Value of Annual Theme(s)

School leaders engage in many summer tasks...student and staff scheduling, planning site-based Professional Development (PD), editing Staff Handbooks, etc. Many leaders develop and plan around a common school-wide theme. There is inherent value in yearly planning built around an intentionally developed and meaningful school-wide theme. Two valuable potential outcomes that quickly come to mind are staff and student cohesion as well as development of interconnectedness between instructional inputs and outcomes. Further, a common theme may also assist with development of common instructional language and deeper investment in shared purpose among students and staff. 

Examples are always helpful, so imagine a school that wants to focus on goal-setting for both students and teachers. A convenient acronym would be to use the tried and true SMART goals acronym. The school could build around, and perhaps personalize this method, to suit their specific needs. Perhaps a focus on literacy using the SMART approach: "SMART Focus on Literacy for 2025-2026". This school could build PD and School Improvement Team (SIT) goals around both math and reading literacy using SMART goals.

The difficult part must be to now build PD and other meaningful activities with the theme in mind. This is perhaps why broad theme-based strokes may allow for flexibility for the upcoming school year. The above SMART goal example may limit the school by a too narrow focus on reading and math literacy, when perhaps additional focus may be needed on academic integrity, thus leaving some wiggle room should be considered when developing the school-wide theme. Planning with the end in mind is always helpful. So imagine a school with the following theme:  "We set the PACE for 2025-2026".  Another acronym with P for positive mindset, A for academic integrity, C for content experts, and E for setting high expectations. Plus, the "We set the PACE" school uses their staff surveys and students assessment results to plan for the upcoming year and makes the needs-based decision to focus on student/staff morale, goal-setting, and diving deeper into content areas. Now, planning PD on growth mindset, using SMART goals, and using instructional strategies that promote more in-depth analysis of the various content areas may seem more manageable and cohesive.

If your school engages in annual theme development and planning, how does this work in your school? Is it a collaborative process? Are parents involved? How does the school insure fidelity to activities and PD being connected to the theme throughout the school year? What happens when an unexpected paradigm shift occurs that may cause the school to veer away from the theme?

Power Hack(man)

It has been a tough week for many reasons, not the least of which being the passing of actor Gene Hackman. Gene Hackman was a wonderful actor and starred in many influential and entertaining films. A favorite was the 1997 film, Absolute Power. In the film, Hackman portrays a power drunk POTUS who spends most of his time covering his misdeed(s). The quote below perhaps also lends an idea of the plot played out in the film.

• "Power tends to corrupt and absolute power corrupts absolutely." ~John Dalberg-Acton

This seems an appropriate time to review the roles of leadership and power in education.

Merriam-Webster defines leadership, a noun, as:  

• the office or position of a leader. 
• capacity to lead
• the act or an instance of leading

Merriam-Webster defines power, which may be used a noun, verb AND adjective, as:

• Noun usage
• the ability to act or product an effect
• possession of control, authority or influence over others
• Verb usage
• to supply with power, especially motive power
• Adjective usage
• of, relating to, or utilizing strength

Next up is the relationship between leadership and power. The Center for Creative Leadership has an informative article if a review is needed.

Experiences in schools likely vary widely, but for most of my career, I have worked with leaders who value and healthily exercise the power of expertise, relationship-building, charisma (or referent), reward, and when needed, positional. Fundamentally, I feel punishment should be used rarely. In my opinion, overuse of the power of punishment is the function of a deficit mindset as well as assuming negative intent in others. Most schools and leaders subscribe to a growth mindset and assume positive intent in others. 

It is important to note the use of the term control (underlined) in the noun usage definition of power. Many years ago I learned to use the term manage over the term control simply because control is not frequently necessary or desirable in education. Manage has always been a more desirable and realistic term for describing the day-to-day flow of a school. One does not control a classroom of 32 students, one strives to manage the classroom for realistic and meaningful student outcomes on a daily basis. I believe the pursuit, or overuse, of control could be the variable that tips the powerful leader towards being the leader with absolute power. We know where that may lead.

Onward