Every morning you have two choices: Continue to sleep with your dreams or wake up and chase them.

Every morning you have two choices: Continue to sleep with your dreams or wake up and chase them. – Carmelo Anthony

Are you prepared for success today? Are you living your mission through your actions?

We achieve results in our lives when we are prepared for success. We reach our goals when we prepare and do the work. Our dreams become a reality when we chase them . . . when we put forth the time and effort to make them come true.

Dreams don’t come true with pixie dust and magic. Dreams come true when we do the work and make them a reality.

What are you going to do today?

The Power of Perseverance: Why Fostering Resilience is Key to Our Students’ Success

In Dublin City Schools, we are committed to preparing our students for a future that is ever-changing and full of opportunity. While academic excellence remains our foundation, we also know that true readiness extends beyond test scores and GPA. It lies in developing a crucial life skill: resilience.

Resilience is the ability to bounce back from challenges, adapt and adjust, and persist in the face of challenging events. It’s a quality that helps us not only endure adversity but also grow from it. Research consistently shows that this skill is a powerful predictor of future success. The Harvard Center on the Developing Child highlights that building resilience in young people can help them cope with stress, manage emotions, and maintain positive mental health, setting them up for a lifetime of well-being.  Success isn’t about removing barriers, it’s about helping students to learn to overcome them.

As adults, we’ve all faced moments when things didn’t go our way. For our students, these moments can feel immense—a low grade on a test, a tough loss in a game, or a failed audition for a part in the musical. The instinct for many students is to give up, but this is precisely the moment when learning truly begins. Failure isn’t the opposite of success; it’s an integral part of the journey toward it. When we learn from our mistakes, we are less likely to repeat them, and we gain valuable insight into how to approach future challenges differently. This is the essence of a growth mindset.

This is where the role of teachers and parents is so critical. It is our responsibility to create safe spaces for students to struggle. By allowing them to embrace discomfort, we are empowering them to develop the inner fortitude they will need to thrive. When a child learns to navigate a tough situation—whether it’s a difficult math problem or a complex social dynamic—without a parent or teacher immediately jumping in to solve it, they build confidence and self-efficacy.

The parallel between the classroom and fields of sports and music is a strong one. Think about the countless hours athletes spend in practice, learning from every missed shot or fumbled play. Each “rep” is a chance to identify what went wrong and adjust. The same is true for musicians who perfect a piece through repetition, learning from every wrong note or missed beat. This deliberate practice—the act of repeating, learning from mistakes, and adjusting—is the real key to learning and mastery. It’s the science of learning in action.

As a school district, we are committed to helping our students understand that success isn’t about avoiding failure, but about how we respond to it. By encouraging a culture of resilience, we are preparing our students not just for college or a career, but for a life where they can face any obstacle with confidence, knowing they have the strength and skills to overcome it.

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For more information visit https://www.focusedleadership.net to learn more about services provided by John Marschhausen.

A Delicate Balance: Navigating Ohio’s Tax Landscape for the Future of Our Communities

As I embark on my 21st year as an Ohio school superintendent, having served both rural and large suburban districts, I’ve had the privilege of witnessing firsthand the intricate relationship between state property tax laws and the vitality of our local communities. Currently leading the Dublin City School District, Ohio’s 9th largest, and honored to serve on Governor DeWine’s Property Tax Study Group, I’ve dedicated my career to understanding the complex mechanisms that underpin public services in our great state.

Ohio’s tax structure is, without question, a testament to its historical evolution and the varied needs of its diverse populace. It is a system characterized by a delicate interdependence of property tax, income tax, and sales tax, each playing a critical role in funding the services upon which our citizens depend daily. This complexity, while often a source of public frustration, is also a reflection of the myriad demands placed upon local and state governments.

One of the most significant pillars of this structure, particularly for public education, is the property tax. In Ohio, public schools are largely dependent on property tax as a primary revenue source. This dependency is especially pronounced in suburban districts like Dublin, where over 80% of our funding is provided through local property taxes. While the exact percentages may differ from district to district – rural areas often see a larger share from the state foundation formula – the fundamental truth remains: the health of our local property tax base directly correlates to the quality of education we can provide.

This reliance on local property taxes for school funding often leads to significant disparities. Districts with strong commercial and residential property values are able to generate substantial local revenue, while those with a less robust tax base struggle to provide comparable resources, even with state support. This reality underscores the perpetual challenge of achieving equitable funding across Ohio’s diverse school landscape.

Beyond schools, property taxes contribute to the funding of essential local services such as fire, police, EMS, libraries, and developmental disability services. Income taxes, both state and municipal, contribute significantly to state general funds, supporting a wide array of state-level initiatives, while sales taxes bolster both state and local coffers, contributing to infrastructure, public safety, and other vital services. The interconnectedness of these revenue streams means that a shift or reduction in one can have ripple effects across the entire system, impacting the very services our citizens rely upon.

As a member of Governor DeWine’s Property Tax Study Group, I recognize the immense responsibility before us. We all understand the frustration associated with rising property taxes in Ohio, particularly in periods of rapid property valuation increases. Homeowners, especially those on fixed incomes, feel the direct impact of these increases, and their concerns are valid and deeply felt.

Our work is critical. It demands a comprehensive and nuanced understanding of Ohio’s fiscal architecture. We must endeavor to find solutions that genuinely provide property tax relief without undermining the financial stability of our local governments and, crucially, our public schools. Any proposed changes must be carefully analyzed for their potential impact on the entire ecosystem of public services.

Striking a balance between affordability for taxpayers and sufficient revenue for essential services is no small feat. It requires collaboration, innovative thinking, and a commitment to ensuring a fair tax system that continues to provide the necessary revenue for the services Ohioans need and depend on to keep our state strong and prosperous. The future of our communities, and the opportunities we provide for the next generation, depend on our ability to navigate this complex landscape with wisdom and foresight.

Balancing Creativity and Skills in Education for Student Success

Balancing Creativity and Skills in Education for Student Success

We hear a lot in education circles about the need to inspire creativity in the students we serve. And rightfully so! Fostering innovative thinkers and problem-solvers is crucial for their future success and for the betterment of our society. Many educators passionately promote giving students voice and choice in their own educational journey, empowering them to pursue their interests and take ownership of their learning.

While inspiring creativity and giving students ownership of their learning is certainly a vital part of public education, we can’t ignore the brain science of how learning truly takes place. Before students can genuinely be creative, before they can truly innovate, they must have the foundational skills required to successfully grapple with and solve problems.

Our classroom teachers, those incredible professionals who are masters in providing the academic skills required for success in life, understand that teaching is both a science and an art. The art lies in inspiring, engaging, and personalizing the learning experience. The science, however, is rooted in how the brain acquires and retains knowledge. Brain research is unequivocally clear: guided practice is absolutely required for students to master the foundational skills for reading, writing, and mathematics.

In Ohio, our commitment to the Science of Reading is a critical step to ensure all students have the foundational skills to read. This isn’t about rote memorization of phonics rules; it’s about building functional memory, understanding the systematic relationship between sounds and letters, and developing the automaticity necessary for comprehension. Just as with phonics in reading, we aren’t talking about mindless repetition, but rather the deliberate practice that leads to deep understanding and effortless application.

We must make the same unwavering commitment to math skills, both numeracy skills and fluency. Students need to grasp fundamental mathematical concepts and be able to apply them with ease. This doesn’t stifle creativity in math; it unleashes it! When students aren’t bogged down by basic calculations, they are free to think critically, explore complex problems, and discover novel solutions.

As educational leaders, we must be intentional in our efforts. This means understanding the critical alignment and balance required in our schools. It isn’t an “either/or” proposition – either creativity or foundational skills. It is profoundly and unequivocally both.

By prioritizing the explicit teaching and mastery of foundational skills, we are not limiting our students’ potential for creativity; we are in fact building the very bedrock upon which their creative capacities can truly flourish. When students possess a strong command of reading, writing, and mathematics, they gain the tools to express their unique ideas, understand complex information, and tackle challenges with confidence and ingenuity. It’s only then that true, meaningful creativity can take hold and propel them forward.

Balancing Self Discipline with Voice and Choice

Developing Self Discipline to Success in Life

It became known as the “green moth” question.  For me and my eighth-grade classmates, it was the first sign that Mrs. Goldstein wasn’t like any teacher we’d had before.  It was an ominous indication of the year ahead.

“What color was the moth on the wall?” This is a simple question on a five-question reading quiz.

Really?  That wasn’t in the Cliff Notes!  She wanted us to notice the details.

Mrs. Goldstein’s class was a struggle for me – the entire year.  I wasn’t alone; it was a challenge for all of us.  From reading Shakespeare (Julius Caesar) to Uncle Tom’s Cabin, our reading comprehension was pushed to new limits.  Each writing assignment was reviewed, edited in red pen, and rewritten until it was to her satisfaction – and this was all done in ink, on college-ruled paper.

I didn’t enjoy reading before and long after Mrs. Goldstein’s eighth-grade English class.  I would work hard to avoid it.  Nevertheless, I developed as a reader because talented, passionate, and patient teachers pushed me to improve.  

There is undoubtedly a place for voice and choice in educational reading options.  For many students, a book that interests them will be more motivational than an unfamiliar topic.  For some reading assignments, giving students options makes sense.

Classes like Mrs. Goldstein’s English class are just one example – schools are more than a compilation of individual classes.  Our public schools also teach values, interconnectedness, and personal skills.  The skills learned through reading a classic work of literature are more than the simple act of reading comprehension.  Studying historical periods, perspectives, and culture instills a deeper understanding of the world we live in today.  

Moreover, the discipline required to read Emily Bronte or F. Scott Fitzgerald developed skills that served me well in every other class after that.  It wasn’t my choice to read those books, but rather my choice to do the work.  As students, when pushed outside our comfort zones, we learn how to learn.  

I’m not advocating abandoning all student voices in today’s learning environments.  I believe it’s essential for students to understand their likes and dislikes, skills and challenges.  As with all things, balance is critical.  As educators, we can’t abandon the responsibility of teaching discipline and skills to our students.  We can’t forgo the classics, reading about our past, no matter how difficult it may be.  At the same time, we can give students some voice and choice in their learning. 

Our teachers are trained experts who know their craft and have experience in the field.  We entrust these dedicated professionals to focus on the subject they teach and develop critical skills in each student.  Teachers must be allowed to find that balance for their students.  Some assignments, at any grade level, may involve options for students, while other assignments may be for the entire class.  

I don’t remember many specifics from the books we read in Mrs. Goldstein’s eighth-grade English class (although I remember The Moth was Green, and I don’t particularly appreciate reading Shakespeare). Still, the skills and discipline I learned in her class built a foundation that has stayed with me.  Attention to detail matters – taking the time to do things well matters.  It wasn’t my choice what we did in class, but it was my choice to apply what I learned long past my experience at Gideon Wells Junior High School.

Impromptu Meetings Rock – Virtual Meetings Don’t

I’m done with virtual meetings.

Just the other day, a civic leader from the Columbus Community reached out to schedule a meeting. When we agreed on a time and date, I received a calendar invite; I was disappointed to see it was a Microsoft Teams meeting. I responded to the email, saying, “I don’t do virtual meetings with local leaders. Please let me know the nearest Panera to your location, and I will meet you there at our agreed-upon date and time.”

We are now meeting in person for coffee.

Humans are social beings. We function best in families, teams, and groups. We thrive in authentic relationships with skilled colleagues who bring divergent approaches.

Our district has scheduled meetings—with planned agendas—to conduct the organization’s business. Our Cabinet meetings are on Mondays, the academic team on Wednesdays, and the Student Services team on Thursdays. These meetings are valued because they provide clarity, support, and accountability. Scheduled meetings are necessary for consistent operations.

In my extensive nineteen-year tenure as a superintendent, I’ve come to cherish the most unexpected and valuable meetings- the impromptu conversations leaning against the threshold of a doorway. These meetings, sparked by a simple question about a colleague’s children, often lead to gaining invaluable perspectives about ongoing district issues. The magic happens when these conversations pull in another colleague just walking past or when an intentional text message requests another leader to join the discussion. The real solutions are found in these meetings, characterized by high trust and problem-solving.

The pre-and post-meeting conversations about your weekend or family event are not just small talk-they are the building blocks of connections and trust. These connections, forged in the real world, not on Zoom or Meets, are the strong foundation for authentic trust. Our ability to absorb non-verbal cues and respond with feeling is a unique aspect of in-person interactions that cannot be replicated virtually.

Lean into each other, build real relationships, and improve culture and behavior. When we trust each other and know each other as people, we push each other to improve. When we are safe to share our own fears and faults, we lift each other up as a team. The real conversations, the impromptu meetings, are where the magic happens. We aren’t virtual beings—we are the real deal.

Leaving the World a Better Place

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.

Better Together Leadership

It doesn’t matter how smart you are; you can’t lead alone

Leadership lessons from childhood stick with us. Some are etched in our memory in stone, while others build a foundation day after day.  For me, the trumpet helped develop my leadership style.  My favorite group was a full orchestra with a complete complement of instruments.  A great conductor awakens individual musicians’ skills to coalesce into an effective whole.   Playing Stravinsky’s Firebird Suite with a group of peers from across New England was magical.  

Being a leader in today’s political, hypersensitive, social media, and divisive world is difficult. Everyone has an opinion and can instantly share it with the masses. Truth and facts seem to have little consequence, and a myopic view of the world is commonplace. Leading teams today is much like conducting an orchestra.  The maestro can’t make music himself – it takes coalescing the skills of many to achieve collective music.

Without question, successful leadership is both a mindset and a skillset. Leaders who move organizations in a positive direction and inspire others to higher performance are positive and optimistic. Those who lead with a positive, hopeful mindset inspire others to create a better future. History shows that inspirational, positive leaders change the world at any scale and organization. This is the power of collaborative leadership, and it’s within your reach.

Leadership is also a skill that must be constantly cultivated and improved. Leaders create the culture that drives the organization and empower other leaders to perform at higher levels.

We have a leadership crisis. Today’s environment and culture often force leaders to assume the mantle of leadership alone. But here’s the thing: you have the power to change this. You can make a significant difference by investing the time to build a strong team – invest in that team and create a Better Together leadership culture.

Humans are social creatures; we function best in groups built on trust, connection, and relationships.  These connections aren’t developed via email or on video conference calls.  These connections are authentic, cultivated over time through real interactions, and built on a foundation of trust.  When leaders invest the time and energy in their teams, the pressures of today’s world are spread among a team.  

As leaders, we increase the organization’s capacity by investing in our team and building their capacity. When we invest in others, 1+1 doesn’t equal 2—it is greater than 2.  With trust and collaboration, the team develops a deeper understanding of the organization as a whole, and the decision-making process becomes more effective and efficient.  The silos are eliminated, complex problems are solved with more innovative solutions, and outcomes improve.

Collaborative leadership teams are healthier and happier for many reasons. First and foremost, no one wants to work for an authoritarian, low-trust leader, and skilled leaders don’t want to seek permission for every decision.  A leader focused on trust, who builds collaborative relationships, creates a healthier work environment.  The environment includes the leader the individual at the very top of the organization.   When a leadership team has high trust and tells truth-to-power, better decisions are made, and greater support within the team improves the whole organization.

While it may seem noble to adopt a take responsibility approach to every decision, it is counterproductive to your health and the entire team’s success. Build a strong team with trusted partners who will share the load with you. Trust those on the team to make decisions without running everything past you. Coach the team to collaborate and work together, leading to a stronger culture, better behavior, and the desired outcome.  Just like a conductor, you can’t play all the instruments.  The magic happens when talented, skilled professionals come together to make music.

Authentic Optimism

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-

Engagement at the Next Level – Better Together

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.