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

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response.  The question is: How do you handle the tendency to catastrophize, which can drain energy and focus? Listen in for our response and thank you for doing what matters! Meet Kenny Rodrequez Dr. Kenny Rodrequez became Superintendent of the Grandview C-4 School District in July 2016. Before this role, he was the Assistant Superintendent of Curriculum and Instruction for two years, overseeing K-12 curriculum programs and leading all schools in the district. Dr. Rodrequez has a diverse career, starting as a music educator for 8 years, and then moving into school administration over a decade ago, serving as assistant principal, principal, director, and assistant superintendent. He was also named the 2024 Missouri Superintendent of the Year by the Missouri Association of School Administrators (MASA). In this week’s interview, we kicked off by talking about some of our mutual connections in the field, including Dr. Keith Ballard, an Oklahoma legend in school leadership. We also discussed our mutual collaboration with Matt Wenzel from LebraHQ.com, a podcast sponsor. LebraHQ provides helpful tools that Kenny uses for engagement and communication. When I asked him about his work in the Grandview C-4 School District, Kenny shared how he focuses on engagement and relationship-building, especially through social-emotional support initiatives. For example, he developed screenings for third-to-fifth-graders and worked on expanding the staff’s cultural competence to create stronger bonds within the school community. He emphasized how essential it is to hold meaningful conversations about race and backgrounds to build those relationships. Kenny and I also dove into how he navigated the challenges of the pandemic, which included supporting curriculum development and maintaining student engagement. These efforts ultimately helped Grandview C-4 surpass academic goals in 2022 and strengthen their strategic position for the future. We touched on leadership consistency, too. Kenny’s commitment as superintendent has brought continuity to the district even with changes in the school board. He explained how his style of connecting one-on-one, whether with staff, students, or parents, has its roots in his experiences as a waiter, band director, and administrator. He even gave a great example of using LebraHQ.com to stay in touch with over 650 employees by acknowledging birthdays and achievements—though he’s always sure to personalize each message. Wrapping up, Kenny offered advice for new leaders: take time to reflect, keep a journal, and think long-term. He recommends a three-year approach to new roles—focus on relationship-building in year one, make changes in year two, and see the impact by year three. To connect with Dr. Kenny Rodrequez, you can find him on X (Twitter) at @KRodrequez or reach out via email at kenny.rodrequez@grandviewc4.net, or visit his district’s website at grandviewc4.net.  Thank you for being a part of Principal Matters and for doing what matters! The post PMP425: The Power of Engagement with Dr. Kenny Rodrequez appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response.  The question is: What strategies work best when dealing with others who are resistant to growth? Listen in for our response and thank you for doing what matters! The Principal as a Mentor and Coach In this week’s episode, I interviewed Jen about an article she wrote, Principal as Mentor and Coach, published in ASCD’s Education Leadership, September 2024 edition. Remember what it was like to be a new teacher or educator? You probably can think of the feelings of enthusiasm, anxiety, and adrenalin. Most of us also cringe when we think about what did wrong in those first days, weeks, or months of our new role.  Now, think about how much you appreciated the patience, wisdom, and input of others who took the time to listen or to invest in your growth. Everyone deserves a good coach or mentor in the work they do, and principals have a significant responsibility to provide that kind of feedback to their teachers and teammates. In the conversation, we talk about what it feels like to be new in the role of teaching or education, and how leaders can navigate the roles of evaluation, coaching, and mentoring. Then we unpack the ten tips Jen provides in the article by exploring her feedback on the following: Learn what coaching looks like. Focus on new teachers. Provide balance. Don’t assume they know. Listen to their ideas. Highlight the good things. Address small worries. Encourage reflection. Focus on your outcome. Remember patience. Just as we want to help others reflect on ways they can grow in their craft, we must also be willing to reflect on our own learning. We cannot expect something from others that we are practicing ourselves.  Why You Need Coaching and Mentoring Too The tips that Jen provides for coaching and mentoring others also apply to you. If you’re looking for someone to provide you with reflection and coaching, Jen and I both offer opportunities for leaders to connect with us. If you’d like to learn more about executive coaching options, visit williamdparker.com/services or jenschwanke.com, reach out to either of us by email at will@williamdparker or jen@jenschwanke.com to learn more. Listen to the entire episode for more takeaways or read the article in its entirety for even more helpful tips and ideas.  Thank you for learning together, and thank you for doing what matters! The post PMP424: Principal as Mentor and Coach with Jen Schwanke and Will Parker appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response.  The question is: What are the best practices for improving communication and fostering a sense of ownership among staff? Listen in for our response and thank you for doing what matters! Meet Garth Larson Garth Larson, Ed.D, is the Co-Founder and CEO of FIRST Educational Resources. He started his career as a high school speech and English teacher, later becoming an elementary principal and then the Director of Learning for the Winneconne Community School District in northeast Wisconsin. In 2015, he co-founded FIRST Educational Resources to enhance student achievement nationwide. Since then, over 2,000 global school districts have partnered with his company. Garth consults internationally, offering professional development on key educational topics like Professional Learning Communities 2.0 and Learning-Centered Grading Practices. He has authored four books, including “Grading for Impact” and “PLC 2.0: Collaborating for Observable Impact in Today’s Schools.  Garth has been doing some incredible work in educational reform and recently co-authored a book titled Extinguishing the Fires Within Assessment and Grading Reform. As we dove into a conversation about the evolution of standards-based grading, Garth shared how this approach represents a significant shift in how we assess student learning. He mentioned influential figures like Tom Guskey, Rick Wormeli, and Ken O’Connor. In particular, Ken O’Connor’s CALM framework—Consistent, Accurate, Learning-focused, and Meaningful—really stood out. If you’re interested in learning more about this, O’Connor’s book A Repair Kit for Grading is a fantastic resource. Garth offered some valuable advice for educational leaders. For those just starting with standards-based grading, he emphasized the importance of truly understanding what this system is—and what it isn’t. For leaders facing resistance or mixed messages within their communities, he stressed clear communication and proactive engagement with all stakeholders. We also tackled some common hurdles, like the misconception that standards-based grading doesn’t prepare students for “the real world.” Garth flipped that notion on its head, urging us to focus on preparing students for life beyond school. He advocated for policies that align with our school’s mission and highlighted the necessity of allowing retakes and reassessments to give students real opportunities to learn from their mistakes. One story that really resonated was about a school that shifted to proficiency-based grading, leading to multiple valedictorians. This change fostered a collaborative spirit among students, emphasizing learning and growth over competition. If you’d like to learn more, feel free to reach out to Garth at garth@firsteducation-us.com or visit the FIRST Educational Resources website at firsteducation-us.com. Thank you for learning together, and for doing what matters! The post PMP423: Extinguishing Fires Within Assessment and Grading Reform with Garth Larson appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response.  The question is: How can I use time effectively while also making time for self-care? Here’s a free resource Will refers to by Michael Hyatt: https://assessments.fullfocus.co/lifescore/ Also, check out Will’s book, Pause. Breathe. Flourish.: Living Your Best Life as an Educator. Listen in for our response and thank you for doing what matters! Meet Danielle Nuhfer Danielle Nuhfer, author of The Path of the Mindful Teacher and founder of Teaching Well. She is a former teacher turned coach and has devoted over two decades to supporting educators through the complexities of the educational system. In this episode, Danielle discusses her transformative journey in education, her insights on improving school environments through mindfulness, and her practical strategies for personal and professional growth. First, she dives into a transformative topic: bringing mindfulness into our schools. Danielle shares how mindfulness has revolutionized her approach to education, starting with a pivotal moment in 2006 when her principal noticed a change in her demeanor. That observation pushed her to take a closer look at her work-life balance and self-care. Fast forward to 2014—though she was thriving professionally, she hit a personal wall due to a lack of boundaries. This led her to embrace mindfulness as a key part of her daily life. Danielle walks us through practical strategies for mindfulness, starting with understanding our internal scripts—those automatic reactions we all have. By identifying “internal scripts” and understanding why we react the way we do, we can lead with greater awareness and empathy.  One of her powerful examples is “flipping your autopilot reactions.” She shares a story about how she shifted her response to a student’s tardiness, which not only prevented conflict but also fostered understanding and connection. For those of us navigating stressful times, Danielle recommends tracking emotions and triggers with simple tools like post-it notes throughout the day. She also suggests focusing on one trigger at a time to gain deeper insight into our responses. And a favorite tip: integrate activities like stretching or walking to stay proactive instead of reactive, ensuring we’re present and grounded for our students. If you’re ready to start your journey toward mindfulness, Danielle’s website, TeachingWell.life, is a fantastic resource. She believes that by embodying mindfulness, we can lead our teams toward a culture of reflection and growth. Thank you for tuning into this week’s episode of Principal Matters! Visit us for more episodes, and don’t forget to subscribe to stay updated on future conversations. Let’s keep making a difference, one mindful step at a time, and thank you for doing what matters! The post PMP422: Pathway for Mindful Teachers with Danielle Nuhfer appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response.  The question is: How can I exercise my voice as a ‘guardian’ without coming off as ‘challenging’? Will refers to a resource The 5 Voices: How to Communicate Effectively with Everyone You Lead by Jeremie Kubicek and Steve Cockram. You can find it here. Listen in for our response and thank you for doing what matters! Meet Nate Levenson Nate Levenson is president of New Solutions K12. He brings a great deal of experience to the topic of raising achievement and improving equity despite tight resources. He combines decades of private sector experience with 20 plus years in K-12. As a superintendent he led an effort that closed the achievement gap and reduced the number of struggling readers while the budget was shrinking.  As a consultant he has helped over 300 districts in 30 states redesign budgeting, spend differently and increase Academic Return on Investment. As an author and thought leader he has written six books, scores of articles, a few white papers and regularly speaks nationally. His newest budget related book, Smarter Budgets, Smarter Schools, second edition, was published by Harvard Education Press. His passion is helping ensure every dollar does the most good for the most students.  In this week’s episode of Principal Matters Podcast, Jen Schwanke sits down with Nate Levenson to discuss his book, Smarter Budgets, Smarter Schools. From Jen Schwanke:  This was such an impactful episode for me. Every time I talk with Nate Levenson, I learn something new. It’s not knowledge or facts that are so impactful— though he has those too— but rather the way he challenges me to make mindset shifts and reconsider the status quo. In this episode, Nate gives us a glimpse of this expertise. Join us as Nate discusses how school leaders can provide excellent learning environments for students— even when budgets are tight. He challenges us to shift our mindsets toward impactful change— something that happens  when we let go of some of the myths we carry about learning environments. Let’s take a look at three myths we dispel during this episode.  Myth #1:  Small class sizes and small intervention groups are a must.  We get into education because we care about kids, and it’s best to care about them in small groups, right? Indeed, small class sizes and small intervention groups are held as sacred truths. But Nate thinks about it a little differently. With better allocation of staff, and with the enhancement of staff impact through smarter scheduling, small class sizes stop becoming the most important thing— instead, how many students we serve in a day becomes much more important than the size of the group.  Myth #2: When money is tight, we should just lower our expectations.  This is something a lot of school leaders do. We think, “In order to save money, we need to make cuts. When we make cuts, we’ll need to expect less of our teachers and students.” But there is never going to be “enough” money— as Nate points out, “We are going to spend every dollar we have.” And so when we have less dollars, we won’t be able to afford every staff member and every service we have been providing. Rather than expect less of our staff and students, the mindset must shift. Let’s not do less for students but instead do differently for students.  Myth #3:  Every school needs the same resources.  Many times, schools allocate staff based on what seems fair and necessary. If we have a district of four schools and we have four reading teachers on staff, every school should get a reading teacher. Right?  No. Not at all. Nate recommends building a budget in which we literally account for students served, not FTEs. “Have a column that shows how many students we are helping,” he suggests, which shines an entirely different light onto the concept of equity.   Myth #4: When change is necessary, Central Office should create the action steps— and principals should implement them. Nate feels strongly that principals are critical assets in any district’s decision making process. He outlines ways that district leaders should get principals to the table, starting by thinking of them as overall district leaders rather than just the leader of an individual school.  If held too tightly, these myths can be extremely problematic for schools, especially as we enter a period of very tight budgets. This episode will challenge and inspire you, whether you are a teacher, principal, or district-level leader. Thanks for listening! Nathan Levenson, President, New Solutions K12 Website: newsolutionsk12.com The post PMP421: Smarter Budgets, Smarter Schools with Nate Levenson and Jen Schwanke appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response.  The question is: How do you help teachers keep their ‘Why’ in the forefront of their minds?  Listen in for our response and thank you for doing what matters! David Yeager, PhD, is a professor of psychology at the University of Texas at Austin and the cofounder of the Texas Behavioral Science and Policy Institute. He is best known for his research conducted with Carol Dweck, Angela Duckworth, and Greg Walton on short but powerful interventions that influence adolescent behaviors.  He has consulted for Google, Microsoft, Disney, and the World Bank, as well as for the White House and the governments in California, Texas, and Norway. His research has been featured in The New York Times Magazine, The New York Times, The Wall Street Journal, Scientific American, CNN, Fox News, The Guardian, The Atlantic, and more.  Clarivate Web of Science ranks Yeager as one of the top 0.1% most influential psychologists in the world over the past decade. Before his career as a scientist, he was a middle school teacher and a basketball coach in Tulsa, OK. Now, he coaches his kids’ baseball team. He earned his PhD and MA at Stanford University and his BA and MEd at the University of Notre Dame. He lives in Austin, Texas, with his wife and their four children. He is also the author of the bestselling book 10 to 25: The Science of Motivating Young People.  Below is a summary of the questions and responses between Will Parker and Dr. Yeager. Listen to the entire interview for even more takeaways! Adopting a ‘Mentor mindset’: David’s research is based on research that has been available for decades, but he uses this research to call on educators to adopt a ‘mentor mindset’ in their classrooms. The mentor mindset is grounded in the belief that mistakes are the root to growth. He states that some teachers adopt an “enforcer” mindset, having high expectations but little support for students. Conversely, some teachers have a “protector” mindset, having low expectations and high support for students. Finding the sweet spot between those two mindsets is where students excel. According to David’s research, when teachers have high expectations and high support for their students (mentor mindset), 95-100% of their students meet the expectations of the classroom.  Communicating with Young People: Throughout the book, David pushes back on some misapplications in brain science and child development. One such misapplication is the fact that children’s brains are not fully developed can translate into the argument that children are not capable of making decisions that can be trusted. He also offers up some science-backed solutions to communicating with children in a way that their brains can understand. Young people want to have status and respect, and their goals have their emotions at heart, while social rewards drive the way they rationalize behaviors.  ‘Mentoring Mindset’ Approaches: Among the many topics covered in 10 to 25: The Science of Motivating Young People, David Yeager discusses approaches like the ‘4 Principles for Respectful Instructions’ or ‘Transparency Statements’ to help educators wanting to use a Mentoring Mindset. As an example of how to use these approaches, David uses the example of how telling kids to eat their broccoli is a stereotype of bad teaching or ‘grownsplaining’. More explaining is not going to fix the problem; kids need to have agency and ownership over their decisions. David suggests that instead of ‘grownsplaining’ healthy eating to kids, healthy behavior should be aligned with what motivates their status and respect. This approach will often lead to them making healthier choices in the future. David also emphasizes the power of asking questions to kids rather than just talking at them. Kids just want to be heard, he says, so they will eventually come up with their own solutions and do better on their own in the future. Wrapping Up and Staying Connected: David says that wants people to have a sense of hope and optimism when it comes to young people. He wrote this book because he wanted to share the secrets of people who have figured out how to truly have hope in young people, and he wanted to share stories of actual change in young people’s lives.  If you would like to stay connected with David Yeager you can reach out to him on Linkedin: linkedin.com/in/david-yeager-3713905, via email: yeagerds@austin.utexas.edu, or schedule a time for him to come speak at https://thelavinagency.com/speakers/david-yeager/.  Thank you for listening and for doing what matters! ~ William D. Parker The post PMP420: Mentoring Mindset with David Yeager appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response.  The question is: How do you create schedules for observing teachers in advance? Listen in for our response and thank you for doing what matters! Meet Dr. Jim Van Allan Dr. Jim Van Allan is President of The Energy Bus for Schools. He runs The Energy Bus for Schools program which gives schools the blueprint and framework to create a positive school culture. He coaches school leaders and superintendents on mindset, teamwork, communication, and culture-building. Additionally, Jim speaks to schools and districts across the country with keynotes, trainings, workshops, and student assemblies. He is the co-author of the book, The Energy Bus for Schools: 7 Ways to Improve Your School Culture, Remove Negativity, Energize Your Teachers, and Empower Your Students, with bestselling author Jon Gordon. Jim is also a Professor of Communication Studies and Lead Speech Instructor at Keiser University, which is based in Florida. He teaches Public Speaking, Interpersonal Communication, and Business Communication. Jim holds a Bachelor of Science degree in Public Relations from the University of Florida and a Master of Arts degree in Communication Studies from Florida Atlantic University. He also earned his Ph.D. in Education Leadership from Keiser University. Jim studied the impact of an early version of The Energy Bus for Schools program on a model school in Ohio. Much of his research centered around the impact of sustainable professional development for schools. He lives in Palm City, Florida, with his wife and three children, Brady, Brenden, and Brinley. Throughout the episode, Jim discussed his collaboration with Jon Gordon, noting that Jon has authored 30 books, 16 of which are bestsellers. The latest edition of The Energy Bus details how to spread positive energy throughout a school. Jim’s Ph.D. research initially involved five model schools and examined the lasting impacts of the program. He observed a strong desire among schools for continuous, year-long professional development to reinforce and extend the lessons learned. The latest “Energy Bus” book is a practical guide, sharing strategies gleaned from a decade of implementation across U.S. schools. It outlines seven key strategies for enhancing school culture: Inviting staff on board Building a positive foundation Energizing the environment Appreciating community members Transforming negativity Rejuvenating the team Creating a network of supportive leaders Notable Research Findings: Jim shared stories illustrating these principles, such as a school leader in Texas who transformed a failing school into a high-performing institution, greatly supported by the community through a significant bond issuance. Another example from Northern Iowa showcased a school district that integrates lessons from The Energy Bus into an annual theme park visit, reinforcing the principles through engaging activities. Jim also discussed the distinction between genuine positivity and toxic positivity, emphasizing the importance of addressing challenges constructively and fostering a healthy, positive environment. He concluded the interview by stressing the need for visionary leaders to spearhead positive changes. For further details or inquiries, Jim can be contacted at his email address: Jim@jongordon.com. Resources: The Energy Bus for Schools Book The Energy Bus for Schools Program The Energy Bus for Schools on You Tube Follow him on all social media @JimVanAllan Email him: Jim@JonGordon.com The post PMP419: Energy Bus for Schools with Dr. Jim Van Allan and Will Parker appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response.  The question is: What are some best practices in other school buildings to “flatten the walls of the school”? Where did you start on this journey/process? [The idea of flattening the walls means that all stakeholders feel comfortable in sharing their ideas, and feel valued.] Will mentions a book you’ll want to check out by David Yeager (an upcoming guest on the show) titled 10-25: The Science of Motivating Young People.  Listen in for our response and thank you for doing what matters! Meet Wes Cottongim Dr. Wes Cottongim currently serves as an Assistant Professor of Education Administration at Western Kentucky University. Before arriving at WKU, Dr. Cottongim spent 20 years serving in a K-12 public school setting.  Approximately 12 of those years were spent in an administrative role (either Assistant Principal or Principal).  Since arriving at WKU, Dr. Cottongim has taught courses for both aspiring and current school administrators.  Dr. Cottongim has focused his research on burnout and self-efficacy of teachers and school administrators.  He has developed a passion for guiding current school leaders through the highs, lows, and sustainability of the profession. In this conversation with William D. Parker, Dr. Wes Cottongim opens the discussion by sharing his appreciation for the podcast, which he enjoys during workouts and relaxing times at his fire pit. As a former sixth-grade teacher and an advocate for elementary education, Dr. Cottongim highlights his ongoing connection to schools, including refereeing a basketball game at his children’s school post-interview. Career Journey and Commitment to Education Dr. Cottongim reflects on his fulfilling career as an assistant principal and principal, emphasizing his goal to be actively involved with his students. Currently a professor, he continues his passion for education by recruiting students into teaching programs and involving himself in new educational initiatives at his university. His tenure as an administrator was especially rewarding when working with multi-handicap students, reinforcing his belief in the value of student interaction. Leadership Philosophy and Challenges Wes discusses his belief that everyone, regardless of their role, demonstrates leadership within a team. He shares insights from his journey into educational leadership, including the joys and challenges encountered along the way. One significant struggle he recounts is dealing with severe decision fatigue during a summer filled with a new building project and additional instructional responsibilities, which led to a period of depression. The Importance of Seeking Help Dr. Cottongim uses his experience to remind educators of the critical need to seek help when facing obstacles. He credits his recovery and professional growth to the support of his faith, family, and willingness to ask for assistance. Wes underscores the significance of personal care alongside professional development for education leaders. Advocacy for Leader Well-being Currently, Dr. Cottongim is active in presenting at education conferences and leadership groups, focusing on the importance of leaders asking for help. He advocates for cultivating practices that allow leaders to admit when they’re overwhelmed and to lean on others for support. Wes emphasizes the need for practices that foster school safety and culture improvement. Stay Connected Listen to the entire conversation for even more takeaways! Listeners interested in Dr. Wes Cottongim’s work and insights on leadership and educational practices can connect with him via email at wes.cottongim@wku.edu or follow him on Twitter at @DrC_WKU. Thank you Dr. Conntongim for shedding light on the personal and professional challenges faced by educators and the crucial role of community and support systems in overcoming these challenges.  The post PMP418: Maintaining Your Passion with Wes Cottongim appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response.  The question is: How do you manage displacement conversations after teachers find out they are not returning? Listen in for our response and thank you for doing what matters! Meet David James David is a managing director at New Solutions K12 and brings experience as a teacher, school founder, consultant, school board member, and author to his work partnering with educators. He leads New Solutions’ scheduling and staffing practice and advises schools and districts nationally on how best to design, build, and manage strategic school schedules. He is co-author of the book, It’s Time for Strategic Scheduling: How to Design Smarter K-12 Schedules that are Great for Students, Staff, and the Budget (ASCD). From Jen Schwanke:  This week’s episode centers around a conversation many principals would like to have and aren’t quite sure where to start— the act of reimagining a school’s master schedule. Our guest, David James, is an undisputed expert on this topic. Jen met David James a couple of years ago at an author’s event, and they have worked together several times since. David is a managing director at New Solutions K12, bringing his experience as a teacher, school founder, consultant, school board member, and author to his work partnering with educators. He leads New Solutions’ scheduling and staffing practice and advises schools and districts nationally on how best to design, build, and manage strategic school schedules. He is co-author of the book, It’s Time for Strategic Scheduling: How to Design Smarter K-12 Schedules that are Great for Students, Staff, and the Budget (ASCD). What does it take to re-think a school schedule? David provides some insight for any principal who might want to improve their scheduling process and reconsider if they are meeting their intended student outcomes. One component David suggests is that principals be aware of their blind spots. When we’ve always done something a certain way, it takes courage to look outside those norms and think creatively and differently about the schedule. Blind spots might exist in ourselves as the principal, but they also might exist in the team of people who create the schedule—teachers on staff, district leadership, and even community members.  Another component to consider might be how principals might broaden their perspective and see their school’s schedule as a bigger picture based on intentionality. What are your priorities as a school? How do you want to use your time and use your staff?  What are your school’s intervention needs? Enrichment needs? One of the things that is finite in building a strong schedule, David points out, is time and staff. In most cases, it’s not possible to just add more minutes to the day or add more teachers to the roster. For that reason, if your school’s schedule needs improvement, it is important to think differently about your schedule’s opportunities within those two constraints. There is a lot more wisdom in Jen’s conversation with David. This episode opens up new doors for anyone thinking about how they might change, update, or adjust their master schedule to maximize their staff and provide a better learning experience for students.  Social Media: https://www.linkedin.com/in/david-h-james/ Website:  https://ascd.org/people/david-james The post PMP417: How To Design Smarter Schedules with David James appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered a listener question in a 5-minute response.  The question is: What’s the best way to find a ‘balanced’ leadership team when interviewing?  It’s hard sometimes to go ‘deep’ and really see who people are in a formal interview. Will mentions a resource from Jimmy Casas. Go here for a summary of his Hiring for Excellence tips and other links to Jimmy’s great resources. Listen in for our response and thank you for doing what matters! Mark Your Calendars! Virtual Series in Partnership with SAANYS Jen and Will also talk about a year-long virtual series they and other Principal Matters Associates are offering in partnership with the School Administrators Association of New York State, Managing Culture, Conflict and Conversations. This offering begins October 16, 2024, and is followed by ongoing learning once a month through the spring semester. You can find out more via this flyer: https://qrs.ly/sgg4bzu. Or register here. From Will: Every Student Has a Name by William D. Parker This week’s episode is a conversation I had with Jen Schwanke based on a post I wrote while traveling to an education conference. I’m including the post below, but the conversation in today’s episode includes Jen’s feedback as we expanded the conversation to include the following: How accountability standards often de-motivate schools from their essential mission. How collective efficacy and the belief that all children can learn proves to be one of the most influential forces in positive school outcomes. How understanding the dynamics of individual significance and collective results leads to better outcomes for everyone. I hope you enjoy the conversation and the post below. Thank you for learning together and for doing what matters! ~ Will Parker This past semester, I flew over a sea of humanity on my way to an education conference. It was sunrise above Chicago, and a rose-colored sky was awakening above the dark expanse of Lake Michigan. As our plane banked and turned toward the airport landing, the panorama of city life was already crawling with the thousands of twinkling yellows and reds of headlights and taillights.  Every highway was lined and several were already stalled with traffic flowing into the city. It was 7:00 a.m. CT, and surrounding every street were the millions of lights marking humanity — homes, businesses, and schools. Although my vantage point only allowed me to see headlights, porch lights, or street lights, I realized each one marked a spot where someone was sleeping, waking, working, or traveling.  In one way of seeing the world, this is just a panorama of lights, but from another vantage point, these lights mark something much more significant. For me, it’s a bit overwhelming. If every light marks a point of humanity, then how do you reconcile yourself to the unique, individual gifts and talents of each person marked by those lights? In contrast, I recently watched the documentary, My Name is Salt, by Farida Pacha, about families who work eight months each year in the desert of Little Rann of Kutch, a 5000 sq km of saline desert in the Gujarat State in India. Filmed in 2013, the story with no script follows the lives of one family who works eight months each year in this desert. Each year, 40,000 people return to this area from villages to flood fields of mud and uncover salt. The painstaking work requires digging border trenches by hand, using a diesel-powered water pump to flood the fields with saline water. Families pay to have their drinking water trucked in. They live in primitive huts on dirt floors, and their children attend school, funded by an NGO. Their setting is a different sea of humanity — groups of families who have been returning to this area for generations to harvest and sell salt. When you follow them through meal times in tents around small fires, wading in water to rack salt, walking long distances to attend a one-tent schoolhouse, you are struck by their perseverance, confidence, and courage to live in such harsh conditions, raise their children, and return each year for the same cycle of work. Back in the more developed communities or neighborhoods where you and I live, ours is also a unique sea of humanity. Whether you live in a rural farm setting, a sprawling suburban neighborhood, or an urban cityscape, each place is marked by its own cultural norms, sets of values, conflicts, and triumphs.  Thoughts on Accountability For a school, each student represents a whole set of unique points of humanity. A student represents a family, parents, grandparents, brothers and sisters. Each student has a unique background that he or she brings to school each day. We don’t always know their stories, but when we uncover the gifts, talents, and perspectives each student brings to learning, we are often surprised but what each one has to offer to the whole. We are also surprised by how much each student has in common with others.  When educators are asked how their schools are performing, we go to data: attendance records, disciplinary logs, achievement data — but these points of data are ultimately numbers that point back to the humanity of our students. Each data point represents a face of a child.  Data is a small measurement of the experience or life of a human being in our care for a set number of days in his or her life. When we ask the questions: “What are they learning?”, and “How do we know they are learning it?”, we need more than numbers to tell us the answers to those questions. This past year, I led several leadership groups and individuals through a book study on Patrick Lencioni’s The Five Dysfunctions of a Team. The book is written as a fable of a tech company struggling to meet its targets, and a new CEO, Kathryn, who has been assigned to determine solutions for a struggling leadership team. Kathryn, a former 7th grade teacher who transitioned her career into industry executive, shares five dysfunctions she sees in underperforming teams: Absence of trust. Fear of conflict. Lack of commitment. Avoidance of accountability. Inattention to results. The flip side of this equation is the components that make up strong teams: They trust one another. They engage in unfiltered conflict around ideas. They commit to decisions and plans of action. They hold one another accountable for delivering against those plans. They focus on the achievement of the collective result (The Five Dysfunctions of a Team, by Patrick Lencioni, pages 189-190). Notice the final two categories in each list, numbers 4 and 5. In the book, the author attributes “avoidance of accountability” to low standards. In the category of “inattention to results,” he connects this behavior to the obsession with status and ego as opposed to shared outcomes. Whenever I’m working with educators, tension normally arises when talking about accountability with questions like this:  How do I complete the work assigned to me individually while at the same time, adequately supervising the complexities of the work of others?  For teachers, the question might be phrased like this: How do I maintain my autonomy as an instructor while I’m being asked to share data and examine outcomes with other teachers? These questions are normal responses in any work environment. We want to be excellent at our work. At the same time, no one works in a vacuum. We are all dependent on others to complete the important tasks of any job, task, or project.  These same tensions exist in our students. They are justifiably concerned about their grades and outcomes. At the same time, they recognize school is more than just their accomplishments – they are part of a community of other learners too. So what difference does looking at our shared humanity make for school leaders and their responsibility to hold others accountable? I think accountability, like most areas in leadership, has two sides to the same coin we must examine. On the one side, we need to recognize the unique individuals who make up every setting in education: students, teachers, administrators, and parents are people. They have faces and names. They must be treated with the respect and dignity that every human being deserves. Each one marks an important place in the world that no one else marks. On the other side of the coin, we make up a collective community of people. Together we share learning spaces, eat together, learn together, follow the same calendars, complete learning standards, compete in extracurricular activities, reteach concepts, and master achievement.  At the end of the day, these two truths work in tandem together:  1) Each person is unique and important;  2) The cohesiveness and outcomes of our community as a whole are as important as the individuals. Let’s consider an example of student discipline from the perspective of a school administrator. Whenever you are correcting the behavior of a student whose conduct is out-of-line, you are accomplishing two goals at once. First, you are wanting that student to live up to his or her best potential. Also, you are wanting to maintain behavior that helps everyone live together in a way where mutual trust and safety are maintained. Both truths are important.  If you forget about the individual, you become an educator who treats students like cogs in wheels, and they don’t feel heard or valued. At the same time, if you forget about the community, you may fail to consider appropriate consequences, apologies, or reconciliation that need to happen when trust is broken with another student or a teacher, and reconciliation or rebuilding of trust is essential to the whole.  This is not an easy task, but it may be a simpler one if you keep in mind both perspectives as a healthy and necessary tension as you pursue a stronger balance in accountability for individuals and school-wide accountability. What difference would it make if you reflected on these competing but important priorities when for teacher observations, professional learning community, or parent feedback? Today as you step into the sea of humanity you call a school, give yourself permission to recognize the light each face brings. Also, give yourself permission to take the bird’s eye view of your school as a combination of people, experiences, systems, and outcomes. For school leaders, the decisions you make today when holding others accountable must keep both those realities in mind at the same time. Now It’s Your Turn: Reflect on these questions as you interact with important decisions today:  What is best for this student?  What is the impact my decisions will have on the whole community?  How can the interests of the individual and community go hand in hand as you serve those around you today? Thank you again for doing what matters! The post PMP416: Every Student Has a Name with Will Parker and Jen Schwanke appeared first on Principal Matters.