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In Your Corner, Leadership and Change Management
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.
Behavior, In Your Corner
Avoid the Media Dunk Tank
The media regularly features pictures and short videos of the inside of schools and elsewhere that depict people engaging in behaviors or finding themselves in circumstances that appear counter to what is recommended by the CDC and other government entities. They may be pictures of students in crowded hallways, staff or students not wearing masks, examples of failure to practice good hand hygiene, or any number of other possibilities. The popularity of snapping and posting pictures and videos of unfolding situations means someone—a student, staff member, or other person— will likely find a situation they want to expose by recording and posting it.
Of course, we may be unaware of the situation or conditions. Or, we may know about the situation and are working to address the problem. Or, we may even be experiencing a staged activity intended to embarrass or create controversy.
Regardless, we can expect to immediately be confronted with pointed inquires and subjected to uncomfortable and often unfair assumptions. Before we find ourselves in these unfortunate circumstances, there are preparatory steps we can take to be ready and avoid unnecessary controversy.
First, review current student behavior codes to ensure that they are free of restrictions that no longer apply or make sense, would unduly restrict students’ First Amendment rights, or that otherwise likely would not stand up to legal challenges. Language related to possession and use of electronic devices at school and during school hours might be an example.
Second, identify elements or aspects of written student behavior expectations that are not consistently enforced. For example, if students are not to take and share photos of other students without their permission, do you and your staff regularly monitor and enforce this expectation? Is it even practical to determine whether all photos taken are with permission? Expectations that are stated but not enforced often carry little more weight than expectations that are not addressed.
Third, identify behavior code elements that extend beyond the reach of the school and may not be legally enforceable. Often, expectations of students that extend into their personal lives and beyond the confines of the school and school day are challenging to enforce. Behavior codes associated with cocurricular and extracurricular programs may be exceptions, but it is wise to consult legal counsel to be certain.
Fourth, review the expectations of staff relative to posting photos of students. Again, stated expectations are only useful if they are consistently enforced. Also, consider whether blanket permissions signed by parents for their children to be photographed extend to videos and photos that might convey images that are embarrassing or damaging to the reputation of the institution.
Obviously, even with this preparation you may find yourself responding to inquiries and accusations related to an unfortunate image or video. Here too, there are considerations and cautions to observe.
First, avoid panicking or reacting before you fully understand the situation and associated implications. If students are involved, be careful not to allow anger or embarrassment to push you to treat the situation as disciplinary and exacting consequences before the facts are known and implications are considered.
Second, delay making a statement or taking other action until you have enough information to support your actions. Rather, commit to learning what you can regarding the circumstances and potential implications of what you have been presented. Further, commit to making the situation right, if what has been posted reveals circumstances or practices that need to be addressed. If you are not completely certain about the correct steps to take, consult those in your institution who might provide good advice, and contact legal counsel for guidance.
Third, if you eventually determine that school rules were violated, you can take informed, measured actions that are consistent with stated and enforceable behavior expectations and avoid the necessity of having to “back track” on what has been said or done.
Fourth, be prepared for pressure to take immediate action and “second guessing” once you decide a course of action. Both responses are predictable. What is most important is that you take measured, informed, fair actions that hold the most potential to address the situation and avoid placing people or the organization in compromising positions as a result of your words or actions.
In Your Corner, Leadership and Change Management
In Your Corner, Relationships and Connections
In Your Corner, Leadership and Change Management
In Your Corner, Relationships and Connections
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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As much as we sometimes want to take control and tell students what they should do when they face a difficult challenge, it usually is best to position ourselves as coaches, reflectors, and supportive advocates.
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