"Get The Right People On The Bus"

In Jim Collins classic book Good To Great, he urges that managers 'get the right people on the bus' and stresses that 'who' is more important than 'what.' It's generally been my belief that far too many administrators are far too lazy about what I consider their most important duty- hiring staff.  It seems that far too many principals and central office leaders don't have the patience to endure sometimes endless interviewing in search of 'the one.'

This astonishes me.  With all the recent and ongoing efforts and reforms in the areas of teacher evaluation, elevation of test scores, and how to improve instructional practices, let's all (hopefully) agree to a few things:

1. Hiring a great teacher up front will get you more bang for your buck than evaluations, coaching, professional development, etc. can do.
2. Hiring great teachers makes your life significantly easier in all areas.
3. It's way easier to say 'no thank you' after an interview than it is after you award someone a job.

The time spent up front is worth it!  While certain positions like bilingual psychologists or physics teachers you may have a smaller pool than others, but with planning and focus, quality (often times amazing) hires can be found.  It's tougher if you school district doesn't pay as well as neighboring school districts, but never impossible.  

Besides general laziness, hiring administrators frequently make other mistakes.  Interviewing isn't a science.  People can beat an interview and no person who holds the responsibility of hiring can boast of perfect record.  But if we employ a systemic approach, we can minimize the likelihood we inadvertently hire a turd.

• Hire people for what they can become- not what they currently are.   

Sure, it's nice if you find a candidate that already knows how to use a Smartboard, has familiarity with AIMSweb software, and came from a school that used PBIS.  Not to diminish the value of those fine skills, but those things are easily taught (and learned).  Instead, look for the intangibles.  Are their responses to questions student centered?  Can they provide concrete examples as they speak or only offer theory and buzz terms? Are they creative? Do they have a sense of humor?  Do they smile? These things are harder/impossible to teach.  Do they always come out in an interview?  No.  But they might, and if we're not looking for them and instead focusing on what they've already done, we may miss them.  I've been forced to co-interview (which I HATE) with other principals who will pass on a strong candidate for second grade position because they student taught 5th grade and candidate B who was average has student taught 2nd grade already.  Curriculum can be taught and learned.  Intangibles can't.  

• Be critical.

I often see administrators make excuses for candidates or attempt to clarify statements on their own.  "She was nervous, I think what she was trying to say was...."  Don't do this! While nerves may play a part in a candidates interview performance, it isn't our obligation to take that into consideration.  Work with what's been presented.  If your gut tells you that you had a potentially great teacher in front of you who wasn't getting at the depth of response you hoped for because of nerves, bring them back for a second interview.  Sometimes candidates will say things that should be red flags, and sometimes my colleagues tell me I'm being to 'nitpicky.'  Remember- in an interview you hold 100% of the cards.  It costs nothing to bring them in, and nothing to tell them 'no thank you.'  Once you offer them a job, the balance begins to shift.  They join a union.   They get rights.  They form political friendships and maybe even friendships with you.  It's emotionally draining and professionally messy to not bring a teacher back.  Calling someone and politely saying, "you were great but..." is much easier.  If your 'spidey sense' tells you somethings off with a potential hire- listen to it.

• Avoid interviewing connections.

When jobs open up, it's natural for people to want to help friends & relatives, and push for new teammates they are familiar with.  Avoid this (if possible).  When the superintendent 'asks' you to interview the mayor's daughter, you better do it, but in most other instances you have wiggle room.  Rarely do these recommendations come with qualification.  Teachers and parents offer up people relatives, neighbors, and friends who are looking for jobs.  Obviously, just because they are looking, that doesn't mean they're any good.  By opening this door, you create an issue where if you interview Mrs. Walker's neighbor, but not Mr. Porter's daughter you could be accused of favoritism and/or hurt feelings.  If you do hire one of these recommendations, you could again be accused of favoritism (even if just in lounge scuttlebutt).  If you interview and don't hire an acquaintance, you could upset a valued teacher.

I say avoid, because there may be circumstances where you'd want to break this rule.  But it must come with a professional rational.  "My neighbor's son is finishing his student teaching" doesn't cut it.  "My neighbors son is a National Board Certified teacher who moving back to the area and looking for a new job" is different.

My staff know not to bring me names when job openings are posted, and they know if they do that I will intentionally not interview those people if they do.  I've politely explained why and I hope they understand or at least respect that.  If their friends want a job, they should apply like everyone else and let their credentials speak for them.  Getting a job should be about your ability or aptitude- not who you know as is so often the case.  

• Hire for your building and need.

Someone may interview well and posses the skills you're looking for, but if they appear to be a bad fit for your staff, team, or situation, think twice.  I had a opening for a teaching position a few years ago.  The grade level partner was a great teacher but she had a wild side away from school I knew about.  She partied in bars and used drugs recreationally.  She liked to tell crude jokes with her friends on staff and swore like a sailor in the lounge.  I interview a strong candidate who had graduated from a small baptist college, listed various church efforts under the volunteer section of her resume, and referenced Christ a couple times in the interview as a major guiding influence.  While I thought the candidate had the potential to be a great teacher, I recognized that the particular opening I had could be a recipe for big problems.  Perhaps I'm being presumptive (sometimes opposites attract) they would clash, but I don't have to take that risk.  I still hold all the cards!  I can likely find someone else whose personality appears to be a better for for the tenured teacher I already have. 

• Think with your head (not that head).   

I've never met a male administrator who didn't have a little pervert tucked away somewhere.  If you can find a gorgeous teacher who meets your criteria, more power to ya'.  The teaching field has lot of beautiful women working in it, and many of them are rock stars.  I would never recommend passing on one because they're attractive.  Unfortunately, it's the other side of this coin that gets management in trouble too often.  Recognize that if you hire a highly attractive person of the opposite sex that you've already opened yourself up to potential criticism from your (maybe jealous?) staff.  Your bosses (who may be of the opposite sex) may privately question your judgement (do you ever want that?).  This goes away if the individual produces. But if you reached because in your subconscious you wanted to look at this person everyday, you're putting your reputation out there more so than normal circumstances.  People connect dots (even dots that may not exist).  I know many obese people who are kick ass teachers.  Be smart here.  Ladies- this goes for you too.

I recently read that in Finland's prized education, where teachers are are held in the same regard as doctors, that it is much, much more difficult to get into the profession.  In the United States, we have little control over who acquires licenses to teach.  We most definitely control who teacher in our buildings.  Let's not screw it up.  

"I Was TERRIBLE At Math When I Was In School!"

As I moved up to the line, staring back at me was the number 137, and I didn’t know what the hell to do with it.  Sure, I was a beer or eight into my night, but nevertheless I was drawing a blank as I attempted to calculate the 301 ‘out’ in the dart game I was fiercely engaged in.  Though my iPhone has a calculator which clearly could assist my dilemma- what guy pulls a calculator out during a game of bar darts!? Per habit, I looked over at my buddy Frank who has a terrific mathematical mind.  Frank, almost anticipating my numerical incompetence calmly acknowledged my glance and spit back, “I’d go bulls-eye, trip 17, double 18.  Or you could go trip 20, trip 20, 17…..”  I took my shots and went back to our table as my opponent moved into position for his turn.  After a gulp of my beer, I thanked Frank for his quick help.  “I’m terrible at math!” I admitted.

The message here isn’t that you need to learn your multiplication facts if you’re going to be a dart player (though it’s not a terrible idea…).   It’s the last part of the little tale above that is worth examining-particularly for educators.

It’s always puzzled me how freely adults will admit, often with a sort of proud bravado, their innumeracy.  It would not be uncommon in my experiences and observations that after a group of adult friends enjoyed lunch together that one member of the group to be expected to breakdown the bill for the table. “Oh, I was terrible in math when I was in school.”  It would be uncommon for one of the same friends to ask for the menu to be read to them, and then brag that they were lousy at reading words in high school.

There is a double standard here, even if only in perception, and it no doubt has impact on our schools.  It is a given that students must be able to read when they leave school to have a prayer later in life.  However, too often math is treated like a luxury topic for the gifted.  Parents will freely admit they were terrible in math while in school.  Even teachers who instruct disciplines other than Math & Science will often confess they were poor in math.

All of this eventually comes together to send an incorrect message that one can get through school and be successful in life without math competency.  It tells kids that reading is for all but math is only for some.  None of this encourages hard work or perseverance, nor does it encourage students to pursue higher level math courses which may lead to careers in math related fields. 

The worst part is these perceptions are usually incorrect.  While it’s true I’m not a chemist or an engineer, I do successfully budget (without error) for both my personal life and for my school.  Based on my poker rakings, I’d say I’m pretty decent estimating the odds that my hands will win.  I know that 150.92 QB rating is good and a .150 batting average is terrible (and why).  I understand that a .29 effect size for traditional homework reveals it is not a strategy worth my teacher’s time.  I’d argue that most adults, if they thought about it, could list tons of mathematical things they were good at (and I’d argue many adults reading ability isn’t as strong as they believe…).

And yes, after a half dozen IPAs my automaticity to break down 137 isn’t as strong as the next guy’s.  However, I do understand the process and could have figured it out if push came to shove.  It’s critical if we wish to produce persistent and eager math learners that we begin to break this perception down.  Educators should strike this sort of rhetoric permanently from their thoughts.  They need to confront it when they hear it, and should coach parents on this topic during parent nights and open houses where appropriate.  If teachers, parents, and other valued adults continue to send the message that it’s completely okay to be a poor math student, than perception will indeed equal reality.    

"You Made Him Bleed"

All of the Halbrook children had gone through my school.  All in all, they were nice kids and with good, loving parents.  But the youngest Halbrook, Curtis, was the one that broke the mold.

Curtis was (is) a good kid.  But there was no denying that teachers weren't exactly hoping his name would wind up on their classlist.  He the definition of a whirling dirvish.  He couldn't sit still.  He never raised his hand.  He was seemingly never in his seat.  He was occassionally and unexplainably found underneath furniture.

When Curtis was in 4th grade, I got received a panicked voicemail after I'd left the office from his emotional mother, followed by a dissertation style e-mail.  Apparently Curtis had told one of his classmates he was going to kill him, and possibly extended the threat towards his teacher (though that couldn't be verified).

Curtis is about 4 feet tall and maybe 45 pounds soaking wet.  He's totally harmless.  His mom was terrified I was going to try and kick the kid out of school.  Sadly, in the day and age we find ourself, we see kids being suspended and expelled for far dumber reasons thanks in part to misguided zero tolerance polices.  So I suppose on some level, her panic was justified.

I called mom the next morning and talked to Curtis teacher.  It took little effort to get all of us on the same page.  We weren't after Curtis, and we weren't kicking him out of school.  We all agreed his comments were not literal in intention.  When I asked his teacher what she felt an appropriate consequence would be, she replied, "Just scare the shit out of him."  Curtis's mom thanked me for my understanding but begged me to please call him down and 'scare the shit out of him' so he learns a lesson about making comments like that.    Easy enough right?

The next morning I called Curtis down about nine o'clock.  He sat in the chair across from my desk quietly.  I continued working at my computer, occassionally looking over with an angry glare.  After letting him sweat about five mintutes I turned and began.

"Curtis, what do you think the consequence is for threatening to kill another student?"

He looked at my blankly and replied, "Um, I don't know, but I'm never gonna do that again."

"You know Curtis, I'd love to believe you but I'm responsible for everyone's safety here.  I'm not sure I can just risk everyone's life by simplying accepting your promise.  So again, what's the condequence for threatening to kill someone?"  He didn't know.  "Well, I know what I do when I don't know something- I Google it!"

I Googled 'student threatens to kill another student.'  Sadly I got about 48 million hits.  I started reading them to Curtis as I scrolled through.  "Florida student arrested... student charged with threatening... students arrested after threatening classmate... police arrest student who made threats...."

Curtis was becoming more pale.  I continued.  "So Curtis, it would seem that the penalty for threatening to kill someone is... you get arrested!"  He just stared.  "I think I'd better get your teacher down here since you apparently threated her and determine if she'd like to press charges against you."  Curtis continued to just stare.  He certainly was taking this seriously, but frankly I was hoping for a little more emotion/reaction.

I had the office  page his teacher.  When she arrived and sat down next to Curtis, we continued on.  "Ms. Gomes, I'm a little over my head here as principal.  We don't deal with a lot of death threats here at school, and I'm not sure how to handle this.  Curtis and I Googled to find out what happens when a student threatens to kill another student and it appears in most cases you get arrested. I'm starting to think that the best move here might be to have the PD come over here and arrest Curtis."

With that Curtis howled, "Ohhhh nooooo!" and collapsed his head into his lap aggressively crying.  Just as I was about to start letting him down, he lifted his head back up and blood was pouring out his nose.  "Now I'm bleeding!" he wailed.  Ms. Gomes looked at me with astonishment and said softly, "My God, you made him bleed."

Curtis's teacher was trying to keep Kleenex on his nose bleed, but he was sobbing so hard and bleeding so freely it wasn't doing much good.  Blood was everywhere.  Curtis looked liked he'd gone a few rounds with Mike Tyson.  His white shirt was covered in blood.  Blood was smeared on his arms, the chair, the carpet, his pants, and the tissue box.  Tissues soaked in blood were everywhere.

By now, the nurse had joined us.  As she worked trying to pinch the nose, Ms. Gomes continued to fumble with the Kleenex to prevent some blood from spilling.  Curtis continued to howl thus making it worse.  And me?  I just stood there in disbelief.  I still had to finish this song & dance and tell this squirt he wasn't going to jail!

"Curtis, you need calm down and pay attention.  We need to finish this important conversation.  I understand you're upset, but imagine how your classmate felt when you told him you were going to kill him."

Eventually, Ms. Gomes declared she wasn't going to press charges as long as he promised to never say something like that again ever.  Curtis passionately promised, and the nurse took him away.

I certainly hope Curtis learned a lesson that will stick with him.  I feel like he's probably pretty lucky that he ran into a principal and teacher who were understanding and interested in helping him avoid the behavior in the future rather than simply issuing consequences.  He might not be so lucky next time.

Doggy Style & The IEP Process

Several years back I had a teacher go on a maternity leave.  The teaching assistant in the room was a certified teacher who had done a nice job and I felt earned herself the opportunity to take over the position.

Ms. Cook was a pretty young lady who was just starting out her career, and as could be expected, she had some nerves about her new responsibilities.  During her first week in the teaching position came the first IEP meeting she was responsible for attending.

Mrs. Miller was pretty much batshit crazy.  She was the student's grandmother who was raising the boy in the absence of his mother who was out of the picture for reasons unknown.  Mrs. Miller was also one of these parents who had a terminal disease yet never actually died or appeared to decline in anyway.  However, every time we had to call her on a behavior issue we would be reminded of her illness.  I'm certainly not a doctor and hate to make humor out of someones sickness, but I seem to have two or three medical miracles on my parent list every school year.

On the day of the IEP we all packed into one of those, way too small, horribly uncomfortable conference rooms.  The IEP process is pretty canned, with each professional in the room receiving an organized point in the meeting to share on the students progress or lack thereof.  Not today though.

Mrs. Miller kept interrupting- not protest or even discuss anything related to the comments of the staff, rather to make these rambling speeches about how children need love to grow or how schools couldn't replace churches.  At one point in the middle of the social worker's update on the boy (as we neared the end of hour number one), grandma interrupts again.

"Excuse me, but you have to understand, when you've got that pipe in your mouth, and all you want is another hit, and you're gettin' it on....!"  At that point she offered a few quite animated hip thrusts (previously unseen in school IEPs to my knowledge), looked Ms. Cook who must have thought she signed for the circus (no comment), slapped her on the knee and said, "You know what I'm talking about girl!"

No child left behind, right?

The Art Of Appreciation

I can count on one hand how many times in my career a parent has gone out of their way to compliment my efforts or performance to my superior.  Frankly it isn't exactly frequent that parents offer compliments  directly with me either.  While one could certainly draw the conclusion that I'm not particular good at my job, I'll share that after many years of working in administration, I've receive very few compliments about my teachers.  Generally, our school is high performing academically, and has a low incident rate in terms of misbehavior.  Surely some of them have done something well.  Right?

Educators, even the best ones, are painfully aware that regardless of how hard they work and how talented they may be, they will have no shortage of complaints and negative calls each year.  It's not only easy to pick up the phone and bitch when something goes wrong- it's often anticipated.  We know that when little Billy goes home upset that overprotective Mom will be calling.

This of course can be disappointing.  Teachers and principals feel under appreciated.  They do complicated work, often for average salaries, and are subjected to a consistent battery of (changing) demands as to how they could better do their jobs (more learning, more safety, more engagement, better cafeteria food, more kindness, and oh, do this spending less money please).

Then I stopped to reflect on my own behavior.  I certainly call and complain when my pizza is 20 minutes late being delivered.  I've never called and thanked them when it showed up early, steaming hot, and perfectly cooked.  I don't recall ever calling an airline to thank them for getting me to my vacation 20 minutes early with quick luggage distribution (though it's happened), and I'm fairly certain I've never thanked a movie theater manager for the clean seats and non-sticky floor I found inside the theater.  Sure, I'll tip a little better when I have good service somewhere but rarely (if ever) do I verbally acknowledge the effort or share my satisfaction with a supervisor.    

I'm part of the same problem and no better than the parents I feel under appreciate myself and my profession.  But I don't have to be.

Every week or so I head to the same grocery store whose deli is noted for low prices, high quality, and great selection.  If you want something from this deli you better be prepared to wait because it's always a zoo.  It seemed every week I would wind up (by coincidence) being helped by the same guy.  These people are literally out of breath and sweating on weekends trying to help people as quickly as possible.  Yet each time this guy helped me he was remarkably friendly, never made me feel rushed- even when I was indecisive or asked several questions with a line forming behind me.  The other day when I was leaving I happened to see the store manager walking by and I called him over.

"You've got a kid working in the deli.  Shorter guy with dark hair."  You could see the managers face as he began to brace for the complaint I was about to hurl and how he'd have to defuse it.  Instead of course, I shared my appreciation for the kid's help and how excellent I thought he did his job.  The manager was floored.  "Thank you so much for telling me this.  I've never had a customer compliment an employee like that since I worked here."

What I did cost me nothing.  It took no time, and I expected nothing in return.  I felt good about the exchange, and no doubt so did the manager and the deli worker when his boss shares with him the feedback he received.

I've tried to do more of this sort of thing.  When the high school kid working at the pet store showed my how to change the water in my new tank, I called the manager when I got home to tell him how great his instructions were, and what a nice kid he had working at his store.  After taking my daughter to a store in the mall where you make your own teddy bear, I told the young girl who helped us that she was remarkable with children and hopefully would consider a career in education.  I shared this with her boss too.

My actions are unlikely to increase the appreciation showered on education (though the impact of such positive interaction could be huge but remains immeasurable).  But I can tell you that I feel better and am a happier person when I am looking for positives and complimenting people, than waiting for the next mistake to pounce on.  As a manager, I'm trying to focus on the good my teachers offer more than their weaknesses, and I encourage staff to make on-going positive phone calls to all of the students in their class.

I won't knowingly be part of the problem.

Crime Isn't For All Kids

There have been certain kids over the years who I have had to sit down and say, "Look, you stink at misbehavior.  You get caught every time.  Crime just isn't for you.  It might be easier for you to just behave."  Kurt was one of those kids.

Kurt was impossible not to love despite being a handful in the class.  He was a little guy with fire orange hair that allowed him to stand out beyond his obnoxious classroom behavior.  Kurt was harmless in his intentions, but one of those kids who seemed to be out in the hall getting lectured for one thing or another every day, every year, etc.

One day while in 4th grade, Kurt was asked to hand out math folders (he was the type of kid who you had those time consuming problem solving meetings on and came away from the table with great strategies like, 'maybe if we gave him some jobs and let him move more it would solve everything!').  One cute little girl's folder was missing when he finished.  Kurt didn't know where it was, and the girl swore she never got it.  They checked desks, lockers, and everyone made sure they had their own.  Nothing.  

When hope appeared lost (and lot's of time wasted), Kurt noticed a similar looking folder under a pile of papers on the teacher's messy desk.  When they pulled it out, sure enough, it was the girls.  Kurt was a hero!  The teacher was baffled. 

The problem for our hero here was that on this particular day, the teacher was taping herself as part of a reflective self improvement effort.  When she watched the video (which the kids knew about!), there was Kurt, sneakily jamming the folder under the papers.

When Kurt's teacher questioned him the next day on if he knew how that folder got where it did, predictably  he claimed to not know what made water boil.  "Kurt, you do remember that I was taping that day, don't you?"

Kurt's face got as red as his hair.  Like I said, some kids just suck as being bad.  

Tell Me, Where Did You Sleep Last Night...?

I participate in a men's bowling league.  It's a nice temporary escape from reality and helps sharpen my conversational skills with men who spit a lot and neglect bathing.  

The other night a guy a few lanes over came in with a couple of kids.  I won't pretend to know the whole back story.  I assumed they were his children, but I suppose it's equally possible he was 'watching' these two kids for someone else.  He bought the children some soda, a pizza, and hoped they'd leave him alone while he rolled.  

A bowling alley on men's league night is about as appropriate a place for children as a strip joint.  The language would generally make most sailors blush, and alcohol, tobacco, & personal shame flow like water.  As I am not beyond belting the occasional expletive after leaving the fucking 10 pin (again), I wasn't overly thrilled to have two small children ear shot from me.  This is after all, my night off from being a dad and an educator.  

Around 9:00 pm, the older of the two kids (I'd estimate 3rd or 4th grade) went to sleep on some coats along the back wall roughly between the beer counter and the 'not responsible for lost items' coat rack.  Seeing a kid sleeping on the ground upset me....and then my mind went back to my day job.

What happens at school the next day?  This little girl has spent her evening, basically by herself surrounded by loud noises and strangers who smell like a perfect blend of Camel Wides, lane oil, and BO.  She was sleeping on the floor, in public, while her teacher perhaps assumed she was in a warm bed (and had been there since a reasonable time).

Will her teacher assume she's studied for her test?  Will she give her a second chance to prove she has learned the material if she fails because she's tired and couldn't study because she wasn't at home though it was beyond her control?  Will her teacher scold her in the hallway for not having done her homework?  Or will the little girl cheat and never learn the material so she's isn't punished by grades and lectured by her teacher?  Will the little girl thoughtfully explain to her teacher that she was couldn't work on her poster board because she was at a bowling alley and didn't get home till after 11:00 pm when her daddy stopped drinking and woke her up to ride home?  Or will she lie or not mention it because no kid wants to ever believe their parents are losers no matter how obviously it may be to others?

Are there perhaps kids in this little girls class who have it worse?  Is sleeping at a bowling alley better or worse than trying to sleep while parents fight (or party) late into the night?  Do teachers, particularly of young children who have little/no control over their time, stop to consider the above questions/scenarios when they are making sweeping decisions about grades, learning, and possible punishment?  My fear is not nearly enough.