#DETOUR

I have shared a lot about the challenge of managing change in order to keep commitment and momentum high. How do you do that when the rules of the game change mid-stream? How do you make sure that the integrity of the work and direction you are going is not lost in the latest politics or other initiative?

If your work is based in data and research-based approaches that are proven to move students, then you are on the right track. The key, as a leader, is to find how your work aligns with the new initiative or political strategy du jour. When you take the time to see where the connections are, you will be able to make connections for someone else.

Leadership does not always mean compliance. It means taking a stand for what you know is right - but that takes more than having a squeaky wheel. You really have to have a solid alternative plan that supports the underlying objectives in order to be heard with alternatives. I like the way that Pam Moran ("Edutopia") refers to "Rule Challengers." http://www.edutopia.org/blog/insight-outsight-catalyze-district-wide-learning-pam-moran Being a rule challenger is not being disrespectful - it is asking thoughtful questions and posing realistic alternatives that align to the goals being presented and the goals you are trying to achieve. Frederick Hess refers to this as "cage-busting leadership." Do you have what it takes to think outside the box and push on the expected or status quo to get where you need to go? Or are you merely implementing the initiatives that someone else has presented to you because it is what is expected?

It can be hard as a new principal to stand up to leadership initiatives or political pressure. But you were chosen to be a leader and if you want to lead, you must lead. You are not in your role to follow, but to lead. Sometimes you must find a compromise between the work you believe is right and the initiative of the day. Whatever you decide to do as a leader, know your staff and your students, know the data that supports your decision, and always do what is right for the students in your building and you will be able to make a case for your solution. Don't get caught in the trap of blaming someone else for the initiatives in your building. If you go with them, they are your own - because you are the leader.

Expectations, Part 2

In my previous blog post, I wrote about the power that expectations have on students and student achievement. This post should, perhaps, come with a warning label because it focuses on the expectations that we, as leaders, have on our teachers and what that means for the future of education. If you are not 100% committed to building successful teams, implementing the instructional practices necessary to ensure student achievement, and doing whatever it takes to turn your school around, then you should move from this post to something that is a little more warm and fuzzy.

I was discussing the implementation of interim assessments with some colleagues and one principal asked me how I got my teachers to go along with the data analysis and development of re-teaching plans based on the data. I was perplexed by the question and I explained that my teachers were excited about the work because it provided them with clear data about student progress and mastery of standards. I had told my team (have I told you lately how amazing they are?) that we were using interim assessments and that it was part of the work we were doing and they were on board. My colleagues responded by saying that they could not do that. I was perplexed - shocked, even. Even though I understand that not every building is in turnaround and has the same level of panic regarding moving students toward achievement, I still believe that leaders set the expectations for great teachers to do great things with students.

So, who sets the expectations? Do we, as leaders, set the expectations for our teachers and give them the appropriate supports and training to rise to the occasion? Or do we let our teachers set the expectations based on what they are comfortable bringing to the table? If we continue thinking about the power of teachers in setting high expectations for student achievement and we take that to the next level, it falls to leaders to set high expectations for teachers and follow through with making sure that teachers rise to those expectations. To quote Linda Cliatt-Wayman, turnaround leader and passionate change agent, "If you're going to lead, lead." Leaders cannot make excuses about having high expectations. Leaders must make hard choices, give difficult feedback, and build enough trust with their teams that they can believe in their own power to change. We must be the voices of belief, assurance, and vision - we cannot allow for doubt, complacency, or habit to prevent us from insisting on the work that must be implemented for the success of our students.

What kind of leader are you? Are you that cage-busting leader who doesn't say no to what needs to be done and empowers the same thing from your teachers? Or are you playing it safe - letting the fears of those you're leading stop you from making the necessary changes that will ensure student success? Being a turnaround leader means that you do not have the luxury of time in making the necessary changes that will ensure student achievement. It means that you must be brave - each and every day. Turnaround leader Linda Cliatt-Wayman is inspirational as she talks about the power of a leader to impact change. In her words, "If you're going to lead, lead." What are you going to do?

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