ESHA News
 Leading Off Dear ESHA Friends, Hopefully I'll get a response from each of you that this newsletter delivery is going into your mailbox but that the message I'll get back is that "I'm out of the office until at least August 5..." This is a typically brief summer report since it's high time for your R & R. Please get away soon if you're still at school; the dividends of rest taken now will pay off when you dig into the new academic year. We have had a very good registration response for the October Nashville Retreat. Once you're back from vacation, if you haven't yet done so, make sure that you sign up for what will be a terrific conference before we run out of hotel rooms at our discounted rate. The information is at the end of this newsletter and on the Events page. Cheers! Chris  From ESHA President Elinor Scully Dear ESHA Colleagues, Following up on Chris’s note above, it's really just time for a quick hello. To the best of your ability, please enjoy a restful summer break and recharge for the approaching year. If there’s time, why not re-read one of your all-time favorite novels and enjoy the comfort of a good inspiration! Enjoy July and August! Warmly, Elinor Heads Up! ESHA Past President Muddy Waters notes that the following portion of an Ideas & Perspectives article emphasizes the importance and value of our connecting flights, of which he is a group leader and ardent supporter. (Notes in parentheses are mine!) ....However, you cannot always go to your administrators with a Board problem or consult the faculty about a problem administrator, particularly concerning delicate issues that may have repercussions throughout the school if voiced openly. Special interest groups, such as parents who are also alumni and Board members, can also create difficult issues. When you don't have a trusted administrator or Trustee to turn to, or when the problem encompasses more than one constituent group, you may feel like there is no one in the school who can help. Thus, you are effectively isolated within your own school. These are the times when you need to look for support outside the school. Find a School Head Near You (or join an ESHA connecting flight” group!) School Heads need at least one person (if not a group) who understands the trials of leading a private school-preferably the Head of another school. Here are a few ways to develop your peer support system. (Again: join an ESHA “connecting flight” group!) • Meet with a fellow School Head. Ideally, you want to research nearby schools and locate a Head with whom you think you could feel at ease. While at a workshop or conference, take the time to meet other Heads and learn about their schools. When you find someone with whom you're comfortable, exchange phone numbers or email addresses and set a date to get together. Confidentiality is essential. Choose a Head whose school is not directly in competition with yours. Discussion can then be broad and deep without any concern over disclosing secrets. Meet regularly, perhaps quarterly, without an agenda. Try to meet outside the school environment, giving you both a chance to relax. Communicate with other Heads via computer. There are listservs and other online communication portals where Heads and other administrators at private schools pose questions and provide answers. While these venues are typically not private, this is another way to discuss problems with peers and to share your expertise. The advantage of these online settings is that you will receive a variety of replies. Eventually, you will find other Heads who share your concerns and may respond privately by email. Many mutually beneficial partnerships have been established this way. Although your first tendency may be to find someone in a school exactly like yours, don't limit yourself. Concerns about finances, fundraising, technology, and teacher evaluations are common to most schools. The most important factor in this process is finding other Heads with whom you can relax and unburden yourself comfortably. School Heads work hard to uphold a positive school environment. A school cannot,, however,,have a positive atmosphere if the Head feels stressed and alone. Even a strong leader must know when to ask for help for the sake of self-preservation and for the sake of the school. I&P See "The Head Support and Evaluation Committee: An Update," Ideas & Perspectives, 42-8-29. 2 See "Executive Leadership: The Relationships Between Predictability and Support, the School Head's Well-Being, and Faculty Culture," I&P, 42-14-53. 3 See “Balancing Delegation and Operational Accountability," I&P, 35-11-44. 4 See "Finding Out-of-Office' Time for the School Head," I&P, 39-8-32. (All good reasons to sign up for one of ESHA's "connecting flight" groups.) What exactly are "Connecting Flight" Calls? The monthly Flights are an intentional way of giving ESHA members an opportunity to air ideas and consider situations in a safe, knowledgeable and collegial environment. These calls affirm and strengthen leadership as participants gain insight, awareness and validation from exchanging experiences with their colleagues about successes and dilemmas. Meeting at least quarterly, if possible, has the added benefit of developing enduring professional and personal relationships over the course of a school year. During the hour-long phone discussions, flight leaders listen carefully and guide the conversation, enabling ideas to be exchanged in ways that produce insights, affirmations and “takeaways” for the participants. Each flight normally consists of five or six Heads of varying experience. Contact Executive Director Chris Abell if you'd like to take off on a flight!) FYI: Boardable is software to manage and engage your school's board of directors. It centralizes all board activities including meetings, documents, discussions, and committees in one easy to use portal- available via the web and mobile apps. One of our members recently purchased Boardable and is excited to start the new school year using the tool with their board. Boardable offers free trials and demos of the product if you would be interested in considering it for your school's board. Here's some more information. Boardable Demo: https://boardable.com/schedule-a-demo/ Boardable Free Trial: https://boardable.com/free-trial/ ESHA Is Delighted to Welcome Two New Members
PLAN AHEAD!!  ESHA's Annual Retreat will be in Nashville, Tennessee, from
October 19-22, 2019. Things to know: Venue: The Hermitage Hotel Program: We're in Nashville, so come early, put yourself to work, and learn how to write a song with Grammy nominated singer Jamie Floyd. Then go to the Country Music Hall of Fame for a tour, dinner, and music on Saturday. On Sunday, hear from Ketch Secor, lead singer of the Old Crow Medicine Show. Among other things, he knows how to put a band together and how to put a school together (he's co-founder of The Episcopal School of Nashville). Monday we'll go to Vanderbilt University's Peabody School to hone our skills under the guidance of Patrick Schuermann, director of their Independent School Leadership Program. Tuesday's finale will include visits to a couple of Nashville's varied ESHA schools. Registration is open. Click here. https://www.elementaryschoolheads.org/events.html Yeehaw!!
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 Leading Off Dear ESHA Friends, May is practically over, June is upon us, the “school” part of 2018-19 is nearly completed. Congratulations on finishing up another year of leadership! I know that by definition your jobs are concerned with all aspects of running your schools and that when students depart, “school’s out.” But your work isn’t done by any means. As President Elinor Scully notes below, part of your job is to carve out time for yourselves so that you'll remain fresh and will be ready to hoist the banner again in a few months. Please do so! Before you hit the road, however, look at the Nashville Retreat registration link that follows at the end of the newsletter. Slots are filling up, so now is the time to register for this rip-roaring event. Then hit the road! Cheers to you all. Chris  From ESHA President Elinor Scully Dear ESHA Colleagues, We are deep into the home stretch and the countdown to the end of the school year. My hope is that you have set aside some meaningful time for relaxing and recharging over the coming months. I know a school head who disconnects from all external school communication for an entire month during the summer as a way a really reconnecting with himself and his family. Whatever you do, carve out some time for yourselves! Have a wonderful summer. I look forward to seeing all of you at The Hermitage in Nashville for our annual retreat in the fall. Warmly, Elinor Heads Up! Once again, Kim Marshall's Marshall Memo provides interesting food for thought... Possible Downsides of Five Educational Innovations In this Education Gadflyarticle, Robert Pondiscio plays contrarian to current innovations in U.S. schools, embracing Dylan Wiliam’s saying, “Everything works somewhere. Nothing works everywhere,” with an additional question: What are the side effects?Inspired by the fine-print disclaimers and warnings in pharmaceutical ads, Pondiscio lists problems that have surfaced with these highly-touted initiatives: • Social-emotional learning– Effective programs work to ensure that all students have understanding adults in school they can trust and work with to set goals, manage emotions, and learn to show empathy for others. Downsides can include reduced academic expectations, lower standards for student behavior, and a suspension of moral judgment by educators. Inadequate teacher training and expensive, poorly thought-out programs are also problems. • School choice– The idea is to give families the same kind of choice with schools that they have in other walks of life, allowing them to enroll their kids in schools that are in synch with the family’s values and beliefs. In addition, competition among schools should drive improvements in curriculum and quality of teaching. Downsides include reduced funding for public schools, lower salaries for educators, gentrification, pockets of poverty and poor performance, teacher strikes, an erosion of the civic mission of the “common school,” and lower test scores. Also, parent satisfaction is no guarantee of school quality. • No-excuses charter schools– The hope is that strict, safe, achievement-focused schools will put disadvantaged children on the path to college and life success. Downsides have included conflicts over dress codes, narrowing of the curriculum, “drill-and-kill” instruction, excessive test prep, burdensome homework, difficulties for children who can’t sit still, high suspension rates, and teacher burnout. • Project-based learning– Students’ curiosity and imagination are sparked by hands-on activities linked to real-world interests and issues. But unstructured classrooms may lead to undisciplined, self-indulgent students who can’t handle structured academic environments later on. In addition, effective projects are difficult to plan and execute, and lower test scores may result. • Restorative justice– The theory is that children will learn to solve their problems and avoid conflicts under the watchful eye of caring, well-trained educators who are sensitive to the challenges of youth. Downsides occur when teachers don’t agree with the philosophy and/or aren’t properly trained. Lower suspension rates can look impressive, but if underlying problems aren’t addressed, classroom disruptions and bullying can continue, compromising the quality of instruction, stressing out educators, and causing parental backlash. “If we were more clear-eyed and honest in pitching and adopting policies and proposals – and more candid about side effects,” Pondiscio concludes, “we might be more apt to stick with them, anticipate complications, and adjust more thoughtfully when they surface.” “If Education Advocacy Were More Like Pharmaceutical Ads” by Robert Pondiscio in The Education Gadfly, May 8, 2019 (Vol. 19, #19), https://bit.ly/2VAtIBp Pushing Back on Eight Outmoded Beliefs In this article in Leaderboard: Michigan Association of School Boards, Kim Marshall suggests updates to erroneous beliefs that persist among some educators and stakeholders: • Intelligence and talent are fixed at birth. The “innate ability paradigm” about proficiency at math, art, or dancing pops up all the time – for example, “She’s just not a science person.” The best antidote is Carol Dweck’s book, Mindset, which suggests replacing a fixed mindset with a growth mindset: that although we are born with certain levels of intellectual, athletic, and artistic ability, we can upgrade them through a combination of hard work, strategy, and coaching. Shifting to a growth mindset has a remarkable impact on learning and the ability to deal with challenging situations. • Poverty is destiny. “There’s no question that growing up poor has an impact on children,” says Marshall, “and intergenerational poverty is especially damaging.” What’s tragic is when schools make things worse by teaching in ways that handicap students who enter with disadvantages – for example, calling only on students who raise their hands or giving homework that requires an Internet connection. But some schools are turning this dynamic around and closing gaps; Education Trust’s website showcases a number of these beat-the-odds schools and what they are doing: https://edtrust.org/dispelling_the_myth/. • Great teachers are born, not made. “Yes, a few teachers have extraordinary talent from day one,” says Marshall, “but the vast majority grow and develop over time, supported by colleagues, master teachers, professional development, curriculum materials, school leaders, and a burgeoning knowledge base about what works in classrooms.” Even the legendary Jaime Escalante, whose inner-city California students aced the AP Calculus exam, depended on seven years of hard work with feeder-grade colleagues and the support of a strong principal. • Principals are first and foremost managers. H.S.P.S. (hyperactive superficial principal syndrome) is the fate of all too many school leaders as discipline referrals, cafeteria duty, buses, meetings, and e-mail devour their time. But some principals have figured out how to get into classrooms, orchestrate productive teacher teamwork, and create a culture of purpose, collaboration, and trust. “Superintendents and heads of school play a crucial role,” says Marshall, “ensuring that principals have enough staff, buffering them from unnecessary meetings and demands, and coaching them on the core elements of their jobs.” • Teacher evaluation makes no difference. There’s widespread cynicism about the compliance-driven traditional model, which rarely improves teaching and consumes huge amounts of administrators’ time. The good news is that a growing number of schools have moved to a better approach: short, frequent, unannounced classroom visits, each followed by a face-to-face discussion focusing on one “leverage point,” then a short narrative summary, with the year’s interactions captured in a detailed rubric analysis with teacher input. This approach has at least twelve benefits: administrators know what’s really going on in classrooms; they can intervene early when there are problems; they get daily insights on students’ learning; they develop greater empathy for what teachers are dealing with; they provide ongoing coaching, and are themselves coached by teachers; they motivate colleagues to reflect on their practice and bring their A game every day; they compare lesson execution with curriculum unit plans and assessment of student work; they cross-pollinate effective ideas from classroom to classroom; they walk the talk, demonstrating genuine interest in teaching and learning; they provide accurate and insightful evaluations; they keep and attract quality staff; and they build trust and credibility with teachers, parents, and other stakeholders. • Student feedback can’t be taken seriously. It’s common for college professors to get survey feedback from their students, but can elementary and secondary teachers learn anything from their students? Actually, yes: studies have shown that in anonymous questionnaires, K-12 students paint a more-accurate picture of classroom performance than principals’ evaluations and test scores. “Student perceptions have great potential in providing insights on what’s working (and what isn’t) in classrooms,” says Marshall, “– professional development from frontline customers.” But this will happen only if surveys are implemented thoughtfully and focus on coaching teaching practice versus high-stakes evaluation. • Tests don’t enhance learning. Fierce attacks on standardized testing may be blinding us to the benefits of assessments closer to the classroom, says Marshall. Effective teachers check for understanding and fix learning problems in real time; leverage peer instruction after tests; shift students from fixed to growth mindset about difficulties and failures; and use test data to compare notes with colleagues and improve instruction. • Teachers can’t be held accountable for student learning. This would seem to be the conclusion from the debacle of using test scores to evaluate teachers. “It turns out that scientific-looking value-added formulae are inaccurate and unreliable at the individual teacher level,” says Marshall, “leading to 15 lawsuits from teachers who were done wrong by the data.” And accountability for “student learning objectives” in non-tested subjects has been undermined by widespread gaming. But there are ways to make student learning part of teacher-administrator conversations without these problems: (a) during classroom visits, looking over students’ shoulders and quietly asking them what they’re learning; (b) chatting with teachers afterward about exit tickets and student work; (c) administrators dropping in on teacher team meetings as they plan assessments and discuss student work; (d) looking at student survey data with teachers; and (e) teacher teams presenting before-and-after assessment results at the end of the school year to document their collective value-add to student learning. “Pushing Back on Outmoded Beliefs” by Kim Marshall in Leaderboard: Michigan Association of School Boards, Spring 2019, published simultaneously online by Teaching Channel, https://marshallmemo.com/articles/LB_May2019_KimMarshall.pdf Marshall Memo May21 ESHA Is Delighted to Welcome Another New Member  Judith Foley Arnstein | Charleston Country Day School PLAN AHEAD!!  ESHA's Annual Retreat will be in Nashville, Tennessee, from October 19-22, 2019. Things to know: Venue: The Hermitage Hotel Program: We're in Nashville, so come early, put yourself to work, and learn how to write a song with Grammy nominated singer Jamie Floyd. Then go to the Country Music Hall of Fame for dinner on Saturday. On Sunday, hear from Ketch Secor, lead singer of the Old Crow Medicine Show. Among other things, he knows how to put a band together and how to put a school together (he's co-founder of The Episcopal School of Nashville). Monday we'll go to Vanderbilt University's Peabody School to hone our skills under the guidance of Patrick Schuermann, director of their Independent School Leadership Program. Tuesday's finale will include visits to a couple of Nashville's varied ESHA schools. Registration is open. Click here. https://www.elementaryschoolheads.org/events.html Yeehaw!!    Leading Off Dear ESHA Friends, As our President, Elinor Scully, notes in her message below, we had an excellent turnout and lots of fun a few weeks ago at our reception in Long beach in conjunction with the NAIS Conference. Next up are a continuation of our ongoing "connecting flight" calls (contact me if you'd like to join a group), which received strong reviews in our recent survey of participants. And looking ahead, our planning committee is putting together a very stimulating program for our October Retreat in Nashville as explained at the end of the newsletter. In the meantime, I hope that April brings you good weather and adds a "spring" to your step as you "head" into the final portion of your 2018-2019 school year marathon. Best, Chris  From ESHA President Elinor Scully Dear ESHA Colleagues, Late February and early March offered ESHA members a wonderful opportunity to gather in Long Beach, California during the NAIS conference. We are so grateful to the Hess Family Foundation and McCallie School for sponsoring this cocktail reception. We tested the new cocktail party format this year at NAIS and are thrilled so many ESHA members could come for lovely hors d’oeuvres, drinks, and conversation. The vibrancy of our collegial connections was evident in the room that night, so thanks to all who made an effort to attend. I wish everyone a restful and restorative spring break! Warmly, Elinor Heads Up! We probably knew all of this, but a quick reminder never hurts... From the Marshall Memo 778 Why Don’t More Educators Know the Research on Teaching Reading? “Research has documented what works to get kids to read, yet those evidence-based reading practices appear to be missing from most classrooms,” say Jared Myracle (Jackson-Madison County Schools, TN), Brian Kingsley (Charlotte-Mecklenburg Public Schools, NC), and Robin McClellan (Sullivan County Public Schools, TN) in this article in Education Week. “It’s perfectly possible to become a principal or even a district curriculum leader without first learning the key research.” The authors confess that they harbored significant misconceptions on literacy curriculum well into their careers. They suggest a “No Shame Zone” in which teachers and leaders get up to speed on the latest research without embarrassment. Some key findings to include: - In the early grades, systematic daily phonics instruction is essential, coupled with plenty of time with authentic texts. - History and science background knowledge is essential to reading comprehension. - Grouping students by reading level is not supported by the research. - Many teachers spend too much time on unproductive “skills and strategies” instruction. - All students need to work with grade-level texts for at least part of the school day for more-equitable outcomes. Fortunately, say Myracle, Kingsley, and McClellan, there are high-quality literacy programs on the market today. However, they caution, the “gap between good and mediocre curricula is vast.” Schools and districts must choose carefully, based on a solid understanding of what really works in classrooms. “We Have a National Reading Crisis” by Jared Myracle, Brian Kingsley, and Robin McClellan in Education Week, March 13, 2019 (Vol. 38, #25, p. 24), https://bit.ly/2ETY7iP And here are some other suggestions from an article in the Marshall Memo 778... Books That Build Empathy in Children “A well-written story can not only transport the reader into new worlds but also affect how elementary-level readers see and participate in the social world around them,” say Stephanie Kozak and Holly Recchia (Concordia University/Montreal) in this article in The Reading Teacher. “Part of what makes human interactions rich is the ability to feel the joy that others feel, to share in sorrow when someone is in need, and to experience a sense of righteous anger when someone is treated unjustly. Equally crucial is the capacity to understand and empathize with others who have very different experiences.” They suggest these storybooks as powerful ways to build empathy in elementary-school children: - Miss Nelson Is Missing!by Harry Allard - A Year of Borrowed Menby Michelle Barker - Those Shoesby Maribeth Boelts - The Day the Crayons Quitby Drew Daywalt - Last Stop on Market Streetby Matt de la Peña - Du Iz Tak?by Carson Ellis - Red: A Crayon’s Storyby Michael Hall - Owenby Keven Henkes - Flora and the Flamingoby Molly Idle - Lost and Foundby Oliver Jeffers - The Bad Seedby Jory John - I Want My Hat Backby Jon Klassen - The Stamp Collectorby Jennifer Lanthier - Henry’s Freedom Boxby Ellen Levine - Virginia Wolfby Kya Maclear - The Junkyard Wondersby Patricia Polacco - After the Fall (How Humpty Dumpty Got Back Up Again) by Dan Santat - The True Story of the 3 Little Pigs!by Jon Scieszka - Knuffle Bunny: A Cautionary Taleby Mo Willems (Middle-grade novels and young-adult fiction next week) “Reading and the Development of Social Understanding: Implications for the Literacy Classroom” by Stephanie Kozak and Holly Recchia in The Reading Teacher, March/April 2019 (Vol. 72, #5, p. 569-577), https://ila.onlinelibrary.wiley.com/doi/10.1002/trtr.1760 PLAN AHEAD!! ESHA's Annual Retreat will be in Nashville, Tennessee, from October 19-22, 2019. Things to know: Venue: The Hermitage Hotel Program: We're in Nashville, so come early, put yourself to work, and learn how to write a song with Grammy nominated singer Jamie Floyd. Then go to the Country Music Hall of Fame for dinner on Saturday. On Sunday, hear from Ketch Secor, lead singer of the Old Crow Medicine Show. Among other things, he knows how to put a band together and how to put a school together (he's co-founder of The Episcopal School of Nashville). Monday we'll go to Vanderbilt University's Peabody School to hone our skills under the guidance of Patrick Schuermann, director of their Independent School Leadership Program. Tuesday's finale will include visits to a couple of Nashville's varied ESHA schools. Registration will open in late April. Yeehaw!!   Leading Off Dear ESHA Friends, I hope that your winter breaks were enjoyable and gave you a sizable boost for the months ahead. As you know, ESHA's next event is on February 27th in Long Beach, California, when NAIS meets. Our cocktail party information can be found at the following link as well as in the included information section below, so please do register soon. We do need a solid number count for the gathering for planning purposes. https://www.elementaryschoolheads.org/events.html I'm including in the Heads Up section links to or articles about childhood, cell phones, and "headmaster hoarding," even though I realize that there's not much time in your lives for reflective reading! But give them a shot when you have time. Best, Chris From ESHA President Elinor Scully  Dear ESHA Colleagues, Happy New Year, ESHA members! I hope that everyone had a much deserved restful winter holiday and that 2019 is off to a good start in your respective schools. Fellow ESHA board member Joe Powers (The Woods Academy, MD) and I are hosting a lunch to recruit new potential ESHA members next week here at The Langley School. Joe and I are looking forward to describing the many benefits we've realized as ESHA members. For those of you heading to Long Beach next month, I hope you will join us at our ESHA happy hour on Wednesday evening, February 27. We are trying out a new format and will welcome your attendance and feedback. In the meantime, best wishes for a great second half of the year! Warmly, Elinor Heads Up! This article came out in November and provides an interesting perspective on cell phones and accompanying suggestions. https://www.waituntil8th.org/blog/2018/11/12/middle-school-misfortunes-then-and-now-one-teachers-take The following three links are just parts of an extensive "Special Report on Childhood "in the January 5th edition of The Economist. https://www.economist.com/special-report/2019/01/05/why-childrens-lives-have-changed-radically-in-just-a-few-decades https://www.economist.com/special-report/2019/01/05/the-early-years-are-getting-increasing-attention https://www.economist.com/special-report/2019/01/05/how-children-interact-with-digital-media And finally, Carla Silver of Leadership and Design once again pushes us where we might want to go! The Miracle of Tidying Up School Carla Silver, Head L+Doer Leadership+Design I haven't read The Life-Changing Habit of Tidying Up - although I do own it. From what I have read about it, I'm pretty sure I would be a big fan. I'm also certain that it offers many more humane, kind and empathetic methods for what I do everyday - heartlessly and haphazardly get rid of crap. Or should I say, "stuff?" Whatever. It's in the eye of the beholder. At the rate I fill extra large hefty lawn bags full of art projects, broken toys, plastic souvenirs from family vacations as well as school and professional sporting events, unfinished friendship bracelets, cardboard cities, and school work, I feel like I should hold an honorary trash collector's license, much less feel capable at "tidying up." The day winter vacation ends and the kids go back to school: that is when I am at my most relentless. One final hypothesis about this book (that I have not read) is that it isn't really about keeping a clean desk or a tidy house, it's about being able to make clear choices about what to keep and what to throw away - in life. Whether we are talking about personal and work habits, relationships, possessions, or ideas and perspectives, we all carry around a lot more than what really serves us, brings us joy, feels relevant, and really matters in the here and now. Schools are no exception. In fact, I would actually consider schools - as an industry - to be hoarders - of curriculum, pedagogy, calendar, and mindsets about student learning. Faulkner, Steinbeck, Hemingway, and Fitzgerald - can't get rid of those guys. That Latin text book from 1989 - it has a few good translations. Keep. AP courses - how will our students ever get into *name brand college* without them? Three months of summer - our teachers and students need time to rest and recover and our families need time to take overseas vacations. Lectures and exams - our students will need to know how to do these when they go to college because that is what colleges do - especially *name brand college*. I could go on, but I think I've made my point. At what point do we keep hoarding all of these elements of education or make the choice to tidy up and make clear and intentional decisions about what is really important, relevant, joyful, and meaningful? School leaders can get cluttered too - with the stories they tell themselves and their own personal narratives about how they need to serve their school communities, make decisions, and their strengths and weaknesses. "Nobody takes me seriously." - Better hold onto that idea. "I need to be decisive." - A little old school, but that's what leaders do. "I solve the problems - for my school and all of my direct reports." - I can be the hero. What are the stories that leaders can tell themselves that actually serve them and help them to be more capable in mobilizing change and empower others to do work that matters? What stories inhibit success and are no longer useful? Hoarders. This month, in our year of Mad-Lib style newsletter articles, we asked our writers to complete the following prompt that we like to call the Miracle Question: A miracle has occurred and ________ problem has been magically solved overnight. We're observing ___________ as a result, and it's blowing our minds. For me, the miracle would be that we have applied the KonMari method described in The Life-Changing Habit of Tidying Up (or at least the version I have in my head) to school and to school leadership. We have systematically explored what we possess and what we store in our syllabi, our personal narratives, our curriculum and our pedagogy, and we ask ourselves,"Is this serving me and my students now?" "When was the last time I really used this?" "Where am I not making space for solutions, practices, and learning experiences that could be more elegant and relevant?" "Is this bringing me and my community joy?" The real miracle would be that we have tidied up school. There would be space for growth. My mind would be blown. In the natural word, there are eco-cycles that organic systems go through - starting with gestation and moving through birth, maturity and finally creative destruction. Liberating Structures - a set of practices that are helpful when teams are trying to make progress through challenges uses a tool called "Ecocycle Planning" to help organizations and teams apply this natural phenomenon in their own work, helping them to identify where certain practices, products, activities and services are in their various ecological stages. Creative destruction is part of any healthy eco-cycle. To make space for new growth and allow new seeds to germinate, other plants must die or be repurposed and turned to mulch. Ecosystems depend on these cycles. It's nature's way of Tidying Up. When nature hoards, we end up with forest fires. When schools hoard, we end up with fires of a different kind. Take a look below at the miracles our amazing writers - all L+D Fellows - have identified. Thanks Michael Ecker, Rhonda Hewer and Hannah Nelson. You are all miracle workers! Speaking of the L+D Fellowship, it's almost time to open up the applications for this year. We start taking applications February 1 and the deadline is March 15. Also coming up, Equity and Inclusion Action Lab in Seattle with NWAIS (you don't have to be a NWAIS member to attend). Wonder Women! is filling, so register soon if you want to join us - this year we are back in Oakland, CA at Head-Royce School. Lastly, we opened up registration for a new adventure last week - L+D TruthSeeking Pods. If you are interested, email me or Ryan and we can send you a registration link. We only have a couple of spaces left! Apparently there are a lot of school leaders seeking truth because those spots were snatched up lickity split. May 2019 bring you many wonderful adventures, hopefully some with L+D! Warmly, Carla Silver ESHA Is Delighted to Welcome Another New Member  Carney O'Brien, Washington Montessori, CT ESHA’s 2019 Annual “Dinner” It’s not a dinner this year, but a cocktail reception! NAIS will have its conference in Long Beach, California, so take the ten-minute stroll from the Convention Center and… Join us at Parker’s Lighthouse from 5:30-7:30 p.m. on Wednesday, February 27, 2019. There’s no cost to ESHA members or guests, and we highly encourage you to bring a friend who’s a head but hasn’t joined ESHA yet, or a board member, or members of your senior leadership team. Just sign them in when you register so we can have accurate numbers. This year’s event is sponsored by McCallie School.  Leading Off Dear ESHA Friends, We concluded our biggest event of the year - our Annual Retreat - a few weeks ago. Mary Beth Noel, our very part-time venue evaluator par excellence, helped us find a terrific location for the gathering, and we are very grateful to her for her fine work. The following evaluation is gratifying and a call to all who weren't able to join us! "What a fantastic first ESHA conference! As a new head, I felt welcomed and immediately part of a larger collegial group that will undoubtedly provide the support needed as I traverse many new head challenges in the months to come. My husband and I enjoyed meeting many ESHA members, and I am currently reflecting on the many ideas I hope to implement which came from the seminars and discussions this past weekend. I appreciate the thoughtful planning that went into such a productive conference." "As a new head, I would love to take part in the phone call groups. Would you please add me to a flight roster?" We received many other positive evaluations, some of which are included with the photos below. So if you didn't make it to Florida in October, plan to join us in NASHVILLE next October 19-22. And let me know if you'd like to join a phone call group! Best, Chris From ESHA President Elinor Scully Dear ESHA Colleagues, The 2018 ESHA Conference, "Lead with a Story," held in Palm Beach in mid-October by all accounts was an enormous success. Pete Upham of TABS gave a terrific presentation on the core elements of developing meaningful strategy for schools in our marketplace. Charlie Jones of Brand Intersection Group joined us for a second time and offered a multi layered approach to thinking about our individual paths to successful leadership. In addition, Tim Good and his team from Good Design reminded us of the power of unique storytelling each of our schools. Some us who arrived early had the opportunity to hear about the benefits of executive coaching from Katherine Stuart and the Education Group. These speakers motivated and inspired us to think deeply about our work as school leaders. And, as always, being with colleagues and friends throughout the weekend was nourishing both professionally and personally. I know I came home enormously grateful for the time ESHA affords me to recharge and reconnect with esteemed colleagues (and in a beautiful location to boot!). I'm wishing everyone a restful and restorative Thanksgiving. Warmly, Elinor Heads Up! ESHA Flights: Ongoing Conversations with other ESHA Heads ESHA member Abigail Wiebenson, former Head of Lowell School in Washington, DC, and currently a leadership coach, runs one of our connecting flights and summarizes what the calls entail: The monthly Flights are an intentional way of giving ESHA members an opportunity to air ideas and consider situations in a safe, knowledgeable and collegial environment. These calls affirm and strengthen leadership as participants gain insight, awareness and validation from exchanging experiences with their colleagues about successes and dilemmas. Meeting monthly, if possible, has the added benefit of developing enduring professional and personal relationships over the course of a school year. During the hour phone discussions, flight leaders listen carefully and guide the conversation, enabling ideas to be exchanged in ways that produce insights, affirmations and “takeaways” for the participants. ESHA Is Delighted to Welcome Its New Members
ESHA in Florida: The Breakers Retreat Attendee comments: "The best professional development I do".... "Connecting with peers".... "The ESHA way is best!".... "Love the collegiality and warmth of the ESHA group".... "Time well spent." .... "An amazing experience that allowed me to connect with peers".... "Fabulous people and conversations".... "A top of the line experience".... "Such good people and takeaways" .... "My favorite conference."  An ongoing question  Figuring things out
 Matthew Gould with Sharon and Scott Laird  Carolyn Crandall and arvind grover  Leading Off Dear ESHA Friends, I hope that this late September post finds you all well and enjoying the relatively new school year. As our President, Elinor Scully, notes in her message, our Annual Retreat is around the corner. Many of you will be attending, but many will not be. I'm posting the schedule for the retreat below, certainly for the benefit of those who will be in Florida, but particularly for those who aren't able to join us. For those who haven't been to our conference in a while, or ever, this gives you some idea of what we'll be doing. I highly encourage all of you who won't have the opportunity to join us next month to seriously consider doing so next fall. Not only are our gatherings terrific opportunities for our Heads to learn, collaborate, and have fun, they are major professional development opportunities. Sometimes I worry that Heads give ample chances to faculty and staff to grow in their jobs by getting out to seminars, conferences, and courses but pull back when it comes to themselves. Don't do it! Make a resolution to be at the ESHA Retreat in 2019. Best, Chris From ESHA President Elinor Scully
some quieter reflection. To me, this retreat seems perfectly timed in the school year and I always return to Langley refreshed and recharged. ESHA offers me a unique way to enrich my professional network of colleagues. Please let us know how we can support your leadership, we are always striving to add value as an association. Best wishes as you begin a new year! Warmly, Elinor Heads Up!  Click on the program for a printable version. Click here for an interesting piece from The Economist, "Copying Allowed: What other countries should learn from Singapore's schools."  Dane's Education Blog iGen Generation - Born 1995-2012 Posted: 16 Aug 2018 05:12 AM PDT If you, or your child, or your student was born anytime between 1995 and 2012 you/she/he is of the iGen generation— you know, the generation after the Millennials. You will want to read Dr. Jean M. Twenge's book iGen. Filled with charts, statistics, and facts, her book, will amaze you at how iGens have moved beyond the technology and social media we think the Millennials own. Here is a link to the many Appendices that supplement the book, and along with the book, here is where you will get a quick sample of what the author has compiled to help readers understand the iGen generation. Ironically, when you view this link, the first graph you will see is Figure 1.A. "8th and 10th graders' print media use." Hang on to your seat when you view this graph. Coincidentally, NYTimes columnist Frank Bruni quoted Twenge in his Sunday Review column last Sunday, [She said] "Having to sit for more than a half hour or an hour doing one thing — that's gone by the wayside, and that concerns me as an educator and as a parent." Here is one more link to her TEDx Talk. In her closing comment she states, "Let your phone be a tool you use, not a tool that uses you." Thanks again to ESHA member Dane Peters for his fine work.
 Leading Off Dear ESHA Friends, I hope that for you, the song rings true: "Summertime, and the living is easy!" This July post is a brief one, just a chance to make sure that you're getting away for the break you deserve and to remind you of the wonderful professional development event coming up in October at our Annual Retreat. I've often observed that Heads are generous in giving faculty and staff opportunities for growth outside of their schools yet can be stingy when providing themselves such enrichment. So check out the information on our Palm Beach gathering below and join us in October! Cheers! Chris  From ESHA President Elinor Scully Dear ESHA Colleagues, As Chris noted above, it's really just time for a quick hello. I hope you are all enjoying a restful summer break and getting energized for the coming year. Should you have time, I highly recommend for your reading pleasure Wait, What? And Life's Other Essential Questions, a slim volume by James E. Ryan, former Dean of the Harvard Graduate School of Education and the new President of the University of Virginia. Enjoy July and August! Warmly, Elinor ESHA Is Delighted to |
 Amy Patzlaff, Clairbourn School, CA |  Hart Roper, The Oak Hill School, TN |
PLAN NOW for your own professional development by registering below for our October Retreat!
Leading Off
Dear ESHA Friends,
May is nearly done, so congratulations are due for almost completing your leadership year for 2017-2018! In my discussions with you, both face to face and on our connecting calls, I remain deeply impressed with the common sense, creativity, and energy with which you approach your always demanding jobs. Keep it up! Go, ESHA Heads!
To the degree possible, enjoy the hoopla and intensity of the end of the school year, and then totally enjoy the well deserved time off that you have merited this summer. And before you check out, register below for our October Retreat in Palm Beach!
Cheers!
Chris
,From ESHA President Elinor Scully
Dear ESHA Colleagues,
We are in the home stretch and I'm sure all of you are counting down, in one way or another, to the end of the school year. I also hope that as you anticipate summer you have carved out some time to rest and recharge. I'm including two links to things I've read recently that are compelling and speak to our work as leaders of preschool through grade eight institutions.
1. The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives, by William Stixrud and Ned Johnson.
2. The 10 Skills You Need to Thrive in the Fourth Industrial Revolution
Have a wonderful summer! I look forward to seeing all of you at The Breakers in Palm Beach for our annual retreat in the fall.
Warmly,
Elinor
Dear ESHA Colleagues,
We are in the home stretch and I'm sure all of you are counting down, in one way or another, to the end of the school year. I also hope that as you anticipate summer you have carved out some time to rest and recharge. I'm including two links to things I've read recently that are compelling and speak to our work as leaders of preschool through grade eight institutions.
1. The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives, by William Stixrud and Ned Johnson.
2. The 10 Skills You Need to Thrive in the Fourth Industrial Revolution
Have a wonderful summer! I look forward to seeing all of you at The Breakers in Palm Beach for our annual retreat in the fall.
Warmly,
Elinor
Heads Up!
Food for thought from The Marshall Memo...
Which Managerial Coaching Style Works Best?
This Harvard Business Review article reports that most managers aspire to check in frequently with their people to see how things are going and develop talent. “Indeed,” say the authors, “the desire for frequent discussions about development is one reason many companies are moving away from annual performance reviews: A yearly conversation isn’t enough.” But surveys reveal that managers spend only about 9 percent of their time with subordinates; they’re just too busy. Given that stark reality, the key question is how leaders can have the biggest impact in that small window of opportunity.
A study by Gartner Executive Programs identified four distinct employee-coaching profiles and analyzed which was most effective:
• Teacher-managers give advice, feedback, and direction based on their own knowledge and past experience in the field.
• Always-on managers provide continuous coaching, give feedback across a wide range of skills, and stay on top of how employees are developing. This is often seen as the ideal style of management.
• Connector managers link employees to others on the team when they themselves can’t give the most helpful feedback. They spend more time assessing the skills, needs, and interests of their employees, and realize that they often aren’t the best person to do the coaching.
• Cheerleader managers are available and supportive and deliver positive feedback, but mostly put employees in charge of their own development.
The Gartner research team came to several conclusions. First, the amount of coaching time was less important than depth and quality – and quality depended on coaching style. Second, the hyper-vigilant Always-on coaching style was the least effective; in fact, these managers were doing more harm than good. Why?
- Their continual stream of feedback could be overwhelming and kept employees from developing independently.
- They spent less time assessing employees’ skill needs and tended to coach in areas that weren’t relevant to real needs.
- They were so focused on coaching that they often failed to recognize the limits of their own expertise; they were winging it or giving misguided advice.
Third, the researchers found the Connectors were by far the most effective. In fact, employees who worked with these leaders were three times as likely to be high performers as those under the other three styles.
What’s going on here? Consider a professional tennis player’s coach who tries to do it all. Nobody knows everything, which is why a really good coach will identify expertise, monitor progress, and outsource certain areas – perhaps strength training, nutrition, serves, lobs, and backhands.
Becoming a Connector is a mind shift for many leaders, especially the humility involved in admitting gaps in knowledge and deferring to others. “Historically,” says Jaime Roca of Gartner, “being a manager is about being directive and telling people what to do. Being a Connector is more about asking the right questions, providing tailored feedback, and helping employees make a connection to a colleague who can help them.” Being a connector also takes some of the pressure off managers to be all things to everyone. They basically delegate some of the coaching to other members of their team, encouraging people to coach one another, and constantly assessing and pointing out skills that exist within the organization that can benefit everyone.
“Managers Can’t Be Great Coaches All By Themselves” in Harvard Business Review, May-June 2018 (Vol. 96, #3, p. 22), https://hbr.org/2018/05/managers-cant-be-great-coaches-all-by-themselves
And here's yet interesting another post from Dane's Blog by ESHA member Dane Peters...
Food for thought from The Marshall Memo...
Which Managerial Coaching Style Works Best?
This Harvard Business Review article reports that most managers aspire to check in frequently with their people to see how things are going and develop talent. “Indeed,” say the authors, “the desire for frequent discussions about development is one reason many companies are moving away from annual performance reviews: A yearly conversation isn’t enough.” But surveys reveal that managers spend only about 9 percent of their time with subordinates; they’re just too busy. Given that stark reality, the key question is how leaders can have the biggest impact in that small window of opportunity.
A study by Gartner Executive Programs identified four distinct employee-coaching profiles and analyzed which was most effective:
• Teacher-managers give advice, feedback, and direction based on their own knowledge and past experience in the field.
• Always-on managers provide continuous coaching, give feedback across a wide range of skills, and stay on top of how employees are developing. This is often seen as the ideal style of management.
• Connector managers link employees to others on the team when they themselves can’t give the most helpful feedback. They spend more time assessing the skills, needs, and interests of their employees, and realize that they often aren’t the best person to do the coaching.
• Cheerleader managers are available and supportive and deliver positive feedback, but mostly put employees in charge of their own development.
The Gartner research team came to several conclusions. First, the amount of coaching time was less important than depth and quality – and quality depended on coaching style. Second, the hyper-vigilant Always-on coaching style was the least effective; in fact, these managers were doing more harm than good. Why?
- Their continual stream of feedback could be overwhelming and kept employees from developing independently.
- They spent less time assessing employees’ skill needs and tended to coach in areas that weren’t relevant to real needs.
- They were so focused on coaching that they often failed to recognize the limits of their own expertise; they were winging it or giving misguided advice.
Third, the researchers found the Connectors were by far the most effective. In fact, employees who worked with these leaders were three times as likely to be high performers as those under the other three styles.
What’s going on here? Consider a professional tennis player’s coach who tries to do it all. Nobody knows everything, which is why a really good coach will identify expertise, monitor progress, and outsource certain areas – perhaps strength training, nutrition, serves, lobs, and backhands.
Becoming a Connector is a mind shift for many leaders, especially the humility involved in admitting gaps in knowledge and deferring to others. “Historically,” says Jaime Roca of Gartner, “being a manager is about being directive and telling people what to do. Being a Connector is more about asking the right questions, providing tailored feedback, and helping employees make a connection to a colleague who can help them.” Being a connector also takes some of the pressure off managers to be all things to everyone. They basically delegate some of the coaching to other members of their team, encouraging people to coach one another, and constantly assessing and pointing out skills that exist within the organization that can benefit everyone.
“Managers Can’t Be Great Coaches All By Themselves” in Harvard Business Review, May-June 2018 (Vol. 96, #3, p. 22), https://hbr.org/2018/05/managers-cant-be-great-coaches-all-by-themselves
And here's yet interesting another post from Dane's Blog by ESHA member Dane Peters...
Before you take off for your summer break, plan now for your own professional development by registering below for our October Retreat!
Click the image to register for ESHA's Retreat
Leading Off
Dear ESHA Friends,
Our Annual Dinner in Atlanta gave many of us an opportunity to gather for a terrific evening at The Children's School, hosted by ESHA board member Nishant Mehta and his wife Neeti. Nishant gave timely remarks about the importance of our schools' important efforts to sustain the childhoods of our students for as long as possible, particularly in light of Parkland and other school tragedies. Abigail Wiebenson, a "connecting flight"conference call leader, spoke about the value of the discussion groups and encouraged all Heads to consider participating, and attendees got a preview of the October Annual Retreat in Florida. The Annual Dinner, the Connecting Flight calls, and the Annual Retreat: take advantage of all three!
Best,
Chris
Dear ESHA Friends,
Our Annual Dinner in Atlanta gave many of us an opportunity to gather for a terrific evening at The Children's School, hosted by ESHA board member Nishant Mehta and his wife Neeti. Nishant gave timely remarks about the importance of our schools' important efforts to sustain the childhoods of our students for as long as possible, particularly in light of Parkland and other school tragedies. Abigail Wiebenson, a "connecting flight"conference call leader, spoke about the value of the discussion groups and encouraged all Heads to consider participating, and attendees got a preview of the October Annual Retreat in Florida. The Annual Dinner, the Connecting Flight calls, and the Annual Retreat: take advantage of all three!
Best,
Chris
From ESHA President Elinor Scully
Dear ESHA Colleagues,
By now I hope many of you have had (or are getting to enjoy) a much-deserved spring vacation and that the bulk of winter weather has passed for those in the areas that have seen so much snow and cold weather. ESHA held its annual dinner at The Children's School in Atlanta earlier this month during the NAIS conference. Heartfelt thanks go to our gracious host Nishant Mehta and his dynamic team for treating us to a lovely meal and a wonderful evening of fellowship. ESHA gives us that special network of trusted colleagues with whom we can share the joys and the challenges of our work. The annual dinner was no exception.
As we round out the year, I hope many of you will continue to participate in your Mentoring Flight calls, another example the benefits of being a part of ESHA.
Wishing everyone a happy spring!
Elinor
Dear ESHA Colleagues,
By now I hope many of you have had (or are getting to enjoy) a much-deserved spring vacation and that the bulk of winter weather has passed for those in the areas that have seen so much snow and cold weather. ESHA held its annual dinner at The Children's School in Atlanta earlier this month during the NAIS conference. Heartfelt thanks go to our gracious host Nishant Mehta and his dynamic team for treating us to a lovely meal and a wonderful evening of fellowship. ESHA gives us that special network of trusted colleagues with whom we can share the joys and the challenges of our work. The annual dinner was no exception.
As we round out the year, I hope many of you will continue to participate in your Mentoring Flight calls, another example the benefits of being a part of ESHA.
Wishing everyone a happy spring!
Elinor
Heads Up!
Save the date for the 2018 ESHA Annual Conference!
Below please find another fine posting from member Dane Peters. By the way, if you have not read Atul Gawande's book, Being Mortal, put it on your list of musts!
Leadership Through Coaching
Posted: 24 Feb 2018 07:57 AM PST
From TED:
“How do we improve in the face of complexity? Atul Gawande has studied this question with a surgeon's precision. He shares what he's found to be the key: having a good coach to provide a more accurate picture of our reality, to instill positive habits of thinking, and to break our actions down and then help us build them back up again. 'It's not how good you are now; it's how good you're going to be that really matters,' Gawande says.”
Nishant Mehta wrote the following letter to The Children's School community last month and spoke of his concern for our students' childhoods at our Annual Dinner on March 7.
Written on February 17, 2018
Dear TCS Families:
I can’t stop thinking about the shooting one week ago in Parkland, FL. I don’t know why that is; something feels different now. Maybe I can’t put it out of my mind because I’m not supposed to; because it’d be wrong to ignore, again, why these tragedies continue. Schools are the strongest and the most vulnerable places of any neighborhood; where families bring their most precious parts of themselves, their children, and their dreams and aspirations and hand them over into the trusting hands of strangers who quickly become an extension of the family.
I’m wondering, and worrying, right now about all of you: what are you telling - or not telling - your children about what happened in Parkland? Are they asking about whether it can occur at our school? Why someone, anyone, would want to harm anyone who looks like them or their friends? I wonder and I worry about each of you.
Shortly after I started at TCS in spring 2013, Neeti asked me whether I had accepted the reality of what it means to be a head of school. I said yes. I felt responsible for the livelihoods and the lives of several hundred children and adults and, directly or indirectly, their immediate and extended families. We don’t have children of our own, but I come to work every day knowing and accepting the responsibility of keeping your children, and those that surround your children, safe and secure as if they are our own.
I left my own immediate family when I was 16 and came several thousand miles away to a small boarding school in Asheville, NC. While my parents supported me and loved me, they couldn’t really “parent” me from so far away. When I graduated from college, I joined schools as a teacher and then administrator because being in schools helped me compensate for the void I felt in my life of a family and my parents. Until the age of 16, I had a normal and wonderful childhood. But, my childhood ended when I came over to the United States, and I had to grow up, sometimes against what - looking back now - I’d have wished for myself. To steal from Christopher Robin in the movie, "Goodbye, Christopher Robin," my childhood was wonderful, but growing up was hard to do. The childhood of so many children in Parkland and schools across the country has ended. Growing up now will be hard to do.
A few months ago, I read an article that the founder of Amazon, Jeff Bezos, obsesses over the customer experience and has made that the cornerstone of Amazon’s culture. I wondered then what I obsess over as head of The Children’s School. What would I say to anyone who asked me that question? My answer didn’t take long. I obsess over childhood, to ensure that every child’s joy, creativity, and passion for life; their can-do, will-do attitude; their sense of invincibility; their wonder and curiosity; and their limitless imagination that builds castles in the air and reaches for the stars are at the center of everything they do or experience, to embed it all so deep into their consciousness that it becomes inseparable no matter what the world tells them or inflicts on them. I obsess over that kind of a childhood; and I see it happen at TCS every day.
Adults who have been adults for too long naively call all of the above a child’s innocence, implying that our children don’t know better. Reflecting on the events of one week ago, it seems to me that it’s we - the adults - who don’t know better. Let’s build those castles in the air and reach for the stars like our children do. They show us every day that they have power. Why, then, do we act so powerless? Others may call it naive, but perhaps that’s how we will protect our children and their childhood. Growing up should never be so hard to do.
For all children,
Nishant N. Mehta
Head of School
ESHA's Annual Dinner
March 7, 2018
The Children's School, Atlanta
March 7, 2018
The Children's School, Atlanta
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ESHA Is Delighted to Welcome New Member Dave Skeen, Jr. from Harding Academy in Nashville, TN
Leading Off
Dear ESHA Friends,
I look forward to seeing many of you in Atlanta at our Annual Dinner in March – hosted at The Children’s School by Nishant Mehta - and am happy to report that our planning committee is already assembling the program for our October retreat in Florida. In addition, many of our “mentoring and connecting flight” conference calls are providing ongoing support and stimulation for those of our Heads who participate, as Elinor notes in her message.
These three activities – the dinner, the retreat, and the calls – provide regular opportunities for you to engage in friendly conversations with your peers while addressing concerns about issues such as leadership styles, branding and marketing, and the cost of and enrollment in our schools.
Hopefully you will participate in all of these activities and fully enjoy the offerings that ESHA presents. Check out what Muddy and Liza Waters have to say about ESHA below.
Happy New Year!
Best,
Chris Abell
From ESHA President Elinor Scully
Dear ESHA Colleagues,
I recently held a Mentoring Flight Call with a group of ESHA heads. This is the second year for this particular flight and though we are continuing to get to know one another, we are developing a nice sense of partnership and rhythm in these calls. A few members have dropped off and we have added a few more. What struck me most, however, was how in just one hour I gained so much from the conversation. I left with several excellent ideas I could use in dealing with a strategic issue I was facing at my school. I garnered wisdom and practical advice, but moreover a sense that I wasn't alone in facing these challenges. In our days as heads of school, we have precious little time to truly reflect and gain advice. My Mentoring Flight offers this to me on a regular basis. It is a wonderful gift and if you haven't had a chance to explore this feature of your ESHA membership, please give it a try.
I also hope to see many of you at the annual dinner in Atlanta!
Best, Elinor
I recently held a Mentoring Flight Call with a group of ESHA heads. This is the second year for this particular flight and though we are continuing to get to know one another, we are developing a nice sense of partnership and rhythm in these calls. A few members have dropped off and we have added a few more. What struck me most, however, was how in just one hour I gained so much from the conversation. I left with several excellent ideas I could use in dealing with a strategic issue I was facing at my school. I garnered wisdom and practical advice, but moreover a sense that I wasn't alone in facing these challenges. In our days as heads of school, we have precious little time to truly reflect and gain advice. My Mentoring Flight offers this to me on a regular basis. It is a wonderful gift and if you haven't had a chance to explore this feature of your ESHA membership, please give it a try.
I also hope to see many of you at the annual dinner in Atlanta!
Best, Elinor
Heads Up!
Register for the Annual Dinner
ESHA'S Annual Dinner will be hosted by Nishant Mehta at The Children's School in Atlanta on Wednesday, March 7, 2018, when NAIS has its annual conference. Details and registration here.
Eating Glass and Liking It: How to Fail like Elon Musk
Carla Silver, Executive Director, Leadership+Design
Carla Silver, Executive Director, Leadership+Design
Seasons Greetings, Friends,
As we head into the last days of 2017, our gift to you is the December Monthly Recharge, hopefully providing you with some provocative reading over the break. This month we are talking about "Risk over Safety," inspired by the fourth chapter in Whiplash: How to Survive Our Faster Future by Joi Ito and Jeffrey Howe. If we are really going to evolve education for an era of rapid acceleration and global uncertainty, we are going to have to accept risk and even failure as a natural part of the process. Writing about risk also gives me the perfect excuse to wax on about my favorite risk-taker of modern times: Elon Musk.
It's true. I have a fascination with the Silicon Valley mega-entrepreneur, founder of PayPal, Tesla, SpaceX and Solar City. You know that dinner party question: "What three people, living or dead would you invite to dinner?" The Dalai Lama, Van Jones, Desmond Tutu, Sheryl Sandberg, Barack Obama, Lin Manuel Miranda, Oprah - they rotate in and out of the top spots - but Elon Musk is always on the list. Always. I see Elon Musk as a relentless optimist, a creator, a visionary, and above all else, an unparalleled risk taker. Not only does Musk have intrepid and sometimes seemingly unfeasible ideas, but he has a bias to action, zero use for safety, and an incredible tolerance for personal pain and suffering. Like an athlete who can tolerate high levels of physical discomfort, Musk has built up a resistance to ambiguity, loss, rejection and failure - because let's face it, real risk involves plenty of that as well. As Elon Musk says, "Being an entrepreneur is like eating glass and staring into the abyss of death."
I sometimes wonder what education would be like if we had Elon Musk leading schools. Would they all be solar powered? Would all classes be virtual? Would students launch themselves in rockets and colonize Mars? One thing is certain, there would be a lot more risk-taking and, I believe, something new (and better) would emerge. For Musk, "different" is not enough; "better" is essential, and pushing not just one company but a whole industry to better is the ultimate goal. But there would also be failures - big and small - and that is the cost of innovation. He has been known to say, "If things are not failing, you are not innovating enough."
I hear the arguments against high risk, drastic change in schools. Usually these excuses are variations on the statement: "We are not creating widgets, bur rather educating children. You can't take risks with children." As far as I know, no children have been harmed in the lengthening of the school year or moving to more project-based instruction or getting rid of AP courses. Frankly, most of the arguments I hear feel grounded in adult needs, not student needs. We don't have an Elon Musk equivalent in education - not even Sal Khan (Khan Academy) or Ben Nelson (Minerva Schools) - at least not yet - but that is no excuse for our inability to think boldly, dig in, and allow us to emerge with something not just different but better.
What might allow educators and school leaders to get out of our own risk-averse ways? Maybe there are a few design principles we could draw upon to help us take a leap.
Principle One: Be Student-Centered in your Risk-Taking.
Ground your risks in what you believe (and know) is right for the students you serve. Start asking the big questions and have the hard conversations about the future and not the past. What is most important for students to know? What is most important for them to be able to do? How do we want them to treat each other? How do we want them to feel about learning? How do they find purpose and meaning in their work and lives? How are they whole? What in your school is no longer serving students? What in your school is currently an obstacle to providing students with what they need? When you think this way, you are taking risks ON BEHALF of children not WITH children.
Principle Two: Engage in Mission/Values-Centered Risk.
Our hesitancy to take risks often comes at a much greater risk - not achieving our mission and values or accomplishing key elements of our strategic plan. It comes at the risk of becoming a color-less, bland version of what we could be. If you want to be vibrant and bold, align your risks with your values and your mission as a school. If you are a school with a mission "to prepare students for life" and yet you hold onto 45-60 minute class blocks silo-ed by discipline with content generally delivered as lectures or teacher-led class discussion, you might be inhibiting your mission, not living it. If you say you value student wellness and health, and yet you let college admission statistics and practices drive your curriculum, schedule, and assessment regardless of student stress levels, you might not be living your values. Take risks that support and enhance your mission and values and bring you closer to your strategic vision.
Principle Three: Articulate the WHY - again and again and again.
Rarely is radical and bold change tolerated without a true understanding of why it is necessary and what the outcome will be. First you need to get clear on the why. Your job as a school leader is then to communicate the why, to develop a vision of what "better" looks like, and to clarify how you will know and measure your progress. Be prepared to tell the same story over and over again. Use clear, specific language. Use visual representations of your idea that make the goal understood. It might feel like you have said the same message 100 times - you probably haven't - and you are bored of saying it. But that might just be the beginning. Studies have shown that people won't buy your idea (or product) until they have heard about it at least 6, but more often 20, times.
And what if things fail? And they will. Scream, shake your fists at the sky, and channel your inner Elon Musk. According to his recent Rolling Stone Interview, Elon Musk suggest calling upon the Musk Family Rules: "Number One: "Don't panic." And whatever you do, don't back down and regress to safety. "Safety third," says Musk in the interview. "There's not even a Rule Number Two. But even though there's nothing in second place, safety is not getting promoted to number two."
The following articles by Jeremy Goldstein (Episcopal High School, Eric Chandler (Kent Denver School) and Annie Makela (Hillbrook School) illustrate schools taking risks - but grounding them in what is best for students, in mission, values and strategic thinking, and articulating the WHY. May these articles inspire both bold thinking and action in the year ahead.
Warmly,
Carla Silver
As we head into the last days of 2017, our gift to you is the December Monthly Recharge, hopefully providing you with some provocative reading over the break. This month we are talking about "Risk over Safety," inspired by the fourth chapter in Whiplash: How to Survive Our Faster Future by Joi Ito and Jeffrey Howe. If we are really going to evolve education for an era of rapid acceleration and global uncertainty, we are going to have to accept risk and even failure as a natural part of the process. Writing about risk also gives me the perfect excuse to wax on about my favorite risk-taker of modern times: Elon Musk.
It's true. I have a fascination with the Silicon Valley mega-entrepreneur, founder of PayPal, Tesla, SpaceX and Solar City. You know that dinner party question: "What three people, living or dead would you invite to dinner?" The Dalai Lama, Van Jones, Desmond Tutu, Sheryl Sandberg, Barack Obama, Lin Manuel Miranda, Oprah - they rotate in and out of the top spots - but Elon Musk is always on the list. Always. I see Elon Musk as a relentless optimist, a creator, a visionary, and above all else, an unparalleled risk taker. Not only does Musk have intrepid and sometimes seemingly unfeasible ideas, but he has a bias to action, zero use for safety, and an incredible tolerance for personal pain and suffering. Like an athlete who can tolerate high levels of physical discomfort, Musk has built up a resistance to ambiguity, loss, rejection and failure - because let's face it, real risk involves plenty of that as well. As Elon Musk says, "Being an entrepreneur is like eating glass and staring into the abyss of death."
I sometimes wonder what education would be like if we had Elon Musk leading schools. Would they all be solar powered? Would all classes be virtual? Would students launch themselves in rockets and colonize Mars? One thing is certain, there would be a lot more risk-taking and, I believe, something new (and better) would emerge. For Musk, "different" is not enough; "better" is essential, and pushing not just one company but a whole industry to better is the ultimate goal. But there would also be failures - big and small - and that is the cost of innovation. He has been known to say, "If things are not failing, you are not innovating enough."
I hear the arguments against high risk, drastic change in schools. Usually these excuses are variations on the statement: "We are not creating widgets, bur rather educating children. You can't take risks with children." As far as I know, no children have been harmed in the lengthening of the school year or moving to more project-based instruction or getting rid of AP courses. Frankly, most of the arguments I hear feel grounded in adult needs, not student needs. We don't have an Elon Musk equivalent in education - not even Sal Khan (Khan Academy) or Ben Nelson (Minerva Schools) - at least not yet - but that is no excuse for our inability to think boldly, dig in, and allow us to emerge with something not just different but better.
What might allow educators and school leaders to get out of our own risk-averse ways? Maybe there are a few design principles we could draw upon to help us take a leap.
Principle One: Be Student-Centered in your Risk-Taking.
Ground your risks in what you believe (and know) is right for the students you serve. Start asking the big questions and have the hard conversations about the future and not the past. What is most important for students to know? What is most important for them to be able to do? How do we want them to treat each other? How do we want them to feel about learning? How do they find purpose and meaning in their work and lives? How are they whole? What in your school is no longer serving students? What in your school is currently an obstacle to providing students with what they need? When you think this way, you are taking risks ON BEHALF of children not WITH children.
Principle Two: Engage in Mission/Values-Centered Risk.
Our hesitancy to take risks often comes at a much greater risk - not achieving our mission and values or accomplishing key elements of our strategic plan. It comes at the risk of becoming a color-less, bland version of what we could be. If you want to be vibrant and bold, align your risks with your values and your mission as a school. If you are a school with a mission "to prepare students for life" and yet you hold onto 45-60 minute class blocks silo-ed by discipline with content generally delivered as lectures or teacher-led class discussion, you might be inhibiting your mission, not living it. If you say you value student wellness and health, and yet you let college admission statistics and practices drive your curriculum, schedule, and assessment regardless of student stress levels, you might not be living your values. Take risks that support and enhance your mission and values and bring you closer to your strategic vision.
Principle Three: Articulate the WHY - again and again and again.
Rarely is radical and bold change tolerated without a true understanding of why it is necessary and what the outcome will be. First you need to get clear on the why. Your job as a school leader is then to communicate the why, to develop a vision of what "better" looks like, and to clarify how you will know and measure your progress. Be prepared to tell the same story over and over again. Use clear, specific language. Use visual representations of your idea that make the goal understood. It might feel like you have said the same message 100 times - you probably haven't - and you are bored of saying it. But that might just be the beginning. Studies have shown that people won't buy your idea (or product) until they have heard about it at least 6, but more often 20, times.
And what if things fail? And they will. Scream, shake your fists at the sky, and channel your inner Elon Musk. According to his recent Rolling Stone Interview, Elon Musk suggest calling upon the Musk Family Rules: "Number One: "Don't panic." And whatever you do, don't back down and regress to safety. "Safety third," says Musk in the interview. "There's not even a Rule Number Two. But even though there's nothing in second place, safety is not getting promoted to number two."
The following articles by Jeremy Goldstein (Episcopal High School, Eric Chandler (Kent Denver School) and Annie Makela (Hillbrook School) illustrate schools taking risks - but grounding them in what is best for students, in mission, values and strategic thinking, and articulating the WHY. May these articles inspire both bold thinking and action in the year ahead.
Warmly,
Carla Silver
Heads Up!
ESHA's Executive Committee members, who act as our Board, were elected at our Annual Meeting in October in Woodstock. Here they are!
ESHA's Executive Committee members, who act as our Board, were elected at our Annual Meeting in October in Woodstock. Here they are!
 Elinor Scully, President The Langley School, VA |  Veronica Codrington-Cazeau, Vice President Evergreen School, WA |  Nishant Mehta, Treasurer The Children's School, GA |
 Stuart Johnson St. Bernard's School, NY |  Cynthia Gibbs-Wilborn Hanahau'oli School, HI |  Elizabeth Hofreuter-Landini Wheeling Country Day School, WV |
 Burns Jones Cathedral School for Boys, CA |  Jody Soja Indian Mountain School, CT  Muddy Waters, Past President The Pike School, MA |  Mark Silver Hillbrook School, CA |
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