I just finished reading a great book by Dr. Henry Cloud, a psychologist.  I have often wondered why some people appear happier than others living in the same situation.  In the book, "The Law of Happiness," he has helped me understand the dynamic.

He believes that we have made in depth studies of the absence of happiness be exploring pain, hurt, depression and anxiety.  He believes there is an upside to life and that we are wired to experience happiness.  His research has shown that happy people feel better, are healthier, make more money, live longer, and develop more positive relationships.

He believes we all have an internal happiness meter and that over time we tend to have a specified level of happiness.  He states that about 50% of our happiness comes from our internal make up.  This is the result of genetics and environment.  If we are born into a happy family were laughing and support are part of everyday living, we have a head start on being happy.

Many believe that happiness is the result of  personal circumstances.  That is, we win a lottery our happiness meter goes up.  We have a disappointment in our lives, our happiness meter falls.  Cloud's research has shown that after a period of time, sometimes a year or more, the meter returns to its preferred position.  He believes about 10% of our happiness comes from personal circumstances.

What about the other 40% component of long term happiness.  He believes we control this portion and so we are able to actively influence our level of happiness.  He then shares the 13 laws of happiness that all of us control.  I will not attempt to share all of the laws but a couple are my personal favourites and my experience with happy people in my life validate the laws.

The first law is that happy people are givers.  Think of the teachers in a school.  The ones going the extra distance by joining a committee, running an extra curricular activity, offering extra help to students and reaching out and communicating with parents tend to be some of the most positive and happiest teachers in a school.

Another of the laws states that, "Happy People Pursue Goals."  They live on purpose.  They are committed to making a difference.  These are the teachers in a school that carefully plan their lessons.  They work toward successful outcomes.  They are in the business of eliminating failure and find ways to meet the mission of, "learning by all - whatever it takes."  My work in Effective Schools Research has confirmed this law with me.

Cloud believes that happy people, "engage."  They are active in their place of work and in their communities. They accept leadership responsibilities and actively support others in their striving for success.  In a school these are the teachers that take on the extra responsibilities.  They are champions of the school and usually loved by the parents of the students they serve.

"Happy People are Grateful.," is another law.  Cloud's research has shown that happy people are never "hung up" on what they don't have but rather on what they do have.  In a school these are the teachers that are happy to have important work to do.  They may have a difficult job but they see it as a challenge.  They are grateful for the opportunity to influence the future.  In the staff room they try to lead the discussion in a positive direction.  They realize they have been given a gift of influencing the future and are grateful for the time to work on their mission.

The final of the 13 laws is, "Happy People Have Faith."  I would call it hope.  They have a belief that they can find a way to succeed.  Their hopeful outlook spreads to others.  As teachers, they identify the students that most need their help and find ways to support their learning.  They are always looking for new ways of working so that they can achieve better results.  They have a strong commitment to eliminating failure by searching out new ideas and strategies that might help move them forward.

When reading the book, I found myself relating it to the Planning for School and Student Success model created by the Hulley Centre.  The model really does follow the "Laws of Happiness."  If happy people are givers, not lazy, don't wait for someday, pursue goals, fully engage, connect, think well, are grateful, have boundaries, have a calling and have faith, then I believe the same laws apply to good planning by a school staff that cares enough to make a difference for all kids.

I would recommend this book to all teachers with the challenge, "Why not make yourself happy."

The Planning for School and Student Success Process

The Hulley Centre

In my last blog I indicated that in November 2011 I signed a three year agreement with Solution Tree Canada to develop the Hulley Centre.  The Centre has developed the Planning for School and Student Success Process.  The PSSSP has developed a 6 day training program, organized into 3 modules offered over a 4 to 6 month period, for district and/or school based staff that return to their schools and lead the staff through the process which culminates in the development of a plan to improve.  The process is based on sound research and practical experience in school districts across Canada.  Over the next few weeks I would like to share the process and would welcome comments that could enhance the process.  In today's blog I am sharing some of thinking behind the creation of the Hulley Centre. 

“Planning for schools and students success by involving the hearts, heads and hands of teachers.”

Every school is expected to plan.  However, research has shown that 70% percent of school improvement plans makes little significant sustained differences in student learning.  Wayne Hulley has spent the past 40 years focused on the strategies and processes that have proven to have a positive impact on student outcomes.  He has identified the 8 issues that have prevented most schools from a making the gains they desire.  His Planning for School and Student Success Process (PSSSP) has been designed to confront the issues.  The process has a proven track record having been used in schools across North America. 

Recently he partnered with Solution Tree to develop the Hulley Centre.  The mission of the Centre is, “To support student success, teacher satisfaction and community support for schools through action based planning.”

Wayne Hulley’s experience has determined that many planning processes focus on the head.  Processes are developed and schools are expected to use the process to create goals and plans that are delivered to the central office to be monitored.  This process can become a “head game” where the staff simply fill in the blanks and develop little commitment to the plan.  They often return to the classrooms and it is business as usual.  He refers to this as a “planning to plan approach,” based on compliance but not commitment.    School and student improvement will never occur without the commitment of staff.  School improvement is really about instructional improvement and staff growth.  Commitment comes from the heart not the head.  We capture staff hearts when we involve them deeply in a process that allows them to take ownership.  The Hulley Process keeps a focus on staff since they are the ones that will have to implement the plan and make the changes needed for success.  Wayne refers to this as “planning to improve.”

The “Planning for More Successful Schools Process” keeps a focus on the teachers.  The process is divided into 3  aligned 2 day modules.  The modules have been developed to counteract the 8 issues, which have been identified by researchers, which lead to planning that makes little or no difference and in the process frustrate staff and lower morale making future attempts to improve difficult if not impossible.

The Eight Issues That Prevent Many School Improvement Planning Processes Meeting With Significant Sustained Success

1.     Lack of alignment and commitment of leadership at the provincial, district and school level

2.     Low level of staff commitment  and the failure to take full account of the impact of change on those people who are most impacted by it    

3.     Failure to create a clear and compelling vision

4.     Ineffective use of data as the basis for planning

5.      Failure to create and maintain a collaborative culture

6.     Creating goals that lack clarity to direct staff planning, implementation and the monitoring of progress

7.     Implementing strategies that have little potential to change outcomes

8.     Failure to celebrate successes and to monitor and adjust the process based on ongoing formative assessment

The Hulley Centre’s, Planning for School and Student Success Process, has been developed to confront the issues and as a result has had a high level of success in schools across Canada.   

Every schools and school district plans.  The Hulley Centre, “Planning for More Successful Schools Process,” does not take over the planning for a school or district.  It has the capacity to build the priorities of the district or province into the process.  The district owns the process and the Hulley Centre through its network of associates facilitate, encourage and support the effort.  





Who Is Wayne Hulley?

Wayne Hulley has been a teacher, principal and superintendent in and around the Toronto area in Ontario.  For the past 18 years, he has worked broadly across North America supporting schools and districts in their efforts to improve learning outcomes for all students.  He has been at the forefront of Effective Schools Research in Canada for over 30 years.  He is a strong supporter of teachers and believes that most are doing the best they can under circumstances that exist in their schools. 

In two books that he coauthored with Linda Dier, "Harbors of Hope" and "Getting By of Getting Better," he has identified the the thinking and the actions needed to make a positive difference for all students.  He has delivered over 2000 presentations supporting the work of schools and staff.  He has won numerous awards for his work and is one the most sought after speakers in Canada.

His passion is school based planning that makes a positive difference for all students.  He believes, "Every school plans but few schools plan with an intention to improve."  What makes his process different is the time spent on developing a clear purpose for the planning and an intention to make a positive difference.  Many planning processes begin with studey and data and teachers are not motivated by the numbers.  They are motivated by creating hope for students through their professional actions.  Planning does need a data base and collaborative professional groups, high yield strategies and implementation timelines but these things become important only after staff commitment and the acceptance of the moral purpose to suppoet learning for all.