Principal Matters: The School Leader's Podcast with William D. Parker

A Quick Note to Listeners: —- The Question of the Week is supported by Summer Pops Math Workbooks. Principals, when students practice math over the summer, math scores go up. What’s your summer math plan this year? A great way to start is by ordering FREE summer workbook samples at Summer Pops Workbooks.com. —- Before this week’s interview, Jen Schwanke and Will Parker answer a listener question with a five minute response.  The question is: I’m a lead principal, when do I know it’s time to move on? Once you’ve “maximized” the school or are high performing or is there ever a time? Listen in to hear their response and thank you for doing what matters! Dr. Derek Mitchell is the CEO of Partners in School Innovation, a nonprofit that provides solutions for educational inequities in underperforming schools. Since 2009, he has focused on building the skills of educators and leaders to improve student outcomes, particularly in marginalized communities, through equity-centered school improvement. Dr. Mitchell holds a Ph.D. in Educational Psychology from UCLA and has held leadership roles in various educational organizations, including Oakland Unified School District and Prince George’s County. Under his leadership, Partners in School Innovation has received support from major foundations like the Bill & Melinda Gates Foundation. His work continues to advocate for lasting, systemic change in education​. Dr. Mitchell’s career in education came after a few other careers; he spent some time as a dancer early in his career. He also worked in the entertainment industry and co-founded a software company building video games. Dr. Mitchell says that his life’s goal is to make sure that kids can have a rich education in their own neighborhoods.  Derek Mitchell’s Story:  Dr. Mitchell talks about how his experience in school motivated him to serve schools and students. He states that his personal education story has been a combination of the worst and the best. Growing up in Chicago, he had the experience of going to many different schools. He recalls being jealous that his older siblings were able to go to school; so when he finally got to go he says he felt it was the greatest thing in the world. As a student, Dr. Mitchell became obsessed with cockroaches, and this led him to participate in a city-wide science fair. The science fair was held at a school much nicer than his own, and showed him that our schools are often setting up students on two different tiers of education. He has since used this experience as his motivation for his work.  Serving Leaders:  Dr. Mitchell’s organization has supported 70 different school districts across the country, having served in places like Oaklahnd, San Jose, inner city Philadelphia, rural Mississippi, and many other districts across the country. They know that brilliance is everywhere and excellence is abundant. Dr. Mitchell states that there is nothing more powerful than teachers. Expanding on that point, he explains that the job of a leader is to improve what happens between students and teachers. Their organization typically works with new leaders, as they often do not have a sense of what they are really there to do. Typically, their organization is in a school for several years. They focus on growth in leadership, and recognize that everyone has a role in leadership in some capacity.  Job Embedded Coaching: Dr. Mitchell talks about how the job of school leaders in heavily impacted communities is often a lonely and thankless one. One way to unlock agency from within school leaders is through job embedded coaching. Dr. Mitchell’s organization focuses on building leadership skills and knowing oneself. They also focus on giving job embedded feedback to leaders as a way to find the cues needed to grow in leadership.  Advice for Leaders: Dr. Mitchell says that the advice he would give to an education leader who wants to make a significant change in a challenging setting boils down to three things: Do they have the skill to do it? Do they have the will to do it? Do they have a way to do what they need to do? He notes the importance of being transparent about your own learning as a leader, and states that most adults gain a will through coming together in community with other adults in a similar position. The last piece of advice he gives is that leaders need to be intentional about diagnosing where the hiccup in their learning community is, so that they can deal with the hiccup most effectively.  Staying Connected: You can stay connected with Dr. Derek Mitchell through his website and through the book Website: partnersinschools.org, free connection with other leaders Book about their work “Change agent” Thank you for supporting the needs of students and learners within your community! Reference: Change Agents: Transforming Schools From the Ground Up 1st Edition by Justin Cohen The post PMP437: Partners in School Innovation with Dr. Derek Mitchell appeared first on Principal Matters.

By William D. Parker When we lived in the basement, Daddy would wake up long before the rest of us. He would stir the remaining coals in the wood stove, adding fresh sticks to the barrel-sized belly and stoking it until the new wood caught fire. As we crawled out of our beds, we would make our way straight to the kitchen, circling around the wood stove as if it were a wise sage, radiating warmth and illuminating our little hands and souls. Momma would move about the kitchen, making a skillet of eggs or a pan of oatmeal—whatever was on hand. On some winter days, she’d fry strips of salt pork. It was so salty that just a few bites were enough. Some old-timers would boil their salted meat to temper the flavor. My oldest brother, Harvey, loved sitting in an old red rocking chair. Its springs creaked as he rocked, the feet of the chair bouncing up and down with increasing velocity. One day, curious as a five-year-old often is, I crawled underneath the chair and watched the wooden legs clamp up and down in rhythm with his rocking. Clamp, clamp, clamp. An idea struck me: if I timed it right, I could slip my fingers under the legs and pull them away just before the chair came down. For a few tries, I succeeded, but by the fifth or sixth attempt, my luck ran out. That day, I learned a hard lesson about motion, velocity, and friction—forces too unpredictable for my small fingers. I never made the same mistake with the wood stove. Years earlier, as a toddler just learning to walk, I had backed into the kitchen oven while Momma was baking. The burn on my backside taught me a valuable lesson: fire burns. I never forgot it, especially when stoking the wood stove or adding sticks to its flames. One of my earliest chores was splitting wood and hauling it inside with my small red wagon. Even as a boy, I learned to handle an axe and sledgehammer. Over time, splitting wood became a lesson in patience and meditation. Perhaps that’s why I still find so much pleasure in burning real logs in the fireplace or sitting by a backyard firepit, contemplating the mesmerizing colors of the flames. We often learn life’s hardest lessons through experience. This thought came to me this morning during a video meeting with school leaders. We discussed how to navigate the challenges of leadership—how to steer the ship without crashing into obstacles. I shared a story about my friend Dave Sandowich, a 21-year school principal and an experienced sailor. He often draws parallels between sailing and leadership. Dave once said, “Sailing is a lot like leadership. Your destination might lie directly upwind, but a sailboat can’t sail straight into the wind. Instead, you work your way there by angling off the wind, zigzagging toward your goal. It’s more effort and takes longer, but if you stay the course, apply your knowledge, and adjust based on feedback from your instruments and instincts, you’ll get there.” When I asked the leaders how they face difficulties without creating more damage, here were some of their responses: Pause and think before you speak. Identify what’s really bothering you before addressing it. Confront the reality, not the person, and consider your role in the situation. One leader compared it to snow skiing: “When I try to control every variable, I fall more. But when I go with the natural forces instead of fighting them, I move forward. Each experience builds understanding for the next time.” So, what do wood stoves and uncertainties have in common? Each day, we step into settings—some as comforting as a warm room, others as daunting as an angry parent. Each situation offers a lesson. Sometimes, the lesson is as simple as avoiding a hot stove: pause and seek understanding before responding. Other times, it’s about resistance. Do you fight against it like punching the wind, or do you adjust your sails, using those forces to propel you forward? For example, when I asked these same leaders about clarifying their intentions for staff or students, they shared: “I should explain why I’m spending more time in classrooms instead of just showing up.” “I want to clarify new responsibilities for staff instead of assuming they’ll figure it out.” “I need my teachers to see that we’re collectively responsible for all students, not just those on their rosters.” “I want to understand my team’s goals so I can help them while aligning with our collective goals.” You probably won’t place your hand on a hot stove or stick your fingers under a rocking chair today. But will you face resistance in pursuing your goals? Likely. Even this week, as I set goals for my work with Principal Matters, I found myself focusing too much on tasks. Tasks matter, but I paused to reflect on the values I want to cultivate: Actively listening and improving as a consultant. Creating collaborative spaces for problem-solving. Encouraging reflection, perspective, and action. Growing deeply as a person while equipping others to do the same. No matter the resistance, these intentions guide me as I adjust my sails for the journey ahead. Now It’s Your Turn How are you approaching today’s challenges with intentionality?How can you use resistance to propel you forward instead of holding you back?What ideas or goals can you clarify for those you serve to ensure a clearer path ahead? The post MONDAY MATTERS – Warming Your Hands and Learning Lessons appeared first on Principal Matters.

It’s Encore Friday! This week’s episode is an interview from 2023 with Jen Schwanke and Robyn Jackson. Listen in to hear them discuss topics like: Reaching 100% of Students Principals as “Builders” instead of leaders Navigating Leadership as Women Confronting the Imposter Syndrome You can also check out the original blog post for this episode here. Thank you for doing what matters! The post ENCORE FRIDAY – PMP368: Buildership with Robyn Jackson and Jen Schwanke appeared first on Principal Matters.

A Quick Note to Listeners: —- The Question of the Week is supported by Summer Pops Math Workbooks. Principals, when students practice math over the summer, math scores go up. What’s your summer math plan this year? A great way to start is by ordering FREE summer workbook samples at Summer Pops Workbooks.com. —- Before this week’s interview, Jen Schwanke and Will Parker answer a listener question with a five minute response.  The question is: What are some of the successful methods for building actionable, sustainable systems regarding behavior and academics? Listen in to hear their response and thank you for doing what matters! Dr. Amanda Austin is the Director of the Iberville Math, Science, and Arts (MSA) Academy East in St. Gabriel, part of East Iberville High School’s magnet program. With 15 years of experience in STEAM education across elementary, middle, and high school levels, Dr. Austin brings a wealth of expertise to her role. She holds a Bachelor’s in Sociology from LSU, a Master of Arts in Teaching from Louisiana College, and a Doctorate in Educational Leadership from Lamar University.  A key achievement was reopening North Iberville High School after it was closed for over a decade, transforming it into a thriving STEM-focused institution. Dr. Austin, a recent participant in the Louisiana Superintendent’s Academy and ASCD’s Champion in Education cohort, is dedicated to ensuring all students reach their potential through teamwork and strong leadership. She has also been recognized as the 2025 Louisiana State Principal of the Year. Inspiration for Current Work: When Dr. Austin was in college, she originally planned to become a lawyer. Her mother was an educator for 40 years, and Dr. Austin says that education is in her blood. After participating in student teaching, Dr. Austin realized that teaching is her calling. She went on to teach for three years in her hometown. Throughout her career, Dr. Austin has sought out challenges and this has impacted her role at her current school; through her leadership her school has grown over 60 new students at her school this semester. Reflecting on what she is most proud of in her work, she says that she is most proud of the impact and the relationships she’s had as an educator.  Experience in Leadership: While considering what takeaways she would want listeners to know from her own leadership experience, Dr. Austin emphasizes the importance of relying on others for support. Other leaders, she says, will often have the same goal in mind as you: to serve the school and help it thrive. Leaning on those around you will further those goals more so than working on your goals alone. Another takeaway that Dr. Austin emphasizes is the importance of the relationship between Principal and AP. She talks about how she wants her relationship with her AP to always be one of coaching, for them to be able to challenge her and think like her.  Advice for New Leaders: Considering advice that she would give to a new or aspiring leader, Dr. Austin reiterates the importance of teamwork. She warns listeners that they will burn out very quickly if they do not have a team to rely on. Another point she emphasizes is the importance of keeping the main thing the main thing. Student achievement should be the first and foremost area of focus for all school leaders, as ultimately it is what teachers and school leaders alike are there for.  Staying Motivated: Finally, Dr. Austin has some advice for veteran leaders: Keep your flame lit. Sometimes this means that you have to change up your circle, so that the mindset of others does not cloud your passion. She reminds listeners that if they want to make positive change, they need to be around other people who think similarly. A skill that Dr. Austin has honed is her ability to find the silver lining to try to change people’s perspectives as a method of helping them keep their flame lit. Additionally, Dr. Austin reminds leaders of the importance of continuing to learn from and ask questions of other veteran leaders. Utilizing their knowledge is imperative in helping move forward in one’s leadership journey. Lastly, Dr. Austin reminds leaders of the importance of their time.  Staying Connected: Dr_amandaaustin on all platforms Connect to her on her school page The post PMP436: Achieving Remarkable Outcomes with Dr. Amanda Austin appeared first on Principal Matters.

For this week’s Monday Matters topic, Will Parker and Jen Schwanke talk about AI in schools. While neither of them are experts on the subject, they acknowledge that AI is something that impacts everyone in the education world. Some of the points they address in this conversation are: AI for educators  AI for students The rapid development of AI Ways that using AI can help save time Tension between not wanting to use it and refusing to participate in it vs. wild abandonment  The dangers of using tools that are created in a vastly unregulated environment  The importance of using a tool that isn’t new or a stand out  Impacts of AI on creatives and on the environment School Policies regarding AI  Now It’s Your Turn: What are some ways that your school has been impacted by AI? Are there benefits or drawbacks to using AI in school that Will and Jen did not cover in their conversation? Let us know in the comments or write in to will@williamdparker.com to let us know your thoughts! Resources: Check out this resource from Jethro Jones on Best AI Tools for Educators: https://www.jethrojones.com/bestai Check out the resource below to learn more about AI in schools from ASCD magazine! https://ascd.org/el/ai-in-schools-what-works-and-whats-next The post MONDAY MATTERS with Jen Schwanke and Will Parker – AI in Schools appeared first on Principal Matters.

It’s Friday and that means it’s time for another encore episode! This week’s episode from the archives is PMP358, an interview with my friend Timothy Alexander. Timothy’s story is moving and inspirational. Give this episode a listen or check out the original blog post from 2023 to learn more about him! The post ENCORE FRIDAY – PMP358: Inspired to Be Faithful with Timothy Alexander appeared first on Principal Matters.

A Quick Note to Listeners: —- The Question of the Week is supported by Summer Pops Math Workbooks. Principals, when students practice math over the summer, math scores go up. What’s your summer math plan this year? A great way to start is by ordering FREE summer workbook samples at Summer Pops Workbooks.com. —- Before this week’s interview, Jen Schwanke and Will Parker answer a listener question with a five minute response.  The question is: There is that meme, “I just sat through another meeting that could’ve been an email.” What is the value of meetings?  How can principals determine what content needs to be a meeting and what could be an email? What happens when people don’t read the emails? Listen in to hear their response and thank you for doing what matters! Dr. Wilnic Gideon is a dedicated educator, author, and advocate committed to empowering teenagers and their families. With over a decade of experience as a middle school principal, assistant principal, and dean in Washington and Florida, Wilnic has honed his expertise in adolescent development. He is the author of two impactful books: Mindful Learning: Unlocking the Gifts of the Teenage Brain and Raising Ready Teens: 21 Essential Milestones for Learning and Life. Drawing on his academic research and real-world leadership experience, Wilnic provides practical strategies to support teens’ cognitive, emotional, and social growth, leaving a lasting positive impact on the communities he serves. Wilnic holds both a doctorate in education  and a masters degree in educational leadership, as well as an MBA. Something listeners may be surprised to learn about him is that he has a passion for writing music. This passion is useful to both help him keep his mind sharp and to help him connect with students and their families.  Utilizing Adolescent Brain Science: Dr. Gideon has done a considerable amount of research on the brain science of teens, which has influenced his practice as an education leader. One of his key takeaways from this research is that relationships are at the core of the development of adolescent students. When helping give kids a safe learning environment, Wilnic and his team focus on socio-emotional learning. They focus on teaching students how to behave, how to grow socially, and how to learn from failure, to name a few focus areas. Wilnic emphasizes that educators are not just helping kids grow as students; they are helping them grow as people.  Raising Ready Teens: One of the motivating factors for writing Raising Ready Teens: 21 Essential Milestones for Learning and Life was the birth of Dr. Gideon’s own son. He states that he realized that there is a lot of information available to parents regarding the milestones that infants and young children go through, whereas there is not as much information available to parents about milestones for adolescents. Therefore, readers can expect a roadmap that will help them navigate growth for teens through each development milestone.  Maslow’s Hierarchy and Your Teen’s Journey: Maslow’s hierarchy is a framework that helps us understand how human motivation works. The central idea is that people must have their basic needs met before they can thrive and flourish. For teens, meeting these needs is a balancing act. When teens feel emotionally safe at home and at school, they are more likely to take healthy risks. Dr. Gideon spends a lot of time addressing these needs and working with families to help them understand how to navigate all the changes that teens face during this time in their lives.  Discovery of His Own Practices: Looking back at what he learned while writing this book, Dr. Gideon states that he learned a lot about his own practices and biases. One thing he noticed about himself, parents, and other educators is that they all have the tendency to focus on outcomes over process when it comes to students. This can lead to missed opportunities to teach students how to navigate failure and uncertainty. Another thing Wilnic noticed about himself and other educators is that they have the tendency to focus on students who are behind academically while neglecting those who are doing well. Each student needs their own individualized level of support.  Parting Words of Advice: When considering his parting words of advice to Principal Matters listeners, Dr. Gideon tells listeners the following:  Listen more than you speak Prioritize relationships over results  Don’t be afraid of failure  Creating a 90 day plan to help you truly get to the needs of your school  You can stay connected to Dr. Wilnic Gideon through his website. Learn More on Wilnic’s Amazon Author Page: https://www.amazon.com/author/drwilnicgideon Book 1: Mindful Learning: Unlocking the Gifts of the Teenage Brain: Link to book on Amazon, Link to book on Barnes & Noble Book 2: Raising Ready Teens: 21 Essential Milestones for Learning and Life Link to book on Amazon. The post PMP435: Empowering Teen Learners with Dr. Wilnic Gideon appeared first on Principal Matters.

In this week’s Monday Matters, Will Parker and Jen Schwanke talk about their word for 2025.  Upcoming Events If you’re going to be in St George, Utah, February 12-14, 2025, let Jen know as she’s speaking at the Utah Association of Elementary School Principals.  Word for 2025: Jen’s word for 2025 is equanimity – defined as mental calmness, composure, and evenness of temper, especially in a difficult situation.  She says that she has made a giant sticker to put above the door in her office to help her remember her word and stay committed to it all year.  Will’s word for 2025 is values – specifically work values. He wants to make sure that his values are what translate into his work in 2025.  Listen in to hear the whole conversation and thank you for doing what matters! The post MONDAY MATTERS – What is your one word for 2025? appeared first on Principal Matters.

It’s Friday and that means it is time for an encore episode! This week’s encore episode is on from 2020, featuring Dr. Anthony Muhammad. Check out the original post here, or listen to the episode wherever you get your podcasts! This episode is full of great advice for leaders and is as relevant today as it was 5 years ago. Thanks for listening in and thank you for doing what matters! The post ENCORE FRIDAY – PMP202: Transforming School Cultures with Dr. Anthony Muhammad appeared first on Principal Matters.

A Quick Note to Listeners: —- The Question of the Week is supported by Summer Pops Math Workbooks. Principals, when students practice math over the summer, math scores go up. What’s your summer math plan this year? A great way to start is by ordering FREE summer workbook samples at Summer Pops Workbooks.com. —- Before this week’s interview, Jen Schwanke and Will Parker answered a question in a five minute response. The question is: What are your thoughts on icebreakers at staff meetings? Listen in for our response and thank you for doing what matters! Meet Carlos Johnson Carlos Johnson, also known as Coach Carlos, is a professional speaker, trainer, author, and educator with a proven track record in transforming school culture. He and his team have successfully turned around three public schools and one private Christian academy, using research-driven strategies that boost parental engagement, enrollment, and student retention nationwide. His core belief is that “a highly engaged school culture is the mother of high performance,” which led him to develop the I.M.A.G.E. Culture Transformation System. This system, offered both online and onsite, trains thousands of parents, students, and educators annually on the psychology of engagement. In 2015, as Principal of the Male Leadership Academy, he doubled enrollment, raised staff pay, improved school culture, and enhanced student performance. In response to the school-to-prison pipeline crisis, he also created Future Man Success Prep, a leadership and behavior course for boys. Coach Carlos’s passion for transforming institutions is clear in every training and speech he delivers. He’s also the author of Power Engage: Seven Power Moves for Building Strong Relationships to Increase Engagement with Students and Parents. Carlos notes that his work is not a labor of love, but a labor of pain. He noticed that there were some things missing in his education journey, and wanted to find a way to fill in those gaps. His book is a blend of personal history, recent research, and practical application inside schools.  The Domino Effect: Carlos says that we often ask kids, parents, teachers, and school leaders to move the world, without giving them the tools to do so. He has found that teachers and school leaders want one thing that will make everything else easier or unnecessary. That one thing is what Carlos calls a domino. Dominoes, he explains, use momentum to make big changes; small dominoes can knock over another domino 1.5x its size. Like dominoes, finding small, consistent ways to make change in schools everyday is what will eventually lead to big changes. So, rather than asking kids, parents, teachers, and school leaders to move the world, we should be asking them to find their domino, their daily small change that will lead to a monumental change.  Having a Coach Mindset: When explaining why having a coach mindset is such an important concept for engaging learners, Coach Carlos reflected on his experience as a student. He recalled how, in his school experience, it was the coaches who had the greatest influence on school culture. In his words, he says that, “Coaches would walk down the hall and students would get it together.” When Coach Carlos realized this, he decided he wanted to find qualities that coaches have that teachers could implement in the classroom. Teachers who have a coach mindset, Carlos says, often have the ability to capture the heart of students and believe in their competency. Teachers who have a coach mindset also have compassionate consequences. Having a healthy blend of compassion and consequences will lead a child to go to battle for you because they know you have your best interests at heart. In classrooms like these, there is often a great sense of community.  Finding your “High Why”: Carlos emphasizes the importance of finding a “high why” for both educators and students in his book. He talks about how stress levels are high in just about every profession. Stress is often painted in a negative light, but Carlos says that stress doesn’t always have to be a bad thing. When it comes to having stress about oneself (“you stress”), that stress can be helpful in staying motivated. Finding the right amount of “you stress” allows individuals to find their “high why”. Having that “high why” means that students and teachers have just the right amount of stress to keep themselves motivated; everyone will be walking around their school with a sense of purpose. Reaching and Teaching Boys: One of the factors that motivated Carlos to start teaching boys was when he read a report on how bad men and boys were doing across the globe. Right after he read the report, Carlos received an offer to lead a male leadership academy, and he got to work creating a culture of performance and expectation that worked. Throughout his work at the academy, he realized some key processes that will engage male students in the classroom. He developed an approach called the MAC attack to engage male students: Movement Activity Competition Carlos states that using a variation of those three in the classroom will engage male students on another level. In order to effectively implement the MAC attack in the classroom, teachers need to be a classroom coach so that they do not lose control of their classrooms. Coach Carlos also notes that he encourages everyone to think about learning from the perspective of the learner, and that will make it easier to reach and engage male students.  Finally, Carlos emphasizes the importance of relationship building for educators, and encourages them to get to know kids, where they come from, and what they’re thinking. He says, “Relationship building is what we do; education comes out of it.” You can stay connected with Carlos at CarlosJohnson.org or at imageofsuccess.com. The post PMP434: Power Engage with Carlos Johnson appeared first on Principal Matters.