Paying it Forward for Tim Kight

Character is the cornerstone of trust. Before you can lead others, you must first manage yourself.  Nothing can happen through you until it first happens in you. The culture of the organization begins with the character of the leaders. – Tim Kight

My dear friend and mentor, Tim Kight, was recently called home to God after a valiant battle with cancer. Tim’s life was a testament to his unwavering dedication as he coached and uplifted others until his last days. While he is renowned for his work on R-Factor, teaching E+R=O to adults and children alike, his true legacy lies in those he trained to prioritize love and leadership.  

In the decade that I was blessed to have Tim as a friend and mentor, he shaped me into a better husband, father, son, brother, and, most importantly, a better man. Tim taught me to understand my mindset, how I responded to the events in my world, and to act with purpose. I learned to understand the impact an emotional rather than intentional response has on the outcome of each situation.  Our frequent conversations challenged me to push my skills to the edge – and to look inward when the outcome didn’t meet expectations.  Tim taught not only self-awareness but also how to build self-awareness in others.  

Tim and I often discussed that the most important message you communicate is your daily attitude and behavior.  I am intentional in my desire to lead with faith, hope, and love. Tim’s coaching of me and many other leaders is a legacy that leaves the world a better place.  While the systems and Focus 3 will continue to engage organizations, schools, and communities, those of us who have Tim’s message happening through us will continue his work.

I already miss my dear friend and mentor.  While I won’t have him to call when I need wisdom or advice, and while I’ll still think about sending him a text when a student shares a press pause moment, I will reach out to others in collaboration.  My goal is to serve others as Tim has served us.  Years ago, Tim wrote in an email to me, “Exceptional leaders create their own energy, and they focus their energy on things that matter. They love their work, and the team they work with, and people can feel it.”  We all felt Tim’s love – now let’s continue his legacy and live with that same love ourselves.

It’s Time for a Mindset Shift

For the past two years, educational leaders have consistently reverberated with the following theme: ” Our jobs are difficult, things have changed, and I can’t wait to retire.”

Articles are written, conference agendas are created, and groups are convened lamenting America’s current state of education.

Leaders perseverate about who to blame and how we arrived at our current condition.

We complain about policymakers and legislators; we grumble about the political environment.

We defend our feelings; we yearn for the pre-pandemic past and a bygone era.

My friend and mentor, Tim Kight, Founder and President of Focus 3, addresses our current mindset cycle.  When we focus on the negative events we can’t control, our feelings drive our actions, and our cycle is counterproductive.

When our mindset cycle, our own self-talk, is reinforced by others in our professional sphere, it becomes a doom-loop.  Our blaming, complaining, and defending (BCD) is amplified.  We focus on emotions and less on solutions.  The group lamentation becomes a false truth in our minds.  Since everyone feels like I feel, it must be true.

As school leaders, it’s time to regain control of our mindset cycle. When we ask, “What is required of us?” the answer is clear – it’s time to step up and make a difference. It’s time to take control and respond to each challenge with skill and purpose.

As leaders, we cultivate the culture and behavior of our schools.  We get to set the tone for everyone we serve.  When we lead with hope and optimism, when we collaborate and empower our teams to create solutions, our students benefit.  When we provide clarity of expectations, support necessary to achieve goals, and accountability to measure progress, the mindset cycle begins to shift.  We build trust through our repeated interactions with those in our organization. 

Yes, our jobs have changed, and we get to redefine the future.  We get to engage with legislators, advocate in support of public education, and seek consensus about preparing our students for the workforce of tomorrow.  We get to collaborate with parents to create personal pathways for each student.  

I love my job and the community I serve.  Our jobs demand that we lead with purpose and skill.  We are better leaders when we are intentional in our actions – when we understand our emotions and rise above what’s out of our control.  Now, more than ever, having an “I get to” attitude is critical.  When we lead our school communities with authentic optimism, others will follow, and students will benefit.  

When we operate on default, when we leave our mindset to chance, we abdicate control.  When we have focused leadership, when we are disciplined in our approach to our work, we seize the moment.

Let’s do the work-

The Dublin City School District lives our Better Together value through actively involving parents, families, and the wider community in the educational process. We encourage partnerships with local organizations, businesses, and individuals who can contribute resources, expertise, and mentorship opportunities.  We embrace collaboration and strong community ties to enhance the educational experience and create a sense of shared responsibility.

The district has seven district-level standing engagement committees and numerous building-level parent events.  For the 2023-24 school year, the district will launch a new, six-series DCS University event.  DCS U, held at Emerald Campus, will provide community-wide programming, with both district and community experts, to engage students, parents, and community members on important issues in education.

The district continues to embrace technology as a tool to enhance learning and prepare students for the future. We provide equitable access to devices, digital resources, and internet connectivity. Our staff fosters digital literacy skills and teaches responsible and ethical use of technology.  With increasing concerns about the role of social media in our children’s mental health, we must engage in reflective dialogue with parents about personal devices. With cell phones ubiquitous in our middle and high schools, and growing numbers in our elementary buildings, keeping students safe on social media isn’t just a school responsibility – it takes all of us.  Best practices aren’t good enough – we must be better.

The Dublin City School District fosters a culture of continuous improvement in teaching practices.  One of our three core values is “Embrace the Journey, Always Growing.”  As an organization,we provide professional development opportunities to teachers and leaders, ensuring they have the knowledge and skills to deliver engaging and effective instruction.  We are always improving.  There is no destination – today’s best practices must continue to become better practices.  Our parents, our Dublin Community, emphasize a well-rounded education that includes not only academics but also social-emotional learning, creativity, critical thinking, and problem-solving.  

Our commitment to always growing doesn’t only live in our classrooms; it’s part of our DNA.  The Dublin City School District creates a safe and welcoming school environment where all students feel physically and emotionally secure. We continue to implement proactive measures to prevent bullying and discrimination. The district offers counseling services, mentoring programs, and other support structures to address the complex needs of students.

As a district, our Joint Safety Committee, composed of law enforcement and first responders from six different jurisdictions, partners with our administration to keep our school physically safe.  The partnership between the Dublin Police Department and our school district is a state-wide model.  The district’s employment of retired law enforcement officers to assist at the elementary schools is also a model program.  With eight uniformed Dublin Police serving as school resource officers (SROs) in our middle and high schools, our district has best-in-case partnerships and protocols.

Leading with hope and optimism is essential for elite school leaders.  Leaders set the tone and strive to create an environment that fosters growth, resilience, and success for its students, teachers, and staff.  Our Dublin Leadership Team lives our value, Take Responsibility, in our approach to leadership.  Each of us owns our attitude and actions; we have clarity of vision and alignment in purpose.

As an education community, it is critical that our Board of Education and district leadership teams inspire and motivate others with a clear and compelling vision for education.  In Dublin, our Journey 2030, in alignment with our Culture Playbook, and Vision, encourages innovation, embraces change, and promotes a positive culture throughout the district.  

Placing students at the center of all decision-making processes is crucial.  We set annual goals, in alignment with our vision, to provide clarity for the organization. We intentionally prioritize student well-being, individual needs, and diverse learning styles.  We make decisions based on facts, not fear.  We embrace a future of hope, not blame.  

Hopeful, optimistic leadership requires focus on the future, not the past.  With generative AI, changes in our students’ needs, and evolving workforce requirements, successful school districts build a strong foundation of academic skills and prepare students for success in the future.

We have exceptional, respected teachers in the Dublin City School District. We hire the best and provide ongoing training for our professional staff. Professional development plays a crucial role in the growth and effectiveness of teachers. It involves continuous learning, training, and skill development to enhance their teaching abilities and keep up with evolving educational practices.

Enhancing Teaching Skills: Professional development allows teachers to learn new instructional strategies, teaching methods, and technologies. It helps them stay updated with the latest research and best practices in education. By acquiring new skills and techniques, teachers can enhance their instructional delivery, engage students more effectively, and adapt to the diverse needs of learners.

Keeping Pace with Educational Trends: Education constantly evolves with new methodologies, curriculum standards, and technological advancements. Professional development enables teachers to stay current and implement these changes in their classrooms. It ensures that teachers are well-informed about the latest pedagogical approaches, assessment techniques, and educational technologies, enabling them to provide a high-quality education to their students.

Aligning with Priorities and Goals: Effective professional development aligns with the priorities and goals of individual teachers, schools, and districts. It allows educators to focus on areas of improvement that directly impact their teaching practice and student outcomes. By tailoring professional development to address specific needs, teachers can develop skills and knowledge that align with their professional goals and the overall vision of the educational institution.

Improving Student Learning Outcomes: Teachers engaging in ongoing professional development positively impact student learning outcomes. By learning and implementing evidence-based instructional strategies, teachers can create more engaging lessons, differentiate instruction, and effectively support students with diverse learning needs. Professional development also helps teachers analyze student data, identify areas for improvement, and make data-informed instructional decisions, leading to improved academic achievement.

Increasing Teacher Satisfaction: Engaging in meaningful professional development can significantly impact teacher satisfaction and morale. Ongoing training helps teachers build confidence, overcome challenges, and find renewed inspiration in their profession, leading to increased job satisfaction and a positive work environment. Teachers with access to relevant and practical professional development opportunities feel valued, supported, and empowered.

As one of our Guiding Principles, professional development is vital for teachers’ growth, as it enhances their teaching skills, aligns with priorities and goals, improves student learning outcomes, promotes teacher satisfaction, and fosters a culture of continuous improvement in education.

In Dublin, sustainable investments in education are carefully planned and managed to ensure long-term viability, without compromising the needs of current and future students. Investments include facilities, curriculum, technology, and resources to provide professional development opportunities for teachers to enhance their instructional practices. Student-focused investments prioritize students’ well-being and success, considering their diverse needs, interests, and abilities. Student support services, such as counseling, special education, and enrichment programs, as well as promoting equity of access to educational programs, are priority areas.

School districts have a fiduciary responsibility to use taxpayer dollars efficiently and effectively. We are transparent in managing budgets, make informed decisions about resource allocation, and adhere to all regulations and policies. Responsible stewardship involves engaging with the community and seeking input from stakeholders, including taxpayers, parents, students, and staff, to ensure that financial decisions align with the needs and priorities of the district. We are open to future levy needs and plan to address needs in a rapidly growing community.

We must align their vision and strategic goals with their available financial resources. This means developing a clear and coherent vision for the district’s educational objectives and then identifying the necessary financial resources to support and achieve those objectives. We prioritize initiatives that align with the district’s vision and are financially feasible while carefully managing and allocating resources to ensure sustainability and effectiveness in the long term. 

We are in the “people business,” and over eighty-five percent of the budget is the salary and benefits of our employees. We continually evaluate and align our school personnel to place the right people in the right programs to serve students.

Journey 2030 is grounded in our Guiding Principles – the first is Student-Centered Decisions. Student-centered decisions are essential for educators to support students in achieving their academic and personal goals. When educators, parents, and other stakeholders make decisions with students’ best interests in mind, it leads to more personalized education and prepares students for success in the future.

Our schools are focused on tailoring instruction and support to meet the individual needs of each student. Dublin educators take the time to get to know their students and understand their strengths, challenges, and interests; they create learning experiences that are engaging, relevant, and effective. We build trust between students and educators, increasing motivation and a sense of belonging in the classroom. We celebrate the diversity in our community; we are better together.

Dublin teachers equip students with the skills, knowledge, and dispositions they need to succeed in college, career, and life. We embrace the importance of preparing students for success beyond the classroom. We guide students to develop critical thinking, problem-solving, communication, and collaboration skills. We provide opportunities for students to explore potential career paths and connect with mentors and other professionals in their fields of interest.

By focusing on personalized education and preparing students for success beyond the classroom, our district sets measurable goals for student achievement and creates a supportive and engaging learning environment. When students feel seen, heard, and valued, they are more likely to be motivated, confident, and successful academically and personally.

Guiding principles serve as the foundation for decision-making and provide a checklist for success for the Dublin City Schools. These principles are values, beliefs, or guidelines that guide our behavior and actions. They ensure that decisions align with the organization’s values, behavior, and outcomes.

Guiding principles provide a framework by offering consistent criteria to evaluate options and make informed choices. They serve as a reference point for individuals at all levels of the organization when facing complex situations or making important decisions. By using these principles as a checklist for success, the district can ensure that our choices and actions are aligned with the overall vision – Journey 2030.

Our principles, a rubric for action, create a culture of accountability and continuous improvement – a clear set of expectations everyone can understand and use as a guide. It promotes consistency and fairness in decision-making, as decisions can be evaluated with a common language. Guiding principles foster a positive and productive work environment, enhance decision-making, and drive success in achieving organizational goals.