Connect, Commit, Contribute: Lessons on Leadership, Basketball Edition

Upon the passing of basketball icon Dean Smith Sunday morning, I have been reflecting on the impact that athletic coaches (specifically basketball coaches) have had on my own practice. While what I do for a living is “a totally different ballgame” than theirs, I noticed that I have pulled something from each of these leaders that I aspire to apply to my own work in leading learning.

Below are those 5 coaches, ordered chronologically by the time I noticed their effect on my own philosophy:

Mike Hardiman, Varina Rams and Varina Bulls

Coach Hardiman was the first coach I ever played for. As a 12-year old first trying out organized basketball, I lucked out into being drafted on his team. We were the Rams that year, and we won the championship of the league. Being that it was literally my first time playing “real” basketball, I spent most of the time watching (though I did get to play a fair amount).

In watching that year, I noticed that our team was uniquely different than that of our competitors. While our team was talented, no one player on our “starting five” was necessarily the best player on the court. Each, however, had the perfect skills to fit their role in what I later found out was a modified version of the Triangle Offense (which I have since learned a lot about from #2 on my list). All five of those players were on the league’s All-Star team that year, predominantly because of the WE BEFORE ME approach that Coach Hardiman instilled in us.

My role was relatively specific on that team. I could hit a pretty consistent jump shot from the corner, so Coach put me at our baseline forward position on offense. His suggestion? “If you get the ball here, and you’re open, square up and shoot it. You’ll knock it down, and it’ll be the best shot for us to score. Otherwise, keep moving the ball to swing the defense.” His confidence in me made me feel comfortable in playing the role that our team needed me to play.

Defensively, I played a forward in our 2-3 zone, charged first and foremost with the job of getting myself between the basket and my opponents every time a shot went up. Rebounding position was really important to Coach Hardiman- there was nothing less defensible than letting someone else beat you to the spot on the floor most likely to hold the other team to one shot.

Over the years, I played on three other teams under Coach Hardiman’s lead, eventually moving from that baseline forward position to a more versatile offside wing position. He saw me as a creative asset that could make the big baskets when our team needed it, so that’s what I became. While we made it deep in the playoffs every year and I made several All-Star teams of my own, it wasn’t necessarily that success that drove me and my teammates to come back every year: it was the way we felt when we were playing together. Coach Hardiman made us feel like anything was possible so long as we went after it together as a team.

Phil Jackson, Chicago Bulls and L.A. Lakers

Like most young men my age, I was a huge fan of the Chicago Bulls. HUGE. To illustrate that fact, I’ll make a confession: for upwards of 5 years, I made it a personal mission to wear some piece of clothing that declared to the world my dedication to the team.

Every day. For five years. By a kid living in Richmond, Virginia, 804 miles away from Midtown.

At the time, I attributed my affiliation to the team to an appreciation of Michael Jordan, and for good reason: he was my first favorite basketball player. I had followed him since the moment when I first opened a pack of Fleer basketball cards, flipped through the deck, and said, “Michael Jordan…I’ve heard of him. Isn’t he good?” I then watched the next Bulls game on TV and decided, “Yes. He’s good. He’s REALLY good.” My dad tells me that my fandom began when I saw his first big moment: the open jumper from the left wing when he hit “The Shot” against Georgetown in the 1982 NCAA Championships, but I really don’t remember all of that.

Of course, I was a huge fan of Jordan. What I learned years later was that I was actually a fan of Phil Jackson.

I loved watching the Bulls play. Every nationally televised game was a holiday in my house, one where everyone knew what I would be doing. (I still remember when our cable provider offered WGN- I’m shocked that I ever made it out of the house after that time.) But it wasn’t just Jordan: it was the team. Like my own Rams teams, I used to love all of the different roles that each of the Bulls played on the team. As incredible as Jordan was on the court, it was guys like Cliff Levingston that I appreciated most. “Good News” would provide a spark to the team with his hustle and energy, always keeping the team in good spirits. Every player on those teams had that kind of voice, that kind of story. Every player had a role.

Coach Jackson caused that WE BEFORE ME mentality with his approach to the game. He instilled a much more nuanced version of the Triangle Offense than Coach Hardiman had used, the similarities of which I did not notice until years later. Jordan used to call it an “equal opportunity” offense, one that kept every player in the flow of the game. While Jordan would often take over the reins as necessary (as one would expect the arguably greatest competitor in the history of the game might), some of the best moments in those historic runs took place when everyone on the team was involved (including this championship-winning three-pointer against the Suns in 1993, when all five players on the court touched the ball).

Those Bulls went on to win 6 championships in 8 years, after which time the team went its separate ways. Phil Jackson made his way to Hollywood, leading the LA Lakers to 5 more championships and 7 NBA Finals in his 11 seasons with the team. I’ve since read several of Jackson’s books (my favorites being Sacred Hoops and Eleven Rings), and what I’ve learned about the Zen Master is how much he values knowing his players, knowing their strengths, and knowing how he can support them not just as basketball players, but as human beings.

Julie Strong, Albemarle Patriots

During my early years as a teacher, I joined the coaching staff of the JV girls basketball team in the school I worked under the tutelage of a neighboring Government teacher seeking a partner in her efforts. She knew I liked basketball, and she knew that I liked teaching, and so I guess she thought I’d fit right in.

Over our three years together as a coaching staff, I no doubt learned a lot about the nuts and bolts of coaching a team from Coach Strong. She taught me a lot about situational offenses and full-court presses, about running practices and organizing plays in the huddle. But what I’ll carry with me the most was the time that we spent building individuals into a team.

Our first year together, we were in a unique position where several students who would generally play JV had been called up to varsity. That meant that several of our players were having their own first opportunity with organized basketball as a part of our team. We won one game all year that season, and few times in life have I been as proud. The same went for Coach Strong- it was the only losing season in her career as a coach, and you would have never known it from the pride she exuded in each player’s growth. That team rallied together and pushed each other to improve, and each grew tremendously over the year as a result. They could have given up at any time, but Coach Strong never gave up on them, and they never gave up on each other.

(That one win was by 20 points, which is significant given that many of the games that year never made it far past 20 points total. With each basket that fell, the team erupted in excitement. Coach Strong has the conscientious nature to talk with the opposing coach to ensure they knew this was their first win of the season, which helped smooth things over.)

What I remember most about those years: we built deep relationships with these athletes, not just as players but as people. Coach Strong helped me to see the importance of getting to know the whole child, not just the student in the classroom of the one subject you happen to teach. These connections outside of the classroom led to significant connections inside the classroom, generating some of the most personally meaningful and inspirational stories of my educational career.

Tony Bennett, University of Virginia

I have been collecting articles about Tony Bennett and UVA Basketball for the past 18 months or so, waiting for the right time to “unveil” them in a post about leadership and teamwork. Instead of doing a lot of writing, I’ll just drop those articles here, along with a few relevant quotes from the articles that reflect why I am so drawn to Coach Bennett’s approach. (Side note: I cannot wait to add many, many more.)

After winning the ACC Championship in 2014 (quoting Justin Anderson, who was quoting John Wooden):

Following UVA’s 2014’s exit from the NCAA Tournament (quoting Matt Norlander):

  • Some coaches are able to discover threads that tie men together through different motivations, and for whatever reason, they simply work in the macro. Honesty and earnestness is a part of it with some people, and Bennett is one of those guys.
  • He doesn’t do swift and pretty. His program projects reflect the way his teams play: slow, methodical, with purpose — and without arrogance or presumption.
  • Cavaliers basketball is now based on five pillars: unity, thankfulness, praise, humility and servanthood.

Describing UVA’s as-yet-unbeaten streak during the 2014-15 season (quoting Jeff White):

  • By the time the `Hoos took the court for practice…the latest polls were out, but there was no mention of the No. 2 ranking, and Bennett offered his players no extra praise.
  • On the ACC coaches’ teleconference early Monday afternoon, Bennett was asked about the national spotlight that’s now shining so brightly on his program: “It’s really irrelevant to how we play, what we do,” he said. “It just comes when you’ve won some games, and it’s there. I think the biggest thing is, whether the talk’s there or not…it’s how you process it, your young men, and what you do with it. But our job is to certainly be vigilant and say, `Hey, are we going to work?’ We always say, `Don’t believe the hype and all those things.’ “

Following this past week’s loss to Duke and the following wins against UNC and Louisville (quoting Tony Bennett):

  • After Saturday night’s 52-47 win over Louisville: “When you whip a donkey, it kicks… but when you whip a thoroughbred, it responds.”
  • “We learned some valuable lessons against Duke. After winning at Carolina, I didn’t want our guys to assume, ‘Oh, OK, we’re back on track.’ No, you’re going to have to scrap for everything. We played for each other and that’s our way. [I told them that] when we do that, I’ll take [this team] against most anybody.”

Update: Commenters’ response to Myron Medcalf’s argument that UVA’s style is bad for the game:

  • A sarcastic response from Christopher John Payne: “Myron’s right. Virginia’s bad for basketball. Also, carrots, apples and bananas are bad for food. We need more donuts, more Cap’n Crunch, more cheese puffs. Too bad Virginia just doesn’t get it, what with their outdated notions of teamwork, selflessness, and hard work.”
  • A rational response from Eugene Belitsky: “If you watch UVA play you’ll notice that UVA often tries to score at the end of the shot clock by choice, while their opponents throw up shots at the end of the shot clock by necessity. A shorter shot clock would mean more possessions but not necessarily more running. UVA, a team with a great per possession scoring differential, would be just fine.”
  • A hypothetical response from Matt Schiffler: “[This article’s] title if the situation were the same, but Duke and UVA were switched: ‘Duke’s unselfish, disciplined play: a new standard for college basketball?'”
  • A response to end all responses from Phillip Sabri:
    • “Virginia plays beautiful basketball. Team-oriented. Unselfish. They don’t sit on the ball on offense. They work for a good shot, the best shot. If they can get a fast break opportunity, they take it. A 90 to 70 game can be far uglier than anything you’ll see from UVA.”
    • “The pace of play is equally or more often than not dictated by how long it takes their opponents to get a shot off. Not infrequently the opposition throws up some last second desperation shot. It is a fantastically disciplined team that plays together.”
    • “Would you rather see a so-called Hall of Fame coach’s team run and gun, throw up lousy off-balance shots, and give up wide open looks or layups…or watch a team that truly loves to play together, [plays] for each other, maximizes their talents, and bests team after team that on paper has them beat?”
    • “There is an awful lot of Hoosier’s (as in Norman Dale and Jimmy Chitwood) in this UVA team–underdogs that come together and can defeat the so-called Goliaths of the sport using their 5 pillars of humility, passion, unity, servanthood, and thankfulness. It is not ugly basketball. It is a beautiful thing.

Update: Chris Chase responding to critics who describe UVA’s play as bad for NCAAB, even with a 28-1 record:

  • What makes UVA Basketball so impressive? Slow, then quick, improvement. Tony Bennett has been there for six years. His record has improved every year – 15-16, 16-15, 22-10, 23-12, 30-7 and 28-1 (assuming they get to 30+ wins this year, which is a good bet).
  • What makes UVA Basketball so impressive? Defense, defense, defense. Virginia plays a ferocious pack-line defense…at times, it looks like UVA is playing six to five. They smother. (Here’s a great breakdown.) Why is that a bad thing? It’s more exciting than what 99% of NCAA teams do offensively. Watching good defense is watching good basketball.
  • What makes UVA Basketball so impressive? They’re blue collar, not blue chip. In the world of one-and-dones and John Calipari, UVA harkens back to the good ol’ days of college basketball. There are no one-and-dones. There are no McDonald’s All-Americans and no top NBA prospects. They’re as blue collar as a team playing in a state-of-the-art $131 million arena can be. UVA is what’s right with college basketball.

Dean Smith, University of North Carolina

Finally, I get to the man that inspired this post in the first place. Coach Smith’s place on this list shouldn’t be mistaken for not knowing who he was. I may have graduated a Wahoo, but I grew up a Tarheel. Some of it was my dad’s influence, some of it was Michael Jordan’s – as after watching Come Fly With Me surely close to a hundred times, it’d be hard not to have Coach Smith as a favorite coach.

No, Coach Smith is this far down the list because until now I have not spent a lot of time learning about him. He is this far down the list as a reminder that I still have much to learn from him, even if he has since passed.

What I know of him up to this point? He originated the Four Corners, which led to the adoption of the shot clock. He coached (almost) all of my favorite Tarheels, including Michael Jordan. He is famously credited with being the only person that could hold Jordan under 20 points per game. (Not even Father Time could do that, as Jordan did not have a single season in the NBA where he averaged less than 20 ppg, even with the Wizards.) He won a championship with that 1982 team, as well as another against Michigan and the Fab Five in the famed “Webber Called Time-Out!” game in 1993. He retired in 1997 with 879 wins, which at the time was the most in NCAA history. (He’s since been past by at least two others.) And he had an arena named after him: The Dean Dome, where I remember seeing a preseason game between the Bulls and Nets (which has its own story), as well as a regular season UNC game when I was visiting the university with a childhood friend.

That’s pretty much it. My knowledge of Dean Smith in a nutshell.

Even just after a cursory glance at his Wikipedia page and around Google, I’m learning (and remembering) more:

  • He is credited with the popularization of encouraging players who scored a basket to point to the teammate who passed them the ball, in honor of the passer’s selflessness. That’s so cool!
  • Also attributed to him: the practice of getting players to huddle at the free throw line before a foul shot. Never missing an opportunity to help the team get on the same page.
  • He instituted the practice of starting all his team’s seniors on the last home game of the season (“Senior Day”) as a way of honoring the contributions of the subs as well as the stars.
  • That last factoid reminded me of “Big Blue,” a practice where Coach Smith would bring in five new players off the bench (often walk-ons as opposed to the scholarship players) whenever he felt like the team needed some energy. It wasn’t a punitive measure for the “regulars,” but a sign that he trusted all of his players to do what was needed.
  • Someone posted Coach Smith’s recruitment letter of Michael Jordan, scanned into this story on FanSided. Such a small gesture, and yet such a huge one.
  • What’s even bigger: this article from the Huffington Post laying out 15 inspiring stories that prove he was more than just Michael Jordan’s coach. Chief among them: Smith’s push for racial integration throughout his career, his support of civil rights in general, and his “one firm rule” that he would drop anything if any of his players ever needed to talk to him, no matter how important it seemed.

I cannot wait to spend more time learning about the life and legacy of this man.

What I have learned so far

What I noticed in reflecting on these coaches is that their impact on me ultimately has very little to do with basketball. It’s a given that I’m a big basketball fan, that each was a coach of one of my favorite teams, and each was an incredible basketball coach at his or her core. All that being said, while each has a firm grasp on the X’s and O’s of the game, that’s not why they come to mind. I’m not that kind of coach anymore.

They resonate the most with me because they all placed an equally high value on their concern for people as they did on their concern for production.Photo Feb 09, 11 27 45 PM (1)

I first ran across this concept as a Managerial Grid model developed by Blake and Mouton back in the 1960s. While it’s gone through several phases in its life cycle, the essence remains true: the approach that gets people connected, committed, and contributing to a mission involves both a high concern for people as well as a high concern for production.

It’s not enough to push for production and expect greatness to happen, just as it’s not enough to care about people and expect anything more than sunshine and rainbows. Effective leaders must do both. And not both in an alternating fashion (which is described as a Paternalistic Style)- they must show high concern for both production and for people at the same time.

What are my own personal next steps to push myself toward embracing the Team style? Here are a few:

  • Help those I serve find where they fit, and vocalize the trust I have in them to succeed, just as Coach Hardiman did for me when I was just learning how to play.
  • Remember that “The road to freedom is a beautiful system,” as Coach Jackson once said in his Mindful Leadership practices. Help people identify clear structures within which they can work together seamlessly, which will allow their individual greatness to blossom to more than the sum of its parts.
  • Get to know people not as students, teachers, and administrators, but as people, as Coach Strong inspired me to do. Listen for those passions that make people’s eyes light up, and connect with them in order to learn from them.
  • Embody into everyday practice the five pillars that Coach Bennett has instilled: unity, thankfulness, praise, humility, and servanthood. Last week, my teammate used similar language: “The tension between unconscious competence and conscious competence? That’s humility.” Definitely something to reflect on.
  • Point to thank those who “pass the ball” such that it leads to success, as Coach Smith encouraged his players to do. Celebrate the selflessness of the team, and contribute to it by looking to pass to those who have the best shot available.
  • Commit to the mission, commit to the team, and contribute every day.

“For the strength in the Pack is the Wolf, and the strength in the Wolf is the Pack.”

PS Closing with that Rudyard Kipling quote felt just about right, until I realized that it indirectly sings the praises of crosstown rival NC State. No matter, it’s just a little too good to pass up.

RIP Coach Smith. Thanks for the memories, both old, new, and yet to be.

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O Captain My Captain: Lessons in Leadership from Derek Jeter

It’s official. After 20 years on the diamond, Yankee captain Derek Jeter has officially played his last Major League game. (Note that I didn’t say, “his last game in pinstripes,” as he’ll surely be back on the field for Old Timers’ Day one of these days.) We can all ask that he “say it ain’t so,” but it’s so.

That all being said, there’s a lot to learn about leadership from diving just a little bit into this one man’s career. It should go without saying, I guess…I mean, his nickname is The Captain, after all. And it must be true if Forbes has beaten me to the punch. I’ll leave a few of the easy ones alone for right now (e.g. Dive in head first, Be in the right place at the right time even if it’s not the right place to be, etc.) and focus on a couple that have jumped out at me over the last few weeks/months:

Sometimes you’re born with it: Joe Torre has told some great stories over the last few months about Derek Jeter, in particular his ever-present leadership skills as noted over the course of his career:
  • What will the Yankees miss most when Jeter is gone? “Leadership is [generally] something that has to be nurtured. It doesn’t happen right away. Derek was very unusual. Someone like Derek doesn’t come down the pike very often. To be at a young age very responsible and very comfortable in your own skin doesn’t happen very often.”
  • Joe Torre on Derek Jeter’s legacy: “He was a lot more mature at 21 than I was. That’s the one thing that hits me first. He had great parenting…he’s a remarkable human being. I used the one word, which is ‘trustworthy’ to describe him, based on the fact that everybody around him was better because of him and he’d always be there for them.”
  • During an interview during today’s game: “When did we start looking to Jeter for his leadership? Guys like Paul O’Neill, Tino Martinez, everyone- we started looking to him during the 1996 season – his rookie season.”

All of these stories remind me: each of us has to be the type of leader that we are. As much as leadership practices can be learned, it’s also something that’s a part of you- and so much of that success is just about being comfortable in your own skin.

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My dad and me nerding out at a NYY@BAL game this year. Yes, we’re wearing the same Jeter shirt. No, it wasn’t planned.

Every team member matters: On my own family’s visit to see Jeter’s “Farewell Tour,” my father shot this video capturing Jeter’s pre-game dugout ritual. In it, you see Jeter walk from one end of the dugout to the other, giving a fist-bump to each and every one of the players, coaches, and batboys prepping for the game. No one gets left out- I even see him try to “dap” the security guard at one point, though my guess is they’re generally supposed to avoid that kind of contact with the players (especially the visiting team).

What it shows me: it’s important to this leader that every member of the team get that show of support, that reminder that they’re all part of something bigger. Their captain is the one who connects them together.

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“Hate the Yankees, love the Captain.” –Trevor Przyuski (photo credit Jude Przyuski)

You might be The Captain, but it’s really about everybody else: A good friend of mine went on a baseball trip with his son in 2012 to see the Nationals play the Yankees. During the game, his son was able to take this photo to the right. According to my friend, Jeter “noticed [the young boy] with the camera, stopped, took off his helmet, and smiled – in the middle of the game.” Life is full of these little moments- I had one of my own with my childhood hero Michael Jordan at a pre-season Bulls’ game- and it’s incredible when these larger-than-life figures notice that you’re there, and that you’re connected.

That’s a huge lesson for leaders: Notice people. Stay connected. No matter how busy the world gets in your specific sphere, recognize that ultimately it’s not all about you and your experience- it’s about everyone else. These seemingly small connections on your own part may last a lifetime for all of those with whom you are connected.

Note: Published just a few weeks ago, this Gatorade ad pretty much summed up that same idea:

Find out what people are thinking: I ran across a series on MLB.com called “One Word For 2”, where they shared what amounts to a 360 evaluation on Jeter just by asking a simple question of players in the league: “What’s one word that comes to mind when you think of Derek Jeter?” I love that you can disaggregate responses from his teammates, from his opponents, and from alumni of the game. Their variety of responses tells you all you need to know about who this leader is and what he’s about.

This little post reminds me to consider how you’re known in the eyes of those around you, not just how you think you are. However you’re remembered in those people’s eyes, that’s ultimately how you’ll live on. I wrote a post once before about that concept called Gone, But Not Forgotten that might be an appropriately interesting reflective piece in the same vein.

Lessons from his last at-bat: Jeter’s last at-bats (both home and away) are tough acts to follow, but I’ll try:

  • It ain’t over ’til it’s over. You have to come through in the clutch. Over the course of Jeter’s career, he has come through when it counted for his team, and his last home at-bat was no exception.
  • It doesn’t have to be pretty. In his last home at-bat, Jeets hit a standard, run-of-the-mill single to right field. His last at-bat in Boston was even less picturesque: a real Baltimore chop that bounced off of home plate and stayed in play just long enough to allow him to reach first (and drive in a run). Neither were especially pretty, and both got the job done for the team.
  • It’s not about the accolades. Jeter took himself out of the game after that infield single, accepting the cheers that would follow his last moment on the field. What’s unique: exiting the game at that time left him with 149 hits for the year, which with one more hit would have tied him with Ty Cobb, Tris Speaker, and Pete Rose for the most all-time seasons with 150 or more base hits. His response? “I’ve never played this game for numbers, so why start now?”
  • Everything ends, and everything begins anew. One of the most moving parts of the last home at-bat is the sight of the rest of the Core Four waiting alongside former manager Joe Torre for Jeter to join the fold. It moved me on a variety of levels, but I hadn’t landed on the full extent of why. I read that this Core Four had played together for 17 seasons. Through good times and bad. Through championships and early exits. Through it all, they are family. And seeing Jeter walk off that field into their arms meant that the days of that family on the field have officially come to an end, so that a new era can officially begin.

Those shared moments during the last at-bats reminded me of something a mentor of mine once said (and I’m paraphrasing): “Every once in a while, these special moments in time happen when everything and everyone just fits together. You get this level of collaboration and synergy that is so infectious and energizing, and you never want it to stop. And eventually, like everything, there comes a time when that moment passes. What’s powerful about it is, once you’ve experienced it, you’ll look for it everywhere you go, no matter where it is that you end up.”

What sticks with me is ultimately that’s a leader’s job: to shape the spaces for these potential moments of seeming perfection, and help people realize that moment and “seize the day” while it’s there. Here’s to hoping we can learn from Jeter’s example.

#RE2PECT.

Find Your Kobes, Call Your Kareems

A little homage to the start of the NBA season as it relates to organizational change:

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I tuned in this evening to watch one of the NBA’s opening night games, the first for the new-look Los Angeles Lakers. The Lakers enter the season with two new additions to their starting lineup- 2-time MVP Steve Nash entering the twilight of his career, and 3-time Defensive Player of the Year Dwight Howard entering the prime of his. Like every new team, these 12 new teammates have their eyes set on winning an NBA championship. I tuned in this evening because I was particularly interested in the addition of Howard as a new potential superstar in the long-time pantheon of Laker centers. How would this team come together?

On first glance, it’s obvious that this is still Kobe Bryant’s team. A 17-year veteran with 14 All-Star appearances, an MVP award, and an all-important 5 NBA championships, Kobe carries the team on and off the court. Apparently, he recognizes this role in the team, though he also plans specifically to mentor his new superstar teammate. He will spend the next few years grooming Howard to grow as a leader, so that upon stepping away from the game, “this organization can ride on as if I [Kobe] never left.”

This idea of performing such that the organization can “ride on” reminds me that every new team – a school staff, a leadership team, a grade-level PLC – has its Kobes. For better and for worse, the institutional memory within a team will tend to define the actions of the new team for years to come. How can we help to ensure that those Kobes, these de facto leaders that will grow the future’s leaders, are setting up the organization to continue in the right direction?

Like everything else, it starts by finding the right people. Last week, I heard a sports radio interview with Lee Jenkins, the author of a recent cover story for Sports Illustrated chronicling Howard’s transition. Among the many anecdotes of Howard’s arrival in Los Angeles was one about the importance of leadership development, where Jenkins describes the demonstration that Kobe was putting on for Howard in how to practice.

According to Jenkins, Kobe led by example – which was nothing surprising, as few others have a comparable work ethic to Kobe. However, he also led by expectation. Jenkins noted that if there was anyone on the court who wasn’t working as hard or as purposefully, then Kobe gave that man what he needed – a high five or a raised eyebrow, a sidewards glare or a sideline encouragement. Kobe was setting the expectation that this is how a Laker practices. I imagine that’s how Kobe treats everything. I can see him thinking, This is how a Laker does pre-game warm-ups. This is how a Laker does a post-game interview. This is how a Laker eats sushi.

And this is the lesson we can learn: in times of transition, find your Kobes. Not only the Kobes in the sense that they are the de facto leaders, but in that they embody the ethos of your organization. More than anyone else on that team, Kobe lives and breathes to improve, to practice, to win. Can you imagine the effect if someone else had been Howard’s example instead? The key is understanding what you want your organization to be. What is your mission? What are the key values you represent? Who are the individuals who embody that mission and those values? Find them, and make sure they have a voice – especially among those who are new to the team.

In many ways, Kobe is keeping up a mindset instilled in the organization by former coach Phil Jackson, who led the team to 5 championships between 1999-2011. In his book Sacred Hoops, Jackson talks about how important practices are to ensuring that the players on the team become “like five fingers on a hand” as they grow in their understanding of one another. The hope is that Kobe – and any leader – is able to be the glue in the present that connects an organization’s past to its future.

Of course, current players are not Dwight Howard’s only mentors: what about those who have since left the organization, but still have a powerful voice? The Sports Illustrated article chronicles a powerful encounter between Howard and NBA all-time scoring leader Kareem Abdul-Jabbar. Following this discussion – a veritible “welcome to the club” if I’ve ever seen one – Howard was so moved by the encouragement by the Hallf of Fame center that he visibly wept. Who are those “former greats” who can bring such a powerful reaction in your newest members? Seek them out, and call them up – the team needs to remember where it has come from in order to find where it will go.

As I finish writing this post, Kobe walks briskly to the locker room ahead of the rest of his teammates following an 11-point loss. The Laker offense looked out of sorts, the defense looked a step slower than their opponents, and Howard watched the end of the game from the bench after fouling out. In short, the Lakers looked like a new collection of players still learning how to play together. I look forward to seeing what they look like in March, after a season’s worth of figuring out how Lakers play together.

Shooting for Par: The Power of Purposeful Indicators

“Golf has too much walking to be a good game, and just enough game to spoil a good walk.”

— Henry Leon Wilson, 1904

A couple of weeks ago, I shared a brief anecdote of how tackling a problem like mosquito bites can help us better understand school improvement.  That story shed light for many on the recurring pitfalls that leaders tend to encounter in the process of strategic planning for organizational change.

Such a story might be a helpful way of thinking about reaching goals in the short term, but what if the goal is more long-term?  Like perhaps…school improvement for student success?  Or even…getting good golf scores?  Can employing the thought behind strategic planning help a duffer like me start to shoot for par?  And more importantly, can describing a focused approach to becoming a better golfer really help to reframe strategic planning for school improvement?

After more than a few good walks spoiled, I’m willing to give it a shot.

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I’m far from a good golfer.  Up until this past spring, I rarely played.  But for some inexplicable reason, becoming better at the game has been on my to-do list for years.  Call it a beaten pride, a thirst for learning, or one too many spoiled walks: after my annual round this Spring Break ended up in the mid-130s again (60+ shots worse than the par of 72, for those unfamiliar with the game), I felt a need to improve.

But how would I get better?  So far, all I knew is that my goal was to get better golf scores, and my strategy was to get better at golf.  That statement could neither be more true nor less helpful.  It didn’t help me know how to act.

I decided that I needed some short-term goals, and some indicators of success toward those goals.  Up to that point, the only thing I “tracked” on the course had been my score, the number of times I struck the ball on each hole before hitting it into the cup.  So I downloaded an app to help me keep up with more than just my scores (MyCaddie Pro, for those interested in a great app that doubles as a GPS course map), and tried to decide what to start looking at.

One of my former students happened to be (and still is) a stud golfer, and he gave me some advice years ago that suddenly came to mind: “If you want to improve your score and you can only practice one thing, practice putting.”  Remembering that my last round felt as if it had far too many putts, I decided to use that as my short-term goal: hit fewer putts per round.  More specifically, my goal became to get my average number of putts per round near 36 (an average of two per hole).  Naturally, my indicator was number of putts per round.  While I had no strategy to reach this goal, at least I had a goal, one that felt attainable.

And then, I went to play.  And over the next three rounds I played, I noticed I still had pretty high scores, without any clue as to how to improve them. After averaging around 43 putts per round (7 higher than my goal), how was I supposed to get any better?

Looking at my scorecard, I noticed an interesting trend, one that helped me recognize that perhaps I was viewing my goal all wrong.  (How often does that happen in the process of school improvement?)  In a classroom situation, I would give you a copy of a couple scorecards and let you look for any trends in putting scores yourself.  Why not do the same now?

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Instead of revealing my own thinking, I’ll share another set of scorecards, all collected after having reframed my putting goal (and thus shifting the indicator for success accordingly).  Notice anything different about the putting scores?

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Well, for one thing, the scores are lower: 5 putts better per round, on average.  I’m sure that a large part of that improvement has to do with continued practice.  Personally, I attribute that success to one thing: I reframed my goal based on trends I saw in the data.  I started this experiment with the short-term goal of getting my average number of putts per round to 36 (an average of two per hole).  In the first group of scores, I noticed that I had far too many holes with more than two putts.  I realized that I would never reach my goal until I eliminated those 3-putt and 4-putt holes.

I have now reframed my goal: to reduce the number of holes where I have more than two putts.  As a result of the reframed goal, my indicator of success is the average putts per round the number of holes per round where I had two putts or less.

It may seem like a semantic difference, but this clarifying change has brought to light a strategy that has helped immensely in my putting.  Since my goal is now to reduce the number of holes where I putt more than twice, I have taken to the strategy of not necessarily trying to make the first putt.  Instead, I now imagine a hula-hoop up to 5′ in diameter surrounding the hole; my strategy is, with my first putt, I try to hit the ball into that imaginary hula-hoop.  My thinking is that I’m not realistically going to make too many 20-foot putts.  How many of those 20-footers can I get within three feet?  Because I can tap in from three feet without a problem.  It sounds a little hokey, but this strategy has helped me to hit far fewer 3- and 4-putt holes, while still knocking down the occasional long-distance shot on the first putt.

What does ANY of this have to do with School Improvement?

Playing golf is one of my breaks from thinking about work, and yet I find myself thinking about work a lot while playing golf.  Funny how that happens, isn’t it?

In the process of School Improvement, it is so important not only to have a goal, but to have the right goal, one that is clear and “actionable” (if that’s even the right word for this context).  In this golf example, I had a fine goal, but it wasn’t until I reframed that goal that an effective strategy became clear.  In school improvement, how often do we settle for the first goal, instead of thinking long enough and hard enough to find the right one for right now?

Also, just as in my mosquito example from the last post, the indicators here are directly tied to the goal in question.  I don’t keep data on how far back I pull my club while putting, or where I put my feet relative to my hands.  Instead, I tie the indicator directly to the goal: number of putts per round, number of holes per round with more than two putts.  Just like the importance of the clarified goal, there was a certain power in landing on a more purposeful indicator, one that more directly measured the issue I was seeing in my game.  While keeping up with the number of greater-than-2-putt holes may be a bit more challenging than tracking total putts, it is a much better indicator for the issues in my game.  In school improvement, how often do we settle for the indicator that’s easy to measure, instead of thinking long enough and hard enough to find the ones that are important and purposeful enough to measure?

Finally, while I keep those indicators on my scorecard in front of me at all times, my focus on the actual course stays on the strategies I have chosen in order to impact those indicators.  While playing, I’m not thinking about getting par; I’m trying to hit a solid tee shot.  On the green, I’m not concerned with reducing my number of 3-putt holes; I’m trying to putt the ball into that imaginary hula-hoop.  Sometimes, strategic plans take on a life of their own, causing those involved to forget that the purpose of the plan is to help us know how to act.  After choosing a path, schools must put their energies into fully implementing the strategies they have identified in their plans, while keeping their eyes on the chosen indicator to see if their work is having the desired effect.  It seems like both the most difficult and the most important part of strategic planning: studying the right combinations of actions and results to see if our work leads to the desired outcomes.

As for me, so far I’m happy with the results of my little “hula-hoop” strategy, and I am confident that it will help me get better golf scores (the long-term outcome, in my case…aside from having fun, of course).  Next, I’ve decided to start tracking the number of fairways I hit with my tee shot.  After one round of tracking, I’ve noticed that I miss to the right of the fairway A LOT.  Like, “missed-right-of-all-but-one-fairway-in-a-whole-round” a lot.  While I have no strategy as of yet on how to get the tee shot going straighter, I’m hopeful that keeping track of it will help me enjoy a few more good walks in the future.

Flip On the Tube! 5 Made-for-TV Video Sites for Science Instruction

This is the third in a series of blog posts, collecting links to websites that contain some interesting videos for teachers looking to “flip their classroom” without starting from scratch.  (For more on what it means to flip a classroom, see Monday’s introductory post.)  For each site below, I have tried to summarize by including information about

  • content areas collected on the site,
  • the intended grade level/age of viewers, and
  • the type/style of video (e.g. lecture with written notes, music video, made-for-TV)

There should also be an example video posted along each title.  Between the description, the links, and sample video, you should end up with a pretty good idea of what you’re getting into.  (Note: after being organized into categories, these sites are listed alphabetically by title, not based on any evaluation of relative quality.) 

Made-for-TV Videos

Mythbusters http://dsc.discovery.com/videos/mythbusters/

Content Areas: Scientific process skills and engineering around a variety of topics

Intended Age Group: Most clips would be all right for ages 8+, though be sure to screen topics accordingly

Style of videos: Problem-focused vignette as two (or more) people try to design a solution

Sample video: Dimpled Car MiniMyth

 

Description: Mythbusters Jamie & Adam are at it again!  As most know, these two (and their newly-formed team) challenge widely-held beliefs of all shapes and sizes, using science to debunk myth.  Discovery.com has collected over 1,000 clips from the show on their website.  The clips- ranging from 60 seconds to 5 minutes- could serve a great purpose as a focusing tool, or as a model for engineering, problem-solving, or investigation.  The downside: the clips on this site are not really organized in any way.  To find something of value to you in your classroom, be ready to do some searching and some bookmarking.

NBC Learn http://www.nbclearn.com/

Content Areas: Physics (Science of NFL Football, Science of the WInter Olmpics), Chemistry (Chemistry Now!), and Earth Science (The Changing Planet)

Intended Age Group: I’ve used these resources with students as young as 3rd grade, as old as 12th.  

Style of videos: What you might expect in a feature story on the news- interviews, stock footage, telestrated explanations over video.

Sample video: The Chemistry of Chocolate

Description: The team at NBC News got collected, produced, and archived these resources for the K-12 classroom.  The subject matter of each collection puts the content into a context that matters to kids.  (My pesonal favorite: Science of the Winter Olympics!)  A select few videos (about 100 altogether) are free for use in classrooms, while the rest of the collection require a subscription.

One interesting tidbit: NBC Learn uses a media player called a Cue Card™ that supports various media besides video.  It is also “flippable”:  like a flash card, the media player provides bibliographic information, clickable keywords and a citation generator on the back, and a full transcript along the side.

SportScience http://search.espn.go.com/sports-science/videos/6

Content Areas: Mostly physics, though several touch on biology- or chemistry-related topics

Intended Age Group: Like NBC Learn, I have used these with all ages of student.

Style of videos: TV scientists pose a question, and measure data from athletes’ performance in order to answer the question

Sample video: Jayron Hosley – Reaction Time and Speed

Description: John Brenkus and the SportScience team mix Mythbusters with SportsCenter to bring SportScience, a show that digs into the science behind the world of sports.  In most situations, the clips consist of Brenkus posing a question about an athlete: “How does Rory McElroy drive the ball so far off the tee?”  “How fast is Jayron Hosley?”  “Can Chicago Bear Devin Heser outrun a real bear?”  The team then goes into data collection mode, strapping high-tech probes and tracking equipment to the athlete in order to study his/her movements.  The data is then analyzed in order to try and answer the initial question.

ESPN has collected about 100 3 to 5 minute clips on their website.  Unfortunately, like the Mythbusters site, the organizational structure of this site leaves a bit to be desired- teachers will need to be ready to spend a little time digging here to find just the content they need.  (Be sure to bookmark it in some way once you find it!)

Time Warphttp://dsc.discovery.com/tv/time-warp/time-warp.html

Content Areas: Bit of a mixed bag, though there is a lot of physics.

Intended Age Group: Generally for older viewers, though I think everyone could be easily awed by the super high-speed camera.  Given that explosions and fire are often a topic of conversation, be wary of the clip in its totality before assigning it.

Style of videos: Hosts Jeff Lieberman and Matt Kearney pose questions, and then film subjects with a super high-speed camera in order to see events in super slow motion (which hopefully helps to answer the question at hand).

Sample video:  Nucleation in a Soda Geyser

Description: Like SportScience, Time Warp digs into the science behind that which happens too quickly for our eyes to see.  Through the use of a high-speed camera, the hosts are able to capture many more frames per second than your average video camera, allowing us to receive much more information about what really happens in the blink of an eye!  The site has two different video sets.  One set of 20 videos from HowStuffWorks.com goes into more of an explanation for phenomena like bubbles, rockets, and fire walking.  The other is a collection of interactive videos where the user controls the speed and direction of the playback- perhaps to answer a question of his or her own!  While these vids may not be of enough substance to fly as flipped videos on their own, the interactive videos might cool enough of a resource to be used in the classroom during application time.

Twig Science http://twig-it.com/

Content Areas: Biology, Chemistry, Earth Science, and Physics

Intended Age Group: These have different videos for all ages of students.

Style of videos: Most I have seen are documentary-style, with a single speaker scripted over archived footage from the BBC, NASA, etc.

Sample video: How Hot is the Earth’s Core?

Description: Twig Science is a company based out of the UK advertised as providing “outstanding short films on science…made with teachers, for teachers.”  They are not lying.  The videos I have seen are short (usually no more than 3 minutes or so), and outstanding in quality and clarity.  As described about BrainPop in yesterday’s post, Twig Science also offers several supplementary resources that could be used in conjunction with these videos, including sample lesson plans, checks for understandings, The organizational mindmap is an impressive feature, as well.  Also like BrainPop, Twig Science is a paid site.  The free videos give a taste of what’s inside (including a nice categorization between “Core Concept” videos and “Extension” videos), but to get full access, there’s a fee involved.

 

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If you know of any other resources that fit this description, please share them in the comments boxes.  Happy flipping!