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

When I was in junior high school, everyone on my basketball team wore Converse high-tops. Yes, that means I’m officially from the 70’s! I’ll never forget mine: Photo by Oliver Hihn – Creative Commons No known copyright restrictions https://unsplash.com/@mr_kuchen?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit They were the color of golden-rod, and I was so proud of them that I never wore them outside the gym because I didn’t want to scuff them up. For a thirteen year-old boy at the time, Converse was the only brand to wear. But a few years later, when Michael Jordan came on the scene during my high school years, Nike soon became the new must-have shoe.  Sometimes I think about the brands I like to buy, but it’s easy to forget that schools are also brands. Because schools are learning communities, they are much more than products; at the same time, students don’t just attend our schools, they experience them. When is the last time you thought about the feelings people have when they experience your school brand? This week I want to share a conversation on school branding from Marlena Gross-Taylor, a dedicated and successful education consultant, speaker, coach, and presenter.  Marlena Gross-Taylor Interview A Nashville transplant originally from southern Louisiana, Marlena’s educational experience spans several states allowing her to have served K-12 students in both rural and urban districts. She has been recognized as a middle school master teacher and innovative administrator at the elementary, middle, and high school levels.  She is also the founder of #EduGladiators and has been recognized as a middle school master teacher and innovative administrator at the elementary, middle, and high school levels. Her professional development expertise has garnered both state and national attention. After hearing her present on “Why You Should Brand Your School,” I asked her if she would join me as a guest for Principal Matters. Listen in, and I know you will enjoy Marlena’s optimism, insights, and practical tips on ways you can promote the wonderful things happening at your school. Branding Your School Q & A: WDP: Why do you believe it is so important for school leaders to think about branding? MGT: School is also a business. If a business is not reaching its customers, its story will never be told. Schools must take control of their own story. Branding is about marketing. You should be able to tell your school in such a positive light that everyone wants to be a part of it. You must think about yourself as a brand if you plan to stay competitive. Also you need to think about yourself as a brand! Here are some platforms schools are using for promoting their brands:TwitterFacebookInstagramLivestreamYouTubePeriscope WDP: What should school leaders keep in mind about the different stages they will have in branding their schools? MGT: Learn to understand and be aware of your messaging. Your story should be focused on driving awareness and establishing place in the market. Just like the company Lyft if taking the place of Uber in marketing awareness, schools must stay in front of their “customers” — your students, teachers, and community members. That means promoting the “why” of your school so there is no doubt students have purpose and meaning for being in your community. Brand Marketing Messaging: Reiterate your message to drive affinity and stay top of mind with your community. If you want to control the narrative about your school, market that message. Campaign Based Messaging: Communicate your brand in innovative ways…You can schedule posts so they feed to multiple platforms at once by using:CrowdfireTwittimerTweetDeckFacebook schedule postsBufferHooteSuite WDP: Can you walk through those 4 E’s and how the influence our school branding? MGT: Yes, if you are going to have a compelling story, you must: Explain…tell your community what is happening and what information is important to know.Emotion…make your posts compelling, reminding people why they should be excited about your school.Evoke Questions…be prepared to answer more by sharing and inviting feedback.Exclude/Include…it’s okay to see your school as an “exclusive” brand — something for community members to be proud of. Remind them why it matters to be a part of your “tribe.” WDP: If you could give school leaders some ideas on the kind of mindset it takes to do strong school branding, what would you tell them? MGT: Stay “28-years-old always” If you’re not willing to be relevant, people will lose interest.Now What? Think about these four takeaways: Study – Look at how marketers sell products and learn lessons in marketing your school.Exposure – Don’t be afraid to share. The more exposure, the better for celebrating your school success.Implementation – If you don’t have a plan, you won’t increase your branding. Plan and then execute.Feedback – Ask for feedback from your community and then respond accordingly. Finally, think about your website: You have 50 mila-seconds to make a good impression. How can you make it captivating? Make sure to look at: Content: Is it up-to-date and relevant?Navigation: Is it easy to access and user-friendly.Calendar: Is it current?Merchandising: Wear your school. Promote spirit days. Create an online spirit store. Use your PTA/PTO for promotion. Leverage alumni and community support. And recruit grandparents as brand ambassadors. WDP: Any closing thoughts or comments you’d like to leave with our listeners? And how can they stay connected with you? MGT: Recognize that every person in your school is a brand! Don’t be afraid for them to develop their own story about your school. Determine you will “stay 28 forever” and be committed to promoting the best in yourself and your school.  Follow Marlena! Check out the podcast episode for illustrations, examples, and more takeaways. You can follow Marlena on Twitter @mgrosstaylor or visit her websites at marlenagrosstaylor.com & edugladiators.com. Let’s Wrap This Up You play an important role in the way others perceive the value of your school, organization, or team. Branding is not only something marketing experts should understand. As a school leader, you should be proud to promote the students, teachers, and school communities you serve too! Now It’s Your Turn What is one new social media tool you can begin using to promote your school brand? How can you stay relevant and timely in the way you are reaching communities with the values and benefits of 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 PMP:Encore090 Branding Your School with Marlena Gross-Taylor appeared first on Principal Matters.

A few years ago, we had a lockdown drill at the high school where I was principal. Photo by Dane Deaner – Creative Commons No known copyright restrictions https://unsplash.com/@danedeaner?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Local police had called to say they were aware of a potential threat against our school on social media. They were locating the person of interest in a location outside the school community but wanted us to lockdown until they had isolated and confirmed the situation at hand. When we announced that the school was going into lockdown, my cell phone buzzed. It was my daughter, a sophomore at the time.  “Dad,” she said, “What’s going on?”  “Listen to the announcements like everyone else,” I said, “I need my phone open so that I can talk to police.” As I hung up, I was annoyed. She knew my role as principal meant I could not stop in the middle of managing a security situation to answer her questions. But I also felt guilty. I realized some important thoughts. First, my daughter was scared.  Second, the rest of my students probably felt the same way she did. Third, I had done a poor job communicating to my school community. So, I made an all-call on the school intercom saying something like this:  Students, I want to let you know that we are conducting our lockdown procedure because local police are investigating a situation off-campus and have advised us to lockdown until they are finished investigating. We are monitoring the situation and your teachers will continue instruction and supervision while the campus continues in lockdown until we are cleared. Please know you are safe, and the situation of concern is off-campus. Thank you for your patience and we will keep you posted. I also sent a quick email blast to parents and guardians with a similar message. Later that day and the next, I received thank-you emails or comments from parents who said their high school students told them my announcements calmed them and kept them feeling safe. This week, Jen Schwanke, author and principal, continue our podcast discussion of what it is like to be a parent and principal of your own child. Wearing both hats can be both rewarding and stressful at times. We discuss understanding the teachers’ perspective in having your child, things to avoid with a child in your building, and priorities to keep in mind. From the teacher’s perspective: It’s important to acknowledge the natural stress teachers may have when they realize they have a principal’s kids in the class. Keeping this idea in mind means you protect both relationships. An important goal is to honor that relationship by presenting all your teachers in the best light to your child. Even when you are aware of situations that may require correction in your building, don’t gossip about teachers. Protect confidentiality. And teach your child to be the first advocate for himself or herself. Every child is unique, and parenting him or her through school requires wisdom, but be patient and work to protect and honor your child and his or her teachers. Things to avoid: Don’t use your position to try to change the trajectory of your child’s journey. He or she should be encouraged and supported but learn to engage in activities or interests that fit his or her personality, gifts, or interests.   Don’t make sweeping changes to your school based on one child (your child’s) experience. Schools are communities, and your child is one member of that community. Use his or her perspective to make you a better principal, but keep the big picture in mind by trying to see your school through the eyes of all students. Keeping the end in mind: What are your goals in parenting as a principal? Jen and I cover a few:  To be a strong parent – stay connected and step back at the same time. “I’m sorry” or “bummer” is an okay response when he or she is having a hard time.To raise a child who is self-sufficient, confident, and capable of problem solvingTo be an effective principal and to have people respect your workTo do right by all kids Another thought to keep in mind: When in doubt, ask, What would a great parent do? Let’s Wrap This Up Having a child in your school allows you to be both a parent and a principal at the same time, and both these roles are enormous privileges. You’ll never do either with perfection, but both roles can be improved when you allow that privilege to inform the way you lead at school and at home. Whether it’s in academics, activities, or in setting goals with your child, leading a school and parenting your own children in your school requires wisdom and perspective. But the rewards can also include rich experiences together. Now It’s Your Turn What are some other takeaways you would add to parenting as a principal? Think about ways to honor the teachers of your children. How can you provide them with the positive feedback you appreciated when you were in the classroom? Sign up for Free Ebook and Updates You can automatically receive new posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP155: Parenting as Principals – Do’s and Don’ts, Part 2 appeared first on Principal Matters.

Oklahoma has experienced its share of storms and severe weather this spring. Photo by Lonely Planet – Creative Commons No known copyright restrictions https://unsplash.com/@lonely_planet?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit The other day, our family was sitting in our storm closet as sirens were sounding at 6:30AM. Afterwards, I was driving my seventh-grade son, Jack, to school. As we approached the school, I began to predict how his principals would manage the morning. “Most likely, several teachers will be late because of the storms,” I said. “So, you’ll probably wait in the gym until staff have reported and then students will be sent to class.” “Dad,” he interrupted, “I have good principals. I think they’ll know what to do.” I started laughing. I realized at that moment I was parenting and being a principal at the same time. At that moment, he just needed me to be dad. As the father of four, I had the privilege of being the principal of my two oldest daughters. For my younger two children, I have been their dad but not their principal.  With my older two, I had to maneuver the landscape of both leading a school and being dad in their school.  Regardless if your children attend the school of which you are the principal, or they attend a different school, being the principal and a parent is a tricky balance.  Each person has a complicated balance with these two roles, so this will speak to different people in different ways. This week, Jen Schwanke, author and principal, co-hosts podcast episode 154 to discuss the dynamics of parenting from both the principal’s perspective and the child’s perspective: From the principal’s perspective, here are four questions to ask: What do you do when we see poor instructional decisions being made by your child’s teacher(s)?When do you to step in to advocate for your child?How do you balance the privilege and responsibilities of your leadership?Are you advocating for YOUR child or ALL children? (The wisdom is to know the difference between the two.) Just like every child you raise is different, the way you respond to the above questions is as complex as each child and situation. Be aware, be involved, and listen well so you have the most information possible for making a good decision. Things to avoid saying: Also, when speaking to your own children’s teachers, avoid saying comments that you HATE hearing from other parents: “My son would never do that.” “My daughter does not lie.” “My daughter does not lie.” “My child is gifted that’s why he’s bored.” “Can you please make an exception?” “I’m going to have to go higher up than you.” Here are some pro-active thoughts to keep in mind instead: When working with your child’s teachers, assume best intentions (always listen to both sides of the story).Attend meetings: whether it’s an open house or parent conference nights, be present and communicate that you’re wearing the “parent” hat.Communicate: Look at your school from the perspective of a parent and improve your communication accordingly. From your child’s perspective:  Helping your child navigate the role of being the “principal’s kid” means understanding your child’s individual development and personality traits.  Remember your child does not always want attention as the principal’s child. Your children will also never forget being the child of a principal. How can you make that as positive as possible?  Many children of principals listen to complaints from teachers and students who hope they’ll pass along the words to you. Some people will also perceive their success as “special treatment.” Jen shares a story of a principal’s child who received 504 texts asking if her dad would call a snow-day this winter. This requires coaching your child to recognize the unique experiences they may have. At the same time, children of principals may have information about upcoming classes, test schedules, or events that help them stay actively engaged in school. Take advantage of being close to the action to help your children make the most of their school experience. Let’s Wrap This Up Whether your child is in your school or a school being led by someone else, you and your child have unique challenges and experiences as well. Next week, we will continue this Parenting as Principals discussion by looking at the teacher’s perspective, things to avoid, and setting goals with your own children. Now It’s Your Turn What other suggestions would you add to the above do’s and don’ts for principals as parents? If you have a child in your school, ask him or her what is like to be the principal’s child. Listen and think about your child’s perspective as you navigate the tricky road of being both the parent and school leader. Sign-up for Free Ebook and Updates You can automatically receive new posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP154: Parenting as Principals – Do’s and Don’ts, Part 1 appeared first on Principal Matters.

When Principal Jen Schwanke was talking to one of her teachers about the importance of balance, her teacher asked an honest question. “Why should I do this when you don’t?”  Photo by Mpho Mojapelo – Creative Commons No known copyright restrictions https://unsplash.com/@mpho_mojapelo?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Jen realized then that she had been modeling bad habits for her teachers. For instance, when she sent emails to teachers at 10:00 PM, she was demonstrating that work was happening when her teachers should have been resting. All of us are guilty of not practicing or modeling the good habits of maintaining balance. And frankly, none of us will ever achieve perfect balance. But you can focus on areas of your life that need attention in order to keep those essential areas (your health, mindset, family, personal interests, etc.) of healthy and growing. This week, Jen Schwanke and I explore Part 2 of Maintaining Balance and Focusing on What Matters/ Self-Care. Jen Schwanke is the author of You’re the Principal. Now What? Strategies and Solutions for New School Leaders. She is also the Principal of Indian Run Elementary School in Dublin, Ohio. You can check out Part 1 here for last week’s 10 Tips on Maintaining Balance. Part 2: 10 (More) Tips for Maintaining Balance 1. Model what you expect.  Othersare looking at us for the expectation we set for ourselves. So when you ask teammates to plan ahead, be in the moment, and “work smarter, not harder,” you must consistently reflect on your own practices and adjust accordingly. 2. Learn when it’s time to walk away.  You can’t be everything to everyone, so don’t kill yourself trying. Yes, many situations and people will require investments of time, energy, and emotion. At the end of the day, however, you cannot control every outcome. Learn to accept that and turn your focus back to those areas where you can make a difference. 3. Recognize seasons.  Certain times of year and seasons of life affect the stress of life and school. Be aware of new marriages, strained relationships, teachers as new parents, or those caring for aging adults. Just as school has seasons, so does life. So let others be vulnerable and honest about the seasons they are facing, and give them (and yourself) grace and support during the harder times. 4. Get help when you need it.  One of Jen’s administrator friends relates a story about how hiring a cleaning lady completely relieved her of the stress of housework at a time when she was trying to manage too much. Sometimes you need to be willing to ask for help or seek therapy to talk through anxieties. Tuck in your cape and don’t pretend to be a superhero.  5. Accept you are not always in control of your time.  Yes, we can set priorities, but accepting the ebbs and flows of school and life will help you maintain poise when situations happen that detour of time and attention. Part of the challenge (and joy) of school leadership is the unpredictability of leading school communities. So embrace it. 6. Acknowledge when others need a break. At times, your teachers need you to simply acknowledge they are overwhelmed. Perhaps you need to cancel a scheduled meeting to give them some time for other tasks. When it comes to assign tasks, duties, or initiatives, ask yourself what can be “taken off their plate” before “adding more to their plates.” 7. Use free time you are given when you need it. Time is something you will never get back. Use your personal days, vacation days, etc. — and when you are sick, let yourself be sick. When you find moments of freedom (especially vacations), stop working and focus on those other areas and people who deserve your attention. A good friend of mine lost his wife to a rare disease. He told me that their vacations are now some of his fondest memories. In fact, he told me, to protect those times now because you never know when you may not have the opportunity to enjoy them again. 8. Make a calendar and use it flexibly. Use your calendar to prioritize and schedule what matters. This allows you to say “no” to some good but optional requests. And then remember that a calendar is a guide, not a commandment. Remain flexible and accept some events need to be rescheduled, rearranged, or cancelled. 9. Use your team. You have talented team members who can help fill in when you need them, and you can fill in when someone needs you.  10. Consider the ups and downs. As a school leader, one day you’re a hero, the next moment the enemy. This reality check will keep you humble and help you maintain perspective. Just like NBA superstars make mistakes, accountability and hard knocks help us remember our humanity and need for growth.  Let’s Wrap This Up A few weeks ago, I had an eye infection, and my doctor suggested washing my face and eyes with baby soap. When I did, the smell of that soap brought back so many memories of when my children were babies. I sat down and wrote an email to my oldest daughter as way to write down those memories and to reconnect with a relationship that matters. If you want to hear it, you can listen to me read that letter at the end of this week’s podcast. Now It’s Your Turn What is one action you can take today to reconnect with an area of your life that may need attention? Just take five minutes to focus on that area. As you wrap up this semester, remember your school community deserves the kind of respect, attention, and excellence you gave them during the first days of school. And you deserve that kind of treatment too. Stay strong, and thanks for doing what matters! Sign-Up For Free Updates and Ebook You can automatically receive new posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP153: Maintaining Balance and Focusing on What Matters, Part 2 appeared first on Principal Matters.

We just celebrated Mother’s Day. This time of year is a good reminder that our families play such an important role in our lives outside of school. Photo by Bruno Nascimento – Creative Commons No known copyright restrictions https://unsplash.com/@bruno_nascimento?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit No matter how many principals I visit, one conversation comes up often: how to maintain balance and stay focused on what matters even while leading a school. Although I think it is naïve to believe you can achieve perfect balance, I do believe you can take time to reflect and focus on important areas of your life – other than just your leadership – that lead to healthier self-growth and stronger care for others. This week, co-host Jen Schwanke and I jump into a conversation on maintaining balance. School leadership is something you do with your heart, not just your mind. When you pour your heart out at school, how can you also have heart left for caring for your family, your health, and other life priorities? The answers are not easy, but just paying attention to your need for self-care is the first step. As you reflect, remember you’re not alone. People in all professions face struggles in keeping healthy priorities, but principals are often like first-responders: managing situations that are often intense and emotionally draining. Consider these 10 tips for self-care we discuss in this week’s podcast episode (next week, we’ll cover even more): 10 Tips for Reflecting on Your Own Self-Care Put family first. Whatever your family looks like, make sure the ones you love don’t only get the “leftovers” of your time and attention. Give them priority with your time and attention because they are the ones who need to be there when work no longer exits.Stay connected to colleagues. Even if you are often working alone as a principal, you can still avoid loneliness but staying connected to others. Find what supports and uplifts you in your work, and take time for that connection. Maybe that means getting out of the office to spend more time in classrooms. Perhaps it’s taking a few minutes to eat lunch with others and stop eating while reading emails. You need others.Exercise. Your body was made to move, not just consume energy-drinks. Yes, staying active is a commitment, but when you take time to exercise, you will actually find more energy, not less, for your work.Drink coffee. Ok, this is my own personal indulgence. Whether it’s tea, coffee, or a smoothie, little rewards are okay and can boost your day and help provide boosts of energy. Plus, my wife tells me I’m a better husband and dad when I’m caffeinated!Find activities outside of school you enjoy. A few weeks ago, I met Principal Ian White at Freeport Intermediate who is building his own paddle board after school. I love podcasting, which is something I did while leading a school because it gave me a creative outlet for sharing about my school’s success. Whatever it is you love to do, find time to enjoy those activities too. Balance technology. Learn to turn off technology and have face-to-face conversations, or go for a walk. Or use technology in a healthy way rather than a way that depletes your energy.Don’t eat like you work in a school. In other words, commit to good nutrition. Yes, your grandmother was correct: healthy food and lots of water makes you feel better.Sleep. It is not weakness to rest. And research has confirmed this. You need good sleep for your overall health and peace-of-mind.Make regularly scheduled sacred time. Whether that is a Sabbath rest, a designated time for something you love, or a vacation-time with your family – protect these sacred times to not do work and recharge your batteries.Give yourself grace. No matter what season you are in, you may feel overwhelmed by the ups and downs of your leadership. So, give yourself a break. Accept you won’t manage life perfectly. So start each day fresh and give yourself the kind of grace you should afford others who are managing lots of responsibilities.  Let’s Wrap This Up For those of you finishing up the school year, this time of year may be the worst time to think about self-care. But as you look at your day, week, and the weeks ahead, remember that taking care of your mental, physical, social, or even spiritual growth will give you more strength for caring for others. In the end, give yourself grace, and keep growing – you deserve good self-care and so do the people whom you serve. Now It’s Your Turn In next week’s podcast episode, Jen and I will touch on several other reminders for protecting your own health. What is one action you can take today to focus on something you love that can help your own self-care? What is a something that brings you joy? Take time today to invest in that part of your life. Stay strong as you wrap up this season of your school year! Sign-Up For Free Updates and Ebook You can automatically receive new posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP152: Maintaining Balance and Staying Focused on What Matters appeared first on Principal Matters.

Several weeks ago, I had the privilege of visiting Norman High School, in Norman, Oklahoma. Photo by Ian Schneider – Creative Commons No known copyright restrictions https://unsplash.com/@goian?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Dr. Scott Beck was recently named Oklahoma’s High School Principal of the Year, and I wanted to touch-base with him and tour his school. From the moment I entered the building until I left, I was impressed – not just with Scott’s leadership and connection with students, teachers, and team members, but also at the quality and professionalism of his team. We walked hallways, observed classes, and visited with busy office staff. Office workers, counselors, librarians, teachers, teacher’s aids, and assistant principals – all of these team members were busy serving students, parents or colleagues. Parents were being treated with professionalism. Students were given ownership over their learning in classrooms. And Dr. Beck was demonstrating the same kind of excellence that I saw in his teachers and staff. Why is hiring such an important part of your responsibility as a principal? First and foremost: because the students, teachers, and community members deserve high quality education experiences like the ones Scott’s school enjoys. 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 co-host Jen Schwanke, author and principal, and I share in this week’s podcast episode, there are several important ideas to keep in mind: 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. Once you have hired a quality educator, here are some important tips for keeping them on the 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 When I walked Norman High School with Dr. Scott Beck’s school, it was obvious Scott loves his school — I could tell by the way he interacts with teachers and students. It is also obvious that with his many years in the building, he has built a team of others who share and promote similar values for caring for and educating students. Long after he leaves or retires, his future students will continue benefiting from his commitment as well as the dedication of his teachers and staff. 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? Dr. Scott Beck with his amazing students at Norman High School, Norman, Oklahoma. The post PMP151: Hiring & Retaining High Quality Teachers, Part 2 appeared first on Principal Matters.

Recently, 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 reflects 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 podcast 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 negative How 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? Next week, we’ll cover Part 2 of this conversation, including more takeaways as well as ways to retain high quality teachers once you’ve hired them. Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:150 Hiring High Quality Educators, Part 1 appeared first on Principal Matters.

A few years ago, I sat across my desk from a student whose father had abandoned him and left the state. Photo by Rémi Walle – Creative Commons No known copyright restrictions https://unsplash.com/@walre037?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit A family in our community had taken in the young man, and our school had been in contact with the Department of Human Services on what to do next. That morning I had been watching a video by Josh Shipp called One Caring Adult. On a whim, I asked the student if he would watch the video on my computer with me. In his story, Josh Shipp shared his own story of abandonment, foster-care, abuse, and eventually finding stability and hope. His story was a powerful reminder of how one caring adult can change the life of a young person. After watching the video-clip, I asked the young man if he’d ever had one caring adult on whom he could depend. He said, “Yes, my adopted mom who lives out-of-state. But I left because I didn’t want to follow her rules, and I don’t know if she’d have me back.” After several calls and other conversations, his adopted mom arranged a flight for him, and he flew back to her home to start the next chapter in his life. Josh Shipp has a powerful story that inspires educators and students alike. Earlier this year, Josh spoke at the Oklahoma Middle Level Educators Association annual conference. Later, I was able to sit down with him for an interview. You can listen to our podcast interview or watch the video of our conversation. Who is Josh Shipp? Josh is a best-selling author, global youth empowerment expert, and acclaimed speaker. A former at-risk foster kid turned youth advocate, he is known for his documentary TV series Teen Trouble on A&E, that followed his groundbreaking work with teens. Josh has spoken at universities such as Harvard, Stanford, MIT & UCLA. He is a recognized teen expert for media outlets such as MTV, CNN, FOX, The New York Times, ABC 20/20, & Good Morning America. He’s worked with groups of parents, educators & mental health professionals plus has spoken to more than TWO Million teens and parents live. His ultimate goal is to help as many young people as possible. He trains other speakers through Youth Speaker University and his online mentoring program One Caring Adult has a world-wide reach. Questions for Josh In this interview, Josh answers the following questions: 1. Can you share some of your own story with us, and why you are dedicated to reaching today’s youth? Josh shares about the influence of a foster parent named Rodney, an educator from Yukon, Oklahoma, who provided him with unexpected stability, firmness and fairness. After being arrested for writing hot checks, Josh has an important conversation with Rodney who tell him: “We don’t see you as a problem, we see you as an opportunity.” As Josh shared, “Every kid is one caring adult away from being a success story.” 2. Can you share one or two strategies on ways to have conversations with youth about uncomfortable topics? Some strategies that Josh uses when working through difficult conversations include: A. Be vulnerable. Vulnerability leads to vulnerability. Just like you catch a ball when it’s thrown your way, when you go first in taking risk, students will often reciprocate the appropriate vulnerability you model. With a half million foster kids in the U.S., Josh believed he was the only one. As he has learned to see life from the perspective of others, he has also learned that we must operate from the position of “Heal the wound, reveal the scar.” B. Give them a sense of control. When talking to a young person about a difficult topic, name the topic. Don’t avoid the obvious. Address the elephant in the room by saying, “I need to ask you about ____________.” Then give them a mile-marker. Let them know how long the conversation will last so they understand the controls involved. Also, with boys, Josh suggests side-to-side conversations that feel less threatening. 3. What are some lessons you’ve learned about building teams or training others that may be helpful for school leaders? Josh also builds and trains teams of motivational speakers on issues affecting students. As he has built teams, he shares three takeaways that have benefited his organization: A. Simulate inevitable challenges. If you can give someone a task that involves problem solving or reveals their ability to manage inconvenience or flexibility, you can see how they will handle tasks as responsibility increases. “With more responsibility, the air gets thinner.” Practicing scenarios with team members helps identify where they need to grow before stepping into the real situation. B. Use Focus Groups. When testing communication, outreach, or a new lesson or resource, Josh will often share it out with twenty members of his work community. He will ask three simple questions: 1. What was most helpful? 2. What was unclear? 3. What did I just ask for you to do? C. Keep Mental Focus. Josh asks his tem to always assess with the question: How can this be 10% better? Always focus on growth and improvement so your service and influence becomes better, not stagnant. 4. What is one parting piece of advice, and how can listeners stay connected with you? Josh’s parting piece of advice is: “Wishful thinking is not a strategy.” You must be willing to take bold, decisive action on your ideas if you want to move forward in helping others. If you want to connect with Josh and all his resources, including his menu of speakers he has trained in presentations to youth and educators, you can find out more about him at www.onecaringadult.com. Let’s Wrap This Up I do not know the end of the story of the young man who flew back home to his adopted mom, but I do know he was inspired by someone who had been through similar challenges. As a school leader, you also work with many young people who need someone to believe in them. Don’t forget the power of simply being someone willing to mentor or guide others. Now It’s Your Turn What is one action you can take today to encourage the student or teachers in your school to see themselves as opportunities? How can you turn good intentions into a positive and powerful actions today? Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMPEncore109: The Power of One Caring Adult with Josh Shipp appeared first on Principal Matters.

Spring time is here, and the landscape is green with new growth. Ironically, my wife told me that by the spring of each school year, she has decided that our marriage is falling apart, our kids all need counseling, and we have chosen to the wrong places to live, work, etc.   Photo by Daniel Hjalmarsson – Creative Commons No known copyright restrictions https://unsplash.com/@artic_studios?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit In other words, she has finally realized that this time of school year is often the most stressful time. Thankfully, by summer break, life seems more balanced again. This may be no surprise for you. Right now, you may be busy with testing, sports, activities, and planning for assemblies or graduations this time of year. Along with stress, we often see an increase in conflicts, and even with conflicts among our teachers, parents, or other community members. Last week, Jen Schwanke, and I hosted an episode dedicated to managing difficult conversations with adults. You can check out that post HERE. This week, we recorded a follow-up episode to talk more about this important part of your job. 10 Reflections for Managing Adult Conflict Whether you are managing conflicts with parents, teachers, or other adults, here are some thoughts to keep in mind: 1. Recognize your own bias. Believe it or not, sometimes you don’t clearly see a conflict because of your own biases. This may be the way you perceive others or even behaviors or words that “set you off” in conversations. You may unknowingly have “favorites” among your staff, and this can also make it difficult to stay objective. Recognize these realities, and then approach each conflict with an openness toward understanding and finding solutions. 2. Be open to listening (on your timeline when possible). People want to know they are understood. So the first step to resolving conflict is validating the need for others to be heard. This doesn’t mean, however, that you cannot set boundaries. On the contrary, you want to invite people to talk when it can be most productive and with limits on time. This creates a sense of control for all involved. 3. When meeting in person, be aware of body language. Don’t cross your arms or clench your fists. Keep an open posture and engage with good eye-to-eye contact. These small gestures go a long way in assuring the other person that you are open to listening and don’t feel threatened by their conversation. Of course, if you have a person who is escalating or becoming aggressive, you want to set the ground rules for a good conversation and have back up plans for those especially tricky scenarios. 4. Think about the physical environment. Your office should be a professional setting where others feel welcome and respect that you are someone demonstrating competence, not chaos. Most people don’t like “going to the principal’s office,” so keep that in mind so that yours is a welcoming place. Others should feel like a guest, not an intruder, when meeting with you. 5. Don’t let your ego get in the way. The goal in conflict resolution is finding solutions, not being right or wrong. Don’t let your pride become a stumbling block for active listening and service to others. 6. Keep the others’ perspectives in mind. This happens in many ways: You will want to articulate what you know about their feelings. Take notes on what is being said. Repeat back what you hear others saying. And provide ideas on solutions in line with your normal policies and practices. With adult conflicts, you may simply need to provide a safe place for people to express their thoughts and feelings, even if there is not a final solution that works for everyone. 7. Be an ally. Don’t fall into the trap of taking sides. The goal is to help others find solutions. When is the last time someone offered you criticism with goal of helping you grow and improve? That should be the attitude you have when helping resolve conflict. 8. Identify tactics and keep the conversation focused. People will try all kinds of strategies to keep from talking about what really matters. Don’t allow tears, fears, anger, silence or blaming to push you away from the goal at hand. If possible, take notes when you are in a difficult conversation. This makes you an active listener and serves as good documentation. Don’t be afraid to say, “I feel like we’re getting off topic. Let’s talk about the goal we are trying to reach.” 9. Articulate an end time. If possible, set a time limit on conversations. This provides and goal for the meeting and gives participants a sense of control, which is important for everyone involved. 10. Know your exit strategy, have backup, and know when to ask for help. Whether you stand up when a meeting is over, or have your secretary call-in to remind you of your next appointment, plan ahead of time for how to wrap up a meeting. If you’re anticipating a meeting may escalate in emotion, have someone else in the room, leave the door open, or have another staff person standing by just in case you need a witness or extra support. Let’s Wrap This Up The goal of managing conflicts with other adults is to help find a solution so that students and the entire school community are better served. No matter how much agreement or disagreement happens in a difficult conversation, end with a personal touch. This may involve shaking hands and thanking them for talking together. Later, consider following up later with a phone call or text to make sure the person(s) you talk to know that you value them and their time — even you don’t agree on the final solution. Now It’s Your Turn No amount of preparation guarantees a positive outcome, but you can improve your ability to resolve conflicts, manage disagreements, and reach solutions. What is one new step you can begin taking when mediating or managing conflicts among adults in your school? Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:149 Managing Adult Conflicts, Part 2 appeared first on Principal Matters.

One of the biggest surprises for school new school leaders may be the conflicts that arise with adults. Photo by Nik MacMillan – Creative Commons No known copyright restrictions https://unsplash.com/@nikarthur?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Whether you are encountering conflicts with parents, colleagues or community members, these situations can be difficult to manage. Even experienced principals will tell you that managing conflicts is one of their most challenging but important responsibilities. In this week’s episode, author Jen Schwanke and I discuss the “why’s” and the “how’s” in managing adult conflicts — many of the ideas she shares in her book, You’re the Principal, Now What! Strategies and Solutions for New School Leaders. The “why’s” of managing adult conflict First of all, let’s talk about the motivations adults have when bringing conflicts to the principal’s office. As you are encountering scenarios, keep these ideas in mind: People really do care about students and issues. Just as you care deeply about students, so do other adults. Assuming best intentions is a better place to start than assuming the worst. People want to be heard and understood. Always seek to understand first before being understood. People often need to feel heard before being offered a solution. People need mediators to help keep the focus on what is important. You often have the 1,000 foot view of your school because you have the responsibility to keep the big picture in mind. This places you in an important role as a referee and mediator. It’s never “done.” There is always another coming… Dealing with conflict often means embracing that part of your work that is unpleasant. It will continue to be a role you play, so learn the skills and patience to become better — even while understanding you’ll never be perfect at conflict resolution. There’s no measure of success. Sometimes everyone leaves unhappy. Even if you cannot help others reach a solution they like, you can still be a strong listener and advocate for what is right. In the end, the goal is not happiness, it is reasonable and wise guidance. We are “evaluated” by how well we help other people solve problems. Like it or not, your ability to manage and resolve conflict helps the entire school community and district in its service. Learning to do this well also helps you make the jobs of your superintendent or supervisors a lot easier. The first-steps in managing adult conflicts Principals manage a lot of discipline scenarios, and some adult conversations can turn ugly. Here are some general ideas for managing tough conversations: Know your district’s policies and procedures. When relying on the guidelines provided by your district, you have a measuring stick that is often objective and will be supported by your upper administration (in the best case scenarios). Either way, it is essential to let your policies be the primary guidance for consistency in decision making and mediation. Keep your cool. It may be hard to keep your own emotions in check, but in order to provide objective feedback, it is a must. Your ability to gauge the emotions in a room and provide clear, calm responses will often help guide the outcomes. Meet in person. When possible, it is best to meet face-to-face with someone who is upset, angry, or emotional. You will rarely resolve conflicts through texts or emails. People tend to be less defensive or volatile when face-to-face, and scheduling a meeting offers some time to collect your thoughts and calm emotions. Filter out gossip vs. truth. Yes, people will often try to find ways around policies and procedures by diverting the topic to gossip, exaggerations, half-truths or lies. Stick to the facts. Show empathy but be discerning for what is truthful. This also means understanding both sides of an issue before making a decision. Take responsibility/apologize when it is warranted. It’s okay to say “I’m sorry” to a parent or other adult when you need to validate their emotions. Remember the pressure the other party is feeling. It takes time and courage to reach out with concerns, so be aware of the pressures others feel, acknowledge their stress, and try not to take complaints personally. Let’s Wrap This Up All of these steps happen after you’ve established with others that you care and are willing to listen. You will never perfectly manage conflicts, but you can help guide others through tricky or difficult situations by staying objective, relying on strong policies, keeping your cool, and trying to see others’ perspectives. In the end, we all have room to grow when it comes to mediating tough conversations. Now It’s Your Turn What is a step you can take to practice active listening when others bring you concerns while also relying on strong policies and procedures to guide your decisions? In next week’s post, PMP:149, Jen and I will dive deeper into other practical steps and scenarios for managing and resolving conflicts with adults. Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:148 The “Why’s” and “How’s” of Managing Adult Conflict appeared first on Principal Matters.