Creating a Room Full of Leaders

There was a quote spoken twice over a week-long span that resonated with me. The first time I listened to it I tweeted it out. It was a great thought in a presentation full of them. The second time the quote was said, I understood it. There was a difference.

The quote was, “Leadership is what happens after you leave the room.” Irvin Scott, Deputy Director of Education at the Gates Foundation said it during his evening keynote welcoming us at ECET2 (Elevating and Celebrating Effective Teachers and Teaching). A week later, after hosting 50 New Jersey educators at a professional development event on digital leading and learning, Matt Hall, Supervisor of Science and Technology in Bernards Township said the same thing.

So why did it take me two times to truly figure out what they both meant?

It’s a complex thought: the idea that what you do and how you do it will show itself (positively or not) when you’re not there. The rationale is that if we’ve created the right environment, empowered the people in it to be involved in the environment’s creation, agreed upon very specific norms about what’s expected and why when we are there, the people who inhabit the room will continue to follow it when we’re not. 

Why? And, how does this apply to teacher leaders, site-based leaders, and the students they serve?

Whether you’re a teacher or an administrator in a building, chances are, if your environment is running smoothly it’s because you’ve created an expectation about ‘how things are done here’. There is buy-in because those involved were given a voice and a choice in how ‘things here’ operate. Then, once rules and guidelines were established, the teacher or administrator made sure to reinforce expectations when needed, but in a positive way so teachers or students retained their dignity. This created an atmosphere of trust between those in the room and the person in position of power. It’s clear to all who witness a private exchange take place that even if they can’t hear what was said, the way the teacher or administrator handled it was respectful. When a teacher asks a student to step outside for a moment and then never refers to it again, or gently whispers something in a student’s ear and continues their room rounds, the student knows, ‘if I mess up, I’ll be held accountable for it, but I won’t be embarrassed publicly. It’ll be a private thing.’

The same holds true for when a conversation like this is held between an administrator and teacher. When an administrator visits a teacher in their room and has the hard conversation in private this may make the teacher uncomfortable, but it also creates mutual respect. At some point, just as other students know a conversation took place but don’t know the details, teachers know when an administrator spoke to a peer. Someone always sees or hears something. And, when (or if) it’s our turn having that conversation, we’re going to feel comforted knowing it will be handled the same way we know it was handled before. That shows caring.

As a teacher, the note I love to read from a guest teacher when I am absent is: ‘your students were wonderful. They were just a pleasure to teach.’ This lets me know that even when I’m not there, my leadership still is. It’s there because I have empowered my students to be leaders. They police themselves, support each other, have the hard conversation, and hold all accountable (even themselves). Because, they want to. My hope is that when they become a leader in their own field, they will continue to model these qualities and the cycle will continue. 

The next time someone says, “Leadership is what happens after you leave the room,” remind yourself of the time spent in the room to create the environment that functions well when you’re not there. Because, the students aren’t doing it by themselves. They’re modeling leadership in the room you taught them in.

99 Problems But a Mentor Ain't One!

I was having a great week. I had returned from ECET2, a convening celebrating effective teachers and teaching. It was hosted by the Gates Foundation (@gatesed), and all 350 attendees were nominated from major educational organizations. From that experience, I gained new friendships and possible opportunities for future collaboration. Our NJASCD North Region had a successful weekday PD event with Eric Sheninger (@NMHS_Principal) on Digital Learning and Leading. Eric even stayed 45 minutes after his presentation ended to ask me, and my North Region Co-Director, Billy J. Krakower (@wkrakower), how we were doing personally and professionally. Life was good. But all I could think about was some offhand comment someone had made to me a few days earlier.

It was an innocuous comment made to me by someone I don’t know. And, it’s so silly it doesn’t even bear repeating. Yet, I stayed in my car for almost ten minutes before reversing my car out of my parking spot.

In prior posts I’ve written about the importance of treating each other well and modeling it daily, the importance of honesty in our relationships with students, parents, and peers,  and staying true to our core values as educators. I pride myself in finding the good in others, in our field, and myself, which is why as I reflected on this moment, I wondered where my unwavering positivity went. Why would I let someone I don’t know, who doesn’t know me and will never see me again, have a lasting effect on me? Why would I allow someone to take away my excellence?

Eric Bernstein (@bernsteinusc), in his race to write more than I do, wrote a beautiful piece about the importance of understanding who students are as people, and where they are as learners. (http://edge.ascd.org/_Lessons-From-the-Fonz-Part-1/blog/6562962/127586.html). His belief (and mine, too) is: the better we know our students, the more successful we can educate them. I think we can extend this concept: the better we know and are honest with ourselves, the better we can educate our students because we will be in a better place, too. And, it’s important for us to be honest with ourselves, acknowledge what irks us (like a throwaway comment by a stranger), and have a support system in place to assist us when we hear the negative whispers after a comment like that which feeds into our insecurities.

With the hope that this post supports other educators who hear and sometimes can’t block out the negative whispers, here is my advice to keep the faith:

1. Get Some Ed Therapy: Twitter has salvaged my day more than I like to admit. When I’m down, drained, or dejected, I click on my Tweetdeck shortcut and connect with my edufriends. They have become an extended family, one I share my thoughts, questions, concerns, and ruminations about life in and outside of education. I know they will always be my rock when I need them, and hope they know the same is true for me. My #ASCDL2L, #satchat, #njed, #arkedchat, #iaedchat, #edchat, and #ECET2 crew, I love you all. (Hashtag that).

2. Find Your Matt Hall: every person in education needs one person in their district who believes in them and shares of themselves, so we become better by learning from their experiences, instead of having to go through them ourselves. Matt Hall (@MHall_MST), the Science and Technology Supervisor in my district, is that person for me. Because he’s paid his dues, knows my driven nature and my end goals, listens to me when I speak, and guides me when my thinking needs redirection. And, he’s a vault. What goes on with Matt Hall, stays with Matt Hall.

3. Have a Phone Call with Someone from Iowa (or North Carolina, Minnesota, or New York): it was one year ago when I was at a crossroads professionally. I wasn’t sure where my path was leading, or if I could go further. Jimmy Casas (Casas_Jimmy), who I’d known briefly from a couple Twitter interactions, called me and spoke with me for an hour. We discussed me: who I was, who I wanted to be, what my long-term goals were, and why. Jimmy reminded me I couldn’t change my current situation, but I could change my mindset. And it was that conversation, followed by conversations with Steven Weber (@curriculumblog), Kimberly A. Hurd (@khurdhorst), and Maureen Connolly (http://goo.gl/RPN7DH) that prompted me to e-mail Marie Adair (@todayadair), the Executive Director of NJASCD, and ask what I could do to help the organization. Her response: “Whatever you are comfortable with. We’re just happy to have you join us.”

Like Eric Bernstein’s post, I tried to focus on three main points. Additionally, Eric mentioned his desire to keep his message short, but acknowledged the challenges inherent in that. With that being said, I wanted to list the 99 people who have mentored me on the anniversary of my mindset changing conversations. I am not a better person, father, husband, or teacher without them in my life. I have listed Eric Sheninger, Billy Krakower, Eric Bernstein, Matt Hall, Jimmy Casas, Steven Weber, Kim Hurd, Maureen Connolly, and Marie Adair already, so I will start at the number ten, in no order. Each one of them has helped shape and mold me in some way. To acknowledge that, I have included their Twitter handles if they have them. All are worthy of a follow, and will reciprocate sharing ideas with the goal that we all go further together. We may have 99 problems, but a mentor should not be one:

10. David Culberhouse (@dculberhouse)

11. Daisy Dyer-Duerr (@daisydyerduerr)

12. Scott Rocco (@scottrrocco)

13. Brad Currie (@bcurrie5)

14. John Fritzky (@johnfritzky)

15. Jay Eitner (@isupereit)

16. Anthony Fitzpatrick (@antfitz)

17. Diane Jacobs

18. Pam Lester (@njpam)

19. Mariann Helfant

20. MaryJean DiRoberto

21. Tom Tramaglini (@tomtramaglini)

22. Matt Mingle (@mmingle1)

23. Alina Davis (@alinadavis)

24. Fred Ende (@fredende)

25. Becki Kelly (@bekcikelly)

26. Kevin Kelly (@emammuskevink)

27. Tony Sinanis (@tonysinanis)

28. Ross LeBrun (@MrLeBrun)

29. Darren Vanishkian (@mrvteaches)

30. Glenn Robbins (@glennr1809)

31. Rebecca McLelland-Crawley

32. Bruce Arcurio (@principalarc)

33. Scott Totten (@4bettereducatio)

34. Kevin Connell (@WHS_Principal)

35. Krista Rundell (@klrundell)

36. Cory Radisch (@MAMS_Principal)

37. Meg (Simpson) Cohen (@megkcohen)

38. Tina Byland

39. Klea Scharberg

40. Suzy Brooks (@simplysuzy)

41. Eric Russo (@erusso78)

42. Walter McKenzie (@walterindc)

43. Kristen Olsen (@kristenbolsen)

44. Kevin Parr

45. Robert Zywicki (@zywickir)

46. Chris Giordano (@giordanohistory)

47. Jim Cordery (@jcordery)

48. Drew Frank (@ugafrank)

49. Jasper Fox, Sr. (@jsprfox)

50. Kate Baker (@ktbkr4)

51. Megan Stamer (@meganstamer)

52. John Falino (@johnfalino1)

53. Jon Harper (@johnharper70bd)

54. Grant Wiggins (@grantwiggins)

55. Kirsten Wilson (@teachkiwi)

56. Dan P. Butler (@danpbutler)

57. Tim Ito (@timito4)

58. Andre Meadows (@andre_meadows)

59. Tom Whitford (@twhitford)

60. Matt Renwick (@readbyexample)

61. Chris Bronke (@mrbronke)

62. Daniel Ryder (@wickeddecentlearning)

63. Emily Land (@eland1682)

64. Jessica (J-Wright) Wright (@jessicampitts)

65. Phil Griffins (@philgriffins)

66. Jennifer Orr (@jenorr)

67. Sophia Weissenborn (@srweissenborn)

68. Kristie Martorelli (@azstoykristie)

69. Michelle Lampinen (@michlampinen)

70. Manan Shah (@shahlock)

71. Tom Murray (@thomascmurray)

72. Rich Kiker (@rkiker)

73. Irvin Scott (@iscott4)

74. Vivett Hymens (@lotyssblossym)

75. Jon Spencer (@jonspencer4)

76. Jozette Martinez (jozi_is_awesome)

77. Peggy Stewart (@myglobalside)

78. Michael J. Dunlea (@michaeljdunlea)

79. Karen Arnold (@sanford475)

80. Ashleigh Ferguson (@ferg_ashleigh)

81. Jill Thompson (@edu_thompson)

82. Rick Hess (@rickhess99)

83. Maddie Fennell (@maddief)

84. Todd Whitaker (@toddwhitaker)

85. Jeff Zoul (@jeff_zoul)

86. Jen Audley (@jen_audley)

87. Kevin Scott (@edu_kevin_)

88. Kathryn Suk (@ksukeduc)

89. Baruti Kafele (@principalkafele)

90. Peter DeWitt (@petermdewitt)

91. Anthony McMichael (@a_mcmichael)

92. Natalie Franzi (@nataliefranzi)

93. Paul Bogush (@paulbogush)

94. Sam Morra (@sammorra)

95. Spike C. Cook (@drspokecook)

96. Colin Wikan (@colinwikan)

97. George Courous (@gcouros)

98. Scott Taylor (@tayloredlead)

99. Dave Burgess (@burgessdave)