WEBVTT
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Hello, my name is Bryan Wright and I'm the creator of the 5C Turnaround Plan.
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It is a plan designed to assist schools in the implementation of making school programs more effective, and it's a 5C plan that actually helps create positive change in schools.
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The 5Cs are Code Climate, Culture, Curriculum and Connections.
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In each one of those pieces, there is something that can make a positive change in schools.
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This is something I've done within 30 years of being an administrator, and I'm glad to say I think it's been effective in many, many different types of programs.
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I have a guest speaker today who is going to discuss some of these ideas he has that implement inside the 5C program that's gonna make it even more effective for any educator to use during these present times.
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My guest speaker is Dr.
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Frank Davila.
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Frank is an excellent administrator, educational consultant, principal, teacher, but also a motivator of young people for many years.
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I am honored to say he is a mentor of mine, a good friend, and I'm looking forward to hearing what Frank's going to tell us today about Organizational School Rhythms.
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Good morning, Frank.
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How are you doing today?
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I am doing well, Bryan, thank you for letting me be on your podcast today.
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Good to have you Frank.
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Good to have you, Frank, ask you a question.
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Why is, organizational school rhythms so important in the development of a school climate and culture?
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You know, when I wrote this essay while back and I was thinking about why, where do I want to go into that rhythm piece related to organizations?
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I don't know if you recall Bryan, awhile back there was a lot of emphasis and excitement about bio rhythms.
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You know how the body fluctuates throughout the week, the day and the month and so forth, because it's constantly in flux.
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And although there was never any scientific, evidence, I guess, to support it, nevertheless, we have sensations during the day that tell us how we can orchestrate whatever's happening to make it flow easily, and to remove any barriers and to be able to capitalize on things that are going well.
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So, so we have that option to take care of our day in a very smooth and rhythmic manner.
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So when I thought about that, I said, you know what, what can't we think about that, about schools as well?
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And then let me also say from Bryan that, um, I'm a vocalist, I guitar player.
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And, and at that times I, not often, but I get together with a, a good musicians professionals.
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when I, when they play behind me and I'm singing, oh man, that's, uh, the rhythm is beautiful.
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The melody, on the other hand, if it's not, you know, can tell easily that it's out of sync.
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And so when I think of public schools and their school rhythm, they have an option of the day because the schools have an ebb and flow.
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Some days are very positive.
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All of a sudden something happens in the morning.
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Middle of the day throws off what you were planning to do that day.
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you have that emotional tension and also that, uh, kinds of, then challenges that you have to deal with at the moment that can either bring harmony or, or can also interrupt the tempo and the pulse.
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That's what, to me, it's important to have and to understand that the school days an entire function, it's not just bits and pieces, but it's a whole system.
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The whole product of the day.
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So when you're talking about the product of the day, so school orchestrated rhythms can focus on climate as the first thing.
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We can just talk about how it's discussing, how it can make some changes.
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Absolutely, because when you talk about climate, you're talking about how do you make it that's something open, inviting, also supportive and safe and fun.
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So the, the climate of the day, it, it has to start and it goes from day to day.
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It's not something they just plug in from one moment, one morning or one afternoon, it's a whole day because the students are there full time, and so is the staff.
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And if they're gonna create a climate that the students will have a lot of, uh, good connections and emotional connections and social cultural connections, then you have to establish that.
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Climate is not something that you turn on and off.
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obviously you could turn it off and then it'll be very negative, but you have to be aware.
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That's an impact on the student's life for
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that day
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And if you create a safe environment, something that the students want to come back to every the next
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day.
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then they're gonna be learning that's gonna increase their desire to be there.
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If you have a positive climate.
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So can school rhythms become embedded into not just a climate, but incorporate into a culture of a building over, a longer term of time?
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Yeah, because when you
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Talk
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culture, Bryan, we're talking
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about.
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you know, being respectful, being communicative, uh, supportive, celebrating, you know, culture is palpable.
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You know, when you feel that you're wanted there as a staff or a student, then you're uplifted.
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You feel connected and you feel that you belong.
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when you have that kind of a culture, you, you embed within the whole system during the day.
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Everybody's welcome here.
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We're here to succeed.
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We're ahead of here to have a good time.
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We wanna be able to support everybody, and so give it your best.
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And so you establish that culture you embedded within the whole day, from the top, from the leadership, also in the cafeteria, in the gym, everywhere.
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You want to have that culture of respect and support and invitation.
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And that becomes high expectations, does it not?
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Frank,
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Oh yeah, because, once you establish a, Culture by expectations.
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then you bring out the best in not only the staff, but also the students, because it's very easy to bark a lot on what's going on that's negative or that's low, and that's not working well.
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And the thing is, if we need to also do the opposite.
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Focus again on the things that are going well and even increase that.
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The things that are challenging, find a way to work on it, but do it in a way where the culture does not yet become a negative source, because you do wanna challenge people to say, Hey, bring up your, spirit, bring up your knowledge, and then be more practical in how you address the students and so forth.
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But you do so in a way that, you don't tear away from what you're building.
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So again, goes back to embedding that culture of, climate and connectivity.
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Frank, you said, you said bringing out the best.
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And I love when you say bringing out the best in students.
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So orchestrated school rhythm can also.
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Change in how the data that people receive, because let's be honest, if it doesn't change data, then people don't want to use it.
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But at this point in time, we can find some ideas, man, you talking about bringing out the best in people that does best in students, that it actually impacts, uh, data as well, does it not?
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Absolutely.
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Because we are a data-driven society.
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We want to, everything that we look around, whether we're buying a vehicle, we're buying clothing, whatever, or toys, we always look at at the the data.
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Is it safe?
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Is it something that people like?
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Is it gonna make a difference?
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And again, when you're talking about assessment and then data for the students and the, and the outcomes, sometimes we need to focus on the students as well as the data.
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Because if we focus on in the data, we don't look at how that we're supporting and how we're managing, managing the classroom, our coordination.
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Both vertically and horizontally within the teams, vertical, I mean within grade levels, you know, the up above you and below you on the grades.
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We have to find ways to look at data a more holistic point of view.
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In other words, uh, not just at the score, but when you look at the score, we look at also the curriculum.
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How was that designed?
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How was instruction put together and how was the climate in the classroom?
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The discipline, the interchange and exchange among the students, interaction and engagement and so forth?
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So there's so many aspects because the data is at the tell end.
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What goes on prior to the assessment is instruction and the planning and strategies and so forth.
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So when we look at the data and then don't look at what, how we did it, how we arrived at the data, then we haven't learned.
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Because the data tells us what happened.
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We've gotta go back then and say, what the data told us this.
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Okay, let's investigate to see how we got to that data point.
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That connection of the school and that rhythmatic flow of the school definitely can impact that.
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I, I've seen it firsthand.
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We've made some changes involved in that.
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But Frank, you also brought some good points and to make sure I throw this out to you because when you talking about curriculum, we are discussing connections.
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Why don't you tell me the difference between what's educational leadership and efficient management and how school rhythms definitely affect that.
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And then please discuss on how it involves more people to get those connections as far as in the school, other people involved, management, participation, what's going on in schools.
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You know, leadership and management has been around us from the day one because many times we focus so much on management, which we need to, because when you do look at managing a system, the organization of building and so forth, you have to look at the, the works that's going on, the safety, and how you have the right pieces in place for the building to function well.
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You have to manage the time, the schedule, the curriculum.
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So many aspects of managing a school, but then involved in all of that is a leadership.
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How do you put it together and how do you interpret that and how do you relate that information to the staff to say, okay, if we have a school that has all these pieces in place from a management standpoint, then we can move forward because we don't have to get bogged down in trying to resolve issues that can be either diminished or, exacerbated because we don't pay attention to them.
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So leadership is taken care of.
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And explaining and showing people how to whereas management piece is trying just to make sure everything is functioning at high level and it, it's a blend of the two.
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You cannot have one without the other.
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If you're a leader, you're gonna be able to have a both of them in in, in good shape.
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Frank, you say you can't have one without the other.
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Why is it so often these days that we hear, educational leaders say that, you know, it is better to be an educational leader than a school manager when both of them are actually just as important in some ways, to build up that, that school rhythm you want to incorporate into your building.
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Yeah.
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You know, one reminder that I had when you manage a school, you wanna make sure that everything's in place.
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And when you're leading the school, you need to look behind you, Bryan, and if, if no one's following you be, even if you have a good, managed, well-managed school, but if no one's following you, you're not leading.
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So you have to have people understand what you're trying to accomplish.
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And how you're bringing people forward and how they're taking responsibility to make sure that what, uh, the goals have been set by the leader, but also within the teams they're producing and going forward with those goals.
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Because you can manage the school well, but if you don't, not leading the desire, the interest, the purpose, the goals, the emotions.
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If you're not moving those forward, then you can have the best managed school, but no one's there to lead it and to put it into function.
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It's not gonna work well.
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Frank.
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That brings us full circle to, orchestrated school rhythm.
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in some ways has to be incorporated into someone's code, don't you think someone's code as far as educational code, if this is something you really buy into and believe in so you can implement it properly?
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What do you think about that idea, Frank, and, and speaking on your own personal level, how does orchestrated school rhythms and what you've done it's incorporated into the code you live by and the codes you have?
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Yeah.
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You know, when I, when I think about codes, I'm talking about, I'm thinking about, um, being driven to do something well, be prepared, having expectation, high expectations, and also, being forward thinking and communicating what you believe in so that you establish your own personal code that say, I'm here to be productive.
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I'm here to support the school.
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I'm here to support the students, the staff, the community.
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you have a code of, uh, personal anticipation that you're gonna do the best job that you can.
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And when you talk about the rhythm of the school, you have to look at the whole school as different pieces, but as that work interchange and, and they support each other.
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For example, uh, you know, I've, I've got some, a grandson that's trying to learn how to be a long distance runner, and I was coaching him a little bit and I noticed that he was moving his legs very well and so forth.
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But the rest of his body was just kind of just there by, for the ride.
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His arms are not really moving and kicking, so I said, your whole body's running not just the legs.
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And same thing with school rhythm.
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If we have one piece, that we focus on, let's say on school climate.
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Or safety and so forth, but we ignore the other pieces like assessment or curriculum.
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Then the whole, then the whole orchestrating system, holistic system is not being looked at, not being taken care of.
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And so it's a whole package that you have to take care of, not just pieces.
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Frank, we've talked about the 5Cs in every part of the 5Cs and how the orchestrated school rhythm is a part of each one of those.
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But you also brought the last six C and I wanna make sure that the one that a lot of people don't seem to understand a lot, and that's communication and everything you were discussing right now, you have to have a a solid communication network involved so that people understand, people will buy into what you're trying to do.
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Is that correct?
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Absolutely.
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But because when you talk about communication, you get so much communication from the district level, from the state, the, you know, federal government and so forth.
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Those are the, the policy issues, the legal issues that you have to work with.
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And then you have to interpret those and you have to send those back to the parents.
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Sometimes, Bryan, when we think we're communicating, we're actually informing.
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Which is one way of communication because we're putting out information.
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if you wanna have in communication that's dynamic, that's synergistic, have to open up and say, Hey, what is your input?
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What are you thinking?
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Tell me what you want to see different and done differently.
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And how?
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Because we simply inform people and say, Hey, this is what we're doing.
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This is what we wanna do, and so forth.
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Don't ask for input, that's a one way communication.
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So communication has to be a duality.
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It has to be a give and take, you have to give information, but you also have to sit there and receive information.
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Then you can put it together as a whole picture and sometimes we don't stop to do that because we're in a rush, or we think what we put out is plain and simple, but then it has other implications.
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Frank, What a tremendous conversation we've had today, regarding the 5C uh, turnaround plan.
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I think we've talked about each one of the Cs, we talked about the six unknown C that brought up, and Frank, I wanna give you the final word.
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If you were talking to a today's administrator as somebody who was going to a school to create change, how do you think they would use the orchestrated school model and help them start building something positive in their environment?
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Well, I think you have to observe listen to the whole what's going on around you in the building.
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And also walk around and see and ask and be able to plan beyond the day and beyond the moment.
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Look what's going to happen to this afternoon, tomorrow, the next week, the next month.
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Be willing to receive information, look at the highs and lows, and be able to ask for help.
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Do the research.
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Bryan.
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Sometimes we don't want to take time to.
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To check to see what things are going, find pathways that are positive and uplifting, and also acknowledge that sometimes you don't have the answers.
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Seek expertise, seek input because when we do that, then we are able to find ways to help other people because then we're looking at the whole whole picture.
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that's what we need to do.
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Because when we do that, we're able to find the rhythm keep it going day in and and day out.
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Well, Frank, thank you for joining me today.
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uh, we'll continue having conversations frank, about, uh, various ideas and ideologies that we think can improve school's achievement and school learning in today's society.
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Frank, you don't mind joining me again, would you?
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Absolutely not.
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I'd love to thank you
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All right.
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me here today.
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Thank you for this and to all those listeners, thank you.
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Please, uh, subscribe to our, our channel.
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If you'd like to.
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We'd love to have you become a part of us.
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But in the meantime, thank you for listening and that's hope you have a great day.
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Take care now.
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Bye-bye.
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Thank you.
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Hello, my name is Bryan Wright and I'm the creator of the 5C Turnaround Plan.
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It is a plan designed to assist schools in the implementation of making school programs more effective, and it's a 5C plan that actually helps create positive change in schools.
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The 5Cs are Code Climate, Culture, Curriculum and Connections.
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In each one of those pieces, there is something that can make a positive change in schools.
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This is something I've done within 30 years of being an administrator, and I'm glad to say I think it's been effective in many, many different types of programs.
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I have a guest speaker today who is going to discuss some of these ideas he has that implement inside the 5C program that's gonna make it even more effective for any educator to use during these present times.
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My guest speaker is Dr.
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Frank Davila.
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Frank is an excellent administrator, educational consultant, principal, teacher, but also a motivator of young people for many years.
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I am honored to say he is a mentor of mine, a good friend, and I'm looking forward to hearing what Frank's going to tell us today about Organizational School Rhythms.
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Good morning, Frank.
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How are you doing today?
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I am doing well, Bryan, thank you for letting me be on your podcast today.
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Good to have you Frank.
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Good to have you, Frank, ask you a question.
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Why is, organizational school rhythms so important in the development of a school climate and culture?
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You know, when I wrote this essay while back and I was thinking about why, where do I want to go into that rhythm piece related to organizations?
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I don't know if you recall Bryan, awhile back there was a lot of emphasis and excitement about bio rhythms.
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You know how the body fluctuates throughout the week, the day and the month and so forth, because it's constantly in flux.
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And although there was never any scientific, evidence, I guess, to support it, nevertheless, we have sensations during the day that tell us how we can orchestrate whatever's happening to make it flow easily, and to remove any barriers and to be able to capitalize on things that are going well.
00:02:13.194 --> 00:02:19.854
So, so we have that option to take care of our day in a very smooth and rhythmic manner.
00:02:20.155 --> 00:02:24.205
So when I thought about that, I said, you know what, what can't we think about that, about schools as well?
00:02:24.925 --> 00:02:29.905
And then let me also say from Bryan that, um, I'm a vocalist, I guitar player.
00:02:29.905 --> 00:02:35.604
And, and at that times I, not often, but I get together with a, a good musicians professionals.
00:02:36.354 --> 00:02:40.824
when I, when they play behind me and I'm singing, oh man, that's, uh, the rhythm is beautiful.
00:02:41.169 --> 00:02:47.259
The melody, on the other hand, if it's not, you know, can tell easily that it's out of sync.
00:02:47.919 --> 00:02:56.289
And so when I think of public schools and their school rhythm, they have an option of the day because the schools have an ebb and flow.
00:02:56.860 --> 00:02:58.719
Some days are very positive.
00:02:59.110 --> 00:03:00.879
All of a sudden something happens in the morning.
00:03:01.254 --> 00:03:04.675
Middle of the day throws off what you were planning to do that day.
00:03:05.485 --> 00:03:18.694
you have that emotional tension and also that, uh, kinds of, then challenges that you have to deal with at the moment that can either bring harmony or, or can also interrupt the tempo and the pulse.
00:03:19.405 --> 00:03:28.539
That's what, to me, it's important to have and to understand that the school days an entire function, it's not just bits and pieces, but it's a whole system.
00:03:28.750 --> 00:03:29.875
The whole product of the day.
00:03:31.794 --> 00:03:39.175
So when you're talking about the product of the day, so school orchestrated rhythms can focus on climate as the first thing.
00:03:39.175 --> 00:03:41.365
We can just talk about how it's discussing, how it can make some changes.
00:03:42.729 --> 00:03:53.349
Absolutely, because when you talk about climate, you're talking about how do you make it that's something open, inviting, also supportive and safe and fun.
00:03:53.949 --> 00:03:58.900
So the, the climate of the day, it, it has to start and it goes from day to day.
00:03:58.900 --> 00:04:08.604
It's not something they just plug in from one moment, one morning or one afternoon, it's a whole day because the students are there full time, and so is the staff.
00:04:09.349 --> 00:04:19.379
And if they're gonna create a climate that the students will have a lot of, uh, good connections and emotional connections and social cultural connections, then you have to establish that.
00:04:20.379 --> 00:04:22.689
Climate is not something that you turn on and off.
00:04:24.250 --> 00:04:28.870
obviously you could turn it off and then it'll be very negative, but you have to be aware.
00:04:29.290 --> 00:04:31.720
That's an impact on the student's life for
00:04:31.814 --> 00:04:32.235
that day
00:04:32.829 --> 00:04:37.750
And if you create a safe environment, something that the students want to come back to every the next
00:04:37.894 --> 00:04:38.115
day.
00:04:38.740 --> 00:04:42.009
then they're gonna be learning that's gonna increase their desire to be there.
00:04:42.490 --> 00:04:43.899
If you have a positive climate.
00:04:45.214 --> 00:04:54.625
So can school rhythms become embedded into not just a climate, but incorporate into a culture of a building over, a longer term of time?
00:04:55.449 --> 00:04:56.139
Yeah, because when you
00:04:56.305 --> 00:04:56.454
Talk
00:04:56.560 --> 00:04:57.699
culture, Bryan, we're talking
00:04:57.740 --> 00:04:58.089
about.
00:04:58.750 --> 00:05:07.810
you know, being respectful, being communicative, uh, supportive, celebrating, you know, culture is palpable.
00:05:08.379 --> 00:05:14.019
You know, when you feel that you're wanted there as a staff or a student, then you're uplifted.
00:05:14.649 --> 00:05:16.959
You feel connected and you feel that you belong.
00:05:17.829 --> 00:05:22.480
when you have that kind of a culture, you, you embed within the whole system during the day.
00:05:22.870 --> 00:05:24.069
Everybody's welcome here.
00:05:24.475 --> 00:05:25.735
We're here to succeed.
00:05:26.035 --> 00:05:27.774
We're ahead of here to have a good time.
00:05:28.194 --> 00:05:32.004
We wanna be able to support everybody, and so give it your best.
00:05:32.334 --> 00:05:43.884
And so you establish that culture you embedded within the whole day, from the top, from the leadership, also in the cafeteria, in the gym, everywhere.
00:05:44.209 --> 00:05:48.834
You want to have that culture of respect and support and invitation.
00:05:51.189 --> 00:05:53.259
And that becomes high expectations, does it not?
00:05:53.259 --> 00:05:53.620
Frank,
00:05:54.745 --> 00:05:59.314
Oh yeah, because, once you establish a, Culture by expectations.
00:06:00.529 --> 00:06:12.740
then you bring out the best in not only the staff, but also the students, because it's very easy to bark a lot on what's going on that's negative or that's low, and that's not working well.
00:06:13.370 --> 00:06:16.310
And the thing is, if we need to also do the opposite.
00:06:17.180 --> 00:06:21.350
Focus again on the things that are going well and even increase that.
00:06:21.740 --> 00:06:40.160
The things that are challenging, find a way to work on it, but do it in a way where the culture does not yet become a negative source, because you do wanna challenge people to say, Hey, bring up your, spirit, bring up your knowledge, and then be more practical in how you address the students and so forth.
00:06:41.029 --> 00:06:44.764
But you do so in a way that, you don't tear away from what you're building.
00:06:45.529 --> 00:06:49.584
So again, goes back to embedding that culture of, climate and connectivity.
00:06:51.829 --> 00:06:53.420
Frank, you said, you said bringing out the best.
00:06:53.420 --> 00:06:55.879
And I love when you say bringing out the best in students.
00:06:55.939 --> 00:06:58.850
So orchestrated school rhythm can also.
00:07:00.125 --> 00:07:06.975
Change in how the data that people receive, because let's be honest, if it doesn't change data, then people don't want to use it.
00:07:08.264 --> 00:07:17.175
But at this point in time, we can find some ideas, man, you talking about bringing out the best in people that does best in students, that it actually impacts, uh, data as well, does it not?
00:07:18.360 --> 00:07:18.930
Absolutely.
00:07:18.930 --> 00:07:21.120
Because we are a data-driven society.
00:07:21.120 --> 00:07:29.339
We want to, everything that we look around, whether we're buying a vehicle, we're buying clothing, whatever, or toys, we always look at at the the data.
00:07:29.759 --> 00:07:30.509
Is it safe?
00:07:30.689 --> 00:07:31.949
Is it something that people like?
00:07:32.370 --> 00:07:33.449
Is it gonna make a difference?
00:07:33.839 --> 00:07:43.889
And again, when you're talking about assessment and then data for the students and the, and the outcomes, sometimes we need to focus on the students as well as the data.
00:07:43.889 --> 00:07:55.860
Because if we focus on in the data, we don't look at how that we're supporting and how we're managing, managing the classroom, our coordination.
00:07:56.279 --> 00:08:04.899
Both vertically and horizontally within the teams, vertical, I mean within grade levels, you know, the up above you and below you on the grades.
00:08:05.920 --> 00:08:12.529
We have to find ways to look at data a more holistic point of view.
00:08:13.009 --> 00:08:18.819
In other words, uh, not just at the score, but when you look at the score, we look at also the curriculum.
00:08:19.149 --> 00:08:20.319
How was that designed?
00:08:20.694 --> 00:08:24.985
How was instruction put together and how was the climate in the classroom?
00:08:25.334 --> 00:08:30.954
The discipline, the interchange and exchange among the students, interaction and engagement and so forth?
00:08:31.435 --> 00:08:34.975
So there's so many aspects because the data is at the tell end.
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What goes on prior to the assessment is instruction and the planning and strategies and so forth.
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So when we look at the data and then don't look at what, how we did it, how we arrived at the data, then we haven't learned.
00:08:48.940 --> 00:08:50.980
Because the data tells us what happened.
00:08:51.460 --> 00:08:54.460
We've gotta go back then and say, what the data told us this.
00:08:54.460 --> 00:08:57.580
Okay, let's investigate to see how we got to that data point.
00:08:59.664 --> 00:09:04.195
That connection of the school and that rhythmatic flow of the school definitely can impact that.
00:09:04.195 --> 00:09:05.664
I, I've seen it firsthand.
00:09:05.754 --> 00:09:07.495
We've made some changes involved in that.
00:09:07.884 --> 00:09:15.684
But Frank, you also brought some good points and to make sure I throw this out to you because when you talking about curriculum, we are discussing connections.
00:09:15.894 --> 00:09:23.330
Why don't you tell me the difference between what's educational leadership and efficient management and how school rhythms definitely affect that.
00:09:23.539 --> 00:09:32.299
And then please discuss on how it involves more people to get those connections as far as in the school, other people involved, management, participation, what's going on in schools.
00:09:32.350 --> 00:09:54.850
You know, leadership and management has been around us from the day one because many times we focus so much on management, which we need to, because when you do look at managing a system, the organization of building and so forth, you have to look at the, the works that's going on, the safety, and how you have the right pieces in place for the building to function well.
00:09:55.490 --> 00:09:58.840
You have to manage the time, the schedule, the curriculum.
00:09:58.840 --> 00:10:03.715
So many aspects of managing a school, but then involved in all of that is a leadership.
00:10:04.509 --> 00:10:29.129
How do you put it together and how do you interpret that and how do you relate that information to the staff to say, okay, if we have a school that has all these pieces in place from a management standpoint, then we can move forward because we don't have to get bogged down in trying to resolve issues that can be either diminished or, exacerbated because we don't pay attention to them.
00:10:29.580 --> 00:10:31.409
So leadership is taken care of.
00:10:32.250 --> 00:10:45.029
And explaining and showing people how to whereas management piece is trying just to make sure everything is functioning at high level and it, it's a blend of the two.
00:10:45.029 --> 00:10:47.100
You cannot have one without the other.
00:10:47.429 --> 00:10:51.509
If you're a leader, you're gonna be able to have a both of them in in, in good shape.
00:10:52.970 --> 00:10:54.590
Frank, you say you can't have one without the other.
00:10:54.590 --> 00:11:11.730
Why is it so often these days that we hear, educational leaders say that, you know, it is better to be an educational leader than a school manager when both of them are actually just as important in some ways, to build up that, that school rhythm you want to incorporate into your building.
00:11:12.315 --> 00:11:12.644
Yeah.
00:11:13.125 --> 00:11:18.134
You know, one reminder that I had when you manage a school, you wanna make sure that everything's in place.
00:11:18.884 --> 00:11:29.835
And when you're leading the school, you need to look behind you, Bryan, and if, if no one's following you be, even if you have a good, managed, well-managed school, but if no one's following you, you're not leading.
00:11:30.735 --> 00:11:35.924
So you have to have people understand what you're trying to accomplish.
00:11:36.524 --> 00:11:51.495
And how you're bringing people forward and how they're taking responsibility to make sure that what, uh, the goals have been set by the leader, but also within the teams they're producing and going forward with those goals.
00:11:52.154 --> 00:12:00.825
Because you can manage the school well, but if you don't, not leading the desire, the interest, the purpose, the goals, the emotions.
00:12:00.855 --> 00:12:08.335
If you're not moving those forward, then you can have the best managed school, but no one's there to lead it and to put it into function.
00:12:08.664 --> 00:12:09.715
It's not gonna work well.
00:12:12.200 --> 00:12:12.440
Frank.
00:12:12.440 --> 00:12:16.179
That brings us full circle to, orchestrated school rhythm.
00:12:16.549 --> 00:12:26.000
in some ways has to be incorporated into someone's code, don't you think someone's code as far as educational code, if this is something you really buy into and believe in so you can implement it properly?
00:12:26.210 --> 00:12:36.100
What do you think about that idea, Frank, and, and speaking on your own personal level, how does orchestrated school rhythms and what you've done it's incorporated into the code you live by and the codes you have?
00:12:36.149 --> 00:12:36.480
Yeah.
00:12:37.230 --> 00:13:01.769
You know, when I, when I think about codes, I'm talking about, I'm thinking about, um, being driven to do something well, be prepared, having expectation, high expectations, and also, being forward thinking and communicating what you believe in so that you establish your own personal code that say, I'm here to be productive.
00:13:02.289 --> 00:13:03.759
I'm here to support the school.
00:13:03.779 --> 00:13:06.240
I'm here to support the students, the staff, the community.
00:13:06.929 --> 00:13:11.784
you have a code of, uh, personal anticipation that you're gonna do the best job that you can.
00:13:12.899 --> 00:13:24.259
And when you talk about the rhythm of the school, you have to look at the whole school as different pieces, but as that work interchange and, and they support each other.
00:13:24.649 --> 00:13:37.279
For example, uh, you know, I've, I've got some, a grandson that's trying to learn how to be a long distance runner, and I was coaching him a little bit and I noticed that he was moving his legs very well and so forth.
00:13:37.835 --> 00:13:41.705
But the rest of his body was just kind of just there by, for the ride.
00:13:41.945 --> 00:13:47.245
His arms are not really moving and kicking, so I said, your whole body's running not just the legs.
00:13:47.695 --> 00:13:49.014
And same thing with school rhythm.
00:13:49.615 --> 00:13:54.595
If we have one piece, that we focus on, let's say on school climate.
00:13:55.225 --> 00:13:59.605
Or safety and so forth, but we ignore the other pieces like assessment or curriculum.
00:14:00.235 --> 00:14:06.565
Then the whole, then the whole orchestrating system, holistic system is not being looked at, not being taken care of.
00:14:07.225 --> 00:14:11.784
And so it's a whole package that you have to take care of, not just pieces.
00:14:13.904 --> 00:14:20.434
Frank, we've talked about the 5Cs in every part of the 5Cs and how the orchestrated school rhythm is a part of each one of those.
00:14:20.825 --> 00:14:37.205
But you also brought the last six C and I wanna make sure that the one that a lot of people don't seem to understand a lot, and that's communication and everything you were discussing right now, you have to have a a solid communication network involved so that people understand, people will buy into what you're trying to do.
00:14:37.205 --> 00:14:37.894
Is that correct?
00:14:39.019 --> 00:14:39.500
Absolutely.
00:14:39.500 --> 00:14:49.879
But because when you talk about communication, you get so much communication from the district level, from the state, the, you know, federal government and so forth.
00:14:49.970 --> 00:14:54.139
Those are the, the policy issues, the legal issues that you have to work with.
00:14:54.679 --> 00:14:57.860
And then you have to interpret those and you have to send those back to the parents.
00:14:58.250 --> 00:15:02.299
Sometimes, Bryan, when we think we're communicating, we're actually informing.
00:15:03.019 --> 00:15:06.379
Which is one way of communication because we're putting out information.
00:15:07.039 --> 00:15:15.230
if you wanna have in communication that's dynamic, that's synergistic, have to open up and say, Hey, what is your input?
00:15:15.610 --> 00:15:16.679
What are you thinking?
00:15:17.389 --> 00:15:19.940
Tell me what you want to see different and done differently.
00:15:19.940 --> 00:15:20.509
And how?
00:15:21.169 --> 00:15:23.840
Because we simply inform people and say, Hey, this is what we're doing.
00:15:23.840 --> 00:15:25.220
This is what we wanna do, and so forth.
00:15:25.610 --> 00:15:28.455
Don't ask for input, that's a one way communication.
00:15:28.934 --> 00:15:30.975
So communication has to be a duality.
00:15:30.975 --> 00:15:38.294
It has to be a give and take, you have to give information, but you also have to sit there and receive information.
00:15:38.804 --> 00:15:52.575
Then you can put it together as a whole picture and sometimes we don't stop to do that because we're in a rush, or we think what we put out is plain and simple, but then it has other implications.
00:15:54.149 --> 00:16:00.000
Frank, What a tremendous conversation we've had today, regarding the 5C uh, turnaround plan.
00:16:00.000 --> 00:16:07.110
I think we've talked about each one of the Cs, we talked about the six unknown C that brought up, and Frank, I wanna give you the final word.
00:16:07.500 --> 00:16:19.440
If you were talking to a today's administrator as somebody who was going to a school to create change, how do you think they would use the orchestrated school model and help them start building something positive in their environment?
00:16:20.769 --> 00:16:26.154
Well, I think you have to observe listen to the whole what's going on around you in the building.
00:16:27.029 --> 00:16:33.899
And also walk around and see and ask and be able to plan beyond the day and beyond the moment.
00:16:34.320 --> 00:16:37.679
Look what's going to happen to this afternoon, tomorrow, the next week, the next month.
00:16:38.279 --> 00:16:43.860
Be willing to receive information, look at the highs and lows, and be able to ask for help.
00:16:44.190 --> 00:16:45.090
Do the research.
00:16:45.149 --> 00:16:45.519
Bryan.
00:16:45.539 --> 00:16:47.789
Sometimes we don't want to take time to.
00:16:48.500 --> 00:16:56.899
To check to see what things are going, find pathways that are positive and uplifting, and also acknowledge that sometimes you don't have the answers.
00:16:57.230 --> 00:17:07.220
Seek expertise, seek input because when we do that, then we are able to find ways to help other people because then we're looking at the whole whole picture.
00:17:07.940 --> 00:17:08.839
that's what we need to do.
00:17:09.619 --> 00:17:14.720
Because when we do that, we're able to find the rhythm keep it going day in and and day out.
00:17:16.335 --> 00:17:18.285
Well, Frank, thank you for joining me today.
00:17:18.974 --> 00:17:29.234
uh, we'll continue having conversations frank, about, uh, various ideas and ideologies that we think can improve school's achievement and school learning in today's society.
00:17:29.535 --> 00:17:31.065
Frank, you don't mind joining me again, would you?
00:17:31.859 --> 00:17:32.490
Absolutely not.
00:17:32.609 --> 00:17:33.690
I'd love to thank you
00:17:33.734 --> 00:17:34.184
All right.
00:17:34.289 --> 00:17:34.950
me here today.
00:17:35.305 --> 00:17:38.125
Thank you for this and to all those listeners, thank you.
00:17:38.394 --> 00:17:41.035
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00:17:41.275 --> 00:17:41.934
If you'd like to.
00:17:41.934 --> 00:17:43.914
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00:17:44.214 --> 00:17:47.204
But in the meantime, thank you for listening and that's hope you have a great day.
00:17:47.325 --> 00:17:47.775
Take care now.
00:17:47.775 --> 00:17:47.894
Bye-bye.
00:17:48.765 --> 00:17:49.154
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