Nodes in a Network Not Stations in a Sequence

This is part 4 of my 7-part series focusing on The New School Rules. If you missed previous parts, check them out here. Before we start, please take a moment and sign up for my newsletter.

One of the important features of responsive teams is that they are structured like nodes in a network instead of stations in a rigid sequence. One of the characteristics of network nodes is that they have their own purpose, individual accountabilities, autonomy, and authority. In other words, the bosses and leaders no longer command the pieces on the board.

The New School Rules

Last week we learned new ways to think about planning, but this week we dive into deep structures around how we build our organizations and even our identities. Chapter 2 in The New School Rules by Anthony Kim and Alexis Gonzales-Black looks at teaming and the way we create systems that allow teams to either flourish or stagnate.

The “New Rule” around teaming is – Build Trust and Allow Authority to Spread. Keeping with our overall focus on responsiveness we will look as deeply at how our teams are structured as we do at the tasks we ask them to perform. I can’t think of any campus or central office structure that does not have staff divided up into teams or departments. Those two contexts may look slightly different, but a commonality in most settings is that the work of the team floats vertically rather than horizontally.

Projects, expectations, goals are often assigned in a hierarchical approach from a principal or director and the team then performs those tasks while reporting back up the chain to said principal/director. Teams will at times work together, but that collaboration is based around meeting the expectations set from above.

According to the authors, this hierarchical model allows leaders to grant authority to teams but it is gifted in a conditional and limiting way. This conditionality leads to teams playing it safe or focusing on ways to maintain that authority rather than becoming a flexible and learning team. When authority – like anything else – is a scarce resource we compete to either maintain or capture it from others. Then this competition distracts our teams from their purpose.

Ask yourself where and why you are granting conditional authority and you will find all roads lead back to trust. Trust in our teams and trust in ourselves as leaders is a fluid state or being. I try to think about conditionality often as a parent. “Where might my kids think my love, respect, or praise is conditional depending on their actions?” I hope they don’t think my love is conditional. They are judging my actions more than my words and I hope those actions and words or congruent, but I’m sure they are not always aligned. Congruence between our words and actions build trust.

And trust builds teams that move a campus, department, or company incrementally forward. Trust builds teams that can adapt to inevitable, demographic changes, funding issues, or changes in leadership positions.

Kim and Gonzales-Black suggest we must build trust in two ways in our organizations on pages 53-54:

  1. The first level is the trust between individuals on teams. The purpose and goals of the team come first, and team members commit to productively surfacing tension instead of avoiding it or sweeping it under the rug. Having trust within a team means important discussions happen directly with the group, not in side meetings , campaigning, and gossip.
  2. The second level – within an organization and especially between teams – is equally important. It means that information flows between groups and is accessible as needed. Communication takes place about what teams are doing and what help or input they might need. This type of organizational trust acknowledges that other teams are doing work that is as good and important as your team’s and they are doing it with the best information they have to get the work done.

So how do we build this trust? We will revisit this question when we wrap up this series looking at all six “new rules” outlined in the book because my hunch is that building individual and structural trust is so important and yet so difficult that it takes a comprehensive system to allow trust to grow. The authors outline several ideas around talking about tensions, defining purpose, and building strong team habits that are all valuable. And if you have a copy of the book, please take time to read those sections.

But I’m going to wrap this up here before we go too long with one tip of building trust. Be relentless about actually doing what you say you are going to do. I struggle with this at times because it feels so good to say “yes.” We over-commit. And each time we don’t follow-through we lose trust. So be stingy with your “yes’s” and be liberal – yet transparent – with your “no’s” and you will build trust.

The other big idea around “building trust and letting authority go” I’ll leave you with is to start looking at your teams as nodes in a network rather than stations in a sequence. We want our teams to bump into each other when they need to learn and be on their own when they need the space to do the work. As the leader we create the space that allows this to happen. Or, we create the railroad tracks that point in one direction with multiple stops along the way. Stations in a sequence only work in a stable and predictable setting.

Public education has been with us for a long time, but it is not a stable and predictable setting. We are in a people business and never really know what each day will bring. We need teams and teams of teams that can think for themselves and make the best decisions closest to the action. So trust yourself enough to set up a system through strong hiring and coaching that propagates unconditional authority among your teams. Then step aside, manage the environment, clear obstacles, coach, and facilitate connections.

Next week we look at Managing Roles – Define the Work Before You Define the People. This third new school rule will help us think beyond job descriptions understand that we all manage our own work and step into multiple roles depending on the current reality.

Rather than being able to step into different roles with clarity and purpose, our titles become a uniform we can’t take off.”

The New School Rules, Page 66

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The Beauty of Educative Planning

This is part 3 of my 7-part series focusing on The New School Rules. If you missed previous parts, check them out here. Before we start, please take a moment and sign up for my newsletter.

We need to approach planning as a way of thinking, not a set product or plan that has value in and of itself.”

The New School Rules, pg. 11

Say what you will about Mike Tyson, but his response to a reporter prior to a fight about his opponent’s preparation nails the problem with our over-reliance on plans. “Everyone has a plan until they get hit,” he said, “then like a rat they stop in fear and freeze.” The origins of that quote float back through history tweaked by various prize fighters and military leaders. And it resonates as much in the workplace as it does in the ring.

In schools, we operate on an annual planning cycle. We set annual goals – often in the summer – and then often do our best to adhere to that plan and those goals. The main concern I have with this approach is that we are usually addressing last year’s deficits rather than today or tomorrow’s opportunity. Our system discounts current realities and values adherence to the plan over agility and front-line decision making.

The authors of The New School Rules propose a new way of planning in Chapter 1 that adopts the idea of, “plan for change, not perfection.” Here is another comparison of planning approaches from page 19:

Page 19 – The New School Rules

But how do you “plan for change” and still assure those around we are not just making stuff up as we go? Something I may or may not have been accused of in the past.

The authors suggest we build roadmaps instead of manuals. “In order to become more responsive and successful, organizations need to move away from plans that act as manuals and focus on building roadmaps and logic models. Rather than dictating specific actions, these approaches give people the tools they need to make quicker and better decisions on their own.”

A roadmap orients us to a common destination. It has suggested routes and highlights potential obstacles and points of interest along the way. A roadmap also paints a picture of a successful destination. But a roadmap gives flexibility in decision-making along the way and pushes that decision to the people closest to the action. Everyone has the option to follow the roadmap step-by-step, but those wanting to adjust and make the path work for them have that option. Essentially we are defaulting to a system that encourages differentiation and only falls back on rigidity as a last result.

Empowering our teams to make adjustments to a plan will help us as leaders focus on coaching our teams, painting a picture of success, and clearing obstacles along the path. This shift in focus from serving the plan to serving the people helps us use planning as an educative experience where we learn more about ourselves along the way. When reaching that destination then, rather than celebrating and giving credit to the plan, we honor our work and the thinking that took place among our team. The team is now stronger and ready for the next opportunity.

The authors paint a picture of successful planning as when…

  • There’s a greater sense of being alive
  • Teams and organizations have a clear and motivating purpose
  • Everyone is continuously evolving, improving, and aiming higher
Page 33 – The New School Rules

Where in your daily work has planning become a finite rather than infinite activity? Where has the plan itself become the focus rather than the people? Where can you give more agency to the performers of the plan and help guide them on a roadmap rather than script each move as in a manual?

As with most things, it’s about balance. At the end of the day, your teams need to arrive at the destination. Just remember that the arrival at the finish line or the completion of a plan is not the end of the work. It may be the end of that project or that school year, but we are playing an infinite game. And the goal of our infinite game is to keep playing and continuous improvement, not to win or lose.

Meeting a goal and sticking with a plan that destroys a team along the way is shortsighted. That approach may work when a singular outcome at a singular point in time is all that matters. That’s finite thinking. And finite thinking only serves us when we are ready to stop playing the game. I’m not ready to stop and I hope you are not either.

Thanks for joining me on this look at chapter 1 of The New School Rules. Next week we will think through chapter 2 together and examine a new way to look at teaming. Here is a quick quote as a teaser:

In the hierarchical model, good leaders aim to grant some degree of authority to their staff and teams, but this authority if typically contingent – it’s a grant and can be taken back at any moment. This dynamic erodes trust and doesn’t allow authority to spread.

Page 45 – The New School Rules

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Three Ideas to Help My Friend

A friend recently asked for a couple book suggestions that might help her navigate her work life. She is struggling with the negativity she feels she encounters with her co-workers. She wants to maintain her relationships with her teammates, but feels herself becoming influenced in a way that does not feel healthy.

I should say up front that this friend does not work for the same organization I do, so stop trying to figure out who it is.

Most of my readers work in public education and the vast majority of us work on teams. So, it is a pretty common situation to be on a team with others who are not bringing the same vibe to the work as you are. Our inherent negativity biases make it easy to fall into patterns of pessimism. And even if personally we are trying to confront that bias, if those around us are feeding theirs then we are running a daily obstacle course that leaves us beaten down.

Then the real kicker is that we need our teams to be successful. Even if your work seems independent I challenge you to think how much better that work would be with the support of a team.

Hopefully by now, we realize that we can’t change other people. Even the label of “positive or negative” we place on each other is framed in our own minds.

We may not even be able to quickly change ourselves, but we can change our environments, build habits, and build our understanding of ourselves and examine our perceptions of those on our teams. Through those habitual, environmental, and empathic changes we may then notice our daily experience with our teammates has shifted in the direction we hope.

Here are three resources that come to mind:

  1. Awareness: Conversations with the Masters – I’ve pretty much been continuously reading this book over the last few years. It’s great to always have on hand and jump into any chapter. I enjoy it because Anthony de Mello helps me recognize my own role in the creation of my experience. Also that it is acceptable to speak your mind and with authority.
  2. 5-Minute Journal (Or some other morning gratitude practice) – My morning gratitude practice these days usually consists of walking my dog. But, it’s not just the walk. It’s the path we take that crosses a medical district. We routinely walk past folks being wheeled into a physical rehab on a gurney, others heading in for their morning dialysis treatment, or a family holding hands as they walk into a surgery center. We walk past where my first son – who is healthy and happy – was born. Finally we walk past Austin Cancer Center and I say a quick thank I have been so healthy post Thyroid Cancer – coming up on 10 years. Anything I have to deal with that day will be easier than what the people Maeve and I pass on our morning walk are experiencing. However you choose to give thanks in the morning, it sets you up to give others and ourselves grace throughout the day.
  3. The Daily Stoic – The Stoics remind us that we hold the discipline of perception within us. Situations and people are not good or bad, or positive or negative. Rather we decide how we will frame every interaction and our response. The famous Stoic emperor Marcus Aurelius tells us in his Meditations, “When you wake up in the morning, tell yourself: the people I deal with today will be meddling, ungrateful, arrogant, dishonest, jealous and surly. They are like this because they can’t tell good from evil. But I have seen the beauty of good, and the ugliness of evil, and have recognized that the wrongdoer has a nature related to my own – not of the same blood and birth, but the same mind, and possessing a share of the divine. And so none of them can hurt me. No one can implicate me in ugliness. Nor can I feel angry at my relative, or hate him. We were born to work together like feet, hands and eyes, like the two rows of teeth, upper and lower. To obstruct each other is unnatural. To feel anger at someone, to turn your back on him: these are unnatural.” The Daily Stoic is a short daily passage that helps us frame the day.

These were just some initial thoughts to share with my friend concerning a common struggle. Do you have other suggestions?

Share them in the comments.

Laying The Groundwork for The New School Rules

This is part 2 of my 7-part series focusing on, The New School Rules. If you missed part 1, check it out here. Before we start, please take a moment and sign up for my newsletter.

“The ideas we present here are based on the belief that static and rigid organizational systems no longer work – whether the organization is a huge corporation, a startup, a school district, or a school team, information is traveling too fast and the rate of change is quicker and more unpredictable than ever before.”

-The New School Rules

Before we jump into the main content of The New School Rules, let’s think about the ideas of responsiveness and holocracy. These two pillars of organization and management philosophy are key elements of the six practices we will dive into next week.

Let’s think on responsiveness first. How would you describe the current structures of your campus or department? Are those systems built to respond to current needs of students and teachers? Or are the systems and structures designed to create needs to which the students and teachers respond?

According to the authors, “A responsive organization, as we use the term, is one that puts responsiveness at its foundation-responsiveness to new information; to the needs and talents of staff, teachers, students, and the community; to unforeseen challenges and opportunities.” Essentially systems are created that allow for agility and flexibility. If a current process or practice is creating rigidity or hierarchies, then it is examined and likely dismantled.

“Responsive schools and districts embrace

  • an iterative and evolving approach to planning and structure,
  • meaningful autonomy for teams and team members,
  • approaches to sharing and receiving information and feedback that build trust and engagement and allow for timely and effective decision making.” -The New School Rules

Partnering with this idea of responsive organizations are elements of a management practice called Holocracy. Holocracy is an approach to people management that shifts a the majority of decision-making authority to individuals and teams rather than an organizational hierarchy of decision approvers.

Check out the video below for a deeper overview of the ideas around Holocracy.


My take on the six practices we will discuss in this series is that they are more dependent on the tenants of a responsive systems than the practice of Holocracy. And regarding either responsiveness or Holocracy, it’s as important to reflect on the ideas proposed by those ways of thinking as it is to actually change your org chart and job titles.

The key takeaway is that everything is always changing. Our systems and structures will either allow our people to benefit from and see beauty in that fluidity, or our systems and structures will hamper their growth. Either way, impermanence is a given.

So I’m excited to jump into the first rule: Planning – Plan for Change, Not Perfection. And there are three key points I will leave you with before we dissect chapter 1 next week:

From page 24, “There are several key lessons on iterative planning we can cull from their success:

  • Build roadmaps, not manuals.
  • Use cadences and pivot points, not just schedules and deadlines.
  • Encourage testing, experiments, and responsiveness

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Diving Into The New School Rules

The culture of our schools, organizational structures, and methods of communication and decision making – not educational approaches – are the actual drivers for success and failure.

– Anthony Kim

You ever notice when a book takes the thoughts from you mind you’ve been struggling to communicate and puts them out on the page in front of you?

As a senior in high school I stumbled upon a book in our campus library by George Sheehan called Running and Being. It took the way I felt about long distance running and helped me make sense of my own hormone-laden mind.

It’s only happened a handful of times since. The most recent was last month when I picked up The New School Rules: 6 Vital Practices for Thriving and Responsive Schools by Anthony Kim and Alexis Gonzales-Black.

I’ve read hundreds of books about leadership ideas, curriculum strategies, data analysis, motivation, and the like focusing on public K-12 education. Many have been exceptional and more than a few sparked immediate desire to action.

The New School Rules stands out though because the authors choose to focus on six practices related to organizational decisions that have little to do with teaching and learning. They don’t discuss assessments, curriculum, or feedback. There are no ideas shared around intervention or how to motivate teachers and students. Instead Kim and Gonzales-Black choose to focus on organizational practices they posit are either currently getting in the way of success or need to be implemented in order for schools and school systems to meet the needs of our students and team members.


Over the next seven weeks, I’m going to pull apart each of the 6 identified vital practices:

  1. Planning – how to find the right purpose and plan to achieve it
  2. Teaming – what makes teams function as powerful, effective groups that lead projects and change
  3. Managing Roles – new ways of thinking about who should do the work to unleash expertise, interest, and desire to learn
  4. Decision Making – the truth about who gets to decide and how a new model of decision making can speed up experimentation, change, and engagement
  5. Sharing Information – the nuance of putting out information and actual communication that leads to a powerful shared purpose
  6. The Learning Organization – coming full circle, the importance of school organizations that have a learning culture to model and test the learning culture we want and need for our students

In each post we will look at that particular domain and how we could incorporate the ideas into our daily work as leaders in creating the space for teaching and learning. And I think that very idea is why this book speaks to me. As Marc Lesser taught us in an earlier post, our job as leaders is to think, listen, and provide space. The New School Rules provides us ways of creating that space in a responsive way.

So each Monday morning starting Feb. 17th I’ll post an in-depth look at each chapter starting on the 17th with the introduction. I would love for you to pick up a copy and share thoughts in the comments each week or just share ideas based on what I write.

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Two-Word Challenge Accepted

I want to start by thanking my colleague and Elementary Math Curriculum Coordinator for Round Rock ISD, Brian Bushart for publishing a post challenging our teams to think about two words we should remove from vocabularies and ethoses going into 2020. Check it out here and then come back.


Several words or ideas come to mind looking back over my career as a special education teacher, assistant principal, and central office leader. For these purposes though we are going to focus on…”Late/Missing Work.” I may be bending the rules using a hyphenated/slashed first word so I appreciate your grace.

It’s been almost seven years since I was an assistant principal and roughly 12 years since I was in the classroom. Looking back at my students though – especially one whose self-portrait I’ve kept framed on my wall since the early 2000s – I believe they would agree that a never-ending cycle of late/missing work clouded everything.

Da’Vonte Lyon, 8th Grade DPMS 2006. Self-Portrait. Sold to Mr. Smith for an undisclosed price.

It usually went something like this:

The group of students I was responsible for – I’m hoping someone else chooses “Caseload” as one of their words to remove – would usually have one or two days at the beginning of a grading period where we were on a level playing field with everyone else. Birds were chirping, everyone was smiling, we all stood a little taller without the weight of “owing” something to a teacher.

I could see a physical difference in my students during these sweet times free of burden. I felt it too. My interactions with the other teachers on my team were progressive and optimistic during this narrow window. We talked about learning, and ways to better meet the overall needs of our students.

Inevitably though, my students would soon miss a deadline for an assignment. This would usually happen by the end of the first week of a grading period. Then, for five weeks we were caught in a growing maelstrom of missing assignments from 4-5 different classes. Our focus quickly shifted to managing time, negotiating with teachers, and valuing the completion of tasks above all else. My students would miss Tier 1 instruction from their classroom teacher, electives, and opportunities to learn from their peers as I guided them through their piles of missing work. Being behind became our culture.

And we would stumble our way to the end of a grading period not really sure what anyone learned, yet usually with passing grades.

My students were learning what it feels like to “owe” someone though. That feeling you get when you’re struggling financially and move debt from one credit card to another, or when you move apartments when the rent comes due must feel similar to how our students feel when they get stuck drowning in the cycle of being perpetually behind. You can’t escape that feeling. That weight. It may lessen until someone reminds you that you are in debt, but it doesn’t go away. It’s a low-level constant stream of anxiety.

I remember using the word “owe” often when I and everyone else reminded my students daily that they had missing/late work. I’m pretty sure I even wrote it up on the board.

But they didn’t really “owe” me or their classroom teacher anything. It’s not like I loaned them a sum of money with the agreement they would repay. If anything, I “owed” them for showing up every day. I “owed” their families for giving me their trust and the taxpayers who support public education. I’m adding the use of the word “owe” to my long list of things I’ll do differently if ever find myself in the classroom again.

That word has such power and assumptions behind it. To tell someone they “owe” you is heavy. If I tell someone I care for that they “owe” me something, and then repeatedly remind them about it, that fundamentally changes our relationship.

Maybe our students “owe” themselves or their families, but they don’t “owe” us anything.

I’m not recommending you stop assigning homework – that’s up to you. I am recommending that you take this spring semester and become more aware and mindful of the language you use and decision you make regarding your students who struggle to keep up with your assignment due dates. How does their daily experience change once they get behind? At the end of the grading period, what did they learn from you? What did they learn about you? What did they learn about themselves?

Take the answers to those questions and decide if you want to do anything differently. Maybe you will, maybe you won’t. Either way, you will be much more aware of your practice and the impact of your decisions. You will be more intentional about your use of terms such as “Late/Missing Work” and “owe.” If you continue to use them at all.


Thanks again Brian for pushing us in this direction and I hope others will share their thoughts and take the Two-Word Challenge in the comments here or on the RRISD Elementary Math blog.

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Updated Personal User Manual 2020

It’s been about a year and a half since I started sharing the idea of using a personal user manual as a leader. The idea of clearly stating the nuts and bolts of how others should work with you resonated quickly with many other leaders in my organization. I spent most of the summer of 2018 speaking to campus and department leaders about the value, but I don’t think I spoke on the importance of it being a living document.

Like a river, we are changing minute to minute and we can’t expect those on our teams to keep up if we don’t communicate those changes. So, I decided to update my Personal User Manual for 2020 to share with my teams in Round Rock ISD and plan on making it an annual update.


Moving into my third year as the Executive Director of Teaching & Learning I think it’s important for those on my team to better understand how I work and what I’m hoping to get better at in 2020. So, I’m updating my Personal User Manual. Here it is:

Communication:

Email – If you email me, I’ll try to respond on the same workday, even if it’s just to let you know that I’ll give a more detailed response later. If I email you with a question, I expect a response/answer in 24 hours. If there is no question or ask in the email then don’t feel like you need to respond – I’ll assume you got it and are good to go. I’m continuing my practice of not checking my email from 5:00 pm to 8:00 am on workdays and not at all on non-work days. You may rarely get an email from me during these, but I don’t expect you to respond during non-work times. If we need to be in touch outside these times, I’ll call or text your cell phone. You can do the same and I’ll share more about talk/messaging below. 

Messaging/Voice – My cell-phone number is (512) 632-5062. Feel free to call or text during the workday. I’m not promising I’ll pick up, but it’s the quickest way to get in touch. I use Google Chat on my mobile device and the best way to get in touch with a quick question during the day. I like Google Chat because it allows us to capture ongoing work-related conversations in one place. 

Social Media – This is always a moving target for me. For lack of a better way to describe my current thoughts on friending and following colleagues, here is where I stand at the moment. It’s ok to friend/follow your boss, but it’s kind of weird for your boss to friend/follow you first. I don’t know if anyone else agrees with that, but it’s what I do. If you are on one of my teams feel free to friend/follow and I will reciprocate, but I’m not going to make the first move. 

Workplace – I’m excited about using Workplace and believe it can be a valuable tool for organizational communication and learning. Still in the early phase though and I will be focusing on the best way to use this in 2020.

What I’m Working On:

I’m working on getting better at building connections between teams in our organization. So, if I ask you a lot of questions about your job or ask for a brief 1-1 meeting to dig a little deeper, it’s for my own learning, not to put you on the spot.

Potpurri:

  • I’m not in my office much so don’t call my office phone number. Use the number above. 
  • I expect everyone to write professionally. Grammarly is your friend, use it for everything.
  • This video is a little lengthy, but it pretty much sums up how I view Organizational Communication.
  • I’ll share ideas often around your projects or plans. Some ideas may be good, many will be off-base. Please try not to take my ideas/comments as orders and I respect people who disagree. If I want you to do something, I’ll tell you to do it. Those directives, however, will likely be few and far between. 
  • I’m still working on smiling more. I’m happier at this point in my life than I have ever been, but for some reason, it does not always show on my face. Those that don’t know me well often assume that I’m upset or disengaged when I’m happy and fully engaged. If I’m not happy with something you are doing I promise to tell you. If you are curious, ask. 

I’m pretty open and go deeper into thoughts around leadership and education at ryansmith.blog


The Personal User Manual is one of my favorite tools to help teams communicate and cut through some of the assumptions we throw at one another. It’s not your manifesto. It’s the basics to help those you spend your days with better understand why you do what you do.

Questions? Ideas? Connections? Share them below in the comments.


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