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

In this week’s episode of Monday Matters, Will and Jen talk about time spent and 5 areas of trust.  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. Will has some upcoming PD in Columbus, Ohio. He and Jen note that every time he goes to Ohio, they try to meet up, but those plans usually fall through.  Time Spent Equals Relationships Built, by William D. Parker This week I was coaching a district leader who is still relatively new in his position. We were talking about the difficulty of people questioning his credibility and his desire for people to trust his intentions when introducing new ideas or leading change. We also discussed the reality that some areas of performance were already high, while other areas needed improvement. How could he continue to push for growth, which was often painful, while also building trust? One resource I referenced was Stephen M.R. Covey’s book The Speed of Trust: The One Thing That Changes Everything. In the book, Covey discusses how the deeper trust is among team members, the more speed, efficiency, and lower costs are involved in reaching outcomes. Think about someone with whom you have high trust. How quickly can you accomplish tasks? How much more easily can reach a consensus? How effective is your collaboration, brainstorming, or conflict resolution? Now think of someone with whom you have low trust. How much harder is it to accomplish tasks? How much more difficult is it to reach a consensus? How less effective is your collaboration, brainstorming, or conflict resolution? Covey also invites readers to examine 5 areas of trust in their work or organization: Self-Trust – examine your integrity, intent, capabilities, and results Relational Trust – consider who you are building dividends of trust among team members Organizational Trust – analyze how your systems, policies, and procedures support trust Market Trust – evaluate how others see your school or organization as a place they are willing to invest their time and resources Societal Trust – reflect on the difference or impact that is being made in the wider community because of your school or organization Each of these areas can be examined to find ways we can build stronger trust for more effective outcomes. Trust is not built, however, in a vacuum or in isolation. When you see areas of trust that are stretched, strained or threatened, however, you have a choice. You can step into those moments with an awareness that proximity helps to rebuild trust. Or you distance yourself because the strain is too uncomfortable. Let’s be real. There are times in any organization or team where some members behave in ways that are not trustworthy. When this happens, they need to be called back to the norms and values we all say are important. If, however, they are unwilling to behave in a trustworthy manner, it is important that they stay uncomfortable until they improve or decide to go elsewhere. Trust is built over time, and it would take another post to talk about ways to rebuild broken trust or establish it in the first place. However, the foundation of leading change begins with trust. Reflections: What are some intentional ways you are scheduling time with others in order to build more trust? How is visibility with students, teachers, and community members an important way to build trust? What may you need to say ‘no’ to in the short term in order to ‘yes’ to actions that will build trust in the long term? The post MONDAY MATTERS – Time Spent and 5 Areas of Trust appeared first on Principal Matters.

Happy Friday! This week I am sharing out an old episode from 2021. In it, Jen and I answer a listener question about managing people who ‘stir the pot’ – teachers or faculty who gossip or cause drama. Check out the original blog post now to learn more about the episode! Thank you for doing what matters! The post ENCORE FRIDAY – PMP273: How to Manage When Someone is ‘Stirring the Pot’ appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response.  —- 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 https://summerpopsworkbooks.com/ —- The question is: How do you foster collaboration within the admin team? Listen in for our response and thank you for doing what matters! Meet Brent Jaco Brent H. Jaco is in his fifth year as Superintendent of Pecos-Barstow-Toyah ISD, in Pecos, Texas. He has led the district through significant improvements, including the passage of two bonds since 2021 totaling over $625 million. These bonds enabled the construction of two new elementary campuses, the first in over 45 years, along with new facilities for maintenance, child nutrition, and technology, and a state-of-the-art Career & Technology Education wing at Pecos High School. He has been an athletic trainer, athletic director, assistant principal, and principal before moving into district administration. Mr. Jaco possesses a Masters in Business Administration with a focus on Organizational Leadership from Ashford University and an undergraduate degree from the University of Houston. Before starting his career in education, he honorably served our country as a United States Naval Officer from 1994 – 1998. In this episode, Will Parker speaks with Brent Jaco, Superintendent of Pecos-Barstow-Toyah ISD. Brent shares valuable insights about leadership, trust, and the transformations happening within his district. Lessons in District Transformation Brent begins by discussing the challenges Pecos-Barstow-Toyah ISD faced before his arrival, noting that no superintendent had stayed for more than a year in over two decades. His tenure, now in its fifth year, has brought much-needed stability, allowing the district to implement major changes. Brent emphasizes that these changes began with building trust. Building Trust and Attracting Talent Brent explains that when people are in survival mode, it’s hard to achieve anything substantial. His priority was to strengthen trust within the community, which started with assembling a strong leadership team. He focused on hiring excellent teachers and leaders, one way being through competitive salaries and benefits. Additionally, Brent led the district in passing a bond to build a 64-unit apartment complex where teachers can live and build stronger relational trust with one another. Childcare Initiatives Another significant achievement under Brent’s leadership was passing a bond to build a daycare center for children aged 6 weeks to 3 years. This facility can serve up to 230 children, and the Texas Workforce Commission has partnered with the district to support the initiative. This service is designed to benefit both teachers and the broader community. The Importance of Trust Brent and Will discuss the book “The Speed of Trust” by Stephen M.R. Covey, which Brent describes as a cornerstone of his leadership philosophy. Brent shares how self-trust—knowing your core values and living by them—is fundamental to building trust in others. He also highlights the importance of relational trust, which involves being truthful, and clear, keeping promises, and deeply understanding situations before providing solutions. An example Brent provides is the passage of his first bond issue, which had just over 50% community support. However, after delivering on that promise, the next bond issue gained 66% support from the community. Advice for New Leaders Brent offers valuable advice to newer leaders: have a clear vision and mission for the future, and understand that not everyone will agree with you—and that’s okay. Leadership isn’t about winning a popularity contest. He reminds listeners that everyone is a leader—whether you’re a teacher, custodian, bus driver, or superintendent. Success lies in being trustworthy, focusing on what’s best for students, building relationships, and accomplishing collective goals. Connect with Brent Jaco If you would like to contact Mr. Jaco you can email him at bjaco@pbtisd.esc18.net, or complete our official PBTISD Just Ask form.  You can also visit the Pecos-Barstow-Toyah ISD website at pbtisd.net. To reach out to Brent or his office directly, you can call (432) 447-7201. The post PMP433: The Benefits of Building Trust with Brent Jaco appeared first on Principal Matters.

In this week’s check-in, Jen Schwanke and Will Parker discuss habits and intentions surrounding commitments to your well-being as a leader.  Both of them share reflections on seasons in life, challenges we face in our personal and professional lives, and ways to stay present in our mindsets and practices. You can stay connected with our professional development services through our websites, or email us at will@williamdparker.com or jen@jenschwanke.com if you want to set up a time for conversation or reflection. Also, Will has a quick conversation with Cherith Aven, Middle School Principal from Cleveland Public Schools, in Cleveland, Oklahoma, about ways her commitments to well-being have benefited an entire community of educators and education leaders. The Oklahoma Educators Run Club (OERC) is a nonprofit organization dedicated to promoting health, wellness, and camaraderie among Oklahoma educators through running. Our mission is to create a supportive and empowering community where educators can connect, achieve fitness goals, and foster lifelong wellness habits that benefit both their personal lives and professional impact.  www.okedrunclub.com Ways to find out more via social media Strava: Oklahoma Educators Run Club Facebook Account: Oklahoma Educators Running Club Instagram Account: @oked_runningclub Thank you again for doing what matters! The post MONDAY MATTERS – Your Well-Being and Meet Cherith Aven, OKED Run Club appeared first on Principal Matters.

Happy Friday! This week, the episode I have chosen to share from the Principal Matters archive is PMP283: How to be a Transformative Principal with Jethro Jones. We talk about self-care and growth for leaders, along with the challenges that school leaders face on a day-to-day basis. Click on the link above to read the original blog post or listen in to hear our conversation from 2022. Thank you for doing what matters! The post ENCORE FRIDAY – PMP283: How to Be a Transformative Principal with Jethro Jones appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response.  —- 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 https://summerpopsworkbooks.com/ —- The question is: How can leaders address the issue of teachers expecting every office referral to lead to a disciplinary situation and improve classroom management? Listen in for our response and thank you for doing what matters! Meet Joshua Yeager Principal Joshua Yeager, a graduate of Mississippi State University, is a dedicated researcher with over a decade of leadership experience. He is the principal of Perry Central High School in Hattiesburg, Mississippi, which serves 400 students. In his third year as principal, Josh is proud to know every student by name. Under his leadership, the school has increased its graduation rate by 18% and raised its accountability scores by 100 points. The average daily attendance rate is 93%. Principal Yeager has also directed public and private educational institutions throughout the South, including facilities for those with special needs. A turn-around principal, he uses innovation to maximize student and stakeholder potential.  A Hattiesburg resident, he collaborates with Mississippi’s associations for school leaders, and he is actively writing his first book, “Turning Poverty into Riches: Rural Education At Best.”. In addition to being a principal, Joshua is the pastor of a local church within his community. He loves to coach people and maximize their greatness. He is the proud father of Makenlee Grace, a junior at Union High School in Mississippi. Leading in a rural community: When asked what he was most proud of in regard to the outcomes at Perry High School, Joshua talked about the rise in school spirit among his students. He noted that consistency is key for students, especially in rural communities. When Joshua first got to Perry High School, school spirit was really dry, but the students were eager to have pep rallies and engage in other forms of school spirit. Another outcome Joshua is proud of at Perry High School is how his school went from having a 70% graduation rate to a 90% graduation rate. As the graduation rate has increased, Joshua has seen parents becoming more active in the community through enrolling themselves in community college or by completing their GEDs. Overall, Joshua states that what he is most proud of are the smiles he gets to see on his students’ faces every day.  Flexible Schedules: Joshua says that it is important for school leaders to view teachers as practitioners; the best teachers are good at “diagnosing” students. Therefore, one of the best tools that will help teachers achieve better outcomes is when teachers feel at liberty to teach. Additionally, Joshua reminds listeners that the most important factors that encourage students to learn and grow are their teachers and principals. When considering how to best utilize his position to encourage students to learn and grow, Joshua made the decision to add a 48-minute block to the daily calendar. Each of the blocks serves a different purpose each day: Monday is the  social and emotional learning block  Tuesdays are career planning  Wednesdays are remediation days Thursdays are ACT prep Fridays are club Fridays  As a result of these daily blocks, Perry High School has seen growth in student outcomes.  Advice for New Leaders: Joshua says that one piece of advice he would give a leader stepping into a new role is that every decision needs to be made with the worst-case scenario in mind. He also notes as a school leader, your decisions should never be selfish; it should always be about what is best for the people you are serving. Furthermore, Joshua says that leaders need to be honest with themselves about what they don’t know. Leadership is about humbling yourself and putting in the effort to surround yourself with people who really know what they’re doing.  Staying Connected: You can stay connected with Joshua Yeager via: Twitter/X: @principalyeager  Email : jyeager@pcs.us.org Referenced research: https://wallacefoundation.org/sites/default/files/2023-09/the-school-principal-as-leader-guiding-schools-to-better-teaching-and-learning-2nd-ed.pdf The post PMP432: Be the Shift with Joshua Yeager appeared first on Principal Matters.

I’ve been thinking about some of the tensions leaders feel when trying to guide improvement among students and teachers.  In a recent interview with David Yeager, author of 10 to 25: The Science of Motivating Young People: A Groundbreaking Approach to Leading the Next Generation―And Making Your Own Life Easier, we discussed how good classroom teachers know that their own expectations of student learning significantly impact the ability of students to learn.  Hattie’s research, as well as other studies in psychology, have shown that ‘teacher expectations’ — the belief that all students have the capacity to learn — change the way we approach students. The more we believe in their abilities, the higher standards we hold for their learning, and the more they achieve as a result (Yeager, 10-25, Chapter 12). If this is true, and it is, then how do we approach teachers or students who seem stuck in their ways or uninterested in growth or change? Two works stand out to mind that seem to contradict each other, but I believe are two sides of the same coin: Anthony Muhammad’s Transforming School Culture and Todd Whitaker’s What Great Principals Do Differently. In Muhammad’s work, he studies school culture as it is influenced by types of educators he describes as believers, tweeners, survivors, and fundamentalists. The key to a strong culture is often determined by which types of educators have the most predominant voices in their school communities. The more believers, the healthier the culture. The more fundamentalists, the more toxic. Muhummad’s solution among many? Leaders must be willing to engage in crucial conversations with people who need improvement. In Whitaker’s work, he studies the outcomes of highly effective leaders and notices these leaders tend to frame their communication based on feedback needed for their highest performing teachers, or “super-star” educators. When leaders communicate feedback with these high performers in mind, they tend to elevate the experience of everyone else. For instance, if you notice teachers not showing up for an assigned duty, you could make an announcement scolding teachers and reminding them to be present for supervision. Whitaker would say that this is unhelpful. Announcements should praise the good work of high performers. For instance, you might say, “Thank you teachers for being on duty today for drop-off and pick-up. When you’re present, our school is safer, and parents appreciate seeing you make safety a number priority as well.”  Whitaker and Muhammad are not disagreeing. Instead, they are showing two sides of the same coin. On the one side, you must have crucial conversations with someone when they are poisoning the culture or negatively affecting student achievement. On the other hand, those crucial conversations are best reserved for one-on-one conversations when possible. Messaging to the community as a whole should be done in a way that lifts up everyone in the process. Here are a few rules of thumb to keep in mind as you discern when to apply pressure and when to praise: Regularly look for and praise good behavior.  Great classroom teachers know it is best to direct with a positive statement vs a negative one. Great leaders are no different. For instance, when students are becoming talkative, say, “I would appreciate everyone listening. In fact, if you hear my voice, clap once. If you hear my voice, clap twice.”  This is much more effective than saying, “Students, please stop talking.” The same methods work in teaching adults – whether in a room of 10 or 100. When you observe behavior that is intolerable or hurting others, you must intervene.  Do so one-on-one when possible. When not possible, be direct and then switch your focus back to the positive.  We should assume the best intentions of others, and if someone is behaving in a way that is a distraction from the mission and vision of learning, it is appropriate to call them out. If possible, this should be done in a way that is specific, clear, and invites a solution. For instance, if someone is getting off-topic and pulling others into a negative path during a lesson or meeting, you might say, “I know we could go down this rabbit hole together, but I’d like to place that conversation on hold and let’s come back to the topic at hand.” Then ask a question that leads people back to the topic at hand. Set norms for conversations and learning and revisit them when necessary. By inviting students and teachers to set norms for learning together, you often address negative behaviors in a positive way. For instance, if a team commits to “engagement” as a norm then you can remind them that distractions like phones or checking email will probably keep them from being fully engaged. “Let’s remember to stay fully engaged in this conversation. If something distracts you, try to manage it with as little disruption as possible, and then please pull your attention back to the moment we are in.”  Notice in all these examples crucial conversations and positive ‘superstar’ phrasing can happen at the same time. Let’s Wrap This Up I see the two sides of this as a Venn diagram. When you draw those circles together, the circle in the middle becomes the sweet spot.  Now It’s Your Turn Listen in as Jen Schwanke and I discuss these thoughts with her amazing feedback.  How do you decide when to have a crucial conversation vs praising performance?  Thank you again for doing what matters! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Crucial Conversations vs. Super Star Phrasing appeared first on Principal Matters.

Happy Friday! This week we are re-releasing an archival episode, from 2022, where Jen Schwanke joins me to discuss her book, You’re the Principal, Now What? Check out this link to read the original blog post about PMP304 or listen in wherever you get your podcasts. Thank you for doing what matters! The post ENCORE FRIDAY – PMP304: You’re the Principal, Now What? Revisited Part 1 appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response.  —- 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 https://summerpopsworkbooks.com/ —- The question is: How do you effectively manage constant student-related issues while staying focused on broader school goals?  Listen in for our response and thank you for doing what matters! Meet Ross Romano: Ross Romano is a consultant, advisor, performance coach, and podcast host who helps organizations and individuals define and communicate their unique vision, connecting it with strategic decisions that lead to meaningful impact. He is the founder and CEO of September Strategies, an award-winning consulting firm supporting businesses and nonprofits in the K-12 space, and co-founder of the BE Podcast Network, with 40+ shows focused on transformative change in formal and informal learning environments. He is also the founding chair of the Excellence in Equity Awards, strategic advisor to the American Consortium for Equity in Education, and contributing editor of Educate AI.  From Dr. Jen Scwanke:  I met Ross Romano almost eight years ago after the publication of my first book. He was part of a team responsible for marketing and promoting the work of authors and educational leaders.  In the intervening years, he has been quite busy, applying his many skills to educational consulting and performance coaching. He sees his work as being “a journey from vision to decision,” which entails planning “the right actions, making the right decisions, and investing in the right areas.”  But that’s not all. Ross is also deeply committed to connecting leaders together through shared experiences. His Be Podcast Network is a group of more than 40 podcasts, and all are connected to the area of education. Most podcasts on his network focus on K-12 leadership, but there are also topics including corporate learning, development, parenting, and more. Within his network, his own podcast, “The Authority,” focuses on authors and thought leaders in education. With such an unconventional career in the education field, and with having so many conversations with people deeply embedded in school leadership, I asked Ross for a throughline— some things that stand out to him that might help Principal Matters listeners and provide some specific learning takeaways. Here are a few of his thoughts: Educators, parents, and teachers should always be working on the same team. This is a complicated goal, though, and one that causes a great deal of discord if not done with thought and care.  Culture is something we all say is a priority, but many of us actually don’t focus on it— or, worse, we focus on the wrong things in an attempt to improve culture.  When things are messy and complicated, it is helpful to revisit what things we can control as educators and the things we really can’t control. There is a sense of urgency now in education because making innovative change is an opportunity now. We need to become literate in what technologies are available, how to address equity gaps, what access gaps exist, and what potential tools we have to help us.  On that last point, Ross notes that we have to be careful we don’t exacerbate gaps by refusing to embrace current tools— AI is an excellent example of this— and it’s important to embrace and use the tools rather than be fearful of what they might mean for us. It is an exciting time in education, with ample opportunity for teachers, principals, classrooms, and schools to rethink our instruction and our assignments and how it might look different for a student today than it did even ten years ago.  As we wrapped up our interview, I asked Ross if he has any final thoughts for principals on how to lead toward the future in a positive and effective way. He pointed out that leaders often get stuck in thought patterns that lead to fear or lack of energy. To overcome those patterns, Ross says, it’s important to take the time to recharge yourself and make the choices that’s best for you as a leader. “Choose calm over chaos, ” he says. “Look for your helpers, even in a culture that seems antagonistic,” Ross says. “There are a lot of people out there who want you to succeed. Look for those people.” Connect with Ross: Social Media: LinkedIn and Twitter Website: https://www.septemberstrat.com Podcasts:  The Authority and  Sideline Sessions The post PMP431: Connecting Leaders with Ross Romano and Jen Schwanke appeared first on Principal Matters.

In this week’s Monday Matters, Jen and Will talk about the challenge of the work of any educator, in knowing you are making a meaningful impact, not just a good impression. 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.  Will is scheduled in Miami, Florida, January 15-18, 2024, at the SAM’s National Conference, and also at two Assistant Principal conferences with CLAS on January 22 and January 28, 2025, in Alabama.  Below are some further thoughts from Will’s notes he and Jen discussed in the show: From Will Parker: Impact vs Impression The other day, I returned from an education conference, and I felt unsettled. The conference was enjoyable, and my presentation was well-received. Afterwards, I talked to many principals who told me they were encouraged my presentation from my book Pause. Breathe. Flourish.: Living Your Best Life as an Educator. I took lots of photos with leaders who asked me to sign their books.  In some ways, the experience was everything I could have hoped for. The room was interactive, engaged, and friendly. The learning was collaborative. At the end of the event, however, I was left wondering: did I make an impact? Later in the week, I was talking to fellow podcaster, and former principal John Mihaylo, a guest on my podcast. At the end of the recording, we were reflecting on our individual work as coaches and consultants.  He was talking about a conversation he had with a guest, Jason Kurtis, who had a talent for attracting volunteers. His lesson was inviting volunteers as ‘ambassadors’ for your school versus volunteers for your school. As a result, he said that Jason never ran short of people willing to jump to help at any school activity or fundraiser. While John and I were talking, I was reflecting on the unique contrast between the terms volunteer and ambassador.  The first emphasizes a sacrifice while the latter emphasizes an invested contribution or identity. That led us to talk about the difference between ‘involvement’ and ‘engagement’. Involvement describes being present. Engagement describes being all-in or actively investing in the moment. For some reason, the light bulb came on for me as I thought about feedback from leaders with whom I work. Their feedback is often helpful in knowing the impression I’ve made. What is harder to measure is my impact.  Whatever season you are in as a leader, my guess is that you sometimes wonder the same: Am I really making an impact?  I often tell educators who are interviewing for a new position to think of themselves as a consultant rather than a candidate. A candidate is trying to win a competition. A consultant is trying to add value and help someone else grow through their contributions. The same can be said in the work we do as leaders. Anyone can make a good impression with enough practice. We should care about treating others with politeness, professionalism, and excellence. Those qualities, however, are not a substitute for helping others reflect, grow, and improve. If making a meaningful impact versus a good impression is important to you, keep the following in mind: Discover what needs or challenges someone is wrestling with, and try to understand that challenge with open-ended questions.  Ask follow-ups like: What is the real challenge here for you? If you could have what you want, what would that look like? Reframe the challenges others are having with powerful paraphrasing. Repeating back to someone what they are saying allows you to show deeper understanding, and it helps the listener to clarify any of your misunderstandings. Ask permission to provide feedback before offering any. Saying, “How can I help?” is a powerful way to give the person an opportunity to invite your input in a way that may really be beneficial. A few weeks ago, I reached out to a younger leader who was new in his building but experienced in leadership elsewhere.  I wanted him to know I was rooting for him in his new position, and I asked, “How can I help?” He responded with, “When can you come visit?”  I used the visit as an opportunity to learn more about him and his school, and as a result, we have scheduled some follow-up complimentary coaching sessions. Invite others to think about the value exchange is saying yes. Because meaningful impact requires strategic action, leaders must be willing to say ‘no’ while also saying ‘yes.’ This important mindset is important for scheduling your time for areas that match your strengths and thus make the most impact.  Often we become trapped in actions leading to no impact because we are not willing to say ‘no’ to commitments that are taking us away from our highest impact. For instance, principals know they make the most impact by direct interactions with students and teachers in learning environments.  If that is the case, what meetings, reports, travel, or supervision activities could be handed to someone else – or taken off your list – to free you up to say yes to more time in classrooms? Let’s Wrap This Up A few days after my conversation with John Mihaylo about Impact vs Impression, I talked to Principal, Dr. Amanda Austin, who attended my presentation at the conference in Baton Rouge. She had been named the 2025 State Principal of the Year for Louisiana, and I had invited her as a guest on my podcast. At the end of the conversation, I asked her what I was really curious to know: what impacted her the most from the session I presented?  The post MONDAY MATTERS with Jen and Will – Impact vs Impression appeared first on Principal Matters.