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By: Gary Stevens - (Retired) Athletic Administrator - Thornton Academy – Saco, Maine As a basketball coach early in my career, I was determined to be the master of my craft. I wanted my teams to be the best prepared and have a competitive edge. I started by reading John Wooden's Practical Modern Basketball and watched VHS tapes (yes, VHS tapes) on my opponents. I attended every coaching clinic that was available in New England. As if their knowledge would float to me by osmosis, I sat in the front row when successful coaches such as Jim Calhoun, Rick Majerus, John Calipari, and Gary Williams lectured. I even commuted one weekend to a gymnasium in Andover, Massachusetts, where Mike Krzyzewski, fresh off his first national championship at Duke, delivered a two-day, one-man clinic. I exercised the same approach in my classroom teaching. I wanted my history and government classes to be "must see" and strove to learn everything I could about the best methodologies to deliver material. I strove to have my students engaged, excited, and enriched by the lessons I conveyed. I felt that I was succeeding when one day a student stopped by my desk before class and asked, "Hey, Mr. Stevens, what are we doing today?" In the early 1990s, I worked under the leadership of my department head Dale Sinclair. Dale was a kindred spirit in that he loved history (particularly anything to do with Theodore Roosevelt) and sports. He had a dry wit, a thick Maine accent, and a caring heart. Almost immediately upon my hiring, he took me under his wing to teach me the lessons of his experience. One day Dale encouraged me to attend a conference sponsored by the Maine Council of the Social Studies. We traveled together to the conference in his pick-up truck and talked about baseball and school gossip along the way. At the conference, just like I did when Calhoun and Calipari were speaking, I sat in the front row and voraciously took notes. I just knew that having these "nuggets" of information in my arsenal would help make me well-equipped to be the best history teacher possible; being a lifelong learner, after all, was part of my DNA. On our return trip, Dale asked me what I thought of the conference. I told him that I was truly excited about the day and could not wait to implement some of the new ideas I had garnered. Dale peered over at me from the driver’s side of the vehicle and smiled. "Gary," he chortled, "you are a sponge." I felt very self-satisfied from my mentor’s words, which I took as the ultimate compliment about my commitment to my own learning. While I was basking in his words, Dale finished his thought. "Don’t forget," he reminded me, "that a sponge only works well if you wring it out every once in a while." He was not praising me, but instead reminding me of my responsibility as an educator towards others. The ultimate compliment immediately was transformed into a powerful lesson in humility. What Dale reminded me is that knowledge is not a commodity to be hoarded, but instead a gift to be shared with others. The Power of Collective Action Today’s high school athletic landscape is fraught with complexities and pitfalls that could not have been imagined a generation or two ago. A continuing concern about violence in schools, including at school events, makes each athletic contest a potential platform for a disgruntled student, parent, or community member to address a grievance. Our political climate and public discourse have digressed to a point where a lack of civility towards others frequently finds its way into our stadium and gymnasiums. Social media sites have become platforms for spreading venom and hate, including when it comes to high school athletics. Being an athletic director has never been as challenging as now. It is a difficult task for any high school athletic director, particularly one who is new to the job, to work in isolation in these challenging times. More than at any other time in the history of the profession, it is essential for school leaders to collaborate and share their knowledge and expertise with others. It is the most efficient use of time and resources, and the success of one school by addressing the problems that come to our programs can easily become the success of many. As Dale Sinclair advised me nearly three decades ago, it is time to wring out that sponge. The New York State Athletic Administrators Association (NYSAA) has identified the need to provide information and critical professional connections for people within its organization. Led by Jim Wright, Ed.D., the Aspiring Athletic Administrators Program has proven to be a groundbreaking initiative. Designed for prospective and novice athletic directors, the New York program provides a series of online meetings geared towards the complexities of the athletic administrator’s role in today’s schools. The series culminates in Leadership Training Course 504: Legal Issues I. The NYSAAA has also established a three-day in-person summer program consisting of three NIAAA Leadership Training Institute courses and six workshops, all of which are conducted by current New York athletic directors. Programs such as those being conducted in New York provide important opportunities for athletic directors to help themselves. Other than experience, the greatest teacher for people working in education-based athletics may be the person who performs a similar role in another school. Many of the answers to questions that we may have in addressing the problems that come across our desks may readily be available from a colleague who has already faced that same challenge. Reaching Out Rich Barton, NIAAA Associate Executive Director of Leadership Training and Certification, adopted the theme of "Lift and Assist" during his year as the NIAAA Board president. A successful post player in his career at Southern Utah University, Barton’s favorite player of all time is Utah Jazz point guard John Stockton. The point guard is the "engine" of a basketball team, and none was better than the NBA Hall of Famer. At 6’ 9" tall, Barton understood that his success depended upon having a high performing floor general. Every high school athletic conference has "point guards" within its ranks – veteran, savvy leaders who make the organization more productive than the sum of its parts. Those individuals have earned the trust and respect of their peers over time, and they form the lifeblood of their leagues. They bring important value to the table – experience, craft knowledge, and sound judgment. Whereas formal mentoring programs, such as the one being sponsored by the NYSAAA, provide important mechanisms to inspire and "prime the pump" for an organization, there is also value in the informal, day-to-day activities that take place between colleagues as well. Important learning takes place in conversations and interactions that result from personal and professional relationships. Veteran athletic directors can – and should – take a lead in being the "point guards" for the people in their leagues, particularly those who are new to the profession or may be struggling in one or more areas. Building connectedness starts with some very simple steps. The foundation of the process begins with strengthening relationships between and among peers. Veteran athletic directors can enhance this process by picking up their phones and reaching out to the newer members of their leagues, chapters, or regions. The simple act of checking in from time to time can form an important lifeline. It makes the recipient feel valued and supported and may open avenues for communication later. In addition, it may be helpful to share resources that one has accumulated over the years with a new colleague. Simple documents such as game day checklists, phone contacts, or public address announcements may have great value to an athletic director who is just beginning to build his or her own cache of materials. Sharing a favorite book or an article from a professional journal might inspire a person who’s trying to find a solution to a problem encountered on the job. The value of "wringing out the sponge," as my friend Dale Sinclair taught me, cannot be underestimated. No one, not even the most experienced athletic director, is immune to challenges and difficulties. Building stronger interpersonal relationships between athletic directors from different schools can help a person navigate the choppiest of waters. A written message, a quick telephone call, or visit may foster a dialogue that may provide important emotional support or even an idea that can help resolve a crisis. Finding the Right Recipe The process of mentoring one’s colleagues is not a "one size fits all" proposition. Just as leadership is a highly eclectic commodity, people learn differently and require varying levels of support to reach their goals. In the end, state athletic associations must utilize both formal and informal approaches to developing their own and find the right recipe that works for each individual. Regardless of the style or mode, an increased effort in providing professional development to the newest colleagues in the profession is essential and timely. Extending the helping hand to others has never been so important. The massive turnover that is taking place in leadership positions in America’s schools is not simply a case of attrition based upon age; people are leaving these roles, in large part, due to the constraints and pressures they feel. The solution to solving this crisis is not simple, but today’s current group of high school athletic directors can begin the process of supporting and enriching their colleagues. The collective wisdom of this generation of athletics leaders is a resource that cannot be underestimated when it comes to mentoring and training the next generation. "Wringing out the sponge," whether through formal programming or the day-to-day interactions between colleagues, is the starting point. We must continue to work together to help sustain each other. |
“Wringing Out the Sponge”: Providing a Helping Hand to Colleagues – [NIAAA]
