Culture of Excellence
October 20, 2015
What are the marks of excellence in a high school’s extracurricular activities program that set the most welcoming schools apart? What are they doing to create and perpetuate a culture of excellence in good behavior?
Our counterpart organization in the state of Washington invited the MHSAA and other state high school associations to consider these questions, and to offer examples which would help to recognize the best practices of schools that have a tradition of excellence in good behavior and a welcoming environment.
We discovered that our initial thoughts were like skipping stones on a pond. They barely skimmed the surface of this topic, and we quickly plunged more deeply than answers like comfortable venues, convenient parking, friendly signage, staff assigned to greet contest officials and visiting teams, and upbeat cheering sections.
We concluded that all of these welcoming attributes are the result of committed leadership that communicates clearly and consistently about the expectations of educational athletics, and these expectations are exceptional in how different they are than at every other level of sports.
What is abundant in these schools and scarce in less-welcoming schools is the appointment, and continued training and support, of a full-time athletic administrator who spends all day, every day on the interscholastic program.
And this athletic administrator provides ongoing training and support to coaches, as well as to team captains and other student leadership.
These are the schools where the MHSAA Coaches Advancement Program is provided time and time again to coaches. These are the schools where students have attended the MHSAA’s Team Captains Clinics, Sportsmanship Summits and Women in Sports Leadership Conferences. This is where the School Broadcast Program is providing events regularly and promoting the school proudly.
Simply put, these are schools where administrators are dedicated to creating a proper perspective of school-sponsored, student-centered sports, and spend time on this daily. They have gone beyond signs and slogans to the much more difficult (but more rewarding) work of nurturing better leaders out of coaches and athletes, individual by individual, week after week, season after season.
Considering the Unrepresented
November 22, 2011
When I interviewed for the job of MHSAA executive director in the spring of 1986, I was asked about my administrative philosophies and approaches to problem solving. I don’t recall now all I said then, but I do clearly remember saying I would “err in favor of kids.” I meant that, when a difficult situation presented an unclear choice, I would give the benefit of doubt to kids.
That was somewhat naïve, I suppose; but I still do bring that mindset to situations that appear to be a toss-up.
Over the years I’ve stumbled upon or consciously cultivated other lessons for myself, and I have shared some of them with my dedicated colleagues at the MHSAA. Of many, here’s the first of six (the other five will be presented in subsequent blogs): Consider those not in the room or not at the table.
When people propose a change in a rule, consider where they are coming from, and consider those who are not present who may have different circumstances, perspectives and needs.
If the proposal is from large schools, consider how it might affect small schools. If from southern schools, how it might affect northern schools. If from suburban schools, how it might affect urban or rural. If from football coaches, how it might affect other sports; if from a winter sport, how it might affect fall or spring sports.
When people seek from the Executive Committee waiver of a particular rule on behalf of one student, ask how that waiver would affect those not present against whom this student would compete.
When someone seeks relief from a penalty, ask how that will affect those not present, including those who have received the penalty in the past or should receive the penalty in the future.
Considering those who are not in the room who may be affected by a proposal by those who are in the room has been a gift given to me by Keith Eldred of Williamston who served on the Representative Council over 25 years ending in 2008.