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

When I spotted the mud puddle, I thought it would be fun to jump it. The dirt road that ran along the edge of the field by our West Tennessee farmhouse was often traveled by trucks or tractors. And the ruts in the sandy, red dirt would fill with rain and create long stretches of rust-colored puddles. I was barefoot and seven years old. My brothers and sister were with me. “Watch this,” I said. And I ran and jumped. My feet landed in the thick mud and streaks of red clay splattered across my legs and shorts. They laughed. And soon, one by one, each of them tried it too. “I think you could paint with this mud,” my sister said. “Oh, yeah? I bet it would look good painted on you!” And the mud battle began. Fists full of Tennessee red clay were thrown and splattered. And we chased one another until my oldest brother said, “You know, in ancient times, people would bathe in mud as a way to treat their skin.” He slowly began smearing it on his arms, his neck, his face, his legs. We followed suit. And before long, we were covered from head to toes in the red earth. How Play Encourages Innovation I was thinking back to this moment after reading the first two chapters of Tony Wagner’s Creating Innovators: The Making of Young People Who Will Change the World. Wagner makes a persuasive argument that without creativity, people lack the ideas, initiative, and motivation for extraordinary achievements. In the book, he looks at the lives of some the most successful people in industry, science, or the arts — people who seem to possess qualities that motivate them to do extraordinary things for rewards greater than pay or recognition. These are people who are motivated by the wonder and joy of learning. In all the attributes Wagner identifies among these most creative and innovative minds, one trait stands out among them: play. Play Influences Student Learning Play isn’t just good for our mental health. It also provides contexts that encourage creativity, teamwork, and a sense of accomplishment. And it’s not just something that motivates small children. People of all ages find motivation by engaging in play. Take this description of the long-standing tradition of pranks at MIT that Tony Wagner explains: ”Joost Bonsen, who is an alumnus of the Massachusetts Institute of Technology and currently serves as a lecturer in the world-famous MIT Media Lab, talked about the importance of the famous tradition of pranks at the university. ‘Being innovative is central to being human.’ Bonsen told me. ‘We’re curious and playful animals, until it’s pounded out of us. Look at the tradition of pranks here at MIT. What did it take to put a police car on a dome that was fifteen stories high [one of most famous MIT student pranks], with a locked trapdoor being the only access? It was an incredible engineering feat. To pull that off was a systems problem, and it took tremendous leadership and teamwork. ‘Pranks reinforce the cultural ethos of creative joy.’ Joost added. ‘Getting something done in a short period of time with no budget, and challenging circumstances. It’s glorious and epic. They didn’t ask for permission. Not even forgiveness.’ [Wagner concludes:] These students were playing — just doing something for the fun of it. Play, then, is part of our human nature and an intrinsic motivation” (Creating Innovators). Why are we not playing more? You would think that play is something all children enjoy, but in a world that prizes protection and safety, many of our kids are missing out on the freedom and space they need to experience play. They are also experiencing increased stress and anxiety. In Tim Elmore’s ebook Help Teens Manage Stress & Anxiety, he discusses how these trends are playing out in surveys with college students: Elmore shares the results of a report from the American College Health Association, which gives these sobering statistics about university students: ●  94% said the top word they use to describe their life is ‘overwhelmed.’●  44% said it was difficult to even function.●  Nearly one in ten had thought about suicide in the last year. When Elmore offers a number of responses to the growing anxiety among youth, guess what was one his many suggestions? Play.Elmore adds, ”Even technology wizards—perhaps especially tech wizards—know the secret of living well is to get off a screen for the better part of a day. Play. Go outside. Be with people face to face. Talk. Listen. Run. Walk. Tumble. Skin your knee.”(Elmore, page 36) Teachers of Innovation If our schools are to be places that allow for creativity, innovation and exploration, then how do we encourage elements of discovery, competition and wonder? Don Wettrick is an educator who authentically engage students in active innovation. He is also a podcaster, presenter and innovator in his own projects. And his Started Up Innovation website is chock-full of interviews, ideas, and products that help teachers and students practice innovation, entrepreneurship, and technology-rich learning experiences. Don is not alone. He is part of a growing number of educators who coach students in projects where they develop real-life scenarios for solving problems or creating products. They connect students with top innovators and business leaders through virtual meet-ups. And then they provide students with the direction, access, resources and collaboration for turning their ideas into tools, websites, businesses or movements. You may be aware of other innovative approaches like this with schools using Genius Hours, STEM labs, and Makerspaces that involve real-life application. Play in Your Leadership As a classroom teacher, I enjoyed learning. When my Language Arts students read plays or short stories, I read along with them — often I took parts as well so using bad British accents or a deep Southern drawl. But we also wrote our own stories. And as we did, we learned together, shared them with one another, and celebrate the moments. If I was in the classroom today, I would also encourage publishing through podcasts, blogs or Youtube channels. When I became a school administrator, for the first few years, I felt the creativity inside of me dying. I was so overwhelmed with school management, I was quickly losing the joy in my work. But over time, I began to rediscover the joys of school: engaging with students and teachers while they learned, including them in building communications from our school, asking them for feedback on ways we could improve. Slowly, I began to find ways to embed “playing” as a part of leadership. Creativity is a mindset, and you can be intentional with embedding play into your practices. 7 Ways for Ed Leaders to keep a playful mindset Here are seven quick suggestions for keeping a mindset of playfulness: 1. Turn problem solving into puzzle solving. Don’t look at every problem as a distraction from work that needs to be done. Look at solving challenges as finding better ways to enjoy learning. Every day you face situations where others ask for your input, or you encounter scenarios you’ve never had to manage before. As you do, you can learn to find energy and joy in collaborating with others for innovative solutions. Last year, for instance, when we decided to implement a new remediation schedule, I knew I could not pull the task off by myself. We solicited input from a team of teacher advisors, and my admin assistants took the lead with this group. They created sample schedules that we beta-tested a semester in advance of implementation. Even though I switched roles at the end of the year, I visited during remediation to see the schedules and plans in action. The final solution did not come top-down; it came through sharing the problem solving with a team of others who saw it as a puzzle to be solved. 2. Make it a goal to build up when you find things seem to fall apart. Whenever you encounter failure in a student or team member, remember you’ve failed before too. This mindset keeps you engaged with helping to turn disappointments into stepping stones. Difficult moments can often derail us from important tasks. But here’s a secret for not being upset or angry when disappointed: Embrace the moment as best you can. See these critical moments as ways to make something better in the end. Your attitude even in the worst moments goes along for setting the tone or atmosphere for others to emulate. And a positive outlook makes hard situations easier to bear. 3. Stay mindful as you observe and interact with learning. When you are busy, it is easy to miss what is right in front of you or fail to show gratitude and perspective. Keep your eyes and ears open for the expressions, actions, emotions, and conversations of those around you. Take time to make eye contact. Ask yourself if you really understand what is happening and whether you may be missing something obvious that others see. Look for opportunities to show gratitude to others. This kind of mindset allows you to recognize the small moments that collectively create the big outcomes for your school. 4. Connect and laugh with teammates and students. Isolation is the enemy of excellence, and you cannot risk missing out on the most important assets in your building: people. Take time to listen to the wins and losses of those around you. Celebrate the victories you see in instruction, activities, and sports. And take time to find the joy and humor in the small moments of the day. One time a high school student brought me a Barbie Valentine card with a sticker I could wear on my shirt. We had a lot of good laughs that day as I wore that around school. Have fun together. Life is too short to not take time to laugh at yourself and enjoy others. 5. Engage in creative projects with students or teachers. Your teachers and students have some amazing ideas. Let them create and share ideas from their own experience or classrooms. Capture learning moments via videos to share with others. Travel with teachers and students on field trips. Don’t just watch learning. Engage in the learning moments. It will make observations and evaluations much more fun. 6. Develop your own passion projects. I began blogging and podcasting while leading a school. It took time outside of the school day, but I found a lot of joy in sharing the experiences of what was happening in my school experience. I also love to write and play music. So, I engage in that hobby too. Working on passion projects not only keeps you innovative but it also influenced the work you do with others. You are more inspiring when you are inspired. 7. Stop taking yourself so seriously. You may be prone to being highly driven which is normal for school leaders. But being excellent should not make you obnoxious. Remember the bigger picture: most problems are small ones, most challenges are temporary, and most obstacles can be overcome. When you can’t conquer a problem or win a battle, give yourself space and grace. And remember to celebrate. Your teachers and students need to know that high expectations don’t mean you expect perfection. And they’ll love you more when you stop trying to be perfect yourself. Let’s Wrap This Up I can still remember when my mother stepped away from the flower bed in our yard as she saw her mud-covered children coming up from the field road. She stood with hands on her hips, but she didn’t scold us. Instead she smiled and told us to head to the creek to wash off before bringing our clothes to the water hose for rinsing. As we made our way to the water, I could feel the mud’s texture drying. I rubbed at some of the dirt, and it crumbled away into clouds of reddish dust. I looked at my siblings as we started washing. We were a motley crew— the whites of our eyes and teeth standing out against the muddy smears. We were a mess, but soon we were rinsed and heading home. Part of the joy and adventure of childhood is being able to make those most of messy moments. As you think about this school year, give yourself and your school permission to try, to fail, and to play. Encourage creativity. Celebrate the moments when learning takes place. And while you’re at it, think about how to keep your own creativity alive too. When you do, you may get your hands muddy along the way, but it is so worth it to maintain the joy of learning. Now It’s Your Turn How can you encourage playfulness in your students and teachers? What is one way you can recognize creativity in your students and teachers? How can you celebrate moments of discovery and innovation? What projects can you commit to this year that encourage your own love of learning? Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:121 The Power of Play – 7 Tips for Education Leaders appeared first on Principal Matters.

How are you anticipating the start of a new school year? This week I wanted to share some thoughts from a previous post as reminders for your new school year: Predicting Your School Climate Sometimes my left elbow aches. I have a scar there from when I broke it falling from a horse almost twenty years ago. When it starts hurting, I can usually be certain the weather will turn stormy. My aching elbow reminds me of another story. When I was a boy, I often helped on my Granddad’s family farm. His brother was my Uncle Jimmy. One day Uncle Jimmy and I were driving in his pick-up truck. The windows were down, and I was hanging my arm out of it and playing in the breeze as we rumbled down the gravel roadway. As we passed a nearby pond, the cattle were gathering around for watering, and two calves were prancing about the field, butting heads and chasing one another. Uncle Jimmy pulled the truck to a stop and nodded that direction.“See those calves?” he asked.“Yes sir.”“There’s a storm coming.”“What do you mean?” I asked. The skies were blue, the weather warm. (This was long before the days of GPS or Smart-phones.) “Whenever you see calves acting like that, you can be sure there’s bad weather on the way.” I didn’t argue or ask anymore questions. He put the truck back in drive, and we went onto the next job in quiet thought. The next morning I woke up to the crash of lightening and the rumble of a thunderstorm. Uncle Jimmy had spent all his life on the farm, and it should have been no surprise that he could predict the weather by watching the behavior of his cattle. Predicting School Climate Sometimes I like to remind myself that the ups and downs of a school climate are often predictable. Obviously, plenty of unpredictables happen too, but there are “seasons” we face each year that shouldn’t take us by surprise. One of the those seasons is summer hiring. Another is the start of school. As you approach the start of school, you can expect that teachers, students, and parents will want answers to the following questions: What is my schedule? What can I expect each day? What are the ground-rules in school-wide and in my classes? It seems so simple in concept, but sometimes we forget to keep an eye out for the cues of what is coming next. For instance, from the principal’s office, start of school means tasks like: Updating/printing faculty handbooks and duty rosters Communicating with teachers dates of new teacher training and professional development Updating websites and media outlets with dates for schedule pick-up, freshman orientation, and start of school And as we approach day one, the anticipation, nervous energy, dread, and excitement all mix together for the rush we call beginning the school year. Helpful Start-of-School Questions Whatever season you are preparing to face, don’t forget to take time to study your landscape. One way to be prepare is by relying on those who have been down the road ahead of you. For teachers, I like to recommend, Harry Wong’s First Days Of School for a great reminder on the processes, procedures, and ground-rules students need and expect day one of school. In it, he outlines the essentials for establishing, organizing, and implementing good routines and procedures for students. I call it “teaching with both sides of your brain” or “teaching with one hand while managing with the other.” Harry Wong likes to remind teachers of seven things students will want to know on the first day of school: Am I in the right room? Where am I supposed to sit? Who is the teacher as a person? Will the teacher treat me as a human being? What are the rules in this classroom? What will I be doing this year? How will I be graded? The same common-sense approach works for all areas of school. The routines we create help set the tone and safe-environment students and adults both need to see learning flourish. Ten years ago, when I took my first position as an assistant principal, my superintendent at the time had also been a longtime veteran elementary teacher. When I asked her for advice on school leadership, her response was practical but very wise. She said, “Think of every setting–whether you are with children or adults–as a classroom.” In other words, adults are no different than students when it comes to the need to know what to expect. With that in mind, here are seven questions we should anticipate our teachers, staff or students will have before the first days of school: What is my schedule? What extra duties, assignments or activities might I expect? Who is my administrator as a person? Will he/she treat me as a human being? What are the expectations, procedures, policies in our school? What am I expected to accomplish this year? How will I be evaluated, mentored, graded or coached? Whether it is in the classroom or school-wide, all of us thrive on routine. That is why we learn schedules, establish arriving/departing routines, create calendars in advance, provide observation/evaluation instruments in advance, and maintain and consistently support policies and procedures. Otherwise, the alternative is chaos. And chaos is not fertile ground for learning or teaching. How do you answer these questions for your teams? Just like we would for students: Keep it simple. Use both sides of your brain. Instruct and manage. Run your school or organization like a good classroom. Ask yourself what are the qualities, routines, and preparation of your favorite and most effective teachers? Let’s Wrap This Up Sometimes when we get overwhelmed with the seemingly endless list of to-do’s that come with school life, we have to think back to simple lessons like the ones I have learned from my elbow and Uncle Jimmy. You can’t stop the weather that’s coming, but you can look ahead, stay alert, and be prepared. When the next season comes, you can trust God for what you can’t control and weather the sunshine or the storms ahead with confidence. Because it takes both sunshine and rain to produce a good harvest. Now It’s Your Turn How are you anticipating your student and teacher questions ahead of time? What are some additional  ‘start of the school year’ routines or resources that you plan to use this year?Here’s wishing you a great week, and thanks again for doing what matters! Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:Encore06 – Essential Questions for a New School Year (& Predicting the Weather) appeared first on Principal Matters.

A few weeks ago, I was on an airplane with my oldest daughter, Emily, who just finished her first year of college and is enjoying summer break. Being with her brings back a lot of memories. At the time, she was staring out the window into the landscape of clouds below while we flew to a conference together in Chicago. As I watched her, I recalled moments from her birth and growing up years. And I thought about how hard is to explain the kind of love you have for your children. I’m a father of four, and with each one, I have had such deep emotions that words fail to describe the feelings. When I held Emily in my arms for the first time, I remember the overwhelming affection I felt, and I thought, “I have no idea what I’m doing!” But I also thought, “I had no idea how deep a father’s love can be.” Thinking about a father’s love also helps me think about my spiritual growth. Your beliefs guide your thinking and life decisions. The bedrock of my beliefs about spirituality are communicated from my background and experience as a Christian –the belief in a Heavenly Father who cares deeply for His children. Although your experience and beliefs about God may differ from my own, I’d like you to consider some reasons why your spiritual growth matters: 4 Reasons Your Faith Matters 1. Faith provides a bedrock of assurance. We live in a world of uncertainty, and our students experience increased anxiety and stress because of the environments (both globally and locally) presenting risks and dangers we may not have faced at their ages. At the same time, human experience has always included risk. In every aspect of your life, you have to accept that there are some situations and experiences that are beyond your control. But when you are faced with more difficult scenarios – like counseling an abused child or struggling through the death of a loved one – no amount of self-talk replaces the kind of assurance that faith provides. Walking by faith does not mean pretending. Instead, it means placing your trust in something or someone that promises hope –a belief that our circumstances are ultimately under God’s control. This does not mean that I expect my students or teachers to share my faith. Instead, I can step into each day (whether the day is one of inspiration or crisis) knowing that I can step forward with courage and assurance. 2. Faith provides a measure of perspective. I think it is important to ask yourself the question of who are you ultimately trusting for the outcomes you hope to see in your work or life? Your ability to self-reflect and rely on others will provide you with growth and improved outcomes, but many of your outcomes have nothing to do with you. My grandfather was a farmer. I would ride the tractor with him as he planted corn or soybeans, and I noticed how hard he worked to till the soil, select good grain, apply fertilizer and plant in early spring and summer. But there were a number of elements he could not control. First, he planted outdoors, not in a greenhouse. So, he was unable to control the weather. Sunlight and water were not in his control. But most importantly, he had no power over the seeds. Yes, those seeds were helped by being surrounded with the right conditions, but sprouting and growth was never guaranteed. In the classroom or schoolhouse, you can place your students in the best conditions possible for personal or academic growth. But you also have to trust in the elements beyond your control. Frankly, some of you reading this have encountered others in your work or life whom seemed beyond help at times. As I’ve met with individuals who appeared to be in conditions beyond my reach, I’ve had to learn to trust in what I cannot see. Not every situation turns out exactly as you plan, but when you trust God for the ultimate outcome, you are practicing the same wisdom as a good farmer. 3. Faith provides a community of strong support. Over the years, I have managed a number of crises involving student illnesses or deaths. Some of them were unexpected circumstances like car accidents or murder, while others were the result of disease. When you face these moments, your students and teachers need to know they are in a place where they can be comforted. And communities of faith add an additional layer of support. Most schools provide students with access to counselors or therapists. For your students of faith, a clergy member may also know them through interactions in places of worship. Over the years, I have seen pastors, for instance, who provide places for school communities to hold candle-light ceremonies during a time of crisis – places to gather for community prayers. These experiences may not be ones all students or families participate in, but they provide powerful moments of support, encouragement, and healing for grieving loved ones. In addition, faith-communities can be powerful partners. Some of the best volunteers and supporters of schools come from faith-communities who are eager to see their local or community schools thriving and flourishing. And in my own experience, I do not know how I would survive the normal walks of life without others I gather with regularly for worship and community. 4. Faith provides healthy context for your leadership. Recently, I heard some great research from Scott Barry Kaufman, Professor at the University of Pennsylvania who spoke on the topic of Cultivating Grit from Within. In his talk, Kaufman explained research from Maslow’s hierarchy of needs, with some interesting new definitions Kaufman will be sharing in his newest book coming out in 2019. One of the areas Maslow explored in his hierarchy is self-actualization. But in his later writings, he talked more about transcendence, the highest level of human experience where people pursue something equivalent to reaching for the infinite. (You can see reference to Maslow’s later works here.) Kaufman’s reminded his listeners that ultimate learning experiences involve discovery, awe, and wonder – not just receiving information, but finding inspiration. As education leaders, how can we expect our teachers and students to tap into moments or inspiration and awe if we don’t value those experiences ourselves? Let me ask another important question: Why do you step into your school each morning? I do not believe it is because you want to simply earn a salary or because you love being in control. If so, you will seldom find long-term satisfaction or meaning in your work. I believe you step into your school each day because you want to be a part of creating the kind of community where students and teachers can be inspired to grow, learn, discover, and flourish. Faith provides a healthy context for this kind of perspective. Let’s Wrap This Up My daughter Emily was born 6 ½ weeks premature, a healthy 5 pounds, 11 ounces. She was hospitalized in a neo-natal intensive care unit while her lungs developed and we waited to bring her home. Neo-natal care specialists will tell you there is no safer place than a mother’s womb during pregnancy. But when a baby comes early, it is comforting to see the specialized care premature babies receive. During her first days, Emily was placed in a small crib and connected to leads that checked her heart-rate and blood pressure, and she was fed oxygen through small tubes that were inserted in her tiny nose. As the days continued, her lungs strengthened, and she was disconnected from the oxygen so that we could hold and help feed her. As wonderful and miraculous as neo-natal care is for premature babies, there was something those cribs, machines, and monitors could not provide. Nothing could replace the love that my wife and gave her. Whether it was stroking her little back with my forefinger while she slept, or watching my wife hold and feed her for the first time, we were radiating with a kind of affection that I believe worked as deeply on her as the medical treatment she received. What a joy it was to bring her home two and half weeks later. And what a joy it has been to watch her grow from a healthy baby into an amazing young woman. So often I hear educators talk about their work as a calling. I think it is more apt to say your life is a calling. When is the last time you paused to think about your own spiritual condition? Whenever you confront the realities of life: your relationships, work, or health — you will inevitably hit walls of discouragement, isolation or struggle. But when you think about how a heavenly Father offers an affection that touches you at the deepest core of your being, you can know you are never alone. You can have assurance for what is beyond your control, perspective for the journey ahead, support from others in a community of faith, and meaning that goes far beyond the moment you are in. When you do, you recognize the miracle involved and why faith matters. Now It’s Your Turn As you pause to reflect on the kind of motivation you need in your leadership, when is the last time you reflected on the eternal significance of your work? How can you take time to accept what is beyond your control by relying in faith for ultimate good to happen? How can you support others in their struggles or difficulties by pointing them to an assurance that is both present and eternal? Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:120 A Leader’s Spiritual Growth – Four Reasons Your Faith Matters appeared first on Principal Matters.

I’ve been on the road (and in planes) a lot the summer, and I have been thinking about issues and ideas I’ve been wanting to share with Principal Matters readers and listeners. This week I was on a long road trip when I was pondering some questions a listener had emailed my way. After stopping to gas up my car, I decided to plug my mic into my laptop and hit record. The result is this 30-minute episode of issues that have been on mind. No notes or accompanying blog post. Just straight talk. Here’s an outline of this week’s podcast episode: 3 Discussions for School Leaders 1. Optimizing Classroom Visits How are you able to optimize time in classrooms, both formally and informally? I share answers to these questions that a listener and principal from North Carolina emailed my way this week. 2. Discernment and Your Learning What does Donald Trump and your own education growth have in common? I share some candid thoughts on how you should guard remain vigilant in your thinking in light of times when opinions often trump truth. 3. Shout-outs and Why Your Messaging Matters Finally, I share some shout-outs to friends with whom I’ve connected with this summer and provide quick reminders on why your position as a school leader means your messaging matters now more than ever. Here’s wishing you a great summer, and thanks for doing what matters! ~ Will Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:Bonus03 – Answers to Listener Questions + Thoughts from the Road appeared first on Principal Matters.

When I was in college, I had my first experience in mountain climbing. I was traveling in Guatemala for a summer missions outreach when one morning, we woke up before dawn and rode a bus to the base of an active volcano. About twenty of us had decided to begin our climb in the dark so that we could summit the mountain at sunrise. The night before, our team leader had talked to us about the climb. He explained how difficult the terrain would be as well as the altitude changes. He encouraged us to find team members whom we could stay with on the hike. He cautioned us that climbing was just as much emotional as it was physical, and that we must be committed to finishing as the last 100 meters of the climb would be the hardest. This past week, I was talking to my wife about friendships. She had just been reading the book, Friendships Don’t Just Happen!: The Guide to Creating a Meaningful Circle of Girl Friends by Shantel Nelson. In the book, the author refers to a study released on friendship in 2008 by professors from four universities called the Social Support and the Perception of Geographical Slant in the Journal of Experimental Social Psychology. Participants in their studies were asked to estimate the incline of a hill in front of them. Over and over again, those who were accompanied by a friend (or even thought of a friend) estimated the hill to be less steep than participants we were alone. The researchers concluded that: “This research demonstrates that an interpersonal phenomenon, social support, can influence visual perception.” (You can find the report and abstract here.) It may seem common sense that the support or presence of a friend encourages or positively motivates us. But this study suggests that the presence of a friend actually changes your physical and emotional perceptions. Why Your Friendships Matter One of the biggest challenges I find in education leaders is the tendency we have to work in isolation. We may be surrounded by students or teachers all day, but it doesn’t mean that we have the interpersonal support or presence of other adults to help us navigate difficult moments. This is one reason why I believe so many school leaders struggle or burn out. The need for relationships, however, is one reason highly performing schools encourage professional learning communities – teams of educators who meet regularly and work interdependently to find shared solutions for student learning. You cannot do your best simply through self-reliance. I know I struggled with this in my early years of school administration: In my first year as an assistant principal, I would carry around a yellow note pad as I walked my school. When teachers or students stopped to talk, I would jot down any concerns or questions they had. Then I would spend time after school each day following up on any of these issues that needed to be addressed. In my mind, I was being the kind of principal I had always dreamed of having as a teacher: the person who could be available any time to find solutions, answer questions, or put out situational fires. What I didn’t realize was the misperception I had about leadership. I thought leadership meant being a kind of “super-man” who could single handedly manage the most difficult situations of a school so that teachers could teach and students could learn. Although I was responsible for the outcomes of the biggest challenges in my schools, I was missing out on an important truth: our biggest challenges in our schools are best solved together, not alone. Over the years, I began to realize that when I finally reached out to my colleagues and friends for feedback and support, I found better solutions. Let me give you another example. In my third year as an assistant principal, I was on a team of three high school administrators. One of my teammates was another assistant principal, Kerry Sitton. When I confided in Kerry my tendency to work late hours and miss mealtimes with my family, she began to hold me accountable. As she left each day in time to be home with her family, she would step into my office and say, “Okay, Will. Whatever you’re working on can wait. Your family needs you more than this school does. Go home.” That small act of accountability pushed me out the door and helped me increase my time with my wife and kids. Why are friendships essential to your own journey ahead? Here are four reasons why you should think about the power of your friendships and reliance on others both in your personal life and as a school leader: 1. Friendships provide accountability. One of the biggest dangers of advancing in your career is the ability to forget you don’t know it all. Just because you have advanced degrees or a position of authority, does not automatically qualify you as expert in everything. At the risk of sounding like your grandfather, let me just say it like it is: Stay humble. And one of the best ways to do that is by surrounding yourself with others for accountability. In the school setting or in your personal life, you need others with whom you regularly connect for updates, sharing, or simply checking in. And this happens best when you schedule time for it. At my high school, my secretary and I had a standing meeting every Tuesday at 9AM. We would compare calendars, discuss next steps on projects or schedules, and I could listen to any concerns she was aware of that needed my attention. I scheduled the same meetings with my admin team members, department chairs, professional learning teams, student leadership groups, and district leadership. Set a time limit on these meetings, take notes on what you discuss, and follow-up afterwards with any directives decided. But create a framework of accountability so that you have consistent conversations, feedback, and accountability for the work ahead. In my personal life, I have a group of men with whom I meet once a month. Together we discuss issues affecting our lives and families. These men have become a source of encouragement and help during times of family or personal crises. Think about how you can rely on those around you for accountability. You may work faster alone, but you always accomplish more meaningful outcomes when you include others in your journey. 2. Friendships provide life support. When I was a new teacher, one of the older teachers in my school had an older sister who passed away. We gathered some money among our faculty and gave him a gift to help cover the travel expenses he would have to attend her funeral out-of-state. I was in my mid-twenties, and had never lost a sibling. But I remember standing with him in the teacher’s lunch room as his closest colleagues hugged him while he cried. In 2010, my older brother died of a heart-attack at age forty-five. I was 39 years old at the time, and I remember comfort and strength I found in just having others near me who cared. Whether it is at school or at home, we need communities. Some of the most difficult moments you face in school leadership will be managing crises in the lives of students, co-workers, or members of your school community. And friendships will often be the glue that keeps you together during those most difficult times. 3. Friendships provide reflection. In the day-to-day work of serving schools, we always have room for growth and improvement. And one way to keep growing is by reflecting with others. In Dan Pink’s bestselling book, When: The Scientific Secrets of Perfect Timing. He talks about how common it is for people to make wrong decisions at certain times of the day — especially when they are tired or emotionally drained. Have you ever considered how important it is to consider your own tendencies in decision-making? That’s why it so important to reflect with others when you’re making important decisions that affect others. For instance, whenever you’re facing a scenario that you may have never faced before, you should consider reaching out to a trusted colleague. It is better to reflect with others before moving forward instead of hastily deciding and regretting the decision later. Reflection is also a powerful way to improve. For example, at the end of each school year, I would pull my office and administrative staff together for debrief meetings. This allowed us to talk through any actions that needed to be taken in the days ahead as well as reflect on the days just completed. We would keep a running Google-Doc of our last ten-days of school together and share out tasks that needed to be completed. By simply reflecting together, discussing what was working and what wasn’t, we could set new goals, and improve the way we worked. Reflection also happens day-to-day. As you finish a classroom visit or a lesson with students, reflect with others on what worked and what didn’t. One of the benefits of connecting with others through Professional Learning Communities in person or online is the ability to share ideas, reference good books, and talk about best practices. One of the reasons I enjoy blogging and podcasting is the ability to reflect each week on what I’m learning. Reflecting with others helps you see things you won’t see on your own. Your friendships allows you the opportunity to reflect with others for your own growth. 4. Friendships bring out the best in others. This may seem obvious but still needs to be said: You are not the best version of yourself alone. Yes, solitude and self-reflection are important parts of personal growth. But so is community. And in a culture that prizes independence and self-reliance, we often forget how important it is to have others around us. There is a story by C.S. Lewis, the author of the Chronicles of Narnia, that I love about friendship. Lewis was friends with J.R.R. Tolkien, the author of the Hobbit and the Lord of the Rings trilogy. The two of them had a mutual friend named Charles Williams. When Charles died, Lewis wrote the following: “In each of my friends there is something that only some other friend can fully bring out. By myself I am not large enough to call the whole man into activity; I want other lights than my own to show all his facets. Now that Charles is dead, I shall never again see Ronald’s [Tolkien’s] reaction to a specifically Charles joke. Far from having more of Ronald, having him “to myself” now that Charles is away, I have less of Ronald…In this, Friendship exhibits a glorious “nearness by resemblance” to heaven itself…” (Source: The Reformed Parishioner). You have others in your life who can see parts of you that you are unable to see alone. And you have attributes that may be best displayed with one person more than with another. Keep this in mind in mind as you remember the importance of connecting with friends, family, or community members. Sometimes we need one another to see the best in one another. Let’s Wrap This Up When I was climbing my first mountain, I remember reaching the last 100 meters and realizing the climb would be difficult. Because we were climbing a volcano, the final ascent was nothing but black rock and pebbles. With each step, you would climb two or three feet and slide back a foot or more. So, to ascend 100 meters, you would really be climbing 300 meters as you lunged forward, clutched onto the sliding rocks around you as you slid back, and then lunged forward again. I had partnered with one of the girls on the team for the final climb. About halfway up, she said she couldn’t continue. “Yes, you can!” I said. “We’ll do this together.” All around us, other team members had paired up. We were clutching hands or placing our palms into the heels of boots in front us to create footholds for one another. It was a hard climb that I’m not sure I could have made if I had been alone. Together we finished the climb to stand on top and enjoy an amazing sunrise. I don’t know what kind of climb you are facing in your school leadership. But it is safe to say that you are more likely to finish it with strength and encouragement when surrounded by friends. Just as researchers have discovered that even our perceptions and attitudes change in the presence of friends (or even thinking of them), your ability to face the hills ahead will be much greater when you welcome the accountability, life-support, reflection, and discovery that happen through your relationships. Now It’s Your Turn Who are people in your life or on your team who you can rely on for accountability? How can you schedule time to reflect with others? Who are some friends you know bring out the better parts of you? Reach out to them today and tell them you’re thinking about them. And in the school year ahead, commit to serving your community together. Source for report on friendship: Kent D., Dennis R. Proffitt, Simone Schnall. K. Stefanucci. Social Support and the Perception of Geographical Slant in the Journal of Experimental Social Psychology. Volume 44, Issue 5, September 2008, Pages 1246-1255. Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:119 Your Friendships – Learning to Climb Together appeared first on Principal Matters.

The other morning, I woke up early in a hotel room in Atlanta, Georgia. For a moment, I couldn’t remember where I was. Then it dawned on me that I was presenting that morning at a Growing Leaders Principal Roundtable event hosted by Dr. Tim Elmore. I dressed, grabbed my laptop bag and headed downstairs for a hot bowl of oatmeal and a cup coffee before walking the short-distance to the conference event center. As I sat my bag down near a table up front, I was excited. Not only do I enjoy presenting to other school leaders but also, I was going to hear from some dynamic speakers and presenters as well as interact with principals during discussion times about their best practices. My own kids tell me I geek-out about principal leadership, and this event was giving me permission to do just that. After playing some fun, interactive introduction games, the lessons began. I could share for hours about lessons from all the presenters, but for Principal Matters readers and listeners, I want to focus on takeaways from three authors who spoke directly about trends and research that are important to any education leader. So, I’m going to break this into three parts: Part 1: Trends Among Gen-Z Students Part 2: Students Require New Leadership Part 3: The Power of Timing, Breaks, and Synchronization Takeaways Part 1: Trends Among Gen-Z Students With his wavy brown hair and dark rimmed glasses, Andrew looks like someone who could host his own nightly talk show. But don’t let his easy-going personality fool you. He is curious and spends a lot of time surveying and interviewing youth across the county. In his highly informative session, Andrew McPeak, co-author with Tim Elmore, of the book, Marching Off the Map: Inspire Students to Navigate a Brand New World, highlighted three trends he has seen in his research among students: 1. Students wrestle with expectations fueled by technology. According to his findings, 96% of high school students now own smartphones, and 41% say social media makes them feel sad, anxious or depressed. Our students face the constant tension of being connected for information while being assaulted with expectations that may be unattainable. They see people online who display lives of happiness, success or wealth that seem unrealistic but make them feel anxious that they are unable to have the same experiences. Many students recognize the paradox but find it difficult to break free from the very influences that also frustrate and depress them. 2. Students think more about identity, diversity, and equality. Whereas the generation before them found environmental issues a predominant area of social or global awareness, today’s youth are concerned about identity. They are very aware of the divides and conflicts involved in discussions around race, gender, and sexual orientation. When surveyed, youth consider these the most pressing problems facing the world today. 3. Students are cautious about their futures. Andrew shared data showing reports that as many as 25% of today’s youth grow up in poverty. And 46% of youth say their biggest personal concern is college debt. They have room to complain. Over the past 35 years, the cost of a college education has increased 1, 120%. Students are also cautious about their safety. In the 15-year span of 1995-2010, sixty-one school shootings took place in U.S. schools, with 7 resulting in at least 5 deaths. In the past eight years, 2010-2018, 70 school shootings have taken place with 8 of them resulting in 5 or more deaths. 72% of students also admit they are distracted by social media and 58% said they are seeking relief from social media –although they are not always sure how. This narrative causes many youths to look with caution at their futures. Andrew concluded by encouraging principals to choose a positive narrative. We can either respond with fear that Gen-Z students are in trouble or we can respond with belief that these students are part of the answer we need for our future. He suggested three great actions: A. Talk about current issues with students.B. Give them experiences that include a little risk.C. Acknowledge their hurts and temptations to give up but offer them hope. Takeaways Part 2: Students Require New Leadership In a follow-up presentation, Dr. Tim Elmore, shared additional lessons from Marching off the Map about this emerging generation of students. If you’ve heard Dr. Elmore, you know he is the kind of leader who communicates like your dad, counselor, and professor – all at the same time. He’s the author of 32 books and an amazing resource for data on emerging generations. Here are seven statements he shared about today’s students: 1. They do not need adults to find information.2. They are connected but poorly manage relationships.3. They have the same level of anxiety as psychiatric patients did in the 1950’s.*4. They are over-exposed to information earlier than they are ready.5. They are under-exposed to first-hand experiences later than they’re ready.6. They are cognitively advanced yet emotionally behind.7. They are biologically advanced yet socially behind.*(This point was supported by citing a report by the American Psychological Association) One of the benefits of Tim’s session was the Roundtable discussion he allowed. As we conferred with leaders from other schools, I heard principals sharing ways they are trying to respond to the current issues students are facing. Here are some practices they shared: • Dorothy Parker-Jarrett, of Summerour Middle School, in Suwanee, Georgia, explained that she meets with every student in her school to ask feedback on areas of the school they want to see improvement and how they can contribute to its growth. • Elisse Hayes from, Mt. Vernon School, in Atlanta, Georgia, shared that her school has begun playing classical music during lunch time. She said that noise levels decreased and students have space to think while eating. • L. M. Sheffield, an Instructional Director, shared that at one of the school she has served, staff began placing conversation starter questions on tables at lunch time and students were having more meaningful conversations during meal times. Takeaways Part 3: The Power of Timing, Breaks, and Synchronization Finally, we heard from author Dan Pink. Dan had flown in from his home in Washington, D.C for the event. Dan is well-known from his famous TedTalk that has had more than 20-million views. He is the author of the national best-sellers Drive and To Sell Is Human. During this presentation, he shared takeaways from his newest book, When: The Scientific Secrets of Perfect Timing. His talk focused on lessons in human behavior and the effects that certain times of day have on your productivity and attitude. Here are some golden nuggets: 1. Timing is a science, not an art. You have patterns of the day that profoundly affect performance and cognitive abilities can change over the course of a day. Specifically, people who are prone to early-morning peaks (this includes about 80% of the population) score more highly on tests in the morning rather than the afternoon. Where possible, students should do more analytic work early in the morning – especially math. 2. We underestimate the power of breaks. Pink’s studies show that 20-30 minute breaks improve average test scores. In a startling example, he showed data taken from decisions by probate judges. In most cases, probate judges handed out more lenient sentences early in the day and after they had taken breaks. How often do we consider the time of day in the decisions we are making? 3. Beginnings matter more than we realize. Dan Pink took issue with secondary schools that practice start-times earlier than 8:30 AM. According to the American Academy of Pediatrics study, teens run significant health risks when sleep deprived. The study includes the following warning: “The research is clear that adolescents who get enough sleep have a reduced risk of being overweight or suffering depression, are less likely to be involved in automobile accidents, and have better grades, higher standardized test scores and an overall better quality of life…Studies have shown that delaying early school start times is one key factor that can help adolescents get the sleep they need to grow and learn.” 4. Synching kids are thinking kids. Toward the end of his talk, he shared some ideas on synchronizing behaviors that I had not heard before. Studies show that when children are taught to play or interact together — moving in same motions — they tend to improve in learning, happiness, and cooperation. Tony Wan’s interviewed Dan Pink on his blog, EdSurge.com. Here’s an excerpt of Dan describing this kind of play: “We need to think of breaks not as a deviation from performance, but as part of performance itself. Take two groups of kids and they each play games. One group plays a synchronized game. One group plays a non-synchronized game. The group that plays the synchronized game plays kind of a clap and tap activity where they’re all clapping and tapping at the same time. And the other group plays a fun game that isn’t synchronized. Afterwards, the students who played the synchronized game were much more likely to say, “I want to play with a kid I haven’t met yet.” They’re more likely to help the teacher, [and demonstrate] all these behaviors that social psychologists call ‘pro-social.’ You even see this in something like swing sets. One group swings in time with each other, the other group swings asynchronously. The group that swings in sync is again, more likely to engage in the so-called pro-social behaviors, open to outsiders, helping the teachers, being kinder. It’s really kind of incredible. It really blew my mind because I had no idea about how powerful synchronization was, and I think it offers educators a very powerful tool that they can use to lift up kid’s lives. I don’t understand what it is, but there is something about synchronization that is meaningful to us, that lifts our spirits, that makes us act better, that is fundamentally human.” When I heard Dan present this point, he added that one of the best ways for students to practice synchronization is through choral singing. Consider the power of synchronized activities in sports, fine arts, or learning patterns. And keep these ideas in mind the next time you’re trying to find activities that will motivate kindness and cooperation. Let’s Wrap This Up After hearing these great presentations, I had the privilege of grabbing lunch with a small group of attendees and Dan and Tim. I asked Dan if he could share what an ideal day looks like for him. Tim shared more ideas on working with emerging generations. As I headed out that afternoon for the airport, my mind was spinning with all the good information. And my big question was: how can I share this with my Principal Matters friends? It’s hard to summarize so many golden nuggets in short-space, but as I wrap this up, I wanted to summarize these takeaways in one sentence: As an education leader, you must recognize that this generation of students needs adults who understand their unique challenges and opportunities, who won’t serve them perfectly, but together will share ideas that give them the support, the hope, and the encouragement they need to succeed. In case you haven’t been reminded lately, I believe you are one of those leaders! Now It’s Your Turn As you think about your own students, what ways can you help them engage in important conversations about their own anxieties and concerns? How can you design opportunities for students to take calculated risks in learning? How can you take advantage of timing, breaks or synchronized activities to spur student growth? As you are learning this summer, what are some of the helpful books or lessons you’re finding? Share them with the rest of us! Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:118 Growing Leaders Takeaways – Crucial Conversations About Students appeared first on Principal Matters.

Balance is a popular word among life coaches and leadership authors. As important as it is to remember to invest in the meaningful areas of your life, too many people place unrealistic expectations upon themselves. Living a life of meaning does not mean being perfect. This is misperception is not only unrealistic, it is also unhealthy. Life is messy. Sometimes you face unexpected challenges in your health, relationships, or finances. When you look at your own condition, not matter how exhilarating or depressing, the first response is to give yourself the kind of grace you would want to extend to someone you love. We all face ups and downs. But sometimes we need reminders to refocus on what matters. It’s a delicate but important tension to be aware of both truths: 1. You need to invest in what matter to keep growing.2. You need to be patient with yourself (and others) along the journey. As I continue this series on Reflections for Education Leaders, I’d like to add some thoughts for school leaders on how to better manage your time, but I want to offer these as suggestions, not prescriptions. You do not need any more guilt than you already have about the difficulty of balancing your responsibilities. But you may gain some valuable ideas in the following discussion about time: What Are Your Goals For Your Time? Several years ago, I was talking to a friend of mine who was twenty years younger than I am. He and his wife were establishing life after college, they had just become parents, and his small business was beginning to grow. I was reflecting with him about my own memories at his age: how my wife and I had lived on one income to pay off college debts with our second income, and how we had saved up to buy our first home before our first baby was born. As I celebrated his journey and reminisced about my own, he asked an honest but provoking question. “So, what goals have you set for yourself now?” I paused for a moment and then answered as honestly as I could. “Well,” I said, “I think my biggest goal right now is to simply survive!” With a growing family and the demands of being an assistant principal at the time, I couldn’t think of a better answer. It was honest, but over the next several days, those words haunted me. When was the last time I had really thought about the next goals I wanted to reach for myself or my family? During that same time, I came across a podcast interview with Robert Smith, author of 20,000 Days and Counting: The Crash Course for Mastering Your Life Right Now. Robert related how at age fifty-five, he realized he had now lived 20,000 days. When you look at life from that perspective, you realize that if you are blessed with a life of 75 years, you have approximately 27,375 days to live. On my next birthday, I will be fifty years old, which means I will have reached 18,250 days. If I make it to 75 years old, that means I have approximately 9,000 days to go. You may be doing the math in your own head now. No matter where you are on the scale, you realize that we all have a limited number of days, hours and minutes. We can either make the most of them, or we can look back with regret on the moments lost. Without overwhelming you with the guilt that comes from trying to achieve perfect balance, I want to encourage you to think about how to make the most of your time so you still take calculated risks and have fewer regrets. None of us ever does this perfectly. But when we begin to take perspective on our time, we can begin to set sensible goals. School leaders have an especially difficult time managing time. Researchers from the Center for Education Policy Analysis share findings in a helpful report, Principal Time Management Skills: Explaining Patterns in Principals’ Time Use and Effectiveness. In the report, Jason A. Grissom (Vanderbilt University), Susanna Loeb (Stanford University), and Hajime Mitani (Stanford University), they share that time management among principals is a strategy for “increasing their focus on instructional leadership and pursuing school improvement.” So how can you approach your need for time-management and goal setting so that you are making the most of the days you have before you? 6 Tips for Making the Most of Your Time 1. Stop wasting your time. One of the biggest ways you find your time mismanaged is by allowing others or circumstances to dictate its use. At the risk of sounding like your grandfather, let me caution you on some time wasters to avoid. Social Media: It is a time-sucker. If you check it during the day, set a time-limit; otherwise, you can find precious minutes wasted randomly scrolling through photos, feeds and chatter. Limit time in front of screens. Screen Time: Whether it is TV, your computer or your smart phone, if you are spending more time in front of a screens than interacting with people, you are most likely not building relationships. You’ll never hear someone on their death bed say they wished they had spent more time online. Emails: Set a timer for 20-30 minutes and read as many as you can. Respond to the ones that only require a few seconds. For those that require more thoughtful follow-up later, tag them accordingly or delegate them to an appropriate team member for follow-up. Keep your calendar handy as so many emails require meetings and dates. If possible, call or see someone face-to-face if an email reveals heightened emotions. Move on to other to-do’s after your time is up. Driving or Commuting: Take advantage of this time to learn either by catching up on news, sports, or listening to podcasts or audio books. If you love to sing, use this time to let it rip. By all means, don’t take out frustrations by distracted or angry driving. School Events or Activities: Don’t feel pressured to stay till the end of every event – especially if you have another trustworthy and authorized adult present to manage a game or activity. Also, take advantage of these “down times” for other tasks or to-do’s. People ask me a lot how I found time to write so much and be an assistant principal and principal. The answer is that I learned to combine tasks. For years, I carried my laptop to away games. Especially during tournaments, I would advantage of times between games to do some writing – a hobby I both enjoyed and an activity that allowed me to write my first two books. 2. Set sensible boundaries. I’m going to keep this point short. You can say no to requests. I know it’s hard, but if you have taken time to schedule what matters in advance (I’ll talk about that next), then you should already know where your time is committed long in advance. It’s also important to train others to help you set boundaries. Let me share an example. In my school office area, I trained my secretary how to protect our time. If a parent called, she knew what questions to ask to see whether or not the call should be forwarded to a teacher, counselor, or to me. Most often the person they needed to talk to was someone on my team more directly involved in the outcomes of their student. By setting boundaries on who I needed to speak to or call back, this saved me hours of time each week. This same rule applies throughout each day and week. Learn to politely say “no” when you’re plate is already to full to add more. 3. Schedule what matters. You probably already keep a detailed calendar. I suggest that principals set their calendars at least a year in advance. Sometimes two-year calendars are helpful for major meeting dates like graduation ceremonies, for instance. During the summer, I would divide my teachers into groups and decide whose classrooms I would spend time in each week for formal observations. I still conducted daily or weekly walkthroughs throughout the entire campus, but each week, two or three teachers knew in advance that I would be spending an entire classroom period with them. By setting these teachers on my calendar in advance for the targeted week, I could reach out to them the week before to coordinate the best day and period for a visit. Because I had already prioritized whose classrooms I would be observing throughout the entire school year, I fit all my other meetings around those classroom visits. The same strategy works for emergency drills, team meetings, student assemblies, and district administrator meetings. Yes, emergency situations often derail the best-made plans, but you can often keep those moments in perspective when you commit yourself ahead of time to the tasks you know are best for overall school outcomes. 4. Use tools to save time. A tool can be either digital or physical. I have found both helpful in saving time. First, I suggest you have a physical location for the letters, paperwork, and mail you need to see, sign, or trash. Normally, I would begin my day going through the mail placed in my box the afternoon before. With each article, I would either trash the unnecessary, respond to inquiries to return by mail, keep what needs filing, or forward on letters or publications to others on my team. When it comes to digital tools, I love Google Docs and Google Forms. For instance, my office team and I would keep our duty rosters, master schedule, emergency drills, observation schedules, or team meetings on Google Docs. This way we could share among team members and update or edit as needed. These documents are easily updated from year-to-year. Google Forms are also great ways to collect data or surveys from multiple sources and place in easy to read spreadsheet documents later. I also suggest sharing a digital calendar with your teammates. They can see what is on your calendar in advance and know when you may or may not be available for upcoming meetings. We used Google calendar invites to schedule parent meetings or meetings with students on Individual Education Plans. At the end of each school year, I would ask my senior students who were speaking at graduation to submit their speeches to me via Google Docs. Then we would coordinate together on edits and compare speeches in advance to avoid repetition or limit wording if speeches ran too long. I have other friends and colleagues who are big fans of Evernote, Outlook, or To-Do-ist Apps. Whatever tools you choose, your goal is to coordinate with others to save time. 5. Prioritize and tackle accordingly. I often hear new administrators who step from the classroom to the office say they never expected not being to accomplish everything on their to-do list. This is a common reality for school leaders. You will always have more on your to-do list than can be accomplished by one person. So, the goal is to prioritize. That is one reason to set meetings and classroom visits on your calendar in advance. You cannot be an instructional leader if you’re not involved in interacting the students and teachers in classrooms. At the same time, you may be the only person responsible for managing a school-wide crisis or emergency. Keep these competing demands in perspective. Often you can “chunk” your tasks. For instance, you may know on a given day that you want to complete two formal observations, work on a report requested by your state department, and manage scheduled meetings with teachers or parents. Just like your teachers and students work with scheduled periods, chunk your time as well. If you need to see students from discipline referrals, try to schedule these back-to-back within the first hour of school by having passing written out before school begins and seeing students early in the day so you can resolve issues as soon as possible with parent and teacher follow-up. Be in hallways during passing periods so you see as many students as possible throughout the day. Walk the building and stop by rooms to say hello or check progress on your way to formal observations. Schedule a block of time or one class period that day for a meeting with yourself to finish your report. Hold non-emergency phone calls or email follow-ups for the end of the day when students or teachers have left the building. Throughout the entire day, take time to take photos of student or teacher achievement and include shout-outs on social media of great happenings throughout your school. No matter how hard you work, you will still find many tasks undone, but the goal is to prioritize the ones that most directly impact the learning, culture, and climate of your school. When you do, you will keep your school moving in a positive direction. 6. Schedule time for what inspires you. Recently, I was reading an article in Inc.com by Bryan Adams titled, How Google’s 20 Percent Rule Can Make You More Productive and Energetic. Google’s commitment as a company to allowing their employees to use 20% of their time on creative Google-related passion project has increased their company’s outcomes and improved employee engagement. I find this mindset can be especially empowering for school leaders too. This may look different for each person, but ask yourself what is one area of your school or team where you want to see improvement? And what is a way you enjoy working on that outcome that matches your passion or skill-set? For instance, I love to write and create. Throughout the week, think of creative ways to display student or teacher success with creative social media shares, video-promotional, or blog posts. Pick a topic of importance and write about it in your next school newsletter. At the end of an especially hard day, pause and ask the question: “What is one step I can take today to move the needle one degree in a more positive direction?” Then send an encouraging email to a co-worker or post a kudos to a group of teachers or student organizations. Or I maybe take 20-minutes and just write a reflectively on the day to try to keep the day in perspective. I don’t know what this looks like for you, but think about what re-energizes you and give yourself time at the beginning or end of each school day for inspiration. Take take time to connect with others, to tell stories, and to laugh. Whatever it means for you, schedule some time into your day for inspiration. When you do, you will find yourself better able to handle the stress and pace required in serving others. Let’s Wrap This Up Where are you on the 20,000 day scale? What goals are you setting for yourself today and for the coming year? Yours may look completely different from mine. Maybe you are committed to reaching a new milestone in your physical health. Or maybe you have new goals for growing in relationships with your family. Today is only one day in this life you’ve been given. But it is an important day. Although you may not accomplish all the goals you set for yourself, you can accomplish many of them. Now It’s Your Turn What small steps can you take to guiding your days toward more productivity? Commit to not wasting time on time-sucking activities. Set realistic boundaries. Schedule time for what matter. Use smart tools for scheduling. Prioritize and chunk your time. And allow time for inspiration. When you do, you can give yourself a head start on making each day count. Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:117 Your Time – Are you Making the Most of Each Moment? appeared first on Principal Matters.

Recently, Howard Schultz, the owner and CEO of Starbucks announced he will be retiring as CEO of the company. This news comes after several years of stunning success for a company whose stock price rose from $7 a share during the recession to $56 a share this past week. As a part of my commute, I’ve been listening to the audio-version of Schultz’s book, Onward: How Starbucks Fought for Its Life without Losing Its Soul. In the book, one story that inspired me happened in 2008. This was when Schultz decided to return to the position of CEO at Starbucks. At that time, the economy was in recession, Starbucks had over-expanded, and many of its locations were losing connection with customers and quality in its brewing. One of his first decisions was to shut his stores across the U.S. for a day in order for baristas to be retrained in making exceptional espressos. As the owner of Starbucks, Howard Schultz has enjoyed growing the company from a handful of stores to a global enterprise. And even though he could have remained in retirement and enjoyed his chair on Starbuck’s board of directors, he saw the company beginning to lose focus on its core values. In the book, he explains how he had kept it a secret that he was returning to the helm of the company. On the morning that the news of his return would go public, he woke up before dawn and drove to his Seattle’s Pike Place store where he had worked twenty-five years earlier and still carried the key to the store with him. That morning, he let himself into the empty shop. As he enjoyed the aroma of ground coffee in the air and ran his hands over the wooden counters, he remembered his first years serving customers in that store. He thought about the magic of connecting coffee lovers with a favorite brew. He yearned for a return to his roots while at the same time providing innovative experiences for new customers. Later that day at Starbuck’s corporate headquarters, he announced to his employees and the world that he was returning and that the company was transforming every part of their business, returning to its core values, and committing to innovation. As I listened to the stories from Howard Schulz, I thought about how his lessons are good reminders for school leaders or leaders of any organization. Yes, as school leaders, you are leading organizations committed to an entirely different kind of mission, but at the same time, you share some common similarities. Here are just three takeaways I believe can transform they way anyone leads a school, district or organization: 3 Commitments for Providing Excellence for Your School 1. Are you committed to a quality product? Even as Starbucks faced closing stores across the U.S. and globally, Schultz made it his first priority to focus on the simple process of coffee brewing. He instinctively knew that if customers were not served distinctive, high-quality flavor, they would go elsewhere. As a result, retraining baristas and refining the roasting process were part of the plan. When you think about your schools, no matter how beautiful or simple your building or classrooms, nothing replaces the quality of the learning students experience. And quality teachers are the most important factor in providing quality instruction. I agree that a quality teacher can take an empty classroom and reach students with amazing lessons. Imagine what he or she can do with strong support and resources. Yes, your tasks may include organizing master schedules, creating remediation plans, updating curriculum updates or fixing bus schedules. But at the end of the day, students will benefit most from the rigor, relevance, and relationships they encounter from teachers. How’s the cup of coffee you are serving students every day? As a school principal, summers are often your most important time of the year for hiring. In my years of hiring, as I sat with candidates interested in joining our team, I would often explain the values of our school community: How we saw each student as if he or she was one of our own children. How we valued input and wanted teachers who were highly qualified, had high expectations for curriculum, but also loved kids and cared about others. These values must be non-negotiables if we are to provide the highest quality for students. By attracting and retaining excellent teachers, you are staying committed to providing students with highest education quality “cup of coffee” possible. 2. Are you committed to strong partnerships? Schultz refers to his employees as partners. And the term is not just one used for messaging. Even part-time Starbucks partners are given health care options and matching contributions in retirement investments. As a result, the men and women who work at the stores are often high-quality individuals who care a lot about the company and culture of their work. Educators are constantly reminded to do what is best for students. That is true, but let me share another truth: It is equally important to do what is best for your teachers, staff, and team members if you want great care for students. When you show the adults in your building the kind of care, concern, and commitment you want students to receive, you are modeling the kind of atmosphere you want everyone experiencing at your school or campus. Let me share one small example. In my early years of teaching, I remember being allotted a set amount of money each year for classroom supplies. When I transitioned to assistant principal in a new district, my head principal had another philosophy. Each year she prioritized a percentage of the high school budget to stock an entire closet with classroom supplies. Throughout the year, teachers could stop by as needed to replenish supplies. This simple practice took time, prioritizing and forethought on the part of the principal, but teachers felt they were being treated as professionals and allowed them time to focus on teaching. Committing to strong partnerships means rejecting an “us versus them” mentality. It means encouraging feedback and shared leadership. It means taking care of others when you have the means and opportunity so that they can in turn take care of the important business of school: students. 3. Are you committed to the promise of customer-experience? As Starbucks grew into an international brand, one of the challenges was ensuring that customers would consistently find high quality products and service in any store they visited. This required focused training, strong management, consistent retraining, and meaningful feedback. Schulz had the company launch its first online Rewards Program and created social media sites where customers could make suggestions, respond to new products, or interact with one another and other Starbucks partners. As a result, millions of customers became fans not just consumers of Starbucks products and services. At your school, you have the unique position of creating a learning environment for your most important customer: the student. Your community members are also your customers. And every experience they have with your school affects whether or not they are fans of the experience. In my front office staff, for instance, each year I would designate a point-person for guest hospitality. Instead of viewing parents or students in the office as visitors, our goal was to treat them as guests. This meant we kept a fresh pot of coffee brewed and available in the morning. We answered phones or greeted people with a smile and asked, “How can help you?” During school announcements, we highlighted student and team successes. We shared digital versions of announcements so they could be displayed on big-screen TV’s in the commons areas or played on Smart Boards in classrooms. Each week we would email all parents with a summary of the week’s activities, highlights, and recognitions that students achieved. And we shared out happenings throughout the day on social media outlets including Twitter, Instagram, and Facebook. And, of course, the way you interact with students one-on-one tells them immediately whether or not you value them and their opinions. Yes, schools are places of learning and education. But they are also places of experience and belonging. Give your students the kind of stable, consistent, safe and welcoming environment you would want for your own children. Let’s Wrap This Up As the owner of Starbucks, Howard Schulz had a deep, personal investment in whether or not his company succeeded. And this personal commitment often meant he was willing to make whatever changes in processes or people to see that happen. The result was watching his company not only rebound from recession but also watching it return to a flourishing and thriving international brand. Yes, our schools may never experience the kind of entrepreneurial or profit-earning moments that a business as Starbucks can create. But we can learn lessons from its success story. By committing to highest quality education for students, the highest quality care for our people, and the highest quality experience for our communities, we can provide a place of magic and belonging for others. Our students, teachers, and communities deserve a place of learning where they feel valued, inspired, and proud to call their own. Now It’s Your Turn What is one way you are ensuring the highest quality curriculum and instruction for your students? How are you giving your teammates the kind of experience you would want in a working environment? Do your students and parents find themselves treated as guests at school? How can you enhance their experience in the communication and interactions they receive? Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:116 The Starbucks Story – Three Lessons for School Leaders appeared first on Principal Matters.

In 2010, I had the privilege of traveling to China for ten days on an education tour. One morning in Beijing, I headed outside the hotel before breakfast for a quick run. Later as I showered and dressed, I began to feel sick. I thought perhaps I was catching a cold or was just suffering from jet-lag. Over the next few days, we visited Tiananmen Square, the Forbidden City, and the Great Wall before heading to another city. As we traveled throughout Beijing, I noticed the skies were never blue. But on our trips outside of the city, the skies cleared. When I mentioned my observation to our tour guide, he told us it had been an especially cloudy season that summer in the city. But when we left Beijing a few days later, the skies cleared again. I’m sure you have heard of China’s problems with smog and pollution in its cities, but I soon realized firsthand why I felt sick when I would go running. When is the last time you thought about the air you are breathing? Not just the physical oxygen your intake, but the emotional, cultural, and relational atmospheres that surround you. Even more importantly, what kind of atmosphere are you creating for those whom you are leading? Are you helping creating an environment of clean, healthy intakes, or are you contributing to an atmosphere of cultural pollution? These are important questions to reflect on as education leaders because every school or organization has a culture. And that culture significantly affects the kinds of outcomes you will have. Spend time in any school or with a team, and you soon get a feel for the positive and negative influences happening there. In 2011, The Wallace Foundation, along with NAESP an NASSP, shared research showing how principal leadership ranked second only to the quality of teachers in significantly affecting school outcomes. According to its findings, principal influence schools in five specific ways: 1. Shaping a vision of academic success for all students, one based on high standards.2. Creating a climate hospitable to education in order that safety, a cooperative spirit and other foundations of fruitful interaction prevail.3. Cultivating leadership in others so that teachers and other adults assume their part in realizing the school vision.4. Improving instruction to enable teachers to teach at their best and students to learn at their utmost.5. Managing people, data and processes to foster school improvement (Source: Wallace Report). Your influence matters. In light of the research and practices that inform school leadership, I want to suggest five ways you can examine the kind of influence you are having –the kind of air you’re providing for others to breath in your school. How’s Your Influence? 5 Questions of Reflection for Education Leaders 1. Are you being a mentor? I’ll never forget my first assignment as an assistant principal. The very first day of school, we encountered a student in possession of drugs on campus. My partner assistant principal at the time was Lydia Wilson. Not only did Lydia model how to interact with students and parents, she also used every opportunity to teach me basic skills like how to conduct a lawful search, to correctly document meetings, and to appropriately follow-through with disciplinary action and educational supports. Lydia was my mentor, and her influence gave me the confidence to manage future disciplinary incidents on my own. Over the years, I’ve had other great mentors in supervising principals and superintendents, but I also had mentors in the years before stepping into school leadership. My college professors, internship supervisors, and veteran teacher colleagues would coach me through observations, over lunches, or just be available when I had questions. My principals helped me navigate how to manage difficult situations or build partnerships with parents. Hopefully, you’ve had similar experiences. I like to think that by mentoring others, I’m helping pay-forward the debt of gratitude I owe my mentors. You have the same privilege. Whether you are working with teachers, fellow admins, or students, you can model and reflect with those around. Just this past week, I had a first-year assistant principal, Chris Berg, from South Bend, Indiana, reach out to me by Twitter. He messaged me the following: “PMP (Principal Matters Podcast) has meant so much to me this year. I felt like I had my own personal mentor helping me adjust to becoming an administrator.” I couldn’t have been more encouraged. As you are learning and passing along those lessons to others, you are creating healthy mental and emotional air. Make the choice to see your relationships with others as an opportunity to mentor. Educators often feel isolated in in their roles in classrooms or leading others. If you are simply managing, organizing, and facilitating the necessary functions of your school, you may be missing out on an opportunity to grow other leaders in the process. Mentoring is one way to keep a strong influence on others is to share the lessons you’re learning. 2. Are you being a servant-leader? Face it. If you took the position of a school administrator for an easier job assignment, you have already figured out you made the wrong choice. However, if your goal is to provide a better learning environment for all students and teachers in your building, you know the importance of getting your hands dirty in the process—sometimes literally. In addition to being willing to put in the work necessary for building schedules, providing resources, and scheduling observations, sometimes you will need pick up trash, paint walls, mop spills, or weed flower beds—whatever is required to provide the kind of school environment you would want for your own children. Being a servant-leader doesn’t mean you give up your primary responsibilities to do someone else’s job. However, it means that you are willing to pitch in whenever needed. And sometimes you step in so that others see that you are willing to perform the tasks you’re asking others to perform or manage. Superintendent, Rick Thomas, began his position in my last district, by being a servant-leader. His first day at work, he did not show up in a suit and tie. Instead, he wore work clothes and brought a weed eater with him. The year before, our former superintendent had been indicted for embezzling school funds. It was a challenging time and our community had lost a lot of trust in our districts’ leadership. In the process, many areas had been neglected, including some of groundwork on our campuses. Rick Thomas felt it was necessary to immediately address the need. When he began trimming and beautifying campuses, the parents, teachers, and district staff who saw him working that day took lots of photos and shared on social media. And Mr. Thomas immediately set the tone for his first year: everyone was expected to do whatever it took to serve students, and he was setting an example of servant-leadership. 3. Are you being a leader? I know this seems a no-brainer, but sometimes leaders need to be reminded to simply lead. In fact, I once heard an experienced leader say, “Whenever I’m unsure of the decision I need to make in a hard situation, I will ask myself, ‘What would a great leader do in this situation?’” Leadership is often a lonely place. You are faced with difficult options and scenarios. You are asked to make bold and courageous choices that no one else but you need to make. One of my earliest principals told me to always keep in mind three words: be fair, firm, and consistent. In his national bestseller, Good to Great, Jim Collins describes the most successful companies in America. One compelling similarity among them was strong leadership—not the kind you see in flashy politicians or celebrities, but the consistent, hardworking, calculated and focused leadership necessary to move entire organizations toward achievement. Being decisive means you think how your decisions affect others with justice and equity. It means reaching out to trusted colleagues if you need wise feedback. Then it means taking action and be consistent with your decisions so others have stability and support in the work they are performing. You’ve probably heard that leadership is like pulling a rope. You cannot move a rope by pushing it; you move it most easily by pulling it along with you. When you are responsible for others, you must learn to lead them with confident guidance. You’re much more effective if you go first and bring them along with you rather than by telling them or pushing them along toward your school’s goals. 4. Are you being a teacher? Good leaders use every opportunity to teach others helpful lessons in their growth. Whether you are meeting with a student about attendance, managing a parent conference, or strategizing with an office team, how can take advantage of every moment to convey new or helpful knowledge? As an instructional leader, you must model the kind of right brain and left brain approaches you want teachers using with students. Take advantage of visiting classrooms to communicate goals with students, and don’t be afraid to model some lessons. Run your professional development meetings and faculty meetings like you would want a great classroom to operate. Even as you manage accountability with others, ask yourself how can you use those moments as teachable ones. Take advantage of every moment to still be a teacher. This also means you don’t avoid crucial conversations or confronting the brutal facts at school. However, when you do, you do so with the kind of care and concern you’d want a great teacher using with his her students. Over the years as a high school principal, I would frequently talk to students about their interests or pursuits. Sometimes I would give them ideas or lessons on how to maximize their opportunities. A few months ago, one of my former students, Lily Cummings, sent a message to the teachers at my former high school via Facebook. In the message of thanks to our staff and teachers, she also included this note to me: To Mr. Parker whom I consider myself so lucky to have had as a principal. He kept the school spirit alive and always encouraged me to start a blog and do more. He even accompanied me by playing piano as I sang at senior assembly! Little notes like that remind you that you can never overestimate the impact or influence you may be having on others through offering teachable moments. 5. Are you being a platform builder? The last way I suggest you increase your positive influence is by examining how you are sharing ideas and guidance beyond even your own school or team. How are you passing along the lessons, takeaways and golden-nuggets of your leadership experience with a wider audience? Five years ago, I began blogging about my experiences in school administration. At first, it was in response to a lot of questions I was receiving from aspiring or new principals. Later, I began to realize how social media, blogging, and podcasting were powerful platforms. Often when I have an idea that I need to communicate, I found an outlet through by blog and podcast creation. I’m not suggesting you must use the same platforms as mine to positively influence others (although I think it would be cool if you did). But I am suggesting that you find a medium by which you are communicating your expertise and experience to others who are in the profession of education leadership. They deserve to know and learn from your experience, and frankly, you cannot afford to be selfish with your knowledge. We are always stronger collectively than individually. So whether that is contributing an article to a school newsletter, speaking at an education graduate class, presenting at a conference, or starting your own YouTube channel, think of ways you can be a voice of experience and reflection for others in your profession at home and beyond. Don’t keep your influence limited to just your immediate audience. Build platforms for sharing your ideas with the many others who could benefit from your lessons. Let’s Wrap This Up Author and motivational speaker Jon Gordon has a term for people who negatively influence others. He calls them Energy Vampires. You know what I’m talking about, right? Every school and organization has team members who tend to suck the positivity out of a conversation or a meeting. When is the last time you asked yourself how you are affecting the emotional or cultural air that others breathe? Are you being an energy builder or an energy vampire? As you lead your school, keep in mind the power of your influence. And make it a goal to help others breathe easier by your mentoring, serving, leading, teaching, and platform building. Now It’s Your Turn What kind of air are creating for others to breathe? What kind of atmosphere are your teachers, students, and others encountering when they enter your school? What is one way you can positively influence the team or persons around you today? As you know, school leadership is a calling, not just a career. And your ability to lead depends greatly on your ability to see the power of your influence. The way you lead will influence whether those around you are breathing in healthy or toxic emotional oxygen. Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:115 A Leader’s Influence – How is the Air You Breathe? appeared first on Principal Matters.

Last week I was on the phone with a teacher who will soon be interviewing for an assistant principal opening. Photo by perzonseo – Creative Commons Attribution License https://www.flickr.com/photos/148114704@N05 Just this past week, I have talked to two superintendents and a principal who have openings for principal or assistant principal positions at their schools. It’s that time of year again for hiring and job searches! Whether you are conducting an interview or being interviewed, I have found some common expectations anyone should have when walking into an education interview. If you are looking for sample questions specific to principal interviews, let me encourage you to check out the post, 30 Questions from Principal Interviews. But if you are in transition or you know someone preparing for their next interview, I want to share some tips to keep in mind for a solid interview experience: 10 Tips for Interviewing for an Education Opening As hard as it is to work through the hiring process, nothing is more important to the success of school than finding quality educators. Although I haven’t kept count, it is safe to say that during the last twelve years, I have interviewed over a hundred individuals for staff or teaching positions. I have also sat on teams interviewing for principal or director positions. In my school leadership roles, I have seen many great and not-so-great interviews. Likewise, I have delivered some of both myself. Because I am a teacher at heart, I sometimes visit with candidates afterwards about ways they could improve their interview skills. Since I find myself coaching the same consistent themes, here are the 10 of them: 1. Write a solid resume. This should go without saying, but a good resume should be neat, concise, and without errors. Display a heading with all your contact information. Skills most pertinent to the position should be prominent and experience should be listed chronologically with most recent experiences first. If possible, limit your resume to one-page. Long resumes are tedious to read and usually unnecessary. 2. Use pre-emptive email or phone call. My advice is to send a short, friendly email to the person(s) you believe will be responsible for the hiring. This is usually pretty easy to figure out by visiting school websites or just calling and asking school staff for contact information. Make sure your inquiry is brief, professional, and without misspellings. If you choose to reach someone by phone or leave a voicemail, rehearse what you will say ahead of time. By all means, do not ramble or give the impression that you are desperate for a job.  School leaders want people who are passionate about teaching or leading, not about just finding a job. 3. Research your prospects. With the ease of finding information via the web, there is no excuse for not understanding in advance the lay-of-the-land in respect to the school or community you have targeted. More helpful still is finding someone you may know who lives or works in that community as a source for information. Coming into an interview knowing a few names and faces helps to put you a step ahead and gives you some context for the discussion you will have. 4. Rehearse your introduction (and deliver with a smile). Almost all interviews begin with the opportunity for you to introduce yourself personally, professionally, and in regards to your education. First, express thanks for the opportunity to interview; then, follow-up with a brief introduction of who you are personally and professionally. Sit up straight, smile, and make good eye contact. Avoid crossed arms, clenched fists, or rambling which usually show signs of anxiety. Appearing cool under pressure is important because that is what you will be expected to do every day in a teaching or school leadership position. I can’t tell you how much more attractive candidates appear when they smile, so don’t forget your most powerful persuasion tool, which is often your expression. 5. Play to your strengths and come with your A-game. I won’t stay long on the point, but it is very important. Your goal in an interview is to demonstrate the same confidence, preparation, and ability to connect that you will need in the classroom or the position you are seeking. So show up with same A-game in an interview that you would want your students or team-mates to see you deliver every day in your potential position. 6. Anticipate questions and be prepared with examples. You will be asked questions about how you define effective teaching or schools, use procedures, handle difficult situations or people, and understand content area. Expect questions about your willingness or interest in extra-duty assignments, and examples of past experiences. Don’t be surprised by these. Think them through in advance. If you are asked a question you never anticipated, take a breath and think about it before responding. Again, your goal is to demonstrate how you will communicate to students or colleagues on a regular basis, so be clear, concise, and use examples. 7. Turn failures into stepping stones. A good interview should also be challenging. If you are asked about failures or difficult times in your professional experience, be honest, and share an experience where you turned a difficulty into an opportunity to grow and improve. 8. Bring your own questions. Write down and bring with you questions of your own. Here a few examples: What are the most important qualities you are looking for in this position? How would you describe the culture of your staff or school? How would you describe your leadership style? Can you describe how you lead and support your teachers or team members? How soon will you be making a decision about this position? Avoid questions about pay unless it is brought up by your interviewers. Those questions can wait if you’re given a follow-up opportunity. 9. Rehearse your closure. Just as important as your introduction is your final impression. Take time again to thank your interviewer(s) for the opportunity to meet. Repeat the reasons you believe this position is a great fit for your skills and strengths. Tell them you look forward to hearing from them soon and then stand, offer firm handshakes, and don’t forget to smile. 10. Follow-up with an email or card. If possible within the same day as the interview, send an email or leave a card expressing your thanks for the opportunity to interview. As hard as it was for you to do the interview, remember your interviewers are giving up hours of time they would normally spend on other priorities to look for the best candidates. Be patient if they don’t quickly respond to you with a follow-up, and do not burn any bridges if you are not offered the position. Every interview is an opportunity to show your strengths and may open another door down the road. Let’s Wrap This Up If you take nothing else away from these tips, remember this: Interviews are so much more than a one-time opportunity to speak to someone. Finding the position, you want begins by the quality of performance you are showing at your current position, is reinforced by the kind of responses your co-workers will give when contacted about you, and is enhanced by your ability to deliver when given the opportunity. No amount of interview preparation will ever be as important as your reputation. Now It’s Your Turn What are some additional suggestions or tips you find helpful when coaching others on interview to-do’s? What are some questions you still may have about interviewing that I haven’t addressed? 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:Encore027 Ten Tips for Interviewing for an Education Opening appeared first on Principal Matters.