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

In this week’s episode, Dr. Jen Schwanke hosts an episode interviewing Drs. Rob Russell and Dustin Miller, with lessons from a recent article they authored on The Power of Principal Mindfulness. Rob Russell, Ed. D., is an assistant principal at New Albany High School in New Albany, Ohio. He is a former science teacher. His research focuses on understanding the relationship between leadership decision-making and school culture. Dustin Miller, Ph. D., is an assistant professor of clinical educational studies and director of the Ed.D in Educational Administration at The Ohio State University in Columbus, Ohio. He is a former principal and English teacher. His research focuses on principal professional learning and crisis leadership.  Listen to the entire conversation for great takeaways. Below is a summary of their conversation with Jen Schwanke and a link to their article, Being a More Mindful Principal, featured in ASCD’s Education Leadership that sets the stage for their discussion. Summary of the show: This podcast episode will give Principal Matters something to think about— your own thinking!   Several years ago, Dr. Rob Russell, an assistant principal in Central Ohio, entered his doctoral program at The Ohio State University wondering about the importance of principal mindfulness. Dr. Dustin Miller, who oversees the Ed.D. program at The Ohio State University and served as Rob’s advisor, joined him in developing and analyzing his research. They both wanted the idea of mindful leadership to transfer into applicable takeaways to the practitioners in the field—current and aspiring principals— while also being based on strong quantitative research. At the root of their work was the question of how mindfulness can improve the principal experience— both personally and with the relationships they have with others at their school.  Their conclusions, published in the October 2023 Educational Leadership magazine, outline the power of mindful leadership and explain how principals can intentionally become more mindful— first, by actively practicing awareness and reflection techniques, and second, by using deliberate, thoughtful questioning to build mindfulness in others. Using a survey of over 200 educators, who weighed in on their perceptions of their principal’s mindfulness capabilities, Rob and Dusty found that educators often do not need to get exactly what they want, but they do want their principal to hear them and, as Rob says, “to be taken seriously.” Valuing the perspective of others is part of a commitment to mindfulness.  As an extra bonus, mindful leadership can be a helpful tool in influencing positive mindsets, interactions, and responses throughout a school. Principals have a great deal of power to build their own confidence, improve their own leadership, and support student learning—but they can also use mindfulness to provide this same growth with their teachers and students. In the end, a mindful principal will lead a building that is a positive place to work, learn, and grow.  Here’s a link to their article in ASCD’s Education Leadership magazine: https://www.ascd.org/el/articles/being-a-more-mindful-principal?__hstc=82563337.5c3dd51d6deee395fa20adacfc39b961.1696982400163.1696982400164.1696982400165.1&__hssc=82563337.1.1696982400166&__hsfp=375187761 Thank you for listening in, and thank you again for doing what matters! The post PMP372: The Power of Principal Mindfulness with Dr. Rob Russell and Dr. Dustin Miller appeared first on Principal Matters.

As a child, I had the privilege of observing my grandparent’s farming responsibilities, so this week’s conversation with Jen Schwanke is important to me personally and professionally. In it, we discuss a documentary about traditional farming methods, and we draw connections between producing healthy soil and cultivating strong school cultures.  How might the story of one farm inform our work as education leaders? What are the ecosystems of your school community that make up the important soil or culture of your school? Listen to the entire episode for takeaways on these questions and more. Here is a summary of this week’s conversation: This week’s episode draws inspiration from the documentary “The Biggest Little Farm,” which details John and Molly Chester’s efforts to rehabilitate a 200-acre farm named Apricot Lane Farms. Their mentor, Alan York, guided them through numerous challenges, such as wildlife threats and soil rehabilitation, emphasizing that simple solutions are not always easy. The farm now thrives, featuring productive produce sales and popular tours. In school leadership, we reflect on the complex ecosystem of school communities, including student populations and staff morale. For instance, Dr. Anthony Muhammad’s insights on transforming school culture highlight the need for diverse leadership roles in schools, such as decision-makers and communicators (see his book Transforming School Culture, Solution Tree Press). Cultivating a positive school culture is emphasized, focusing on relationship-building, rigorous learning, and creative outcomes. Other leadership lessons discussed include the value of commitment to foundational principles, the role of observation and creativity in problem-solving, and managing educational tasks effectively. An example given is Jen’s approach to handling groundhogs with a farm dog, illustrating the cycle of traditional farming. The segment also stresses the importance of maintaining a healthy school culture and filtering out toxic behaviors to foster a conducive learning environment. Thank you for listening to the entire episode for more reflections, or you can read a more comprehensive explanation in the post below. Thank you again for doing what matters! Below is a full version of my reflections for more context and references: Simplicity in Leadership Does Not Equal Easier By William D. Parker, September 23, 2023 When John and Molly Chester founded Apricot Lane Farms in 2011, in Moorpark, California, they were taking on the daunting task of rehabilitating and redesigning more than 200 acres of land that had been abandoned by previous farming attempts. The soil, which had once boasted orchards, was now dead. An irrigation pond was empty. With the help of an older farmer, Alan York, who became their mentor, they envisioned a traditional-style farm, with a vast variety of fruit trees, and a blend of farm animals including ducks, chickens, pigs, sheep, and cows.  The task of rehabilitating the soil was their number one job. With the help of an investor and the enthusiasm of a team of like-minded young people interested in traditional farming, they began installing a robust composting system, refilling the irrigation pond, and introducing animals back to the farm. John Chester, also a filmmaker, captured the story of their journey through the documentary, The Biggest Little Farm, which chronicles the first seven years of the farm’s new life — its trials, failures, discoveries — and eventually, its flourishing.  When their mentor, Alan York, advised them on the design and vision for traditional farming, he encouraged them to focus on diversity and complexity.  By composting, introducing animal life, and rehabilitating soil for growing cover crops, the Chesters cultivated an ecosystem that would sustain fruit trees, egg production, and animal husbandry.  The benefits, however, would not come without their costs. In the first few years, the Chesters experienced enormous growth as cover crops grew and animals grazed, but they faced many setbacks including wildlife killing ducks and chickens, snails devouring the leaves of orchard trees, sick animals, and birds destroying their fruit. With each setback, the Chesters had to reevaluate and decide what part of the farm could be productive while another part was being damaged. The inspiring part of their story is their undying optimism and reflection in the face of diversity. Alan, their mentor, became sick and could no longer help them. Their mother pig, Emma, becomes deathly ill. Chickens are being killed by coyotes by the dozens. Gophers are destroying fruit trees. The Chesters, however, continue monitoring and adjusting, nourishing the soil with compost and water, and allowing the crops and animals to work together in creating a healthier ecosystem.  As John’s voice narrates in his documentary of the farm, “Co-existences can’t be forced. It’s a delicate, patient dance. Ducks eat snails, chickens eat maggots…” Eventually, the systems created among the soil, trees, and animals reach a tipping point. Chickens begin eating garden pests, natural predators like owls begin killing gophers, ladybugs arrive to protect plants from aphids, and hawks protect the trees from fruit-eating birds.   Alan York eventually dies from cancer, but his legacy bears fruit as the farm begins to flourish. Early on, he told the Chesters that diversity and complexity in the ecosystem of their farm would eventually lead to simplicity. He cautioned them, though, that “Simple does not mean easy.”  By the seventh year of the farm, Alan’s words became reality. The return of a healthy cover crop meant rains were captured and stored in the farm’s aquifer system instead of lost in run-off. The bounty of fruit trees brought back pollinating bees. The ranging animals added natural fertilizer to the soil with their droppings.  Today, Apricot Lane Farms is a bountiful traditional farm that sells produce throughout northern California. Tours of the farm are sold out each season. John and Molly Chesters’ dreams of traditional farming continue today with constant care, problem-solving, and intentionality in maintaining a healthy ecosystem. Reflection for School Leaders I’d like to take a moment to reflect on how their story may inform our work as education leaders. What are the ecosystems of your school community that make up the important soil or culture of your school? When I posed this question to a group of school leaders recently, they were quick to respond: Student populations Teacher mindsets Staff morale Parents Leadership support Political and institutional forces Shared expectations History In Anthony Muhammad’s Transforming School Culture: How to Overcome Staff Division, Second edition, 2018, he talks about the difference between “fixing” and “transforming” school culture. He warns readers that “best practices” do not work in unhealthy school cultures (pages 24-29).  If like Chester’s farm, the complexity and diversity of an ecosystem eventually lead to simplicity but not ease, how might we as leaders approach the systems we are developing in our schools that nourish the culture of the school for better outcomes? When I talk to school leaders about their schools, we often discuss pressing needs, staff morale, or scenarios involving difficult choices. These common challenges reflect the real-life work of leadership. School leaders wear so many hats in their work: they are called upon to be decision-makers, deep-listeners, accountability partners, team-builders, communicators, servant-leaders, and individuals. The tasks can be as daunting as the work is important. The foundation of it all, however, comes back to the soil of the school, the ecosystem created in relationships, rigorous learning, and creative outcomes – our school culture. This week as you face the landscape in front of you, it is okay to admit it is hard work to take complexities and diversities and turn them into simplicity. That’s the goal of a flourishing farm with a healthy ecosystem. Let’s make it the goal of growing a flourishing school community. Let’s Wrap This Up When I first watched the documentary, The Biggest Little Farm, I was skeptical of the Chesters’ ambitions. But as the story unfolded, I was inspired by their commitment to the culture of their farm – their dedication to the foundational principles of cultivating healthy soil, and introducing cycles of nourishment, and rehabilitating farming practices. I was also struck by their reflective leadership.  Many times these young farmers faced situations where they were unsure how to find short-term or long-term solutions. For instance, when gophers were destroying the root systems of their fruit trees, it seemed impossible to rid the orchards of these pests. As John Chester explains in the documentary, he began to “take a step back and watch.” And observation was followed by creativity. He decided to install owl nests around the farm, and soon these natural predators were killing enough gophers to protect the root systems and save the trees. Over and over, this became the pattern: a commitment to their principles of traditional farming while walking, observing, thinking, and problem-solving. In education, our policies, procedures, calendars, observations, evaluations, counseling sessions, disciplinary assignments, parent meetings, and game observations are more than tasks on a to-do list. In a healthy school culture, where teachers and staff believe all students can learn, where respect and dignity for others are the hallmark of a school, where complex thinking and problem-solving are expected and encouraged — these systems, embedded in a culture that is constantly filtering out toxic behaviors, produce a healthy atmosphere for student learning. Now It’s Your Turn What systems describe a healthy or toxic school culture? How can you intentionally nourish the environments most conducive to strong student outcomes? What is one action you can take today that leads to more simplicity for your school community without the false belief that simplicity equals easier? The post PMP371: Simplicity in Leadership Does Not Equal Easier with Jen Schwanke and Will Parker appeared first on Principal Matters.

Phyllis L. Fagell, LCPC, is a school counselor in Washington, DC, a therapist who works with children and teens in private practice, and an author and journalist. She is the author of Middle School Matters: The 10 Key Skills Kids Need to Thrive in Middle School and Beyond – and How Parents Can Help, and her new book is Middle School Superpowers: Raising Resilient Tweens in Turbulent Times. Phyllis L. Fagell Here are some highlights from the show Phyllis is a frequent contributor to The Washington Post and freelances for publications such as Psychology Today, CNN, Working Mother, U.S. News & World Report, and Your Teen. Her ideas have been shared in outlets including The New York Times, The Atlantic, The New Yorker, Edutopia, Mindshift, The Chicago Tribune, and NPR. She has three children and lives with her husband in Bethesda, Maryland. Addressing Anxiety in Youth Phyllis shares insightful strategies to combat the rising anxiety rates among middle school kids. She remarks, “Educators are all counselors now…we must understand the developmental stages and become equipped to respond…” Individual Responses One-on-one interactions. Observing and understanding. Adopting mindfulness practices. Collective Responses Identifying as helpers. Defining what anxiety truly means. Demonstrating how to ask for help. Encouraging adults to cope out loud. Superpowers Discussion The “Forcefield” superpower and its benefits. “Optimism” as the antidote to the “Eeyore Syndrome.” Other Discussions I reference a couple of other research pieces that Phyllis and I discuss, including: Jean Twenge’s book Generations: The Real Differences Between Gen Z, Millennials, Gen X, Boomers, and Silents―and What They Mean for America’s Future Hidden Brain’s podcast with Anna Lembke and her book Dopamine Nation: Finding Balance in the Age of Indulgence, by Anna Lembke, 2021. Check out that episode here. Finally, Phyllis suggests three questions for helping students think about their use of social media What for? (Identify the purpose of why you are on technology) Why now? (What’s motivating you to use it?) What else? (What may be an alternative use of your time that produces better outcomes?) You can stay connected with all of Phyllis Fagell’s resources at https://phyllisfagell.com/ Thanks for joining us! Listen to the entire episode for even more insights and strategies. And always remember, understanding the developmental stages of our youth is crucial to helping them navigate their challenges. Thank you again for doing what matters! Connecting Through Conversation with Erika Bare and Tiffany Burns Principal Matters is proud to include contributing posts from Erika Bare, Assistant Superintendent, and Tiffany Burns, elementary school principal, in the Ashland School District in Oregon. Together, they have authored the book Connecting Through Conversation: A Playbook for Talking with Students, available from ConnectEDD Publishing, or at their website. As Principal Matters Associates, they also regularly contribute to our newsletters. You can follow their work or find out more about their professional development offerings at: www.ConnectingThroughConversation.com  Fair is Not Always Equal “Fair is not everyone getting the same thing. Fair is everyone getting what they need to be successful.” -Rick Riordan Every student needs something slightly different from us in order to reach their academic potential. One student may need extra time on a test, another student may need to take calming breaks throughout the day, and yet another may require extension activities in order to be challenged. Differentiation is necessary for our students to be successful, and accommodating their differing needs and levels is a critical piece of differentiation. So isn’t it strange that we aren’t as comfortable applying that same logic to behavior? Why is it that we feel pressure to respond to unexpected behaviors in the exact same way for each and every student? Fair is not always equal. This is true for both academics and behavior. There are multiple things to consider when determining how to respond to unexpected behaviors. As Connected Communicators, we are careful to hold all students to high standards and expectations, however, our response varies depending on the circumstance and the individual. It’s important for us to remember that all behavior is communication. When responding to unexpected behaviors, we need to consider what the student was trying to communicate, and what purpose it served. At times, this can be difficult for other educators to understand. If educators have an expectation that all students will receive the exact same consequence for the same behavior, regardless of the circumstances, then there is bound to be frustration. We find that it’s helpful to clearly articulate to our colleagues that unexpected behaviors will be addressed individually. To be clear- we are not throwing out the behavior matrix! We are using it as a flexible tool that gives us some guardrails on how to respond. In order to maintain trust with other educators in your building, we need to be sure to close the loop with the staff who reported the behavior. Remember to share both how you responded and why. You can help build the Connected Communicator movement by explaining that by holding students accountable, while keeping in mind their individual needs, you are maximizing the students’ learning. A similar conversation is often needed with parents or caregivers, especially when they are trying to establish how a consequence for their child lines up with consequences for another. We all know how tricky it is to partner with a caregiver when they feel their student was wronged in some way and they want to make sure the other student’s consequence was “severe” enough. Of course, we can’t share exactly what we did, but we can let them know that we took the situation seriously, and each students’ behavior was addressed in order for the behavior not to be repeated. Sometimes, it’s helpful to share that we cannot disclose the details of another student’s consequences, in the same way we would not discuss their child’s confidential information with others. We know that we have to differentiate for our students to meet their academic needs. The same is true for supporting their social, emotional, and behavioral development. Helping the whole school system remember that fair is not equal will allow us to give each student what they need to grow and develop into the amazing humans we know they are. Connect with Erika or Tiffany at hello@connectingthroughconversation.com  The post PMP370: Middle School Superpowers with Phyllis Fagell appeared first on Principal Matters.

Erika Bare has been an educator for over 20 years, currently serving as the Assistant Superintendent in the Ashland School District in Oregon. A special education teacher by training, she is passionate about supporting all students through individual supports to reach their limitless potential. Tiffany Burns loves working with kids. In her two decades in education, she taught elementary, middle, and high school students. She worked as an instructional coach, curriculum writer, and university adjunct instructor in Oregon, Alaska, and Mexico. She loves her current role, as an elementary school principal where she gets to lead, learn, and play with her favorite people–kids and their grown-ups.  Together, they have authored the book Connecting Through Conversation: A Playbook for Talking with Students, available from ConnectEDD Publishing, or at their website. In this episode, we delve into their backgrounds, educational philosophies, and the practical strategies they offer in their book, exploring ways educators can build meaningful connections with students through effective communication. Listen to the entire episode for tremendous takeaways! Here are a few highlights: Tiffany Burns Erika Bare Erika and Tiffany share insights into their backgrounds, passions, and some surprising facts about their journeys in education. Tiffany shares the story of how their paths crossed and their collaborative journey in the realm of education. Both authors discuss the practicality of their book, emphasizing the belief that ‘Behavior is Communication’ and introducing the EATS framework: Escape, Attain Connection, Tangible Connection, and Sensory. Tiffany highlights the significance of showing care and establishing regular routines to acknowledge students’ success while Erika offers invaluable advice on reframing language to avoid harmful power struggles and maintain respectful relationships with students. Toward the end of the show, the authors are asked to role-play conflict resolution. The model a strategy for de-escalating heightened emotions with Erika acting as the teacher and Tiffany as the student, followed by a detailed explanation of the technique. Erika explains the thoughtful process of maintaining open and caring communication with caregivers, especially during conflicts. Stay Connected Erika and Tiffany love working as school administrators in the same district, while also providing professional development, consultation, and facilitation of book studies for educators across the country. You can find it, along with many free resources, on their website. The post PMP369: Connecting Through Conversation with Erika Bare and Tiffany Burns appeared first on Principal Matters.

Hi, Friends. Will Parker here. A quick shout-out to Dr. Jen Schwanke and Dr. Robyn Jackson who agreed to record this special edition of Principal Matters where Jen hosts the show. In this conversation, you’ll find helpful lessons for your leadership as they discuss topics like: Reaching 100% of Students Principals as “Builders” instead of leaders Navigating Leadership as Women Confronting the Imposter Syndrome I heard Robyn Jackson present this summer at the NASSP Ignite Conference, and she has been leading ongoing virtual sessions as part of the Ignite+ series. Her lessons on ‘buildership’ are both motivational and positively provoking as she calls school leaders to a mindset of ‘doing the work of building schools’ rather than just ‘doing the work of leading schools’.  By the way, each month in the fall of 2023, the National Association of Secondary School Principals is hosting virtual meetings led by Jimmy Casas, Dr. Salome Thomas-El, Dr. Robyn Jackson, Dr. Jen Scwhanke, and me. You can find out more or register at: https://nassp.org/igniteplus Finally, I want to highlight my favorite quote from today’s interview, when Dr. Jackson says, “I don’t have to be your fantasy of a school leader in order to be transformative in the work I do. Who I am is sufficient.” I hope you find this conversation refreshing and challenging. A big thank you to Dr. Jen Schwanke for hosting this special edition, and to Dr. Robyn Jackson for providing an episode packed with valuable lessons for Principal Matters listeners. As always, thank you for learning together, and thank you for doing what matters! – WDP PMP Special Edition Highlights: Robyn Jackson, CEO of Mindsteps® Inc. and creator of Buildership® University In this powerful and inspiring episode of Principal Matters, Jen Schwanke speaks with Robyn Jackson, CEO of Mindsteps® Inc. and creator of Buildership® University. “So many administrators are working incredibly hard and trying to eke out small incremental gains,” she says. “What if we could create schools in which every teacher and every administrator truly believed every kid could be successful?”  That’s the question Robyn first mulled over when she started her career as an educator. At the time, she was a high school English teacher, committed to sustaining rigor while also refusing to let students fail. It was this mindset of believing all her students could be successful in high-level classes that led her out of the classroom to instructional coaching. In that role, she challenged teachers to take risks, think differently about motivation and results, and improve their instructional practices with intention.  The problem? Many times, these teachers would be met with resistance from administrators who might not be open to their efforts. Robyn started to think she might need to focus her work away from teachers and toward supporting principals—in other words, she wanted to help principals change their mindsets toward a focus on transforming their schools.  Right about then, Robyn’s supervisors decided they needed more of her. On the day they came to find her, intending to promote her, she quit. The decision may have seemed impulsive, but it wasn’t, not really— she knew she wanted to write a book, and she was convinced she could find a way to coach principals to become “builders” rather than simply leading their schools. She wanted to make more of a difference by building structures and systems for principals so they could let teachers grow.  Several books later, Robyn now devotes her time to supporting principals. She often tells them, “Stop leading and start building.” So many times, she says, principals are working hard but not necessarily doing the hard work. She explains how she improved her efficiency and developed structures within her school, enabling her to work reasonable hours but be sure those hours were spent actually improving her school. She outlines why it is important for principals to build long-lasting structures and systems so they don’t keep spending their time on different versions of the exact same problem.  Robyn and Jen get real, too, in discussing some of the challenges faced by women, particularly Black women, who do leadership work in the field of education. Finding strength, Robyn explains, comes from “protecting your confidence,” so that “nothing you encounter can stop you. Nothing.”  Robyn can be found at https://buildershipuniversity.com/ or listen to her podcast at School Leadership Reimagined. She is the author of multiple books for ASCD and has also contributed multiple articles and blog posts for ASCD. Listen to the entire conversation for more powerful takeaways, and thank you for doing what matters! Three Leadership Takeaways from Dr. Nick Davies Principal Matters is proud to include contributing posts from Dr. Nick Davies, an elementary associate principal for Vancouver Public Schools. He is a Principal Matters Associate and posts his own weekly podcast version of the following content at “Monday Mornings with Dr. Nick” which can be found at https://www.linkedin.com/in/nick-davies-education/ Get Your Ego Out the Door  Bobby Dodd is a National Digital Principal of the year from Ohio. He is currently the principal of a large high school in Ohio, is a Jimmy Casas Associate, a national speaker, and so much more (including that he has a law degree!). Bobby and I met at the NASSP Ignite Conference and I was able to hear him speak on 10 Easy Ways to Build Leadership Capacity – it was a great session! I interviewed him recently to talk more about leadership and to continue to learn from him. Here are my 3 takeaways.  Put Protocols in Place to Help You Work Smarter  Bobby talked about how helpful it has been to him to have protocols/processes in place for just about everything in a school. Some of the protocol examples he mentioned were around teacher growth, classroom walk-throughs, communication, and job expectations for teachers and administrators. These might look different for different buildings, and he encouraged me to check out the book, Tool Time for Education by David Langford. This year Bobby will have a new AP on his leadership team. As a result, he will set aside time to ensure the new AP understands all of the tools that the admin team uses. These protocols extend to meetings as well. Bobby talked about how important it is to run effective meetings and to value everyone’s time. It is OK to cancel a meeting if it could be an email, video, or screencast. Furthermore, principals need a process to learn to delegate. He mentioned Jimmy Casas has one in his book Recalibrate, but it is about learning to let go and trust other people to do good work. All of these things have allowed Bobby to work smarter than he used to so he can get more work done during the day and go home at night.  Get Organized  It is pretty clear that Bobby is a systems expert on how to run a school. He continued to talk about how he loves the organization piece of running a school and getting the year off to a good start. He enjoys ensuring teachers are ready to be successful and have everything they need. The way he put it, if teachers aren’t in a good place, kids won’t be ready! Bobby talked about how not bringing work home in the evenings or weekends has been beneficial to him. That said, he does do one piece of work every weekend and this has been a key for him to have time in his day to get things done. He spends a little time on Sunday mornings getting his calendar set up for the week. He schedules 10 walk-throughs for the week, which is an expectation for all of the administrators, blocks out lunch and dismissal, and then schedules purposefully the other times in his day. He gets alerts about when and where he is supposed to be which keeps him on track throughout the day. For his associates, he encourages them to do the same thing with their calendars with a focus on putting the most important things at the beginning of the day. Unless it is an emergency, discipline can sometimes wait while the associates are in classrooms or doing other things.  How can I Help Other People?  Bobby and I talked a lot about how a principal can support staff and their school. I should note that when Bobby talks about his staff, he is referring to all staff members: teachers, clerks, secretaries, custodians, cafeteria workers, etc. All of these roles are important in schools. Some of the keys to supporting other people are to listen, build relationships, and show compassion. He wished that he would have known more about servant leadership when he first became an administrator. A principal’s first thought should be ‘how can I help other people?’ and not ‘do what I say!’ Bobby told the story of his first principal job in rural Ohio where the small staff did everything he asked. When he moved to a very large school, that no longer happened, so he approached his work differently. Now he has quarterly meetings with all staff members. He gets feedback and then shows people that he is listening by doing things about what they say. This is when he told me, ‘Get your ego out the door!’ It is not all about you as the principal. It is about the people who work for us. He finished with ‘don’t take yourself too seriously.’  Bobby recommended the book he is reading right now with his admin team: Thrivers by Michele Borba  Thank you for your time and advice! Sincerely, Dr. Nick The post PMP368: Buildership with Robyn Jackson and Jen Schwanke appeared first on Principal Matters.

In this episode, Will Parker and Jen Schwanke, talk about her recent article, “Heart and head: A Principal’s Essential Tools,” written for the ASCD Education Leadership magazine. Check it out here. Jen started the conversation by sharing a piece she read about chefs and their essential tools. Many chefs pointed to gadgets, but one chef’s emphasis was on his hands – trusted, adaptable, and skilled. Drawing a parallel, Jen equates school leaders with a chef. While there’s an abundance of external resources, the intrinsic tools – emotional intelligence (heart) and intellectual knowledge (head) – are fundamental. Balancing Emotion and Cognition in Decision-making  One of the primary responsibilities of a principal is decision-making. The process often swings between two poles: emotion and cognition. The Downside of a Purely Cognitive Approach A purely logical approach has its shortcomings. Jen shared a story about a principal who addressed a discipline issue with pure detachment. The reaction from parents and staff was overwhelmingly negative, signaling the need for empathy in leadership. It’s essential to ensure decisions don’t come across as indifferent. We must weave in humanity and understanding. The Dual Path: Heart & Head Merging the emotional and cognitive paths yields the best outcomes. This balanced approach ensures decisions are both human-centered and well-informed. When school leaders make decisions with their hearts, they radiate empathy, understanding, and respect. On the flip side, cognitive decisions emphasize fairness, thoroughness, and structured processes. Practical Application of the Dual Approach Will and Jen also discuss examples from their previous schools, including communicating difficult situations in student discipline or during a tragedy. Pulling the following advice from the article, they also discuss these takeaways for principals: “When we make decisions using our hearts, others will know: My principal likes me, respects me, and believes in me. I add value to this school community. I will make mistakes, but they do not define me as a person or a professional. My principal is gracious and empathetic. Expectations and goals are set because they are attainable, reasonable, and will make us better.” “When we make decisions using our heads, others will know: Decisions are made using data, knowledge, and stakeholder input. My principal knows the policies, guidelines, laws, and mandates of our school and system. My principal understands my contract and negotiated agreement and implements its language in a reasonable and fair way. My principal knows what I teach and can provide helpful feedback so I can continuously improve. There are protocols and processes to ensure a fair, equitable, and inclusive environment. Best practices are implemented, and we evolve with the needs of our students” (Pages 68, 69, Heart & Head, ASCD Education Leadership, October 2023). Final Thoughts and Advice For overwhelmed new principals, Jen’s message is clear: our emotional intelligence and intellectual prowess are invaluable assets. School leadership, at its best, harnesses both the head and the heart. Read Jen’s entire article here. Listen to the entire episode for more takeaways. If you enjoyed this episode, don’t forget to share it with others. Until next time, thank you for doing what matters! Principal Parry’s Pithy Proverbs Lisa Parry is a K-12 Principal in Arlington, South Dakota, and a professional development speaker and consultant. As a Principal Matters Associate, she also regularly contributes to our newsletter subscribers. You can follow her work at: https://principalparry.com/ Enjoy this thoughtful post from Lisa: On Sunday night, I watched 60 Minutes. Their lead story? AI It’s potential for help & harm. The episode featured Two robots playing soccer. They were not programmed To win or lose. Instead, they were designed to learn From their successes & failures. A move resulted in a goal? They did more of that. A move resulted in a miss? They did less of that. This was stunning. I found myself amazed And envious. Too often, I repeat futile moves And neglect to do what I know works. True, these increasingly Animate objects Don’t enjoy human emotions. They’ll never feel Love Pride Curiosity Belonging Excitement Satisfaction. But they can put Two & two together And learn from their mistakes. Seems in this regard, at least, They come out ahead Of humankind. The post PMP367: Head and Heart, A Principal’s Tools with Jen Schwanke appeared first on Principal Matters.

Cale Birk is a former teacher, high school principal, and District Head of Innovation from British Columbia, Canada. In 2015, one of his schools was named one of the first Model PLC Schools in Canada. Feeling like he was only scratching the surface with collaboration, Cale wrote the book PLC 2.0 – Collaborating for Observable Impact in Today’s Schools helping leaders and teachers go deep through The Observable Impact Model – used now by schools around the world. After working with schools and leaders at all levels of the system with OI over the last few years, Cale began work on his newest book, Navigating Leadership Drift with co-author, Dr. Michael McDowell. Navigating Leadership Drift is about giving leaders the tools to build leadership efficacy so we can hang on to the leaders in our school at every level.  Cale has been a keynote speaker, breakout speaker, and TED Talker around North America and the Pacific Rim, and he truly loves to equip leaders with tools they can actually use right away in their staff meetings, with their teams, and even with their students! Listen to the entire conversation for great takeaways. Here are some highlights: Cale’s Background From the joys of keynote speaking to giving TED Talks, Cale cherishes equipping leaders with tangible tools for immediate implementation. New Book Navigating Leadership Drift Inspired by witnessing a drained Midwest Superintendent, the book examines the overwhelming demands on leaders. Main message: Shift from mere action to observable impact. Finding humor, recognizing drifts, and tools to tackle them. It’s about leadership efficacy. Leading from the Middle Understanding the ‘Tragic Gap’: Navigating corrosive cynicism and irrelevant idealism. The difference between action and impact; why both don’t always align. The central role of a leader: Leading by focusing on CONVERSION. From current practices to knowledge. Turning knowledge to action. Reflecting on action to gauge its impact. The mantra: “What did we learn? What’s next?” Promoting Rigorous Learning The SET model: Clarity, Resilience, and Observability. The balance of giving students choice while ensuring alignment with standards. Supporting Teacher Teams The SET vision: Understand and assess the reality. Go beyond common assessments; look at teaching methodologies and tasks. Embrace reality as a learning tool, not a metric of inadequacy. Staying Motivated as a Leader Applying the Design, Implement, Observe, Document framework for continuous personal growth. Dopamine moments in learning and sharing those moments with the community. Wrap Up & Resources: Connect with Cale at https://www.birklearns.com/ Final Advice: Continually question – “What observable impact does this action have in the classroom?”. Dive deeper than mere data. Join the conversation using #chooseimpact. Stay tuned for more insightful conversations on leadership, education, and change. Don’t forget to subscribe, rate, and share! Three Leadership Takeaways from Dr. Nick Davies Principal Matters is proud to include contributing posts from Dr. Nick Davies, an elementary associate principal for Vancouver Public Schools. He is a Principal Matters Associate and posts his own weekly podcast version of the following content at “Monday Mornings with Dr. Nick” which can be found at https://www.linkedin.com/in/nick-davies-education/ On the Other Side of Discomfort is Joy  Dr. Colleen Kelley is a college professor in Arizona who is passionate about making Chemistry, specifically Organic Chemistry, accessible to all students. Dr. Kelley was the first member of her family to go to college, and she joined the Army to pay for it. More recently she has started making comic strips about Organic Chemistry geared towards kids aged 8-10. You can find more information about her work here. https://kidschemicalsolutions.com/  Dr. Kelley focuses on creating equitable outcomes for all students, particularly around getting underrepresented students into medical school.  No Course should be a gatekeeper  Because Dr. Kelley is focused on getting more underrepresented students into medical school, she has looked for bottlenecks in the educational system. That bottleneck is often Organic Chemistry, which has a failure rate of around 80%. That means that 80% cannot make it to medical school, and all too often underrepresented students are overrepresented in that 80%. She called this a civil rights issue. To her, she has decided she is done accepting the status quo. She knows that early intervention is needed, but there aren’t resources for this work. This is where her work with younger students comes in. She has been able to get elementary-aged students to learn about Organic Chemistry, and now she is “trying to be a loud old lady” (her words, not mine!) about sharing this information. Her advice to me was twofold: If you are looking to do something new in your classroom or school, don’t let fear be the reason not to try it! And, on the other side of discomfort is joy! What/where/who are the ‘gatekeepers’ in your system and how can they be addressed to increase access for all stakeholders? What I’m teaching isn’t all that important  It is, but it also isn’t! Dr. Kelley talked about how we only have a small window of time with our students. What are students going to take from your classroom or your school? Specifically for teachers, what do your grades tell the students? She tries to find more meaning to add to the grades so students get more out of them. She also understands that everyone has good and bad days, so how does that impact how students are assessed? Dr. Kelley said we need to be gracious with students’ personal choices, such as not choosing to do work or coming to class unprepared. If those things happen, have conversations about where students are and why.  Connect with People Authentically  Continuing on the idea of having conversations with students, Dr. Kelley talked about how connecting with students authentically has become much more important to her as she has moved through her career. This can be as simple as sharing what type of music you listen to or shows you like to watch. Let students get to know you as a human because the chatting and connection brings joy to all of us. This idea of connecting authentically extends beyond her classroom as well. She has been building a following around her comic books and has received attention from articles, podcasts, and media appearances. She has built the following one person at a time, and she continues to reach out to people individually to spread her message and get to know them. That is how the two of us got connected and I’m glad we met!  When I asked about book recommendations, Dr. Kelley gave me three to think about:  Stillness – Ryan Holliday  Deep Work – Cal Newport Outlive – Bill Gifford and Peter Attia  Thank you for your time and advice!  The post PMP366: Navigating Leadership Drift with Cale Birk appeared first on Principal Matters.

Lisa Parry is a veteran English teacher (1994-present) and K-12 principal (2018-present) who is proud to lead a 2021 National Blue Ribbon Elementary School and a 2020 ESEA Distinguished Elementary School. In 2022, her  colleagues recognized her as South Dakota Region 1 Principal of the Year. Some of the most gratifying work she has done has been serving as a co-developer and facilitator of the South Dakota Department of Education’s Good to Great Teacher Mentoring Program. Speaking and writing about ‘Likable Leadership,’ ‘Master Mindsets,’ and ‘Meaningful Messaging’ is important to her.  She has presented at the National Blue Ribbon School Conference, and she will be sharing her message there again this fall and at the Making Schools Work Conference this summer. Lisa earned an M.S.Ed. in Educational Leadership from South Dakota State University and a B.S.Ed. in English Education from the University of South Dakota.   You can learn more about her and her presentations at her website www.principalparry.com Fill in the gaps on the intro and tell listeners something they may surprised to know about you? I lead a PK-12 school of approximately 300 students, and I still teach one course each year. My AP Lang & Comp; Comp seniors keep me grounded in the experiences of a classroom teacher which is critically important to my success in so many ways! Tell us about Arlington School District you lead as principal and AP Comp. teacher. We are a rural district in South Dakota, and we serve 300ish students who all learn and grow together under one roof. We are proud of our academic and extracurricular programs and strive every year to go from great to even better! Why do you focus on likable leadership? We are in the customer service business: teachers need to lead their classrooms with warmth and competence and principals need to lead their schools with warmth and competence. We are losing too many students and teachers to competitors. A few quotes come to mind when I consider this question:  Maya Angelou — “At the end of the day people won’t remember what you said or did, they will remember how you made them feel.”  TikTok post –“Have you tried being nice?” Ultimately, I find great joy in pursuing and securing mutually-beneficial outcomes, and when I am able to accomplish that, the individual on the other side of the negotiation generally has a positive feeling about me. That matters in leadership—and especially in roles that involve the most vulnerable populations (the young and the old). Marigolds – Jen Gonzalez & Cult of Pedagogy Can you tell us about your super power of managing difficult conversations and conflict? What lessons may help others who struggle with that skill set? The key to success in managing difficult conversations and conflict is operating from a perspective of curiosity, not condemnation or contempt. When we “seek first to understand,” we allow another to feel heard and valued. This perception is everything! So often, people need someone to listen to their perspective, to acknowledge the difficulty of their situation, and to provide them guidance about next steps. I generally feel equipped to provide that to my stakeholders. Remember, it is always personal. Last year you spoke at the National Blue Ribbon Schools conference, and this year you will be there again. You will also speak at the Making Schools Work conference in July of 2023. What are some takeaways you are sharing with leaders and educators there? Despite our seemingly unique experiences—many leaders are from very large urban schools which, on the surface, are nothing like the schools I serve—we enjoy so many commonalities! The best of us are all in this world for one reason—to help kids succeed. We all shed tears when we lose one, and we all feel our hearts leap with joy when we see one transition to the next phase of making their dreams come true. To quote Angelou again, “We are more alike, my friends, than we are unalike.” Amen, Maya! You are going into your 30th year. What advice do you have for others to help them sustain for the long term (or the short term)? You have to see the good all around you—trust me, if you look for it, you will find it. (And if you look for the rotten, you will see plenty of that, too.) Every experience—both good and bad—has a beginning, a middle, and an end. Don’t ever come to believe that because today was bad, tomorrow will be bad as well. Each day is an opportunity to start anew. We have to believe that for ourselves, for our students, and for our teachers. We must strive to make new mistakes. What ways has Principal Matters been helpful in your leadership? I am the only principal in my district, so I do not have someone near me with whom I can collaborate. The reality of my isolation is sometimes lonely and frustrating, and if I don’t look for and learn from podcasts like Principal Matters, I only have the voices in my own head telling what to do and what to avoid. I have trusted Principal Matters to guide me in my first five years of leadership, and I have never been led astray. What are some parting words of wisdom and how listeners can stay connected with you? We are having a Waterloo moment of sorts in ed. And we principals have some–not all–power to change that.  HOW CAN I HELP!  REASONABLE DEMANDS! Stay connected with Lisa at www.principalparry.com Principal Parry’s Pithy Proverbs Lisa Parry is a K-12 Principal in Arlington, South Dakota, and a professional development speaker and consultant. As a Principal Matters Associate, she also regularly contributes to our newsletter subscribers. You can follow her work at: https://principalparry.com/ Enjoy this thoughtful post from Lisa: How I communicate with someone in pain: A little was hurt on our playground yesterday. She came to the office for first aid & TLC. Not me: Stop crying & relax. Me: That must hurt. I can understand why you are crying. Not me: You are a big girl. Be brave. Me: It is scary to fall & get hurt. Not me: I know you want your mom, but you’re fine. Me: Yes, let’s call Mom so you can talk to her. Not me: If you were careful, you wouldn’t get hurt. Me: Accidents can happen, even when we are careful. And this narrative is not just applicable to littles. Bigs need compassion, too. I’ve lived 51 years, & no one has ever made me feel better by minimizing my pain. By dismissing my experience. By questioning my response to being hurt. And in 30 years as an educator, I have never soothed anyone by being salty. The post PMP365: Likable Leadership with Lisa Parry appeared first on Principal Matters.

In today’s episode, Will Parker shares poignant takeaways from a summer hiking trip with his son, Jack, applying those insights to the realm of school leadership. The discussion centers on the importance of being present, connecting with students, and celebrating even the small moments. Afterward, Will and co-host Jen Schwanke talk about applying those lessons to leadership, including these tips: Walk the Land: The idea that you must be deeply involved in your environment to understand it. Look Down: Pay attention to the details and small moments that may otherwise go unnoticed. Observe the Patterns: Recognize behavioral and emotional trends among students and staff. Jen’s Perspectives Emotional Pulse: What are the ‘feels’ in the school? What emotions seem consistent? Observing Loneliness: Are you attentive to students who may be sitting alone or hiding away in common areas? Jen’s Tip A simple smile, a shoulder squeeze, or a high-five can go a long way. Hallway Exploration: Do you immerse yourself in crowded hallways during passing periods to discover what’s happening? Jen’s Insights Use this time for informal positive feedback for teachers and to uplift the school atmosphere. Listening In: Do you ever pause outside classrooms to appreciate good instruction or enjoy musical performances? Jen’s Experience She used to record sounds from different school environments, like recess or the library, and play them back later to uplift her spirits. Final Thoughts These small, often overlooked moments are the building blocks for lasting memories and could serve to ground you throughout the school year. These are also the moments where you can discover or rediscover the best-kept secrets about your school community. We hope you’ll listen to the entire episode, and we hope this discussion encourages you to be more present and intentional in your role as a school leader, helping you connect with your school community in meaningful ways.  Below is a longer post where Will adds the descriptions and longer version of the story he tells Jen in today’s episode. Thank you again for doing what matters! Not Missing Out on Your Best Kept Secrets By William D. Parker, August 18, 2023 This past summer, my son Jack and I headed out to the Panhandle of Oklahoma for some dad-and-son time. For the past couple of years, Jack has been interested in seeing the Black Mesa area where Oklahoma has its highest point of 4,731 feet above sea level. For those familiar with the prairie, you will not be surprised to know that the drive across Oklahoma’s most western lands includes a lot of open sky and open lands. From the highway, you can sometimes see thirty or forty miles in either direction, wide expanses of grass bordered by barbed wire fences.  Further west, however, you discover some hidden gems: the Alabaster caverns near Woodward; the Gloss Mountains with gypsum that reflects like glass off red buttes; and then the surprise of the Black Mesa Prairie Reserve. With more than 1,700 acres, you can enjoy a 4-mile hike to Oklahoma’s highest point. If you walk another 1,200 feet to the western edge of the summit, you’re met by a panoramic view of a long, green valley.  Jack and I sat on long slabs of black rock and ate lunch. The view below stretched for miles – a sea of green dotted by bushes, cedars, and ribboned with dusty field roads. Boundaries were lined with long barbed wire fences. Herds of cattle grazed from such a far distance, they looked like ants crawling on a green canvas. The sky above was brilliant blue, and the wind was gusting so furiously that we had to sit on our hats. Eventually, we found some small spaces in the craggy rocks to lay down for a few minutes to escape the wind and savor an after-lunch rest before the hike back.  As we encountered surprises with each step of our adventure, I was reminded how often our assumptions were proven wrong. How many times do we have pre-conceived ideas of what a new situation may have in store? Perhaps we set our expectations too high, or perhaps they are not high enough.  A few months ago, I was listening to Rick Steve’s travel podcast with guest Robert Reid, who writes about his love for the flatlands. One of his tips encouraged travelers to stop judging landscapes by drive-bys and fly-overs. His suggestions: walk the land, look down, and observe the intricate patterns around you that require careful observation. I’m not sure what time of the year you are in, but for educators, I’m writing these thoughts at the beginning of a new school year for students in the U.S. Most of us have assumptions about the school year that are well founded. We know the average school year will consist of approximately 190 days of staff and student presence in our buildings. We know the seasons will mark start and end times for each term. We know that spring will bring announcements of retirements, resignations, and job postings. We anticipate in advance our need to reserve space and invitations for end-of-the-school-year ceremonies. How might we keep a traveler’s perspective as we walk this year’s journey? Walk the Land This may seem obvious, but I like to remind educators, especially leaders, to step away from their own space and walk your school. Poking your head into classrooms, checking on early-morning programs or practices, giving hello’s to bus drivers or cafeteria workers — these small moments tell you a lot about the emotions of the day.  When you listen in to conversations or take a few minutes to read the lesson objectives listed on a classroom wall, you are beginning to see the world of your school from the perspective of students again. The familiar suddenly becomes charged with new expectations and awareness.  My admin team and I used to share a common commitment to walk the school between every passing period. Often, we would stop by each other’s offices to say, “Let’s walk together,” as a way to stay accountable to see every student, every teacher, every day. Look Down Students notice the small things. They know what their teachers are wearing. They can tell you brands of shoes, backpacks, earbuds, and phones with just a glance. As educators, we justifiably fixate on learning outcomes, lesson plans, and student behavior. Just as important, however, are the human interactions we have with the people right in front of us.  By ‘looking down’ you are allowing yourself to be in the moment. One habit I practice is not allowing my phone to distract me from people. When you are constantly reading texts or emails, it is easy to be absorbed in those messages. As a result, when someone asks me a question, I make a commitment to put my technology aside and purposely give them 60 seconds of undivided attention.  Yes, educators need to keep a bird’s eye view of what happening, plan ahead, and think big-picture. At the same time, we also need to be physically and emotionally present for the people we are serving. Don’t allow your strategic thinking to cloud opportunities to capture the learning moments right in front of you. Observe the Patterns When I shared with my son Jack the idea of observing the patterns you see when walking trails, I noticed he seemed more quiet and absorbed on our outings. But then, he surprised me by drawing my attention to four different species of cacti he had been observing as we walked.  In our school journeys, you will find that the more you study the small moments, the more clearly you recognize the patterns of learning and behavior. For instance, educators may notice that conflicts among students and even teachers seem to increase after mid-day, especially after lunchtime.  In Dan Pink’s book, When: The Scientific Secrets of Perfect Timing, he explains this phenomenon as the “trough” time of each day – afternoons are often the most difficult because of strains on concentration, decision-making, and low energy. Just recognizing this pattern may help you step into your afternoons with awareness or perhaps a stronger commitment to patience and grace.  Let’s Wrap This Up Another surprise from my hike with Jack was the sound of incessantly singing crickets and songbirds. Imagine the chorus of nighttime insects transported into a daytime setting of prairie grasses with birds flitting from cactus to cedar branches, and grasshoppers leaping across your pathway of flowing grasses and yuka plants. At one point, we paused to watch the wind whip across the grasses – the stems appearing like golden threads, the heads like small wheat shimmering in the sunlight, yellow dots of light on each stem and head creating millions of dancing, rhythmic surges of undulating waves.  Moments like these might go unnoticed if we had not taken time to simply walk the land, look down, and observe the patterns. The same goes for our schools. How are we taking time to anticipate the unexplored, unexpected, and often ignored parts of our school experiences?  When you are watching a room full of students in a common area or before school begins? How are you searching for someone who sits alone or tries to hide away?  Are you stepping into the middle of a hallway jammed with bodies during a passing period just to see what you may discover?  Are you pausing outside another classroom to catch the voices of good instruction or be swept away by the chorus of singing voices or band instruments?  These are the small moments of a school day that build memories and may keep you grounded throughout the journey of a school year. These are the moments that may help you discover (or rediscover) your best-kept secrets. Now It’s Your Turn What is one action you can take today to commit to being in the moment? See what would happen if you give 60 seconds of undivided attention to those asking for your feedback. Make a short list of what you observe the next time you walk through your school, and then share those observations with someone else. Three Leadership Takeaways from Dr. Nick Davies Principal Matters is proud to include contributing posts from Dr. Nick Davies, an elementary associate principal for Vancouver Public Schools. He is a Principal Matters Associate and posts his own weekly podcast version of the following content at “Monday Mornings with Dr. Nick” which can be found at https://www.linkedin.com/in/nick-davies-education/ Be a Dream Maker for Kids Dr. Cynthia Clauson has held just about every role there is in education, including being a superintendent while in her 30s! She is known as an excellent mentor, which is how we were connected. I met with Ted Howard previously, who connected the two of us. Dr. Clauson had some great perspectives and reflections across her varied career in education. We had a long conversation that covered a lot of ground, but here are the three main takeaways from that conversation.  Your Family Cannot Be Second Fiddle  Throughout the conversation, Dr. Clauson kept coming back to her family. It was clear how important that part of her life was to her. As she has progressed in her career, she talked about how she has improved with supporting families so they can better support their kids. This is the same for her own family. She took her first superintendent job when she was 34 in Washington State. The stress and challenges for her young family were a lot. She talked about having the courage to notice those challenges, which led her to step down from the superintendency. Your job needs to be a happy place for your family, and the focus cannot be solely on what you provide to the district you are working in. There needs to be some give and take. She said that as a leader, you will always be limited by the imbalances in your own life, so you need to be aware of what your imbalances are.  Listen and Learn Dr. Clauson spent a lot of time talking about the need to be constantly learning, which involves intentionally listening to the people around you. She specifically brought up listening to your community as a school leader and learning what their needs are. What can you do to make things better for them? What are the things that you are not going to be able to help with? As you listen as a leader, then you also need to be the lead learner wherever you are. If you have identified concerns in your community but you aren’t able to help them with that problem, then who do you need to bring in so you can eventually help? Dr. Clauson told me that she used Stephen Covey’s 7 Habits of Highly Effective People to help her constantly learn and grow as a leader. Lastly, because she is proactive (one of the 7 Habits), Dr. Clauson looks for processes that are needed before a crisis ever comes up. This means that she looks for people who have done similar things and then partners with and learns from them.  Be a Dream Maker for Kids  I loved this phrase by Dr. Clauson. I asked her what still drives her after a long career and education and she told me ‘Be a dream maker for kids!’ This is a challenge for all of us in schools, and we cannot go it alone. It takes a village as the saying goes. Dr. Clauson said we need to focus on helping students find their passion, talent, and interest. All of our students have gifts, so maximizing their gifts should be a priority of ours. How can we find opportunities in our own schools and communities that will make this a reality? From a superintendent’s perspective, she talked about how putting money towards programs that let students demonstrate their gifts is one of the best ways to demonstrate your commitment to that cause. I asked Dr. Clauson for a book recommendation, and she loves to read. She told me to read about resilience, mindset, and staying balanced, and then gave me some titles of books that were already on her desk. Here are a couple of them: Powerless to Powerful by Suzann Girtz, Joanie Eppinga, and Charles Salina The Governance Core by Davis Campbell and Michael Fullen  The Book of Joy by the Dalai Lama, Desmond Tutu, and Douglas Abrams Dr. Clauson’s book, Revealing Resilient Leadership, is coming out any day now! Thank you, Dr. Clauson, for your time and advice!  The post PMP364: Not Missing Out on Your Best Kept Secrets with Jen Schwanke and Will Parker appeared first on Principal Matters.

This week Will Parker and Jen Schwanke respond to a listener question submitted several months ago but still relevant today for leaders: “I’ve been a loyal listener of the Principal Matters podcast and value the insights from both William and Jen. As a new principal of a small school with 125 students and 9 teachers, I’m facing a challenge. The staff has developed a ‘silo mentality’ since the pandemic, and it’s been hard to break. Any tips for authentically fostering stronger relationships among staff and creating a unified team culture?” Key Discussion Points Jen’s Strategies 1. Team Consultation: Don’t tackle it alone. Assemble a group of teacher leaders and collaborate. Identify the Objective: Identify the root causes of the ‘silo mentality.’ Ask Direct Questions: Ask staff if they’re overwhelmed, disconnected, or unfamiliar with colleagues, and how this can be addressed. 2. Social Gatherings: Host casual outings, like a gathering at your home or a park. Set an Agenda: A brief meeting, followed by food and socializing. Incentivize: Give back time by canceling a less-urgent staff meeting. 3. Community Building in Meetings:  Sharing Segment: Don’t be the only one talking at your meetings. Start meetings with someone talking about a colleague. Focus Areas: Share school, home, extracurriculars, or even quirky facts. 4. Leverage Positive Gossip:  End-of-Meeting Highlights: Share positive news or achievements about staff members.  Criteria: Only share information with consent and highlight overlooked successes. 5. Invite Student Involvement:  Cross-Teacher Projects: Encourage project-based learning initiatives across different teachers or teams. Showcase Events: Create daytime events to show off collaborative projects. Will’s Ideas 1. Intentional Time: Equate the time spent together with the strength of relationships. Scheduled Gatherings: Plan specific times for team activities that are already built into the schedule. Communication: Openly share your heart and vision for a cohesive team. 2. Event-Based Engagement:  Pre-Event Activities: Tailgate parties or staff dinners are a great way to include staff in the life of the school while building cohesion. Sitting Arrangements: Designate areas for staff to sit together at games. Strategize space for them to enjoy time together. Time Bonuses: Sending staff home early when possible, especially those caring for pets, aging parents, or young children. 3. Ask Your Staff to Set Norms:  Valued Practices: Encourage staff to set the commitments everyone can adopt for team meetings and stick to them. 4. Tradition and Culture:    Traveling Trophies: Employ fun recognitions where teachers and staff recognize each other. 5. Student Participation:   Meeting Features: Bring students into staff meetings for updates or talent showcases. Friendly Competition: Introduce “Houses” or teams among staff for fun contests. Let’s wrap this up We know this time of year can be overwhelming. Engaging your team, however, cannot be a second priority over “just doing school.” The cohesiveness of our teams will reflect in the energy and engagement teachers bring to student learning.  Listen to the entire episode for even more takeaways. We hope our strategies help you in fostering stronger, more authentic relationships within your school community. What other ideas or suggestions would you add to the list? Thank you again for doing what matters! Principal Parry’s Pithy Proverbs Lisa Parry is a K-12 Principal in Arlington, South Dakota, and a professional development speaker and consultant. As a Principal Matters Associate, she also regularly contributes to our newsletter subscribers. You can follow her work at: https://principalparry.com/ Enjoy this thoughtful post from Lisa: What makes a Monday easier? A sublime Sunday. Today that meant a 🧡 pumpkin patch. 🧡 cool breeze. 🧡 sunny sky. 🧡 delighted granddaughter. I’m ready for the week. 🎃 The post PMP363: Building Stronger, Authentic Relationships with Jen Schwanke and Will Parker appeared first on Principal Matters.