Who Put the Bomp?

For most of my childhood, Saturday mornings on Timberlake Road just outside Philadelphia meant spending time cleaning the house.  I don’t remember enjoying the cleaning part but I do remember enjoying the music my mom played on the, “Hi-Fi” while we cleaned.  She was a 50’s and 60’s gal.  Supremes, Temptations, Buddy Holly, Martha and Vandellas, Four Tops, Frank Sinatra, Ronnettes, Drifters, and the occasional one-hit wonder artists.  One of those songs that occasionally got stuck in my head was a 1961 hit by Barry Mann called, “Who Put the Bomp.”  It included a chorus that went:

 

Who put the bomp in the bomp bah bomp bah bomp?

Who put the ram in the rama lama ding dong?

Who put the bop in the bop shoo bop shoo bop?

Who put the dip in the dip da dip da dip?

Who was that man?  I’d like to shake his hand.

“Who Put the Bomp” came to mind recently as I was thinking about, of all things, the concept of, “education-based activities.”  The National Federation of High Schools and all of our individual state high school athletic and/or activities organizations reference that phrase often.  I wondered where the phrase came from.  Or, as Barry Mann might ask, “Who put the education in education-based athletics?”  And, perhaps more importantly, whose responsibility is it to keep it there?

 

According the NFHS, “The term ‘education-based athletics/activities’ has been used frequently to describe the U.S. model of incorporating sports and other activity programs within the high school setting.”  I would offer beyond that description that “education-based” infuses the culture of the school into those programs.  The focus on respect, dignity, hard work, goal setting, improvement, positive relationships, and support for each other, among other things is taken to the field, the court, the track, the pool, the stage, and any other athletics/activities arena.  In short, what is expected, developed, promoted, and reinforced in the classrooms and halls is also to be expected, developed, promoted, and reinforced in the athletic and fine arts programs.  The phrase, “education-based activities” is not to be dismissed.  To dismiss it is to dismiss the core values we hold to in our schools.  To dismiss it relegates our programs to recreational pastimes with no concern for the impact they can have on our young people.  

 

Which takes us back to, “Who Put the Bomp?” The answer is a simple one – school administrators.  Administrators put the “education” in “education-based athletics.”  Those administrators saw the benefits of such programs and considered them an important part of the overall student experience.  In 1903, the Principals Club in Iowa formed a committee to adopt rules for high school sports.  In 1904 those rules were adopted.  In that same year, Superintendents and Principals in Iowa formed the Iowa High School Athletic Association.  So, the “bomp” of education-based activities, established by administrators, has been in place for over 100 years.

 

Since it was administrators in Iowa who implemented education-based activities over 100 years ago, it stands to reason that today’s administrators are charged with being the “keepers” of those education-based activities.  And let me repeat what I stated earlier – the phrase is not to be dismissed.  While, as administrators, we may not be directly involved in coaching or directing, we are responsible for those programs by the leaders we place in charge of the programs, and how we hold those leaders accountable to the core values of our schools.  Fortunately, many of our coaches and directors understand the culture of our schools and work to ensure that athletic and/or activities programs reflect that culture.  Unfortunately, some do not.  Whether it is a coach/director who teaches in our building but leaves the school culture at the gym/locker room/theatre door, or an out of building coach/director who may not understand the culture, they take the “bomp” out of education-based activities and shortchange our students in the process.  As keepers of education-based activities, what are we to do?

To ensure that the “education” in education-based activities remains in place, it’s important that we hold those leading our programs accountable for a consistency that what is taught throughout the day is also taught beyond the day.  For those who teach in our schools, expectations of what is considered professionally appropriate during school hours should be the same expectations when it comes to before and after school activities.  Consider language.  If we wouldn’t tolerate profanity from our teachers in the classroom, why would we tolerate it from our coaches or directors?  For those who don’t teach in our buildings, it’s important to educate them about our school culture first and then hold them to the same standards we would hold our teaching staff.

Similarly, our expectations of students in our activities programs (as participants or fans/audience) must be consistent with the expectations we have for them as students during the school day.  Public behavior is the only indication those outside our schools have about how we impact the young people we serve.  There is no more public display than that of our activities programs.  What reflection of our schools do ours convey?

 

At the end of the day it’s about setting ourselves apart.  We invest a great deal of time and resources into our activities programs.  What is the return on investment?  Recreational programs have a place in young people’s lives.  Club programs have a place in young people’s lives.  What separates education-based programs from those recreational and club programs is their intentional connection to the culture our students experience throughout the day in our schools.  Only when we emphasize the “education” (the “bomp” in the bomp bah bomp bah bomp) in education-based activities will we deliver the true value of our programs.  When a student puts on the uniform and performs in or on our facilities, let’s make sure we’ve done everything possible to ensure they are representing the true identity of our schools.  Then, as administrators, we can be the answer to Barry Mann’s question, “Who was that man (and woman)?”

 

Who Put the Bomp? 

Ego is the Enemy

 

Following the 2022 NBA Championship, Giannis Antetokounmpo shared his thoughts on ego, pride, and humility.  In simple terms, he explained that focusing on what we’ve done in the past is ego.  Focusing on what we might do in the future is pride.  Focusing on what we do in the present is humility.  He went on to talk about how important it is to him to stay humble.  Let that soak in for a minute.  A professional athlete with so much success, talking about staying humble.  How contrary is that to today’s culture of “Look at me.  Recognize me.  Celebrate me?”  Sometimes if feels as if we live in a world of three year olds looking for attention.  And then we come across such an accomplished athlete who, “gets it.”

I try to read as much as I can on the topic of leadership.  Antetokounmpo’s words reminded me of a book I recently read titled, Ego is the Enemy.  It’s simple message is, “be humble.”  Because when we put ourselves first, we’re not really serving anyone.  And if we’re not serving anyone, what impact are we having on the world?  Ego is the Enemy got me thinking about just how ego or selfishness can creep into our lives and grow like an organism.  It becomes so routine that we don’t even notice it.  Selfishness becomes the habit that is fed by our ego.  So it’s important from time to time to reflect on and evaluate ourselves in order to keep our ego in check.  It’s a valuable exercise to compare our ego to our humility.  So whattya think?  How are we doing?

Those who are humble, listen.  They listen actively, intently.  They want to understand, even those they disagree with.  Whether in a conversation with one other person, a discussion with multiple people, or a presentation if a room full of hundreds, the humble person invites others to speak, to share.  The person driven by ego has a lot to say.  Their listening is patronizing.  They simply wait (and sometimes don’t wait) for the other(s) to finish so they can say what they have been thinking.  Ego drives us to make sure others know what we think.  It is sometimes said, “If you’re the smartest person in the room, you need to find another room.”  People filled with ego are always looking for the other room.  They are sure they are the smartest in the room.  Humble people understand they can always learn, can always get better.  Ego leads some to believe they have already arrived.  Are we listening?  Really listening?

 

Those who live a humble life put others first.  They praise.  They acknowledge.  They provide opportunities.  They offer support.  Ego leads us to put ourselves first.  To take credit.  To leave others out.  To seek attention, sometimes at the expense of others.  Humble leaders are backstage, making sure others have the support they need to be successful.  The person fueled by ego takes center stage, a place where the lights make it hard to see others in the room.  Where do we see ourselves, place ourselves?

 

Humble people understand that words matter.  Humility guides us to be careful with our words.  Humble people stay “above the line” when speaking to or about others.  Those driven by ego make sure to speak of themselves often and when they do speak of others frequently do so unkindly.  The ego seeks to put others down so as to appear to lift themselves up.

 

Failure is an inevitable part of any journey and life in general.  Ego leads us to blame others and blame circumstances on the setbacks we experience.  And the reality is that sometimes we fail despite our best efforts.  It is ego, however, that keeps us from admitting the failure and finding ways to overcome it.  When we are humble, we accept that we are imperfect.  We see failure as an opportunity to learn, to get better.  I know it may sound corny, but in my coaching days, I refused to use the term, “loss.”  We listed our record as W-TSB.  Wins and Temporary Set Backs.  Corny?  Maybe.  But it was part of our culture to look at failure as something that could and would be overcome.

 

To be effective leaders, it’s important to keep our egos in check.  When ego drives us, it becomes a case of, “I have seen the enemy and he is me.”  Even success is short lived when it is driven by ego.

 

Let’s follow the advice of Giannis Antetokounmpo and focus on the present.  Let’s be the models of humility for those we lead.  Let’s serve those we lead.  Let’s allow ourselves to be imperfect and commit ourselves to continuous growth. And most importantly, let’s develop future leaders who leave ego outside any room they enter. 

 

It Takes a Village

Earlier this month, IHSAA Assistant Director Todd Tharp and I participated in the “Behavior in Sport Summit” hosted by the National Federation of High Schools, the organization that serves the 51 (including D.C.) state athletic/activities associations.  The summit was part of the NFHS “Bench Bad Behavior Campaign.”  The focus of this summit was how to bring civility back into interscholastic, education-based athletics.  The goal was to share strategies needed to do so.

It saddens me a little that we have changed the words related to the environment at high school sporting events from “sportsmanship” to words like, “civility.”  It shows how far we’ve plunged.

If I could sum up my take-a-ways from the seminar, they would be:

• The problem is fan behavior, and to an extent, coach behavior.
• To solve the problem, it will take a village.

Not exactly revelations.

Let’s first acknowledge that on many game nights, students and adults represent themselves and their communities in exemplary fashion.  Credit to those who make it happen.  The unfortunate reality, however, is at way too many events, people do not. 

When it comes to changing the culture, for too long, we have “dabbled” in benching bad behavior and bringing civility back to high school sports.  And as with many challenges that seem so overwhelming that change is not likely, we shrug our shoulders, put up our hands, and say, “Whattya gonna do?”  Translation – “There’s nothing anyone can do.”  Kudos to the NFHS for refusing to accept that notion. 

So what of this village?  Who will it take to bring sportsmanship back into vogue?  Quite simply, it includes everyone involved in high school sports and specifically, everyone involved in each high school sporting event.  This is not a varsity level problem.  It’s not a JV level problem.  It’s not a freshmen level problem.  It’s an all-level problem.  So it will take everyone at every level to be the solution.  Administrators, coaches, athletes, adult fans (specifically parents), student fans, game officials, P.A. announcers, media personnel, social media personnel, school communications personnel, the staffs of the IHSAA and IGHSAU and the NFHS.  It will take all of us to establish:

• a culture of respect
• expectations for behavior
• accountability for actions

Culture

It all starts with establishing and committing to a culture.  A culture of respect.  Throughout the school and school community.  Throughout every program.  Throughout the entire coaching staff.  Throughout the entire roster of every team.  Throughout the entire fan base.  Quite frankly, I’m growing weary of leaning on the, “If this keeps up, we won’t have officials” approach.  I’ll be the first to say that officials deserve respect and should be commended for the difficult job they do.  But I just don’t see the need to tie anything to the fact that people should behave respectfully.  It should be enough to say people should treat others with respect because it’s the right thing to do.  (And for the record, yes, we are losing officials.)

Expectations

Next comes establishing and communicating expectations for how to conduct ourselves at sporting events.  With a culture of respect, this should be neither difficult nor confrontational.  Fans need to hear from administrators (especially the AD), the coaches, the athletes (and other students), the importance of a positive approach to attending a school’s athletic event.  Coaches need to hear the same message from the same people.  Athletes need to hear from administrators and coaches.  The message needs to be consistent and repetitive.  At back to school nights.  At parent meetings.  At coaches meetings.  During team goal setting.  At student assemblies.  During AD meetings with student leaders (not just student government but also those students who are the student section leaders – those visible students who others look to for how to act.)   Before the event.  During the event.  I’m prone to one liners and the one I tie to the deterioration of sportsmanship is, “We fell asleep at the wheel.”  We stopped focusing on it and now it has become a problem.  The time for, “that’s not my job” is long gone.  It’s everyone’s job.  

Accountability

Once the expectations are established, it’s time for accountability.  Accountability begins with monitoring.  I use the phrase, “antenna up” to frame the approach that’s needed when monitoring is needed.  Be aware.  Anticipate.  It’s difficult to hold people accountable if we don’t know who it was that failed to meet expectations.  It’s sad but the supervisors’ attention needs to be less on the contest and more on the fans.  If expectations have been set and shared with all, then consequences must follow when those expectations are not met.  Remember, a rule, guideline, or policy without consequences is simply a suggestion.  Our fans need to understand that the price of admission does not grant, "carte blanche" to say whatever they want to say.

Yelling at officials.  Yelling at opposing players, coaches, or fans (and sometimes yelling at our own coaches and players).  Ridiculing, trying to embarrass, making vulgar or racist comments toward opposing players, “rubbing it in” (“over-rated”).  It’s all just wrong.  And it’s time for all of us to recognize that and put an end to it.

Sportsmanship is a choice.  It Is also a matter of self-control.  It is the ability to look at something and think to ourselves, “that was a travel” or “that was a foul” without shouting it for everyone to hear.  It is the ability to understand that we are watching a “game.”  It is a respect for the people who are involved with that game.

I am proud to say that the fans at many of our schools have demonstrated respect for officials and opponents.  It is my hope that we continue to work so that “many” becomes “all.”  As I am known to preach frequently, “We either get better or worse; we never stay the same.”  I encourage all of us to keep sportsmanship a priority.  Let’s stay alert at the wheel.  Let’s be the village that raises a generation of respect.

  

Rinse and Repeat

 

 

Those of us involved in education and education-based activities are lucky.  We’re lucky because we get to say (at least figuratively), “Happy New Year!” not once, but twice a year.  For in addition to the traditional January 1 observance of the New Year, we also welcome in the “new year” every August as we begin another “school year.”  So, on behalf of the IHSAA, I extend a heartfelt, “Happy New Year!” to all of you!

 

As we approach our “new year,” I’d encourage us to reflect on how we’ve approached each new school year, and think about how we will approach this new year, this new opportunity to make an impact.  Quite simply, we have a choice.  We can “turn the page,” and do more of the same, or we can change the script (a little or a lot) to adapt to the new challenges that face us (as they do every year).   

 

Although it was many years ago, I remember my first years of teaching as if they happened yesterday.  The trials, the tribulations, the joy of great lessons and students who were engaged, the disappointment of dud lessons and students who were bored.  I also remember my first years of coaching – also filled with trials, tribulations, joy, and disappointment.  What I know now that I didn’t know then was that as much as I cherished the joy, I would learn much more from the trials, tribulations, and disappointment.

 

What I also remember is that I was indeed very, very naïve.  I remember thinking, “If I can just get a few years under my belt, I’ll have all of my lessons developed and can coast.”  When I think of that mindset, it makes me think of, “Rinse and Repeat.”  Just pull out the files full of lessons, objectives, assignments, and tests for each unit and have at it.  It seemed like such an easy formula.  As a coach, I had my list of drills, my schedule, my practice plans, my stat sheets, and my “to do” lists.  Solid stuff that should stand the test of time.

 

What I didn’t count on is that although the “core” of the course may have been constant, the world wasn’t.  And as the world changed, the way students viewed it and tried to adapt to it changed.  If what I was teaching was to be at all relevant, I had to take into consideration those changes.  That meant re-thinking, revising, re-creating, re-writing those same lessons that earlier I had hoped would stand the test of time and save me a lot of work.  Rinse and repeat just wasn’t going to cut it.  My style could be the same, the way I built relationships could be the same, but I had to adapt the content and the lessons, if what I was teaching was ever going to be applied to the “real world.”  And don’t even get me started on technology.  Once the Apple IIe hit our desks and once the world wide web (yes, I am that old) was within reach, teaching took on a whole new dimension.

 

As a coach, I watched the game change before my very eyes.  Faster than I ever imagined.  I watched other coaches develop strategies that my “old ways” would struggle against.  Again, my style and developing relationships could remain somewhat constant.  But quite frankly, if I coached the same way in the last 20 years the way I coached the first five, the teams I coached would have seen very little success.  Those who adapt to change are those who will succeed.

And here we are as administrators and leaders, facing another, “new year.”  With our school calendars.  Our class schedules.  Our activities schedules.  Our agenda for faculty/staff meetings, parent meetings, coach meetings, board meetings, booster club meetings, etc. etc.  With our handbooks and forms.  It’s all so familiar.  There can be a temptation to “rinse and repeat.”  It worked last year, so it should work this year.

 

It takes a forward thinking leader to recognize that what worked last year may not work this year.  Why?  Because this year is not last year.  Our staff may have changed a little (or a lot).  The class of 2023 is well on its way to life after high school.  A wide-eyed (and looking younger every year) group of freshmen will walk the high school halls for the first time.  The change in staff and students will most certainly change the dynamics.  And not only has the staff and student population changed.  The world, again, has changed.  What we must prepare our young people for has changed.  And we are called to help them engage with it, navigate it, and adapt to it.

 

I’ve been told I’m a bit of a change agent.  I don’t know about that but I do know that I’m not a status quo kinda guy.  I am always looking for a better way.  In a very affectionate way, when I was a head coach, it made my assistants shake their heads and chuckle.  Same for all our coaches when I was an activities director.  Ditto for my faculty, staff, and other administrators when I was a principal.  If I attended a conference, clinic, or workshop, or if they knew I was reading a book related to our work, the share with each other the proverbial, “uh-oh,” as they braced for something new to be presented for discussion and possible implementation.   

 

I’ve said it before and I’ll say it again, “We either get better or worse.  We never stay the same.”  So, if we are ever tempted to “rinse and repeat,” we must recognize we will be failing our students and our schools.  If we choose rinse and repeat, we will be standing still while the world goes by on the “moving sidewalk.”  Consequently, we will be losing ground.

 

Think about the changes you’ve implemented as a leader.  How many of those were a disaster?  How many had zero impact?  How many improved your school, your programs(s)? 

 

Change is hard.  There’s no getting around that.  But the only constant in our world is change.  I encourage all of us to ditch the temptation to, “rinse and repeat.”  It takes courage to lead change.  It takes courage to push back against the status quo, the “We’ve always done it this way,” mentality.  Let’s be courageous.  Let’s lead the way.  Let’s do all we can to create an environment that recognizes our changing world.  Let’s create a culture that is committed to preparing our students for whatever challenges that change presents.  Their future depends on it.

 

 

No More Turning Away

 

If you’ve read any of my posts, you’ve been subjected to more than one trip down memory lane via music of the classic rock variety.  Most classic rock entertains me.  It can also “get me going.”  It is, as some would say, “my jam.”  Yes, even at my age.

 

And then there’s Pink Floyd rock.  Just when I’m having a little fun, just when I’m getting a visceral charge from my rock, here comes Pink Floyd to make me think.  And so it is with a song from their 1987 album, “A Momentary Lapse of Reason.”  That song is, “On the Turning Away.”

 

I remember hearing, “On the Turning Away” one Monday morning while on my two hour drive from Cedar Rapids to our office in Boone.  And as I often do with music, I listened closely to the lyrics and thought about how they might relate to my life.  Where I landed is that Pink Floyd, through their lead singer David Gilmour, was challenging me (and quite frankly all of us) to think about the times we ignore those who need help. I remember thinking that these words were not letting me off the hook.  If the words asked me to avoid hurting others, I could rationalize that, as long as I didn’t intentionally bring harm to others, I was a good guy.  But the music of Pink Floyd was not created to let us off the hook.  It was written to challenge us.  In this case, I heard the words challenge us to rise above indifference and instead truly recognize those in need and work to improve their situation:

 

On the turning away, from the pale and downtrodden.

And the words which we won’t understand. 

Don’t accept that what’s happening is just a case of others’ suffering

Or you’ll find that you’re joining in

The turning away.

 

And so, I reflected on how often and when I’ve been indifferent.  How many times have I been face to face with those in need, those who are struggling, those who suffer, yet I’ve ignored them or their condition?  As a teacher and coach, how many opportunities did I have to engage with students and athletes who just needed someone to acknowledge them?  To take an interest in them?  To talk to them?  Most importantly to listen to them?  As an administrator, how many opportunities did I have to help a teacher, a coach, a staff member?  And what of my community?  When did I engage with the sick, the poor, the suffering.  Reach out to struggling families in the community.  Spend time with them.  Talk to them.  Get to know them.  See them for who they are – human and part of our community.

And here’s where I pose the question, “What does this have to do with us as administrators?”  I am honored this year to serve as the president of the NFHS Board of Directors.  Someone asked me if I have anything in particular I want to focus on.  And here is where the lyrics of Pink Floyd and real world opportunity intersect.  My focus this year is to challenge and collaborate with state associations, school districts, administrators, coaches, and directors to dig deep into the reasons some of our students do not participate in activities their schools offer.  More importantly, once we unpack those factors, I want us to develop meaningful strategies to increase that participation.  Whether the factors are financial, time, language, fear, or any other reason, we simply can’t shrug our shoulders and as those of us from Philly say, “Whattya gonna do?”  And this, my friends, needs to start in Iowa.  With all of us.  It will not be easy.  But nothing worth much has ever been easy.  It will take looking at the man and woman in the mirror and asking, “What can I do?”  It may take a new way of thinking.  It will definitely take a new way of doing things.  We just may have to realize that the “systems” we have in place are serving some of our young people, but not all. 

Every day we have a choice to be better or worse.  We have a choice to go about our business or to truly serve those we lead.  Instead of joining the indifference, let’s work on making a difference.  It all starts with noticing.

 

As I drop the needle on my Pink Floyd album, I am challenged with their simple yet compelling lyrics.

 

No more turning away from the weak and the weary

No more turning away from the coldness inside

Just a world that we all must share

It's not enough just to stand and stare

Is it only a dream that there'll be no more turning away?

 

Only we, those who have what we need and those who have the potential to change circumstances, know the answer.  Let’s resist the “out of sight, out of mind” approach.  Let’s instead build a world where there’s “No more turning away.”

Culture Club

 

T-shirts.  If you are involved in high schools, and particularly in high school activities, you know they’re everywhere.  Students buy so many t-shirts that it is not unusual, in fact, for moms, aunts, or grandmothers to create quilts out of those t-shirts for their students to take with them after high school.  Let me start by saying that I’m a fan of the high school t-shirt.  It shows pride in activities and helps students feel they belong.  What I’m not a fan of (and I apologize to those who design these) is the t-shirt with wording on the back that takes me 15 or more seconds to read.  You know the ones.  “Even though I walk through the valley of the shadow of death, I will fear no evil, etc., etc., etc.”  If I have to walk down the hall following the person wearing it in order to read it all, it’s just not for me.  I’m about efficiency.  Short and sweet.  As a former coach, I made sure of it.  And to me, any message on the back of a t-shirt should reflect team culture.

 

In a previous lifetime, I was fortunate to serve as the Volleyball coach at Wahlert High School in Dubuque.  I was blessed to lead several groups of phenomenal athletes who trained with purpose, knew how to have fun, and competed as all get out.  We certainly had our share of all-conference, all-state, and all-American players.  But we also had those whose names would never end up in the article about the match and would never be shown on the highlights at 10:00 p.m.  They simply wanted to be a part of something they enjoyed, and they did all they could to contribute to the success of the team, no matter what the role.  Because of those athletes, as well as terrific assistant coaches, and supportive administrators and parents, the Golden Eagles won 11 state championships during that time. Our culture was simple and it reflected giving maximum effort, competing relentlessly, doing everything (practice, move from drill to drill, transition from one play to the next in a match, come out of the locker room, return to the locker room, get on the bus/off the bus, etc.) in an up tempo manner, improving every day, holding each other accountable, and respect/appreciation for each other, our opponents, and officials.

 

The Wahlert volleyball team t-shirt (which we wore as practice gear as well as warm-up shirts) was designed to reflect our culture.  And it was designed to do so in simple terms.  Our t-shirt was the same each year.  Culture endures.  The front of our t-shirt simply said, “Wahlert Volleyball.”  The only words on the back were, “Play Like an Eagle.”  One of my players once told me that a player on another team asked what that was supposed to mean.  My player’s response was, “If you have to ask, you wouldn’t understand.”  It wasn’t arrogant.  It was simply indicating one would have to be part of it to fully appreciate it.  Our players and coaches knew exactly what, “Play Like an Eagle,” meant.

 

As I’m certain so many of you have done, as I moved into the Athletic Director position at Wahlert, the Principal position at Xavier High School, the Executive Director position at the IHSAA, and now serving as President of the NFHS Board of Directors, I have made culture a primary focus.  For if a school or organization does not have a culture, it has no identity.  Nothing it can point to and say, “This is what we are all about.”

This all begs the question, “What is our culture?”  How would you describe the culture in your school and your school community?  If you had to describe it in 5 words or less, what would those words be?  If you really want to know what the current state of your culture is, ask someone outside your organization.  Their answer will be based upon how those in your school and school community act.  Once you get a sense of that, ask yourself what you want the culture to be.  If there is a gap between what your culture is and what you want it to be, it’s time to go to work and figure out how to close that gap.  And as we all know, that work begins at the top.  There is a great line in the movie, “Remember the Titans.”  Two of the best player on the team, Julius and Gary are discussing dedication to the team, commitment, and attitude.  Gary, the team captain, is not happy with a comment Julius makes and says, “Man, that’s the worst attitude I’ve ever heard.”  Julius responds with, “Attitude reflects leadership, Captain.”  Pick your quote.  “If it is to be, it must begin with me,” might be a good one. 

 

As we work to determine and then develop the kind of culture we want, we start with our leadership team and identify those qualities and characteristics we want others to recognize in us.  Then we must, “Name it and claim it.”  Whether it’s, “Play Like an Eagle,” “The “Lion Way,” “We are ….,” etc., by naming it, we give ourselves and others something to hold us accountable to.  It’s much safer to ignore, “naming it.”  By not calling our culture something, we give ourselves the out of simply saying, “That’s not who we are,” when we are criticized.  That, of course, begs the question, “Then who are you?”

 

Some believe that we either have a culture or we don’t.  They leave it fate to determine whether or not culture is positive.  Some use an external locus of control and say the culture is outside their control.  For example, some believe if they have a great senior class, they will have a great culture.  I would argue that if a school depends on the “quality” of the senior class, that school really doesn’t have a culture.  A school without a culture may have a great “year” if they have a great senior class.  A solid culture ensures that every year has the potential to be a great year.

 

As those of you who have a positive culture in your school and your school community, it takes a lot of time, energy and commitment to develop a solid culture.  It doesn’t happen by accident.  And won’t happen just by hoping it will develop.  Hope is not a strategy.  It takes an intentional process to develop a positive culture.  Just as I did not believe players are what they are – some are good and some are not, I also do not believe that the culture in a school is what it is.  Coaches used to comment, “I wish I had players that bought in like yours.”  I take an internal locus of control approach on this one and say, “trained or untrained.”  Players (and we could insert, “teachers, staff, students”) do not show up the first day with everything we identify in our culture.  What are we doing to not only develop them and develop a solid culture but to enhance it, grow it, challenge it?

 

Imagine if all our schools worked to develop a culture as simple as, “Work hard, respect others, give back, and appreciate.”  What if we all reinforced each other in this endeavor?  What if we recognized each other when that culture is demonstrated?  It can seem like a daunting task, especially if we are in a situation where there is either no culture established or the culture that is, is less than desirable.  No mountain summit was ever reached with one giant leap to the top.  It started with one step – and a whole lot of resolve.  Let’s take that step and let’s show that resolve!

Today, We Choose

 

As leaders, we serve many roles.  Perhaps the one that we serve more than any other is decision-maker.  While many enjoy the comfort of the seat of “opinion,” we are faced with “making the call.”  All of our decisions, all of our choices, lead to outcomes.  We review information, we weigh the odds, we consider those outcomes.  And then we decide.  Some decisions weigh heavy; some are made almost routinely.  But the fact is, our choices have an impact on us and those we serve. 

 

Let’s take a look at a series of decisions that dramatically impacted America’s premier horse racing event, the Kentucky Derby.  As the date of the “Derby” approached, owner Rick Dawson and trainer Eric Reed were facing the reality that their horse, Rich Strike who had one only one race and was on the “also eligible” list, would not get to compete in the 2022 “Derby.”  As a “one win” horse and unlikely to even get a spot in the race, it would have been easy for the owner and trainer to resign themselves to missing out.  Instead, as trainer Eric Reed explains it, “The worst thing than can happen to us is to have a call a day or two before the Derby and say you’re going to get in and not be prepared. We trained against all odds. Nobody thought we could get in.”  Decision number one – train as if it was going to happen.

 

On the day of and 15 minutes prior to the scratch deadline, Reed received a call from the Derby - Ethereal Road had scratched and Rich Strike suddenly had an opportunity to compete.  As they considered the offer, they knew that it would cost over $10,000 plus travel to enter the horse (which by the way had been purchased for $30,000).  They didn’t feel the horse had been training particularly well so it would have been easy to pass on the offer.  They had less than 15 minutes to make the decision and at 8:58 a.m. the day before the Kentucky Derby, they made decision number two – travel to Churchill Downs and enter Rich Strike in the Derby.  The odds of winning were 80-1.  They were undeterred.

 

At the 5 furlong mark (about halfway), Rich Strike was in 18^th place (of 20).  Looked like it was going to be a nice experience but disappointing finish.  With 25 seconds left, the horse had moved up to 12^th.  It was then that jockey Sunny Leon made decision number three – take a dangerous path weaving in and out to get to the rail.

Every horse fan knows what happened next.  Rich Strike stunned the field, the fans, and the horse racing world with the second biggest upset in Kentucky Derby history.  Had any of the three decisions made – to train to win, to travel to Churchill Downs and enter, and to take a daring route to the rail – been made differently, the Rich Strike team would not have experienced the joy of such a historic accomplishment.  The courage to make those decisions should inspire us all to look at what could be instead of fearing a negative outcome.

 

Truly, The Rich Strike team’s decisions were “big” decisions.  As administrators, we focus too much of our energy on those big decisions, but it may be the choices we make daily in how to approach things which have the greatest impact of all.  How we approach “everyday” decisions and choices will determine our path and the impact that path has on others.

 

The 2023-24 school and activities year is coming.  We are trained that at this time of year, we should hit the reset button.  We start clean.

 

We will be faced with decisions to be made and deadlines to be met.  We will be faced with the year’s demands.  It is now that we commit to what will drive our choices.    And I encourage you to join me and choose.

 

Let’s Choose Love…

    No occasion justifies hatred; no justice warrants bitterness.  Let’s choose Love.  Unconditional love.

 

Let’s Choose Joy…

    Let’s refuse the temptation to be cynical, the tool of the lazy thinker.

    Let’s refuse to see people as anything less than human beings.

    Let’s refuse to see any problem as anything less than an opportunity to serve those around us.

 

Let’s Choose Peace…

    Let’s, as John Lennon urged, “Give Peace a Chance.” 

    Let’s also forgive so that we may be free from the weight of hatred.

    When others offer a fist, let’s offer an olive branch.

 

Let’s Choose Patience…

    Let’s overlook the inconveniences of the world. 

Rather than complain that the wait is too long, let’s find a way to enjoy the pause.

Instead of protesting new challenges, let’s face them with joy and courage.

 

Let’s Choose Kindness…

    Let’s be kind to all people, regardless of status, background or beliefs.

Let’s be kind even to the unkind, for only kindness can overcome evil.

 

Let’s Choose What’s Right…

    Let’s go without before taking anything through dishonesty. 

    Let’s be humble instead of boastful.

    Let’s recognize our own faults rather than accusing others. 

 

Let’s Choose Faithfulness…

    Let’s keep our promises. 

    Let’s give others no reason to question our word

    Let others never question our commitment.

 

Let’s Choose Self-Control…

    Let’s always remember to focus on what we can control
May we let go of that which we can’t

    Let’s be the model of self-control for others

 

Love, Joy, Peace, Patience, Kindness, Goodness, Faithfulness, Self-Control.

    To these let’s commit our year.

    When we succeed, let’s give thanks.  When we fail, let’s work to overcome.

    And then, when this year is done, let’s all be able to say we have been leaders who focus on the dignity of others and what is right.