Practical Productivity for School Leaders with Rich Czyz

WEBVTT
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Hello everyone and welcome back to another episode
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of FocusED where we shine a light on what matters
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most in education today. I'm Joe and TJ and we
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are the Schoolhouse302. FocusED is a collaborative
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program with our partners from the Delaware Department
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of Education and Wilmington University where
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we bring you innovative conversations from thought
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leaders, practitioners, and educational voices
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that are shaping the future of teaching and learning.
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At the end of the show, definitely listen to
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our message about our sponsor, Bullseye. It's
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a solution you need to be a stronger instructional
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leader and manage everything from walkthrough
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feedback to professional learning. And you know
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we are all about that here at The Schoolhouse
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302. And don't forget to follow us at theschoolhouse302
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.com and like and share for more leadership content
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and to connect with us for leadership coaching.
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professional learning, and more. As always, we
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hope that you enjoyed this episode of Focus Ed,
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and we can't wait to hear from you. Hello, everyone,
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and welcome to Focus Ed, where we invite expert
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guests to join us, and we are thrilled to have
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Rich Czyz on the show with us. Welcome, Rich,
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to Focus Ed. Glad to be here. Today, we are totally
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focused on productivity for school leaders, and
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we couldn't think of anyone better than you,
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Rich, to have on the show. TJ, why don't you
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tell our audience a bit more about Rich? First
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thing, Joe, Rich Czyz is the principal of Yardville
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Elementary and co -founder of 4oClockFaculty
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.com. He's authored four books, including The
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4 O 'Clock Faculty, The Secret Sauce. Rogue Leader
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and Autopilot, which we're going to be talking
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about today. Rich is passionate about creating
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productive and focused environments and engaging
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all stakeholders in meaningful and relevant learning
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opportunities. Rich, we're going to get started
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here with your book called Autopilot, Practical
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Productivity for School Leaders. We have a number
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of school leaders in the room. and a large audience
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that listens to this podcast. And I want to start
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with this question about why you wrote this book,
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Autopilot. What compelled you to write it? And
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what do you want educators to take from it? Yeah,
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so it started as a book kind of out of the pandemic.
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So when I was kind of stuck home and trying to
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figure out different ways to do things. And what
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I really find is that a lot of our school leaders
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are on the verge of burnout. There's more added
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to our plates on a daily basis. There's more
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that we have to do. And I think it's for those
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leaders trying to figure out a different way
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to do things, trying to be more efficient, more
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productive in what they do. But not only that,
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it's not about just eliminating things to add
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more things to our plate. It's about eliminating
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things to do more meaningful things within the
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school. So it's really for school leaders to
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find their way and hopefully not burn out and,
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you know, again, be a little bit more productive
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on a daily basis. Which I think everybody in
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the audience agrees as practitioners ourselves.
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The plate is always full to the point now where
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it's just spilling all over the table. From your
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experience, I just because you are. still running
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a building, your leadership is evident each day.
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What are you seeing as those things really occupying
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leaders' times that is also that is out of their
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control that could contribute to this burnout?
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Yeah, I think the biggest piece is it's the daily
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fires, right? It's those things that we're putting
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out on a regular basis, the things that you don't
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plan for when you walk in in the morning. And
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I think that's the toughest part for school leaders.
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You really have to prioritize strategy over reaction.
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And I think that's the biggest piece. So within
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the book, I talk about some different systems
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to implement to be more proactive as a leader
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so that hopefully, you know, it's not like we're
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going to completely eliminate those fires. What
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you want to do is have those systems in place
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so that when the fires do come up, it's not completely
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derailing you as a school leader. So I think
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that's the biggest piece. It's those daily fires
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that we're doing. It's a lot of kind of the,
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what I would call it, administrivia, right? It's
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all those tasks that maybe could be automated,
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maybe could be delegated, things that different
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school leaders could do to hopefully... allow
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us to, you know, again, get to the meaningful
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stuff. And I think that's the difficult part
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as a school leader. the job and the day is running
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us before we can fix that. And sometimes people
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like, this is just what it is. This is how I
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watched my administrator this way when I was
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a teacher. And now I'm just putting out the fires.
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Like you said, what are some of the signs and
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signals that it's off the tracks and we need
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to get it back on so that we can do the meaningful
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work is something to look for. That's a, that's
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a, a true sign that. We need to fix things. Yeah.
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So I use the tagline, are you running the school
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or is the school running you, right? And I think
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that's exactly what you're talking about is a
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lot of times leaders are stuck with the school
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running them. And I think the biggest, probably
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the number one sign is that your to -do list
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is just built up of everybody else's to -do list,
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right? So when you're constantly checking off
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items that are other people's items, that's when
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You know, you know, as a leader, you're kind
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of stuck in that rut. So I think if you can take
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a look at that, I think that's a signal. You
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know, we have to get beyond that. Right. You
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have to get beyond the to do list that is just
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made up of everybody else. You know, I like to
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kind of talk about the problem solving vending
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machine, you know, because as a school leader,
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you sometimes feel like that vending machine.
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Right. Somebody comes into your office. If you
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have that open door policy and. they dump a problem
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on you and now suddenly it's your problem to
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kind of fix. And I think that's what we want
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to avoid as school leaders. So you want to, yes,
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have that open door policy, but I think sometimes
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it's okay to close the door, right? If you are
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working on something that's very important and
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you have to close the door in order to get that
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done. I think, you know, another signal is once
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that door is closed, if you have people interrupting,
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right, they're coming in to steal. dump their
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problems on you. I think it's important to be
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able to close that door and get your important
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work done. Rich, I want to underscore why it's
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so important to move beyond someone else filling
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your to -do list. And I share that because mainly
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that may not be moving the instructional needle
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for students, for staff. It might be, like you
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said, just fires. And yes, it's management. but
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it's not necessarily educating our students.
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But how do you do that? How do you go beyond?
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You share about closing your door. I believe
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also open door policies never were meant to be
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completely open. So anybody could just walk through
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and interrupt the day. But what are some other
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strategies you could give to our administrators
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that are listening? Really, how do I not have
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a to -do list that is always someone else's to
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-do list? Yeah, so I think the number one, you
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know, the number one piece of advice I would
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give any school leader is elimination being your
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best friend. Right. So I think if anybody were
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to do a time inventory, right, take a week, see
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how you actually spend that week, write down
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everything that you do, time block it, put it
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on your calendar, however you want to do it,
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whether it's a, you know, I'm an old school guy
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using notebook to document everything. Some people
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might want to do it as a digital calendar. But,
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you know, document everything that happens during
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the week and find out what it is that you can
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get rid of. If it is, you know, just the stuff
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that we've always been doing, right? We've been
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doing this since the last leader was here and
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I kind of inherited it from the last leader.
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Is it truly valuable, right? Is it providing
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value to your teachers? Is it providing value
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to your students? And if it's not, that's something
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we should get rid of. The other the other big
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piece I would suggest for school leaders is building
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that downtime into your schedule. So when you
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are time blocking your schedule, I use something
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called daily disaster downtime. Right. So, you
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know, on a on a manic Monday or, you know, tornado
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Thursday, when those when those fires are coming
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up, I have an empty block within my schedule
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so that if those fires do come up. I can handle
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them. And if they don't come up, then that's
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extra time when I can get to some of the more
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meaningful stuff. You know, being able to delegate
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and pass those things off to other people will
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allow you more time to be in classrooms, right?
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To be that true instructional leader within the
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building. What did you call that time? Disaster.
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Daily disaster downtime. Daily disaster downtime.
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That's really good. We teach people to do reverse
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time blocking. So yes, we time block. And then
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we also reverse time block so that we know what
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actually happened, including whatever disaster
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came up that you filled that time with. So that's
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really good and dovetails on a lot of the programming
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that we have in the coaching that we do. I wonder
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too, in that same vein, Rich, if you could tell
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us some tasks that... some tasks that school
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leaders should almost never be doing themselves,
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like talk about elimination and also delegation.
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Are there things that you see school leaders
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do regularly that you're like, that's just something
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you should never be doing? That's somebody else's
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job. Yeah, I think the number one thing that
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most leaders kind of get caught up with is the
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inbox, right? That can be one of the big disasters
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for school leaders on a daily basis. And I think
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it's when leaders are living in the inbox, right,
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when they're in it all day long. And you're kind
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of just, you know, responsible to everybody else
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who's choosing to email you at that time. And
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so the strategy that I use, I'm a huge fan of
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the movie Jaws. So I stole the line from Jaws,
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but getting a bigger boat. In this case, a boat
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is a blocked off answering time. And that is
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a strategy where you are only going into that
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email inbox a few times a day. So for me, I have
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three specific times. I'll go in first thing
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in the morning for about a half hour. I'll go
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in midday for another 20, 25 minutes. And then
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at the end of the day for another 20, 25 minutes.
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That allows me to get stuff done in between those
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times. I'm not sitting in the inbox all day long.
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I'm not answering emails the moment they come
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in. I think that's another piece is you kind
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of have to train people to, you're going to get
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back to them. You're going to answer it within
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24 hours, whatever your rule may be. But not
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being instantly available to everybody who suddenly
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wants to email you. anytime they want to. So
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I think that's a big piece of elimination, right?
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Is trying to figure out a way to manage that
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inbox and manage that email. You know, I think
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the other piece that is important in trying to
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eliminate, trying to keep things as far as grouped
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together, right? So I use theme days to... to
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really manage what I'm doing. So like all of
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my classroom walkthroughs, I might do on a specific
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day, visiting all of my new teachers on another
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specific day, right? Working with them, meeting
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with them. So I think theming your days can also
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help to kind of manage what you're trying to
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do as a school leader. Rich, I'm going to underscore
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a couple of things because I do not want them
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to be lost because they're incredible strategies.
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One is I agree 100 % with the theme days. Thursdays
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for me as a superintendent, I'm in buildings.
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I did not see my office today at all. So that
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has helped really me and forced me to get out
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and about. So I agree with you. If you're in
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a building, you're a building principal, it can
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really help you visit those new teachers, visit
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those veteran teachers. Or like you said, even
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if it's just certain classrooms and certain kids,
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you know, long -term subs. You got to get out
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there or things will happen like those little
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fires. Regarding email, this is something TJ
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and I talk about all the time. Don't leave it
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open. I think that's a mistake people make. They
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just leave it open. And that ding will give you
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PTSD. I'm truly now a believer in this. There's
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two strategies also. I think it's fair to put
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in your out of office reply when you check your
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email. Now as a superintendent, I'll also say
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check off with your superintendent, but it's
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okay to communicate. This is how I work email,
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because if the parents don't know that you check
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it three times a day during these times, they
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may not think you're being responsive enough,
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or it may direct them look if it's an emergency,
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don't use email. So that can help a feature I
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just found out that I has helped myself and I
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think my team is the snooze button. on emails.
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So I'm a big believer in not checking email twice,
00:15:06.720 --> 00:15:09.559
although that's hard. There is a feature now
00:15:09.559 --> 00:15:12.620
in Outlook. You can snooze emails. It disappears
00:15:12.620 --> 00:15:16.960
out of your inbox and will reappear when you're
00:15:16.960 --> 00:15:19.399
ready to look at it. That has helped considerably
00:15:19.399 --> 00:15:22.519
on things that just I need to schedule. And then
00:15:22.519 --> 00:15:24.679
it pops up when during that scheduled time and
00:15:24.679 --> 00:15:27.299
I know I got to look at it. So I think those
00:15:27.299 --> 00:15:29.919
are just some tried and true behaviors, some
00:15:29.919 --> 00:15:32.840
tricks that can really help do what you said,
00:15:32.960 --> 00:15:35.720
eliminate and really allow you to control your
00:15:35.720 --> 00:15:39.799
time. Yeah, 100%. Those are awesome strategies.
00:15:40.799 --> 00:15:42.919
You know, I kind of follow a touch it once rule
00:15:42.919 --> 00:15:45.899
as well is, you know, I'm going to look at that
00:15:45.899 --> 00:15:48.299
email. I'm going to look at it quickly, usually,
00:15:48.320 --> 00:15:50.419
and I'm going to determine what to do with it.
00:15:50.480 --> 00:15:52.860
Is it something I need to act on? Is it something
00:15:52.860 --> 00:15:56.019
I'm going to pass along to somebody else? delegate
00:15:56.019 --> 00:15:58.480
that to somebody else to deal with? Or is it
00:15:58.480 --> 00:16:02.080
something I don't need to respond to? I think
00:16:02.080 --> 00:16:04.620
the worst thing that we ever did with email is
00:16:04.620 --> 00:16:08.399
somebody created the copy function, right? And
00:16:08.399 --> 00:16:10.700
you get copied on emails that really have nothing
00:16:10.700 --> 00:16:12.399
to do with you. Somebody's letting you know,
00:16:12.440 --> 00:16:15.700
they're giving you the FYI. But I think that's
00:16:15.700 --> 00:16:17.879
a big one too, is if it has nothing to do with
00:16:17.879 --> 00:16:20.139
you, I'm filing it, getting rid of it, and I'm
00:16:20.139 --> 00:16:25.210
moving on to the next one. I was wondering about
00:16:25.210 --> 00:16:30.830
mindset shifts for leaders. And I love this conversation
00:16:30.830 --> 00:16:33.309
about email because I think that what you're
00:16:33.309 --> 00:16:36.629
describing is a mindset shift. Email has become
00:16:36.629 --> 00:16:39.629
too much like text messaging. It was just never
00:16:39.629 --> 00:16:42.970
meant to be what we're using it for. Like people
00:16:42.970 --> 00:16:46.129
email you and then they think you're going to
00:16:46.129 --> 00:16:48.149
email them right back. Like you're just staring
00:16:48.149 --> 00:16:50.879
at email. These are really good. It's really
00:16:50.879 --> 00:16:53.100
good advice, but it's a mindset shift a little
00:16:53.100 --> 00:16:57.159
bit to be checking your email three times a day,
00:16:57.200 --> 00:16:59.779
even what Joe said, putting that on your email,
00:16:59.899 --> 00:17:03.379
because I think there's the notion that it's
00:17:03.379 --> 00:17:05.779
just easier if I do it myself. It's just easier
00:17:05.779 --> 00:17:08.119
if I do it now. It's just easier if I get rid
00:17:08.119 --> 00:17:13.220
of this and delete it. How can you help school
00:17:13.220 --> 00:17:16.559
leaders change their mind about that? that sentiment
00:17:16.559 --> 00:17:18.740
that it's just easier if I do this myself, it's
00:17:18.740 --> 00:17:23.339
just easier. Yeah, that's a difficult shift for
00:17:23.339 --> 00:17:26.900
a lot of school leaders. In the book, I do talk
00:17:26.900 --> 00:17:31.039
about something called, instead of multitasking,
00:17:31.119 --> 00:17:32.920
right? As a leader, you can take on everything
00:17:32.920 --> 00:17:35.920
yourself and you can do everything yourself because
00:17:35.920 --> 00:17:39.259
you know you're doing it the right way. I like
00:17:39.259 --> 00:17:43.400
to shift from multitasking to the idea of multi
00:17:43.400 --> 00:17:48.789
-asking. And that idea is having everyone else
00:17:48.789 --> 00:17:50.890
help you, right? Again, you could do everything
00:17:50.890 --> 00:17:53.769
yourself, but I think it's a lot easier when
00:17:53.769 --> 00:17:56.890
you are trusting others. I like to use the phrase
00:17:56.890 --> 00:18:00.549
delegating and elevating, right? So I think those
00:18:00.549 --> 00:18:03.230
people who are around you, there are plenty of,
00:18:03.369 --> 00:18:06.769
and I use the term school leader specifically,
00:18:07.150 --> 00:18:10.480
right? Because Yes, you may be an administrator.
00:18:10.740 --> 00:18:13.519
Yes, you may be a principal, a supervisor, a
00:18:13.519 --> 00:18:16.220
superintendent, right, where you have a formal
00:18:16.220 --> 00:18:19.400
title. But you also may be a school leader in
00:18:19.400 --> 00:18:21.900
the sense that you are leading the school, right?
00:18:22.000 --> 00:18:23.980
You may be a teacher. You may be an aide. You
00:18:23.980 --> 00:18:26.200
may be someone who is taking on a role within
00:18:26.200 --> 00:18:29.559
that school. I like to say that everybody runs
00:18:29.559 --> 00:18:33.059
our school, Yardville Elementary, because it's
00:18:33.059 --> 00:18:35.920
not just me, right? It's everyone who's chipping
00:18:35.920 --> 00:18:39.559
in to run it. So I think when you can Ask others
00:18:39.559 --> 00:18:41.940
and you can instead of multitasking, you can
00:18:41.940 --> 00:18:43.859
multi ask and find those others who are willing
00:18:43.859 --> 00:18:46.819
to do things. One of the examples I talk about
00:18:46.819 --> 00:18:50.200
in the book is our announcements. Our morning
00:18:50.200 --> 00:18:52.480
announcements are done by our fifth graders and
00:18:52.480 --> 00:18:54.380
I bring them down. I kind of run them through
00:18:54.380 --> 00:18:56.160
a little boot camp at the beginning of the year.
00:18:56.319 --> 00:19:00.000
Our new announcers for two weeks, give them all
00:19:00.000 --> 00:19:02.980
the roles, all the tasks. I give them templates
00:19:02.980 --> 00:19:05.059
to use to do the announcements each morning.
00:19:05.500 --> 00:19:07.920
And after that two week boot camp, I can trust
00:19:07.920 --> 00:19:10.680
any of them to do the job all year long. So,
00:19:10.779 --> 00:19:12.539
you know, I've been in other schools where it's
00:19:12.539 --> 00:19:14.559
maybe the school counselor or it's a teacher
00:19:14.559 --> 00:19:17.460
or or an administrator or somebody who's doing
00:19:17.460 --> 00:19:20.700
those announcements every morning. So I think
00:19:20.700 --> 00:19:23.619
even, you know, trying to delegate to students
00:19:23.619 --> 00:19:26.279
is important. Right. It gives them that leadership
00:19:26.279 --> 00:19:29.500
role. But I think trying to elevate everybody
00:19:29.500 --> 00:19:33.759
within the school can help to improve the overall
00:19:33.759 --> 00:19:37.970
function of the school. for everyone and rich
00:19:37.970 --> 00:19:40.109
you said two weeks correct you train them for
00:19:40.109 --> 00:19:43.049
two weeks yeah just about two weeks at the beginning
00:19:43.049 --> 00:19:45.569
of the year we kind of work on it together and
00:19:45.569 --> 00:19:48.829
i kind of walk them through it i followed up
00:19:48.829 --> 00:19:53.269
with that because so often teach our administrators
00:19:53.269 --> 00:19:56.369
will think you know it's just easier if i do
00:19:56.369 --> 00:19:59.750
it or they have control issues they may not admit
00:19:59.750 --> 00:20:04.119
they have control right troll issues so Would
00:20:04.119 --> 00:20:07.640
you follow the same logic when you are delegating,
00:20:07.640 --> 00:20:10.319
when you are saying, look, there's yard bills
00:20:10.319 --> 00:20:13.500
run by a lot more individuals than just me. How
00:20:13.500 --> 00:20:16.140
do you go about delegating, but ensuring that
00:20:16.140 --> 00:20:19.980
work gets done by that same logic, that same
00:20:19.980 --> 00:20:22.299
philosophy of, look, I'm going to model it, show
00:20:22.299 --> 00:20:26.299
it, train, and then release. Yeah, I think there
00:20:26.299 --> 00:20:29.019
are certainly trade -offs when you are delegating,
00:20:29.059 --> 00:20:31.240
right? Because again, you have to trust that
00:20:31.240 --> 00:20:33.839
people are going to get the job done. Now, I
00:20:33.839 --> 00:20:35.880
think one of the biggest tradeoffs is you have
00:20:35.880 --> 00:20:38.059
to accept that people might not necessarily do
00:20:38.059 --> 00:20:41.380
the job the same way that you would. Right. So,
00:20:41.440 --> 00:20:44.859
yes, you could train them. You know, you could
00:20:44.859 --> 00:20:46.319
show them every way to do it. And especially,
00:20:46.500 --> 00:20:48.720
you know, the example that I give with our student
00:20:48.720 --> 00:20:50.920
announcers, there are certainly days where they
00:20:50.920 --> 00:20:53.420
make mistakes. Right. But it's about learning
00:20:53.420 --> 00:20:56.059
from those mistakes. Right. Here's what happened
00:20:56.059 --> 00:20:58.279
yesterday. Let's try to do it this way today.
00:20:59.680 --> 00:21:02.000
But I think when you are delegating, you do have
00:21:02.000 --> 00:21:04.599
to accept that people might do things a little
00:21:04.599 --> 00:21:07.339
bit differently than you. You have to give them
00:21:07.339 --> 00:21:10.000
kind of the training. I'm a firm believer in
00:21:10.000 --> 00:21:12.960
getting out of the way, right? Usually, if you're
00:21:12.960 --> 00:21:16.359
trusting someone to do something, you know, you're
00:21:16.359 --> 00:21:18.900
checking in to make sure it's getting done, but
00:21:18.900 --> 00:21:21.039
also giving them the flexibility to do it in
00:21:21.039 --> 00:21:23.380
a way that they feel comfortable with, right?
00:21:24.339 --> 00:21:26.579
And I think a lot of times what ends up happening
00:21:26.579 --> 00:21:29.519
is you're elevating those people, right? I've
00:21:29.519 --> 00:21:31.240
had any number of staff members that I've worked
00:21:31.240 --> 00:21:34.619
with in my current building in previous roles
00:21:34.619 --> 00:21:37.259
where they've gone on to their own leadership
00:21:37.259 --> 00:21:39.599
roles. And I think it is the trust that you put
00:21:39.599 --> 00:21:42.140
in them. The same thing happened for me, right?
00:21:42.200 --> 00:21:44.720
I had mentors who, you know, when I was a teacher,
00:21:44.859 --> 00:21:47.359
allowed me to take on certain projects or certain
00:21:47.359 --> 00:21:49.960
things within the building. And I think through
00:21:49.960 --> 00:21:52.640
that, everyone improves. And I think that's the
00:21:52.640 --> 00:21:55.319
important piece. So I think, yes, it does come
00:21:55.319 --> 00:21:58.079
down to training, but it also comes down to allowing
00:21:58.079 --> 00:22:00.720
people to do things the way that's going to work
00:22:00.720 --> 00:22:05.180
for them as well. Yeah, I think it's Jocko Willink,
00:22:05.180 --> 00:22:08.339
I could be wrong, who says you have to figure
00:22:08.339 --> 00:22:11.940
the percentage of how well they would do it like
00:22:11.940 --> 00:22:15.259
you compared to them in terms of acceptance.
00:22:15.400 --> 00:22:17.420
So like if they're going to do it to 80, the
00:22:17.420 --> 00:22:20.099
fifth graders are going to do it. to 80 % of
00:22:20.099 --> 00:22:23.279
my 100%, it's still better to get that 80 % without
00:22:23.279 --> 00:22:26.200
having to put together my 100 % every single
00:22:26.200 --> 00:22:29.779
time. So you're always accepting the difference
00:22:29.779 --> 00:22:32.960
between how well they do it and how well you
00:22:32.960 --> 00:22:35.460
would have done it yourself. And then that all
00:22:35.460 --> 00:22:37.859
gets delegated so that you could go do other
00:22:37.859 --> 00:22:40.480
things. And I like that you brought up the trust
00:22:40.480 --> 00:22:42.880
and the culture part of that, because when we
00:22:42.880 --> 00:22:44.940
delegate that to the fifth graders, then they
00:22:44.940 --> 00:22:47.930
become take pride in it. When you delegate to
00:22:47.930 --> 00:22:49.950
a teacher or somebody else in the school and
00:22:49.950 --> 00:22:52.529
they can take pride in that work, oftentimes
00:22:52.529 --> 00:22:56.250
when we micromanage everything, we're stealing
00:22:56.250 --> 00:23:00.690
work that people would be proud of doing for
00:23:00.690 --> 00:23:03.250
the school. I want to switch gears. We just have
00:23:03.250 --> 00:23:05.289
a few minutes left, but I want to ask a couple
00:23:05.289 --> 00:23:07.269
of questions. I just mentioned Jocko Willink.
00:23:07.349 --> 00:23:11.619
Are there other authors? who you follow, authors
00:23:11.619 --> 00:23:14.319
in education, outside of education for your own
00:23:14.319 --> 00:23:16.519
leadership growth. I mean, you just wrote your
00:23:16.519 --> 00:23:21.140
fourth book. You're a principal. You have a company.
00:23:22.640 --> 00:23:25.339
Where do you get your inspiration and where are
00:23:25.339 --> 00:23:29.160
you continuing to go to learn and grow? Yeah,
00:23:29.180 --> 00:23:32.720
so my favorite author is Seth Godin. So he does
00:23:32.720 --> 00:23:35.019
a daily blog. He's been doing it for many, many
00:23:35.019 --> 00:23:38.940
years. And I can see some recognition of Seth
00:23:38.940 --> 00:23:41.779
Godin there. But I love his books. One of my
00:23:41.779 --> 00:23:44.819
favorite books that he wrote is Linchpin. And
00:23:44.819 --> 00:23:47.740
in Linchpin, he kind of talks about how to be
00:23:47.740 --> 00:23:54.930
that person who is necessary for the... organization
00:23:54.930 --> 00:23:57.470
to function, right? Like what can you do to be
00:23:57.470 --> 00:23:59.710
absolutely necessary for that organization to
00:23:59.710 --> 00:24:02.109
function? So he's one of my favorites. I love
00:24:02.109 --> 00:24:04.809
reading his daily blogs because sometimes it's
00:24:04.809 --> 00:24:07.430
just, you know, 20 to 40 words, but he's getting
00:24:07.430 --> 00:24:10.250
such an important message in there. So he's one
00:24:10.250 --> 00:24:14.210
of my favorites. I also love Austin Kleon, show
00:24:14.210 --> 00:24:18.109
your work and steal like an artist. So that's
00:24:18.109 --> 00:24:21.230
about creativity and, you know, being creative
00:24:21.230 --> 00:24:23.539
in what you're trying to do. There's another
00:24:23.539 --> 00:24:27.779
great book called Creative Trespassing by Tanya
00:24:27.779 --> 00:24:30.920
Kattan, who talks about bringing joy into your
00:24:30.920 --> 00:24:37.440
daily work. And so I usually kind of travel outside
00:24:37.440 --> 00:24:39.779
of the education world in the books that I'm
00:24:39.779 --> 00:24:41.720
reading. I do a lot of nonfiction reading, but
00:24:41.720 --> 00:24:44.539
yeah, those are some of my favorite authors.
00:24:46.059 --> 00:24:50.140
Yeah. TJ's man crush is definitely Seth Godin.
00:24:51.440 --> 00:24:53.319
I don't think we have a conversation without
00:24:53.319 --> 00:24:57.079
quoting Seth Godin. And we did have Austin Kleon
00:24:57.079 --> 00:25:00.039
on our show, another podcast we used to run a
00:25:00.039 --> 00:25:02.619
few years ago. That's going back. It was called
00:25:02.619 --> 00:25:04.460
The One Thing Series, and it was a phenomenal
00:25:04.460 --> 00:25:08.680
interview. So I have not heard about creative
00:25:08.680 --> 00:25:13.019
trespassing, so I'm definitely going to check
00:25:13.019 --> 00:25:17.579
that one out. That's new. Thinking about growing
00:25:17.579 --> 00:25:23.380
and intentionality. Is there a daily habit that
00:25:23.380 --> 00:25:26.079
you have, Rich, that you do that makes a big
00:25:26.079 --> 00:25:27.660
difference? You already mentioned like reading
00:25:27.660 --> 00:25:30.819
the daily blog, but is there another habit that
00:25:30.819 --> 00:25:34.200
you feel makes a real difference in your leadership
00:25:34.200 --> 00:25:38.319
or in your life? Yeah, so I'll say the biggest
00:25:38.319 --> 00:25:43.559
one is my shutdown ritual every day. And what
00:25:43.559 --> 00:25:47.640
I think that allows me to do is to turn off Rich
00:25:47.640 --> 00:25:54.359
as the educator. turn on Rich as the dad, husband,
00:25:54.720 --> 00:25:58.200
whatever other roles I have to fill at night.
00:25:59.240 --> 00:26:03.319
But before I leave every day, I have a notebook.
00:26:03.440 --> 00:26:05.880
As I said, I like to use a notebook to record
00:26:05.880 --> 00:26:08.839
all of my things. So anything that I'm thinking
00:26:08.839 --> 00:26:11.339
about for the next day, I will record before
00:26:11.339 --> 00:26:14.319
I leave. And then part of my ritual is actually
00:26:14.319 --> 00:26:17.140
taking that notebook, closing it, and putting
00:26:17.140 --> 00:26:20.519
it in a drawer. And I think by doing that shutdown,
00:26:20.819 --> 00:26:24.160
you know, then getting in the car, you know,
00:26:24.160 --> 00:26:26.059
listening to a podcast or music, whatever it
00:26:26.059 --> 00:26:29.559
may be to kind of take a breath. I have about
00:26:29.559 --> 00:26:32.819
a 30 minute drive home that by the time I'm walking
00:26:32.819 --> 00:26:35.759
in the door at home, you know, I'm, I'm there
00:26:35.759 --> 00:26:39.279
and I'm present for everyone at my house. And
00:26:39.279 --> 00:26:42.099
I think that's an important piece for, you know,
00:26:42.119 --> 00:26:43.740
we talked a little bit about burnout earlier.
00:26:43.819 --> 00:26:45.480
That's an important piece for school leaders,
00:26:45.680 --> 00:26:49.130
right? Is, you know, Yes, you're a school leader.
00:26:49.230 --> 00:26:52.210
Yes, you're successful at what you do. Yes, you're
00:26:52.210 --> 00:26:54.549
trying to impact all those teachers and students
00:26:54.549 --> 00:26:58.289
every day. But ultimately, your job does not
00:26:58.289 --> 00:27:01.150
define you, right? And I think being able to
00:27:01.150 --> 00:27:03.730
kind of separate that helps me to be, you know,
00:27:03.730 --> 00:27:07.150
a better person at home, but also allows me to
00:27:07.150 --> 00:27:08.809
be a better person at school as well. It allows
00:27:08.809 --> 00:27:11.089
me to kind of focus when I need to focus. So
00:27:11.089 --> 00:27:13.410
I think that's probably the number one ritual
00:27:13.410 --> 00:27:18.980
that I do on a daily basis. So, yeah. And I think
00:27:18.980 --> 00:27:21.839
that's a great place to kind of wrap up a little
00:27:21.839 --> 00:27:24.700
bit because this has been a lot about productivity
00:27:24.700 --> 00:27:28.200
and well -being. I'll highlight the transition
00:27:28.200 --> 00:27:32.920
period there that that you're closing one chapter
00:27:32.920 --> 00:27:35.559
and opening another. But there's some physical
00:27:35.559 --> 00:27:38.859
movement involved and there's some daily routines
00:27:38.859 --> 00:27:41.720
that are there. I mean, we're talking to lots
00:27:41.720 --> 00:27:44.460
of school leaders listening to the show. Assistant
00:27:44.460 --> 00:27:47.140
principals, principals, superintendents. You're
00:27:47.140 --> 00:27:49.359
not the assistant principal, principal, or superintendent
00:27:49.359 --> 00:27:53.660
when you get home, right? You're a dad, a father,
00:27:53.720 --> 00:27:59.480
a husband, a wife, a mom. And so it's really
00:27:59.480 --> 00:28:02.599
important to transition. And I like the physical
00:28:02.599 --> 00:28:05.000
movement that's involved in that, using the drawer,
00:28:05.160 --> 00:28:07.819
closing the notebook. It's a great strategy.
00:28:07.900 --> 00:28:12.059
I hope people take that away from this. Rich,
00:28:12.099 --> 00:28:15.200
as we wrap up and we're talking again to school
00:28:15.200 --> 00:28:18.079
leaders here, Is there a final call to action
00:28:18.079 --> 00:28:21.700
that you have? Something about autopilot? Anything
00:28:21.700 --> 00:28:25.119
you would like to request of our listeners? Parting
00:28:25.119 --> 00:28:28.119
words. Yeah, I think the number one thing is
00:28:28.119 --> 00:28:30.920
eliminating, right? So I think if everybody can
00:28:30.920 --> 00:28:33.079
go back to their roles tomorrow, whatever it
00:28:33.079 --> 00:28:36.440
may be, and eliminate one thing, right? Find
00:28:36.440 --> 00:28:39.420
something that you're doing that isn't providing
00:28:39.420 --> 00:28:42.319
value to you or your students or your teachers
00:28:42.319 --> 00:28:45.599
or your colleagues and get rid of it. Right.
00:28:45.700 --> 00:28:48.779
It might be, you know, we do a lot in education
00:28:48.779 --> 00:28:50.900
that we've been doing for a while. But I think
00:28:50.900 --> 00:28:53.779
when you can eliminate that one thing and maybe
00:28:53.779 --> 00:28:56.960
get it off your plate and it could be not elimination,
00:28:56.960 --> 00:28:59.000
could be delegation. Right. So if you can go
00:28:59.000 --> 00:29:00.819
in tomorrow and you can take one thing off of
00:29:00.819 --> 00:29:03.599
your plate, add it to somebody else's, you know,
00:29:03.599 --> 00:29:05.759
help them develop as a leader or or eliminate
00:29:05.759 --> 00:29:08.119
it. I think that's the the only thing that I
00:29:08.119 --> 00:29:11.019
could ask from educators. Right. Make yourself
00:29:11.019 --> 00:29:14.720
a little bit better every day. And that starts
00:29:14.720 --> 00:29:17.799
with finding ways to do more important work.
00:29:19.099 --> 00:29:22.980
Really good. Eliminate, delegate, everybody listening,
00:29:23.259 --> 00:29:26.660
one thing. One more thing tomorrow and one more
00:29:26.660 --> 00:29:29.660
thing the next day. One thing at a time. Eliminate,
00:29:29.660 --> 00:29:31.660
delegate to be able to do the meaningful work.
00:29:31.900 --> 00:29:34.579
This has been fantastic. You heard it here again
00:29:34.579 --> 00:29:38.500
on FocusED with Rich Czyz. Everyone, how about
00:29:38.500 --> 00:29:41.099
a virtual and live round of applause from our
00:29:41.099 --> 00:29:47.240
audience for Rich? And as always, don't forget
00:29:47.240 --> 00:29:50.319
to follow the schoolhouse302 .com. That's the
00:29:50.319 --> 00:29:53.279
schoolhouse302 .com for podcasts, blog posts,
00:29:53.460 --> 00:29:56.059
books to read and more. We'll be back with another
00:29:56.059 --> 00:29:58.940
episode of Focus Ed. Until then, stay focused.
00:29:59.160 --> 00:30:06.039
Rich, thank you so much. Thank you, guys. All
00:30:06.039 --> 00:30:07.380
right, there you have it. We're going to let
00:30:07.380 --> 00:30:09.539
you go. 10 books are going to be given to this
00:30:09.539 --> 00:30:12.059
group, the lucky winners in the group behind
00:30:12.059 --> 00:30:15.400
us. And we appreciate your time. Thanks for being
00:30:15.400 --> 00:30:16.880
on the show. We'll let you know when it airs.
00:30:17.059 --> 00:30:19.700
All right. I appreciate you guys. And, uh, anybody
00:30:19.700 --> 00:30:21.859
who's getting a book today, if there's anything
00:30:21.859 --> 00:30:23.720
that I can do to help you as you're reading through
00:30:23.720 --> 00:30:26.799
it and, and, uh, you know, need some ideas or
00:30:26.799 --> 00:30:28.859
need to talk through something, please reach
00:30:28.859 --> 00:30:33.279
out and, uh, I'd be happy to help everyone. Thanks
00:30:33.279 --> 00:30:40.730
Ridge. All right. Take care. TJ, one thing we've
00:30:40.730 --> 00:30:43.589
seen again and again is that great instructional
00:30:43.589 --> 00:30:46.970
leadership doesn't happen by accident. It's built
00:30:46.970 --> 00:30:51.150
on consistent, aligned coaching practices. That's
00:30:51.150 --> 00:30:53.609
right, Joe. And when I was a deputy superintendent,
00:30:53.769 --> 00:30:55.890
I knew we needed a way to scale high -quality
00:30:55.890 --> 00:30:58.690
coaching without losing that personal, real -time
00:30:58.690 --> 00:31:01.809
element that makes it so effective. So that's
00:31:01.809 --> 00:31:05.319
when you brought in Bullseye? 100%. Bullseye
00:31:05.319 --> 00:31:07.279
gave us the visibility that we were missing.
00:31:07.380 --> 00:31:09.660
I could see the actual feedback that principals
00:31:09.660 --> 00:31:12.299
were giving to teachers and use it to support
00:31:12.299 --> 00:31:14.759
their growth as instructional leaders. It made
00:31:14.759 --> 00:31:17.220
coaching the coaches part of our daily leadership
00:31:17.220 --> 00:31:21.579
work, not something extra. And Bullseye wasn't
00:31:21.579 --> 00:31:24.839
some off -the -shelf product that boxed you into
00:31:24.839 --> 00:31:27.619
something else's model? No way, dude. You know
00:31:27.619 --> 00:31:31.119
I don't go for that. Bullseye is flexible. They
00:31:31.119 --> 00:31:33.779
worked alongside us to customize a platform around
00:31:33.779 --> 00:31:36.759
our leadership framework. And as our goals evolved,
00:31:37.079 --> 00:31:40.180
Bullseye evolved with us. We never had to fit
00:31:40.180 --> 00:31:43.059
into their system. The Bullseye system fit into
00:31:43.059 --> 00:31:47.259
ours. Wow, that's powerful. A platform that actually
00:31:47.259 --> 00:31:50.519
grows with you and supports the way you lead.
00:31:51.200 --> 00:31:53.640
customization like you can't believe and that's
00:31:53.640 --> 00:31:56.140
why we're proud at the schoolhouse 302 to partner
00:31:56.140 --> 00:31:59.279
with Bullseye if you're looking to bring clarity
00:31:59.279 --> 00:32:01.640
to your coaching and turn feedback into real
00:32:01.640 --> 00:32:04.680
growth Bullseye is the right tool for you you
00:32:04.680 --> 00:32:08.420
can head to bullseye .education slash 302 that's
00:32:08.420 --> 00:32:12.980
bullseye .education slash 302 and sign up for
00:32:12.980 --> 00:32:15.980
bullseye sponsored lunch and learn then they're
00:32:15.980 --> 00:32:19.259
gonna Bring lunch to your instructional leadership
00:32:19.259 --> 00:32:22.700
team on them and show you how the platform works.
00:32:23.440 --> 00:32:27.960
Again, that's Bullseye .education slash 302.
00:32:28.019 --> 00:32:30.039
Sign up today. I would.