Facing Hard Facts and Tough Decisions
As I reflected on my recent work-related travels and conversations with school leaders across the country, I was reminded of the countless discussions about education I’ve had in airports and on airplanes. These conversations often focused on teachers—what it’s really like to be a teacher, how they spend their summers (teaching summer school, taking classes, working second jobs), and the challenges they face. Many of these discussions highlighted the importance of finding solutions to make a difference for students.
These thought-provoking conversations brought to mind the book Hard Facts, Dangerous Half-Truths, and Total Nonsense: Profiting from Evidence-Based Management by Jeffrey Pfeffer and Robert Sutton. The book serves as a powerful reminder that school leaders must base decisions on research, data, and evidence tailored to their specific district, students, and resources. Too often, decisions are made based on statements like “I feel” or “I think” instead of “I know” or “Here is the data.” This results in implementing programs that worked elsewhere without considering if they address the school’s unique needs.
“Instead of being interested in what is new, we ought to be interested in what is true.”
Pfeffer’s Law, “Instead of being interested in what is new, we ought to be interested in what is true,” underscores the importance of focusing on evidence-driven decisions. This process should be guided by data, goals, outcomes, and results. Schools and districts should avoid pursuing “magic solutions” and instead adopt evidence-based management systems that benefit both students and staff.
Key Characteristics of Effective Professional Development
Professional development solutions should:
- Be based on data gathered from multiple classroom observations
- Align explicitly with the strategic goals of the school or district
- Be ongoing and differentiated
- Include job-embedded coaching and opportunities for meaningful practice with reflective feedback
These solutions must also have a monitoring and accountability plan. Evidence should guide the selection of professional development and coaching solutions, as well as the choice of partners to achieve these goals.
Key Takeaways from the Book
The following points from Pfeffer and Sutton’s book resonated deeply:
- People make the difference: Hire the right people and create a culture that makes them want to stay. Jim Collins, in Good to Great, emphasizes the importance of “getting the right people on the bus.” In states with teacher shortages, districts must focus on recruiting the right people and building their capacity within a supportive culture.
- Strong systems are important: A strong system can elevate everyone in the organization. Expanding pockets of excellence into entire schools or districts requires effective systems and great talent.
- Adopt an attitude of wisdom: “Be confident enough to act on the best knowledge you have, humble enough to doubt what you know, and wise enough to face the hard facts when new and better evidence comes along.” Instructional leaders must use evidence, foster growth mindsets, and reflect on their leadership practices to navigate challenges such as declining achievement, new standards, personnel issues, and budget cuts.
Conclusion
There will always be hard facts to face, but instructional leaders define themselves by how they deal with those facts. By focusing on evidence-based decision-making, fostering strong systems, and maintaining an attitude of wisdom, school leaders can create meaningful and lasting impacts on their students, teachers, and communities.
