The Flywheel Part 1

 2022-11-15_75_The Flywheel Part 1_FINAL audio 00:12 : Leadership really is a journey. Oftentimes, we begin that journey by being sucked into the black hole of urgency. And then we're able to start to break away from that pole of that urgent gravity by implementing some strategically reactive processes. And eventually those processes give us the time and the ability to move into that phase of strategic leadership. That's that journey is actually the topic of this week's daily emails. So if you're subscribing to our daily email, then you'll know what I'm talking about. And if you're not subscribing, I guess you can either go and subscribe, you can go to my website and check out the blog, or you can wait for five for Friday this week, in which we'll recap that. 01:05 : But why are we starting this podcast episode talking about the journey? Because this episode is going to be a deep dive into what's possible. When you get to that third stage of the journey, when you become a strategic leader. This is what's going to be possible. Hello colleagues, and welcome to the Assistant Principal podcast. I'm your host, Frederick Buskey. The goal of this podcast is to help improve life and leadership for assistant principals. And I guess the secret might be out that other school leaders can benefit from the show as well. 01:45 : This is a content focused episode and this content stands on its own, but we'll also be taking a deeper dive into this top into today's topics in an upcoming issue of Quadrant 2, our bimonthly micro journal. Also, members of our apex community can expect to get some support on implementing some of these ideas that we're looking at today and then adapting them to their own unique contexts. 02:10 : You can learn more about Apex and Quadrant 2 at frederickbuskey.com backslash the assistant principal. Remember that there are four principles of strategic leadership. Strategic leaders. Place purpose above urgency. They focused on identifying problems rather than treating symptoms. They make sure that they're making progress and not just taking action. And then finally and most most importantly is that they focus on developing people, not checking off tasks. Those first three principles of strategic leadership, purpose problems, and progress are really only important because they're the things that help us get to that fourth, principle which is developing people. 03:10 : And today's show is all about developing people. We're going to take some concepts that you've heard me talk about. And weave them together and show you what the complete package can look like. The first concept that you'll hear me talk about is the four patterns of observation, which we covered back in episode 65 We'll touch a little bit on last week's episode on Professional Development, in which I talked about the idea that teachers really should be the drivers of their own professional development. 03:47 : And we'll hit on what I think is the most important of all the concepts, which is the flywheel. And we've never really fully broken down the flywheel. We did some conversation with Doctor Melissa Burns way back in Episode 32 which aired in June. But this episode will be the first time that it really. Break down the flywheel with specific examples and walk you through that process. And this is what I'm most passionate about, so I'm really excited for this episode. Ok, so let's dive in. We'll begin with a scenario. I'm in a middle school middle school assistant principal. It's mid November and we're noticing an uptick in student referrals, specifically for students talking and not being in their seats. 04:41 : We begin to take a little bit deeper dive into the data and what we find is that the increases are happening in specific classrooms and three of these classrooms are staffed with early career teachers. In our weekly instructional leadership team meeting. Which, by the way, we broke down in episode 49 the ILT, back in August. In our instructional leadership team meeting. We decide that we need to we need to observe and see what's going on in these classrooms, so we commit to doing a series of performative observations. During transition times in the classrooms of those early career teachers. 05:28 : Now remember, performative observations are for our benefit. So we're not gathering any hard data. We're not trying to improve teaching. We just want more information. We want to find out what's happening. This is for our benefit. Thus, it's a performative observation, and we can communicate that clearly to teachers so they know that we're not going in there to judge or criticize them. So we do our performative observations and in our next regularly scheduled ILT meeting, which focuses specifically on instruction and for which we have a structured agenda, which was also part of Episode 49 the ILT. 06:13 : We have a structured agenda and as part of that agenda we talk about what we saw overall with these three teachers that are struggling with transitions. So in our discussion, the big thing that jumps out is that there's not any evidence that there's beginning class procedures in these three early career teachers classrooms. So we decided to go back and talk with those teachers as a group to let them know what we've seen and see if there's a way that we can support them. 06:49 : At the same time, our instructional coach is going to dig through their resources and look at specific procedures for transitions or excuse me, for beginning class routines and. She will pull that together so that we have a nice clean, quality set procedure for how to begin class and we have that ready to support those teachers. So we go to the teachers and. Use the data from the increase in discipline referrals. And we can just take that data and and aggregate it. So we're not focusing on any specific teacher, but we can show them how this block of three teachers has many more referrals happening, that there's been an increase and that it's more than what we're seeing in some of the other classrooms. 07:43 : We can also just have the conversation about what we've seen, but we really need to ask them how they're doing. And that conversation could go a different way because two different ways teachers could be reluctant to. Express that there's anything going wrong. Or they might say yes. The kids are driving me crazy and I don't know what to do. Which is then an easy entry point for us to be able to say, OK, well, we think we can help. Here's what we noticed. That at the beginning of class, it's taking a long time to get everybody settled in. And teachers will probably yes. They don't do what I ask them to do. It's taking too long, they're talking too much, and it's really creating a bad situation. 08:25 : Ok, we think we can help you with that. What we'd like to do is to work with you on establishing an beginning class procedure and we'll give you all the support you need to implement that and then we'll give you the follow up support to see if it works, and if it doesn't work we'll adjust course. But this should take about a week to do. I mean you guys in on that. And in tying back to last week's podcast where I talked about teachers need to drive their own professional development in most cases. So if we have decent teachers, if these teachers are, you know, have good potential, then they probably are aware that they're struggling with this and having this conversation and and sharing some of the data with them, they're probably going to want to engage in establishing these classroom procedures. 09:27 : If we have someone who is really resistant but also really struggling as a teacher and just saying no, I don't have any problems, that's a case where we just say no, I'm sorry, this is what we're going to work on. You're going to do it this way and we're going to take you through the process and then once we've got that done, then we'll talk and you can share with us how you want to gr...