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

Welcome back to another episode of Monday Matters! This week, Jen Schwanke and I are talking about a post Jen wrote for her newsletter about staff meetings. Running a staff meeting can be a daunting task! We hope that this episode will provide principals with ideas to run staff meetings in a way that makes sure all staff members are engaged. Listen to the episode to hear all of our takeaways and read Jen’s post to learn more! The post MONDAY MATTERS with Jen Schwanke and Will Parker – Staff Meeting Glow-Up appeared first on Principal Matters.

A Note to Listeners: Before this week’s interview, Will Parker and Jen Schwanke take some time to answer a listener question. This week’s question is: What tips do you have for someone transitioning to a support role without specifically defined responsibilities? Listen in to hear their response! Meet Tim Villegas: Tim Villegas is the Director of Communications for the Maryland Coalition for Inclusive Education. He is also the founder of Think Inclusive, which is the blog, podcast, and social media handle of MCIE. He has 16 years of experience in public education as a teacher and district support specialist, and has spent 6 years at MCIE. His focus now is on how media and communications can promote inclusive education for all learners.  Lightbulb Moment: When Villegas was in college, a professor challenged him to create an inclusion plan for a high needs student. Tim thought the project would not end well. Still, he collaborated with a fifth grade teacher who was planning a topography map lesson. This teacher had a high needs student who loved to cut and tear bits of paper, so Tim and the teacher decided this student would help cut the cardboard out for the topography maps. Because of the advance planning and leaning into the student’s strengths and interests the project went really well. Tim describes this as a lightbulb moment for him in which he realized that it is possible to serve all students, you just need to plan.  Staying Committed to Inclusivity: Tim offers up a strong argument for why school leaders and teachers should stay committed to inclusivity. Learners deserve to be included in classrooms and experience curriculum just like everyone else. When you have the mindset that everyone belongs, you are going to do whatever it takes to make sure everyone is included. He argues that both curriculum and classrooms should be designed with everyone in mind. Villegas also argues that it is important for special needs students to be placed in general education classrooms in order for them to succeed after graduation. The longer a high needs student is segregated from their peers, the higher the likelihood is that they will have to be separated from their peers outside of school. It is much easier for students to enter society and function if they have spent time among their peers.  Thoughts on RFK Jr.’s Rhetoric: The post that led to Tim Villegas being a return guest on Principal Matters was one written in response to comments made by Robert F. Kennedy Jr. You can read the post here. In his conversation with Will Parker, Villegas says that Kennedy’s rhetoric is fear based, and parallels the rhetoric of people who say that we shouldn’t include high needs support individuals in general education. Ultimately, the comments by RFK Jr. spread a false narrative around autism. Tim projects that in the near future, we will begin to see more schools that are dedicated specifically to educating learners with autism. He states that he thinks this is a mistake, because it is hard for autistic learners to integrate into a system they do not know when they are done with school. The evidence is clear; students learn best when they learn in natural environments.  Staying Connected: Listeners can stay connected to Tim Villegas via the MCIE website or by listening to the Think Inclusive podcast.  The post PMP470: Staying Committed to Inclusivity with Tim Villegas appeared first on Principal Matters.

This week on Monday Matters, Will Parker and Jen Schwanke discuss the article below written by Will about left brain and right brain leadership. Listen in to hear their conversation! Left Brain and Right Brain Leadership, by William D. Parker There’s an old ad from Mercedes-Benz that shows an illustration of the human brain divided left and right. On the left side, the image is black and white. It has images like graphs and scaffolding. It contains words such as science, facts, linear, and process. On the right side, the image is full of splashes of color. It contains words like passion, dreams, singing, and love. The advertisement is apparently trying to convince us that owning a Mercedes complements both sides of the human brain. Brain science is much more complex than a simple division between the left and right sides of the brain, but the simple illustration is making a point about human behavior. Just as certain parts of our brain activity are activated by different thoughts (like computation versus dancing) people tend to find themselves gravitating toward one side or the other in their style or decision-making. In David Yeager’s book 10-20: The Science of Motivating Young People, he presents research on how the most highly effective teachers use a mentor mindset with students. He shows how teachers committed to both high expectations and high support tend to see higher student outcomes than teachers who emphasize one without the other. In other words, if a teacher has high expectations without high support, students feel stifled and unmotivated to engage in learning. If a teacher has high support without high expectations, students view them as a pushover and perform at lower levels. The key seems to be “using both sides of the brain” in our styles of teaching as well as inviting “both sides of the brain” in student learning. The same is true for school leaders. For the school leader, the entire campus is his or her classroom, and the question is: How do we hold our school community members to both high standards and high support at the same time? Recently, I asked a group of Assistant Principals to tell me how their best teachers use both sides of their brains, and they gave me very specific responses. I share them in two columns: Column 1: Left Brain Teaching Analyzing data Teaching to standards High rigor Curriculum mapping Alignment Reaching mastery Commitment to process Structured classrooms Clear behavioral and academic priorities Column 2: Right Brain Teaching Active learning Engaged students Collaborative settings Facilitating inquiry Guided “chaos” or curiosity Applying lessons to real life Creativity and expression Whole child development Individualized or differentiated learning When I asked these same leaders to apply what this looks like in their own roles as leaders of learning across an entire campus, they added the following: Left Brain Leadership Setting expectations Modeling behaviors Sharing and following policies Establishing structures Intentionality Data-driven decision-making Right Brain Leadership Encouraging freedom and autonomy Openness to “What if” scenarios Environments that encourage suggestions Inviting voice among all stakeholders Facilitating buy-in Improving engagement One example I shared for maintaining strong definitions of roles and responsibilities is knowing your own Key Responsibility Areas, as well as helping define those roles for team members. When we are clear on the division of responsibilities among our administrators, counselors, support staff, and teachers, we are able to divide tasks in ways that allow leaders to do what only leaders are able to do. If your goal is to spend more time in teacher observation and feedback, this cannot happen if you take on responsibilities that distract you from those priorities. Mark Shellinger, from the SAM National Innovation Project, has done years of research around principal time management. He suggests principals engage in the following practices to build structures that lead to more engagement in classrooms: Schedule your management and instructional tasks in advance. Have a follow-up meeting with someone you trust for accountability. Create a first-responder structure. Train people to use you the way you’d like to be used. Let’s Wrap This Up Your school is not a Mercedes-Benz car, but people are choosing today whether or not they believe in, and are committed to, the learning happening in your school. So, in a sense, your school is a brand, like it or not. More importantly, though, it is a learning community. Good brands appeal to both sides of the brain, and good learning does too. So does good leadership. How are you committed to both the structures (head) of high expectations, while also providing the supports (heart) of engagement and relationships that encourage the kind of learning environment every teacher, student, and parent wants to experience at school? Sources: PMP420: Mentoring Mindset with David Yeager (October 30, 2024) https://williamdparker.com/2024/pmp420-mentoring-mindset-with-david-yeager/ PMP414: Managing Your Priorities with Mark Shellinger (September 18, 2024) https://williamdparker.com/2024/pmp414-managing-your-priorities-with-mark-shellinger/ The post MONDAY MATTERS with Jen Schwanke and Will Parker – Left Brain and Right Brain Leadership appeared first on Principal Matters.

Meet Crystal Williams: Crystal Williams is a dedicated instructional leader with 20 years of experience, currently serving as a District Literacy Coach in Houston, Texas. Originally from Albuquerque, NM, she holds a BA in Psychology and MA in Elementary Education. Now in her sixth year as an instructional coach, Crystal is passionate about equity, justice, and the transformative power of education. She has led data-driven coaching, modeled effective instruction, and facilitated meaningful feedback conversations. A seasoned presenter, she has designed and delivered equity-focused professional development. In 2024, a school she supported was recognized with a Superintendent’s Impact Award for instructional leadership. When she’s not advocating for justice in education, Crystal enjoys reading books on everything from open-hearted relationships to astrophysics and spending time with her Boxer Shepherd, Bernice.This week’s episode of Principal Matters podcast features Dr. Jen Schwanke interviewing Crystal Williams, a dedicated district literacy coach with 20 years of experience in Houston, Texas. Dr. Schwanke found Crystal on LinkedIn after being struck by a post about the often-misunderstood role of instructional coaches. The conversation delves into common misconceptions principals might hold, such as viewing coaches as unnecessary or as “spies.”  Crystal emphasizes that coaching is about instructional leadership, not just support, and highlights the importance of principals introducing coaches properly to build trust and credibility. She also shares insights on how principals can empower coaches by directing teachers to them for instructional inquiries. She explores the distinction between support and leadership in coaching, with support asking “what do you need?” and leadership asking “what will move us closer to our shared goals?” Crystal shares a powerful anecdote about witnessing a shift in a campus-based professional learning session when an instructional specialist began to relinquish control and allow teachers to engage in deeper dialogue.  Here are some of the most effective ways coaches build teacher capacity that Crystal highlights: Observing without judgment: Coaches watch classroom dynamics and student learning to identify patterns without making immediate evaluations. Analyzing student work collaboratively: Getting into the “weeds” with teachers to understand student thinking and inform next steps. Taking low inference notes: Recording specific observations rather than interpretations to maintain teacher trust. Focusing on strengths: Identifying and building upon existing positive practices. Asking guiding questions: Facilitating teacher reflection and leading them to their own understanding and solutions. Planning side-by-side: Collaborating with teachers to anticipate student misconceptions and design targeted instruction. Key indicators of coaching impact include changes in teacher language, increased student engagement, and improved instructional decision-making, alongside quantitative data like improved exit ticket accuracy and progress on standards. Crystal also candidly discusses the emotional toll of coaching, emphasizing the need for clear protocols and support for coaches who often become confidants for teachers. She concludes by sharing her philosophy of “leading like it matters,” focusing on purposeful interactions and connecting daily actions to broader goals. Staying Connected: You can stay connected to Crystal Williams via LinkedIn. The post PMP469: Instructional Coaching with Crystal Williams appeared first on Principal Matters.

This week on Monday Matters, Jen Schwanke and Will Parker discuss a post written by Will. Check out the post below and listen in to hear their thoughts on it! Random Moments, Major Outcomes by Will Parker I recently listened to an insightful episode of Hidden Brain that really provoked my thinking.  In the interview, host Shankar Vedantam shares the incredible story of Ivan, a man who was swept out to sea while swimming in Greece and survived against all odds—thanks to a random, drifting ball that had been kicked into the ocean by a little boy ten days earlier and 80 miles away from where Ivan was rescued. This story set the stage for a discussion with political scientist Brian Klaas about the hidden forces of chance and randomness in our lives.  As I listened, I was struck by two ideas: We are very good at predicting outcomes based on data, trends, seasons, and experience. We are very bad at predicting outcomes when we fail to take into account the random, unknown, or unseen forces involved. Brian Klaas points this out in the interview by explaining that human behavior tends toward focusing on what we can control. As a result, however, when we are confronted with situations outside of our control, we often respond with alarm, despair, or uncertainty.  His suggestion for embracing both realities is to focus on building resilience. In other words, when we learn to take a look at our behaviors from the perspective of what values we hold or the kinds of character traits we would like to possess, we are better situated emotionally to handle or respond to the unexpected. Lost at Sea For more context, when the story of Ivan’s rescue made it on the news, people learned he had been struggling in the ocean for an entire night while rescuers searched for him. While treading water in the early hours of the morning, he was about to give up when he spotted a ball floating nearby. He grabbed onto it, and it waved his life until rescuers found him a few hours later. When the story hit the news, it was seen by a woman in a different part of the country. It was her son, who ten days earlier had been playing with his siblings on the beach. The boy kicked the ball too hard in the direction of the water, and it floated away on the ocean waves. When the mother saw the news story, she recognized the ball. What are the chances that a man close to drowning in the ocean could be saved by a passing beach ball? Very slim. What is the reality that this actually happened? Ask Ivan and the mother of the boy who lost the ball. Listen to the podcast episode yourself for more context and takeaways. For this post, I just want to reflect on the beauty and power involved in the second of his ideas. When we fail to take into account the random, hidden forces involved in our lives or work, we may also be failing to be aware of the impact of our own actions on others. The point is this: Every day, you are involved in actions, conversations, and interactions with others with sometimes unseen but often powerful effects.  If you are an educator, you pour time and energy into lessons, feedback, and assessments to measure student outcomes. If you are an education leader, you strategize and execute in ways you hope improve learning outcomes across school communities. What you may never be able to measure, however, is the collective impact you are having in the hidden and unseen circumstances that lead to outcomes. A friend of mine, Jim Wingo, will be 90 years old this year. He told me the story of the year he graduated from high school. His teacher of Agriculture Science came to see him at the local butcher shop, where Jim worked after school. He told Jim about a Civil Service scholarship exam that was being given that day at school, and he grabbed Jim by the elbow, still wearing his bloody butcher’s apron, and escorted him to take the test. That exam qualified Jim for a scholarship that eventually led to his career as a nuclear scientist and his rank as a Colonel in the U.S. Army until his retirement.  One random moment taken by one teacher changed the life of one young person for generations. Jim’s son is now my family physician. What are the chances I would have his care today if not for that teacher’s generosity more than fifty years ago? What were the chances that a beach ball kicked by a boy in the ocean would save a life? What are the chances the smallest gesture of help you offer today could change the life of a child or colleague? Let’s Wrap This Up Today, as you do what you know is in your control, do not fail to recognize the power of intentional and meaningful action. At the same time, as you are confronted by what is out of your control, do not fail to recognize the power of building your own resilience to face whatever random, unplanned events that are coming your way, either. With perspective for what you can control and what you cannot control, you may be taking an action today (intentional or unintentional) that creates momentum and impact for others in ways you’ll never see. Isn’t that what makes life so beautiful anyway?  Now It’s Your Turn What is a time when a seemingly random event dramatically changed an outcome or situation for you? How can we work on our resiliency to respond to the unexpected with wisdom instead of fear or overreaction? Source cited: https://hiddenbrain.org/podcast/wellness-2-0-the-art-of-the-unknown/ The post MONDAY MATTERS with Jen Schwanke and Will Parker – Random Moments, Major Outcomes appeared first on Principal Matters.

A Quick Note to Listeners: Before this week’s episode, Will and Jen take some time to answer the following listener question: Is achievement only dependent on the perfect leader happening along at the perfect time? Listen in to hear their response! Meet Tony Frontier: Tony Frontier, PhD, is an award-winning educator, author, and consultant who works with schools to improve curriculum, instruction, and assessment. A former teacher, associate principal, and curriculum director, he engages in research. He works with principals and teachers to develop engaging curriculum, use effective instructional strategies, design systems of teacher supervision that support reflective practice, and use data & assessment to improve student learning. He is a consultant with McTighe & Associates and an ASCD Faculty Member. In this week’s podcast episode, Dr. Jen Schwanke interviews Dr. Tony Frontier, an expert educator, author, and consultant specializing in curriculum, instruction, and assessment. Tony discusses his new book, AI with Intention: Principles and Action Steps for Teachers and School Leaders, emphasizing that AI is already very present in schools and requires intentional use by leaders, teachers, and students. He highlights that high school students are actively using these tools and are “pleading” for clear guidance on effective use. Tony encourages principals to experiment with AI tools for their own tasks and to understand student usage, viewing AI as an interactive tutor rather than just a “super Google.” The conversation stresses the potential for AI to assist teachers (e.g., critiquing assessments against standards) and the crucial need to learn from past mistakes with cell phones and social media, integrating AI discussions into the curriculum. He also notes how AI challenges student misconceptions about learning being effortless and how the focus must remain on learning, not just task completion. The discussion also covers Tony’s other works, including Teaching with Clarity. Tony stresses prioritizing content for deep understanding over mere coverage. He uses the jazz music metaphor—clarity on core agreements allows for creativity—to advocate for prioritizing standards to empower teachers, contrasting this with a rigid “classical music” approach. Drawing on his book titled Making Teachers Better, Not Bitter, Tony and co-author Paul Milkey advocate for systems supporting teacher reflection and growth beyond evaluation. They emphasize that principals cannot provide sufficient feedback through evaluation alone for significant improvement, highlighting the importance of a culture where growth is supported through collaboration, coaching, and student feedback. Tony links systemic change to transformational leadership focused on culture, standards, strategies, and beliefs about capacity, rather than just transactional changes. The interview concludes by reflecting on the value of artistic perspectives in leadership, noting artists’ focus on process, public performance, and skill-building, and using AI’s ability to isolate and slow down music parts as an example of how it can aid the process of learning. Key Concepts Discussed: AI with Intention: The need for schools to be deliberate and purposeful in how they integrate AI tools, understanding that students are already using them and require guidance. Teaching for Understanding: Prioritizing depth of learning and conceptual understanding over simply covering large amounts of content. Music as a Metaphor: Using the flexibility and shared agreements of jazz music as a model for school systems where clarity on core priorities allows for teacher creativity, contrasted with the rigid structure of classical music.  Supporting Teacher Growth: Focusing on systems and culture that support teacher growth and reflection through coaching, collaboration, and feedback, rather than relying solely on evaluation. Transformational Change vs. Transactional Change: Understanding the difference between addressing deep-seated issues through relational, vision-focused leadership (transformational) and simply altering structures or resources (transactional), and focusing efforts on the former. The conversation concludes by emphasizing that while AI tools are present and useful, the truly critical components are aligned and intentional teaching and fostering student agency and integrity, which are the things that really matter most in how these powerful tools are ultimately utilized. Tony’s New Book: AI With Intention: Principles and Action Steps for Teachers and School Leaders Article by Tony:  https://www.whatschoolcouldbe.org/blog/students-perceptions-of-ai-in-seven-high-schools-moving-from-avoidance-and-deterrence-to-responsible-engagement The post PMP468: AI with Intention with Tony Frontier appeared first on Principal Matters.

This week on Monday Matters, Jen Schwanke and I discuss happiness among educators. We cover an article by Elizabeth Dampf, The Cost of Happiness, and Jen talks about some articles she has written about joy in educators. School leaders face a lot of stress on the job. We spend a lot of time pouring into others. When you take time to pour into yourself, you have more to pour into others. How do principals hold on to the joy in their work as they deal with the pressure of feeling responsible for everyone else’s happiness? Listen to the episode to hear us try to answer that question! Now it’s Your Turn: If you are a principal who has found ways to hold onto joy and happiness in your work, what are the methods you employ to help you stay joyous in your work? Let us know at will@williamdparker.com. Links: Jen’s Articles: https://ascd.org/el/articles/can-we-still-findhttps://ascd.org/el/articles/can-we-still-find-joy-in-teaching-joy-in-teaching https://www.ascd.org/blogs/a-thing-and-a-buddy-the-power-of-identify-as-a-path-to-joy Elizabeth Dampf’s: https://www.ascd.org/blogs/the-cost-of-happiness-for-education-leaders The post MONDAY MATTERS with Jen Schwanke and Will Parker – Whose Happiness Are You Responsible For? appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker take a few minutes to discuss the following question: What is missing that keeps every school from moving forward at high levels all the time?  Listen in to hear their response! Meet Danny Bauer: Daniel Bauer is the founder of Better Leaders Better Schools and host of its top-ranked podcast, where he has inspired thousands of school leaders around the world. A former teacher and principal, Daniel now coaches education leaders to challenge the status quo, take bold action, and build school cultures that put people first. Through his mastermind groups, books, and speaking engagements, he equips leaders with the tools to create lasting impact. His mission: to help school leaders level up so they can lead with purpose, authenticity, and results. Learn more at betterleadersbetterschools.com.  Being a Ruckus Maker: Ruckus Makers is the term coined by Daniel Bauer that describes school leaders who dream for a new, different, and better way of doing education. Daniel loves to help Ruckus Makers reimagine education so that they can create an environment they want to be in, making work enjoyable. He says that he coaches Ruckus Makers to create the rules in which they can always win; if they can’t answer what the rules are, then they’re playing someone else’s game. To clarify, Danny states that he is not saying that the current way of doing school is bad, just that we need to find new, different, and creative ways to reach students. In order to do so, he tells leaders that they need to see school through the eyes of kids.  Lessons from Category Design: Recently, Daniel has been learning about category design, and those lessons have influenced his work. Category design is a business practice, used to sell products. When schools do this, they use category design as a way to sell their schools to potential employees. One example of how leaders can apply category design to their work is through the way they create job postings. Danny says that typically, job postings for school positions are generic and boring, and don’t move people to action. Instead, schools should lead with what makes their campus unique, or how they do school differently. Danny says that when school leaders take his advice, they tend to get so many applications they don’t know what to do. How you sell your school is what helps people know that it is the right fit for them.  Creating Principal Entry Plans:  In 2023, Daniel Bauer published the book, Build Leadership Momentum: How to Create the Perfect Principal Entry Plan. He outlines for Principal Matters listeners some ideas from that book to keep in mind as they step into a new school year. First, he reminds listeners that they are playing a game that they are the author of. Next, he lays out the framework for creating your 90 day entry plan. Then, he tells listeners to always start with you, for you are not going to have a great school year if you are not doing great. Finally, he states that creating and implementing a 90 day plan can help eliminate the stress of the start of the school year.  Final Comments and Staying Connected:  At the end of the interview, Danny shares some advice for listeners who are supporting educators through content creation. He tells listeners that they should not be afraid of being different. The most success he has found is when he is staying true to himself and bringing things that are unique to the table. He also says not to give up; a lot of people give up right before they are about to be successful.  You can stay connected to Daniel Bauer by visiting his website and subscribing to his newsletter.   The post PMP467: Being a Ruckus Maker with Danny Bauer appeared first on Principal Matters.

Welcome back to another episode of Monday Matters! This week, join Will Parker and Jen Schwanke for the final discussion about Jen’s new book, Trusted: Trust Pillars, Trust Killers, and the Secret to Successful Schools. Chapter 7 is about self-trust for principals. The work of a principal is inherently very self critical. When a principal spends their time dealing with self-doubt, they are breaking their own self-trust. Jen outlines several key insights for school leaders to hold onto when they examine their own relationship with self-trust, by acknowledging that you are hardest on yourself. Next, Jen tells listeners some ways to build your self-trust. The first is by doing your best and accepting that. The second way to build self-trust is through confidence and humility. Then, Jen tells listeners to practice managing their emotions. Knowing that you are in control of your emotions is a good way to build self-trust. To hear the rest of Jen’s solutions to building self-trust, listen to the episode. For a more in-depth look into this topic, check out Jen’s book Trusted: Trust Pillars, Trust Killers, and the Secret to Successful Schools.  The post MONDAY MATTERS with Jen Schwanke and Will Parker – Self-Trust and Beyond appeared first on Principal Matters.

LaDonna Chancellor is the Executive Director of Teaching and Learning for Bartlesville Public Schools in Oklahoma. With over 25 years in education, she began as a special education teacher, later serving as assistant principal and principal at Central Middle School and Bartlesville High School. As a high school principal, she led major transitions, expanded STEM programs, and earned national recognition for diversity in computer science. In her current role, she oversees curriculum, supports principals, and champions student well-being through initiatives like unplugged school days. A graduate of Northeastern State University and Southern Nazarene University, LaDonna continues to drive academic excellence and student success across the district. Before becoming an educator, LaDonna worked in an abstract office. After becoming a single mother, she decided she needed to go to college, and thus began her education career.  Career Highlights:  Over the course of her career, LaDonna has served in many different roles at many different schools. Currently, she serves at Bartlesville Public Schools. When asked what she is proudest of at her school district, her answer is Bartlesville’s teacher recruitment and retention. When she first stepped into the role of Executive Director of Teaching and Learning at Bartlesville, she started a new teacher academy. Since the implementation of that program, Bartlesville Public Schools has seen a 90% retention rate of the new teachers hired.  Transition from Teaching to Leadership: LaDonna tells Principal Matters listeners that the motivation to become a school leader came from being a teacher. Once she started teaching, she began to look around and saw needs for all students that could be met through being a school administrator. After becoming an administrator, LaDonna worked hard to create a school environment where teachers wanted to come to school everyday. She explains that if teachers want to come to school, their classroom will be a more enjoyable place. Therefore, LaDonna spends a lot of time focused on school culture. Advice for New Leaders: When asked what advice she would give a new leader, LaDonna says to maintain a positive attitude, always. Additionally, she states that positive relationships are the key to success as a leader. It is imperative for school leaders to build, maintain, and repair relationships with staff, students, and parents. Doing so will build the foundation needed for a school leader to be successful. Furthermore, when leaders are stepping into a new role, LaDonna suggests that they spend time watching, listening, and learning before making any changes to the way the school operates.  Advice for Veteran Leaders: Next, LaDonna shares some advice with veteran school leaders. In order to avoid burn out, she tells leaders that it is important to focus on work/life balance, especially during busy seasons. For example, each week LaDonna schedules family time with all of her kids and grandkids, and time with her husband. She also emphasizes the importance of school leaders prioritizing their health, both physical and mental. The Importance of Collaboration: Throughout her tenure at Bartlesville Public Schools, collaboration has played a key role in the ways LaDonna supports schools and school leaders. Recently, two high schools in her district transitioned into one building, combining two different staffs in the process. Understanding how to bring all those people together to work as a team took some time. LaDonna says that she met with each staff member individually in the year leading up to the merging of the two schools to understand each of their needs. Through collaboration, the two schools successfully merged, with the staff as committed as ever.  Staying Connected: You can stay connected with LaDonna Chancellor via email at chancellorlm@bps-ok.org, or Linkedin. The post PMP466: Leading Collaboratively with LaDonna Chancellor appeared first on Principal Matters.