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

When Jen Schwanke and I sat down to talk about my new book this week, Jen turned the microphone to ask me some questions. Photo by Jonathan Farber – Creative Commons No known copyright restrictions https://unsplash.com/@farber?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Jen Schwanke is the principal of Indian Run Elementary and author of two books, You’re The Principal, Now What? and The Principal Re-Boot: 8 Ways to Revitalize Your School Leadership. Here are some takeaways from our conversation: Questions from Jen Jen: Your new book Pause. Breathe. Flourish. Living Your Best Life as an Educator came out just two months ago. Congratulations! Let’s talk about it. I know you’ve done some reviews of your recent book on your podcast, but I want to ask you some questions about why you thought this book was an important one to share with the universe. What was your drive to write it? WDP: This book was a response to the consistent question education leaders ask: How do I take care of myself in this very difficult work? Pause. Breathe. Flourish.: Living Your Best Life as an Educator explores the habits, practices, and mindset necessary for growth as both an educator and a person. Research shows that teachers and principals are leaving the profession of education at alarming rates. Some of the causes stem from the rising expectations and demands that educators find difficult to manage. Unfortunately, for many educators, taking care of others often means neglecting their own health and well-being. How can educators continue doing work they love while also making sure they are protecting themselves in the process? Pause. Breathe. Flourish. provides practical strategies and common-sense approaches for taking better care of yourself so that you can better serve and lead others. Jen: I feel like a lot of damage is done when we tell others to just “chill” out. But asking them to breathe seems more appropriate. Even when we cannot relax, we can at least breathe. You take it another step by sharing lessons from your own life and from others on how to flourish. What is it you are sharing about living your best life? WDP: In the book, I unpack categories on health, mindset, resources, relationships, and legacy among others. This is really a book that applies to all people, not just educators. In it, educators will discover how your thoughts, relationships, commitments, values, and habits play an essential role in who you are as a person. Understanding ‘who you are’ plays heavily in your ability to weather storms, maintain perspective, work with purpose and effect meaningful change in the lives of others. Applying those insights can be challenging. This book will help you reconsider your mindset, reading habits, personal health, financial commitments, relationship priorities, and legacy building. Jen: For those who haven’t yet had the chance to read your book, will you tell the story about writing your resignation letter and how that helped you keep your sanity and soul? WDP: My moment of reckoning came my second year as an administrator when I was spending so much time focused on school at the expense of my own health and family life. One night my wife told me, “Will, the kids and I have accepted that you are a dad and husband on the weekends only. In fact, you’ve become a shell of the man you used to be.” She said this with no bitterness or resentment, just simple resignation. That night I wrote a letter of resignation. I took it to work and placed it in a folder that set on the corner of my desk. Each day I began telling myself: I’m either going to find a way to reconnect with those areas of my life outside of work or I will find another occupation. That was a turning point for me that helped shape the message of this book. Jen: Your book is a very personal one. You tell a lot of stories, share memories, and make connections to your work. Why do you feel this personal approach is so helpful to administrators? WDP: Vulnerability is an important part of building trust. Just like good classroom teachers connect with students through trusting relationships, the same principle applies in all relationships, including sharing lessons with educators. It’s not easy being transparent about my own challenges and struggles, but those personal stories are hopefully building trust so those lessons really connect. Jen: Your book is meant to be a source for self-reflection. What role has self-reflection had on your role as a school and state educational leader? WDP: Self-reflection is a mindset. It’s important in the classroom and in school leadership. As a creative writing teacher, I would teach my students to really “see” and observe their environments. Closely examining your surroundings is a helpful practice for really being in the moment. When we apply this to teaching, it means we reflect on what we are teaching, what students are learning, and how we must change instruction to take them to their next level. That cycle of self-reflection applies to school leadership and life as well. Jen: One of the things I feel is important for administrators is to stay connected to the teacher experience. How do you do that? WDP: There is a tension for every leader to be student centered while also supporting teachers. It’s important we put ourselves back into the shoes of those whom we are leading. Resistance is not always personal. As you say Jen, ‘Just because I disagree with you doesn’t mean you’re wrong.’ Hearing and accepting are essential for staying connected to teachers. We also have to ask ourselves how are we modeling acceptance and resistance. Teachers mirror the behavior of their leaders. So reflect on how you are modeling what you want to see in them. Jen: Next week, we’ll unpack even more. Thanks for the opportunity to learn more about the new book! Now It’s Your Turn As you reflect on your own practice in education, how has self-reflection become a part of your own learning cycle? How are you able to integrate your own personal experience to build trusting relationships? What ways are staying connected with the work of teachers so you keep perspective on what it is like to walk in their shoes? The post PMP218: Reflections on Pause. Breathe. Flourish. with Jen Schwanke appeared first on Principal Matters.

This year’s pandemic has made it difficult to see my parents as they live a long distance and are both in a vulnerable age group. Instead of posting about education this week, I want to share some personal reflections here instead. It was Sunday, October 27, 1963, 57 years ago at the time of this writing. Polly Kathryn & J.D. Parker, 1963 My mother, Polly Kathryn Carter, with wispy brown shoulder length hair in her Sunday dress, stood 5 feet 2 inches tall, assuming she was wearing heels. Standing beside her my dad, Jesse Darden Parker, stood a foot higher, 6 feet, 2 inches of sunbrowned muscle. He had tight curly black hair, high on top and short on sides and back. He wore a suit jacket, a dress shirt with a straight black tie. When they posed for a photo, J.D.’s tie clip rested just above Polly’s collarbone. Polly had wanted a church wedding, but when her father had died of leukemia a year before, the hopes were lost of having him walk her down the aisle. So after J.D. had ended his work on the farm that weekend, they had driven across the Tennessee state line into Kentucky and then across two rivers, the Ohio and the Mississippi till they came to Cairo, Illinois. At the time, it was a bustling river town where travelers could find hotels and gambling, bootlegged whiskey and plenty of churches to choose from. At the first church where they stopped, they found a minister who eyed them suspiciously. He interviewed the couple for a few minutes and told them they would have to find another minister if they wanted to elope. He didn’t give them a reason. But J.D. nursed an uncomfortable feeling that his dark skin and curls gave the minister the false impression he would be performing an interracial marriage – a union that would still be illegal in many Southern states until 1967. The couple moved down the street to another church. The minister there took them to his house. There in the presence of his wife as witness, he performed the small ceremony. I doubt my parents knew that on the same day they were married on Sunday, October 27, 1963, on the other side of the globe, U.S. Ambassador Henry Cabot Lodge, Jr. stationed in Saigon, received what historians would later call the “green light” telegram. The telegram message, approved by U.S. Under Secretary of State George W. Ball would authorize Lodge to not oppose a coup against South Vietnam President Ngo Dinh Diem. When they arrived back at the farmhouse in west Tennessee where my dad lived with his foster parents, the older couple welcomed the new couple home. The guest bedroom became theirs for the next few months as the Old House across the field was prepped and old furniture located for their first home together. The “Old House” as it was called had been built before the turn of the century. My mother’s grandparents had once owned it. Her mother was raised there. But during the Great Depression, her family had lost the home. Later when my father began working on the farm of his then foster family the Bowdens, the Bowdens owned the land and the Old House that once belonged to my mother’s family. Now in a circle ending for my mother’s family history, the Old House became the first place where my parents began their first years together. Less than one month after their marriage, on November 22, 1963, my parents celebrated my father’s 23rd birthday. That same day, John F. Kennedy was assassinated in Dallas, Texas. The nation and world stood still. And my dad drove tractors, fed cattle and started a family. By 1967, they had two boys and one on the way.  My dad had been enlisted in the U.S. Navy, at age 17, in 1957 when he had dropped out of high school to join the military. His tour of duty had taken him to Japan, and he was eager to return to farming when his enlistment had ended. As a young farmer with a few years of seeing the world, he was ready to settle down when he started dating Polly Kathryn. When I was a boy, I found a notebook where my mother had written the story of dad’s decision to reenlist in the Navy. It was sometime in late 1966 or early 1967. My dad had attended the funeral of a neighboring farmer. When he came back home to the Old House, she could hear his shoes clicking on the hardwood floor as he made his way to the back bedroom. When she stepped in, he was loosening his tie and unbuttoning his dress shirt.  He stood there a minute, holding his loose tie in his hand.   “We stood around the grave today, and I looked at the faces of the other men,” he said.  “Many of them old and weary. Most have never left their farms or this county even. I kept asking myself, ‘Is this where I want to spend the rest of my life?’”  He raised his head and looked at Polly. “I feel like there must be something more for us. I think it’s time for me to reenlist.”  That year my father reenlisted in the U.S. Navy and took the young family to San Diego, California. By 1967, the U.S. involvement in the Vietnam war had sent so many U.S. troops into combat that President Lyndon B. Johnson signed the Selective Service Act, which prompted thousands of young American men to either destroy their draft cards or leave the country to avoid the draft.  My dad never explained to me whether or not he was concerned about the draft when he re-enlisted in 1967. The way he told it, it was just time for a change. During this new tour of duty, he was a young husband and father. My third brother would be born in July 1967 at the San Diego Naval Hospital, one month after the assasination of Robert Kennedy at the Ambassador Hotel in Los Angeles. In another horrific moment for the nation, that spring, on April 4, 1968, Martin Luther King, Jr. would be assassinated in Memphis, TN. Nine months later, I was born in January 1969 at the same Naval hospital as my older brother. And my sister would follow 14 months later.  By this time, my parents owned a home in La Mesa, California. My father was stationed on several ships as an electrician’s mate, including a naval torpedo retriever. Little did I know that four short years later, we would be returning back to West Tennessee as my father was ready for another change.  In 1974, President Nixon announced his resignation. At the same time, my father purchased 120 acres just southeast of the Old House, and he and his brother built a basement with a flat roof on top. It became our home for the next six years. My dad framed walls, ran the electricity through our home, dug and installed a sewage tank, plumbed the kitchen and bathroom, and dug the well that eventually ran water into our home. Dad worked odd jobs as an electrician until he landed a permanent maintenance position at a small engine manufacturing factory in Paris, Tennessee.  By 1980, Gerald Ford and Jimmy Carter had served their terms, and Ronald Reagan had won his first Presidential election. That same year, my father hired builders who erected a two-story home onto the basement structure. The new house had five bedrooms and three bathrooms. We moved in when I was eleven years old, and I thought I was one of the luckiest boys in the world. Today as I’m writing this my parents are celebrating 57 years of marriage. Over 57 years, they have raised six children. They endured another tour of duty when my father reenlisted again in the U.S. Navy during the late 1980’s and moved us to New York, Virginia, and then back to Tennessee to start a business and then retire. They have been blessed with fifteen grandchildren and three great grandchildren. They have grieved the loss of their oldest son, endured my mother’s life altering brain surgery and recovery. They have suffered through my father’s terrible stroke and learned to live with home nurses and new medications. While I was growing up, my parents kept us moving in a circle between our farm in West Tennessee and the outside world. They showed us New York City. We stood atop the Empire State Building and saw the awe inspiring cityscape marked by the Twin Towers. We rode waves and built sand castles in Virginia Beach. We drove the beautiful Appalachian Mountains. We sat on the shores of Chesapeake Bay and watched the sky explode with brilliant red, white and blue sparks – the flaming fireworks of an Independence Day.  We worshipped together, sang together, and did life together. When dad returned to Tennessee in the late 80’s to start his own boat marine salvage business, I began diving for mussel shells in the Tennessee River area on the Kentucky Lakes. Dad taught me how to back a boat trailer, maintain my equipment, market my shells, and save money for my first car. Mom taught me how to pray for God’s direction, treat others with dignity and as equals, and pursue my dreams. Little did I know then that we were living through anything historical. I barely remember the elections of Jimmy Carter, Ronald Reagan or George H.W. Bush. By the time I went to college, politics was still just the background noise for events we faced each day at work, school, church and life. By the time Bill Clinton came onto the scene, cable news was also making its debut. For some reason, politics began making more noise. I began teaching high school, and later became a school principal. As we lived through George W. Bush years and the Presidency of Barack Obama, my mom and dad slowly unplugged from the rest of the world on their farm in West Tennessee. This month my mom turned 80 and my father will be 80 in November. They live in the same two-story house built 40 years ago. It’s much older now and so are they. My mom’s brown hair has actually stayed mostly brown. Although she is a few inches shorter now, her hazel green eyes still show the spark and laughter of her youth. My father’s black curls have turned to locks of white. He wears a beard like Santa Clause now, and he moves much slower and often with a walking stick. My parents, Polly and J.D. Parker, pictured here with my sister and me in December 2019 This brief account doesn’t give nearly enough context for why I respect and admire them both so much on their 57th wedding anniversary.  I have failed to tell the stories of watching my mother walk barefoot through our pastures so she could feed our Jersey cows and provide us with gallons of fresh milk – pails of brimming, frothing white she would carry to the house for skimming cream to make into butter. I have failed to recall how my father would sit with us at the end of a long day while we children piled onto our beds to listen to him read fairy tales or sing with us.  I have not told the stories of how he fell the trees and taught us to split and carry the wood that heated our home each winter. Or the meat he would salt and cure in Spring. Or the red potatoes we planted in early summer and later gathered in the soft warm soil of late summer. Or the nights he would erect his telescope and show us the craters of the moon or the red of Jupiter in the milky night sky.  When I was a little boy, I remember my dad always wore a suit on Sundays. He would stand at his mirror and tie a Windsor knot. I would stand by and imagine what I might look like someday in a suit and tie. One day I asked him, “Daddy, when you die someday, can I have your suit?” He laughed and said, “Sure, hot-shot, if you’re big enough by then.”  For what it’s worth, I have never grown as tall as my dad. I can honestly say I have never been and never will be big enough to inherit one of his suits. In fact, it is safe to say, I will never be big enough to fill the shoes of either of my parents. But I am thankful for the opportunity to have watched some of the steps they’ve taken in fifty-seven years together. The post PMP217: 57 Years Together, A Tribute to My Parents appeared first on Principal Matters.

Although it is so important to understand your “why” in leadership, it is also imperative to understand “how” to effectively do your work. This week’s guest, Dr. Justin Thomas, provides practical feedback from his years as an elementary principal with several takeaways from his new book, A Principal’s Toolbox: Real Talk on Tackling School Leadership (2020). The Principal’s Toolbox is an honest look at many of the practical aspects of the principalship. In our conversation, we discuss what motivated him to write The Principal’s Toolbox, how the book is different from others that are available to school leaders, and key takeaways from his 200+ practical topics for principals. Meet Justin Thomas Justin Thomas, Ed.D., is an elementary school principal serving students, faculty, and community near Nashville, TN. Prior to his work in school administration, he enjoyed 8 years as a middle school and high school band director. During his 6-year tenure as principal of Nannie Berry Elementary, his school team has been recognized multiple times by the Tennessee Department of Education for outstanding student growth and achievement gap closure. Dr. Thomas and his wife Susan enjoy their busy life with 3 daughters in Nashville. Here are a few questions we unpack together: WDP: Can you talk to us about why you teach about the importance of “Feedback from Non-teaching Faculty”? Justin: Whether it is teacher’s assistance, office staff, custodians, or front office staff – these are people whose direct influence on students is so important. Often, they have a very global perspective on how things are going around school. Ask them for feedback. Listen to their perspective on what parents think about your school, how your messaging is perceived by community, and what experiences others have when visiting your school. WDP: You also have a chapter on “Things That Aren’t Your Thing Are Your Thing.” Can you explain what that means? Justin: There is no way to escape your own competence with what your school really needs. You may not know much about changing light bulbs, but you may need to learn how it’s done. Paying attention to the quality of your building’s cleanliness, guiding consistency in instructional standards – these may not be areas you consider your expertise, but you must now learn to care about them.  WDP: I so agree. Even at the secondary level, you must make student activities ‘your thing’ as well. This applies academically as well. You may not have been a core content teacher, for instance, but you can still identify and guide effective instruction. Next question: Why do you have a chapter called the “The Booger Test”? Justin: I thought you’d ask that question! If your best friend had a booger hanging from his nose, wouldn’t you tell him? Why aren’t we willing to apply the same lesson to our teachers? It may be uncomfortable to provide critical feedback, but if you do it out of love and care, they will appreciate you helping them grow. If someone has the power to change a practice, offer them suggestions how. If it is not within their control, then don’t mention it.  WDP: In your book, you say you, “…believe that the keys to success revolve around growth and gratitude – the ideas that all members of a school can ‘get better’, and that a spirit of thankfulness is key to strong culture.” Can you unpack that for us? Justin: If you have students showing academic growth, it is worth celebrating. The same applies to adults. A new teacher who learns strong classroom management, he or she should be celebrated. Set goals by measuring yourself by yourself. Don’t measure your staff by one another. Encourage each one to grow to his or her next level. One example is something we do called “The Friday Five.” Maybe it is celebrating a teacher’s assistance who helped reach a difficult student. Or recognizing a bus driver you’ve also seen picking up trash around campus.  WDP: Yes, it’s like highlighting ‘Unsung Heroes’. It reminds you great things are happening at your school. And when you do it on Fridays, you make sure the last word of the week is a positive one. Last question: What lessons have you been learning while doing school during a pandemic? Justin: Many of the districts around Nashville, TN, won’t return to secondary in-person until January. Our district has already been back in-person with protocols. We’ve learned so much about the resilience of teachers and students! They have risen to the occasion. As a principal, I have to give so much credit to my staff. It’s so humbling to watch how amazing they have been in building relationships – even with virtual options. Teachers are finding the silver lining during a very difficult time. Our staff has recognized the importance of providing as much normalcy and stability as possible. We must be the ones acting in ways we want them modeling during these times. Direct Message Dr. Thomas If you want to find Justin on Twitter, his handle is @happyteacherguy. Direct message him there – as the first few responders from Principal Matters listeners may receive a copy of his new book! The post PMP216: A Principal’s Toolbox with Justin Thomas appeared first on Principal Matters.

During the summer, several principals from across the nation joined me for a Re-Opening Mastermind to collaborate, explore, brainstorm and support one another during the difficult days of planning for a new school year. Photo by Ben White – Creative Commons No known copyright restrictions https://unsplash.com/@benwhitephotography?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit As I was wrapping up the final content for my newest book, I shared an advance copy of my new book, Pause. Breathe. Flourish.: Living Your Best Life as an Educator. Sonia Lopez-Morales was a Mastermind member kind enough to write an endorsement for the book. This week, Sonia joined me to reflect on ways she is applying those lessons to her own school leadership. We also explore the unique ways her school is serving the children and families of a diverse community with many immigrant families: Meet Sonia Lopez-Morales Sonia Lopez-Morales is Assistant Principal at Charles Graebner Elementary in San Antonio Independent School District.  Her bachelor’s degree is in music education. She earned her master’s degree at Texas A&M International University.  She and her husband of 32 years live in San Antonio and are the proud parents of three adult children. Sonia began serving as an administrator in 2008. The last three years, she has been serving urban, inner city school students. Charles Graebner Elementary serves 660 PK-5 students with over 95% economically disadvantaged. It is a dual-language school in the southwest part of the city.  WDP: Welcome to Principal Matters! You were a part of the Principal Matters Reopening Mastermind and read the early edition of my book. I remember when you began school, you shared with me the important lesson from your first week. What was that lesson? Sonia Lopez-Morales: Yes, the most important thing we can do is build relationships with students. Nothing is more than important than making connections with students. Students want someone who will be authentic with them and know where they are coming from. We are still living it and do not have history yet to tell us all we have done right and wrong in this new blended model. But in all of it, relationships must be there. WDP: You are in a part of the country that saw soaring numbers of positive Covid cases near the start of school. What has the start of school looked like for your community? Sonia Lopez-Morales: We began August 16 in distance learning. September 8, we began opening schools with 10% of our student body across the entire district. By September 21 we added another 10% of our students. We are cautiously doing well and providing simultaneous in-person and virtual instruction. Our metrics are looking better across the city as we’ve taken this cautious approach. WDP: So many leaders I’m talking to are managing weariness. How do you even find time to recharge your batteries? Sonia Lopez-Morales: If you are not disciplined with your time, this time will force you. But you must still be pausing for your family and person connections. It means adjusting your time for personal reflection and exercise. It may mean cutting your 30-minute routine to 15 minutes. I have a running checklist in my head and on my phone on a daily basis.  WDP: You serve in a border community. Several weeks ago, I interviewed Carolyn Sattin-Bajaj is an Associate Professor in the Gevirtz Graduate School of Education at the University of California, Santa Barbara, who contributed to a report, Supports for Students in Immigrant Families. What has been your experience and what strategies are you using to reach every student in your dual-language community? Sonia Lopez-Morales: We are using flex schedules. In the communities we are serving, many of them must have their children in schools. But this means we have been willing to bring them in at various times that work for their family schedules. We also are committed to communication, and this means in the languages of those families. Allow parents to provide authentic feedback. You cannot just rely on surveys. It means talking family to family to find out what they need. And more than anything, expect high rigor. They deserve this kind of excellence because this is their future, not ours. WDP: You are bringing students back in percentages. What is your goal for returning to campus. And what do your flex schedules look like?  Sonia Lopez-Morales: At the end of September, we are at 28% capacity with students on campus. Our goal by December is 50%. There is no way this works without teamwork. We also have co-teach models. If we have a small group, we team teachers together so that one can be teaching our in-person students while the other is planning and helping reach our virtual students. For our youngest students, we have some students coming half-days with some in the mornings and some in the afternoon. Teachers assigned to these groups may be re-teaching content to each group. Our specials classes have been serving the entire population but are also doing this synchronously and asynchronously.  WDP: If leaders want to reach out to you, how can they contact you?  Sonia Lopez-Morales: They can find me through my school email address: SLOPEZ-MORALES1@saisd.net.  I also want to give credit to my Principal, Noemi Saldivar, and the many other leaders who have provided strong leadership and influence for me and those we serve. WDP: Any final words you’d like to leave with listeners? Sonia Lopez-Morales: I appreciate that your book is a balance of personal lessons and relevant sources for pedagogy. Whether you are serving a border community or another community, we are really more alike than not. This is hard work, but we’re going to get through it. We’re writing history so don’t forget it! Sonia’s Endorsement Sonia also shared this generous endorsement of the new book: “In Will Parker’s book, Pause. Breathe. Flourish. Living Your Best Life as an Educator, I found myself reconnecting to the power of self-reflection and most importantly how it can effectively influence my perspective in school leadership.  Whether you are a new or experienced educator, you will find connections in leadership experiences through his career and personal narratives in the guiding steps and questions found in the book’s section ‘Now It’s Your Turn’.  I will add this book to my career ‘playlist’ because when home, life and careers get messy, and they do, applying analogies with a new growth perspective, will help to identify my “WHY” once again. I will also utilize the self-reflection questions in a professional learning network (PLC) book study, as it draws from relevant education research that can be applied right away in teaching/learning practices.  Thank you, Will, for putting into words what is relatable and true during these extraordinary world events that have impacted education and will forever transform it and all of us as well.” Now It’s Your Turn As you are serving in new and innovative ways during a pandemic, what steps are you taking to connect and build relationships with students and families? How are you taking time (even just a few minutes) to reconnect with your own self-care and priorities? Thanks again for doing what matters! The post PMP215: Reflections from Pause. Breathe. Flourish. with Sonia Lopez-Morales appeared first on Principal Matters.

This week I was interviewed again by Dr. Jeff A. Springer, Ed.D., Educational Leadership Coach – Spring Strategies, LLC, and 2013 TASSP Texas State Principal of the Year, as we explored the final chapters from my new book, Pause. Breathe. Flourish.: Living Your Best Life as an Educator. Photo by engin akyurt – Creative Commons No known copyright restrictions https://unsplash.com/@enginakyurt?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Listen to the podcast episode for more takeaways. Here is a brief summary of our conversation: Counting Days at School and in Life Dr. Springer: You refer to the book, 20,000 Days and Counting: The Crash Course for Mastering Your Life Right Now, by Robert Smith. The author explains how each of our days is literally numbered. By the age of 55, you’ve lived 20,000 days. How many days do you have left? The reality is we do not have any time to waste. What does this look like for educators? How are you maximizing your time? WDP: There is something powerful about perspective. This is an important conversation to have with students, which includes painting a picture for them of their ultimate goal in school or life. For high school students, for instance, I would ask my students to imagine graduation day together. This same perspective applies to adults. A friend once asked me what my personal goals were for the next five years. I had to admit I was mostly trying to survive. But the question haunted me. I began applying to myself the lessons I was asking my students to apply. For me, that meant investing in writing lessons about my experience in education leadership. Fast-forward and my work now with principals and educators is the outcome of those actions I began taking when I decided to make every day count. Dr. Springer: I agree. When I was leading a high school, I literally lined up chairs in our assembly room, and we had incoming freshman sit in the order they could anticipate for graduation practice. In front of their parents, I would invite them into those seats and then challenge them to imagine the experience of graduating four years later. Being mindful of each day helps us see the meaning in each day. Importance of Relationships Outside of School Dr. Springer: Next question. You also talk about learning to climb together, instead of going alone. Why is this important in regards to your friendships? WDP: I share a few stories in the book that provide some glimpses into more difficult moments in my life, like watching my mother-in-law struggle with Alzheimer’s. Or losing my oldest brother to an unexpected heart attack when he was in his 40’s. When our school work is over, who are the people still there for you outside that work? Those are the relationships that help sustain you when you are feeling hopeless – when no amount of self-talk motivates you – these relationships are essential during your most difficult days. If you haven’t experienced moments like this yet, you will. And relationships matter in helping you through them. How Your Faith Influences Your Actions Dr. Springer: How do you manage your faith in applying it to the work you do as an educator?  WDP: Faith and Transcendence are important conversations. As a believer in the Bible, I don’t expect others to share my faith beliefs. But I find such comfort and assurance in lessons that transcend the time and ideas we interact with every day. When is the last time you heard someone encourage you to love your enemies? Scripture provides this kind of perspective in a way you cannot find in news or current events.  Dr. Springer: Can you explain why you refer to Maslow’s Hierarchy of Needs as a way to explore Transcendence?  WDP: I remember a great presentation by Professor Scott Kaufman at an AMLE conference a few years ago about Maslow’s hierarchy of needs, that include physiological, safety, love and belonging, esteem, and self-actualization. Professor Kaufmann explained that in later writings by Maslow, he placed transcendence above self-actualization. For me, transcendence means the ability to understand myself and others within the context of something or someone eternal – and outside of myself. This often leads to mystery and worship.  Thoughts on Leaving a Legacy Dr. Springer: How do we keep the eternal in perspective in the hard work educators do each day? WDP: Let me end with some thoughts on your legacy, which I talk about in the book. I like to remind educators of two truths: 1. You are not as important as you think. 2. You are more important than you think. Now let me unpack those seemingly contradictory statements. First, leaders should not be obsessed with themselves. Leadership is about serving others. So, don’t think too highly of yourself. Lose your ego. Second, every action you take matters. The small comments, attitudes, and decisions you make influence others either positively or negatively. This is way your integrity, character, and trust are so important in building relationships and meaningful outcomes for others. When educators keep those tensions in play, it helps keep meaning in our daily actions. Lets’ Wrap This Up Reflect this week on the following: How are making each day count? What meaningful relationships are you taking time to cultivate? How are you looking for meaning that transcends the present?  Now It’s Your Turn Taking time for reflection is an important part of self-growth. But it is easy to become overwhelmed with ways you can be improving. Instead ask: What is one step or action I take today in a positive direction? Focus on what you can do, not on everything that needs to be done. Connect with Dr. Jeff Springer Jeff Springer’s website is CultivatingPlay.org. https://www.cultivatingplay.org. You can reach out to him for education consulting or find him via Twitter @cultivatingplay.  The post PMP214: Pause. Breathe. Flourish. Part 2, Review with Dr. Jeff Springer appeared first on Principal Matters.

This week I talk with Jeff A. Springer, Ed.D., Educational Leadership Coach from Spring Strategies, LLC, and 2013 TASSP Texas State Principal of the Year. In this episode, Dr. Springer turns the table and interviews me about my new book, Pause. Breathe. Flourish. Living Your Best Life as an Educator. In his endorsement of the book, Dr. Springer shares, “Will Parker has discovered many truths along the way throughout his educational journey – all truths transferable and valuable to those areas of our lives that matter most. In his book, Pause. Breathe. Flourish., Will’s words offer transparency of both pain and victory, fears and faith. His style of storytelling creates a brilliant bridge between the writer and reader. Lessons learned and shared in this book are applicable to anyone in education; but also delivers the principles vital for all desiring to maximize balance, while infusing the power of play in their lives.” Jeff’s Questions about Pause. Breathe. Flourish. Listen to the episode for our full conversation, but here are some takeaways: Dr. Springer: I earmarked 24 pages during my first read. Then I highlighted 17 specific areas that I wanted to ask you about. We won’t be able to cover them all. So I’ll start with your dedication to your parents, Jesse and Polly Parker. Can you tell us what motivated you to dedicate your book to them? WDP: My mom and dad are amazing examples of people who have lived and modeled contentment. They live in rural northwest Tennessee, and although they were hardworking, our family always had limited income. I didn’t realize until I was a teacher that I was a Title I student. I always qualified for free and reduced lunches. But even with limited resources, my parents always provided me with a safe, nurturing environment. They also modeled finding joy and contentment, no matter what circumstances they faced. Dr. Springer: You wrote in your forward that you had no idea this book would be published in one of the most monumental times in the history of education. What motivated you to write a book like this in the first place? WDP: Over the years, I hear a consistent refrain from education leaders. Over and over, people have told me one of their biggest concerns is how to grow individually. Many principals are asking: How can I be a leader without losing myself? This book is a response to that question. It is a book for the heart of what you do. Dr. Springer: When a crisis hits, who breathes first? You talk about the image of a flight attendant instructing others to place the oxygen mask on your own face first before helping others. Why is this such a hard message for education leaders to hear? WDP: First, it was a message I needed to hear. When I realized in my early years of administration that I was burning out, I had to dig deeply into other areas of my life (health, learning, family, spirituality, and even finances) so my work would still have meaning. Dr. Springer: Yes, when your wife told you that you were the shell of the man you had once been, how did you handle that? WDP: That was the night I wrote my first resignation letter, placed it on my desk at school, and told myself I’d either find a better way to lead and take care of my own growth – or I’d find a different profession. I didn’t find a quick fix, but I began to slowly re-invest in what brought me joy. And I stayed in the profession with a newfound sense of purpose. Dr. Springer: I remember a similar experience when I was an assistant principal. For me, that meant creating other activities within my day that brought me meaning. How many times do we not get to the bottom of our list but found something that reminds us of the meaning of our work? You talk about the importance of creating a mental playlist. Explain what that means. WDP:  As a person of faith, I’m often reminded of a scripture that reminds us to “renew” our  minds (Romans 12:2). What we place into our minds will influence your heart, and what is in your heart will come out in your behaviors. As an educator, you are often called upon to manage crisis or difficult situations. If the only thoughts coming into your mind are stressful or anxious, those ideas will be what you communicate to others. So what are reading and listening to? What music do you choose to enjoy or podcasts do you frequent? Dr. Springer: You also talk about being mindful and practicing mindfulness. Why is that important? WDP: Let me give you an example. When you observe a classroom, before you pull out a checklist or begin an evaluation, are you looking into the eyes of students? Are you taking in the emotional atmosphere of the room? Being mindful allows you to find moments of meaning and practice gratitude. People are not distractions from your work, they are the purpose of your work. Being mindful helps you remember that. Dr. Springer: I would often tell my senior students: Don’t count days. Make every day count. Being mindful gives me vocabulary for being present and in the now. You also talk about the importance of school leadership creating meaningful student outcomes. Why do you think principals struggle with feeling like they make a difference? WDP: When I had the honor of being named a state assistant principal of the year, I remember realizing the powerful influence principals collectively have on their communities. Together we make positive or negative outcomes a reality for millions of students. If we are not reminded of how our work matters, then we may miss out on the vital importance of our influence on others. Let’s Wrap This Up At the end of our conversation, Dr. Springer reminded me that every day counts. By the time you are in your fifties, you’ve lived around 20,000. How many days do you have left in life? For most of us the answer is that we have fewer days left than we’ve already lived. Let’s make the most of each one by the way we take care of ourselves and those in our care. Now It’s Your Turn How can you reflect on your own practice this week? What is one action you can take today to experience joy even in the midst of all your other responsibilities? How can you invest in one area of self-growth this week so you have inspiration to serve others? A huge thank you to Dr. Jeff Springer for facilitating this week’s podcast episode and for agreeing to come back next week with more questions and feedback! The post PMP213: Pause. Breathe. Flourish. A Review with Dr. Jeff Springer appeared first on Principal Matters.

When this pandemic began, many of us were asking what lessons we may learn from something none of us ever experienced before. Dr. Tim Elmore began asking similar questions to survivors of the Great Depression and other crises experiences. The result? He has just published his latest book, The Pandemic Population: Eight Strategies to Help Generation Z After Coronavirus. Dr. Tim Elmore Dr. Tim Elmore, CEO and Founder of Growing Leaders, is a best-selling author and international speaker. A world-renowned expert on Millennial and Gen-Z trends, Dr. Elmore uses his knowledge to equip educators, coaches, leaders, parents, and other adults to impart practical life and leadership skills to young adults that will help them navigate through life. How Can We Help Students During Times Like These? Listen to this week’s podcast for the full interview. But here are some takeaways from this week’s podcast episode with Dr. Tim Elmore: WDP: Hi, Tim. Fill in the gap on that intro, and tell listeners something they may be surprised to know about you.  Dr. Elmore: I love popcorn. If you’re ever in Atlanta, stop by the office to enjoy my favorite snack with me! WDP: Let’s talk about your new book: The Pandemic Population: Eight Strategies to Help Generation Z After Coronavirus. You have published other books analyzing generational trends. What prompted you to begin sharing lessons educators should keep in mind during a pandemic? Dr. Elmore: The Pandemic Population is a timely treatment on how to lead youth in a crisis. Students today are being influenced by a 24/7 news cycle covering a pandemic, protests, and panic attacks that will either make them wither or will make them stronger than ever. Generation Z is graduating into a VUCA world: Volatile, Uncertain, Complex, and Ambiguous. They’re already the most anxious generation in modern history and now they live in a most anxious time. This book provides best practices for leading in a crisis as well as creative ideas to sustain morale and collaboration among students. It’s designed for educators, parents, and coaches who want lead kids during this specific time in history. WDP: Could you unpack a few strategies that people have used in previous pandemics and crises? Dr. Elmore: Yes, we must help people see the silver lining in the dark clouds. As I’ve talked to survivors of past difficulties, here are some takeaways: First, make a pro and con list. Ask what have been the good and bad outcomes that have happened in the past and are happening right now? Issac Newton came up with calculus during his own time of pandemic. We might not have calculus or the law gravity without his contributions. The same lessons apply now. Millions of children may experience PTSD because of this pandemic. But crises are also accompanied by PTG (Post Traumatic Growth). Students need a caring adult to walk them through the hard times, process the situation, and find lessons to apply to their lives. The trauma does not bring on growth; it’s what you DO with the situation that can provide opportunities for growth. This means educators must provide safe spaces and facilitate truth walks so they can apply these lessons. WDP: How are you balancing the cons and lists in your own life and work?  Dr. Elmore: Just like so many other organizations, Growing Leaders has had to dig deep on innovative ways to flex during the pandemic. But we’ve also been exploring ways to analyze our memories. Let me explain: How can we as educators not only have an accurate memory of what is happening but a positive perspective? This involves saying, “Yes, this is true. But what can we do about it?” Instead of ‘canceling 2020,’ what if it was the wake-up-call we all needed to take our schools and careers to new levels? WDP: One of the pieces of advice you gave early on was to take advantage of this moment in history. For me, that meant recording new music and publishing another book, Pause. Breathe. Flourish. For educators, I’ve also seen them embracing new learning, technologies and strategies they’ve never used before. The need for fundamentals in helping others has also not changed. We still need the ‘timely’ and the ‘timeless’. Explain why you so often use that term. Dr. Elmore: We must help our young people find hope during this time of pandemic, protests and anxiety. The CDC released numbers that 1 in 4 young adults has contemplated suicide during the last few months. We must be timely in responding to the current situation we are in. At the same time, there are timeless lessons like discipline, character, and social emotional learning we must still be teaching at all times. Here’s one other strategy to think about: Have your students practice psychological distancing. In other words, coach students to think about what they would do when helping a friend process their anxiety and stress. Then ask them to apply that same strategy to their own process when confronting difficulties. WDP: Where can listeners find your book and how can they stay connected with you? Dr. Elmore: You can find The Pandemic Population: Eight Strategies to Help Generation Z After Coronavirus at our website, GrowingLeaders.com, where we have lots of resources for educators who care about influencing the next generation. The post PMP212: Strategies for Helping Gen Z Students with Dr. Tim Elmore appeared first on Principal Matters.

As you are re-engaging with your school community, what lessons are you learning as you walk through this new journey with your staff, students, parents and community? Photo by Julian Wan – Creative Commons No known copyright restrictions https://unsplash.com/@julianwan?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit This week, Jen Schwanke joins me again to share what she’s been learning during re-opening school. Jen is the Principal of Indian Run Elementary in Dublin, Ohio. She’s also the author of You’re the Principal, Now What? and The Principal Re-Boot: 8 Ways to Revitalize Your School Leadership. Listen to this week’s episode for valuable takeaways. Here is a summary of some of our conversation: 10 Lessons for Principals to Remember: 1. This hasn’t been done before. When things are new, they feel unstable. This is all brand new for all of us. Reassure yourselves with this knowledge and comfort yourself that it’s new for everyone else too! 2. This has revealed how much we depend on schools. I’m not sure we realized how emotionally healthy our communities are because of our schools. Now that parents are unable to be as dependent on schools with COVID precautions, the instability makes everyone question if what they are doing this right. We need to give each other a lot of grace during these days.  3. As people re-connect, principals are rediscovering their purpose. National surveys showed an increased number of principals considering leaving the profession. I’m curious if that sentiment has changed now that principals are reengaging with teachers, students and parents. When we are not connecting with those whom we are serving, we lose our purpose. Now we’re re-connecting. 4. It’s all about keeping your students safe while providing them the opportunity to learn. At the end of the day, the question is not what do I prefer. The question is how can I still reconnect with the purpose of my leadership: serving students.  5. Principals need to be the ones bringing others back to calm and rationality – poking holes in the outrage around us. We are living in an age of outrage before rationality and empathy. When others have a knee-jerk reaction to become angry, it should remind principals that others do not need to hear our ranting. Leaders have a different purpose: bring people back to compassion and calm and civility. At the end of the day, outrage is not productive. Just because we do not agree does not mean someone is always right and someone is always wrong.  6. Do not forget the promises we made about race relations and equity.  These are still important conversations where students need safe places to learn how to talk with civility. Also, think about how you will lead during a time when teachers may be introducing topics that were front and center during the pandemic. For instance, in race relations, as teachers may be introducing content or books that raise these issues, go back to your board policies and previous practices that guide the curriculum or books teachers use in classrooms. Principals do what you always do in these challenges: focus on instruction, standards and intent of lessons. 7. Communication is more important than ever. It is exhausting but it pays big dividends on the back end. Everyone needs to know what you know when it comes to processes and protocols. Even as you are overwhelmed with the various tools for communication, keep evolving as you find a new groove for this time. Ultimately, keep putting yourself in the shoes of your parents and community. As Jen’s son once taught her, “Just because you said it doesn’t mean I understood it.”Ask yourself, “What are the facts?” Then communication that. You’ll save yourself a lot of unnecessary words when sending school communications. 8. Know what you can control and cannot control. Make a t-chart. Put what you control on one end and what you cannot control on the other. There can be a great deal of peace acknowledging what you cannot control. Anger and frustration cannot be what drives you. These emotions can take over and trip you up. Have the mental discipline to say, “No, I’m not going to get hung up about this.” Jen tells a great story about dealing with these emotions with competing CDC guidelines on children and playground equipment. People watch you. If you are demonstrating outrage, others will follow your lead. 9. Don’t get hung up on what you perceive as another person’s incompetence. Principals are seeing a lot of emotions of grief with their staff, including denial and anger. But acceptance is the best posture to keep as you keep moving forward. Whatever you do, you have to stay connected to something else than this crisis. How you handle this pandemic situation cannot be what defines you. 10. Have faith in the students you are serving. The reason this is so hard is because we (schools) are so depended upon. In reality, that is a good thing. But students are amazingly resilient. Trust them to do their best just as you are attempting to do your best. Now It’s Your Turn As you manage your own re-opening, keep in mind the lessons you are learning. Remember you are not in this alone. How can you continue giving others the grace and patience you’re wanting them to show you during managing difficulties? Thanks again for doing what matters! You can also stay connected with Jen Schwanke’s work at her new website: http://jenschwanke.com. The post PMP211: Reflections on Reopening Schools, Part 2, with Jen Schwanke appeared first on Principal Matters.

This week I reconnected with Principal Jen Schwanke, Principal of Indian Run Elementary, author and education consultant, for reflections on what re-opening has looked like for her school in Dublin, Ohio. Photo by sudama – Creative Commons Attribution-NonCommercial License  https://www.flickr.com/photos/35468150609@N01 Together we explored some lessons she’s already learning that may be helpful for your leadership. Listen to the entire podcast episode for even more valuable takeaways in Jen’s own words. Here’s a condensed summary of our talk together: Lessons Learned in Re-Opening School with Jen Schwanke Jen Schwanke has been an educator for 23 years, teaching or leading at all levels. She is the author of two books: You’re the Principal! Now What? Strategies and Solutions for New School Leaders, and The Principal ReBoot.: 8 Ways to Revitalize Your School Leadership. She has written for Choice Literacy, Education Week Teacher, Principal, and Principal Navigator. Follow her on Twitter @jenschwanke. WDP: What are some lessons you’ve been learning while leading in a pandemic? Jen: Be careful with the comparison game. It’s easy to look at others and ask if you should be doing what they are doing. Stay focused on your community and what you can control, not what you cannot control. Remember the essentials that work in the conditions you have managed before. Teachers are struggling, not only with teaching, but if they are parents, they are also managing the learning of their own children. As my school started all remote, some families have opted to stay remote through the end of first semester. This meant reassigning some staff to support these fully remote learning options. Reassignments have been a challenging but important time.  Soon students will return for in-person instruction with only a percentage of the population returning on certain days. As numbers change across the state, guidance also changes. Sometimes this has created a lot of stress for schools as they adjust to different messages coming from health officials. Thankfully, students are resilient. When students return, teachers will be focusing first on new processes and procedures.  WDP: Even with careful planning, I’m sure you’ve had to manage resistance. How have you managed resistance in these new expectations? Jen: First, our district leadership has been modeling well for us. By creating a hybrid model that is slow, deliberate and careful, all parents are getting a little of what they want. When resistance comes, there is an answer (including talking points) for how to navigate the questions. The majority of people do have a lot of patience and grace. But it has been helpful to create a website where parents can go to see plans and samples. Also, we provided sample student schedules for how they can manage learning at home. With sample schedules in hand, teachers were able to build their lessons to support and match those expectations. I’ve also had to learn how to push back on the overwhelming number of vendors trying to sell digital and curriculum tools to teachers. As these came into the school, we provided a list of approved providers so that teachers were not purchasing or subscribing to unvetted resources. WDP: How would you describe how students are coping? Jen: Every student is different. Some love distance learning while others loath it. Some have parent support. Others have less support. If I had to choose, I would say students are feeling OK. They are coping just like the rest of us with something they cannot control. I am overcome with pride for them, however. They are resilient and figuring out how to move forward. WDP: What other ways are you supporting parents? Jen: The challenge has been to help students to gain more and more independence so that their parents can feel supported. Slowly, teachers are finding ways to help even the youngest students find ways to log-in, learn and find ways to learn. WDP: How has leading in a pandemic influenced you personally and professionally? Jen: I keep reminding myself that I’m not paid to have an opinion. I’m paid to take care of student safety and learning, and I’m expected to communicate and empower my teachers to help them reach those goals. If I remember what I’m paid to do, I remember I’m not paid to be upset about pandemic conditions or buses running late.  Also, for administrators who are parents, you must keep those roles separate. When you talk to parents, be the principal, not the mom or dad. Take care of your own children when you have on your “parent” hat. But keep that separate when communicating with parents. They need to know how you’ll support THEIR kids. Let’s also keep our sense of humor. You do not need to lose your soul while managing difficult times. Keep embedding fun and laughter into your school culture, no matter what. WDP: What are your hopes and fears for the new school year?  Jen: Kids are often less prone to outrage than adults. And they are incredibly resilient. That gives me hope. Also, we have an opportunity to envision what school can be after this pandemic. Our communities need our schools more than ever. Schools, however, can use hybrid approaches to rethink some of the traditional models we’ve used for so many years before.  My fear? How do we address the vast inequities that this pandemic has amplified even more?  Let’s Wrap This Up As you think about your experience in re-opening, you may relate to some of Jen’s lessons. What is one step you can take today to keep your focus on what you can control, not just want you cannot control? Also, give yourself permission to look for joyful moments even in the new expectations, and remind your team members of how amazing they really are for doing what matters. Check out Jen’s new website! As Jen leads her school, she is also generating content and resources for school leaders. You can check out her updated website at jenschwanke.com to find out more about her books and education consulting options! The post PMP210: Re-opening Reflections with Jen Schwanke appeared first on Principal Matters.

Last week I talked a high school principal who told me she has already referred more students than normal to therapists and counselors for social emotional supports for this time of year. I imagine you are more aware than ever the anxiety surrounding the start of school for so many families. In addition, you have the added stress of trying reach families who may not be reaching back to you or who may be struggling with protocols or distance learning because of unknown barriers. For instance, how are you reaching out to families whose language or cultural situations may create additional barriers to doing school during a pandemic? This week, I want to share a conversation with one of three authors who recently published the brief, Supports for Students in Immigrant Families. Together we talk about the factors influencing education opportunities for children in immigrant families, what schools should be doing to serve them, and what practices school leaders should be avoiding.  Meet Carolyn Sattin-Bajaj Carolyn Sattin-Bajaj is an Associate Professor in the Gevirtz Graduate School of Education at the University of California, Santa Barbara. Her research focuses on issues of educational access and equity for immigrant-origin students. Her work includes studies of school choice policies, the educational impacts of immigration enforcement, and school leaders’ responses to xenophobia and racism in schools. Carolyn is author of Unaccompanied Minors: Immigrant Youth, School Choice, and the Pursuit of Equity, Matching Students to Opportunity: Expanding College Choice, Access and Quality (co-editor), Blueprint for School System Transformation: A Vision for Comprehensive Reform in Milwaukee and Beyond (co-editor) and Educating the Whole Child for the Whole World: The Ross School Model and Education for the Global Era (co-editor). She earned a Ph.D. and M.A. in international education from New York University. Prior to earning her doctorate, Carolyn worked on secondary school reform at the New York City Department of Education. Supporting Students from Immigrant Families: You can listen to the entire podcast episode for more helpful explanations and additional content. Below is a short summary of our conversation: WDP: Welcome to Principal Matters. Fill in the gaps on that intro and tell us something else that may surprise listeners to know about you. Carolyn: I’m originally from Connecticut, now living in California. In 2018-2019, I lived in Sydney and interviewed school leaders in New South Wales about ways they are dealing with racism.  WDP: What prompted you and other researchers to publish Supports for Students in Immigrant Families?  Carolyn: This brief is part of a series of briefs being released by the Annenberg Institute at Brown University, partnering with Results for America as part of a larger initiative called EdResearch for Recovery. It started by reaching out to educators to find out what they were thinking about and asking where they needed help when planning for the re-opening of schools. Supports for immigrant students was one of the buckets of concerns that came up, so I was invited to work on a brief for supports for students in immigrant families along with Veronica Boix-Mansilla and Adam Strom. We came together to break down the issue and bring together research-based strategies for working with immigrant families (and those that districts should avoid).  WDP: As school leaders are reopening schools in a variety of ways during a pandemic, what are some key insights they should keep in mind? Carolyn: Children in immigrant families include both first or second generation immigrants. First generation refers to children who themselves are immigrants, while second generation means U.S.-born children of immigrants. In total, 14% of the U.S. population are immigrants and 25% of school-aged children in the U.S. are immigrant-origin, but only around 10% of these students are immigrants themselves (first generation).  Communication is front and center of supporting children in immigrant families. If students cannot access information, they cannot engage. Schools cannot rely on just one mode of communication. Use various modes, and when possible, in the languages of the people whom you are trying to reach. Religious and social organizations are potential partners for schools seeking to reach immigrant families as well.  Also, consider your policies on distance learning. What if seven people are living in a one bedroom apartment? A child may not want to have his or her video on during distance learning if they or their family members don’t feel their privacy is protected. The more you can create advisory groups of people you are serving, you may be aware of some unintended consequences of distance learning policies and practices. Schools should also consider the implications of expecting a major role for parents in supervising and helping children with school work at home. If a parent is not familiar with the types of assignments or is unable for any number of reasons (language barrier, education level, work demands) to help, school may want to readjust the kinds of work you are assigning or ensure that after-school and tutoring supports are offered. Also, keep in mind the kinds of trauma and anxiety immigrant students are facing. The pandemic has compounded many of the issues, including fear of deportation, that many families were facing before the pandemic. How can we make sure they have the emotional supports they need? WDP: I believe your last book focuses on the mixed results of school choice options in New York City. With more states moving toward school choice options, what takeaways have you seen for diverse populations and state policies? Carolyn: A common thread between my former work and what is happening now is the assumption that creating an opportunity means that everyone has equal access to that opportunity. As a school choice researcher, I explore how to make opportunities more equitable. Applying that to the pandemic, consider what happens when a school provides a student with an iPad. Giving kids an iPad doesn’t mean you’ve solved all the problems. What if they do not have access to Wifi? We must understand the implications of the decisions we are making, and the obstacles are not evenly distributed.  In terms of best reaching students and families and meeting their needs, so much of this is relationship driven. By relying on trusted figures within your school community, you may be able to leverage those relationships as well to make sure you are reaching all students.  WDP: Thank you so much for sharing these takeaways with Principal Matters listeners. Where can listeners find more information or connect with your work? Carolyn: The best way to stay connected is through the UC Santa Barbara, the Gervitz School faculty website. Look for Dr. Carolyn Sattin-Bajaj. Let’s Wrap This Up As you are beginning your new school year (in whatever way that looks for you), I am sure your teachers and staff are excited to reconnect with students. Schools across the U.S. are experiencing the joys and anxieties of serving during a pandemic. One question I’m sure you are also asking is: Who is not here? Now It’s Your Turn If you have students from immigrant families, how can you reach out to those family members in ways they may better understand? Who are trusted persons from within the community who may be a strong liaisons from your school? What other supports than just technology may families need in order to make learning work during a pandemic? Thanks again for serving your school communities and doing what matters! The post PMP209: Supporting Students from Immigrant Families in a Pandemic appeared first on Principal Matters.