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

A listener who is an administrator on the middle and high school level who has the opportunity to become a Vice Principal wrote to Will and Jen: “As a classroom teacher this year has been quite challenging because there are some students who resist learning and either not coming to class prepared or asking to go to the bathroom repeatedly during the lesson, distracting or socializing during instruction, regardless how many times I go over expectations with them. What are some policies I can incorporate or I can tell teachers to incorporate as a future Vice Principal so that teachers would get support with similar types of issues? There’s two questions being asked by this listener: Question 1: What do you do about student discipline? As a teacher managing a classroom, acknowledge that with every student comes a new adventure and a new journey, so there is no one size fits all when it comes to student discipline. However there are practices that will help provide consistency, predictability, and help provide students with an environment that they feel is stable and safe for learning. Give yourself the grace to realize that even when you’re doing things right, there will still be challenges.  As an administrator, it is important to understand trauma informed discipline (see resources below for a great book about this subject). Having a lack of understanding of what’s going on behind a student’s behavior can sometimes make it difficult to know what to do about the behavior. As a school, ask yourself about discipline, “What are our common definitions and what do we mean by them?” Question 2: What should you say in an interview?  There is no one right answer to this question in an interview setting. The answer is to be truthful and authentic. What do you believe? How can you be confident and vulnerable? Being yourself and answering the question truthfully are what will show interviewers that you are the right candidate for the position. Even though there is not going to be a right answer, there are principles that can be practiced that can create a better environment for student learning. As an interviewee, it can be helpful to focus on those principles instead of trying to find the right answer to the discipline question. Resources for classroom management and student behavior: Harry Wong, author of The First Days of School: How to Be an Effective Teacher, reminds us of seven questions every student asks about his or her teachers: 1. Am I in the right room? 2. Where am I supposed to sit? 3. Who is the teacher as a person? 4. Will the teacher treat me as a human being? 5. What are the rules in this classroom? 6. What will I be doing this year? 7. How will I be graded? Reaching and Teaching Children Exposed to Trauma by Dr. Barb Sorrels Connect with Jen Schwanke Twitter: @JenSchwanke Email: schwanke_jennifer@dublinschools.net The post PMP334: Questions on Student Behavior with Jen Schwanke appeared first on Principal Matters.

Naheed Bardai is the Principal of UWC Atlantic and arrived in south Wales in August 2021 from Upper Canada College in Toronto, where he was head of upper school for six years. Before that, he served as dean of students and senior school principal during his 10 years at the Aga Khan Academy in Mombasa, Kenya. For Naheed, education is a deeply moral endeavor and the exercise of leadership demands a thoughtful, ethical foundation. His own rests on the tenets of pluralism, integrity, generosity and trust. He holds a Bachelor degree in Business Administration from the Western University, Canada; a Bachelor degree in Education from the University of British Columbia, Canada; Masters of Arts from the Institute of Education, University College London, UK; Masters of Educational Leadership from Teachers College, Columbia University, USA. I invited you on the show after a listener benefited from a webinar on understanding ChatGPT. Before we go there, can you give a brief summary of your work at UWC Atlantic and some examples of unique offerings there for listeners to know more about the school community? UWC Atlantic is a college that serves students from ages 16-19 that creates intentional diversity among students. They are serving 360 students from 80 countries. There are 18 UWC schools at the moment. They focus on creating a better and more diverse world with a focus on sustainably.  Like many school leaders, ChatGPT has become the latest AI software to assist or disrupt the way we interact with information, content-creation and potential learning. For those who are new to the technology, can you give an overview for school leaders on ChatGPT and its effects or potential effects on schools? ChatGPT is an AI that interacts in a conversational way with the user. Many educators are facing fear-based responses. How do we build trust and determine what to embrace, integrate or restrict? What obstacles and advantages do you see or anticipate as students and teachers use ChatGPT? Some of the challenges really sit around deciding the ways in which we embrace, integrate, or reject AI such as ChatGPT. Another challenge is the ways in which students may use ChatGPT to produce inauthentic work. It also presents a potential opportunity for students to learn how to ask questions and become fact checkers for work produced by an AI. There’s opportunities for a different kind of learning to happen when using ChatGPT and other AI software.  What advice would you have for leaders navigating these pros and cons? Pros with ChatCPT involve assistance for language learners, synthesizing information, use of lesson planning, writing report card comments, university reference letters, fundraiser campaigns, interview guides with rubrics. Principal Naheed Bardai has encouraged his campus by starting a dialogue with a committee of teachers and students. The explore: How will we guide our community? How will we allow these principles to guide our actions? What advice should we give in light of these principles? Be flexible: the technology is going to change very quickly and you must be adaptable. As we wrap up, I’d also like to talk about your own leadership journey. You’ve been a school leader with an international perspective. What lessons or ideas in leadership may be helpful for others (experienced or beginning) to keep in mind in the places where they serve? When I have energy from students, I know I am in the right place. I firmly believe that leading a school is a deeply moral endeavor. Schools are complex systems and we have a responsibility to design them with equity in mind. Compassion is the core. Leading is a deeply human endeavor and requires us to create safe spaces for student learning. Any parting words or thoughts you’d like to share with other school leaders? How can listeners stay connected with you? You can reach Naheed Bardai via email: naheed.bardai@uwcatlantic.org UWC Atlantic social accounts are: Instagram: @uwcatlantic  Twitter: @UWCAtlantic  Linkedin: UWC Atlantic College The post PMP333: Understanding ChatGPT with Naheed Bardai appeared first on Principal Matters.

Joshua Spikes is Assistant Principal at Richwood High School, in the Ouachita Parish School Board, in Monroe, Louisiana.                                              … After graduating from DeRidder High School, he attended Grambling State University and was a member of the GSU World Famed Tiger Marching Band. He received both his Bachelor’s and Master’s Degrees from Grambling State University and his plus 30 from Louisiana Tech and The University of Louisiana Monroe. After his undergrad degree, he became the youngest band director in the school’s history at Richwood High School – at the same High School where he completed his student teaching. He held that position for ten years and made another historic move when he became the youngest Assistant Principal of the same high school.  He currently holds that position – with pride – in his seventh year. Mr. Spikes is known throughout the state of Louisiana as a man that loves children, a servant leader, a school operations guru,  transformational leader, and an outstanding disciplinarian. In addition, Mr. Spikes is a member of Alpha Phi Alpha Fraternity, Incorporated, Kappa Delta Pi, Grambling State University Monroe/West Monroe Alumni Chapter. He is active in his church community and serves as Minister of Music at Piney Grove Missionary Baptist Church, in West Monroe, LA. He is a native of DeRidder, LA, the son of a former principal and school teacher and married to the love of his life. Together they have two children.  Can you please fill in the gaps on that intro, and tell listeners something else they may be surprised to know about you? Joshua and Will both love visiting other schools; Joshua is a self-described school and educational nerd. Can you tell listeners more about Richwood High School and some of the great outcomes happening in your school community? Richwood High School has approximately 500 students, with a predominantly African American student population. It was consolidated in the late 1980’s and reopened in the 2001-’02 school year with career technology options in welding, dental assistant, and cosmetology.  As you know, a lot of Principal Matters listeners are current leaders or aspiring ones. As an experienced Assistant Principal, what are some lessons in leadership you’ve learned that may help others thinking about becoming an AP? What takeaways or lessons would you have for others who may be stepping into leadership as the ‘youngest’ or ‘first’ in their own settings? As a former band director, Mr. Spikes is committed to leading as an admin with structure and order so that he is supporting student learning. He lives by his 5 P’s: pray, plan, prioritize, participate, and problem-solve. Joshua states that tackling problems when they start instead of when they become a bigger problem helps new leaders learn what to prioritize. He also believes in the importance of participating in school events, whether that be sports events, drama, choir, etc. This will foster a sense of community between the students and the administrators.  You have been described as a transformational leader with strengths in operations and managing student behavior. Can you share some of the practical ways you have established helpful procedures, policies or practices in these areas? Joshua is very serious about structure and order in his schools, making sure that there are no distractions from student learning. He believes that you have to build a relationship with students and with their parents in disciplinary situations. Honesty and transparency are what make a great and fair disciplinarian in an administration role. He also believes leaders need to distinguish among minor, middle and major challenges when problem-solving. How can listeners stay connected to you? What parting words or ideas would you like to leave with Principal Matters listeners?  As a leader, be strong and courageous. You have to pause, you have to breathe, and if you do those things, you will start to see yourself flourish. These principles also apply to life and family.  Email:  jspikes@opsb.net Instagram: @phrozenapbd Listen-in for even more takeaways! The post Transformational Leadership with Joshua Spikes – PMP332 appeared first on Principal Matters.

Dr. Mary Beth was named Superintendent of Schools for the Archdiocese of Louisville on July 1, 2021 after serving as Assistant Superintendent for seven years. Dr. Bowling has served in the Archdiocese of Louisville her entire career, serving in the role of elementary principal for 25 years.  Amy Nall serves as the Assistant Superintendent of Schools for the Archdiocese of Louisville. She has been a Catholic school educator and administrator for 35 years. She began her career as a high school English teacher in 1987 and moved into administration in 2004 when she became an assistant principal at Sacred Heart Academy, an all-girls Catholic school in Louisville. She served in that role until 2020 when she transitioned to Interim Principal during the year of the pandemic. She moved into her current role in 2021.  In this episode, Mary Beth and Amy continue to share ways they have engaged their teachers and leaders with ongoing learning, including with Principal Matters and Will’s offerings.  Can you provide feedback from some of our training together (keynote presentations, Grow Academy, Executive Coaching) and why other Principal Matters listeners might benefit from participating?  Our training together has benefited teachers and leaders on all levels of the school system from elementary and secondary school principals to superintendents and assistant superintendents. In particular, we have used Will’s book Pause, Breathe, Flourish as a part of a book study for elementary assistant principals. Many of those who have participated in your training have stated that they feel empowered by the resources that Will provides. It was simple and easy to connect with Will and set up training with him. What are your hopes and dreams for the rest of the school year and as you look toward 2023-2024? We are just beginning to realize the potential for our students and our schools, so some of the excitement for us is the follow through. Seeing how our plans come to fruition is another thing that is very exciting for us. We try to always be in a state of continuous improvement to better our schools and our systems. We also explore: The importance of empowering leaders The loneliness of leadership Why we must build relationships Innovative programs among the schools in the Archdiocese How Principal Matters has supported growth through Will’s keynote for opening events for Schools Teachers, End of Year teacher PD, Executive Coaching, Book studies for ongoing enrichment, and Elem/Sec Assistant Principal meetings The Archdiocese of Louisville has also done superb work in facilitating community/board relations, promoting your schools through media, and supporting the professional growth of your educators. These are helpful ideas to keep in mind as Principal Matters leaders support their own educators and school communities.  Contact info: Amy Nall: anall@archlou.org Dr. Mary Beth Bowling: mbowling@archlou.org Archdiocese of Louisville website: https://louisvillecatholicschools.com/ The post How to Help Others Grow with Mary Beth Bowling and Amy Nall, Part 2 – PMP331 appeared first on Principal Matters.

Dr. Mary Beth was named Superintendent of Schools for the Archdiocese of Louisville on July 1, 2021 after serving as Assistant Superintendent for seven years. Dr. Bowling has served in the Archdiocese of Louisville her entire career, serving in the role of elementary principal for 25 years. She attended college at the University of Louisville where she received a bachelor’s degree in elementary education, a master’s degree in early childhood and her administrative endorsement.  She completed her Doctorate in Leadership Education at Spalding University in 2004.  She was honored as the National Catholic Education Association (NCEA) Principal of the Year for Region 12 in 2005.  In 2020, she received the NCEA 2020 Lead. Learn. Proclaim. Award which recognizes leadership and excellence in Catholic education. She currently serves on the Board of the Catholic Education Foundation and Spalding University Board of Trustees. Amy Nall serves as the Assistant Superintendent of Schools for the Archdiocese of Louisville. She has been a Catholic school educator and administrator for 35 years. She began her career as a high school English teacher in 1987 and moved into administration in 2004 when she became an assistant principal at Sacred Heart Academy, an all-girls Catholic school in Louisville. She served in that role until 2020 when she transitioned to Interim Principal during the year of the pandemic. She moved into her current role in 2021. She has an undergraduate degree in English education and Journalism from Ball State University, a Masters in English and Teaching from the University of Louisville and an Educational Specialist Degree from the University of Louisville. Amy has been married for 35 years, and she and her husband live in Louisville and have three adult children and one grandchild.   She is grateful for the sacrifices her parents made to ensure she received a Catholic education, and she believes wholeheartedly in the value of community, particularly the importance of the Catholic school community where the partnership between parents, children and school support the holistic development of the individual. Discussion Questions: 1. Can you give a brief summary of the work of the Archdiocese of Louisville schools and accomplishments you’re proud of happening in your schools? 2. What ways you are encouraging ongoing professional growth among your educators, including your leadership? 3. How has been the relationship with Principal Matters benefited you and your school leaders?  In this episode we also explore: Collaborative visions for providing the best education possible for students How to support a large school community, including 48 schools and 20,000+ students Partnerships, engagement, building trust Michael Fullan’s work on coherence in leadership If you know what your vision is and where you are going, you then focus on professional learning and growth. Developing school leadership teams Merten Leadership Initiative resources New Principals support Grow Leadership Academy offerings with Principal Matters Contact info: Amy Nall: anall@archlou.org Mary Bowling: mbowling@archlou.org Louisville Catholic Schools The post How to Help Others Grow with Mary Beth Bowling and Amy Nall – PMP330 appeared first on Principal Matters.

Setting goals is a practice that I’ve used to help me grow in my own work. Not only is goal setting important in your professional life, but in your personal life as well. It helps you visualize where you want to be at the end of each year and gives you something to work towards throughout the year. In this week’s episode, co-host Jen Schwanke and I discuss how we each set and achieve our goals in our personal and professional lives.  Here are few takeaways: Jen’s feedback: I see many people asking what else can I do… What are the outcomes you want?  Fulfillment, balance, money? Education as a path?  Establishing goals and writing them down… Knowing your professional appreciation language… Gary Chapman and Paul White 5 Love Languages at Work: Acts of Service, Quality Time, Words of Affirmation, Tangible Gifts and Appropriate Physical Touch  What are you looking for? Is it a genuine need, a hole that hasn’t been filled? The value of goals that match your values… Will’s feedback: Free LifeScore Assessment Benefits of setting goals in ten areas and reviewing monthly and annually… Examples in my reading, hobbies, content growth… Examples of failure in reaching goals and lessons learned… Sample categories for quick annual assessment: Major milestones… Positive outcomes… Most difficult challenges… Major lessons learned… What are your goals for this year? Personal Family Social Physical Vocational Want to make them SMART goals? S – Specific M – Measurable A – Achievable R – Realistic T – Timely More Resources: 4 Stages of the Reflective Cycles: Teach, Reflect, Learn: Building Your Capacity for Success in the Classroom by Pete Hall and Alisa Simeral  Designing Your Life: How to Build a Well-Lived, Joyful Life by Bill Burnett and Dave Evans The post How do you set and reach goals? with Jen Schwanke – PMP329 appeared first on Principal Matters.

Michael Alpert is a Crystal Apple Award Winning educator, and has worked in both small, rural districts and large, suburban districts in the Portland metro area, even serving overseas as a teacher and Central Administrator in Prague, Czech Republic. Mike is also a founding board member of Ex Novo Brewing Co, a benefit corporation donating all net proceeds to charitable organizations. Mike founded Peer Driven PD in 2019 with the goal of bringing streamlined, private sector solutions to public education. Mike’s corporate experience as a project analyst for an international renewable energy firm (Iberdrola Renewables) and as a financial services specialist (employee credit union of Intel and Microsoft) led him to realize the importance of education across all fields. Mike earned his MBA at Portland State University, with focused coursework in finance and innovation management, and took his expertise to the classroom and school office, where he worked over the next decade as a middle school humanities teacher before becoming a building administrator and later founding Peer Driven PD. On his “off days” (a little educator joke) you can find him training for his next half-marathon or at home with his wife and their growing family. In this episode, Will and Mike discuss the following: Recognize that each of us is a specialist in our craft. Learn to embrace the change instead of push against it. Mike has learned the importance that you compensation (tangibly but also in other ways) should be relative to your ability to help others solve problems. Teachers are looking for themselves to be represented in the PD we provide for them. We must present high quality professional development from teachers TO teachers. Teachers are world-class specialists! How are we utilizing their expertise? Strong classroom management requires both structure and relationships. Admins must learn to listen more to teachers. If you have a struggling teacher, to to them and ask them to help you find solutions. Then take their advice and let them know you value how they help you solve problems. Tap into the incredible ideas of those on your staff. Peer Driven PD resources can be found at peerdrivenpd.com/resources. Reach Mike Alpert at mike@peerdrivenpd.com Listen-in to the entire conversation for even more takeaways! The post Peer Driven PD with Michael Alpert – PMP328 appeared first on Principal Matters.

Dr. Eric H. Tornfelt is Assistant Principal at Sedgefield Middle School in Charlotte, North Carolina. He completed his Bachelor of Arts degree in Political Science from Furman University in 2003 and began his teaching career in the fall of 2004 at Sun Valley High School in Union County, NC, teaching Social Studies and coaching the Men’s Varsity Golf Team. From 2007-2013, he served on the inaugural faculty of Mallard Creek High School from where he also participated in their literacy design collaborative team. In 2012, Dr. Tornfelt was honored as Charlotte Mecklenburg Schools Teacher of the year. Dr. Tornfelt was named Assistant Principal at the nationally recognized Piedmont Middle School in 2013. Dr. Tornfelt joined the administrative team at Garinger High School in July of 2015 as a part of the Beacon school turnaround initiative. In 2018, Dr. Tornfelt became Assistant Principal at Sedgefield Middle School in Charlotte, NC where he currently serves. During his time at Sedgefield, Dr. Tornfelt has supported the transition of a major student reassignment plan at the school. His leadership experiences have also included fostering an exceptional IB learning experience for students, participating in grant programs with the Bill & Melinda Gates Foundation and co-leading strategic task force initiatives. Dr. Tornfelt completed his Masters of Arts in Teaching (M.A.T.) from the University of North Carolina Charlotte and his Doctorate of Education (Ed.D.) in Educational Leadership from Wingate University.  His dissertation is titled A Case Study Analysis of a Faith Based Partnership in a Middle School. He is also the author of the book, The Crumbling Schoolhouse: A Candid View of American Education which is available on Amazon. Highlights from the conversation include: Eric was born in Egbe, Nigeria, and returned to the United States when he was six months old. He tells an inspiring story about his Assistant Principal, Mr. Dayton, who checked on him in middle school after Eric broke his arm. He also operates from 3 core values: Dignify all stakeholders. Use truth to lead. Teaching is an art. Sedgefield is a Title I school where students are integrated from diverse income levels within the community. With 500 students, he has the ability to know students well. They created mentoring clubs for boys and girls, and they have a great sensory lab. His dissertation identified ways that faith-based communities have strong collective purposes for caring for others, and schools can leverage these resources for mobilizing help for schools, including adult mentors for students. Eric believes in cultivating “high dosage” interactions. Eric is a realist. Even as he leads a school, he knows educators face teacher shortages, tensions in student development, and weaknesses exposed by the pandemic. His book explores these issues and provides guiding questions for educators to dig deeper into solutions. His parting advice: “Be committed to what is important and stay centered in your core values.”  You can connect with Eric via Twitter @drtornfelt or email at: eric.tornfelt@cms.k12.nc.us Have other questions or interested in coaching on school culture, student engagement, or problem-solving? Reach out to discuss options available at will@williamdparker.com. The post Candid Conversations about Education with Dr. Eric H. Tornfelt – PMP327 appeared first on Principal Matters.

Jason Jedamski is a 24 year educator who has served schools as a teacher, coach, assistant principal, principal, activities director and school culture coach.  While serving as the activities director of Broken Arrow (OK) High School, Jason ignited a school culture turnaround that …..resulted in the Varsity Brands company recognizing Broken Arrow High School as the Nation’s Most Spirited High School in 2017.  Later that year, Jason began working as a school culture facilitator for school culture expert Phil Boyte and his company Learning for Living, Inc. In 2020, Jason started Ignite2Unite, LLC, a school culture focused speaking and consulting company.  In 2022, Ignite2Unite acquired the renowned school culture program Breaking Down the Walls from Phil Boyte and Learning for Living, Inc. Jason is a resident of Tulsa, Oklahoma where he lives with his wife Kristin and 12 year old twins.  This week Will and Jason will be discussing school culture, interpersonal connection, student engagement, and the seven level of intimacy. I’m excited to talk to you about school culture. Can you share why you believe engagement is the first intervention for working with students? Dropout intervention summaries show the number 1 resource all students need is family connectedness. The number 2 resource they need is school connectedness. This requires an emotional commitment on the part of educators. I know you also live by the motto “people before professional.” Why is this an important principle for school leaders in caring for students, staff and communities? “People before professional” means being intentional about investing time connecting with staff, students, and communities on a personal level. High levels of connectedness boosts school culture and improves relationships between all members of the school community. What are the 7 levels of intimacy, and how can they apply to the work school leaders do in improving school culture? Matthew Kelly’s work with 7 Levels of Intimacy include: Cliche Facts Opinions Hopes Feelings Fears Needs Intimacy means “Into Me You See”. Tiered systems for student support also mean turning the dial to facilitate relationship building among students. If someone invites you to their school, what will they see as you teach practical ways for engagement with students? Strategies include teaching students to interact with partners through 5 unique handshakes. Layer these with levels of questions like:  What do you like the most about this school?  What do you like the least?  What are you the most proud of from this school?  What has disappointed you the most here?  Allow these discussions to facilitate ongoing ideas for growth and improvement. Wrap up these conversations with three questions: What? So What? Now What? How can listeners stay connected with you or invite you to work with their students or staff? Follow Jason Jedamski on Twitter @jjedamksi or find him at ignite2unite.com. Have other questions or interested in coaching on school culture, student engagement, or problem-solving? Reach out to discuss options available at will@williamdparker.com. The post The 7 Levels of Intimacy in Leading with Jason Jedamski – PMP 326 appeared first on Principal Matters.

What is the best way to find out/gather information on how others see me?  Should I create a questionnaire and have teachers/staff respond or hold conversations with teachers to find out how they view/see me and my leadership? Do you have any suggestions for questions? Any assistance you can offer would be greatly appreciated! Jen’s feedback: Proceed with care: where is the line between YOU knowing you do good work and wanting them to agree with you?  Who do you want to impress? Picture a Venn diagram: where do courage to stand alone and responsiveness to unrest cross over? Pleasing your staff is not necessarily the goal When you stand alone and do the right thing, you develop respect Staff sometimes want immediate satisfaction that they get what they want.  What they really need, though, is confidence and consistency. They’ll understand they don’t have to like what you do every time in order to like who you are and what you stand for.  Think backwards:  What do you want them to say about you when you’re gone?  “I always got what I wanted.” or “She tried too hard to please people”  *OR* “She did hard things.” “She always considered perspectives and then did the right thing.” “It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who neither know victory nor defeat.”― Theodore Roosevelt Will’s feedback: Am I staying true to the core values and mission? Am I being fair, firm and consistent? Think about completing a 5 Voices Assessment on yourself and ask someone you trust to complete it on your behalf. Then compare the feedback. If you’re unaware of the assessment, check out this interview with the author Jeremie Kubecek (PMP 184). Have coffee with a couple of trusted colleagues. Ask them to share their perspectives on your strengths and areas where you could grow. This requires courage but could be eye-opening. I do not suggest anonymous surveys. They normally lead to unfiltered feedback from sources you may be unsure whether or not you can trust.  Now It’s Your Turn What are some ways that you would answer this week’s listener question? Is there anything that Will or Jen left out that you would like to add to the conversation? Submit your feedback and any other questions you may have to will@williamdparker.com. The post How Do Others See Me? Listener Questions with Dr. Jen Schwanke – PMP325 appeared first on Principal Matters.