N2 Learning

BY Julie DiazDecember 3, 2019 Leave a Comment

“I’ve long said that in areas of skill, target strengths, and in areas of character, target weaknesses—because skills growth happens more naturally in areas where we’re not fighting it.” ~John Maxwell

Among the many leadership experts there are, for me, one stands far above the others when it comes to impact and longevity: John C. Maxwell. I listen to his podcasts weekly and I read his books and blogs.

One of the books that Maxwell wrote that I have used over and over in my life – as a mom, educator, and leader is, “Talent is Never Enough.” In this book, he shares that a leader’s effectiveness is determined by his leadership ability. He goes on to say that a leader, at any level in the organization should always be focusing on strengths, not weaknesses. His explanation goes like this — if one is weak in an area, say a 3 on a scale of 1-10; with a lot of work one might be able to rise to a 4 or 5 (still ineffective). On the other hand, if one is a 7, rising to an 8 or 9 is quite achievable, which is a great increase in effectiveness.

I have learned from experience that “natural talents” can only take you so far. When you are beginning your leadership journey, talents such as technical and analytical abilities are important, but as your journey progresses and you look to advance, you will find that you will need to transition your thinking from using not only your talents but also utilizing your strengths. These important strengths are connected to the highly regarded research found in MCREL’s 21 Leadership Responsibilities.

For example, when I took on a new role in my leadership journey, moving from a high achieving middle school to a large high school with some challenges, two of my skill strengths became especially crucial: being a change agent and remembering the importance of flexibility. This high school, like several schools, had challenges with student attendance, concerns about student behavior, and needed a boost in teacher morale. Being a change agent was critical to my leadership in shifting the learning culture of this 6A high school. Gradual adjustments needed to be implemented in order to make collaborative changes that sustained both student and faculty engagement while also resulting in incremental improvements in attendance and student behavior. Flexibility was key. The situation provided an opportunity for this leader to be okay with being uncomfortable, to grow in using my strengths and to ask questions about the way things had always been done.

A quick way to discover your strengths is to take one of the many “strength assessments” out there. Gallup has a Strength Finders Assessment that I took early in my career. The assessment ranks you on your top 5 plus 29 other strengths. Once you have your list of strengths, ask yourself the following questions:

In what areas of my life do I use these strengths?

How can I use more of my strengths at work so I am more fulfilled in what I do?

For me, learning both what my strengths were and what they were not, let me be the leader I knew I could always be. Let me be clear, however, it was not an opportunity to makes excuses for myself. Remember, as leaders we are frequently asked to do things that are not within our strengths “zone.” Getting out of our comfort zone is the only way to grow.

Do you agree or disagree with Maxwell that leaders should always be focusing on their strengths? Is there a time when we should work on our weaknesses?

http://blog.n2learning.org/244-2/

Assistant Principal Leadership Series: Part One

BY Julie DiazOctober 15, 2019

“I will get ready, and perhaps my chance will come.” ~ Abraham Lincoln

I was recently asked what advice I would give someone considering applying for a principalship. I think the most important thing I can share – get ready. When the opportunity presents itself, it’s too late to prepare.

A first step to take is to ask yourself why you want this position. Do you want this position because “it’s just the next step”? Maybe you’re tired of your current position? Does someone else want you to have this position?

These are all answers to the question that I heard when I was a supervisor to college interns and other individuals considering a principalship. Those are not necessarily wrong answers; but I challenge you to think a little deeper.

In my own journey, I was blessed to participate in Stephen Covey’s 7 Habits of Highly Effective People at the beginning of my career. It’s still probably one of the best trainings I’ve participated in for both personal and professional growth. We did a lot of work on our purpose and the legacy we wanted to leave – both personally and professionally. We began with the end in mind (Habit 2). Beginning with the end in mind means that when you make choices today you consistently take into consideration the values you stand for. You determine what you find important in life, what you stand for, what you want to accomplish. How do you want to be remembered? What do you want to be known for? You then determine how can you start working towards that today.

Discovering one’s “purpose” basically means finding those one or two things that are bigger than yourself and those around you. Those things that you are passionate about AND that you have a talent for. This gives you direction.

I chose to go into the principalship because, identifying my own purpose (to help people grow and add value to others), my impact would increase, and I could reach more individuals – both adults and students. Knowing my purpose was an important first step in figuring out the direction I wanted my career to take. When your purpose becomes clear, it enables you to find the courage to take risks, stay motivated when things get hard, and make a greater impact through your work.

Have you spent time thinking about your purpose and the legacy you want to leave behind? If you have identified these things, how has it transformed your leadership? Let us know!

Leading with the Box: The story of Schools Transforming Learning

BY Roz KeckAugust 2, 2017

When we ask superintendents to nominate a principal for the Principals’ Institute, we ask for innovative leaders who are out-of-the-box thinkers who are willing to take risks, and we talk about the importance of thinking outside the box during the institute. However, those of you who follow George Couros and his blog, know that he talks about the need to stop trying to get people to think outside the box and, instead, teaching them how to innovative inside the box.

The box represents routine ideas and practices – the management of school. And, there are times when those things are important. There are times when a principal needs to manage something about school; times when doing something away from the routine practices would not be a good thing. It would be scary to move away from the box in some situations. The box keeps us safe, keeps us legal, keeps us consistent, when consistency is important; however, routine does not allow us to transform and be innovative. If you never venture outside the box, you will not be creative or innovative or successful at transforming learning.

Thinking outside the box provides opportunities to take risks and learn from your failures; to study and reflect and ask questions; to network and collaborate with colleagues; to not be ok with the status-quo; to be willing to share and communicate with others and learn from each other; and to have the courage to lead. Thinking outside the box allows you to create a new vision and bring people together around that new vision, and that’s where schools transforming learning are. Each of you is on that journey somewhere. You are making exceptional strides on your journey to provide innovative learning opportunities for students, because you are thinking outside the box. But great schools know that they cannot move completely away from the box – it wouldn’t be safe, it wouldn’t be good.

We are very excited to have recognized our first annual Schools Transforming Learning at the 2017 Principals’ Institute Summer Conference with a Symbol of Transformation. Each of the schools we recognized understands that balance. They know where the balance is, they know when they can think innovatively, and when they can be risk-takers. Each of these schools thinks outside the box, but functions inside the box…when the time is right. That is why the plate in the Symbol of Transformation is connected to the box, but is situated in a way to be outside the box, as well.

Symbol of Transformation

The Symbol of Transformation says the routines of the box are important, but thinking outside the box – that’s where innovation, creativity, inspiration, and transformation happen. That is where we become risk-takers; that is where we see students owning their learning, and becoming leaders in the classroom. That is where students have voice and choice, where there is time for reflection, where their learning is connected, and relevant, and engaging. That is where students become innovators, and critical thinkers; and not just problem solvers, but problem finders. That is where we watch the joy of learning happen for students and teachers!

Here’s to all of you who are transforming learning in your schools. You are all on the journey, being innovative and reflective and risk-takers. Here’s to all of you who are willing to see things differently, who are not just following the routine path. Here’s to all of you who are creating a new vision and bringing people together around that new vision.

The Apple video is a tribute to all of you who are transforming learning in your schools. https://www.youtube.com/watch?v=TJ1SDXbij8Y

2017 Schools Transforming Learning Honorees

© Roz Keck and N2 Learning, L C, 2017. Unauthorized use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to N2 Learning, L C with appropriate and specific direction to the original content.

Growing Leaders

BY Susan BorgJune 21, 2017

During the Principals’ Institute Summer Conference, as I listened to phenomenal professional educators share the innovative processes taking place at their campuses, it reminded me that I am a part of a great community of people who care about the future. I watched the faces of those in the crowd as they absorbed the information and began to make plans to apply it to their unquie school communities. Everyone in attendance is actively working to make changes in education so that our future will be populated with life-long learners who can solve problems and grow in their knowledge of critical global competencies.

I believe leaders in education should learn constantly. They need to know if they have all the bases covered. Because we care about those who we lead, we want them to be fully prepared to be successful. I know leaders must be patient for results, but when we have the future of the world in our schools, we feel anxious to make a difference. We must, however, remain optimistic that whatever pace we set for changes in our approach for innovative learning experiences, those under our care will benefit. Compassion for those who we lead, while having high expectations for the quality work is a leadership combination that will allow all to progress in our journey to improve the future for the citizens of our world.

My greatest fear is that leaders will become overwhelmed with all that must be accomplished and give up. My personal remedy for this concern is to start small; do the very best you can with the knowledge you have, while being considerate to all those involved. Grow all those around you and continue to nudge them into being better leaders than when they started. I believe, as educational trailblazers, if we constantly strengthen those around us, we can achieve the goal of an improved future for all children.

Tell Your Story!

BY Susan BorgFebruary 19, 2017

During the era of grading schools, educational leaders at both district and campus levels must take a deep breath each day as they continue to dedicate their lives to educate our students. The bombardment of government actions on education and other entities challenges us to remain focused on student learning.

Though “grades” are out, they don’t communicate any campus’ whole story. I urge you as leaders to highlight your campus. What are the aspects you are proudest of? What are the areas you can strengthen, possibly with community assistance? Transparently communicating the great components of your school that will never be measured by a grade is essential.

Start with a goal to tell 3 good things every 2 weeks through social media, newsletters, websites, and parent/teacher meetings; tell these stories each time you have a chance. Build on them. Show and tell what is great so that the community sees and understands your schools’ value well beyond a grade. You may have a “grade,” but that grade doesn’t reflect everything your school is. Your campus’ whole story is what your community should value more than any grade. Don’t let the “grade” show a single snapshot. Tell your story!

Counting the Changes

BY Susan BorgJanuary 11, 2017

Why does choosing to change cause so much interest? Is there a person today in education who is not experiencing change? As a leader in the educational community, we experience change constantly. However, too much change can cause people to become weary. I have always advised leaders of the rule of “3 to 5”. In any given school year, a leader could collaboratively choose 3 major areas of change and definitely no more than 5. You should be able to count the items where educators are expected to experience change on 1 hand. The need for consistency is essential in the change process. Other than those 3 to 5 items, you should attempt to keep all other processes unchanged.

Why is this important? With the complexity of the educational environment, as a leader, you want to make sure your changes are done well and deeply enough to make a difference. If you tackle more than 3-5 items, through my experience, you will most likely not get the results you would like. When approaching the change process, the number of areas you adjust and the people involved in the process are the 2 most important aspects of consideration. It is also essential to communicate why the change is taking place. Imagine having to explain more than 5 major change items to a group of educators who already have a very complex job. What if all of the changes are not under your control? If one comes from the another source, then that still counts for your total as a leader.

As you innovate, improve, or adjust your educational processes, count them on one hand and keep your focus. Change is essential for leaders to accomplish their goals, but to do this well it makes sense to monitor the effect of the few instead of the many.

The Courage to Transform

BY Susan BorgOctober 19, 2016

Have you tried something new lately? How many times in our adult lives have we really tried something new for us or the people we lead? Probably not very often because it involves change. We cannot let that stop us! Change of any type takes courage and perseverance.

We are the leaders whom our students depend on to not let things get in the way! We must gather all of the people and resources around us to say, “Let’s do this!” We may not know exactly how we are going to do it, or the entire pathway to get there, but we know it is best to begin the process for students and their futures.

Let’s keep “what is best for all of our students” at the heart of every transformation we begin in our schools and districts. That is why we have courage and perseverance. Because, these students of today are our future!

Connections

BY Roz KeckOctober 12, 2016

No surprise to those who know me, but I found myself reflecting after a busy day of work.

The N2 team had two very good meetings. I learned that, yes, it is possible to be in two places at one time, or almost one time. Our first meeting went very well. The organization commented on the fact that they have connected with every person on the N2 team in some way in the past, and were very complimentary about the work everyone has done. The entire meeting was made possible because of the connections the N2 team has made with people over the years. Because of the positive relationships some on the N2 team had with this particular organization, it opened the door for some meaningful conversations about how we might collaborate to make a difference in the lives of the schools in Texas. I am hopeful exciting things will come from this connection!

I learned that it takes exactly 45 minutes to get from downtown Houston to the west side of Houston.

Another member of the N2 team and I had a great meeting with a school district to talk about planning for their future. When we shared our team, the superintendent and others were extremely complimentary about the work he knows we have individually and collectively done in public education over the years. It was telling to hear the group talk about the connections they had with many of us and I was reminded once again about the power of connections.

As the district team looked at some of our work, it was easy for them to see the commitment and dedication we have shown. It was easy for them to see how N2 has had such a positive impact on districts across the state. At one point the superintendent stated that N2 “hit the nail on the head.”

When I left home that morning, I had several meetings on my mind. I wasn’t really sure where I was headed for my first meeting because my GPS and the organization’s website led me in different directions. After I figured out where I was going, it hit me that there may be many ways to lead transformation, but that transformation cannot be led effectively without being connected to others leading in transformational ways. And, it made me thankful for being connected to the N2 team! We have a powerful team and we are all headed in the same direction!!!

So, as finished my meetings for the day and I arrived at the hotel for the evening, I realized that as I was thinking about all my meetings, the only thing I forgot were my clothes for the next two days. Yes, I left them at home! So, the next day looked very much like this day; full of great work and fabulous connections. In fact, it looked exactly the same! I didn’t think I could get by a third day on the same outfit, especially with some of the same people in the room, so I made a quick trip to the mall. I wonder what will come of my connections there!

It was a great day and a great reminder about the importance of connections!

Leadership for Student Centered Schools

BY Eddie CoulsonOctober 12, 2016

There are so many good things happening in the schools across Texas. As I watch principals, teachers, and superintendents lead, it’s clear that many schools/school districts are taking the initiative to move from providing a one size fits all education to an education that is centered on the needs of each child.

The challenge is to build systems based on the transformation that is taking place in our schools. Building new systems based on a student-centered education will help us ensure the success we are seeing will be sustained over time and not simply left to random chance based on individual teachers, principals, and superintendents.

So, what’s the primary work for school leaders who want to establish systems based on a student-centered education?

Create a shared vision with teachers, staff, students, and parents that focuses on student needs rather than the scope and sequence of the curriculum and benchmark tests. Our over-reliance on standardized curriculum and assessments over the past 25 years created a bureaucratic system that was based on the needs of the adults, not students. Creating a shared vision around student needs should serve to challenge, inspire, and motivate the school community to based base decisions around student needs and interests.
Model professional learning by being a learner and collaborator. It’s true in teaching and leading that modeling and demonstrating the behavior and mindset we want from others is a powerful. Absent a leader demonstrating their own commitment to innovation and creativity, leadership becomes very empty and powerless.
Establish an open culture of collaboration, networking, and problem solving related to curriculum, instruction, and assessment. Engaged and active teachers need to be encouraged to seek solutions for issues related to their classrooms through opportunities to collaborate with others (on their campus and beyond) so that timely and effective ideas can be tried. Leaders have to help establish systems of collaboration that are convenient and helpful for those teaching and directly serving students.

I am constantly encouraged by the good work I see among teachers and administrators in schools today, and I’m thankful for people committed to creating environments where students and teachers can thrive.

Lead, Collaborate, & Transform

BY Susan BorgSeptember 14, 2016

I can’t think of more important role than the future ready leadership of the school principal! Leading teachers through transformational thinking about learning in their classroom is essential to positive change in student outcomes.

Where do you begin? There is no right answer except for what is it best for your school. It may be examining the quality of the work the students, the integration of digital devices into learning, or the actual physical learning environment. Whatever the area, the essential need to is to begin the process. You won’t have all the answers as you begin or even as you research and collaborate, but starting the collaboration between leaders and teachers in the classroom is a must.

How would you begin this process? Study, research, and discuss real world documents like Creating a New Vision for Public Education (aka. The Visioning Document). Have a small group conversation with your teachers and central office personnel over a period of time.

Narrow your focus to an area of interest and action. What if the area of action is changing the physical learning environment?

Read some sources that focus on new learning. Suggestions: Mindset by Carol Dweck; Innovators Mindset by George Couros to name a few.

Try a pilot. Start small. Two or three teachers. Get comfortable with being uncomfortable. Make a plan and determine some possible outcomes. Hint: you won’t know all the outcomes because the students will surprise you with more.

Example: Two to three teachers, supported by the principal, change some of the furniture in their classroom to make the learning environment in the classroom more inviting to students. What happens?

I want to hear from you. I am excited to learn from your endeavors. Others have done this and made beautiful changes in their schools and classrooms. If you need encouragement, there are others who have started the process and are thriving. Be adventurous and begin small. Be the change that others want to see.