How Do YOU Define Success?

Listening to several people talk recently about the successes and failures that they had been experiencing caused me to stop and assess the concept for a moment.  In these conversations, the concept of success was relatively definable based on some objective form.  The concept of money, wins, happiness, possessions, and/or fame are all somewhat tangible concepts that people often use to measure success.  Typically it comes in a comparison with someone else such as "more money" or "more famous" than another person.  What eluded all of these people in the conversations was the fact that each one had their own "bar" set for what is success.  The possessions of one person may seem like a failure, while the next may feel exceedingly successful in amassing the same or similar assets.  That in itself may be the reason that so many of us never seem to "achieve" or reach any level of satisfaction.  When we reach one plateau and feel rewarded or content, we either focus on another area or increase the level of our success in the same area.  For example, one that wants to become a millionaire will find a new status symbol (such as owning a business, finding a spouse, or helping disadvantaged kids) or will increase the definition of success in amassing wealth (such as having 10 Million Dollars). 

It is good to have goals, and I'm not saying we shouldn't, but since our goals don't really satisfy our desire for "more" of everything, maybe it is the path or the methodology that is actually the reward we seek.  Maybe, the meeting of the goal has less significance to our life than the effort, dedication, ethics, and passion put into reaching that goal.  The amassing of money, things, power, etc. may be a way to keep score in our lives, as many do, but is the real victory in the game of life the game itself.  OK, for those that are struggling with my concept here, let me elaborate with an example.

If you know me, you know one of my loves in life is, and always has been, basketball.  I enjoy the game - the strategy, the skill, the finesse, the contact, the force, the speed and power combined, and all that goes with this amazing game that began with a peach basket on a wall.  Another thing that you may know about me is that I'm very competitive - I don't like to lose, I don't like to make mistakes, I don't like to look bad to others or even more to myself.  I like to be "successful" every step of the way, and I'll work hard to make that happen.  So in this basketball analogy - missing a shot, being out of position, or letting someone drive by me to the basket simply frustrates me.  Each of those is a "loss" or a "failure" to me.  As I get older and slower, have less stamina, and can jump only inches for a rebound or to challenge a shot, these "failures" become more frequent.  I have to adjust my play to cover for my lack of athleticism (my mind sees what I should/could do, but my body isn't able to make it happen).  Now all of these are the realities of who I currently am, but none of them are an excuse or reason for not doing my best - sometimes by accommodating in less athletic manner, such as reading a rebound better than I did 15 years ago.  Learning about myself from each play is part of the joy of the game (I see another post coming on a spin-off of the topic here).

Although my prime for playing the game has long since departed, I still very much enjoy getting out on the court.  Not many years ago, I played among a combination of young high school athletes, a few college guys, and some of us that still thought we had "it" for some reason.  Almost everyone who played had greater skill than me, and some were quite passionate, so it was a very competitive venue for me to challenge myself.  I loved it!  Sometimes the four on the court with me won, and sometimes we lost the game to 15.  As we shot freethrows for teams, there were times, I didn't get a chance to fill the team because I missed.  The hardest part of missing that freethrow or losing the previous game was not the fact that I had failed (but I obviously did - the goal was to make the shot or win the game).  The most depressing part was that I didn't have the opportunity to play.  The ultimate goal was to keep ME on the court to enjoy playing the game.  The win was a step in that direction.  Making the freethrow to become a part of the next team was a piece of that puzzle.  Doing things right on the court contributed to the likeliness of keeping me on the court. 

With that analogy, it is easier to see (at least for me) that the ultimate goal of my few hours of open gym basketball wasn't to make a freethrow, win the game, block a shot, make 3 good passes, or any other tangible goal that we would typically set for ourselves.  The goal was to be a part of as much basketball as I could.  In doing so, I also unlocked another key piece of understanding for myself.  I could better appreciate the good play of others and recognize that they too were doing what it took to keep their playing time alive.  Although competitive, it was in a different way.  If I left it all on the court and my team lost, I could live with that much easier than I could deal with losing my opportunity to play because I fell short of doing the things that could help our team.  In other words, the means were more important than the end.

When we define success, maybe it is in those terms that we all have a little bit more to learn.  It's not the money, wins, things, fame, etc. that are the successes in life (or the failures).  True success comes from playing the game and being a contributing player in the life we lead.  Our goals in the process may change by those objective measures, but our approach to meeting those goals can be consistent.  Then, win or lose, we can determine our satisfaction with ourselves based on our own effort.

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Welcome to 2012

So the ball has dropped, the midnight kisses taken, the champagne toast given, and 2012 has begun.  To my east I saw a beautiful sunrise and the snow has stayed away from our Northern Iowa residence.  We have had time with family and friends, some time at the office allowed me to catch up on some (not all) outstanding items, and the Holiday Season, full of hustle, bustle, and stress has faded into the past.

All in all, a wonderful and productive few days.  Life is beautiful and things are going well...

So what?  (Insert sounds of screeching tires and crashing garbage cans here).  What can I possibly mean by, "So what?"

Seriously?!?  How in the world can I say such a thing after the near miracle of a Holiday Break filled with all of the above?  How can I think such a thing?

OK, this is what I'm thinking...satisfaction is something to be appreciated.  The good things of life should be recognized and enjoyed.  We absolutely need to do this.  Then we need to take the next step.  We are blessed, rewarded, and amazed with life on a daily basis.  In order to continue that enjoyment of life, we need to do our part as well.

Whether it is finding a better way to do something at work or making life a little better for someone else, it is our responsibility to move forward.  Kicking back and enjoying what live has given us is a temporary state of life that we get to enjoy.  Making that opportunity available to others is a constant state that enhances our own appreciation of life.

So what?  So, let's go make it happen.  Happy 2012!

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Public Speaking 101

For the first time in my career, I stood and asked a question in a room of that size.  Due to the layout of the room and my location, I was overlooked by the facilitator for quite some time, which both allowed me to jot a few notes and become more nervous as I looked out over the number of individuals in the room.  Believe it or not, given my long-windedness, public speaking is not something that I'm comfortable with at all.  So, of course I started by thanking Dr. Glass for being visible around the state and for asking the questions to those in the field of education...and then remembered that I forgot to follow protocol and introduce myself.  So from a darkened corner of the room (ok, maybe that's overly dramatic) came my unidentified voice with a compliment, a reference to a previous speaker and a question that probably sounded like a dare.  Although not a direct quote, this would be close:  "So the first goal of the Blueprint is to put a great teacher in every classroom and a great principal in every building.  Why do you believe that we can't do that now?  Is it due to poor preparation, lack of training, lack of capacity, lack of direction, lack of support, incapable individuals, or unmotivated people?"  Yes, I had the list scrawled on a sheet in front of me.  The moderator asked me to repeat the options, referencing the fact that I must have had a list.  Instead, I responded, "What I'm saying is that we have thrown money at teachers thinking that will make a difference.  We've added rules and regulations to hold all accountable.  Yet we are here again.  Why will this be any different?  What quality in our people are we trying to address?"  A little bit of almost conversation allowed me to invite anyone on the stage to Belmond-Klemme (Yes! I at least remembered to say the name of the school!) to view hard working teachers and educators.  Why do we think that we don't have these people around (note that I'm not saying that every teacher in every classroom across the state is great) our students?  Essentially the answer was that we have good people, we need a good structure, and none of us involved in the blueprint would ever say otherwise.  Good, political answer that didn't really answer the question.  Not that I expected differently, but I was hoping.  It did allow me, however, to awkwardly face a fear I have and somewhat address it.  A few individuals found me to follow up with a question of their own or a comment that caused a conversation to ensue.  Most of these were actually based on the topic and caused me to again refine my thoughts...although forgetting to introduce myself did bring a few of my colleagues around primarily to remind me of my memory loss. 

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The Man at the Scorebook

Yesterday I received a call that stopped me in my tracks.  After years and years of service to the Belmond and then the Belmond-Klemme School system, Doug Dana has passed away. 

If any of you are familiar at all with BK athletics and activities, you know Doug.  He's been a staple of our family long before I joined in.  Doug's attributes are many, and this isn't the place to list or discuss all of those wonderful qualities.  It is my hope, however, to express what a positive impression he has made on me in a very short time.  In doing so, please note that Doug was the first person that I really remember meeting from Belmond-Klemme.

During the 2009-2010 school year, I had the opportunity to instruct a handful of young men in the sport of basketball.  One of the trips that we made was to Belmond, Iowa and the Belmond-Klemme Jr/Sr High School Gym.  To my belief, this was the first time I had been to this complex and specifically the gym.  As the girls team prepared to take the court, some of the boys players and I roamed the student center, bought a few treats and "supper" from the concession stand, and happened to gather near the trophy displays.  As we discussed the photos and awards in the case, we tried to determine the year that the Belmond and Klemme  schools officially joined into one school, or at least one team.  While we pointed and asked each other questions, an individual shuffled up behind us and joined the conversation.  Not only did he identify the answers to our questions, he proceeded to point to teams and individuals in the pictures and relay their team and individual statistics.  In all honesty, it was my initial belief that he was making up numbers and statistics on the fly, but then he actually repeated a few of them in the list he was giving us, and I realized that he really did have all of this information in his head.  It was probably close to 15 minutes that we talked, the athletes and myself standing in awe of the statistical capability we were seeing displayed.  Then with a simple, "Well, I better get going - got a job to do," the man quietly walked away with our thanks and basic best wishes. 

A few minutes later, the team and I went in to support our girls' team, and the starting lineups began.  With a clarity and confidence, the teams were introduced and I noticed that the person doing so was the same person from the hallway.  I now knew the job he was going to do when he left us by the trophy case.  What really hit me was after the National Anthem was sung, I wholeheartedly expected to see him leave the position he had taken to introduce the teams.  Instead, I realized that this same man was also keeping the scorebook.  I'll tell you that the boys' game came down to a final shot and that it was a tornado of activity from the beginning, meaning an intense time at the scorer's table.  I didn't talk to him after the game, but I did see him pack up and leave the gym - now knowing that in all likeliness he was heading to the office to call in scores and finalize stats for the coaches.

Is there anything flat out "amazing" in all of what he did on this evening?  Outside of the impressive statistical mind and memory, probably not.  But at the time I was impressed.  Now later I am even more impressed as I think about how he did this day in day out, night after night, activity after activity, year after year.  In just one night, I personally experienced a helpful ambassador, an announcer, a statistician, and a scorekeeper that did what was needed to make that particular evening work.  More than that, to me, he made it a memorable one, and I appreciate that very much.  I've always enjoyed experiencing someone doing a job well, whatever that job may be, and Doug Dana did just that.  I'll smile when remembering a lot about Doug, and he'll always be the "Man at the Scorebook" to me.

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School Counselors...Not needed?

An interesting and thought-provoking article, Katy Murphy from the Oakland Tribune questions both the effectiveness of School Counselors and the cost savings of reducing or eliminating the positions.  There is some fair support on both sides of this issue, but whichever camp you choose, an open mind is still going to be the best option. 

That was my unbiased introduction.  Now here's the opinionated "real" me.  School Counselors can be the most positive or most negative impact on students than maybe anyone else in the district.  The simple difference is how they see their position and even the title. 

I use the term School Counselor instead of Guidance Counselor because of what that person should be doing.  They are counseling a student through the process of school.  They are NOT the "lay down on the couch and tell me about your life" counselor.  Schools have used them for that, and there is typically minimal training in that area, but it is for simple, quick issues or for additional referral when done right.  When done wrong, it is ineffective and even damaging to the student that is there for the wrong reasons.  School Counselors work a student through the process of registration, college selection, assessments, aligning coursework with goals, and similar events.  When they aren't doing this, they aren't doing their job.  In addition, they aren't the principal or nurse of the building either.  Working closely and positively with these people is imperative, and each should rely on the other, but the jobs, responsibilities, and authorities are significantly different.

Do I see School Counselors as important, even essential?  Yes.  Let's just let them know what the expectation is, what they are and are not, and how they fit into the team in order to work on behalf of the students that they are serving.

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Iowa Superintendent Pool Looking Strong

I had an opportunity to speak with a group of aspiring superintendents over the weekend.  What a chance to meet some excellent people and hear some of the same fears that I had at that time.  This is one of those positions that you really don't get the full appreciation for until you start the job.  The only thing that I wish is that we had more time.  I really enjoyed this group and they were thoughtful and insightful, but the part where I was involved was less than half an hour.  Not that I have all of the answers (or any even) but the exposure to the stories was something that I wish I could have had before taking my first position.  The one thing that I believe so much for any position, and we heard it over and over that day, is that the FIT is the key. That is even more true to the superintendency.  There are potential jobs our there, and sometimes things come together unplanned.  Getting into something that accentuates the strengths of an academic leader, however, is important because it affects so many people within the organization.  There was so much talent in that room that I just didn't want to leave.  Thanks to Troyce and Dan for the opportunity.

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It's All About the Benjamins

I'm sure that many people out there would agree that we really work hard in education to provide the best possible education for our students. I have believed this for a long time and still do. With the current status of economy across the nation, however, it is my observation that what I have long believed to be a staple belief is being eroded by another key belief...survival.
Survival is one of the initial instincts that we all have. It spans across the personal barriers of eating, reproduction, learning, loyalty, interdependence, and so many other concepts. As institutions or businesses, survival is key to being able to do anything positive for society. Look at mission statements and visions that promote the "grander thinking" of humanity in terms of what a company or organization can provide. Think about it...no survival, no anything. It suddenly becomes "all about the Benjamins" in order to finance our efforts.
So when the economy takes a dive, schools and educational supports are hard hit - not without an understanding of the long-term effects this will produce, but in a survival mode. Our government needs to survive too...keep that in mind...and without the government's survival, where do we all land? So education takes a 10% rap on the proverbial head, which is handed out at the district level. Seeing about 75-85% of all current funds for each district are tied to salaries, what is the natural response? Survive! Cut staff! Trim the fat! In order to "make it" the belt will again be tightened around the concept of doing more with less.
Now that we take a huge whack (again) at the individuals responsible for learning, what happens? Some leave the field, some become unemployed, some move to another position. Whatever they do, the hard part about reductions is that it is unlikely that the only individuals removed from their current positions will be those that are less effective with students. Due to contract language, we WILL be losing some of the most excellent educators across the nation. At the same time, there will be individuals that maintain their positions with less than stellar performances. That's the system, and there is a contract involved. For those that have the option to retain the correct people in the correct places, my hope is that they have the intestinal fortitude to make the calls on behalf of students. That can be a lonely place when it may involve a lot of battles, but it is necessary to place the students first if that is truly the cause in which we believe.
Now that we have eliminated a large part of our expenses and reduced the number of people working for the schools to do so, we face the next step of the spiral. With less local individuals making a salary, the tax base shrinks. Do the math, and yep, less money again. Less tax means less government ability to support anything, and I'm sure we'll look for another cut in the future. More spiraling.
There isn't an easy answer, but as a nation, we need to look at our most valuable resource - our kids - and think about them in our quest to survive financially. When we talk about the Benjamins, my hope is that our decisions reflect that it truly is "all about the Benjamins." But I hope that these Benjamins have a face and a last name and that they represent every child we touch, even those not named Benjamin.

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Another Piece to Prioritize

Several times we have eluded to being too attached to technology, but ultimately it does come down to personal decisions. When the life of another is put secondary to a desire to play a game, things are out of whack. Check out this tragic story to see an example of how becoming too deeply rooted in anything can cause us to poorly prioritize our needs and wants. In a world where avitars are seemingly real to some, it is still important that we keep the true reality in the foreground. Any distraction could have been to blame - a basketball game, lunch, or a book - so this isn't a condemnation of technology, just an awareness that it, like other things, needs a place in our lives.

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