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Busy Year Coming to End and Challenging
Plans for the Future ...Sherri Houghton, SDCO President This will be our final
newsletter for 2006-07 and we have many things to celebrate this year.
Our Executive Board has increased as has our general membership. We
had over 175 participants on January 31 to hear Joellen Killion’s inspiring
and informative presentation on coaching. The regional follow-up sessions
in March were well received and we are looking forward to the final
sessions on June 13. SDCO will continue its journey next year on learning
more about coaching.
Eight Lessons in Leadership and Change…L.M. Sheffield, "Whenever you cannot describe the vision driving a change initiative
in five minutes or less and get a reaction that signifies both understanding
and interest, you are in for trouble"
John Kotter
For a wonderful staff that’s so sweet No need for a costume or a mask Those scary students will keep you on task We appreciate all that you do A little treat for all you do A Due to your work and being so driven
This little ditty was
tied to a bag of candy and placed in teacher mailboxes the week of Halloween
at So what all is going on at Hocking Middle? eTech Offers FREE Guide for Developing a Technology Peer
Coaching Program …Lynn Ochs,
eTech Also available is “The
Guide for Developing a Technology Peer Coaching Program Appendix” which
includes scenarios of technology coaching programs currently operating
in
http://www.etech.ohio.gov/programs/tips/technology_coaching.jsp
Over the past four years, researchers and professional
developers from the The Pathways to Success project places full-time instructional
coaches in the six middle and three high schools in Click HERE to read the entire
article. Find the Man in the Coffee Beans…Larry Pfrogner,
This is pretty interesting -- it is actually a test (not
a joke), although I don't know how scientific the explanation is. Read
directions below and give it a try. This is an actual test - Can you
find the man within 3 seconds? According to medical experiments, if you can find the
Man's Head within 3 seconds; your right brain is more developed than
normal people. If you can find the Man's Head within 1 minute, your
right brain is developed normally. If you can find the Man's Head within
1-3 minutes, your right brain is slow in reacting, you should eat more
meat protein. If you can't find the Man's Head in 3 minutes or more,
your right brain is a “disaster;” extremely slow in reacting. Eat way
more protein and try some Ginkgo Biloba.
See if you can find
the man in the coffee beans
.
On November 16, 2006,
nearly 550 of
Read on
for the full summit report.
http://www.ohionbctsummit.org/documents/OhioNBCTPolicySummitRecommendations.pdf
The Heart of Coaching: Using
Transformational Coaching To Create a High-Performance Coaching Culture…book review by Cathalee Kankiewicz, Gahanna-Jefferson
Public Schools, Instructional Coach As a first-year coach, The Heart of Coaching has
been so powerful to me in helping me think about my role. Coaching has
to do with people, most importantly, adult people. I have mastered the
art of working with young people (elementary age), but adult learners
have different learning styles. Thomas Crane defines “Transformational
Coaching” as “the art of assisting people enhance their effectiveness,
in a way they feel helped.” Assisting
is an important word. Adults don’t necessarily want to bluntly be told
how to do things better. Crane goes on to say, “a coach acts as a guide
by challenging and supporting people in achieving their personal and
organizational performance objectives.” In other words, a coach supports
teachers to be the best they can be. The most important part of achieving
this goal is to build relationships. Being new to the building, I spent the first
half of the school year building relationships. I would do what ever
I could to get to know people and be helpful, even if it meant copying
papers. Now, I know that my role is not to be a teacher’s aide, but
if I could do something as simple as making a few copies to alleviate
some stress in a teacher’s day, then I began the process of building
a relationship with that teacher. Read on for more of
Cathlee’s review . SDCO’s Unsung Hero – Amy Dunson, ESC of Franklin County
The Staff Development
Council of Ohio is very proud to be affiliated with the Educational
Service Center of Franklin County. As our fiscal agent, all of our funds
flow through the ESCFC treasurer’s office, which gives us the same strong
financial oversight that is present in public school districts in A resource that other
school districts do not have is our key liaison at the ESC of Thank you, Amy!
SDCO Financial Update…Dr. Craig Phillips, SDCO Fiscal Manager
We
often receive questions about Staff Development Council of Ohio funding,
so I thought our closing newsletter provided an excellent opportunity
to update members on the financial status of the organization. SDCO
is a proud affiliate of the National Staff Development Council. SDCO
is basically a self-supporting organization, with all of our income
generated by annual Read on for more of the “Banker’s” report.
When you work “up close and personal” with others, just like you do, accurate content might not be the only thing you need to be concerned with. Certainly, in the midst of collegiality, you’ve noticed a whiff of breath that's strong enough to peel paint. And, if you're honest, you must admit there have been times when your own breath may have been less than rosy. Bad breath -- also known as halitosis -- isn't a trivial problem. Severe cases can strain relationships and sap confidence. Fortunately, even the most foul breath can be tamed. How much do you know about bad breath? Take this short quiz to find out.
http://healthresources.caremark.com/topic/badbreathquiz So What Do They Ever Do at Those SDCO Board Meetings?...Rita Glavan,
Secretary
Five times a year the Staff Development
Council of Ohio’s Executive Board gets together somewhere in
Click
HERE for the April 16, 2007 meeting minutes.
The Ohio Professional
Development Team (OPDT) met in October and January to continue their
work of unpacking the Ohio Professional Development Standards for district
and school use. The framework consists
of six steps in the following process model, established cooperatively
by the OPDT in its initial meeting with Stephanie Hirsh, Deputy Executive
Director, NSDC:
SDCO Showcase
Article
Professional Development…Instructional Coaching
Their work supports and encourages the use
of instructional coaching, a promising new professional development
practice in which teacher leaders serve as coaches to facilitate and
guide content-focused professional learning for a school’s teachers.
The Staff Development Council of Ohio is
honored to share with you, as our 2006/07 Showcase Article, The Annenberg
Institute for School reform publication Instructional Coaching:
Professional Development Strategies That Improve Instruction The entire publication is being presented
to you in four parts:
Click
HERE to read our fourth and final installment…Key Themes and Framing Questions. Need More Information on the Staff Development Council of
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Extension links
from the above introductory articles…
...Sherri Houghton, SDCO President At our Executive Board
Meeting on April 16 the following officers were elected and the following
executive appointments were announced:
President: Sharon Jones President Elect: Michelle Kennedy Secretary: Rita Glavan Fiscal Manager: Craig Phillips Newsletter Editor: Kellie Hayden Webmaster: Lynn Ochs Membership: Larry Pfrogner I am excited to have
all of these quality people to continue our work implementing NSDC’s
goal, “All
teachers in all schools will experience quality professional learning
as a part of their daily work.”
I have enjoyed my year as president and am looking forward to
my future work with SDCO. It
has been rewarding to see the impact SDCO is making at the State and
National levels as it continues to advocate for quality professional
learning. We have enjoyed partnering with the Ohio Department of Education
on the Ohio Professional Development Team as we worked on developing
tools and resources for implementing the new Ohio Professional Development
Standards. These PD Standards will hopefully help raise the quality
of professional learning for all teachers. Beginning in July, NSDC
members will be able to pay their SDCO dues ($35) when they renew their
NSDC membership. Please remember
to look for this information on the new NSDC membership forms. It will hopefully make the process easier for
our members. If you have not registered
for the NSDC Summer Conference yet, please consider participating and
joining many of us in On a personal note,
I’d like to extend a sincere and heartfelt thank you to all who have
made my year as President both enjoyable and personally rewarding. SDCO
had an outstanding year and that year was a reality thanks to ALL the
wonderful friends and colleagues who were always there when I needed
them. Next year’s President, Sharon Jones, has much to look forward
to thanks to all the
"Whenever you cannot describe the vision driving a change initiative
in five minutes or less and get a reaction that signifies both understanding
and interest, you are in for trouble" John Kotter
In leadership, doing “whatever it takes” can
be a draining experience, but also exhilarating when the positives add
up to inspiring and encouraging the lives of both children and adults.
My adventures in educational leadership and school reform have required
repeating this mantra many times, whatever it takes, whatever
it takes… to confirm in my heart what matters most in education.
Such experiences have taken me all over the U.S. and South Africa allowing
me to practice firsthand what it’s like to embark upon the insurmountable
leadership challenges beyond geographical borders, the daunting exercises
of practicing patience when none seems left, and climbing the mountains
of national and international bureaucracies to grasp the interest of
those at the top- all of which seem to have been complimented by the
humbling mistakes that have led me to learn many vital and lifelong
lessons in leadership. For the
next few moments, however, I’d like to share a story of every leader’s
dilemma in living leadership and change (and indulge the dog lover’s
out there). One evening, when Tattoo, the basset hound
from Drawn immediately
to the heart of the matter regarding Tattoo’s story, you can’t help
but admire this little guy’s persistent strategy to come out on top
or better yet, on his paws. Can you visualize his short little legs
furiously skimming the pavement? When I discovered this story, I began
to reflect on how this happens to leaders, too, and as a leader, I’m
sure you can associate with this basset hound’s struggle and triumph
on so many levels. If you were
to speak on Tattoo’s behalf, you might say… “Does he have any clue about
my circumstance? I’m too old
for this nonsense! This is just too big and too fast for me to get control.
If I don’t run, I’ll be run over. How will I survive? Whatever it takes!!!” Sometimes you may feel as if forces beyond your
grasp have you on a leash, as you are trying to outlive the demands
of both life and leadership that are pulling you down the street before
you are ready to go for a ride, let alone running for your life! We can be
certain that for the basset hound, life felt very unfair and out of
control, however, because of a dedicated officer, you and I are able
to smile and breathe a sigh of relief about the happy ending. But what
happens in schools and other educational organizations when leaders
feel they are at the end of their rope?
Lighten
the Load My job, like yours, can
be demanding. Whether we are educating a classroom of students, growing
our institution’s educational resources, or expanding our global perspectives
about learning, teaching, and leading, one thing is certain: Every leader
must manage the present while going after the future to create sustainable
and effective leadership in schools. Leadership
skills can be developed and school leaders can become more effective.
Despite our best efforts, however, no leader is effectual 100 percent
of the time, and in times of change, that percentage can drop substantially.
But, more often than not, leaders cannot address current challenges
head on by waiting for someone above or below them to figure out the
answers. Sometimes, as the determined basset hound did, leaders must
“just do it” and yes, “run for their lives.” If you have
felt these emotions too, I have good news for you. On the theory that
catharsis benefits the soul and that one learns from experiences, both
good and bad, consider lightening your leadership load with John Kotter’s
Leading Change (1996), which has become a change bible
for managers around the world. As a distinguished professor at the Harvard
Business School and respected authority on organizational transformation,
he has authored more than 15 books on the topics relevant to those involved
in leadership and change. In Leading
Change, Kotter outlines eight lessons for implementing effective
leadership and transformation, while offering successful strategies
for helping you to move your school community or organization forward. Additionally, by subscribing to and incorporating
his research, you will gain a new perspective on organizational change
and the common mistakes that lead to failure. For your reference, I’ve
included the eight points below with added interpretation, that I hope
will serve as a catalyst for reflecting on your own leadership practice
and in leading successfully in times of change. During my
tenure as a leadership coach, I’ve examined all eight mistakes. I’ve
assessed school leaders’ and their organization's willingness to embrace
change while creating and sustaining a professional learning community
through effective leadership. In determining which of the eight errors
applies to your current leadership situation, I think you will agree,
it is undeniably a valuable resource in preventative maintenance, and
a template for avoiding or making similar mistakes in your own organization
or school. Leadership
and Change Strategies from Leading Change2 Error
#1: Allowing too much complacency Kotter writes
this as "the biggest error people make" when trying to change
organizations, and "transformations always fail to achieve their
objectives when complacency levels are high" (p. 4). When complacency
is a part of the organizational culture, employees don't have that sense
of urgency that motivates them to change. Error
#2: Failing to create a sufficiently powerful guiding coalition Successful
transformations require commitment from leadership and key stakeholders.
It takes a dedicated team with strong support from the top to overcome
the massive inertia found in most organizations. A great deal of committees,
leadership teams, and work groups don't have the dedication and authority
required of a high-impact team. Error
#3: Underestimating the power of vision "Urgency
and a strong guiding team are necessary but insufficient conditions
for major change," says Kotter (p. 7). To effect change, work must
also be organized around a clear, compelling vision. Vision gives focus
and direction; it provides an anchor point against which progress can
be measured, and offers a useful rule of thumb: "Whenever
you cannot describe the vision driving a change initiative in five minutes
or less and get a reaction that signifies both understanding and interest,
you are in for trouble" (p. 8). Error
#4: Under communicating the vision by a factor of 10 (or 100 or even
1,000) Repetition
is key. There is no such thing as too much communication. Furthermore,
communication in both word and deed must be congruent. "Nothing
undermines change (efforts) more than behavior by important individuals
that is inconsistent with the verbal communication," (p. 10). Error
#5: Permitting obstacles to block the new vision Staff members
confronted with change sometimes feel overwhelmed by real or imagined
obstacles. Foot-draggers, conflicting goals, misaligned or missing incentives,
or fear of a staff member can become road blocks to victory. Even trivial
or petty concerns become obstacles. No one likes confrontation but a
failure to confront obstacles will surely kill your change effort or
program. Kotter points out, "Whenever smart and well-intentioned
people avoid confronting obstacles, they disempower employees and undermine
change." (p. 11). Error
#6: Failing to create short-term wins Significant
change efforts can take years. Very, very few people have the stamina
and commitment to go for long periods of time without seeing any monetary
reward. Even a few weeks without some positive results may lead to a
loss of momentum and enthusiasm for the project. The leader's role is
to create short-term wins for the team by setting clear measurable goals
and actively looking for opportunities to recognize the group or organization’s
progress. Error
#7: Declaring victory too soon Achieving
goals doesn't mean you can rest on your laurels. The "been there,
done that" crowd is just waiting for the opportunity to call it
quits. "After the (victory) celebration," says Kotter, "the
resisters point to the victory as a sign that the war is over and the
troops should be sent home. Weary troops let themselves be convinced
that they won. Once home, foot soldiers are reluctant to return to the
front. Soon thereafter, change comes to a halt and irrelevant traditions
creep back in" (p. 13). Error
#8: Neglecting to anchor changes firmly in the (organization's) culture Anchoring
change is all about being consistent over time and rewarding desirable
behaviors. People have to get past the point of having to think about
the behavior before they can fully demonstrate it. Finally, change effort
will be lasting only when it is perceived to be "the way we do
business.” That is, the new practice has to completely displace traditional
practice. Knowing
What to Do and When to Do It Yes or no? Stay or go?
Our decisions come in all shapes and sizes, and a leader’s success is
defined by his or her capacity to make those decisions. In summarizing
the important lessons highlighted above, we have observed Kotter’s varied
perspectives in dissecting the process of arriving at that decisive
moment when the essential information has been gathered, and the pros
and cons weighed. By probing the pivotal decisions leaders make, Kotter’s
points lend a hand in gaining a better sense of the common decision-making
errors, sound decision-making practices, and the monumental effects
of good or bad leadership. In today’s
world we must never stop learning, and it is my sincere passion to see
every leader learning the art of leading. May this not be the end, but
the beginning of new lessons learned in leadership for the benefit of
all who follow you, the positive influence you exert on others, and
the transformations you will undergo in your own daily leadership. Leadership
is not only in the realm of those at the top, but those who lead from
any level. Whatever your role or title may be, remember, those who act
as true leaders encourage others of the value of their actions- leadership
is not position, but rather, leadership is influencing others.
Keep learning and influencing! Notes
Lisa
Sheffield devotes
her time to coaching leadership in K-12 learning communities in the
Bringing up Morale at Trick or treat, can’t be beat For a wonderful staff that’s so sweet No need for a costume or a mask Those scary students will keep you on task We appreciate all that you do A little treat for all you do A Due to your work and being so driven
This little ditty was
tied to a bag of candy and placed in teacher mailboxes the week of Halloween
at PAC or the Positive
Atmosphere Committee has been stuffing the teacher mailboxes and email
with wonderful treats and positive messages all year to raise the morale
of the staff. The Ohio Achievement Test, Short Cycle Assessments and
the Ohio Department of Education’s School Report Cards have added stress
to the staff. The guidance counselors, administrators and a few staff
decided to do something about it by giving thanks in the form of candy,
time off teaching, planned outings such as a bowling night, and planned
carry-in dinners. “I think that it has
helped improve staff camaraderie. And, I think that the staff looks
forward to the little surprises because of the emails that we receive
after the treats have gone out. Also, the Board of Education gave us
the New Innovative Program Award,” said Angie Helber, LHMS counselor
and PAC leader. Each week, a staff member
is chosen out of a box to have a period free from students. An administrator
will come and teach a class, sweep floors, answer the phones, or hand
out food to students for the lucky staff member. Our principals have
been cooks, janitors, secretaries, or teachers for 45 minutes each week. “I love To fund the monthly
gifts, PAC organized a penny drive. The winning grade level “won” a
movie that the entire grade level watched in the theater, and the teachers
were allowed a long break. The pennies put in the jars were counted
toward the goal, while dollars and silver coins were counted against
the goal. Needless to say, silver coins and dollars were stuffed in
the opposing jars. The fund raising goal was easily reached. This year, the staff
has received the following:
According to medical experiments, if you can find the
Man's Head within 3 seconds; your right brain is more developed than
normal people. If you can find the Man's Head within 1 minute, your
right brain is developed normally. If you can find the Man's Head within
1-3 minutes, your right brain is slow in reacting, you should eat more
meat protein. If you can't find the Man's Head in 3 minutes or more,
your right brain is a “disaster;” extremely slow in reacting. Eat way
more protein and try some Ginkgo Biloba. AND, YES THERE REALLY IS A MAN IN THERE.
As a first-year coach, The Heart of Coaching has
been so powerful to me in helping me think about my role. Coaching has
to do with people, most importantly, adult people. I have mastered the
art of working with young people (elementary age), but adult learners
have different learning styles. Thomas
Crane defines “Transformational Coaching” as “the art of assisting people
enhance their effectiveness, in a way they feel helped.” Assisting is
an important word. Adults don’t necessarily want to bluntly be told
how to do things better. Crane goes on to say, “a coach acts as a guide
by challenging and supporting people in achieving their personal and
organizational performance objectives.” In other words, a coach supports
teachers to be the best they can be. The most important part of achieving
this goal is to build relationships. Being new to the building, I spent
the first half of the school year building relationships. I would do
what ever I could to get to know people and be helpful, even if it meant
copying papers. Now, I know that my role is not to be a teacher’s aide,
but if I could do something as simple as making a few copies to alleviate
some stress in a teacher’s day, then I began the process of building
a relationship with that teacher. The most practical aspect of this book was Part Two:
The Heart of the Transformational Coach. This part of the book discusses
how to understand and work with people. We all work with people in many
capacities. There are lots of
personalities in our profession. Knowing how to identify an individual’s
personality, pull from the strengths of that personality trait, and
use the challenges that might accompany that personality trait in a
productive way are all important skills for a coach to have in his/her
“bag of tricks.” Additionally, it is important for the coach to be aware
of their own personality traits. |
