In recent discussions and surveys within the education community, one quote has sparked a firestorm of conversations: "If you have 800 students in tier two, you don't have an intervention problem; you have a tier one problem." The reaction to this statement highlighted the urgency of the issue and raised questions about the state of tier one instruction in our educational system. This blog post recaps my most viewed episode on YouTube and delves into the reasons behind the collapse of tier one instruction and explores how a lack of clarity might be at its core.
Defining Tiered Instruction:
Before jumping straight into the problems surrounding tier one instruction, it's important to establish a common understanding of what tiered instruction really is. Tier one instruction, often referred to as core instruction, should meet specific criteria: it should be research-based, implemented with integrity, aligned with grade-level standards, explicitly taught, differentiated, include flexible grouping, and encourage active student engagement. With this definition in mind, we can better assess the issues plaguing tier one instruction.
And the Survey Says:
To gain insight into the challenges surrounding tier one instruction, an anonymous survey was conducted among educators, primarily administrators and instructional leaders. The survey aimed to identify whether respondents believed tier one instruction was lacking or missing and what they considered the most significant contributors to this problem.
Survey Results:

• 7.6% believed tier one instruction was not lacking.
  
• 21% were unsure (maybe).
  
• 71.4% believed tier one instruction was indeed lacking.
  

The survey also revealed various factors contributing to the perceived lack of tier one instruction:

1. Lack of programs (20%)
   
2. Increase in behavioral concerns (58.1%)
   
3. Lack of parent involvement (31%)
   
4. Decrease in program quality (18%)
   
5. Insufficient teacher knowledge (82%)
   
6. Limited time for collaboration and planning (52%)
   
7. Increased student learner diversity (51%)
   
8. Decreased teacher motivation (10.4%)
   
9. Student learning gaps (14%)
   

The Clarity Problem:
While these survey results offer insights into the challenges educators face, they also underscore a more profound issue: a lack of clarity. This lack of clarity revolves around what teachers should know, what tier one instruction should encompass, and how to address the diverse needs of students effectively.
Clarity Precedes Capacity:
To address the tier one instruction crisis, we must recognize that clarity precedes capacity. Without clarity on what teachers need to know and how to provide it, efforts to improve tier one instruction will be ineffective. Building clarity requires change, not just in programs or curricula, but in people. To bring about this change, we need to establish a clear vision and focus on building capacity in educators.
A Human-Centered Approach:
As Rachel Gabriel aptly put it in her podcast episode with Jennifer Serravallo, "A human will outlast any material you buy, but only if you invest in them and build their capacity." Instead of relying on external solutions, invest in your educators' knowledge and understanding to address the tier one instruction problem effectively.
The Clarity Cycle:
To build clarity and capacity simultaneously, consider implementing a six-step Clarity Cycle:

1. Identify needs
   
2. Gain insight
   
3. Determine focus
   
4. Cast a vision
   
5. Script critical moves
   
6. Find and celebrate bright spots
   

This is a framework that will allow you to pinpoint the areas where clarity is needed, gain insight from educators, and collectively build a vision for improvement. The critical moves are then scripted to guide teachers and staff toward the desired outcomes, and successes are systematically celebrated to maintain momentum.
But this is more than just a framework. It's more than just a process. It's more than just a set of steps. The Clarity Cycle is a series of habits and mindsets that you can hone as an instructional leader that will benefit you and the people you serve for years to come. It is a cycle that can be used to address any challenge that arises.
Tier one instruction is one such challenge. The path to improvement lies in bringing clarity to educators. And the same is true for so many other challenges we may face. Remember, clarity precedes capacity, and it's the key to lasting change in our schools.

In the world of education, stress can be an ever-present companion. From educators to administrators, the pressures of the profession can sometimes take a toll on individuals and teams alike. In this blog post, I'm recapping what Naomi Hall, founder of The Recovering Educator, shared in our fascinating conversation about recognizing and managing stress in educational teams, as well as addressing negativity within the group.

Recognizing Stress in Educators
Educators are no strangers to stress, and it's essential to understand the signs that manifest when someone is experiencing it. As discussed in the conversation, here are some common indicators of stress in educators:

1. Fatigue: Extreme fatigue can set in, with individuals feeling drained and exhausted.
2. Illness: A weakened immune system can lead to frequent illnesses.
3. Emotional Dysregulation: Fluctuating emotions, including anger, apathy, and extreme mood swings, may become prevalent.
4. Apathy: Educators may start to feel indifferent or disengaged, leading to a lack of enthusiasm for their work.
5. Avoidance: Some may avoid responsibilities or tasks, which can hinder productivity.
6. Overachievement: Conversely, some educators might overcompensate by taking on too much, leading to burnout.

Listening to Your Body
One essential aspect Naomi shared is the importance of listening to one's body. When you notice early signs of stress, it's essential to address them promptly. As an educator, taking stock of your well-being and making necessary adjustments to your mindset, health, nutrition, fitness, and sleep can prevent long-term health issues.

Educators often have a tendency to push through challenges, but ignoring the whispers of your body can lead to catastrophic consequences. Remember that self-care is not selfish; it's essential for your well-being and effectiveness as an educator.

Team Dynamics and Stress
Educational teams, whether they work together on a daily basis or collaborate in periodic meetings, are not immune to stress. In fact, stress within a team can be highly contagious. Here are some signs Naomi shared of a stressed team and how to address them:

1. Negativity: A stressed team may exhibit negative behaviors like nitpicking, complaining, or constantly showing up late.
2. Tension: Team members may exhibit tension, not listening to one another, and creating a dysfunctional atmosphere.
3. Dysfunctional Communication: In stressful team situations, communication may break down, making it challenging to move forward effectively.
4. Inequity: Perceived unfair practices can lead to discontent within the team.
5. Alignment Issues: Team members who feel their role doesn't align with their values and skills can experience increased stress.

Addressing Negativity within Teams
Negativity within a team can quickly derail productivity and create a toxic environment. To combat this, Naomi suggests that team members prepare themselves with strategies for addressing negativity constructively. Here are some fantastic tips she shared:

1. Use Scripts: Utilize scripts designed for challenging conversations to address negative comments or behavior with diplomacy and understanding.
2. Perception Checking: Ask team members for permission to check your perception. This opens a dialogue for clarifying misunderstandings and resolving conflicts.
3. Recognize Positive Contributions: Focus on positive team members who contribute to a healthy team culture and support their efforts.
4. Surround Yourself with Positivity: Be mindful of your surroundings, both in person and online, and seek out positive influences.

I had a blast visiting with Naomi during this episode!  She has SO much to share with the world and I want to be sure you know exactly how to connect with her, so I've left her details below:

• IG: @the_recovering_educator
• FB: @therecoveringeducator
• Website: www.therecoveringeducator
• Email: therecoveringeducator@gmail.com
• 50 Powerful Scripts to Stop Offensive Behaviors https://www.tammydunnett.com/downloadsandresources

​Calm in the Chaos Course
You can't stop all the chaos, but you don't have to feel chaotic. I'll take you through my three pillars of stress management and help you find your balance again. In this 6 week, self-paced course, you will start to build the habits that lay the foundation of effective stress management. You will receive a certificate of completion at the end of the course.

Raise your hand if you've ever witnessed a hamster spinning tirelessly on its wheel? And who hasn't encountered the widespread metaphor of the hamster wheel, applied to practically every facet of life? Well, it's a metaphor that has certainly gained significant traction, and I'm about to hop on that bandwagon to explore it further.
However, let's narrow our focus to instructional leaders.
What exactly is this hamster wheel?
For instructional leaders who find themselves caught on this metaphorical hamster wheel, the experience involves a continuous struggle to manage the demands of each passing minute, leaving them unable to make substantial progress. It's a relentless cycle where challenges seem to arise endlessly, including matters of significant importance that demand immediate attention. Surprisingly, even after addressing these crucial issues, leaders trapped on this wheel struggle to determine a way out.
Naturally, none of us aspire to be in that predicament, do we? The last thing anyone desires is to remain on the hamster wheel, watching other leaders confidently drive by in their buses, heading precisely in the direction you envision for your campus or teams. Rather, the goal is to take the reins of that bus and steer it confidently—a sentiment that brought you here to this article, I presume.
Let's delve into the sensation of being on this hamster wheel...
It's akin to déjà vu, where you can't help but think, "Wait a minute... haven't I been through this before?" It's like finding yourself in a real-life rendition of the movie "Groundhog Day." In this film, Bill Murray's character is trapped in a time loop, reliving the same day repeatedly until he makes the right choices. Similar themes have been explored in other movies, where the protagonist is stuck in a loop until they alter their decisions.
For instructional leaders caught on the hamster wheel, thoughts might arise such as, "We've done this professional development every semester—why haven't we made progress?" or "We already explained this concept; why are we still fielding questions?" Another common scenario is delivering an inspiring professional development session or team meeting where participants leave with (perceived) enthusiasm to apply their learning, only to revert to their old habits within days.
It's like hitting repeat, isn't it? Introduce a new initiative, gather momentum, encounter an obstacle, lose steam, face setbacks, experience frustration, and then start all over again.
At times, you might wonder if you're caught in a prank. Is there a hidden camera somewhere capturing your endless loop?
So, why does this relentless cycle persist?
There's a single word that encapsulates the answer—one word that holds the key to stepping off the hamster wheel and onto the bus.
Can you guess what that word is? I'm sure you can; I won't be unveiling any earth-shattering revelation. Yet, within this word lies the foundation that empowers successful instructional leaders to avoid the hamster wheel entirely.
Yes, that seven-letter word is: clarity.
Triumphant instructional leaders who have managed to board the bus have achieved clarity for their teams. They've unlocked the doors, ignited the engine, and put their foot on the accelerator, propelling their bus down a well-defined path. Everyone on board knows precisely where they're headed. While roadblocks might emerge, these leaders remain steadfast, refusing to get off the bus and return to the hamster wheel.
But there's more to it—ironically, clarity can be quite ambiguous in its own right.
We're well-acquainted with the feeling of having clarity—it radiates calmness and certainty, bringing things into sharp focus, even during uncomfortable or challenging times.
On the other hand, the absence of clarity can evoke fear and unease; it feels almost like chaos, something we instinctively shy away from.
However, the million-dollar question is: How do we attain the level of clarity that generates these feelings? It's somewhat easy to claim "clear is kind" and "create clarity" than to put these concepts into action.
The fundamental truth is that our team members can't follow us onto the bus if they don't know its destination. Consider those leaders who confine themselves to the hamster wheel, uttering statements like, "I can't believe we're still struggling with this issue—it's been a recurring topic in nearly every faculty meeting."
Now, let's apply the same idea to something specific. An instructional leader entrenched in the hamster wheel might say, "I can't believe we're still struggling with tier 1 instruction- I have been talking about improving tier 1 instruction for months." Right? And the same can be said for any other thing: student engagement, that new curriculum, non-negotiable instructional practices, etc. Stating these things that require people to get on the bus together in haphazard or flippant, vague ways isn't going to actually get them on the bus, nor will it get the bus moving. It's going to keep instructional leaders on the hamster wheel.
Accomplished instructional leaders, steering clear of the hamster wheel, cultivate clarity through intentional and strategic means—rejecting randomness or flippancy.
They methodically develop clarity through strategic processes, adopting a rhythm that facilitates clarity. They comprehend precisely how a lack of clarity impedes teacher capacity.
Whether consciously or not, these leaders consistently are doing these 6 things methodically and intentionally, to create clarity:

1. Identify Needs
2. Gain Insight
3. Determine a Singular Focus
4. Cast a Vision
5. Script Critical Moves
6. Celebrate Systematically

They immerse themselves in the work of clarity.
Without a doubt, your presence here signifies your eagerness to be that leader who purposefully engages in clarity work, staying resolutely off the hamster wheel.
Let me shoot it to you straight- this work is both challenging and extremely rewarding when done well.
And let me challenge you: Get OFF the hamster wheel and get ON the bus! #kidsdeserveit #teachersdeserveit #createclarity #buildcapacity
P.S. I'd love to visit with you about how to make the 6 steps to building clarity a reality! Let's do this work together!

YOU can be the one to STAND OUT!!! And we can help you to do that! Interviews of any kind can be nerve-wracking! That's not unnatural or uncommon. EVERYONE experiences a little nervousness or anxiety when it comes to interviews (even if you're someone who, like me, LOVES interviews ). But your nerves don't have to keep you from STANDING OUT! After this session, we hope you'll have strategies and tools to help you feel confident as you prepare to interview (whether it's now or well into the future)!!  

Be sure to grab the resources at the end of this post!

According to C. Heath & D. Heath (2010), one surprising truth about change is that what looks like resistance is often a lack of clarity. In their book, Switch: How to Change Things When Change is Hard, these authors explain the importance of providing "crystal-clear direction". They aren't the only experts to make this claim. THOUSANDS of leadership gurus make this claim about vision and clarity. In this live session, I want to provide a couple of ways instructional leaders can vision cast and script critical moves in order to bridge the gap between chaos and collective efficacy!

At the crux of making change happen is DATA- more specifically, the emotions tied to data. Unfortunately, a preoccupation with data itself can have negative side effects of decreased commitment and burnout as teachers relentlessly chase targets that are ever-moving or obscure. But what if we could leverage data in a way that creates a sense of purpose and direction, creating alignment and inspiring people to collectively move forward? This episode is designed to equip instructional leaders with a strategic planning process that allows them to capitalize on data reflections and make teams a part of the success story. 

So often, we are encouraged to separate ourselves from the data and not take data so personally. However, to see data as only numbers and targets is like separating characters from a story. Not only is it imperative for students to be a part of the stories data tells, but it's also crucial for teachers and staff to be a part of those stories. But people cannot see themselves as a positive part of these stories without a clear instructional focus and vision. And we cannot have a clear instructional focus and vision without the data. Therein lies the change we so desire to achieve in schools. I hope this episode will  help administrators and instructional coaches navigate the process of crafting successful, positive "change stories" beginning with data reflections.

But seriously... this is probably one of the biggest assumptions made about #teams and #collaboration. It's just not true! It is WONDERFUL when a team gets along- in fact, we WANT teams to get along. But we have to remember that just because a team "gets along" does not mean that true collaboration is taking place OR that they are being productive.
Catch yourself making this and other assumptions using "Assumption Look-For's"! Alissa Crabtree and I share in this LIVE Collaboration Convo all about other #assumptions people make AND what to look for to ensure you're NOT making these assumptions. Join us on YouTube to find out more!

​We’ve got an interesting #collaboration convo for you in this session! I'm joined with my sons, Brian and Hayden, to hear their teenage perspective on what interests me most- #cohesive, vision-driven #teams. To make things fun, I've allowed them in this session to ask some personal questions that are completely unrelated to the work I do. This episode may or may not, but definitely does, include raw garlic…

Here are the questions we ask:

• Me- What do you think I do as an impact coach and consultant?
  
• Me- What does it mean to have a vision?
• Them- What is the dumbest thing you've ever gotten mad at Daddy about?
• Them- What is the dumbest thing you've ever thought about?
• Me- What does it mean to collaborate?
• Me- What would you hope for in a team you worked with?
  
• Them- What is the passcode to my phone settings?
  
• Them- What is the best flavor of Ramen Noodles?
  
• Me- What does a cohesive team look like?
  
• Me- What is your working genius?
  
• Them- What did you want to be when you were young?
  
• Them- Random joke
  

There is definitely a deleted scene in this episode!  If you'd like to know what was deleted, comment below!!

​Enjoy!

Do you wonder sometimes why people put their time and effort into certain things?  Things that you believe may not yield the greatest impact?  What can we do to help #teachers and #instructionalleaders focus on what matters?

Join me as I chat with Amy Mason, former principal and founder of Aim2Educate, about time-sinks that get in the of way growth and impact.  You'll leave our conversation reflecting on the right questions that help #educators take charge of their time so they focus on what matters most!

This session may help you consider:
?why teams and individuals put their time and effort into nice packaging but thin content
?what things leaders *believe* are impactful but reflect mismanaged time
?questions to ask to coach individuals and teams to de-implement practices that have little impact and, instead, focus on things that have a greater long-term impact

You’ve probably heard the term PLC (professional learning community) as referenced in many educational settings.  Generally, professional learning communities are groups of educators who work together toward a common goal or solution.  Author’s of Learning by Doing (2016), a Solution Tree “bible for PLCs”, explain PLCs as “educators who are committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve.” But what are PLCs really all about?

PLCs are TRULY all about bringing cohesivity and clarity to an organization and the work an organization decides to do in an effort to build collective efficacy.  In fact, it would be fair to say that professional learning communities in schools work to cast a vision for student learning and set goals.  For, without a vision and goals, no one moves forward.  To move students forward, most PLCs center their work around a common set of questions that take on a logical progression.  The most frequently used questions come from the work of Richard DuFour, followed by work from Corwin authors Nancy Frey, Douglass Fisher, et. al, of PLC+:  Better Decisions and Better Impact By Design. 

If PLC questions are such a popular practice for teachers, meant to analyze student learning in order to maximize growth and achievement, couldn’t it also be that these questions could impact team growth and transformation?  If we are not intentionally talking about the way we function as teams, individuals and organizations will remain stagnant and problems of practice will remain cyclical.  In this article, I’m suggesting variations of the most commonly used questions in PLCs in order to analyze, transform, and inspire teams.

Regardless of your team’s current reality, these questions have the power to unlock potential that may not even be currently recognized.  Even the most successful teams can benefit from exploring these questions together.  On the flipside, even the most dysfunctional teams can benefit from this work.  To be answered truthfully in a way that transforms teams, there must be a certain level of trust, vulnerability, and space for crucial conversations.  That’s not to say you shouldn’t use the questions if those things are not evident, just know that the responses and the growth of your team will be vague or minimal until the process becomes familiar.  Therefore, there will inevitably be models or protocols you decide to put in place before jumping into the questions with your teams.  

These questions may be asked in one team session or across several.  They can also be revisited and repeated frequently, although they do generally follow a consistent order.  Some teams may use these questions to support their work together in general or when taking on a specific project or goal.  Without further ado, here are the four mortar questions, plus one to support continued transformation:

1. Where are we going?
2. Where are we now?
3. How do we move our team forward?
4. What did we find most useful?

     +1  Who benefited and who did not benefit?
​

This is quite possibly the most important question.  Simply put, a team cannot move forward if they do not know where they are headed.  Too often, people ignore the vitality of vision casting because it is a broad, futuristic task that takes time to craft and hash out with team members.  Sometimes, large assumptions are made about what teams are working toward or their understanding of the stated vision (if there even is one).  But, vision casting is one of the most important things that should be done regularly in any organization.  It is what helps us to think in steps, not programs.  It also helps us to take those steps collaboratively as a team.  Because schools function as a team of teams, each of the teams may have its own vision or mission that supports the overall vision of the organization.  
When asking the question, “Where are we going?,” you should consider the vision of the organization as a whole and the team.  This subset of questions can help guide the respondents:

• In what ways do you ultimately want to function as a team? 
  
• How do you view the ideal team working together?  
  
• What goals does the team want to accomplish as a result of their work together?

You may be familiar with the familiar phrase, “What are you pretending not to know?”.  When teams are asked, “Where are we now?,” there is a high possibility that it will create discomfort.  While the leaders and change agents of the world may accept that there is growth in discomfort, it’s not so easy for others.  Because of that discomfort, a certain amount of denial may be uncovered.  Team members may pretend not to know there are areas of their work together that require growth, or they may pretend not to know what could be causing the obstacles in the way of growth.  It is also almost certain that assumptions will be made about the team- assumptions from each individual about how they function together, about strengths (that perhaps aren’t really strengths), or how people contribute.  This is common, but it is not something we should settle for.  Again, it will be important for the right conditions, models, and protocols to be in place to support the team’s movement toward transparency and vulnerability.  

Here’s how you can encourage discussion around this question:

• How does the team currently function together? 
  
• What are the strengths of the team? 
  
• What are areas of growth? 
  
• How does each team member currently contribute? 
  
• ​What are the current results of these contributions?

It’s one thing to have a vision, another to discuss where the team is now, and yet a completely other thing to actually determine steps to move the team forward.  This question will require the team to compare where they are going with where the team is now.  Like the previous question, it has the potential to strike a nerve in some team members.  If you have set norms before beginning this questioning process, perhaps you have agreed as a team that you would leave the feeling of being personally attacked at the door.  It will be important for team members to keep the vision at the forefront of their mind, a vision that is not about them as an individual, but is about the team and organization as a whole. 
When asking, “How do we move our team forward?,” encourage celebrations of what currently exists that is working well before probing with other questions:

• In what ways should the team celebrate and remain consistent? 
  
• What adjustments may need to be made? 
  
• How will these adjustments impact the team or organization? 
  
• How will these adjustments affect individual members of the team or organization?
  
• ​How will we know when we’ve moved forward?

Several years ago, Michael Bungay Stanier, author and coaching thought leader, developed a set of seven essential questions that allow us to say less, ask more, and change the way we lead forever.  The very last question he shares in his book, The Coaching Habit, is “What was most useful for you?”.  It is perhaps the most powerful question one can ask at the culmination of a conversation.  This question encourages individuals to leave the conversation considering its importance and usefulness to them.  We are, after all, an egocentric people.  We want to feel as though what we’ve engaged in is useful for us and that we have contributed in some way.  This question allows for that exactly!  AND, it should be asked at almost every team gathering.  It can be easy to bypass this question, especially in a rush to come to a close.  But in doing so, you risk the chance of team members leaving a collaborative discussion ruminating on their negative experiences, their lingering questions or concerns, or leaving ownership behind.  
When you ask, “What did we find most useful today?,” you can help your team reflect on their analyses by probing with:

• What did the team learn, gain, or better understand? 
  
• What was most useful for each team member and the team as a whole? 
  
• ​What are the first next steps?

And then there is the “Plus 1”:  “Who benefitted or who did not benefit?”  This question may not be logical to ask when the team meets to analyze their progress (as a whole or toward a project or goal).  But it would be ideal to determine checkpoints along the way as you work toward a vision. This question may refer to individuals of the team that benefited, an outsider that was impacted, or how the team benefited or did not benefit as a whole.  It can be easy to focus solely on who benefited, but asking who did not benefit will ensure that the team continuously is working toward something.  If the team stopped at the first part of the question, one might wonder if this continued process is necessary.  And we know that it absolutely is if we want teams and individuals to thrive in a cohesive environment.  At follow-up meetings, discuss how the agreed upon next steps impacted the team:

• Who benefitted from these next steps and who did not? 
  
• Why did they benefit/ not benefit? 
  
• ​How did they benefit/ not benefit?

The questions outlined here are common in the instructional work that professional learning communities do together in schools.  But they should become common among teams in regard to how they function, as well.  Teams can use these questions to bring clarity and cohesion to their purpose, vision, and work.  They can be used to propel a team forward, maintain the success of a team, or rally a dysfunctional team together.  Clarity precedes competence, and surely we want our teams to be more than just competent.  We want them to thrive. If teams are thriving, you know that you’ve created something that is worth being a part of:  a cohesive team that’s going somewhere great!

In the world of work, regardless of your type of organization, we rely on collaborative efforts to make things possible.  I'm certain we'd all like to believe that people generally collaborate well in our schools or teams.  We'd like to believe that when teachers or leadership teams gather together, they have deep, meaningful conversations that ultimately impact student learning. But, the opportunities for true collaboration (ya know, the kind that makes a bigger difference and greater impact) are often killed.  

 Several months back, I joined forces with Valerie Ayers and Aimee Gilbert to dig into 4 MAJOR Killers of Collaboration and 3 Ways to Combat Them.  In this blogpost, I'm jumping back on this topic.  Whereas the previous blogpost on this topic was focused more on internal struggles of collaboration, this blogpost is focused on external struggles of collaboration.  Without further ado, here are three ways to kill collaboration FAST:

​While we may not hear this idea explicitly verbalized, many people believe that time spent on self and social awareness is unnecessary or unproductive.  But, the opposite is actually true.  According to General Stanley McChrystal (2015) these "time sinks" are what imbues teams with high-level adaptability and efficacy, allowing them to collaborate extremely well.

We make assumptions ALL. THE. TIME., whether we recognize we're doing it or not.  The assumption made about collaboration is that it is happening where two or more are gathered, and/ or it's happening of its own accord.  It just simply isn't.  What we might notice instead is often "faux collaboration". Our assumptions prevent true collaboration from being possible. ​

This one may sound like a no-brainer, but approaching collaboration without a goal, plan, or agenda will definitely result in "faux collaboration" or no collaboration at all.  Unfortunately, this one happens consistently.  Why?  Because being the person that brings meaning and purpose to a collaborative opportunity takes courage!

You can, however, avoid these pitfalls that kill collaboration fast!  In fact, you can instead find ways to build effective collaboration that supports collective efficacy.  

Dedicate time, preferably at the beginning of the year, for team members to engage in self and social awareness reflections. The better individuals on a team know themselves and know one another, the more understanding and gracious they will be when expected to work together. In fact, spending time on this will more than double the productivity and impact of teams, leaving individuals feeling valued, empowered, and inspired. 

The tendency is often to assume that where two or more are gathered, collaboration is happening. But steer clear of falling into the trap of faux collaboration. Instead, take opportunities to explicitly teach and model effective collaboration skills such as listening to learn, asking clarifying questions, recognizing and provoking others' geniuses, ensuring all have a voice at the table, and handling conflict productively. 

Collaboration, even between two people, can be messy. In fact, "messy" is often where the great work happens. But there is a difference between "messy" and "sloppy". Sloppy work is the result of a lack of goals and plans. It lacks meaning and vision. True collaboration relies on intentionally set goals and intentionally created plans to work toward a collective vision, keeping in mind that plans can be adjusted accordingly along the way (because success can be messy).

It's high time we focus on building effective collaboration habits instead of killing collaboration.  But this takes a great deal of self/ social awareness and intentionality.  Partner with me as a coach and consultant and we can combat these collaboration killers together!

​