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The Surprising History of Grades and Why It Matters Today

Grades are such an integral part of schooling today that it can be difficult to imagine how schools could ever operate without them. Students are told that getting good grades is the ultimate reason to work hard. After all, grades are used to judge a learner’s history and status, and even predict—and sometimes dictate—their future. Given the significance assigned to this component of our educational system, we might think that it has a deep and rich history associated with learning.

Yet, grades and grading have not always been the way in which learning was measured and reported. Prior to the introduction of grades, the quality and preparedness of students were connected to the educator, or educators, under whom they studied. When seeking a position, students presented the name and reputation of their teacher or teachers. The reputation and testimony of the person(s) under whom they studied was used to assure the preparedness of the position seeker. However, this approach presented at least two challenges: first, educators’ reputations were dependent on ensuring that their students gained the intended knowledge and skills, and second, such a tight connection between learner and teacher meant that educators could support a limited number of students at any time.

In the late 1700s, a tutor at Cambridge University, William Farish, borrowed the practice of grading the quality of shoes made in factories and applied that practice to students. Finished shoes were given a grade based on the quality of the workmanship they represented; better-quality shoes were worth more, while lower-quality shoes were priced low or rejected. Interestingly, Farish’s idea caught on almost immediately, became common practice in schools within a generation, and has remained the most common way to judge learners and learning ever since.

Why is this history important, and why might it matter today? Let’s explore.

First, students and learning are much more complex than stitching and leather, and learning is infinitely more difficult to measure and judge than the ruggedness and style of a shoe. Deciding to consolidate the multiple dimensions of learning into a single number or letter compromises understanding and ignores the complexity of the process.

Second, while a poor-quality pair of shoes may not be comfortable or last long, failing to learn risks handicapping future opportunities for students. Further, a low grade does not just imply poor-quality learning; it often means that some learning did not occur at all. Consequently, future instruction based on the assumption that prior learning occurred further disadvantages the learner and compounds the error.

Third, when grades are applied to shoes, the identity of the shoe is intertwined with the quality of its materials and workmanship. Alternatively, students are much more than the grades they receive. Yet, grades too often are used to assign identity, define expectations, and determine the levels of adult effort and investment that students will experience.

Fourth, a shoe may be the product of the assembler’s effort and skill, but learners play a key role in the teaching and learning process. Readiness, relationships, and instructional practices are all significant to the learning process. However, the assignment of grades can create a temptation to blame students for lack of learning rather than sharing responsibility, providing needed support, or taking timely steps to address barriers.

Fifth, while the idea of grading students like shoes provided an efficient way for teachers to teach more students, there remain limits on how many students a teacher can effectively support. It is true that many of the limitations present at the time grading was adopted no longer exist today. We know much more about how learning occurs and how to nurture it, and technology can help us to customize experiences and track progress in real time. Regardless, the ability to assign grades should not serve as a reason to continually expand the number of students teachers are expected to support.

The time has come to re-examine the traditional practice of assigning a single grade to such a complex process as learning. Students, parents, and others with an interest in learning progress and performance deserve more informative and actionable indicators of where learning has occurred, how much learning has occurred, and what needs to be done to see that expected learning will occur.

November 16, 2023

Six Ways Empathy Can Protect Our Mental Health

Mental health is a serious and persistent issue in our schools and our profession. The toll of multiple pressures and accumulated experiences from the past few years has left a heavy burden on our sense of well-being, our attitudes toward life and each other, and even our physical health.

We hear a lot about the importance of self-care, finding balance, and “taking the long view.” While good advice, such urgings can fall short of countering the emotional burdens we carry. We often need more support than we can manage on our own.

Fortunately, there is a powerful counterforce to the feelings of frustration, isolation, and loneliness that threaten to sap our energy, dissipate our motivation, and undermine our commitment. That connecting, energizing, and reassuring force is the presence and practice of empathy.

Empathy, of course, is different from sympathy. Sympathy is feeling sorry for someone’s circumstance or having someone feel sorry for us. Sympathy is not a strong connector. Empathy, on the other hand, involves understanding and sharing the experiences, perceptions, and feelings of others. Empathy builds an emotional and cognitive connection.

Empathy also offers mutual benefits. The person who is experiencing empathy from others feels supported, understood, and cared for. At the same time, the person who is extending empathy experiences the benefits of connecting with and helping others. When people feel connected, understood, and respected, they are more likely to be motivated and emotionally healthy. Let’s explore six additional ways in which empathy can support our mental health.

First, empathy builds trust. It allows us to be authentic and transparent. Empathy seeks understanding, not confirmation of our predispositions, and can reveal the positive intentions of others while dispelling suspicions and negative assumptions about others’ motivations and actions.

Second, empathy helps to form and maintain relationships. It builds a sense of connectedness and understanding and nurtures feelings of belonging. Empathy can carry relationships through tough times, even when we may be caught in conflict and disagreement.

Third, empathy reduces levels of anger and frustration. By being empathetic, we can see and value the perspectives of others. Empathy can replace hostility with understanding, and it can counter the toll that chronic anger takes on our mental health.

Fourth, empathy can help us to discover solutions to challenges and conflicts. The quality of being empathetic supports communication that is more open and creative. Empathy opens doors to mutual understanding; solutions can emerge naturally from open, honest, and respectful exploration.

Fifth, empathy can help us to become more resilient. As we understand the experiences and perspectives of others, we can become more aware of and better able to regulate our own emotions. The experiences of others also can be an inspiration and lead us to higher levels of courage and determination.

Sixth, practicing empathy with others can support us to be more self-empathetic. We can be exceedingly hard on ourselves, especially during times of challenges and stress. When we consistently extend empathy to others, it can become easier to pause, reflect, and build self-understanding. It can even lead us to forgive ourselves when we otherwise may become trapped in guilt.

Of course, we need to recognize that there are limits to the depth and breadth of the empathy we extend. At times, we may need to set limits to avoid becoming overly immersed in the emotions and struggles of others. Like any behavior, too much of a good thing can diminish its benefits and counter its contributions to our health and success. Empathy is no exception, but practicing it wisely can be its own form of mental-health protection.

October 26, 2023

Seven Keys to Sustaining a Culture of Belonging (For Adults)

We know the importance of creating a culture of belonging for young learners. When students feel that they belong, they are happier, and they engage more—and learn more. Students who feel connected also better relate to other students and are less likely to engage in unacceptable behavior. As educators, we design activities and build school and classroom cultures to encourage students to feel connected, accepted, and respected.

At the same time, we may not give as much thought and effort to creating a culture of belonging for adults, despite the fact that a sense of connectedness, acceptance, and respect is no less important for us than it is for our students. When we feel that we belong, we spend less time worrying about social interactions, the perceptions of others, and how to fit in. In short, we experience less stress, worry, and anxiety about our work and relationships.

Of course, many of the same factors that lead to a sense of belonging for young people apply to the experience of adults. Consistent with our efforts to create a culture of belonging for our students, we need to be intentional in our work to build this type of culture for adults. Here are seven key elements and actions that can create and sustain a culture of belonging, one we can all enjoy.

We can start by assuming the positive intentions of each other. Assuming the positive intentions of others, even when we are not sure of their motivation, can generate a wide array of positive outcomes. In fact, assuming positive intentions is the first step in building and maintaining trust, whether in personal relationships with colleagues or on professional teams. Assuming positive intentions leads to better, stronger relationships, creates better opportunities for understanding and resolving conflicts, and encourages others to respond with trust.

Second, we can embrace vulnerability. Vulnerability means being willing to admit that we do not always have all the answers. Sometimes, we need to learn, and we may need to ask for help. Doing so conveys value and respect to those around us. When we accept our vulnerability, the barriers that divide us and arouse our fears dissipate. We open ourselves to the ideas and efforts of others who can help us to find solutions to the problems that confront us.

Third, we can show empathy. Empathy is a search to understand others. When we commit to listen and appreciate the experiences and perspectives of others, we gain access to important information and insights that can inform our perspectives and build our compassion. Empathy is the secret ingredient for getting through tough times together.

Fourth, we need to value kindness over niceness. Niceness is calculated to have the other person feel good, even if the truth or reality is not consistent with our words and actions. Being nice can be a way of avoiding conflict or hurt feelings. Kindness takes the interests of the other person into consideration but goes beyond solely wanting to make the other person feel good; it includes sharing what another person may need to know or guidance that would be beneficial, even when what is said or done may cause discomfort.

Fifth, we can choose to share our experience, knowledge, and wisdom. Sharing our expertise, coaching, and mentoring builds collective capacity. Sharing is an act of generosity and connection building. It is a gesture of caring and trust. Our collective knowledge, skills, and expertise exceeds what any one person can possess. Sharing makes us all better and stronger.

Sixth, we need to be quick to forgive. Disagreements, thoughtless words, and ill-considered actions are unavoidable in communities. When we experience slights and thoughtlessness, we can feel let down, unvalued, and isolated. We need to address and resolve the situation as quickly as we can. Holding grudges and harboring private hurts damages us, holds us back, and deprives us of connections that can feed our emotional needs. Holding grudges can also isolate us and undermine community cohesiveness.

Seventh, we can choose to maintain an attitude of gratitude. Gratitude embraces life in all its forms. We can feel grateful both in the face of tragedy and in response to triumph. Gratitude focuses our attention and emotions on others rather than being self-centered. It can lead us to move past quick, superficial expressions of thanks to pause and actually feel the emotion of the moment. Gratitude is a powerful relationship builder, and it reminds us of what is good in our relationships. An attitude of gratitude binds us to others by making them feel valued and appreciated.

Working in a culture of belonging can make all the difference between feeling as though we are just doing a job and being part of a collective mission. A culture of belonging reassures us of our value. It frees us to take risks and admit when we are not fully successful. It is not always easy to build and maintain a culture of belonging, but when challenges arise, when we are going through difficult times, or when we just need to feel accepted and respected, a culture of belonging can be an amazing thing.

July 20, 2023

Ten Ideas for Improving the Experience and Satisfaction of Teachers

Author’s Note: The ideas shared in this blog were collected through an informal literature scan requested by a regional group of superintendents who were struggling to find ways to improve the experiences of teachers, communicate respect and understanding, and increase the rates at which they choose to stay in teaching. The list was used to generate discussion, compare ideas and practices, and produce additional ideas to address this important set of challenges.

Teachers are departing the profession at an alarming rate. Distressingly high numbers of teachers indicate that they are considering leaving the profession—and may do so soon. Even those who plan to stay are reporting high levels of frustration and fatigue.

Obviously, there are forces and factors at play that are beyond the control and influence of teachers, principals, and even superintendents. Unacceptably low levels of funding for compensation, aggressive political agendas, and an overall lack of value placed on the work of teachers have led to higher levels of stress and lower levels of satisfaction.

Nevertheless, there are several ways in which we can make the work of teachers more sustainable, communicate more authentic appreciation, and convey greater respect. Here are ten ideas worth considering. Most of the ideas will work best if considered and planned jointly involving teachers and administrators. Some of the options might fit better in some contexts and circumstances than in others. Some will require funding, while others require no cost. Some might be implemented as they are presented, while others will need customization. The key is to explore what can be done and what will matter, and then act.

A good place to start might be to increase the flexibility for teachers’ use of time. Historically, teaching has presented a highly structured, minimally flexible, and predictable schedule and calendar. However, the pandemic, in addition to technology and other tools, has opened the possibility to offer greater flexibility than an ironclad 8:00-3:30 schedule. Offering flexible schedules that may include later starts, earlier starts, evening classes, and other options might better meet the needs of some teachers and students. Flex schedules and shorter school terms, with options not to teach every term, might add variety and better accommodate the needs of teachers with other demands and responsibilities beyond their teaching, while not disrupting learning continuity.

Another area worthy of attention is how we demonstrate appreciation and respect. Rather than one-size-fits-all recognition and the same tokens offered to everyone, we can take the time to tailor our appreciation to the needs and preferences of individuals. For some, this shift may mean that we offer our appreciation in a personal and private setting. For others, appreciation may be more meaningful if provided in terms of technology and other tool upgrades and learning opportunities. The key is to offer recognition that is meaningful to each specific individual.

We might also think about low-cost, customizable benefits to offer. For example, might teachers be given access to childcare support? Maybe a relationship with a local house-cleaning service could result in discounted services for employees? Or might there be a way to offer selected concierge-type services for unexpected needs and emergencies that teachers can tap into for assistance to reduce stress and save time? Car mechanics on call, appliance repair services, or personal technology repair might be examples.

What if we established a practice or policy to reduce outside-of-school-hours expectations for communication and other responsibilities? For the most part, evening emails, texts, and other reach-outs could wait until morning without significant harm or disaster. Of course, for this expectation to work, several common habits and widely held assumptions about the work of teachers may need to be adjusted. Here, technology may be part of the cause as well as part of the solution. Think about artificial intelligence and how it might increase productivity and reduce time demands.

Yet another area worthy of consideration is finding ways to reduce the number of simultaneous initiatives underway. Where possible, existing initiatives might be integrated to reduce redundancy in training and practice shifts. The scope of initiatives might be narrowed to reduce the investment of human capital while increasing the focus on outcomes. Any efforts that reduce the experience of initiative fatigue will likely be welcomed.

Another high potential focus is to find ways to increase the voice of teachers in planning and decision-making in areas of interest and impact on their work. As examples, the composition of teams might be a blend of assignments and volunteers. Teachers might be surveyed and provided other opportunities to provide input on the design of schedules and use of space. Of course, a careful balance needs to be struck so that teachers are not taking on additional burdens in areas that are not relevant to—and have a negative impact on—their time and work.

We can make it a priority to ensure the presence of a transparent, effective, and consistent approach to prevent, minimize, and manage student misbehavior. There is broad consensus that student behavior in the aftermath of the pandemic has changed and is often more challenging. An effective and sustainable approach to preventing problems, minimizing disruption, and maintaining an environment of safety, inclusiveness, and belonging can make a huge difference.

Still, there exists another important opportunity to enhance the experience and improve the effectiveness of teachers’ involvement in professional learning that is meaningful, timely, and useful. Here we can maximize the professional learning choices, options, and opportunities available. The days of one-size-fits-all as an effective professional learning strategy have passed, if they ever existed at all. The challenge is to strike an appropriate balance between meeting individual professional interests and needs and addressing organization priorities and expectations.

Where possible, we might reduce the number and length of non-teaching related tasks and non-professional responsibilities assigned to teachers. Traditionally, teachers have managed everything from meeting buses in the morning, to playground duty, to study hall supervision, and after-school detention. While teachers are often effective at performing these tasks, the tasks do ultimately cost teachers time that could be spent designing learning experiences, collaborating with colleagues, and conferencing with students. Where practical, non-certified staff and, in some cases, trained volunteers might assume some of these tasks.

Finally, and maybe most obviously, we need to do what we can to manage the number of meetings teachers must attend. We can then focus attention on those meetings where teachers add the greatest value and where information and action cannot be handled via other means. Information sharing does not necessarily require a physical meeting. Even some discussions and decisions can be managed via technology. Without question, some meetings are a must. But even cancelling and eliminating a few meetings here and there can make a significant difference.

Trying to implement all or most of these ideas at once may be a recipe for failure. However, selecting a few areas, initiating a dialogue, listening, and making even a few well-considered changes can be an important start. Conversation and collaboration will be the keys to improving the experience and satisfaction of teachers.

June 09, 2023

Can Anyone Learn Almost Anything? A Research Study Says: Yes

Might it be true that almost anyone can learn almost anything? And if it’s true, how might we approach the challenge of developing high levels of learning for the wide variety of students whose learning we want to develop? The results of a major study released by Carnegie Mellon University earlier this year may provide the answers.

The study drew from 1.3 million observations across 27 datasets involving students from elementary to college level courses in math, science, and language. The results provide several interesting and promising insights about learning and how we can help our students become successful, especially when challenged by certain learning tasks.

First, a caveat: Students need to be ready to learn for any set of strategies to be successful. If students aren’t ready and willing to engage, the best instruction and learning strategies provide little effect. We need to prepare students for learning by stimulating interest, sparking curiosity, helping them to see a purpose, or otherwise generating a level of commitment necessary to invest energy and persist at a reasonable level. Of course, this step requires us to know our students and have a relationship strong enough to be influential. Nevertheless, once students are ready to learn, we need to help them move forward. Here’s where the Carnegie Mellon study can be most helpful.

Second, two definitions: A skill is something that’s learnable. Talent is the rate at which you can acquire a particular skill. Talent according to the researchers is largely determined by background knowledge and experience. Of course, knowledge and experience come from interest and engagement. Still, the researchers found that despite variations in where learners begin their learning journey, the rate at which learning occurs from one instruction and practice session to the next is surprisingly consistent. In the end, the level of learning or skill mastery achieved is more likely to be determined by persistence than initial talent.

So, what’s the powerful strategy that can lead to almost anyone learning almost anything? It starts by identifying the specific skill or set of concepts to be learned. Next, we need to break down, or “chunk” the complex skill or concepts into the component parts of which it’s comprised. The size and complexity of these “chunks” depend on the complexity of the skill or concept involved and the background knowledge and experience learners brings to the learning task. As examples, success in geometry requires understanding of relationships between points, lines, surfaces, angles, and shapes. Learning calculus requires mastering the fundamentals of algebra, functions, and graphs, as well as solving linear and quadratic equations and other processes.

These subskills or concepts become the focus of a series of cycles of learning and practice, known as deliberate practice.* Deliberate practice features a clear learning goal, embedded instruction, initial and subsequent attempts, followed by additional instruction, feedback, reflection, and application. The researchers found that seven cycles of learning and deliberate practice are adequate to master most skills and learn most concepts. In fact, they labeled this part of the learning process the “Rule of 7.”

The researchers also noted that for attainment of skill mastery and concept knowledge to be successful, students need supportive learning conditions. They need access to necessary resources to support their learning. They need coaching and feedback to help them remain focused and on track. Progress tracking can provide timely information that provides encouragement and supports reflection. The ongoing attention and engagement of an influential adult also can add crucial emotional support.

Additionally, learners can focus their learning and increase learning retention by frequently self-testing as they learn. The process of developing self-questions, formulating responses, and identifying areas in need of review or further study focuses attention and signals the brain that this information is important for long-term storage. Of course, occasionally returning to previously learned skills and concepts for review and reflection further embeds learning in the brain and extends recall.

We know that students come to us with varying background information and experience. However, it’s helpful and hopeful to note that regardless of background our students can learn challenging content and master difficult skills. The key is to provide manageable “chunks” for learning and engage learners in deliberate practice, with supportive learning conditions. The bonus of self-testing and distributed practice can make the learning long-lasting and accessible when needed.

**The concept of deliberate practice was discussed in greater detail in IYC: When Learning Requires Heavy Lifting on October 5, 2021

March 16, 2023

Five Questions to Protect from Post-Decision Surprises

Some decisions seem to be clear and straightforward, but they turn out to be anything but clear, straightforward, and surprise-free. We may be contemplating a new initiative that will require significant resources and involve many staff members who will be responsible for its success. We may be facing the possibility of cutting a longstanding popular program that appears to have outlived its usefulness and has lost its impact. Our dilemma could be a complex staffing problem that has multiple layers and a long history. Regardless of the specific content of the decision, we need to get it right. However, collecting the information we need to make a good decision is not always easy. We may ignore an important aspect of the situation that must be addressed for success to be possible. We may not be aware of some political elements that could undermine the result or create significant pushback. Or, we may not have spoken to everyone who could inform our thinking and make us aware of hidden consequences. Unfortunately, once a decision is made, undoing that decision can be difficult and have serious consequences for trust and confidence in our leadership. We cannot always be perfect, but we need to do all we can to understand and assess our options before making a commitment. While it may seem obvious, we can learn a lot about what we need to know and consider by asking people and listening closely. However, we don’t always know who and what to ask. Whether in formal interviews, focus groups, or informal conversations, we need to be careful not to confine our questions to confirming what we already intend to do. In fact, doing so can undermine our credibility and leave people feeling manipulated. We need to go beyond what we know and assume and instead seek out information from individuals who can tell us what else we need to know. We need to listen, even if in the end we decide not to go in the direction they would prefer. Here are five questions to guide our quest to be fully informed before making an important decision: First, what did I not ask you that you think I should? When we ask this question, we invite people to share their insights and experiences beyond what we may have considered. They can help us uncover potential blind spots and surface nuance that we may have overlooked. Second, what additional information should I collect and consider? This question invites others to tell us what else we need to learn that may play a role in our decision making. We are inviting them to tell us what we may be missing. Third, who else should I speak with before deciding? If the issue we are considering has a deep or complex history, there may be more people—including retirees and other past employees—who have information that can help us understand politics, provide perspective, and prevent unanticipated pushback. Fourth, what aspect of this situation should be given greatest weight in a decision? Responses to this question can give us access to priorities and potential emotional connections that we might otherwise miss. We may not ultimately agree with the weight suggested in response, but the information can inform our thinking. Fifth, what other steps do you think should be taken before a decision is made? This question can help us determine if we have done all that we need to do before making and communicating our decision. If there is a need for additional steps, we can take them before deciding and avoid explaining why we did not “touch every base” in the decision-making process. Information we receive may also help guide our crafting of the messages that will accompany a decision. Of course, we may never achieve consensus on the decisions we need to make. In fact, the correct decision may be one that enjoys the least consensus. However, by asking these questions, listening carefully, and following up on what is most important and actionable, we can be confident that we availed ourselves of the best information available, considered an array of credible options, and made an informed choice.

December 29, 2022

Share Your Tips & Stories

Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.

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Slow Down - Accomplish More

Educators tend to be conscientious professionals. We want to do our jobs well. We want to be successful. We want to meet our own and others’ expectations. These desires can drive us to constantly try to not only do more things but do them faster and longer. Unfortunately, the secret to creating satisfaction and experiencing success is not found in how fast, how hard, and how long we work. We might think that we create momentum by pushing hard, going fast, and engaging in frenetic activity. Yet, the path to satisfaction, success, and serenity is not paved by doing more and doing more faster and longer. Just as much as slowing down doesn’t mean “quiet quitting” or giving up. Slowing down is accomplished by becoming clear about what is important to us, focusing on our goals, and being willing to say no. It’s about letting go of what doesn't move us in the direction we’ve chosen. Yet, the thought of slowing down may leave us uncomfortable and anxious. We’re conditioned to equate activity with productivity, but they’re not the same and don’t lead to the same result. We may think if we slow down, we’ll be seen as uncommitted, unconcerned, and uncaring. Yet, the opposite is more likely to be correct. If we really want to make a difference, serve the needs of our students, and build a career of which we can be proud, we need to be focused, not frenetic, and strategic, not scattered, in the constant building of our skills. Let’s examine six outcomes we can generate by slowing our thinking and moderating our pace:

Slowing down our thinking can accelerate and improve our results. This statement may sound counterintuitive, but when we slow down, we make space to think, reflect, adjust, and create. As a result, we plan better, we make fewer mistakes, and we learn more from any mistakes we make.
Slowing down gives us time to learn and grow wise. Wisdom is not the result of experience. Wisdom is created by taking time to understand, analyze, and learn from experience. Only when we make sense and harness what we know can we move forward and create momentum.
Slowing down may mean we do a bit less, but what we do, we have time to do better. We have time and energy to focus on creating quality not just quantity. Having time to generate, iterate, and polish a new idea, strategy, or skill can make a stark difference in the success of our efforts.
Slowing down allows us to experience the journey while remaining focused on the destination. We do not have to sacrifice one for the other. Slowing down can position us for long-term thinking while being focused and productive in the present. Success is not just reaching a destination. Success also is found in a journey that is worthwhile.
Slowing down invites the discipline not to be distracted by what does not contribute to our goals. Slowing down creates opportunities for us to decide what is most important, and it provides space to generate the focus necessary to accomplish what we value. Slowing down also requires saying “no” to what does not move us forward.
Slowing down means we can do our work and live our lives in ways that are a little better than we did the day before. Building anything worthwhile takes time. When we commit each day to learning a little more, we become a little better, and we move a little forward, resulting in eventual and certain success.

Deciding to slow the frenetic pace of life is not easy. It requires courage, discipline, and focus. However, the benefits in what we accomplish, the satisfaction we feel, and the success we achieve can be more than worth the effort.

November 28, 2022

Five Secrets to Maximize Our Productivity

It may be challenging to recall a time recently not filled with complexity and stress. So many competing demands, urgent challenges, and conflicting expectations can leave us longing for bygone days when we were “just busy.” The advice we are likely to hear, and give ourselves, is that we need to practice careful, disciplined time management. Such an admonition seems logical. We have only so much time during each day. Consequently, if we manage it properly, we should be more productive. Yet, it happens that just managing our time is not likely to deliver the results we really need. The secret to productivity occurs not in managing each minute and hour. The secret lies in how we manage ourselves, our efficiency, and our effectiveness within the time we have; that’s what matters most. Thus, some people accomplish impressive amounts of work each day while others, despite being given the same number of hours, accomplish far less. Consider these five self-managing strategies to move along the path to greater productivity:

Focus fully on the task you are doing. Nothing slows productivity, reduces creativity, and leads to more errors than allowing ourselves to become distracted and pulled off-task. Worrying about the next meeting, a difficult phone call, or awkward appointment only gets in the way. If necessary, address what is causing the distraction first, or opt to worry after you finish.

Start your day by tackling the most challenging, difficult, and demanding task(s). This approach reduces haunting feelings of pressure until we finish the challenging task. It can also give us the feeling of an early “big win” to build momentum for the day.

Resist “owning” every task. Just because you have done it in the past, you are good at it, or receive praise for accomplishing it does not mean you must continue doing it. Ask yourself who else could do it. Even if they need training, and, though it may take a while before they perform at your level, it may be worth it to recapture some time. Additionally, you may be developing important skills and confidence in a future leader.

Give priority to tasks that will make the greatest difference. Engaging staff, students, and families demonstrates your caring for and interest in their success and well-being. Resolving a reoccurring problem in the schedule, discipline, or other process not only saves future time but improves the system and everyone’s day. Pause to consider the predictable benefits of task completion before investing scarce time and energy.

Set aside time each day to “clear your head.” Constantly moving from one task, activity, and interaction to another is exhausting, depletes energy, and diminishes opportunities for reflection and sense-making. Without time to think and reflect, you risk repeating unproductive behaviors and missing key insights that often lead to higher levels of performance.

Of course, we live in the real world. Not every day allows us to practice all these behaviors. Yet, the more days when these behaviors occupy the minutes and hours we have, the more we will be able to accomplish what matters most.

August 04, 2022

Culture Was a Costly Casualty of COVID – Rebuilding Starts Now

A strong culture is what makes the work in an organization worth doing. Culture often determines where we choose to stay, even when the work is hard and not everything is perfect. Culture infuses meaning and purpose in our efforts and nurtures our need for belonging. Yet, we sometimes take culture for granted, that is...until we lose it. Culture is not a mystery. We know its strong, positive elements. People share a common purpose and follow explicit core values. Expectations are clear, and we welcome and value fresh ideas. We recognize and appreciate individual and team contributions, and we respect the common practice of collaboration. Routines and traditions communicate connections, build our sense of identity, and make the work feel like more than just a job. Many of us reflect fondly on life prior to COVID. We long for how life and work were before all the disruption. Of course, not all was perfect. We struggled to engage and instruct students in the face of digital, societal, and other life distractions. We countered underfunded education and limited resources. Our work was difficult. Yet, looking back, we can experience a sense of loss. The pandemic upset many aspects of the culture we experienced, from disrupted routines to lost traditions. Much of what we thought we could assume about our work no longer applied. It became more difficult to collaborate and communicate. Accordingly, we felt more isolated, less supported, increasingly overwhelmed, somewhat muddled in our sense of purpose, and eroded in our sense of identity. Culture became a casualty of COVID. Unfortunately, culture does not necessarily rebound on its own. Many underlying conditions have changed our work and shifted our expectations. Restoring routines has proven difficult. Efforts to revive old traditions have, at times, felt contrived. Even renewing and refreshing professional relationships has sometimes been a challenge. If we hope to have a strong, supportive, productive culture once again, we need to rebuild it. Culture cannot be left to chance. Waiting and hoping that our pre-COVID culture or an even better one will reappear is an unwise choice. We need to be purposeful, strategic, and persistent right now in our efforts to create a work culture we want and need. But where do we begin? Here are five places to start: First, we can easily revisit our central purpose and values. What driving force defines our organization? What do we want to accomplish and for what do we want to be known? What do we believe about the people who are part of our work, and who will benefit from it? How will we become our best selves? Second, we can rebuild the personal connections, support, and sense of belonging that make working together worthwhile. How can we share our successes and what we learn with each other? How can we restore our shared commitments and rebuild trust? What does it mean to be a part of this organizational community, and how do we want to make it special? Third, we can be clear about the commitments we make to our students and their learning. What can students expect from us? How will we build their capacity and motivation to learn? How will we prepare them for their futures? How will we support them while also nurturing their independence? Fourth, we can decide what will we not accept or tolerate. What will not have a place in our culture? What will we promise each other to always avoid and reject? What will we do when we are faced with the unacceptable? Fifth, we can establish routines and traditions to communicate who we are and what we value. Routines communicate what we value in our daily work. Traditions represent our values and what we long to celebrate. What routines need to be re-established, and what new routines should we adopt? What traditions should we continue, and what new ones should we establish? Building or rebuilding culture takes time and persistence. We will experience setbacks that require adjustments along the way. However, there are few forces that are more defining and influential than culture to drive the success, satisfaction, and sanity we seek.

July 14, 2022

Six Lenses for Making Sense of the Past Year

By any measure, the past year has been distraction-filled, challenging, and bewildering for most of us. Yet, it has offered experiences to reflect upon, lessons to be learned, and opportunities to grow. Of course, many of the experiences were stressful, some of the lessons were hard, and the opportunities were not always obvious. Still, as we approach the end of the year, it’s worth our time to reflect on what the year has brought, what it has meant, and what we should take from it. It might be tempting to try to forget the journey and put it behind us, but doing so also risks losing any value it offered and ignoring how we have grown and what we can take forward to be better prepared for what lies ahead. Of course, we need to decide where to start and how to frame our reflection. Here are six “lenses” we can use to focus our reflection and capture what may be most relevant from the year-long journey we will soon complete. The first lens invites us to reflect on what we chose to lift up during the past year. What values did we defend? What principles did our actions reflect? What ideas did we discover, develop, and deploy? Whose lives did we make better? Who did we mentor? Who did we reassure and support? Among the most important roles we play is lifting up the lives, experiences, and aspirations of those around us. The second lens asks who we let in. What relationships did we form? What relationships grew stronger through the experiences we shared? Whose counsel did we seek? How did we contribute to, tap, and build our network of support? During times of challenge and stress, the support system we have built and on which we rely can be the difference between barely surviving and powering through the experience healthy and whole. The third lens offers the opportunity to reflect on what we let go over the past year. Times of stress and conflict can leave us with myriad conflicting emotions, many of which are not useful and do not contribute to our well-being. What worry did we release, realizing that we did not control the factors that would determine the outcome? What guilt did we let go of because it served no purpose and held us back from being our best selves? What relationships did we step away from because they were not healthy or helpful to our well-being? These decisions can be difficult, but they are often necessary if we are to move forward and grow. The fourth lens asks what we chose to learn. What learning was necessary to navigate the challenges and take advantage of the opportunities we encountered? What learning did we choose to grow our knowledge and expand our skills? What learning was unplanned, but necessary? How did what we learned change the way we see our work and how we engage in it? How might we use what we have learned to be better prepared and more successful in the future? Learning is what determines whether an experience has value or is simply something we endured. The fifth lens invites us to consider how we chose to leverage our expertise and influence to make a difference. Each of us holds a position of potential influence with those around us. We also possess expertise that can shift the nature, direction, and momentum of issues, conflicts, and initiatives. How did we use our influence to guide discussions in productive directions? Where did our influence make the lives of those around us better? How did we employ our expertise to help solve a problem, find a solution, or move a dialogue in a positive direction? We often possess more power to influence what is happening around us than we realize. What we choose to do with our influence and expertise is what matters most. The sixth lens asks how often we found occasions to laugh during the past year. We might find this question curious as that past year may not have offered many situations where laughter would be a natural response. Yet, an effective strategy for navigating tragedy and grief can be laughter. Where did we encounter absurdity so great that it made us want to laugh? When did we step back and appreciate the irony of situations we encountered? What did we do to stimulate laughter in those around us? What did we do for pleasure despite the challenges we faced? How did we strike a balance between tragedy and comedy in our lives? We can’t know what the next year will bring, but as we look ahead, we can put our reflections on the past year to good use. We can use what we learned, let in, and let go to prepare us for what lies ahead. We can commit to use our influence and expertise to make a difference in our work and lift the lives of those around us. We can also promise ourselves to find reasons to laugh, find balance, and seek healthy pleasure despite what the future may hold.

May 16, 2022

The Master Teacher Blog