politics will get you “fired” quicker than declining test scores naesp convention april 09 th...
TRANSCRIPT
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POLITICS WILL GET YOU POLITICS WILL GET YOU “FIRED” QUICKER THAN “FIRED” QUICKER THAN
DECLINING TEST SCORESDECLINING TEST SCORES
POLITICS WILL GET YOU POLITICS WILL GET YOU “FIRED” QUICKER THAN “FIRED” QUICKER THAN
DECLINING TEST SCORESDECLINING TEST SCORESNAESP ConventionNAESP Convention
April 09April 09thth 2010 2010
Houston, TexasHouston, Texas
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“THE AGENDA”Setting the stage
1. Satire
2. Definitions/Facts
3. You are involved
4. Assessment1. Are you at risk
6. Reasons for entrapment
7. Rx for overcoming
8. Rx for Failure
9. Summary
10. Questions04/21/23 @TShortt 2
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Somewhere Over the Rainbow
Act I
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The Wizard of OZas a satire
L. Frank Baum
• A brief introduction to Baum’s satireDiversity – SymbolicDorothy – Represents American
people and their valuesToto – Reveals the Wizard as a fraud
Representing the average AmericanCyclone – Represents political
upheaval – Americans suffering from deflation04/21/23 @TShortt 4
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More on satire
Munchkins – little people who represented the common folk
Silver slippers – relates to monetary political issues (hot topics)
Yellow brick road – gold which leads to power
Oz- the abbreviation for gold – (hot topic)
Tin Woodman – industrial workers
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More on satireCowardly Lion – (WJB) loud roar, but
no bite, or no powerScarecrow – wisest of allWicked Witch of the East and West –
Eastern businesses – West – William McKinney – ran against Bryan and won (hot political topics)
Good Witch of the North and South – Industrial workers of the North – Farmers of the South
Flying monkeys – Native Americans04/21/23 @TShortt 6
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Final on satire
Emerald City and Emerald PalaceWizard – President of the UnitedStates – Each character sees the
Wizard differently – Cynicism in politics for the way politicians change face for different people
At the end of the day – the Wizard not all that powerful – a common man
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Politics defined and factsAct II
Calculated advancement - the use of tactics and strategy to gain power in a group or organization
Interrelationships in a specific field - the totality of interrelationships in a particular area of life involving power, authority, or influence, and capable of manipulation
Formal and perceived
“Political Entrapment” - Set up – a dishonest plan or trick – made easy04/21/23 @TShortt 8
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Facts related to job success principals need to accept
FACT: involved in politics
FACT: common sense is not so common
FACT: schools belong to the citizens
FACT: actions are result of choices
FACT: decisions are ethical driven
FACT: social ties & practice contribute to people’s identity & motivate actions
FACT: trust
FACT: decisions impacts your performance
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YOU ARE INVOLVED! YOU ARE INVOLVED! Act IIIAct III
YOU ARE INVOLVED! YOU ARE INVOLVED! Act IIIAct III
““LIKE IT OR NOT”LIKE IT OR NOT”
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INVOLVED IN POLITICS LIKE IT OR NOT
Why you are not immune to politics
Appointed by board and/superintendent
Levels IndividualSchoolCommunityDistrict State National
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AssessmentAssessmentAct IVAct IV
AssessmentAssessmentAct IVAct IV
Are you at risk?Are you at risk?
SelfSelf
CommunityCommunity
FacultyFaculty
Support staffSupport staff
StudentsStudents
ParentsParents
District officeDistrict office
Other partnersOther partners04/21/23
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Awareness!Awareness!Awareness!Awareness!
Am I at risk?Am I at risk?
““Assessment 1”Assessment 1”
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Self Assessment Process
• A School Leader’s Self Assessment to Determine his/her Capacity for Political Entrapment
Each assessment has a number of questions for your response.
The value level of each question is one.
Should your “yes” total be higher than the “no” total you have a PEIQ sufficient for survival.
Should your “no” score value level be higher than your “yes” value level I recommend additional professional development or a long talk on a regular bases with a mentor/coach.
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Self Assessment
Am I building people, or building my dreams and using people to do it?
How would colleagues answer this question
How would your community partners answer this question
How would you answer this question about yourself
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DO I “KNOW ME”
• How I think • What I say-when to say-to whom I say• My strengths - my weaknesses• Manage stress• Treatment of people• Ethics/Integrity• Am an active listener• Value contributions• Adapt/Flexible
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Assessment DO I
• Do things because they are just the right thing to do
• “Think” about what I say before I say it
• Carefully construct politically charged statements
• Truthful and straight forward can be painful but am I
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Community Community Awareness!Awareness!Community Community Awareness!Awareness!
““Assessment 2”Assessment 2”
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Community Assessment
• School community - A group of people with a common background or with shared interests within society i.e. a school community.
• General community - a group of people who live in the same area, or the area in which they live. The public or society in general.
• Communities within communities
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Community Assessment
• who do you know• internal/external
partners • current political
hot topics/position • political culture • “rain makers”• decisions before
the votes are cast
• considered the education leader
• learning systems • knowledge
productivity • amenable to a
broad view of schooling
• intervention • business
partnership
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Community Assessment
• political convictions
• school as the traditional learning center
• level involvement
• role of “teacher”
• communication
• expectations of the school leader
• needs of a diverse student population
• the level of tolerability
• the transfer of authority
• amenable to an entrepreneurial society
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AssessmentHot Political Topics
• Vouchers• Charter schools• Mandates to
receive federal stimulus fund
• Curriculum
• Federal “intrusion”• Sexual orientation• Home schooling• School Closings• Pay for performance• Tax increases for ed
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Faculty/Staff Faculty/Staff Awareness!Awareness!Faculty/Staff Faculty/Staff Awareness!Awareness!
““Assessment 3”Assessment 3”
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Faculty/StaffAssessment
• do I know my faculty and staff
• social, personnel, and professional connection
• involvement within the political context
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• response of faculty and staff members
• support decision that are best for children
• hidden agendas • loyalty
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Support Staff Support Staff Awareness!Awareness!
Support Staff Support Staff Awareness!Awareness!
““Assessment 4”Assessment 4”
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Assessment Support Staff
• political and community connections
• life long resident • access • history
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Student Student Awareness!Awareness!
Student Student Awareness!Awareness!
““Assessment 5”Assessment 5”
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Students Assessment
• parents connected
• create a problem • cannot ignore • prominent
parents • the student
characteristics
• advantage• parent reaction• “status” • community
knowledge • student needs
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Parent Parent Awareness!Awareness!
Parent Parent Awareness!Awareness!
““Assessment 6”Assessment 6”
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Parents Assessment
• influence • support • connections• real or perceived• parents in mass• controversial outcomes • hidden loyalty
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District Office District Office Awareness!Awareness!
District Office District Office Awareness!Awareness!
““Assessment 7”Assessment 7”
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District OfficeAssessment
• Do I know which staff members have:the “ear” of the superintendentconnected to members of the local
school board or other local politiciansa proficient knowledge in critical areas
from which I must garner support a vision that is in concert with the
vision for my school
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Other Partners Other Partners Awareness!Awareness!
Other Partners Other Partners Awareness!Awareness!
““Assessment 8”Assessment 8”
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Other PartnersAssessment
• civic and service organizations• “rainmakers” • politically ambitious • interest groups • business or job• key leadership positions in business
and industry • know “stuff” • high profile
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Other partners
• Mail person• Hair person• Bus driver• Food
services• Faith based
• Community secrets
• Community feuds
• History• Grocery
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Reasons for Reasons for Entrapment!Entrapment!The People The People
FactorFactor
Reasons for Reasons for Entrapment!Entrapment!The People The People
FactorFactor
Act VIAct VI
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Reasons for entrapment • hidden
agendas• unknown
people factors• overly
ambitious subordinates
• mean spirited• demographics• control
• power• turf
protection• local culture• personal
relationships
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Reasons for Entrapment
• special interest groups
• revenge• bullies• envy• antagonists
• job security• political ambition• fear• revenge• hidden agenda• politicians• ego• passive aggressive
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Passive aggressive – a real headache
Passive aggressive very difficult
Create chaos by not responding and not doing
Never commit to a cause or a position
Goals are to –
resist job and social demands
frustrate & anger
colleagues by creating barriers
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PAENTRAPMENT
• Directly confront the situation…not a laundry list
• Late report:Help me
understand why this report is late
What is your plan for correcting this problem
Tell me the exact time it will be ready
I will expect to see you in this office with the report at 1:00 p.m.
Follow – up is essential
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PA Behaviors
• Specific behaviorsmanipulate anyone
and everyone divide facultyspecial
consideration to students
“forget something” on purpose
a habit of being late
criticize authority
fail to do fair share of the work
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PA Entrapment
• Address Behaviorsguard against angerno power struggle
• Describe specific behaviorthe completion of
your part of this report affects the whole
• Not addressing
• Silence is acceptance
• Pick your battles• It is not your job
to change behavior
• negative affect your job
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PA Confrontation
• Directly confront the situation
• Late report:Help me
understand why this report is late
• What is your correction plan Tell me the exact
time it will be ready
I will expect to see you in this office with the report at 1:00 p.m.
• Follow – up is essential
• Document
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COMMON SENSE COMMON SENSE DECISION MAKINGDECISION MAKINGCOMMON SENSE COMMON SENSE
DECISION MAKINGDECISION MAKING
# 1 reason factor# 1 reason factor
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COMMON SENSEFACTS
• Common sense is not so common
• Common sense and your jobBoss does not
sympathize with common sense mistakes
• Commonsense is acquired by:reference points
from experienceobservation of
mentors/coaches
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Common Sensedecisions/choices
• Money matters• “Messing” with
staff and students
• Ethics/values• “Badmouthing
” • Students w/
special needs
• Sharing confidential information – “see you in court”
• Safety of all students
• Deceitful• Student medical
issues
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COMMON SENSEDISREGARD FOR POLICY
• Systems and processes that reflect policy:Teacher
evaluations - “see you in court”
Budget/planning
Financial reimbursement
Standardized testing
• Attention to detail is not an option!
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COMMON SENSETHE WRITTEN
• If you don’t need “it” in writing - don’t!
• Be careful what you put in writing - FOIA
• Don’t leave written material for “public consumption.”
• Faculty/staff evaluation
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COMMON SENSE - e-mail
• Are electronic communiqués secure
• No jokes or sarcasm
• Don’t use e-mail for controversial or confidential messages
• E-mail messages are not private
• Never send an e-mail that you don’t want to become public
• Careful about what you forward - see it in court
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COMMON SENSE GENERAL
COMMUNICATION• Effective
communication • Not what you
say but how you say it
• Bearer of bad news
• It is more important to know what not to say than what to say
• Most of all communicate
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Rx for Rx for Overcoming Overcoming Entrapment!Entrapment!
Rx for Rx for Overcoming Overcoming Entrapment!Entrapment!
Act VIIAct VII
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BUILD RELATIONSHIPSA skillful principal
builds win-win relationships regardless of barriers created by:
PoliticsHidden agendasP/A peopleUnderstanding
communityDifficult peopleOthers
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BUILD RELATIONSHIPS
• Common sense decision-making as a rule rather than the exception
• Understand politics – the “formal” and “informal”
• Identify and understand the hidden agenda concept
• Hire the best people
• Eliminate the “I” factor
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BUILD RELATIONSHIPS
• Create conditions for effective partnerships
• Be visible
• Do little things well
• Be thick skinned “critics are our friends”
• Accept the loneliness that accompanies the principalship
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BUILD RELATIONSHIPS
• Be focused on the end product – a well educated student
• Use politics for the advantage of your students – never yourself
• The principal’s private and public life
• Develop your own style
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SUMMARY A RECIPE FOR FAILURE
• Ignore formal and informal politics
• Not understand self
• Not know the people of your community
• Ignore community culture
• Be inaccessible• Lack sensitivity • Ignore advice of
mentor/coach
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Closing Act
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I’m “out of” here!
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Thomas L Shortt• Executive
Director • VAESP• 1805 Chantilly
Ave.• Richmond• VA. 23230
• 804.355.6791• [email protected]
g
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