1/29/2024 148. Hiring for Transformation and Building Effective Teams with Dr. Eric SkansonRead Now
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Given the challenges of hiring during a teacher shortage, Dr. Skanson takes us behind the scenes to look at his process of how to effectively hire teachers who are a great fit and then build a values-driven staff community. Dr. Skanson also delves into the strategies he employs to navigate biases in the hiring process and the vital role of mindset and disposition in hiring.
In addition to being part of the foundation of School Pro K12, Dr. Eric Skanson has over 17 years of experience in public school administration and 24 years of education at large. He is a seasoned leader focusing on positive change, outstanding culture, and collaboration. Through his doctorate, Dr. Skanson’s academic core focus was on the use of collaboration for organizational improvement. The Big Dream Providing opportunities and experiences for students that they wouldn't have access to otherwise. Dr. Skanson emphasizes the importance of nurturing a mindset that views education as a means to impact communities positively. His ultimate goal is to enhance student growth and make schools a nurturing and compassionate space for students. Alignment to the 4 Stages: Mindset, Pedagogy, Assessment, and Content Dr. Skanson believes in the importance of mindset in the hiring process. He argues that a positive disposition is essential in educators. Specifically, Dr. Skanson is looking for educators who are positive, kind, and supportive, emphasizing the human aspect of education. Pedagogically, he stresses the need for diversity and balance in teaching teams to create an enriching learning environment. Regarding content, he encourages educators to be conscious of the context, and craft their teaching approach based on their specific school and student community. Mindset Shifts Required We need to acknowledge and challenge the biases that often surface during the hiring process. How do we hire effectively? Here are the key ideas Dr. Skanson wants leaders to keep in mind… Key 1: Emphasize character, competency, and craft in hiring, over mere credentials. Step 2: Conduct a systematic and thoughtful interview process, focusing on asking the right questions (ones that ask about a candidate’s actual experience versus just a theoretical approach) and understanding the candidate's actual impact on students. Step 3: Ensure diversity and balance in the team, considering the specific needs and context of the school community. Challenges? There can be tension between internal and external candidates during the hiring process. Dr. Skanson suggests having a good succession plan in place and controlling the process to make it fair for all candidates. “I think every interview, especially for school leadership positions, should have a balance of an internal and an external [candidate]. However, you have to control the process to make it fair for internals and externals…people will bring in extra information about the internal candidates…let the person talk about their experiences and leave about all the other things [horns bias],” Dr. Skanson said. One Step to Get Started Slow down the hiring process and take the time to understand the candidate's character, competency, and craft. Rather than rushing to fill a position due to a scarcity mindset, he advises leaders to focus on finding the right person who will truly contribute to the school's success. Stay Connected You can find this week’s guest on www.schoolprok12.com and on social media @skansone. To help you implement the ideas of creating a new staff community following new hires, I’m sharing my Staff Meeting Agenda series starting with co-creating Community Values & Agreements with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 148 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
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As coaches, administrators, and teacher leaders, we often design and facilitate professional learning experiences for teachers. This episode helps us think about ways to help teachers experience awesome pedagogy as learners, so they may be more equipped—even more interested—in using these pedagogical moves with their students.
Why? I was recently talking to Dr. Dawn Bentley, Head of Schools at RFK Community Alliance. She referenced Triple Track, an approach developed by Thinking Collaborative. In this approach, professional development workshops are designed with three tracks in mind. Track 1 are the strategies used to support teachers’ learning in the PD itself. Track 2 is to consider applications for these strategies with adult groups, and tips for sharing them with other educators. Track 3 is for applications for these strategies in classrooms with students. We’ll focus mostly on Tracks 1 and 3 here. What? I’m breaking these down into specific categories of pedagogical moves, similar to how I think about protocol purposes. Moves During to Set Up
Moves to Personalize I like using WIN Time with the following options:
Moves to Engage
Moves to Close
More Moves… For reading “texts” or critical analysis. Final Tip My favorite tip for PD facilitators and teachers is to create a common slides resource bank of the moves or slides you regularly use (or want to use). That way, when you’re planning, you just pull the ones you need over! (If you love this idea, you will absolutely love the resources I have for you below.) To help you get a sense for some of the moves I model, check out the video series below! In it, I walk through specific slides I use for each protocol, and then share the slide decks with you for free through a link in the video description. And, if you’re looking for more details on the ideas in this blog post, listen to episode 147 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. If you enjoyed this episode, check out my YouTube channel where I explain how to improve the quality of discourse in your school:
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I talk a lot about collecting student voice data or “street data” (Safir & Dugan), so in this episode, I discuss systems and scheduling strategies you can use to identify times during the school day that teachers, counselors, and other school stakeholders can regularly listen to students. You may be willing to invite students to share their experiences and ideas, but you may not know when this might happen. Let’s think about some ideas.
What is student experience data, and why do we need it? Let’s start with the second part. There are many benefits to gathering data about student experiences, both for youth and adults. I’ve covered these in previous episodes. For now, I’ll say: schools and districts make better decisions when students help make the decisions, just as organizations in general have better organizational outcomes when diverse stakeholder groups are part of the decision-making process (Kusy & McBain, 2000). In their book, Street Data, Dugan and Safir (2021) write a comprehensive model of school transformation could consist of “...stitching together four often-siloed elements: equity as the fundamental purpose, pedagogy as the fundamental pathway, adult culture as the vehicle, and street data as the GPS system that keeps us on the path of equity-centered transformation” (p. 59). As educators, when we look at data, it’s often what Dugan and Safir call satellite data (broad, quantitative measures such as test scores, attendance patterns, graduation rates) or map data (social-emotional, cultural, and learning trends within a school community which may include rubric scores or surveys). Deeper dives into data sets may include street data (students’ lived experiences that illuminate how students are performing or feeling about their learning environment and themselves). Street data, or what I’ve been referring to lately as student experience data, could include a student sharing what’s impeding their ability to thrive or suggestions for what adults can do differently to improve instruction or other aspects of school. However, these deeper explorations of student experience typically occur every five or so years during strategic planning processes and are rarely practiced on a daily or weekly basis. If you have the willingness to engage in this work, but can’t find the time, this episode is for you. Where might we gather data and listen to student experiences? Below are some ideas for where this may live in your school(s). Advisory, Mentoring, or Morning Meeting Develop prompts for students (whole group or individually) to share ideas about what’s great about the school, what’s not so great (and what the impact has been on the student), and what could/should be changed. Counseling At the end of a group or individual session, ask if students are comfortable sharing their ideas (e.g., what they like, dislike, or want to be changed), with adults in the school (e.g., a leadership team) to help improve the school and the students’ school experience. Let them know the ideas will be shared without any student identifiers, so adults will not know which student(s) shared the ideas. College, Career, Civic Planning sessions or IEP Meetings Prompt students to share experiences of what their aspirations are, to what degree school stakeholders and structures (e.g., course offerings) have supported these dreams, and what could be more supportive. Main Office or Restorative Room The students who are sent out of class are likely the students who are not feeling successful or supported at school. These are the students we want to learn from! Setting up a system, whether it’s a person to talk to, a space to record their thinking (verbally, in writing, or as an image—drawing or selecting/taking a picture) in response to some prompts similar to ones above would help us learn how to support that student and other students who might have similar experiences or ideas. End of Lesson, Week, or Unit Conversations in Academic Classrooms Instruction is a central part of why we’re all in schools. All students take academic classes, so this is an opportunity to invite all students to reflect on their student experience in relation to curriculum and instruction. (You can also invite students to share experiences and ideas about school supports and policies beyond curriculum here.) Final Tip Once you have the structures in place, you can regularly invite students to share their experiences and ideas for change. For how to do this, check out the upcoming Student Experience Data Strategy series on my YouTube channel starting February 7 (2024). For now, you can check out a related video below! To help you start to gather student experiences right away, I’m sharing my Student Leadership Capacity Building survey with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 146 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here.
If you enjoyed this episode, check out my YouTube channel where I explain about the types of discourse in schools:
1/8/2024 145. Be Present for People: Wisdom for APs and All Leaders with Dr. Frederick BuskeyRead Now
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In this episode, Dr. Buskey explores the crucial role of humanity and empathetic leadership in education. He challenges the pervasive 'pedagogy of fear' and advocates for creating spaces of learning that nurture students' agency. He also emphasizes the importance of understanding and aligning with the needs of educators and fostering an environment of growth.
The Big Dream Dr. Buskey’s dream is to transform the education system into one that recognizes and respects the humanity of each student. This means not only understanding students on an individual level but also creating an inclusive and empathetic learning environment. It's about shifting from a fear-based pedagogy to one that fosters students' agency and allows them to voice their thoughts and make their own decisions. Alignment to Mindset, Pedagogy, Assessment, and Content Dr. Buskey emphasizes the importance of being present and empathetic. His pedagogical approach advocates for serving students' agency rather than imposing an educator's perspective. He proposes knowing each student individually, making sure they feel seen and valued. Mindset Shifts Required Dr. Buskey discusses moving from a 'pedagogy of fear' to one that serves people's agency. He emphasizes the importance of educators being present for their students and offering them a space where they can express themselves freely. Additionally, he urges educators to understand their students better, know their names, and make a positive impact through small gestures. Action Steps What can we do to make the dream come to life? Step 1: Prioritize work around priorities instead of tasks, focusing on what's essential for the students. Step 2: Know each student individually. Make sure they hear their name each day, receive eye contact, and are smiled at. Step 3: Challenge the 'pedagogy of fear' and create positive spaces for learning and growth for educators. Challenges? “I think the biggest challenge is organizing our work around our priorities instead of around our tasks,” Dr. Buskey said. The noise of the external world constantly seeks our attention. Balancing urgent tasks and important ones is a challenge. Additionally, understanding each student on an individual level may seem daunting, especially for high school teachers who handle many students each day. (See the quote below for Angela Maiers’s 2-second advice for one idea.) One Step to Get Started An excellent first step is to ensure every student hears their name each day, receives eye contact, and is smiled at. These simple acts can make a significant impact on a student's day and can lay the foundation for a more empathetic and inclusive learning environment. Stay Connected You can find Dr. Buskey on the following platforms:
To help you implement some of what Frederick and I were talking about, I’m sharing my Values in Action posters with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 145 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here. Quotes:
If you enjoyed this episode, check out my YouTube channel where I show you how to embark on a policy change:
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In this episode, I’m sharing ideas for how you might approach conversations about the violence in Gaza within your schools and classrooms. Many adults have told me they do not feel equipped enough to facilitate or engage in this conversation, however world events are happening and impacting adults and youth. At a minimum we should make space for students to share their emotional responses and experiences related to this trauma.
And as Michelle MiJung Kim wrote, “Even if you don’t understand the full history, you can draw on your knowledge of power dynamics, characteristics of white supremacy and colonialism, and the use of dehumanizing narratives to justify ethnic cleansing. Even when emotions are running high, you have the skills to create big enough containers to hold and validate people’s grief and fear, while guiding people to challenge the conditions that create violence. You know how to connect the dots to explain how all of us are implicated in this humanitarian and moral crisis.” Note: This episode was recorded on October 31, 2023. What’s happening? First, some historical context: Between 1947-1949, known as the Nakba, an estimated 15,000 Palestinians were killed, including in dozens of massacres, and an estimated 750,000 Palestinians were forced out of their homes in a capturing of historic Palestine to create the state of Israel ("What’s the Israel-Palestine conflict about? A simple guide"). In the last 16 years, Israel’s occupation of Palestine has created the largest “open air prison” in the world, with Palestinians being banned from travel, including to the West Bank, despite it being widely acknowledged they are both part of a “single territorial unit.” This is clearly not the only context. For more details, you can reference the first link in this paragraph. Most recently (as of this episode), on October 7, 2023, the Palestinian armed group Hamas killed 1,400 people in Israel, many of whom were civilians. Since then, more than 8,000 people have died in Gaza—many of whom were women and children—as a result of Israeli attacks. (Note: This is data as of October 29, 2023.) Additionally, Israel has blockaded Gaza, cutting off critical supplies. In the last several days, Israel has cut off cell phone and internet access for residents of Gaza. Access to health care and clean water are concerns for many, including the estimated 50,000 pregnant women and girls in Gaza. Israel has denied visas to UN officials following a comment that Hamas attacks “didn’t happen in a vacuum.” How do we talk about these events with students (and adults)? Step 1: Establish discussion agreements that center the dignity and humanity of ALL people. A specific clarification of agreements for this conversation might be: antisemitism and Islamophobia will not be tolerated. And critiquing actions of a nation, group, or leader are not antisemitic or Islamophobic. We should be able to critically analyze a government's decisions. This is not the same as expressing racism towards a group of people for who they are. Step 2: Invite folx to share their emotions, and if helpful, personal stories and experiences. (Just speaking from the “I” here.) Step 3: Invite inquiry: What do we want to know or learn more about? What specific questions do we have? Step 4: Level-set on researched facts, and analyze sources and context for power dynamics. Step 5: Practice criticality (Muhammad, 2020) with support. I like to use questions adapted from Dr. Muhammad’s HILL Model: What do you think about the power and equity at play here? How are individuals or groups disrupting oppression? How might you/we? If you are a social studies teacher, you may want to pull in a resource you’ve used. For example, the Genocide Education Project’s Stages of Genocide resource is one that could help students think through the relevance of the term genocide in relation to Israel’s attacks on Gaza. It would be particularly helpful to examine the Holocaust genocide case study in relation to the previous idea but also to provide the additional context of the Holocaust to deepen analysis. If you are practiced in using a gendered or feminist lens, for example, you may investigate the interplay of militaristic violence and intimate partner violence. The example in this academic paper by Dr. Simona Sharoni is one that illuminates these parallels. Final Tip We cannot have conversations about challenging, high-emotion topics without the grounding in our collective acknowledgement of each person’s humanity. We don’t need to push particularly traumatized individuals to talk about this in classroom spaces when this could be further traumatizing. We also don’t want to avoid conversations about hard things because we don’t feel equipped. We can build our capacity to talk about hard things. We can seek to learn information we don’t yet have. We can enter conversations humbly, and ready to acknowledge our mistakes, while centering justice and human dignity. As an example of how to set a foundation to build up to harder conversations about current events, I’m sharing my Staff Meeting Agenda series with you for free. And, if you’re looking for more details on the ideas in this blog post, listen to episode 144 of the Time for Teachership podcast. If you’re unable to listen or you prefer to read the full episode, you can find the transcript here.
If you enjoyed this episode, check out my YouTube channel where I show you how to embark on a policy change:
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Time for Teachership is now a proud member of the...AuthorLindsay Lyons (she/her) is an educational justice coach who works with teachers and school leaders to inspire educational innovation for racial and gender justice, design curricula grounded in student voice, and build capacity for shared leadership. Lindsay taught in NYC public schools, holds a PhD in Leadership and Change, and is the founder of the educational blog and podcast, Time for Teachership. Archives
January 2024
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