Classroom To Boardroom Mmc 2010
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Michigan Music Conference January 23, 2010 From the Classroom to the Boardroom How to Speak “Administrator”
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Transcript of Classroom To Boardroom Mmc 2010
Michigan Music ConferenceJanuary 23, 2010
From the Classroom to the Boardroom
How to Speak “Administrator”
Contact/Document Information
Tim Schoenherr, P-CCS VAPAC [email protected] http://vapa.pccs.k12.mi.us/
How to Speak “Administrator” Documents http://sites.google.com/site/mmc2010site1/
Musicians know how to count Count the number of times the white team
passes the ball
Generalizations Not talking about ALL administrators Not talking about ALL teachers Characteristic observations
Perceptions
How “They” view themselves
Perceptions
How “We” View “Them”
Perceptions
How “We” View “Them”
Perceptions
How “We” View “Us”
Perceptions
How “They” view “Us”
Perceptions
How “They” view “Us”
PROBLEM
Tunnel Vision
You might miss the gorilla
Perception = Reality Administrators
Busy Typically don’t know much about music Big picture Problem solvers Task-oriented Answer to Instruction Department
Perception is Reality Music teachers
Busy, in waves Crazy, especially just before a performance Typically don’t know much about administration Tunnel vision Also task-oriented, but in an “artsy-fartsy” way Answers to administration
What’s the best way to show my boss how right I am?
Focus on what you can control – You! Actions Reactions
We are in the people business Build (positive) relationships
Students/Parents Supervisor Teachers Support staff
Secretary/administrative assistant Custodian/plant engineer/maintenance
Community
Relationships: Board of Education Special invitations to concerts Ask to perform at board meeting Provide talking points - brags
Student successes (awards, successes) Advocacy Enrollment
Don’t ignore politics of your district
Relationships: Community Respond to requests for student performers Perform in the community Communicate Use district public relations services
Relationships: Central Office CC all board communications Don’t assume they know your name Make a positive connection first Know and respect the structure Concerns only after building level
Relationships: Principal/Supervisor New? Initiate contact Manage your classroom Communicate “Heads up, trouble’s a-brewin’” Connect needs to student success Educate
Relationships: Teachers Get to know the staff Look for opportunities to say “yes” Be generous with shared students Eat lunch in the teacher’s lounge Free tickets! Connect to their classroom Coaches
Relationships: Support Staff Call them by name Say “thank you” Look for opportunities to compliment Follow the protocols, limit emergencies Pride
Relationships: Parents Communicate Gain their trust Provide opportunities for them Be positive Be honest
Relationships: Students Care about them
Communications Do respond to e-mails and phone calls Don’t respond to e-mails and phone calls
on the day of a concert Emotional? Wait. Keyboard courage is very, very bad No BC Write it. Print it. Throw it away.
So I have this thing I want to do. . . Based in curriculum How does it help kids? Don’t overuse “student safety” Cadillac is nice, but a Kia will get you there Ask for their ideas Accept “no” and move on It’s not personal unless it’s personal
What if I don’t get my way? Take your Legos and go home? By all means, pout and complain
Note: sarcasm is difficult to convey in writing
Respect the chain of command Find another way
Contact/Document Information
Tim Schoenherr, P-CCS VAPAC [email protected] http://vapa.pccs.k12.mi.us/
How to Speak “Administrator” Documents http://sites.google.com/site/mmc2010site1/
