Jill Pancoast’s Post

Should Educators Punish Students for Failure? This is one question that has raised a lot if issues and clearly distinction between the Millenia teacher ad the new set of teachers getting in market, the kinds such as me actually, they call us the gen z teachers, you know. We are different, the elder generation still feel that we will not manage the world once they are gone, all they forget is that we see the world from a different dimension and that is who we are for that’s the new world. Back to our notion, I strongly disagree with punishing students for not performing a test which the teacher under different circumstance with the factors held constat, he or she would probably perform worse You know, in traditional educational settings, failure was often met with punishment, leading students to associate it with indiscipline or incompetence. However, punishing students for failure is counterproductive and undermines their learning journey. I therefore strongly believe that there is need for educators should refrain from penalizing students after failing and instead embrace failure as a natural and valuable part of the learning process. My generation was brought up I that era were failing in anything attracted a serious punishment, I most cases caning, therefore I speak with experience when I say that this system ended weakening us that strengthening especially when we are interested in fostering growth. This virus in the education took from us much that it gave us. This system of punishing us for failure created a fear of taking risks and stifles creativity and innovation. When a student afraid of making mistakes, he or she is less likely to explore new ideas or challenge existing norms. By fostering an environment where failure is accepted and even celebrated as a stepping stone to success, educators encourage students to take risks, think outside the box, and pursue innovative solutions to problems. Let’s consider the mindset it implanted in us, it reinforced a fixed mindset, where we believe that our abilities were innate and unchangeable. In contrast, embracing lessons learnt from failure would have promoted promotes a growth mindset, where students believe that intelligence and abilities can be developed through effort and perseverance. By reframing failure as an opportunity for growth and learning, educators empower students to overcome setbacks, develop resilience, and reach their full potential. We ended oftenly focusing on the outcome of failure rather than the process. Instead of penalizing us, I believe educators should have encouraged us to reflect on the mistakes, identify areas for improvement, and develop strategies for future success. So, by guiding students through this reflective process, educators help them extract valuable lessons from failure and apply them to future endeavours… ***Incomplete…

Case Study (3 min read) Dr. Tammy Boyette, Principal at Ridge Point High School in Missouri City, Texas, faced significant challenges when she first stepped into the role in 2009. Overwhelmed by the demands of opening a new, comprehensive, high school, she found herself constantly working nights and weekends, and struggling to stay ahead. Her pressure was exacerbated by a hectic schedule and feelings of being chained to her computer. Having attended The Breakthrough Coach Foundations Course in 2008, Tammy recognized the program’s potential to bring order to her chaos, and she made the decision to implement its systems and practices at Ridge Point with fidelity. Solution: Upon implementing The Breakthrough Coach’s Fundamental Practices™, Tammy experienced a transformative shift in her approach to school leadership. She took control of her calendar and maximized in-office work time. This enabled her to regularly be out in classrooms coaching teachers and observing the impact of her efforts. The Breakthrough Coach’s distinct scheduling methodology, coupled with disciplined execution, allowed Tammy breathing room and the ability to work more efficiently. While some staff initially resisted these changes, they ultimately embraced her new way of operating. They appreciated her focused attention during scheduled meetings, as well as her availability and casual interactions when she frequented their classrooms. Her systematic approach to school management helped Tammy create a more structured and productive work environment. She gained confidence in her ability to set and achieve big goals, while also maintaining healthy professional and personal boundaries. Outcomes: The Breakthrough Coach's impact on Tammy's professional life was substantial. She cut 15 hours off her work week, every week. She left work each day feeling accomplished and unburdened, and managed to spend three evenings a week with her own family. In three months, she increased her time coaching teachers from 8 to 16 hours per week. By her second year at Ridge Point, Tammy spent three full days each week coaching, and the campus experienced a 12% drop in discipline referrals. After 36 months, student outcomes in each tested area rose above the TX state average, which earned Ridge Point distinction awards in Math and Overall Student Progress. Surveys conducted among the school community revealed high satisfaction levels which, coupled with improved academic scores, positioned Ridge Point as one of the three top performing high schools in the Fort Bend Independent School District. That same year, Ridge Point was named one of the top 10, best, all-around, high schools in Texas. Conclusion: Tammy’s journey showcases the transformative power of The Breakthrough Coach Program. By embracing the program’s practices and systems, Tammy not only overcame her initial challenges, she achieved remarkable personal and professional success. Impressed with Tammy's story? Contact us today!

Certainly, teachers indeed play a pivotal role in shaping the lives of students during their formative year. Teachers often serve as role models for their students. Through their dedication, passion for teaching, and commitment to their profession, they set an example for students to follow. When students see their teachers as positive role models, it can inspire them to strive for excellence. Support System: Teachers provide a supportive and nurturing environment in the classroom. They are there to listen, guide, and help students overcome challenges. This support can be particularly crucial for students who may be facing personal difficulties or struggling with their studies. Setting Expectations: Teachers set academic and behavioral expectations for their students. By establishing clear guidelines and standards, they encourage students to work towards achieving these goals. This can instill a sense of purpose and motivation in students. Building Confidence: Effective teachers create an atmosphere where students feel safe to express their thoughts and opinions. Through constructive feedback and encouragement, teachers help students build self-confidence. When students believe in their abilities, they are more likely to set and pursue ambitious goals. Encouraging Critical Thinking: Teachers promote critical thinking skills by asking thought-provoking questions, engaging in discussions, and assigning challenging tasks. This fosters intellectual growth and empowers students to think independently and solve problems. Inspiring Dreams: Teachers have the power to ignite students' imaginations and inspire them to dream big. They introduce students to various subjects, career paths, and possibilities, broadening their horizons and encouraging them to explore their interests. Empowering Change: Teachers show students that they have agency over their lives. They emphasize the importance of education, hard work, and perseverance, instilling in students the belief that they can create positive change not only in their own lives but also in the lives of others and in society as a whole. Providing Feedback: Constructive feedback from teachers helps students understand their strengths and areas for improvement. This feedback loop helps students set realistic goals and track their progress, further motivating them to excel. Caring and Believing: One of the most significant aspects of a teacher's role is caring about their students and believing in their potential. When students know that someone cares deeply about their success, it can be a powerful motivator to work hard and achieve their goals. In summary, teachers are instrumental in motivating students and nurturing their self-esteem. They do so by being positive role models, offering support, setting expectations, building confidence, encouraging critical thinking, inspiring dreams, empowering change, providing feedback, and, above all, caring for and believing in their students' abilities. Tr. Upasna

𝐓𝐫𝐮𝐧𝐜𝐡𝐛𝐮𝐥𝐥 𝐄𝐟𝐟𝐞𝐜𝐭   𝑇ℎ𝑒 𝑀𝑖𝑠-𝑐ℎ𝑜𝑠𝑒𝑛 𝐻𝑒𝑎𝑑 𝑜𝑓 𝑆𝑐ℎ𝑜𝑜𝑙 Choosing an appropriate head of an educational institution comes with a fair number of challenges, that range beyond their academic background. To lead an institution, one requires to be a visionary who can benefit all stakeholders, while fostering an environment of excellence and growth. The task requires careful assessment of leadership styles, organizational skills, metacognitive thinking skills, conflict resolution skills, and comprehensive references from previous experiences in the field of education. The recruitment procedure for the same is critical, and rigorous while it involves consideration of numerous factors. 𝐓𝐡𝐞 𝐝𝐚𝐧𝐠𝐞𝐫𝐬 𝐨𝐟 𝐚 𝐛𝐚𝐝 𝐬𝐜𝐡𝐨𝐨𝐥 𝐩𝐫𝐢𝐧𝐜𝐢𝐩𝐚𝐥 / 𝐡𝐞𝐚𝐝 𝐨𝐟 𝐬𝐜𝐡𝐨𝐨𝐥 : 𝐂𝐡𝐚𝐨𝐭𝐢𝐜 𝐌𝐚𝐧𝐚𝐠𝐞𝐦𝐞𝐧𝐭  Lack of organization skills, lack of strategic decision-making, deficient planning, and inadequate vision can lead to mismanagement of school resources, budget allocations, and school funds. Poor interpersonal communication can lead to misunderstandings and conflict. 𝐍𝐞𝐠𝐚𝐭𝐢𝐯𝐞 𝐖𝐨𝐫𝐤 𝐂𝐮𝐥𝐭𝐮𝐫𝐞 Poor leadership leads to an unfavorable environment where favoritism, criticism, lack of accountability, and disunity exist. This lowers teacher morale, work output, and job satisfaction. Teachers may feel disengaged, unsupported, and unappreciated, declining their overall quality of work. Bad principals will fail to create meaningful professional development for themselves or for their colleagues. The communication will consist of directionless meetings, arguments, and disagreements, while focusing on lesser important, often unrelated matters. Such principals often blur the lines between personal and professional and penalize unnecessarily. Blaming the teachers for minor human errors and hanging them out to dry, every time there is external pressure from students, parents, and other stakeholders creates a toxic work environment to thrive in. This not only hampers staff morale but disrupts the learning process of the children. 𝐋𝐚𝐜𝐤 𝐨𝐟 𝐒𝐭𝐮𝐝𝐞𝐧𝐭 𝐒𝐮𝐩𝐩𝐨𝐫𝐭  An ill-chosen leader will fail to be assertive and intervene at the right time, leading to ineffective discipline and disruptive behavior among students, ultimately leading to academic decline, and jeopardizing the school/college atmosphere. An incompetent head of school will fail to recognize diverse student needs and will be unable to prioritize special resources, and dedicated attention leading to inadequacy and hindering student progress. Therefore, to avoid such detrimental consequences of choosing wrongly, the selection of a principal/educational head should only be done after thorough investigation and careful evaluation. The candidate in such positions has a profound impact on the overall culture of the school, therefore the robust and stringent procedure should not be compromised with.

Just as a spider must consider the overall design of its web to catch prey effectively, leaders must consider the interconnectedness of elements to address complex issues. #Systemsthinking "Systems thinking is a discipline for seeing wholes, recognizing patterns, and understanding the interrelationships that give structure to all things." - Peter Senge It is a holistic approach that considers systems as greater than the sum of their parts. At work, systems thinking is critical to making informed decisions and problem-solving. Leaders often deal with multiple challenges, and often, many of them of them are interrelated. By breaking down an entire system, or organization, into its parts, leaders can understand the dynamics of the system and its interrelatedness and are better able to use this knowledge to come up with solutions that are effective and sustainable. When a leader begins to build solutions piece by piece, they are bound to run into many problems. Solving the first problem might worsen the second and their solutions might be misaligned and counterproductive to the whole system. Imagine a school with a persistent problem with student performance. A principal who knows that student’s performance is influenced by a complex web of factors will decide to take a system thinking approach to understand and address the issue. The principal will form a task force composed of teachers, students, parents, and community members. They will begin by creating a systems map that included various elements: 1. Curriculum and teaching methods. 2. Student engagement and motivation. 3. Parental involvement. 4. School facilities and resources. 5. Community support. As the task force delves into these factors and their interrelationships, they will find that the root causes of the performance issues are not limited to a single aspect of the school but are influenced by the interactions among all these elements. For example, low parental involvement could lead to decreased student motivation, which in turn affects performance. Inadequate school resources could also impact teaching quality and student engagement. Poorly trained teachers could impact teaching methods and student engagement and motivation. Lack of community support for the school could impact parental involvement, school facilities and resources. To address the issue of poor student’s performance, the school will need to implement several key changes not just one isolated one. In organisations, systems thinking improves efficiency and efficacy, expands range of problem-solving skills, improves short-term and long-term performance, and allows an interconnected view of systems and interdisciplinary, holistic approach to tacking complex organizational challenges. The larger the organisation, the more systems there will be, and Leaders need to be open to new ways of thinking about problems and solutions. This is a series! Stay tuned! DAO💙 #schools #leadership

Leading by example is a powerful model for school improvement, as it sets the tone for a positive school culture and inspires others to follow suit. Here's how school leaders can effectively lead by example to drive improvement: 1. Demonstrate high expectations for students, staff, and yourself. Set clear academic and behavioral standards, and consistently hold everyone accountable. 2. Uphold ethical standards and integrity in all decisions and actions. Model honesty, fairness, and respect, and expect the same from others. 3. Show a commitment to lifelong learning. Engage in professional development, pursue advanced degrees, and share your own learning experiences with staff. 4. Communicate openly, honestly, and transparently. Encourage open dialogue, actively listen to concerns, and provide timely feedback. 5. Foster a collaborative environment by working with teachers, parents, and the community. Encourage teamwork, cooperation, and a sense of shared responsibility. 6. Embrace innovation and adaptability. Be willing to try new teaching methods, technologies, and approaches to improve student learning. 7. Hold yourself accountable for the school's performance. Acknowledge mistakes, learn from them, and use them as opportunities for growth. 8. Promote inclusivity and diversity. Ensure that all students and staff feel valued, respected, and represented within the school community. 9. Empower teachers and staff to take on leadership roles and make decisions within their areas of expertise. Trust their judgment and support their professional growth. 10. Model a healthy work-life balance to prevent burnout among staff. Encourage self-care and prioritize well-being. 11. Use data to inform decisions and improvement initiatives. Show how data-driven strategies lead to positive outcomes. 12. Acknowledge and appreciate the hard work and achievements of teachers, staff, and students. Celebrate successes and milestones. 13. Engage actively with parents and the community. Demonstrate that the school is a vital part of the community and encourage involvement. 14. Be flexible and adaptable in response to changing circumstances or challenges. Show resilience and a willingness to adjust strategies when needed. 15. Model reflective practice by regularly assessing the school's performance and seeking feedback from stakeholders. Use this information to make improvements. Leading by example isn't just about telling others what to do; it's about showing them through your actions and behaviors. When school leaders embody the values and practices they want to see in their school community, they inspire trust, confidence, and a sense of purpose among teachers, staff, students, and parents. This, in turn, fosters a culture of continuous improvement and sets the stage for long-term success in the school.

Case Study : Transforming Underperforming Students ⏺Background: As the #principal of SJPS, I encountered a significant challenge – a substantial portion of our students were consistently underperforming in their academics. This not only affected their self-esteem but also posed a reputational risk for the school. The need for intervention was clear, and it was imperative to turn the situation around. ⏺Objectives: Identify Underperforming Students: The first step was to identify students who were consistently struggling academically. Implement Targeted Interventions: Develop and implement strategies to address the specific needs of these students. Track and Evaluate Progress: Continuously monitor and evaluate the progress of the identified students to ensure improvement. ⏺Strategies and Implementation: Data-Driven Approach: We conducted a comprehensive analysis of academic records to identify students with consistently poor performance. This included reviewing grades, test scores, and teacher feedback. Personalized Learning Plans: For each identified student, we created personalized learning plans tailored to their strengths and weaknesses. This involved one-on-one meetings with teachers and parents to understand the root causes of poor performance. Additional Support: We provided additional tutoring sessions and resources to help students catch up with their peers. This included after-school study groups and access to educational technology. Mentoring and Counseling: Emotional and psychological support was equally vital. We introduced mentoring and counseling programs to address any underlying issues affecting the students' performance. ⏺Outcomes: Improved Academic Performance: Over the course of a year, we observed significant improvements in the academic performance of the identified students. Many moved from failing grades to achieving passing or even commendable scores. Boosted Confidence: With improved academic performance came increased self-confidence among the students. They began to actively participate in class, ask questions, and engage in extracurricular activities. Positive School Culture: The success of this initiative created a positive school culture where students, teachers, and parents collaborated to support those in need. ⏺Conclusion: Transforming underperforming students requires a multifaceted approach that combines data analysis, personalized learning, emotional support, and a commitment to continuous improvement. Through our dedicated efforts and a focus on individual growth, we were able to uplift struggling students, not just academically but also emotionally and socially. This case study highlights the importance of targeted interventions and a supportive school environment in ensuring the success of every student. If you believe in the power of #education & want to explore how we can #collaborate to bring positive change to your school or institution.

When schools are not in session, it is an ideal time for me to engage in research reviews and resource production. I take my holidays at different times, like SATs week and the week of the Christmas production when no-one wants to engage my school improvement services.  At the moment, my focus is on producing materials and reference guides for instructional coaches. The task of trawling through research, national publications and best practice guides satisfies the ‘learner’ in me, and my desire to ensure the service I provide to schools is first-rate, valuable and trustworthy. If you are an educator, you too may have taken the opportunity to stretch your knowledge and dive into specific aspects of education more deeply over the last few weeks. Perhaps there is sand between the pages of a newly purchased education book. Delving into the research, much like unravelling a mystery, involves a captivating quest for crucial insights. It plays to my strengths of making connections, weaving together diverse research elements, asking searching questions, linking new knowledge to my existing knowledge and experience, and using all of this to create solutions. I have a natural tendency to want to create tables, audits, checklists, grids and flow diagrams from my findings, which is fortunate, as these are all useful resources for schools. The reading itself sparks new thinking and ideas which keeps me excited and energised about education. I work to create booklets enabling educators to dig deeply into tricky issues without necessarily needing to wade through all the research themselves. The problem solver in me doesn’t just want to know the research and the evidence, I want to be able to link this to on-the-ground elements and experience, and then use this to produce materials that will help leaders and teachers to actually make a difference to teaching practice and outcomes for pupils. I want to provoke thinking and action and innovation. I’ve become much better at recognising when I’m calling on my strengths and I feel more empowered to harness these qualities. I know that when I'm aligning with my strengths, my work becomes not only enjoyable but also puts me in a state of "flow" and my overall well-being is higher. When colleagues can use the materials I have produced, when my work helps others, and when I find myself utilising knowledge in conversations with leaders I feel great. I feel like the effort is really worthwhile.  When do you notice that you are in a state of flow? What areas of your work do you naturally gravitate toward? Would it help you to have greater clarity about your strengths? I am also learning to apply my strengths to aspects of my work that are not as naturally aligned to my strengths and this is boosting productivity and the quality of outcomes. (Like right now turning my attention to checking and fine tuning print documents!). How might looking through the lens of your strengths help with weaker aspects of your work?

Leadership as Partnership in a Small School Setting: FRENCH-AMERICAN SCHOOL OF CHICAGO Education is an ever evolving landscape, and within this moving environment the approach to leadership significantly influences the success of our schools and, ultimately, our students. The FRENCH-AMERICAN SCHOOL OF CHICAGO (EFAC) embraces a "Leadership as Partnership" model, harnessing our community's collective strengths to foster growth, innovation, and shared achievements. Redefining Leadership Traditional hierarchical models often falter in small educational settings like FRENCH-AMERICAN SCHOOL OF CHICAGO, where our tight-knit community of K-12 students (110) demands a more inclusive, collaborative approach. Leadership as Partnership breaks away from conventional hierarchies, emphasizing collaboration, open communication, and shared objectives. Rooted in distributed leadership, emotional intelligence, and systems thinking, it enhances our organizational agility and resilience, proving ideal for small school environments. Clarifying Roles Leadership as Partnership does not mean dissolving structure or diluting responsibility. It fosters inclusivity without leading to unstructured decision-making. The Director remains crucial, ensuring a psychologically safe space of trust and belonging. While we want everyone's voice to be heard, decision-making authority rests with specific roles: the Board for governance and vision, and the Director for execution and operational management. This structure balances collaborative input with clear, decisive leadership. Impactful Outcomes Adopting this model has led to: 1) Enhanced Teacher Satisfaction: Teachers feel valued, leading to innovative teaching. 2) Increased Parental Engagement: Parents actively contribute to our vision. 3) Strengthened Board-Director Collaboration: This partnership enhances governance and leadership, maintaining focus and driving effective school management. 4) Improved Student Achievement: A supportive environment fosters student growth and well being. Conclusion Leadership as Partnership at FRENCH-AMERICAN SCHOOL OF CHICAGO showcases how small schools can achieve greater success by embracing mutual respect, shared responsibility, and a collective vision. It invites a reimagining of leadership roles, emphasizing a balance between inclusion and directive action, and proving transformative for our educational community.

Dear school directors and managers, No school can be successfully great without discipline. No school organization is fruitful until it becomes well disciplined and focused. No discipline No standards! See a school director, manager with great talents/skills and great opportunities. But he does not understand seasons and time–he does not keep to time. He does not respect deadlines. He is not disciplined to keep to appointments. He is not disciplined to be able to correct others. He talks with the staffs anywhere and anyhow. I'm not saying you shouldn't have friendly relationship with your staffs but, there should be limit. No discipline on how you dress. The way you dress is the way your staffs and students will address you. Here is a well dressed student, and very intelligent. But she has no rule over her spirit. Talks to her fellow students and teachers anyhow, anytime and anywhere. No discipline as teaching and learning is going on. If they are not disciplined from home, you discipline them in school. As soon as the stepp into the school premisses, they are to wear the cloth of discipline. When a child act, people will always ask the name of the school he attains. Here is teacher full of power and content. But no discipline. She/he talks anyhow to the fellow staffs. There is no classroom management. No good and meaningful communication with the students including his fellow staffs. He molest young students. No single discipline. The matter of discipline is so critical if you want your organization to be the best. But many schools have lost it. No discipline among staffs, no discipline in the classroom even when lesson is on–going. Everyone is just lazy and at the end of the month you pay the staffs for job not well done and the students goes home without any moral efficiency. Lack of discipline is the easiest way to ruin a school organization down and if care is not taken, the fall will be great. Listen, if you like build good and mighty structures; if you lack self-discipline, you've lost it all. If you can't put your organization under control you've lost it all. Have you not seen organizations with well built infrastructures but no good results? School directors, school managers, it doesn't end being a professor if you lack self-discipline, you've lost it all. When you are lousy about your job, when you employ a laissez-faire attitude, it will flow down to the staffs and eventually to the students. Lack of discipline is one of the things the ruins down great people and organization. The school that must be great and standout among others must be disciplined in all aspects of education. But, You must first conquer yourself, conquer the staffs and the students. You must have rule over your school. An education sector without discipline is like a car without break. Discipline your school from within and you will be in charge all around, a respected personality that people respect and admire. ©️ Coach_Christy