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Four Triggers to Unleash and Sustain Powerful Momentum

The challenges and uncertainty we face this fall can feel overwhelming. These are circumstances that can sap energy, undermine confidence, and pile on harmful stress. Without a focused, difference-making strategy, we need to be ready to deal with growing frustration, confusion, and even burnout. Fortunately, this does not have to be an unavoidable prophesy for the coming weeks and months. We have available to us a powerful set of motivation and momentum building triggers we can engage to counter the challenges and uncertainty we are facing. When employed authentically and strategically, we can tap maximum energy and build unmatched commitment within the organization we lead. First, we must define, share, and embrace a clear purpose with which everyone can identify and find worthy of their commitment. For example, it may be that our purpose is to ensure that despite everything that is happening around and to us, “We will work together to provide students with rich, engaging, authentic learning experiences that build back learning lost in the spring.” In this context, the purpose can be a rallying point for everyone. “The pandemic will not defeat us or disadvantage our students!” Finding a common enemy and joining an effort larger than ourselves can be a powerful motivator. Second, we need to explore, discover, and commit to what needs to be done. For example, we might identify strategies to accelerate learning by focusing in key areas for some students. For others, we may need to build bridges and fill gaps to help them get back on track. Still others may need care and support to overcome trauma and setbacks that are getting in the way of their learning progress. Importantly, we need to be clear about what we want to accomplish and what success will look like. Third, with a clear, compelling purpose in place and a common understanding of what we intend to do to accomplish the purpose, we can give staff members reasonable autonomy to do what needs to be done. Herein lies the magic. When educators understand why they are working toward a common purpose or goal and grasp what needs to be done to accomplish it, flexibility in how to design learning experiences, engage students, and stimulate progress can unleash boundless energy and creativity. We empower teachers to bring their best selves and a full commitment to making a difference for students. Fourth, we must create connections, bridges, and bonds across the organization so that everyone feels a sense of belonging. When people work together, learn together, and even play together, magic happens. Conversely, when people feel isolated and abandoned, little momentum and progress is likely to be sustained. We need to find ways for people to reflect, share, imagine, and create together. Here we need to focus on process and progress, not just the outcomes to which we are committed. We, too, need to play a central role in this process. People across the organization need to see and feel our enthusiasm, commitment, and focus as the year unfolds. Frequent check-ins, focused encouragement, and shared learning are essential leadership behaviors to activate this trigger. When employed strategically, the magic of these four triggers is that we create a clear “why” for our work together, consensus on “what” needs to be done, and invite creativity, flexibility, and responsiveness in “how” the work will be done. When supported by a sense of respect and belonging, the combination is virtually unstoppable regardless of the challenges we face.

November 16, 2020

A True Story With a Positive Ending

A celebrated high school teacher of the year and candidate for the master teacher award in her state began this school year teaching her students in a concurrent environment. As such, she was teaching remote students at the same time she was teaching in-person students. Every day for the first two weeks of school she went home in tears. She was certain that she was failing with every student and she had totally lost the confidence that had been a hallmark of her teaching prior to the pandemic. She even started looking for another job. Then, she decided to do something very simple. She said to her students, “Am I bad at this? I don’t think I’m doing a good enough job. You have to tell me how I can do better.” Her students immediately replied to her, “Oh no, you’re not bad at this. We’re all struggling. We’re just happy we have you as our teacher and that you are hanging in there with us!” And it was their comments that lifted her out of her teaching “funk.” She went on to tell her students that she would need their help every day moving forward. She explained that there would most likely be days when a lesson wouldn’t work, or a new strategy would feel awkward and perhaps would not be as effective as something else they had done. But it was still important that they keep trying new things and new ways of learning so that everyone could find a way to be successful. Therefore, it was more important than ever that she receive their candid feedback and ideas for improvement. The lesson: Don’t be afraid to admit to students how you are feeling. And don’t be afraid to make yourself vulnerable—or to say, “Let’s figure this out together.” This is new territory for everyone. Students are feeling as uneasy in this environment as we are—perhaps more so. And, if we ask them, they can help us get better at this new way of teaching. When we engage students in this way, they are more likely to lift us and our instruction up and be more engaged themselves. Here are some simple questions you can ask students to answer at the end of a lesson or at the end of the week to reinforce the importance of working together on the common goal of making the learning experience better.

How do you think the lesson went today? What ideas do you have for how we might make my instruction and your learning even better?

What are the three best aspects of your learning this week? What made your learning experience effective?

What are two areas in which you struggled to learn this week? How might I help you be more successful?

What learning strategies worked best for you this week? Where do you think we should focus to help you broaden and strengthen your learning strategies?

What would you like to see us do more of? What might we do less of?

Do you need a dose of inspiration yourself? We suggest the movie Freedom Writers. Do you have a story you would like to share? Email it to InYourCorner@masterteacher.com and we may post it on our In Your Corner website.

October 26, 2020

Relax: We Are Built to Be Challenged

We might long for the days when life was calm and most of what we faced seemed familiar and predictable. We did not feel constant pressure and the need to learn and adjust. The recollection may be more nostalgia than reality, but it still speaks to an important truth. We idealize times when we felt in control, when learning and adjusting were not constant pressures, and we knew what to do in most circumstances. Sustained periods of calm, predictability, and drawing on what we already know can seem ideal, but they also carry risks to our vitality and our leadership. The fact is that humans are built to learn and grow through challenges. Without significant problems and difficulties, we can become complacent, unaware, and disconnected. Interestingly, we can also find ourselves worrying about small things because really important challenges are not occupying our energy and attention. These are not times when we typically experience new learning and develop important new skills. It is true that we occasionally need to spend time in our Comfort Zone. We may need to recover and reenergize ourselves. We may need to reflect and process what we have experienced. However, this is not a place to spend extended time. As much as we may long for those days now, the unique challenges and novel circumstances within which we find ourselves can be gifts to be treasured. For most of us, the pandemic and its implications for learning and teaching has challenged much of what we have known and relied on in the past. New challenges to long-standing practices and increasing complexity of problems have led to the development of new skills and broadened our knowledge and understanding of what it means to lead. These are characteristics of our Growing and Learning Zone. Here, we experience pressure and stress that drives us to examine, explore, and learn as we respond to what is happening and what may lie ahead. While the experience may be uncomfortable, it is healthy and growth-evoking. Nevertheless, at times we may find ourselves overwhelmed, feeling that things are out of control and we are not capable of responding adequately. These feelings may reflect reality or our perceptions of reality. Regardless, the feelings will guide the experience we have and how we will respond. These feelings define what is known as the Panic Zone. When we feel panicked our judgment can be compromised, we are more likely to revert to old ways of reacting rather than responding creatively. When we find ourselves in a panic zone, we need to be careful and avoid staying there for long periods of time. Doing so can threaten our health and our career. So what strategies should you employ when you find yourself in each of these zones? If you discover that you may be in your comfort zone for too long, look for worthy, purposeful challenges to take on. Consider problems that seem to keep coming back, problems that never seem to go away, or an action that would make an important difference to improve teaching and learning in your school or schools. Identify the new skills and learning you will need to develop and embrace the experience. If you are in your growth and learning zone, appreciate and value the experience even though it may feel uncomfortable. Know that these are times for which you were built. Accept that at times you may be confused and uncertain. You may even make some mistakes. Remember these are crucial aspects of the learning process. Be patient with yourself. Take time to reflect on what you are learning and how you are growing. Remember: Learning takes time. Tension and pressure can stimulate your creativity and give you reasons to imagine and invent. If you become exhausted, it’s fine to retreat to your comfort zone temporarily, but do not stay too long. If you find yourself in your panic zone, it is time to step back and gain some perspective on what is happening. Focus on what elements and aspects of the situation you can control. Resist holding yourself accountable for things over which you have no control. Look for learning opportunities. These elements can help you to move back into your growth and learning zone. Avoid allowing guilt and regret to overwhelm your thinking and actions. Use your personal and professional networks to help you sort and make sense of what you are experiencing. Also, don’t be reluctant to tap professional support to help you move forward. Above all, remember that what you are experiencing will pass.

October 19, 2020

Today’s Game-Changing Leadership Behavior: Empathy

We often talk about empathy as an important skill and characteristic demonstrated by successful leaders, especially during times of disruption and crisis. Empathy can be the bridge that helps us reach across today’s physical and social distancing to create emotional connections. Empathy can help us sense when frustration, fear, and stress may be growing and getting in the way of people’s ability to focus, invest, and do their best work. It may seem like empathy is a “nice to have” behavior that can supplement hard facts and reality. Yet, research shows that when leaders focus on the needs of employees, employees are four times more likely to produce high quality work. In fact, “hard facts” can be misleading if not understood in the context of the people who are associated with them. So, what are key elements of empathy and how can we demonstrate it? Here are five behaviors that can build and help us benefit from empathy. We can start by being fully present with others. For example, during meetings we can resist the temptation to check our phones and read emails. Avoiding distractions can help us to tune in to conversations and discussions at deeper levels and reduce the possibility that we miss a key comment or nonverbal signal that carries an indirect message about what people are really thinking and feeling. Second, we can commit to talking less and listening more. Obviously, talking is how we convey what we are thinking and expecting. Yet, listening can give us crucial information about what our words mean to those around us. Listening can help us gain insights and shape our message. Even if we disagree with what we hear, it provides us with an opportunity to build understanding of and appreciation for the perspectives of others. The old saying, “God gave us two ears and one mouth for a reason” applies here. Third, we can focus our attention on emotional signals around us. Emotions provide context for words and often convey information that will never find its way into words. Tuning in to emotions can provide key clues to understanding what people need and want from us and their work. Decades old research has shown that more than 50% of what is communicated between people is conveyed outside of words. The research still holds and is worth our attention. Fourth, we can be curious. Asking questions about experiences, perspectives, worries, hopes, aspirations, and other aspects of people’s lives not only gives us valuable information to help understand them, it conveys interest and respect. Often the simple question, “Why?” can open doors to understanding and give us access to information that otherwise would have been left unshared and unexplored. Fifth, we can anticipate. The first four elements of empathy give us access to nearly unlimited information to inform our thinking, shape our messaging, and align our actions with what will engage, inspire, reassure, and motivate. The understanding and insights we possess can help us to avoid unnecessary confusion and minimize misunderstanding, especially when clarity is crucial to move forward together. Remarkably, empathy not only helps others feel our caring, concern, and commitment, it can provide crucial insights and help guide our leadership. There may never have been a time when empathy is more important and valuable than it is today.

October 12, 2020

Finding and Living in the New Normal

At some point in our lives, most of us relocated from one community to another, even if just temporarily, such as going off to college. At first everything seemed strange. Routines we used to take for granted no longer fit. Places we used to go are no longer available. We were often surrounded by new people who may not be exactly like those we left behind. In short, life felt like anything but normal. Yet, before long we developed new routines. We found stores to buy what we needed, medical professionals to rely on, and other resources to bring stability to life. Even the people who once seemed so new became friends and coworkers. We adjusted to the “new normal.” Our institutions, staff, students, and other stakeholders are experiencing something similar right now. In retrospect, life may have been hectic and stress-filled, but it was familiar and mostly predictable. Much of what we face now is new, unfamiliar, and uncertain. Of course, we do not know if what we are experiencing will be temporary or become our more long-term new normal. Yet, how we think about what we are going through will make a significant difference in how and whether we adjust and how successful we will be in the coming months and beyond. If our perspective is that we just need to hold on for a while and everything will return to normal, we are less likely to build strong, sustainable systems and acquire skills and habits that will ensure success in the current context. We risk becoming focused on just getting through rather than committing to success now. The truth is that we cannot and will not ever go back to exactly how things were before the pandemic. We have confronted new challenges, crafted new solutions, and discovered problems and issues that existed previously, but were not recognized and addressed. We are different and so are members of our staff, our learners, our families and even our communities. Rather than continuously “looking over our shoulders,” wishing for what was, we have a special opportunity to engage, embrace, and press forward in today’s reality. There is much to gain by treating what we are experiencing as the new normal: It is the new normal. Stakeholders who are looking to us for insight, encouragement, priorities, and vision need us to help them embrace this new normal too. Instead of becoming stuck in what was, and may never be the same again, we need to help them thrive where they are. Here are some places to start:

Remind everyone that our mission and values have not changed, but we can apply them in new contexts and new ways. We can discover together new routines and practices that remain consistent with who we are and what we value.
Focus on where we are going and what we are committed to accomplishing, rather than looking back and relying on what used to be.
Build new systems that reflect and support today’s work and challenges. The sooner everyone becomes accustomed to what the current situation demands, the sooner everyone will feel more comfortable and “normal.”
Look for new practices and processes developed in the new context that can be carried forward, if and when we return to life that looks and feels more like a year ago than what we are experiencing today.
Of course, forgive yourself for occasionally longing for the “old days.” But refuse to become preoccupied and paralyzed by what was.

October 02, 2020

Ten Questions to Guide What You Will Do Next

One of the most challenging aspects of planning and responding during the pandemic is the need to consider and adjust to changing conditions. It would be great if we could assess the current situation and circumstances and make decisions that will carry the organization forward for an extended time. Unfortunately, conditions related to the pandemic change constantly and quickly. Outside experts and governing forces often shift advice and expectations. Stakeholders often move from supporting one approach to advocating another. Consensus can quickly dissolve. Through all of this “shifting sand” we are expected to see into the future while satisfying current expectations. When conditions shift, stakeholders look to us to know what comes next and to have a plan ready to launch. Obviously, it is impossible to anticipate everything that may have an impact on how instruction is provided and learning is experienced. We cannot have endless plans that take into account every factor and influence that must be assessed and responded to. Neither can we just “fly blind” without guidelines and decision rules to inform what will come next. Still, there is a middle course that can prepare the organization and your team to shift and respond to the most likely forces that will demand a change, whether to move to a more restrictive and remote learning environment or return to some less restrictive form of face-to-face learning. Here are ten questions you can use to guide your planning and preparation without having to know all of what lies ahead. Question #1: What conditions will trigger a change in approach? This question directs attention to what needs to happen to make a change. As examples, reductions in infection rates, modifications to brick and mortar facilities, extended periods without new cases, or significant new outbreaks could trigger a change in approach. The conditions you identify can guide decisions and provide a clear rationale for making a change. Question #2: How were the conditions established? The conditions are essentially criteria to stimulate an action. However, who participated in establishing the criteria, the expertise consulted in establishing them, and the clarity the criteria provide are important elements for decisions to be accepted. Question #3: How have the conditions been communicated? The extent to which stakeholders are aware of and understand the criteria will make a difference in whether decisions based on them will be accepted. Also, transparency surrounding the application of the criteria can be important, especially if the decision will lead to greater restrictions and inconvenience. Question #4: What needs/fears/confusion need to be anticipated and planned for? Despite having communicated the process and criteria for making decisions, when changes are announced and reality changes, it is likely that people will need more information. There will be confusion, and some level of fear will likely surface. The more these reactions can be anticipated and prepared for, the more likely the change will be accepted, or at least tolerated. Question #5: What preparation/planning/practicing will be necessary to put the change of course in place? It can be one thing to develop plans. It can be another to put them successfully into action. Such activities as table-top simulations, “gaming out” reactions, and having those responsible for elements of the plan practice how they will act and react can make a crucial difference in preparedness. Question #6: What resources will be required to make the change? It is unlikely that a significant change in approach to learning and instruction can be accomplished without requiring some additional resources. The more resource supports that can be identified and put in place early, the smoother the process will play out. Question #7: What are potential reactions/resistances/forces that could have an impact on the plan? Rumors, social media, fake news, and other reactions can quickly develop into resistance and pushback to even the most logical and creative decisions. Thinking through what might happen, tapping past experience, and monitoring events in neighboring communities can be extremely useful to your anticipation of these activities. Question #8: What planning and preparation need to be completed in response to potential surprises and resistance? Once you have a reasonable understanding of what reactions and resistance you may encounter, think through how you might prevent, avoid, or manage what surfaces. For example, you might have drafts of blogs, potential tweets, or Facebook posts ready to respond and head off problems before they fully develop. Question #9: What potential opportunities may surface for which you need to be prepared to leverage? Not everything that happens in response to the changes you have to make will be negative and resistive. Think through what opportunities might surface to improve learning, lessen confusion and resistance, and build support and credibility. Question #10: Who will decide that conditions meet the criteria to change and how will the decision be made? Even the best decisions can become derailed if processes are not clear and followed. If the school board must make the decision, identify the data and materials members will need. If the administrative team will make the call, clarify how and when board members and other key stakeholders will be informed. Knowing and responding to expectations about how key people will be informed can make the difference between acceptance and support and pushback and undermining.

September 14, 2020

Share Your Tips & Stories

Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.

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Five Things Your Staff Needs From You Now

Hopefully, you and your staff are settling into what has become the “new normal,” at least for now. Of course, not every issue has been settled and more challenges likely lie ahead. Meanwhile, ongoing uncertainty and disruption are predictably resulting in high levels of stress and confusion among those who are depending on your leadership. Obviously, we cannot control all of the variables and predict everything that lies ahead. The good news is that most people do not expect us to. However, they are watching closely to see several signals and behaviors in our leadership. The more of these elements they hear and see, the more they will trust and follow our lead. On the other hand, if these elements are largely missing in our leadership, we can expect more questions, greater resistance, and increased criticism.

Clarity. Those who are depending on us to show the way forward, point attention in the right direction, and focus on what is most important want assurance that we are clear about our priorities. They want to know that regardless of what happens we will not abandon the mission of the organization, compromise key principles, or abandon long-held, shared beliefs. The greater clarity they see in us, the more confidence they will feel that our decisions will be well-grounded and driven by what matters most.
Confidence. We may not always feel confident in the choices we have to make or our personal skills to prevail. However, those who are depending on us need to hear that we are confident that together we will succeed. We do not have to be superwoman or superman, but we can be the source of collective confidence and mutual reassurance of the power we possess when we work together.
Commitment. Most indications are that we will be in the fight against the virus and the disruption it is has created for some time. Our persistence, grit, and unwillingness to become distracted can offer a powerful model for others to emulate. It also offers reassurance that we will do our best and not quit on them or the work to be done.
Empathy. The challenges we face are shared throughout the organization. Of course, we are most aware of the pressure and difficulty we are experiencing. Yet, stress and challenges are a part of life for just about everyone. People need to hear and feel that we understand their experiences, appreciate their struggles, and are committed to supporting them. In truth, we can never show too much empathy.
Vulnerability. While those around us want to trust and have confidence in our leadership, they accept that we do not have all the answers, nor should we. Our willingness to ask questions, accept advice, and listen to varying opinions communicates authenticity, not weakness. Allowing others to contribute and invest in finding solutions and solving problems creates a sense of shared commitment. It can also serve us and the organization well when the unexpected happens or we need to change course to move forward.

Not every day will be filled with clarity about priorities, feelings of confidence, or unlimited energy to feed our commitment. We may not always see the world as it is experienced by others, and we will not always be comfortable in our vulnerability. Yet, these are among the most powerful sources of leadership we can tap, especially now.

September 03, 2020

Accept Your Vulnerability and Suit Up

Not since the middle of the last century with the outbreak of Polio has there been such a time as this. Not even the AIDS epidemic, nor the more recent pandemics have caused such universal distress. This COVID enemy is uncontrollable and ruthless. We can use everything we know to try to fight it, yet our experience tells us there are people who will rebuff our attempts. There are those who refuse to wear masks or keep their distance. Young people congregate in masses and we are at a loss to stop them. Yet, these actions put others at risk. It can seem as though the forces against a safe and successful path forward are unstoppable. On top of our professional responsibilities, we have our students, parents, and colleagues, as well as ourselves and our family members to take care of. And that too can feel like an endless and overwhelming task. So, what’s the answer? In truth, there isn’t one single proven answer at this time. But we can adopt a helpful frame of mind: Suit up and be vulnerable. These two actions, on their face, may seem like opposing things. They’re not. In fact, they are two powerful elements of successful leadership, especially in times like these. Some days we need to suit up with a formal suit that says “leader,” other days with the team uniform. But every day we need to be ready to do what’s in the best interest of our organizations and the people we are charged to keep learning and stay safe. When we “suit up” we actually start to prepare ourselves to win—mentally, physically, emotionally, and spiritually—and not merely endure our circumstances. Suiting up mentally also helps us reach inside and activate and draw upon core principles, knowledge, skills, and other strengths we possess. In our case, the battle is about preparing this generation of students for their future. It’s about keeping students and their teachers and support staff safe—so that they have a future. It’s about feeding those students who wouldn’t have two meals a day without our efforts. It’s about making sure every student and every staff member feels seen and heard—and so much more. It’s a tall order. But it’s what we got into this profession to do. If we don’t suit up with the positive intent and passion for nurturing and protecting young people every day —we won’t win the battle. In the absence of easy answers, our real strength, perhaps even our super-power, is to lean into our vulnerability—another keen aspect of our human reality. We do not have to behave as though we have all the answers. We can give others space and encouragement to reflect, imagine, and propose answers to the challenges we face without abandoning our leadership or devaluing our strengths. When we access our vulnerability, the barriers that divide us and arouse our fears begin to crumble and we open ourselves up to the ideas of many others who come to our aide and can help us solve the problems that confront us. Ironically, when we do, it motivates both us and them. We also put ourselves in a position to learn. And it is this mindset of learning that will propel us and our mission forward in new and more productive ways. In truth, all of us are feeling incredibly vulnerable now—because we are. It isn’t a weakness. It’s simply a condition—and one that we can use to unite us rather than divide us. The path before us will not be easy. But know that in actuality, we may experience our biggest victories now. There certainly has never been a time when our leadership was needed more. We won’t get the answers we seek every day, but if we stay alert, suit up, and stay vulnerable, solutions will appear.

September 03, 2020

Advance, Retreat, Adjust, Repeat

The decisions we are having to make right now in the frontier of this new environment can riddle the most confident leader with anxiety. Every path we go down seems to be punctuated with difficulties. Bain and Company, a research firm, suggests that the organizations that adopt the mindset of Advance, Retreat, Adjust, Repeat will come through this period as winners. It may look like this: Make a decision to move forward in a specific direction (Advance), listen to the responses you hear about the mistakes you made that will cause you to have to back up (Retreat), learn from listening and your mistakes and try something new (Adjust), and then (Repeat) the process. In truth, this is what we ask students to do every day—and we deem it the height of learning. Consider the fact that leadership anxiety stems from fear of making mistakes and then having to deal with the consequences. The need to be right in every situation can actually paralyze a leader and lock him or her into short sighted positions that keep the organization and the people in it from learning from mistakes and finding creative new ways to move forward. In reality, there are no totally right discussions in an environment of such huge uncertainty. A close look will reveal that perfection has never been the real condition. Rather, we are imperfect people, leading imperfect students, in an imperfect classroom and school, community, state, nation, and world. But, if we move forward with an adjustable mindset, an ability to admit our mistakes when we make them (and we surely will make them), and an eye for creative solutions, we will be leading a much more vibrant school or district quicker than we thought possible.

August 31, 2020

Three Questions Tell You What You Need to Know—Now

The first weeks of school will reveal the flaws in your plan, but you may not see them. They may be more obvious to others than to you. These are times when we cannot know everything. Complexity, shifting conditions, and the absence of clear direction are present everywhere. No matter how much effort and attention we give, there is always more that we could or need to know. Consequently, we need strategies to avoid potential blind spots and to avoid hearing only what those around us think we want to hear. Of course, openness to disagreement and willingness to accept difficult or bad news are important habits to cultivate. Still, unless we take specific steps to ensure that we are hearing what we need to know and pay attention to, we risk overlooking or being shielded from information important to our leadership and the success of the organization, especially in these challenging times. We can expand and extend the radius of information we receive and process by frequently asking three questions of ourselves and those with whom we regularly interact. First, we can take a direct approach by asking, “What do I not know that you think I need to hear?” This question invites reluctant colleagues to offer insights, perspectives, and information that can expand our knowledge and understanding without having to introduce uncomfortable topics without an invitation. Even in response to this question, we need to listen carefully for what is not being said directly if we want to fully understand what we need to know. Second, we can pose the question, “What would you ask if you were me?” This question can be used with close colleagues and less familiar members of groups and teams. It is less risky to respond to than the first question, because it does not commit the responder to providing uncomfortable information or challenging our opinions or perspectives. However, it can provide important clues to information and experiences about which we need to learn more. Third, we can ask ourselves, “What can I glean and learn from the resistance, criticism, and skepticism I am hearing and feeling?” There are reasons behind the behavior of those around us. It can be tempting to dismiss negative feedback, but we often do so at our own peril. Only by taking the time to listen, reflect, and ask clarifying questions can we gain crucial insights that save us from missteps and offer new ways of communicating and leading that represent a path to greater success.

August 24, 2020

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