I believe every community can become great when all concerned join to work as one determined team. In a determined team, people discover, learn, and figure things out. I believe we spend too much energy judging our actions. We fail to appreciate the progress we have made. And we spend less time planning the journey. I have found that three things must be communicated to achieve the collective aspirations of the team. First, show why do we do what we do. We demonstrate our unwavering commitment of the team to grow and develop people to benefit and serve students. Second, we must institutionalize how do we do what we do. We always listen to multiple perspectives to understand the collective needs of our communities. Next, we establish common ground using our organizational strategy. Then we plan and invest resources on our priorities to see how well we are achieving on results. Third, have a clear understanding of what do we do. We have a clear identification of roles and responsibilities for everyone on the team and let people do their work.
Roles
I focus on nine roles. They are:
Students Teachers & Guidance Counselors Principals & Building Administrators Parents & Guardians Board Members
Business & Community Members State Departments of Education Career Pathway Partners Superintendents & District Administrators
While the individuals in these roles may not know it, they are pieces of a large puzzle that must be properly solved so that our children succeed and communities benefit. The puzzle can only be solved when each constituent has a clear understanding of her or his role and relationships with other constituents’ roles. This solved puzzle paints a bright future for our students. I refer to this picture as the G MIRACLES Puzzle. This puzzle reinforces my value that students are cherished and the center of all our actions.
Shared Understanding and Acknowledgement of Collective Desires
Each letter in G MIRACLES clarifies roles and responsibilities of the team to make its people great. For example, how can we understand what School Board Members may want? We must understand their feelings, thinking, and actions. How? By asking and understanding their answers to three questions: why, how, and what. For School Board Members, I label these responsibilities as “Grace, Guide, and Govern.” The model above shows what the acronym MIRACLES represents for the other eight roles.
Individuals may serve in multiple roles on the team. Sometimes there is an overlap of responsibilities in relation to other roles. For example, a principal may be a parent. In both roles, they care. It helps when they say why and how they think something. Sometimes there is a conflict of responsibilities in relation to other roles. For example, a board member may be a parent. They should not generalize their personal experience as a parent in one school with one teacher to a practice that exists across the system. Yet, all could be working toward the same desired outcome. By understanding such tensions, we can overcome persistent challenges in schools. We motivate action toward growth and development.
Focus is Always on Students
Student Success must be at the heart of every action. Two mission statements guide my actions.
- “How do we create learning communities for the greatest thinkers and most thoughtful people . . . for the world?” This is the promise of an Oregon community. It fits my universal, paternal mindset that works to maximize the potential for every student.
- “To inspire every student to think, to learn, to achieve, to care,” This is the promise of a Colorado community. It fits my practical, maternal mindset that works to provide equity and excellence for all students.
Leadership, Accountability and Culture
To change intentions into growth and learning of children and adults, I believe we must understand leadership, accountability, and culture. “Leadership,” “accountability,” and “culture” may have a different meaning for each person for each role. Just ask: What does leadership mean to you? What does accountability mean to you? What does culture mean to you? People are often surprised when they listen to the response of others. It is important to create a safe environment for people to voice their ideas. I use data and results, statistics and stories, to develop a shared understanding in the community. We continually work toward a collective definition of success. Success is not measured by a single definition. It is a local decision. It is determined by a broad set of criteria.
Leadership
I believe people make better decisions when they are given full and complete information. Transparency and context must be provided for people to understand the information. I believe it is the job of the leader to listen and learn first. I need to demonstrate that I hear them. Then I can give others information when they ask for my input. Data and the values of the community must inform our conversation. District administrators must lead by example. They must be ready to learn and grow. Some questions I ask colleagues to make systems better: Do we have a leadership preparation program? Do they prepare people for leadership? How well does our leader evaluation tool hold people responsible? Is it consistent? I serve as the Chief Standards Evangelist and lead by modeling how our values guide my actions.
Accountability
I believe every student and staff member can learn and grow. Our current educational system has yet to deliver on this promise. For each role, I define “accountability” as a person’s ability to create hope and opportunities for others. How you ask? I reply by harnessing data. Why you ask? I reply to align behavior and actions to our values and insights. Some questions I ask to make systems better: What is our vision? How many students and staff exceed expectations? How many students and staff don’t meet expectations? How do we support them? How do we study and scale best practices? I serve as the Chief Data Evangelist by coaching people on how to use evidence to guide our actions. Increasing equity and excellence, grounded in ethics, drives my work and my relationships. I’m committed to finding and closing all “gaps” in student achievement by harnessing and acting on data.
Culture
I believe people want the best for their communities. Intentions alone don’t suffice. I define “culture” as the accumulated values, beliefs, and acts of people. I believe culture can evolve through effective leadership. Some questions I ask to make systems better: How would students rate the district? How would staff rate the district? How would parents rate the district? I serve as a Chief Learning Evangelist and lead these improvement efforts by drawing attention to cultural influences every day. Together, we continuously refine teaching and learning. We treat one another with respect and invest resources on our people. We show them how we value each of them. The District culture is visible in: how we improve teaching and learning, how we treat one another, and how we invest resources. I influence culture by always modeling truth, trust, and transparency.
Every Child and Community Can Grow and Thrive
I respect and value diversity of views and ideas. By respecting all the views and ideas, we work together to achieve results that are greater than the sum of each part. This is how I believe we intentionally transform people into an exceptional and great team that makes sure every student grows and thrives to strengthen our schools and communities.