbers.  These are all worthy and can be powerful initiatives, but there are no magic bullets.  It is the hard work in the classrooms everyday — the mix of science and art; teachers taking what they know about what works, combining this with their skills, and building relationships with their students — this makes all the difference.  In the end, and more than anything else, it is the relationships that matter.  The relationships we have with each other, and the relationships we build with parents and students.

On A Culture of Yes:

It is the “culture of yes”, we have and will continue to foster — one that embraces new ideas and new ways to look at learning and organize learning; a “culture of yes” that supports innovation and creativity for both learners and teachers, knowing this is how we will continue to evolve.  It is a “culture of yes” that touches on the passions we entered the profession with, and that may have sometimes been lost along the way, but hopefully, found again.

We have an amazing community in West Vancouver — and it is exciting to take on this new role.  As I said at the end of my presentation in August, “Let’s go new places.”

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