Choosing to be Great

Jim Collins & Morten Hansen, Great by Choice--Uncertainty, Chaos, and Luck--Why Some Thrive Despite Them All

“Jim Collins’ Great by Choice study shows that whether we prevail or fail, endure or die, depends more upon on what we do, than on what the world does to us.” We all make mistakes, but we can also self-correct, survive, and build greatness. I used Jim Collins’ nine years of research on why some companies flourish in uncertainty and others do not to guide my thinking on how to create a leading teaching and learning system for all students and staff.

Collins clarified that successful leaders are not bold risk takers, but observers of what is working and figuring out why it works and build upon these proven foundations. It reminded me of the work of Douglas Reeves, a noted expert on education and school reform and author of the Leadership and Learning Antecedents of Excellence Matric. Reeves work builds clarity on how good results with clear understanding of the reasons why it work is “Leading” rather than “Lucky.” Even poor results with a clear understanding of the reason is a “Learning” opportunity rather than a “Losing” prospect.

Collins work helps define how leaders can influence growth and achievement with fantastic discipline, productive paranoia, and empirical creativity. This true self-discipline requires having the inner will to do whatever it takes to create a great outcome, no matter how difficult. During times of change or uncertainty they look to engage directly with the evidence and rely upon observations to determine how to best proceed with the genius of the AND, not the OR. The leaders of enduring great systems are comfortable with paradox, having the ability to embrace two opposing ideas in the mind as the same time and still retain the ability to function well.

They found extensive evidence of having both:

Discipline and Creative,

Imperial Validation and Bold Moves,

Prudence and Big Hairy Audacious Goals,

Paranoid and Courageous,

Furiously Ambitious and NOT Ego Centric,

Performance Standards with No Excuses and Never Going Too Far,

to become “Great by Choice.”

Consistent PLC’s

Richard DuFour & Michael Fullan, Cultures Built to Last--Systemic PLCs at Work

There are many challenges facing education today, and adequate funding to do what needs to be done is the topic most often discussed. Frustrating as this debate has become, I would propose it is also a very exciting time for educators to be the recipients of best practices supported by research. Focusing on what works for our students allows us to narrow our emphasis and to actively collaborate with intent to create the system of achievement for each of our students. Having more students grow, reach, or exceed their outcome goals is a humbling experience. You are providing them with the experience of success now and in their future.

The cultural shift from “what to teach” to “what should students know and be able to do” is a journey requiring change which can be more than difficult. Richard DuFour is the leading authority of Professional Learning Communities. His most recent book Cultures Built to Last, Systemic PLCs at Work supports schools to create a system where they can experience significant gains in student achievement by embracing this student learning focus. “Professional Learning Communities can play a central role in dramatically improving the overall performance of schools, the engagement of students, and the sense of efficacy and the job satisfaction of educators.”

DuFour’s thoughtful reflections in his book Cultures Built to Last aids educators to recognize there are three big ideas that serve as the core of what it means to have a systematic Professional Learning Community in your school. This isn’t a program, but a process where all educators generate a relentless focus on high levels of learning for all students, in a collaborative culture, with a collective effort, to improve practice, and drive continuous improvement. It can be exhausting and yet exhilarating to support and enhance achievement for all of our students. It is exciting to be a part of a team of educators who are embracing change for success now and in the future.

What is Your Mindset?

Carol S. Dweck, Mindset: The New Psychology of Success--How We Can Learn to Fulfill Our Potential

Of all the books I have read in the past five years, this is the one book I keep returning to. It has changed my thinking in many aspects of parenting, teaching, and now as a principal. The exciting news is this important way of approaching learning is now often integrated into many aspects of teacher professional development. Today I had the opportunity to drop in on a Math Studio session and teachers were learning how to apply this thinking with students while teaching math. The Instructional routines, The Habits of Mind and Habits of Interaction are embedded with opportunities of developing the "mindset" of how effort matters.

What is the mindset? Dweck explains, "If you have the fixed mindset, you believe that your talents and abilities are set in stone–either you have them or you don’t. You must prove yourself over and over, trying to look smart and talented at all costs. This is the path of stagnation. If you have a growth mindset, however, you know that talents can be developed and that great abilities are built over time. This is the path of opportunity–and success."

A few years after the book was published Dweck applied more thoughts with reference to education. "Teachers who strive to design challenging, meaningful learning tasks may find that their students respond differently depending on the student's assumption about intelligence. Students with a growth mindset may tackle such work with excitement, whereas students with a fixed mindset may feel threatened by learning tasks that require them to stretch and take risk."  

So what can we do as parents and teachers to support our children's growth towards their success? Dweck summarized it in the article, Even Geniuses Work Hard as follows:

•  Don't praise ability, praise effort.
•  Fast learning is not always the deepest and best learning.
• Teach the growth mindset, it's o.k. to struggle.
• Have each child set growth goals to increase a skill or learning strategies.
• Make every child stretch--don't let kids coast or be known as "smart".
• Have students monitor and chart their progress towards their goals.
•  Support students to develop an understanding their effort towards their goals makes a difference
•  Your feedback should be specific towards their effort--no more "Good job!" or "You’re smart!"
• Grade for growth and effort.

There was a saying the 1960's that went: Becoming is better than being. Dweck helps us remember; "The fixed mindset does not allow people the luxury of becoming. They have to already be." 

Kimberly Miles, Lead Learner

Pink Motivation

Daniel Pink, Drive: The Surprising Truth About What Motivates Us 

“Find what drives us.”  

I am always thinking about our students. What a diverse group of amazing kids. Their joys and challenges are played out in a wide spectrum of life and nothing surprises me more when I sit back  and watch them figure it out, or not. On the playground, lunchroom, morning line-up, or in the classroom they are constantly learning something. Whether it be how to share their "coat hook" in kindergarten with a new "friend", or how to agree to disagree during partner pair share discussions in math. Their mouths and minds are constantly on the go.

I picked up Pink's book Drive  to learn more about motivation and what does indeed drive us"? Some would argue it is a business book and the content is geared  more toward employees and their production in the work place. Their is some truth to that, but Pink frequently references applications for teaching and learning. His insights are often reflective on how educators can create the systems needed to motivate our students to be responsible for their own learning. I don't want to summarize the whole book, although their is an amazing recap on the web. Here is the link http://www.marshallcf.com/assets/book_reviews//Drive.pdf

Pink was asked to summarized the book in 140 characters. It audio format he stated, "Carrots and sticks are so last century. Drives says for 21st century work we need to upgrade to autonomy, mastery, and purpose." It got me thinking on the importance of collaboratively building a system where students are aware of their learning targets, have a strong foundation of the importance of a growth mindset, and to develop the determination and fortitude on why it matters.