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

When Don Parker was a Dean of Students, he knew his students were struggling – especially those with high risk factors. Photo by Anders Jildén – Creative Commons No known copyright restrictions https://unsplash.com/@andersjilden?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Don’s passion became simple and challenging: Find the best ways to help students be more successful. Through his doctoral dissertation and his practice as a school administrator, he narrowed his focus to two approaches: 1. Building relationships. 2. Providing authoritative counseling. Meet Don Parker Dr. Don Parker is a highly sought-after speaker and professional development provider. He is the principal of Posen Intermediate School in Posen-Robbins School District 143.5 in Posen, Illinois. Previously, he was the principal of Lincoln Avenue School, a K–8 school in Dolton, Illinois, where he improved the culture, implemented a resilience program, managed the implementation of restorative justice, and increased attendance and student achievement. He is also the author of the new book, Building Bridges: Engaging Students at Risk Through the Power of Relationships. In this week’s podcast episode, Dr. Parker covers several takeaways for serving serving all students: How his school has responded to the COVID-19 closures and distance learning challenges. How you must develop a relationship building mindset. Why it is important to take an ecological approach in leadership.Ways to promote “opening up” for yourself and those whom you serve. Building Relationships First, Dr. Parker explains practical strategies that will benefit teachers in building relationships and helping their students be successful in school and in life. These actions begin with mindset: a relentless effort to never give up. And this mindset is grounded in hope. As he explains, “Student must have hope that life will get better. And a leader must have hope that no matter how much resistance, my efforts will make a difference.” Don explains his own story as a college freshman and how his uncle convinced him to hold on to hope and see why his degree would help him acheive his dream of teaching and coaching. He also challenges leaders to “burn your ships” if you’re going to make signficant changes happen. Taking an Ecological Approach Dr. Parker also encourages an ecological approach, a term he discovered in his reseach. He explains how researchers view student behavior under three lenses: Lens 1: Epidemiological approach – This approach looks at DNA, physical or mental states that impact outcomes. Lens 2: Social constructivist approach – School practices, for instance, can be constructed to help students become more successful. Lens 3: Ecological approach – “Eco” means environment, and “olgy” is study of – and describes the culture and interventions that happen inside and outside of school. By working through an ecological lens, schools can address the whole-child. In Don’s experience, he found one out of twenty-five of his students came from a two-parent household family. Most children, especially boys, did not have positive male role models. Thus, Don started a mentor program for students and adults. Another school leader he knows, with a similar student demographic, placed washers and dryers in his school to meet student needs. The research is clear: When schools work with families and students (inside and outside of school), they are more successful than schools that don’t. Dr. Parker also uses behavior plans and academic plans with incentives tied to both. Opening Up Finally, Dr. Parker explains why “opening up” is so important. As leaders, we need to learn share our unique experiences with our students. These challenges let them know they are not unique in their struggles. All of us have faced obstacles and made mistakes and can still be successful and resilient. For example, Dr. Parker once had a student who transferred from living in the city with his single mom to attending a suburban school while living with his grandmother. Don first built emotional support with him. He discovered the student’s favorite basketball player was Derek Rose from the Chicago Bulls. One day when this student was in trouble, Don intervened. He used Derek Rose’s injury as a model for helping the student understand how he was experiencing emotional injury – and how he could address those challenges to become successful for his team (his school and family). These conversations helped his student open up about his trauma. Don helped him create a plan and connected him with a therapist, tutoring, counseling and rewards, including Derek Rose t-shirts and ultimately a jersey at the end of the semester. Let’s Wrap This Up Listen to this week’s podcast episode for even more takeaways from Don’s experience and his excellent book. As you do, think about how building relationships, serving with an ecological approach, and “opening up” can help you reach your students. Now It’s Your Turn What is a way you can stay connected with students by building trust? How can you continue serving your students needs inside and outside of school – even during school closures? What’s one step you can take today to connect a student with meaningful feedback so he or she is safe to open up about their own needs? You can stay connected with Dr. Parker’s work at his website: DrDonParker.com or by emailing him at drdonparker@comcast.net. Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP189: Building Bridges to Reach Students with Dr. Don Parker appeared first on Principal Matters.

This week I had the privilege of capturing a few minutes with Chris Legleiter, Principal of Leawood Middle School, Blue Valley Schools, just outside Kansas City, Missouri.  Photo by Amelie & Niklas Ohlrogge – Creative Commons No known copyright restrictions https://unsplash.com/@pirye?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit The state of Kansas has closed buildings for the rest of the school year, and like principals around the world, Chris is learning what it means to still connect with his teachers, students, and families while isolated during the COVID-19 crisis. In the introduction to this week’s podcast episode, Chris shares how his school is responding to distance learning for their students. Listen for feedback, and think about how your service to students is matching the unique needs of your own school community. Principal Reboot, Maintaining Balance Continued Later in the show, Principal Jen Schwanke and I discuss finding balance, with thoughts inspired from her new book, The Principal Reboot: 8 Ways to Revitalize Your School Leadership. Here are some takeaways: Where are you finding inspiration? How can you stay inspired so that you can inspire others?Jen shares a story on riding horses as a reminder of her own free, wild, delicious childhood. Her horse stories introduced her daughter to caring for a horse and passing on the inspiration.What ways are you finding balance by doing things way outside professional world?Think about things you loved as a child – how can you reconnect?Take inspiration from the people involved in your world/process.Consider activities like photography, fitness, music, dance, movies, books, coaching (athletics or otherwise), pets, animals…. whatever it is, pick one thing! Let’s talk about health: How can you eat right, sleep, and walk away from email/texts?Learn how Jen loves “hot yoga”.Discover Will’s love for running with his dog.Understand not beating yourself up for missteps. Give yourself grace!Purge and clean out…Set limits of what others can take from you.Learn to ask for help if needed. Ask: what needs updated? Re-imagine your actual workspace – understand how to make your place somewhere you want to be.Update your resume in order to battle the “imposter” syndrome. Dust off your relationships, and embrace the concept of value added. Learn Jen’s husband takeaway: ‘What value does this person bring?’ Let’s Wrap This Up In their book, Creating a Culture of Reflective Practice, Pete Hall and Alisa Simeral share how educators must embrace the “Continuum of Self-Reflection” if to keep growing. These stages include: Unaware Stage – recognizing we all have areas we don’t even know where we need to grow.Conscious Stage – becoming aware of the process and learning happening in front of us.Action Stage – taking steps based new knowledge and taking risks.Refinement Stage – reflecting on what we’ve learned in order to tweak, then try again for improvement. Life-long learners realize and repeat this cycle anytime you want to learn from an experience and improve. When you dig deeply into what you are learning from your experiences, you are better equipped to refine and, rinse, and repeat for all new learning opportunities. Now It’s Your Turn What new challenges are you experiencing right now? How can you reflect on lessons learned? What new actions can you take moving forward to refine your practice? What’s one area of balance above where you may need to refocus in the days ahead? Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP188: COVID-19 Update, Principal Reboot, Finding Balance Continued appeared first on Principal Matters.

As schools across the nation continue closures because of the Coronavirus pandemic, this week’s episode includes an update from listener, Terrence Simmons, Assistant Principal at Floyd Elementary, in Nye County, Nevada. Photo by UW-Colleges / UW-Extension – Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/95808258@N00 Their team has already launched distance learning for their students, and the district website serves as a great resource for parents wanting guidance and digital tools. Nye County educators reached out to every parent to determine distance learning options, which include both online services for those with access and lesson packets for those without digital access. Floyd Elementary Staff are providing curb-site pickups for parents whose students did not have access to digital learning. The district is also serving meals through pickup locations as well as bus deliveries to locations around the county. Listen-in to the first 7 minutes of this week’s podcast for Terrence’s update and some encouraging words he shares for other leaders facing these same challenges. Maintaining Balance in Leadership In the remainder of this week’s podcast episode, Principal Jen Schwanke, from Indian Run Elementary in Dublin, Ohio, discusses her newest book, The Principal Reboot: 8 Ways to Revitalize Your School Leadership. We talk about how school leaders must reflect on their motivations as they lead others by considering the following:  Why are you here in the first place? Understanding your ‘why’ must be more than a paycheck, position, or power.Instinct – recognize the possibilities you have through your natural abilities.Desire to lead – embrace your desire to help others improve.Desire for change – learn to embrace your abilities to influence others.It’s okay to cultivate your natural prowess for learning, leading, getting along with others.Recognize the complexity of the work, and learn to lead people through it. Choose joy in the work.Laughter – It’s therapuetic!Celebrate the silly.Connect with students, staff, and community.Jump on a committee… or start a new one (no, not kidding). Learn about Jen’s motto-mascot committee which turned into a new school song and motto, “What begins here will change the world.” This also led to a new logo and marketing for the school.Do something brave and bold. Try the six word memoir. Instead of one book, one school, Jen tried a school-wide writing project that inspired all students to participate.Travel with students – Use these opportunities to connect, learn and have fun.Equanimity – Cultivate your mental calmness, composure, possession of self so you can model these behaviors for others. Let’s Wrap This Up Talking about balance in leadership may seem unrealistic during crisis management or while implementing major changes with your school, but you must keep taking care of yourself in order to have the motivation to keep taking care of others. Now It’s Your Turn What are some ways you’re taking care of yourself even in the midst of managing difficulties? How would you describe your own motivation for leading? What ways are you able to maintain joy in the journey? What are some healthy steps you and your teams are taking for yourselves while serving others? Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP187: Reboot for Principals, Part 2 appeared first on Principal Matters.

Throughout the world, schools are managing the challenges of school closures in response to news of the spreading corona virus or COVID-19. Photo by Chris Benson – Creative Commons No known copyright restrictions https://unsplash.com/@lordmaui?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit As a school leader, you are expected to manage difficulties, but sometimes you are managing in uncharted territory. Also in the midst of helping others, what can you do to make sure you’re caring for your own mindset in leadership? As you consider solutions for your school, let’s stay connected and share best practices. I’d love to hear your ideas and encourage you to email me at will@williamdparker.com with ways your school is supporting learning and services to students. This week’s post, however, is not specific to the current crisis. Instead this week, I’m sharing an interview with Jen Schwanke about her newest book, The Principal Reboot: 8 Ways to Revitalize Your School Leadership. In this first in a new series of episodes together, Jen and I talk about how school leaders can reinvest in their own abilities to be “lead learners.” Questions to ask as a Lead Learner: What content are you taking in on a regular basis through reading, audio or podcasts? Suggestions include…Focus on issues reflecting struggles of people we work with.Use reading as way to stop, slow-down, and reflect. Focus on books that describe experiences other than your own. Look for books on issues you don’t understand. What on-going professional learning are you engaging in? Keep in mind…Learn to really listen to others.Tour neighborhood schools and look for evidence of best practices.Talk to colleagues about ways they solve problems you’re encountering.Attend workshops or professional developmentStart a podcast or begin a webinar series.Teach a graduate level class. Ask yourself: What ways can I be sharing with others and stretching myself? And take time to advance others in their growth and learning staying connected with your tribe. Discover what amazing groups of other people are doing the same work, and learn from them! Let’s Wrap This Up One of Jen’s goal each day is complimenting others with true, authentic feedback. All of us want feedback and to feel valued. Mindsets like this help you to stay a life-long learner and model the kind of curiosity you want to encourage in your own learners. No matter what you are managing the days ahead, stay committed to supporting others, building them up, and discovering ways to keep learning in the process. Listen to this week’s entire podcast episode for many more take-a-ways, and pick up a copy of Jen’s book that comes out this week! Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP186: Reboot for Principals with Jen Schwanke appeared first on Principal Matters.

What stories have shaped your own leadership journey? Photo by photo-nic.co.uk nic – Creative Commons No known copyright restrictions https://unsplash.com/@chiro?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit I recently finished reading, Educated: A Memoir by Tara Westover. If you’re unfamiliar with the book, Tara Westover grew up in a rural Idaho with parents who embraced radical ideologies, including not giving their daughter a birth certificate, not vaccinating her, and not providing her with any formalized education. It wasn’t until she decided she wanted to attend college in her late teens that she began to teach herself so that she could pass the ACT with high enough scores to qualify for entrance. To her surprise, she made it into college, and her university experience revealed a world of new revleations, including hearing stories of the Holocaust, exposure to classic literature, and the opportunity to study abroad. Eventually, her studies led to her to a Ph.D. in history from Cambridge. But her formal education came with personal cost. Her relationship with her parents would not survive her newfound freedom nor would they acknowledge the neglect, trauma and abuse she had experienced growing up. Even as her eyes were open to a world of knowledge through education, her ties to her parents crumbled. As I finished the story, I was struck by Tara Westover’s deep sacrfices. To gain understanding, she also had to reconcile with the brutal realities of her past. And even though much of her childhood involved trauma, there were also moments of beauty and poetry in the rugged landscapes that shaped her youth. I was also touched by the deep loss she experienced.  As I’ve thought about her story over the past few weeks, I’ve been thinking of how our stories shape us. Do you ever wonder what others would think of your story if it were in ink the way Tara Westover told hers? What I’ve discovered about most people is that their stories don’t seem unique or novel to them. Their stories are familiar. But when you take time to share your story with others, they find a new perspective that is not their own. At that moment, they have the privilege to see the world through another set of eyes or experience, and that provides perspective. The truth is that you have a unique story. It may seem familiar or unintersting from your perspective. But to others, it may provide insights into life that help them see their own story better. 8 Stories Shaping My Journey This week I’ve decided to share a few stories from my own journey. Perhaps it will give you a glimpse of my own past and provide some perspective of the world that may influence your own leadership. Sharing personal stories always comes with a risk of vulnerability or being misunderstood, but we don’t grow without risk, so here it goes: Story 1: Free and Reduced Lunch Kid I’m waiting for my bus at the end of the gravel driveway with my older brothers and little sister. A storm had blown over trees by the road, and the twisted roots of a large root has left a large mound of dirt. So we decide whoever stands on that mound will be King of the Hill. I am the youngest boy, so my attempts to be “king” mean I end up on my backside in the wet dirt and grass. That morning Mom packed a lunch for me, including my favorite chocolate oatmeal cookies in a plastic baggie. For some reason, I have decided to carry that baggie in my back pocket. During the bus ride to school, I pull out the baggie and look at the flat, dark, mushy contents. I figure it will still taste good. The gravel road from my house to the next neighbor kid is about two miles away. And from that house we meander past red barns, grazing cattle, soy bean fields, and long stretches of woods. By the time we arrive at school, I’ve been staring out the window for 45-minutes. Now the bus is full of other children from the rambling backroads of West Tennessee. Some of them live in brick farm homes. Others in trailer houses. I don’t know it at the time, but most of the children in my school are like me, they qualify for free or reduced lunches – even though I still pack a lunch most days. Story 2 : Becoming a Writer I’m standing in my 8th grade Language Arts class. Ms. Owens is a short woman who grew up in Germany and is fluent in both English and German. She has taught me grammar and literature since 6th grade. This day we are filling out schedule requests that will be sent to the high school I’m attending next year. Ms. Owen walks up to me as I’m ready to leave class. “William,” she says, “I think you should consider taking Advanced English next year. You’re a strong writer and you enjoy reading. I think the challenge would a good one for you.” No one has ever given me any indication that I might have strenghts in academics. I have always considered myself an average student at best. But that day a new thought enters my mind. Maybe I could be good at writing and understanding books. It is a small conversation with big implications.  Story 3: Afraid to Talk I’m standing outside a grocery in Brooklyn, New York. My older brother has gone into the store to pick up food for the apartment where we’re staying with my parents. I’m 15-years old, and this is my first time in a big city. Dad has re-enlisted in the Navy, and his ship is in dry-dock in Brooklyn. He’s been living here the past year, and now we’ve moved to be with him. I’m in a foreign country. No forests, fields, or rambling creeks. Just concrete, brick buildings, and people – so many people. I’m standing outside because I’m afraid to go in the store. Someone might see me or even say something to me, and I’m convinced if I speak, I will be exposed. My Tennessee accent will betray me as an outsider. Suddenly, a man stops and looks at me. “Hey. Do you have the time?” he asks. I freeze but realize that I’m wearing a wrist watch. In an instant, I raise my arm so he can look at the watch face and read time to himself. “Thanks,” he says, and walks into the store. I still haven’t spoken, and when my brother finally comes out with a bag of groceries, I can’t wait to get back to our apartment where I can talk again. I don’t know it then, but this is the first day I begin losing my Tennessee accent. Story 4: Where is Yale and Harvard? When I drive into Tulsa, Oklahoma, I’m behind the wheel of the Toyota Corolla I bought the summer of my junior year in high school. Over the summers, I have been going back to Tennessee and working by diving for shells in the Kentucky Lake area. I have saved enough money to buy a car. And after graduating from high school, I’ve loaded it up, and headed to Oklahoma.  As I look for the signs to Oral Roberts University, the college I was attending, I notice exits for Yale Avenue and Harvard Avenue. “Gee,” I think. “Tulsa is bigger than I thought. Harvard and Yale are here too.” Because neither of my parents have gone to college, I am not quite sure how long it takes to complete a degree. I remembered hearing something about associates and bachelors degrees, but I can’t figure out if that meant I am committing to two years or four years of school. When I am asked to declare a major, I remember the only subject in school where someone thought I was gifted. “English-Education,” I say. And little do I know I am signing up for my future career. Story 5: I’m Glad You’re Here! As I stand in front of my first class of students, I can’t believe they are actually in their seats and looking at me. Somehow it seems miraculous to me that a room full of teenagers would believe I am qualified to teach them. I don’t feel like it, but I fake it anyway. In fact, I say what will become the greeting I will use for the next eleven years. “Thanks for being here. I’m glad you decided to come to school today.” One day, several weeks later, a student asks, “Why do you say that each day, Mr. Parker?” I think for a moment. Then I say, “Well, if you think about it, you actually have more power than I do. You could choose to not come to school. You could choose not to walk in my room. You could choose not to sit and learn. But you do. So I’m thankful you choose to learn, and I’m glad you’re here.” I can see the tilted heads and looks of curiosity as they tried to figure out if I am being real.  Fast forward a couple of years, and I am attending church when I young man makes his way over to wear I am sitting after service. “Hi, Mr. Parker,” he said. “My name is Anthony, and I was in your freshman English class a few years ago.”  I stand up. “Hi, Anthony,” I say, “It’s great to see you again.” Like a good teacher, I always act like a remember every student, even though he looks so much older, and it takes me a few seconds to connect the memory. “I just wanted to tell you thanks. I had you first period, and each morning you’d begin the day by saying, ‘I’m glad you’re here.’ What you didn’t know was how messed up I was. My mom and dad were having a lot of fights then. And one night I had slept outside to get away from it all. When I came to class the next morning, I hadn’t changed clothes. I didn’t want to learn. But you looked at me and said, ‘I’m glad you’re here.’ I’ve never forgotten that moment and wanted to tell you thanks.” Story 6: Kicking My Butt One day as an assistant principal, I have a student in my office. His name is Steve. He lives with his uncle, and whenever he is in trouble, Steve normally loses his temper, makes threats and uses profanity. On this afternoon, he has been sent down by a teacher after refusing to do his work.  Whenever I tell him I’d need to assign him discipline and call his uncle, he says, “If you call my uncle, I’ll have to kick your ass.” I stand up and close the door to my office. I normally leave it open so my work will be in the earshot of my secrertary. It’s a delicate balance between protecting student confidentiality and making sure you aren’t falsely accused when questioning students. But I weigh the costs of letting his angry words be heard by other students, and I shut the door, and sit back down. “Steve,” I say “I really wish you hadn’t said that. It makes me realize there must be something going on deeper than just what’s happening at school. You know I have to do my job and hold you accountable to our expectations, but I’m much more concerned about what’s happening in your heart and mind than whether or not you’re following the rules.” We talked for a long time. I accepts the discpline I’ve assigned him, but it doesn’t seem like anything I’m saying to him is really making any difference. Story 7: Watching Prom I’m standing at the back of room watching the school prom. Having a daughter who is a senior, however, also adds a new perspective to the experience. It had been a stressful week so I am not sure if prom was going to add to the stress or not. The evening begins like most others: girls in beautiful gowns and boys in tuxes; lots of finger foods, soda and bottled water; loud music and lights. But one aspect is much different this year: we have a fantastic DJ who not only picks great music, but he loves to dance. Suddenly, he is down from the stage onto the dance floor, microphone in hand and teaching the students a line dance or some new moves. He’s back on stage now, alternating genres and artists. There is so much laughter, fun, and singing. The atmosphere is contagious. Our teachers join in the fun.  I’ve been walking around taking photo, but I finally decide to just pull up a chair, sit back and take it all in: Here is a room full of students from different backgrounds, income-levels and interests all mingling together in one big group: couples dancing, groups of girls holding hands, students circling around single dancers showing off his moves. At one point, I see our senior class president make his way over to a girl who is one of our special-needs students dancing alone. He asks her dance. From my perspective, they are both beaming as they move beneath the cascading colors of purple, blue, and gold showering the room from the spinning disco-ball overhead. I take in the scene, and suddenly I begin to have the same feeling I have when watching my own children play: an overwhelming sense of gratitude. I smile. This is why we do it, I think. These amazing young people make the hard work of being an educator so worth it. Story 8: I Resented You It is an emotional day when I send the email to my teachers that I am resigning as principal. After twenty-four years as an educator, the opportunity has opened for me to support the work of school leaders. The moment is bittersweet as I love my school, but I also look forward to new challenges.  That evening I receive a Facebook message from an old student. “You probably won’t remember me,” he begins, “but my name is Steve, and I was in your school about ten years ago.”   He tells me how he is now a father of two small children. He explains how as a student, he had resented me and tried as hard as he could to show me he didn’t care. But the whole time, he said, he was listening to me after all. He has carried those lessons with him into his adult life. “Just in case I never get the chance to tell you,” he says, “Your words made a difference.” Let’s Wrap This Up Reading the book Educated reminded me that all stories, even the ones with good endings, are tinged with the pain that comes from suffering and struggle. There are seldom neat or tidy endings to true stories. I could have told you more stories of my own that don’t wrap up with happy endings. And the life of an educator is filled with all those kinds of stories. We see the moments of hope, the despair in a child’s eyes, and brokenness that seems beyond our help. At the same time, hearing one another’s stories also reminds us that we’re not alone in our struggles, disappointments and joys.  8 Takeaways for Your Journey As I’ve given you eight small snap-shots into my past, perhaps you have some new perspectives on your own journey. Maybe you can relate to the takeaways I found in my own stories. Here are 8 lessons to think about: Show empathy for students from all backgrounds, especially those for whom formal education is not a family tradition. Realize your words have power. When you recognize a gift or potential in someone else, they deserve to know it, and you have no idea the impact it may make on their lives and choices.Sympathize or empathize with teenage anxiety and try to remember when you were afraid to speak or take action.Try not to assume everyone has the same context or information when making life decisions – like how long it takes to finish college, or where famous colleges are really located.Remember the power of simple phrases like, “I’m glad you’re here.”Anticipate some people will disappoint you and may not give you any sign that your input makes a difference. But you still can’t give up on them.Take time to appreciate the moments you are in, to look for the beauty and goodness in those you are serving.Remind yourself that it is often years later (and sometimes not in this lifetime) when you receive validation for trying to help others. Those moments make all the tough times easier to bear. Now It’s Your Turn This week, will you take time to think about your own story? How are your stories shaping the way you see your role and responsibilities as a leader? What are the moments that keep you motivated and inspired to serve others?  Also, would you be bold enough to share them with others?  I’d love to hear your story – even if it’s just a few lines! Email me at will@williamdparker.com and tell me one story that helps shape they way you think about your role as an educator or school leader. I can’t wait to hear from you! Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP185: The Power of Sharing Your Own Story appeared first on Principal Matters.

Why is hiring such an important part of your responsibility as a principal? Photo by Jony Ariadi – Creative Commons No known copyright restrictions https://unsplash.com/@joniastin?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit First and foremost, because the students, teachers, and community members deserve high quality education experiences. And secondly, because the people in your school often reflect on your own leadership.  Although we cannot judge ourselves by the way others behave, school leaders are responsible for how others behave under their leadership, and hiring plays one of the most crucial roles in the kind of culture and environment a school provides. Part 2 of Hiring & Retaining High Quality Teachers This week we dive into Part 2 of Hiring & Retaining High Quality Teachers. You can check out Part 1 here.  As my guest Jen Schwanke and I share in this week’s podcast episode, there are several important ideas to keep in mind. Listen to the podcast version as we unpack the following: 3 Tips for Hiring & Retaining Talented Educators Know the difference between talent and skill.  You can teach skill. You can’t teach talent.  Enough said (but you can listen to the podcast episode for more).Value your candidates. The way you treat candidates reflects on your leadership, and you never know when someone may be re-applying for a future position if this one isn’t offered. So remember: Show respect, kindness, and professionalism (Show the same courtesy you’d want to receive.)Remember others are out there talking about the experienceBe open to working your schedule around candidates, not vice-versa.Keep in mind a number-2 candidate may later come back as a number-1. So treat everyone with dignity and respect.When possible, follow-up by phone with every candidate so that even those not chosen feel honored.Showcase your school’s vision, culture, and offerings. This IS a sales job for hiring the most excellent candidates.When the candidate pool is shallow, be creative: visit job fairs, go online, use social media, be open to interviewing remote candidates via video-chats. 3. Keep them on your team. Check in often (but don’t hover!) – New hires deserve your attention but also the autonomy to learn and make mistakes.Morale/culture – Fostering positivity is an important part of attracting and retaining talent.Support new teachers and watch out for exhaustion, confusion, loneliness.  Give them a break when need.  Remember seasons that come with life – raising children, new marriages, caring for older parents, experiencing a crisis — all these times can be tough seasons, so be supportive.  Create a cadre of friends/colleagues for new hires. Then get out of the way.Provide resources (many teachers leave because they had illusion of what it was like…then they find it was harder/lonely/etc.) Make sure they have the resources they need.Act quickly when there are problems. Following-up shows you are paying attention and care.Teach and model balance. Your teachers don’t need emails from you at 10PM. Model a good work/life balance.Let them go, fly, and succeed. Everyone has a different personalities, gifts, and ideas. Encourage these unique talents.Foster leadership. Allow new hires to develop skills in serving others, and look for potential future school leaders among them too.Provide key responsibility areas or helpful lists of key people, resources, and information so new hires aren’t left to guess where to find help.Tours: Provide a tour of your school to all new hires. Make teachers’ first experiences the foundation for a great introduction to your school and community. Let’s Wrap This Up The teachers you hire become the legacy of a school. Your students deserve the best, and your work becomes more joyful as you can attract high quality teachers onto your team. You won’t do this perfectly, but the hiring process, the on-boarding process, and how you support them will significantly affect the learning and the legacy of your school. Now It’s Your Turn What are some other suggestions you’d add to the list for hiring and retaining high quality teachers? What is one action you can take today to remind teachers you support their work and value their input? Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMPEncore151: Hiring High Quality Educators, Part 2 appeared first on Principal Matters.

One day the teachers at Indian Run Elementary, in Dublin, Ohio, organized a “Flash TACO bar” – a spontaneous buffet meal where they shared great food and fun together. Photo by rawpixel – Creative Commons No known copyright restrictions https://unsplash.com/@rawpixel?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit As principal of the school, Jen Schwanke reflected on the joy and creativity of her teachers: they not only love teaching but they also enjoy working together. How do you attract and build strong cultures of educators who find joy in teaching and just being together? In this week’s encore episode, Jen Schwanke, author of You’re the Principal, Now What! Strategies and Solutions for New School Leaders, and I discuss the importance of hiring high quality teachers. Across the nation, principals are facing teacher shortages. In my state for instance, Oklahoma has felt that burden especially strong. The reasons vary: Whether it’s lower teacher pay in some states or the stress that comes with compliance or class sizes – fewer people are choosing education as a college major and career. This means that more than ever principals also have a competitive field in recruiting and retaining excellent teachers. We first discuss reasons hiring teachers is a huge responsibility, including: The implications of your hires that go on for years and years (decades), either positive or negativeHow your hires represent your school (beliefs, philosophy, attitude, etc.) Applications & Interviewing Takeaways Next, we talk about some important hiring priorities to keep in mind: Depending on the size of your faculty and staff, your strategies for outreach may vary, but it’s important to determine ahead of time what your application process will look like and ensuring it is easy to understand. This means your district or school website must be updated with easy-to-locate applications.Consider soliciting applications before openings exist. In other words, if you keep general applications available, you may already have applicants available when openings occur.As you have openings, dig through applications and resumes looking for the qualities you want in a candidate. Open up applications inside and outside your district.Spend time on social media investigating possible candidates as you want someone who would be the right fit for working with students.If possible, it is best to interview by committee. Include a small group of teachers, administrators, or counselors so that you have a diverse representation. Clarify roles, and if your district allows you the responsibility, let the ultimate decision be yours.Remain open to changing your mind as your colleagues may have different perspectives from you. Determine what you are looking for, and remind committee members that feelings/emotions are not hiring criteria: “I really like her! She’s so fun!” cannot be the driving-force of whom you hire. Common Missteps to Avoid Hiring is not necessarily about being “right” or “wrong” in your choices, it is about “fit.” As you’re looking for the right fit, keep these pitfalls in mind: Don’t fall for a beautiful resume: just because you see a great resume doesn’t always mean you have a quality candidate.Don’t fall for versed, rote answers: Universities train candidates in how to interview.  Avoid robotics and explore answers for motivation and practice.Don’t use questions you found from the internet: Instead, use nonstandard interview questions–ones that really reflect what you need.Don’t forget to ask “why”: Take time to ask why do you want to be here? Check References Don’t ignore references: This is one of the most important steps to not forget. Who is not on the list? Make sure you contact both who is on the list and if possible, who may not be on the list but should be.Follow-up through phone calls, not an email or survey (these are very common practices common lately but don’t replace the kind of feedback you’ll hear in voice-to-voice conversations).Be very wary of vague answers. (Jen shares one trick she uses when having a hard time recommending some is saying, “Her attendance was good.”)Be careful of your gut. It’s okay to trust your instincts… just so your “gut” contains facts and an unbiased review of all the steps. Let’s Wrap This Up Hold to your standards when it comes to hiring high quality teachers. Remember the goal is to hire someone you would want teaching your own child. At the end of the day, if you can’t find the quality person needed for a position, it may be better to move forward with a substitute than to place the wrong person in a teaching position. Now It’s Your Turn If you’re in a place where the pool of candidates is shallow, this means becoming creative in finding the right candidates: use your social media contacts, advertise in both traditional and non-traditional settings, and use the positive messaging of your school as a way to attract quality candidates. What are the most valuable values and qualities you are looking for in a teaching candidate? How are you including others on your team in selecting and choosing your hires? What are some creative ways to stand out among others in attracting high quality candidates to your school? Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMPEncore150: Hiring High Quality Educators, Part 1 appeared first on Principal Matters.

It goes without saying that in order to lead you must have followers. Photo by Luke Porter – Creative Commons No known copyright restrictions https://unsplash.com/@lukeporter?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit But taking others to a destination doesn’t just mean accomplishing all the to-do’s on your checklist. Leadership requires relationships. And meaningful relationships do not happen by accident; they are intentional and purposeful. Part of building meaningful relationships involves understanding yourself and the core values of those whom you are leading. How can you cultivate those kinds of meaningful relationships so that you have the right conditions for healthy teamwork? Meet Jeremie Kubicek Jeremie Kubicek is CEO of GiANT – the leader in Scalable People Development. He is the best-selling author of several books that focus on effective leadership including Making Your Leadership Come Alive: 7 Actions to Increase Your Influence. He has co-authored two books with Steve Cockram: 5 Gears: How to Be Present and Productive When There is Never Enough Time and 5 Voices: How to Communicate Effectively with Everyone You Lead. And his latest book is the 100X Leader: How to Become Someone Worth Following. His other accomplishments include creating the Leadercast global simulcast, partnering in several current start-up organizations, former CEO over the national Catalyst conferences, former CEO over the John Maxwell brand, and developer of The Prairie at Post, a, modern niche real estate development in Edmond, OK. When I reached out Jeremie Kubicek after reading his book on 5 voices, he was generous to provide the following feedback for Principal Matters listeners. Here’s a summary of our Q & A, but listen-in for even more takeaways! Can you give a quick overview of the 5 voices and how they have helped you and others lead teams? 21st Century learners require different styles because we are now more visual. If our content is not scalable, it is not usable. The secret of the 5 voices is simplifying how to understand the wiring of yourself and other people into five categories. They are: PioneersConnectorsGuardiansNuturersCreatives If you know yourself, you can lead yourself. You can know your strenghts and your weaknesses. The Golden Rule can be used or mis-used, but to lead, you must do to others as they would want to be treated. Remember 7% of the population is Pioneer, but more than 50% of CEO’s are Pioneers. If you don’t understand your own core strengths, you may not be performing from your core. And you may not be protecting others from the parts of your core that can also be weaknesses. How should leaders run meetings while keeping in mind the voices on your team? Why do you prescribe “quieter” voices always going first? There is always friction with people. For instance, some people are present-oriented people while others are future-oriented people. Pioneers and Connectors can dominate meetings, which is why in 5 Voices we recommend Rules of Engagement:  Let Nurturers go first… Then Creatives…Next Guardians…Fourth Connectors…Let Pioneers go last… This allows every voice to have its place and gives permission for your quieter voices to always be given an audience. School leaders are often heading teams of teachers, non-teaching staff, and teams involving students or parents. What ideas might help an education leader who may be leading more than one kind of team? Knowing who you are comes first. This means understanding your voice.Knowing who they are comes next. This means understanding their voices.Then you have the ability to “Build the Bridge” — creating the culture where others feel safe with their unique voice and contribution to the team.Leaders define the culture. Just like a gardener doesn’t water every plant the same, you don’t water everyone on your team the same way. You respond to others according to how the are wired, not just how you are wired. Consistency does not always mean sameness. When leaders are “for” those being lead and building them up, we create environments healthy and ready for growth. How can listeners stay connected with you? If you’d like to know more or stay connected with more leadership resources, check out Giant.TV/jk for access to a free trial subscription or connect via JeremieKubicek.com. Now It’s Your Turn As you think about leading your school teams, ask yourself the following questions: What is my most dominant voice? What are the core voices of those on my team? How can I learn to understand my own voice and the voice of others in order to cultivate a culture of collaboration? For a free 5 Voices Assessment, check out this questionnaire at 5Voices.com. Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP184: 5 Voices for Leading Teams with Jeremie Kubicek appeared first on Principal Matters.

“When is a time you have used grit, and what lesson did you learn?” Photo by Adrian Pereira – Creative Commons No known copyright restrictions https://unsplash.com/@adrianluisp10?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit This is just one of 100 questions you find included in the Table Talk Cards that come as a bonus with the book Generation Z Unfiltered: Facing Nine Hidden Challenges of the Most Anxious Population by Dr. Tim Elmore and Andrew McPeak. In Part 2 of our interview, Andrew McPeak and I discuss this question and more as he unpacks the nine challenges faced by today’s students, which include: Empowerment without Wisdom Stimulation without OwnershipPrivilege without ResponsibilityInvolvement without BoundariesIndividualism without PerspectiveAccessibility without AccountabilityFluidity without IntegrityOpportunity without ResilienceConsumption without ReflectionIndividualism without Perspective In the second half of this conversation, Andrew unpacks the last area in that list: Individualism without Perspective. First, he explains how most people today are experiencing a lack of community. Even with the dawn of technology connecting us, people are spending more time alone than ever in human history. In fact, we have an epidemic of loneliness. As a result, we see two negative trends among our youth: Selfishness or narcissicm Polarization This is not their fault, Andrew explains. Our youth have adapted to a world we’ve created for them. For instance, adults often schedule every minute for students.  One solution is to create margin for students in their day like spending more time outside, taking time for reflection, engaging in unscripted play, etc. Generation Z research is also seeing a growth of “ego-centralization”. This results in focusing more on internal than external identities. Family, school, religion, work are being replaced by hobbies, interests, gifts, experiences. Egos are being influenced then by “me” rather than “us.” McPeak explains that social scientists describe what is happening as a “tribal switch” –a phenomenon that often happens to survivors: when someone is forced into a group, he or she will always first act to protect those in their perceived tribe, even if their actions are sometimes immoral. Instead of “flipping switches” to protect the good of all, we are prone to protect those most like ourselves first. What are some solutions? Individualism must come with perspective. Andrew uses examples from the book The Road to Character by David Brooks, which describes Resume virtue vs. Eulogy virtues. Resume virtues are outside accomplishments that demonstrate our accomplishments. Eulogy virtues, however, are how you really want to be remembered by others; how others were influenced by you; how your life was a service to the ones you love. He also discusses the importance of “Learning to Draw Larger Circles”: spending time knowing people unlike ourselves, instead of excluding other; finding what we have more in common with people than differences. What is the virtue that links us, not separates us? How are we more similar than different? This creates the grounds for more civility.  Go here for Part 1 of this interview and listen to both conversations to find out more. Check out the new book at GenerationZUnfiltered.com. Now It’s Your Turn How can we model for students the importance of having margin in their day? What ways can we rally around issues we share in common that promote school spirit and civic responsibility? Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP183: Gen Z Unfiltered, Part 2 with Andrew McPeak appeared first on Principal Matters.

Students today face newer and different challenges than students of the past. Photo by Joaquin VillaverdePhotography – Creative Commons Attribution-NonCommercial-ShareAlikeLicense  https://www.flickr.com/photos/46078235@N03 Although many of the skills or values they need to be successful remain the same regardless of time and place, they also have unique challenges that make them one of the most anxious generations in history. If we “take the filters” off our students, what would they really tell us? How can school leaders understand these unique challenges while also finding strategies for guiding students? Meet Andrew McPeak Andrew McPeak is a next gen researcher, speaker, and curriculum designer for Growing Leaders, in Atlanta, Georgia. He works with schools, universities, and sports teams on implementing Habitudes, teaching tools for life and leadership skills. He is also the co-author of two books, including his newest one written with Dr. Tim Elmore, Generation Z Unfiltered: Facing Nine Hidden Challenges of the Most Anxious Population. In this interview, Andrew shares a story from his own background and why he is passionate about generational research. During college, he read Tim Elmore’s book, Generation iY: Secrets to Connecting With Today’s Teens & Young Adults in the Digital Age. That book caused him to fall in love with the concepts of generational trends in leadership. Fast forward five years later, and he is now the Vice President of Content for Growing Leaders. (Andrew was a guest on PMP, Episode 089, if you want to check it out for more information on his work and background.) Here are questions and takeaways from our conversation: What background research and info did you find for writing this book? Andrew: We used focus groups of young people across the country, including sponsoring two Harris polls, one in 2017 and another in 2018. These were surveys of students born since 2001, most of them 17, 18 years old. What makes them distinct? As we removed the “filter” from kids, here’s what we found… Nine Challenges Youth Face Today Empowerment without WisdomStimulation without OwnershipPrivilege without ResponsibilityInvolvement without BoundariesIndividualism without PerspectiveAccessibility without AccountabilityFluidity without IntegrityOpportunity without ResilienceConsumption without Reflection Can you unpack one of those for us? Let’s talk about “Stimulation without Ownership”: Andrew: We were interested in both the problem and solution. And we were committed to making this book “Prac-ademic” – practical strategies that fit student needs. One problem we are seeing is a lot of pre-scriptive goal-setting. By giving students both the goals and exact steps to young people, we rob them of individuality, discovery and ownership.  What’s the outcome? Students tell us they don’t feel like they are in control of their own lives. This leads to a condition or term called “moral hazards”… I, the student, can make riskier decisions because an adult will rescue me.  What’s the solution? We must move to de-scriptive leadership. This means helping them identify goals and encouraging them to discover and design their own solutions and steps to reaching them. Adults facilitate and guide them along the way. Use this simple way to think about strategies for de-scriptive leadership: P.R.O.V.E. Problems – Flip the script. Lead with the problem for them to solve. Relationships – Students learn best from adults they believe like them. Ownership – Give young people permission to own their goals, decisions, and refuse to answer all their questions. Visuals – Use images to communicate ideas, lessons, or principles. Experiences – Guide students into discovering answers for themselves through their own actions. One example of de-scriptive leadership is Cory Brooks, FFA teacher in Indiana, who bought his students a pig to care for. This provided students with hands-on responsibilities for feeding, caring, and delivering piglets. In addition, students expanded operations by having an architect design a new barn, and they raised over $200,000 to build it. Mr. Brooks’ students are providing produce back to their own schools. Mr. Brooks taught his students to own their learning, and they took those lessons to places he never imagined they could go. Let’s Wrap This Up You may not be able to address every challenge today’s students are facing, but being aware of the challenges they face is the first step in finding solutions. Next week, Andrew will unpack a second areas from the nine challenges, “Individualism without Perspective.” Now It’s Your Turn As you think about the ways you serve students, how can you encourage ownership of learning for teachers and students? Examine P.R.O.V.E. with your teachers and ask them ways they are engaging students in this kind of learning environment. How are you modeling this kind of learning for your own teachers and staff? Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP182: Generation Z Unfiltered with Andrew McPeak appeared first on Principal Matters.