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: 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.

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: We are entering a new quarter. If boundaries need to be reset, what do you suggest? Listen in for our response and thank you for doing what matters! Meet Frederick Buskey Frederick Buskey helps assistant principals live and lead better. Building on 32 years of k-12 and higher education leadership experience, Dr. Buskey provides simple frameworks and tools to help school leaders spend less time putting out fires and invest more time in growing teachers. Dr. Buskey hosts The Assistant Principal Podcast, writes a daily leadership email, and hosts courses for leaders at his Strategic Leadership Academy. He has recently released his first book, A School Leader’s Guide to Reclaiming Purpose. A previous guest on the podcast, you can hear our first interview via PMP356. Simplicity and Presence In this conversation, William D. Parker interviews Frederick Buskey, who begins the conversation by emphasizing the power of simplicity in achieving presence. Frederick shares a personal anecdote about a transformative long walk he took with his wife, highlighting the value of being fully present and how it allows the small things in life to manifest as the most impactful. The Motivation Behind the New Book With a background in developing programs for teacher development, Frederick explains the importance of building strong student relationships, enhancing learning environments, and managing behavior and school safety. He addresses the complex nature of educational leadership, including the essential skills, knowledge, and collaborative processes required for success. A Guide for Educational Leaders Frederick’s book is presented as a resource for leaders striving to navigate the overwhelming demands of their roles. He outlines six key stages detailed in his work: Understanding Our Current State and the Need to Become Unstuck Making a U-Turn Powering Down Powering Up Valuing Small Moments and Intentions Embracing Strategic Leadership These stages serve as a blueprint for escaping the constant urgency involved in educational leadership, guiding readers towards more targeted and meaningful engagement. Leadership Insights Frederick shares three pivotal ideas: Recognizing the impossibility of doing everything. Understanding the importance of choice in determining actions. Acknowledging that these choices are a reflection of one’s values. These insights help leaders prioritize essential management over time management, emphasizing that every commitment made inherently means a refusal somewhere else. Frederick includes practical exercises for leaders to reflect, set intentional targets, and engineer desired outcomes. The Path to Intentional Leadership As the interview concludes, Frederick encourages leaders to embrace intentionality, accept the journey’s never-ending nature, and seek collaboration in their professional paths. His book is a tool for leaders aiming to maximize their impact on students amidst the balancing act of safety, legal obligations, instructional outcomes, and teacher support. For more information about Frederick Buskey visit his website for his insights into leadership, as well as his new book, explore his website or find his work on Amazon.com.  Listen to the entire conversation for more takeaways for educational leaders seeking to navigate the complexities of their roles. Thank you again for doing what matters! The post PMP415: Reclaiming Purpose with Frederick Buskey 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 drill down the big buckets in assigning key responsibility areas to the individual involvement of the team? Example: Testing can be led by 1 but is a team effort. Listen in for our response and thank you for doing what matters! Meet Mark Shellinger Mark Shellinger created the SAM process in 2005 with help from his wife, Carol, a network of colleagues across the US and the Wallace Foundation.  Mark was a teacher for seven years, a principal for ten and a superintendent for ten more. External research confirms SAM principals spend more time on instructional work, are happier, work a shorter day, are better liked by staff and see improved learning results.  1,200+ school leaders in 22 states do this reflective practice change process every day.  Mark and Carol grew up in Alaska and return to their summer home in Fairbanks every June.  They have one daughter, Jessica, who teaches in Las Vegas, a granddaughter, Aurora and son-in-law, Gino. In this episode, host William D. Parker sits down with Mark Schellinger to delve into the complexities of a principal’s role. The conversation highlights the endless nature of a principal’s work and the necessity for effective management strategies. The Essence of Principal Management Mark shares his insights on the principal’s pivotal role in shaping school culture. Drawing from his personal experiences of guilt as a superintendent, Mark discusses his motivation behind creating the SAM (School Administration Manager) process. This initiative stemmed from his realization that principals, despite being expected to act as instructional leaders, often lacked the systemic support necessary for such leadership. The SAM Process Explained Mark and his team introduced the SAM process to address these challenges, which is outlined in three key strategies: Principals scheduling their time to enhance effectiveness. Engagement with a reflective partner to maintain focus and motivation. Creating a first-responder system for your school. Training individuals to interact with principals in a supportive manner. These components encourage principals to allocate more time to instructional leadership, a practice that, according to Mark’s research on over 5,000 principal practices, currently occupies only 22% of their time. Deep Dive into Each Strategy Mark elaborates on the importance of connectivity and interaction with a reflective partner, emphasizing the significance of asking critical questions such as “What’s next?” or “As a result of being in the classroom, what will you do now?” He underscores the value of reflective inquiry in fostering improvement and supporting teacher development. The Human Aspect of Leadership Mark contends that managing people is more challenging than rocket science due to the inherent difficulty of facilitating change. He encourages leaders to focus on targeted feedback, particularly the impact of celebratory feedback in mitigating the isolation educators often feel. Encouraging Effective Use of Leadership Mark advises on the importance of being accessible to one’s team while also managing interruptions constructively. He suggests encouraging follow-up meetings as a means of maintaining priorities, even in the face of emergencies. Stay Connected The discussion concludes with resources for further exploration of the SAM process, available at the SAM process website and through direct contact with Mark Shellinger via email: mark@samsconnect.com. Listen to the entire conversation for even more takeaways that not only shed light on the nuanced responsibilities of principals but also provide actionable strategies for enhancing leadership effectiveness within educational settings. Thank you again for doing what matters! The post PMP414: Managing Your Priorities with Mark Shellinger 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 I identify the people I can trust to support me or assign positions of management? Listen in for our response and thank you for doing what matters! Meet Elena Aguilar: This week’s podcast is hosted by Dr. Jen Schwanke as she interviews our special guest, Elena Aguilar.  Elena Aguilar is a writer, leader, teacher, coach and podcaster. She joins us on our podcast this week to talk about several of her signature topics, including coaching, leadership, emotional resilience, and the powerful skill of listening.  After a brief introduction of Elena and her extensive body of work, Principal Matters listeners will hear Elena kick off the conversation with a summary of what she does, in her own words:  “I speak to people’s hearts, and I speak to their minds, and I speak to their hands. And by ‘hands,’ I mean that I give people concrete tools that they can use. I speak to their hearts, and to the longing we all have for connectedness, belonging, purpose, meaning, and for autonomy, trust, and competence. Those are our core human needs.”  When these needs are, Elena says, met we thrive individually and we thrive in the community in which we work and live.  Finding Her Purpose: The root of Elena’s purpose is in her experiences as a young student, a time in which she felt isolated, alienated, and marginalized. Later on, as she awaited graduate school in what she thought was her next career step, she began substitute teaching and found herself energized and inspired by working with students. As a teacher in her own classroom, she committed to creating a learning environment in which every child was accepted and felt they belonged. When Elena transitioned to instructional coaching, she was trained in basic coaching methods but found she had to utilize more humanized and personalized strategies to support teachers when they felt overwhelmed, inadequate, or emotional.  The Importance of Listening: For principals who either lead instructional coaches in their buildings, or who themselves serve as the instructional coach, this episode of the podcast will support their transformational coaching approach by focusing on the importance of listening— really listening— to get to the root of the opportunity to help. Indeed, this episode highlights Elena’s reflection on the shifts she had to make in her own beliefs about the power and science of emotions as we learn—a helpful takeaway for our listeners. After all, Elena acknowledged, principals and coaches often have a to-do list with countless items to manage, so it can be difficult to focus on the coaching aspect of managing a staff; however, there is great importance and power in thoughtful, compassionate listening and response.  Learning More: If you’d like to learn more about Elena, you might start with her book!  She is the author of eight highly acclaimed texts: The Art of Coaching (2013), The Art of Coaching Teams (2016), Onward: Cultivating Emotional Resilience in Educators (2018), The Onward Workbook (2018), Coaching for Equity (2020), The Art of Coaching Workbook (2020), The PD Book: 7 Habits that Transform Professional Development (2022), and the forthcoming Arise: The Art of Transformational Coaching (August 2024). She has also been a frequent contributor to Edutopia, ASCD’s Educational Leadership, and EdWeek Teacher. Furthermore, Elena is the founder and CEO of Bright Morning Consulting, an organization committed to helping individuals and organizations create the conditions for transformation. She has taught tens of thousands of folks how to have conversations that build a more just and equitable world. Listeners can hear Elena demonstrate these conversations on The Bright Morning Podcast. Staying Connected: Check out Elena’s website here. Here is the link to her forthcoming book: Arise: The Art of Transformational Coaching as well as the Pre-Order Bonuses listeners can access this summer.  Thank you for doing what matters! ~ Dr. Jen Schwanke The post PMP413: The Art of Transformational Coaching with Elena Aguilar appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered another listener question in a 5-minute response.  The question is: What would you say is the most high-leverage action new principals can take when they begin?  Listen in for our response and thank you for doing what matters! Dr. Rachel Edoho-Eket is a wife, mother, principal, public speaker, and author. With decades as a teacher and leader in public education, she has earned a reputation as a strong instructional leader, passionate educational advocate, and dedicated mentor. As the Principal of a top-ranked school in Maryland, she is a lifelong learner who strives for excellence not only for herself, but also for everyone she serves. Additionally, Dr. Edoho-Eket’s belief in fostering meaningful relationships serves as the foundation for everything she does, and her highly effective teaching and leadership style continues to inspire up and coming aspiring teacher leaders.  During her educational career, she has proudly served as a classroom teacher, instructional team leader, mentor teacher, Assistant Principal, and Principal. Her book, The Principal’s Journey: Navigating the Path to School Leadership provides a helpful and practical blueprint for educators to follow as they transition into new leadership roles. Dr. Edoho-Eket holds degrees from Temple University, McDaniel College, and a doctorate from Trevecca Nazarene University. From Athlete to Educational Leader: Dr. Edoho-Eket’s background as an All-American athlete and her initial career start as a kindergarten teacher laid a strong foundation for her leadership path. Moreover, her active involvement in early childhood education eventually led to leadership opportunities, including the roles of assistant principal and principal. Core Leadership Themes from Dr. Edoho-Eket: Mentorship: Dr. Edoho-Eket emphasizes the important role of mentorship in shaping leaders. She discusses the critical aspects of finding a mentor, engaging in meaningful conversations, and developing a relationship based on shared philosophies, honesty, and mutual value addition. Building Relationships: Highlighting the importance of relationships in achieving organizational goals, Rachel advocates for being a supportive presence, developing the capacity of fellow leaders, and implementing effective systems and logistics. Work-Life Balance: While reflecting on her own experiences during the COVID-19 pandemic, Dr. Edoho-Eket shares her journey towards seeking therapy, which shifted her approach towards flexibility and the importance of having options in both professional and personal life decisions. Achieving School Excellence: Additionally, she talks about the high achievement of her school as a result of personal connections within the community, including relying on qualified personnel for intervention and remediation, and a data-driven approach to improved student performance. Parting Wisdom: Concluding the interview, Dr. Rachel Edoho-Eket shares her leadership philosophy with the principle that strong relationships are the bedrock of any successful endeavor. Listen to the entire episode for more takeaways! Connect with Dr. Rachel Edoho-Eket on social media via Twitter @RachelEdohoEket or Instagram @the_principals_journey The post PMP412: The Principal’s Journey with Dr. Rachel Edoho-Eket appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered another listener question in a 5-minute response.  The question is: I’d love to know more about how to set boundaries that help with individual self-care.  Listen in for our response and thank you for doing what matters! Kurtis Hewson is an award-winning former administrator and teacher, as well as teaching faculty at the post-secondary level. He is the co-founder of Jigsaw Learning, a co-author of the text Collaborative Response: Three Foundational Components That Transform How We Respond to the Needs of Learners (Corwin, 2022), and currently works with districts and schools nationally and internationally establishing Collaborative Response frameworks and interacting with thousands of educators annually. Joining us from Lacombe, Alberta, Canada, Kurtis shared insights from his journey in education, starting from his early days as a teacher to stepping into an administrative role just 1.5 years into his career. Key Takeaways from Kurtis Hewson: Leverage Team Expertise: Kurtis emphasized the importance of utilizing the collective expertise of team members. He advises leaders to recognize their role in capacity building and to understand that “the room is the smartest person.” Building Structures for Success: The conversation highlighted the necessity of creating supportive structures within educational institutions. Kurtis believes in the power of collaborative capacity building, gathering data and evidence, and developing continuous support systems. Responsive Professional Learning Communities (PLCs): Kurtis pointed out that PLCs are not always responsive to student needs, citing examples where the focus on one area (like writing) might overlook more critical needs (like executive functioning skills). He stressed the importance of reevaluating collaborative processes to better meet student needs. Strategic Collaboration: He shared his learning that effective results come from restructuring processes through collaborative planning, team meetings, school support teams, and case consults. Kurtis advocates for “tiering supports, not kids” to facilitate meaningful discussions and identify best teaching practices. Practical Strategies for Leaders: For new leaders, Kurtis suggests adopting a mindset of setting broad directions (the banks of the river) and allowing flexibility within those bounds. He encourages embracing a ‘ready, fire, aim’ approach to action and adjustment, starting with pilot projects among willing champions to test and expand ideas. Embrace the Journey: In his parting words, Kurtis reminds leaders to give themselves grace, expect challenges, gather feedback, and continuously adjust to improve. Finding More About Kurtis Hewson: Listen to the entire episode with Kurtis Hewson for a deep dive into the philosophy and practice of collaborative response in education, and find valuable lessons for educators and leaders alike in building more responsive and supportive learning environments. Explore the book Collaborative Response by downloading the introduction for FREE Access the FREE Overview of Collaborative Response Article Access Jigsaw Learning For those interested in learning more about Kurtis Hewson’s work on collaborative response in education, visit jigsawlearning.ca. Connect with via email at kurtis.hewson@jigsawlearning.ca. The post PMP411: Collaborative Response with Kurtis Hewson appeared first on Principal Matters.

A quick note to listeners:  Before this week’s interview, Jen Schwanke and Will Parker answered an exit-ticket question in a 5-minute response.  The question is: Reflection on my own leadership strengths and weaknesses: How do they correlate with my current team? Additional ways to grow as a leader. Listen in for our response and thank you for doing what matters! Bobby Dodd is a leadership coach and consultant and the former principal of William Mason High School, Ohio’s largest high school. With four degrees, he found his true calling in dedicating his life to helping others. His commitment to innovation has led to the creation of numerous opportunities at Mason High School, including digital academies, college summer camps, fabrication labs, Early College High School programs, modified block schedules for better relationship building, and personalized learning environments. Bobby is not just an educator; he’s a leader who actively engages with the community to advance the field of education. He’s been recognized as the 2016 NASSP Digital Principal of the Year and was a finalist for the 2017 Varsity Brands “Principal of Principle” award. Beyond his school, Bobby contributes to education by presenting at conferences nationwide, co-moderating #ohedchat, co-founding EdCampLeader Ohio, and coaching future leaders at JCasas & Associates. In this week’s episode, William D. Parker sits down with Principal Bobby Dodd who shares his innovative approaches and philosophies in leading a large high school with 3,600 students. With a unique background that includes a law degree and diverse interests such as an eclectic taste in music, Dodd brings a comprehensive outlook to educational leadership. Student Involvement and Decision Making Bobby has successfully incorporated student committees into the decision-making process, emphasizing the importance of student involvement even in interviews. This initiative reflects his commitment to giving a voice to the student body in school operations. Focus on Mental Health and Well-being A significant aspect of Bobby’s school is its focus on mental health and well-being. The school collaborates with community services to provide on-site therapists for counseling students, alongside promoting peer-to-peer counseling. This approach underlines the importance of mental health support within the educational environment. Leadership Qualities Bobby values patience, open-mindedness, and a growth mindset as crucial leadership traits. He is inspired by the work of David Langford, particularly in creating effective systems for educators, and prioritizes enjoying his work in the present over setting distant future goals. Here’s a link to Langford’s book, Tool Time for Education, which Bobby recommends. Effective Communication and Time Management Implementing the “plan, do, study, act” methodology, Bobby Dodd has introduced a system of 15-minute meetings scheduled via Calendly. These sessions allow him to connect personally with each teacher and staff member annually, addressing their challenges and suggestions for improvement. He also emphasizes the importance of time management, dedicating specific times for personal learning and growth. Simplifying Professional Standards Bobby approaches the standards for professional learning and leadership in a simplified manner, focusing on solutions, data analysis, operational definitions, and reflection. He advises breaking the year into quarters and tackling leadership standards sequentially to effectively manage workload and foster personal growth. Preparing for Future Transitions As he contemplates the future beyond his principalship, he remains guided by the motto “Our journey is happiness.” This philosophy reflects his belief in finding joy and satisfaction in work, highlighting the importance of staying true to what fulfills one personally. Throughout the interview, Bobby Dodd showcases a leadership style that is both innovative and grounded in personal satisfaction and well-being. His strategies and philosophies offer valuable insights for educational leaders aiming to make a positive impact in their schools and communities. Stay connected with Bobby via: X: @bobby__dodd Instagram: bobby__dodd and LinkedIn. Listen to the entire interview for even more takeaways, and thank you for doing what matters! The post PMP410: Innovation in Leadership with Bobby Dodd 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 I coach a veteran (relatively) effective teacher who is reluctant to implement something new? Listen in for our response and thank you for doing what matters! Andrew McPeak is an author, researcher, communicator, and researcher on the emerging generations. From public school hallways to the boardrooms of corporate America, Andrew has honed an intimate understanding of the issues today’s young leaders face. Leveraging his experience and insights, Andrew, works to give adults practical tools and actionable advice for leading today’s youngest population. Andrew is the author of three books including Marching off the Map (2017), Generation Z Unfiltered (2019), and his latest: Ready for Real Life: Unpacking the Five Essential Skills Great Leaders Instill in Their Students (2023). In this week’s episode: Andrew McPeak answers several important questions about generational studies and the value of soft skills. Andrew shares how he started studying generations and began speaking to students, teachers, administrators, and parents. The discussion shifts from millennials to Generation Z, a topic Andrew explores in his new book. Andrew explains the key differences between Millennials and Generation Z and how these differences affect education and leadership. His book emphasizes essential soft skills over just achievements or the next step in life, highlighting their importance for long-term success. He also addresses how to communicate the value of soft skills to parents who often focus on external achievements. Andrew outlines the five essential skills in his book, providing a brief overview of each and their importance. In the chapter, “Leading When You Feel Like Leaving,” Andrew explains why he felt it was necessary to discuss the challenges leaders face when they feel overwhelmed or consider stepping down. Listen to the entire interview for amazing takeaways!  Stay Connected: You can find out more or connect with Andrew McPeak at his website: https://www.andrewmcpeak.com/ or through his work at Growing Leaders https://growingleaders.com/about/keynote-speakers/andrew-mcpeak/ The post PMP409: Ready for Real Life with Andrew McPeak appeared first on Principal Matters.

Dr. Karen Dudek-Brannan is the founder and owner/operator of Dr. Karen, LLC, a company focused on empowering therapists and educators to design interventions that support language, literacy, and executive functioning. She has a doctorate in Special Education and Director of Special Education and Assistive Technology credentials from Illinois State University, as well as a master’s and bachelor’s from Illinois State University in speech-language pathology.  She spent 14 years in the school systems and has held various roles in leadership and higher education teaching and mentoring clinicians. She is the host of the De Facto Leaders podcast, where she shares evidence-based practices, her own experiences, and guest interviews on topics relating to education and healthcare reform. She’s currently an administrator with the Illinois Department of Children and Family Services. From Dr. Jen Schwanke:  I always like to have one important takeaway when I speak with guests, and in my conversation with Dr. Karen Dudek-Brannan, there was an especially clear and helpful takeaway. As principals, much of what we do can, and should, be considered from a “draft” lens. In other words, when I make a decision, I can alleviate pressure or anxiety about the permanence or strength of my decision if I simply consider it a “first draft.” I can even articulate it as such when communicating my vision— “This is a draft of how we are going to roll out this new initiative,” or, “The agenda for this meeting is a working draft.” In using “draft” language, I communicate with others that I am open and willing to adjust or adapt as I get more information.  But that’s not all you’ll hear in this episode. Dr. Karen Dudek-Brannan has a wealth of experience in education and leadership. Among other things, we discussed the connection between the work of principals and the “specialists” that bring an important perspective in conversations about students and our schools. These specialists might include speech-language pathologists, clinicians, therapists, psychologists, outside agencies, and even parents.  As Karen explains, principals benefit when they are fully open to the perspective of others, especially those who have “de facto” leadership capabilities. In her role as an SLP, consultant, business owner, and, more recently, the creator of products that can support students and schools, she has learned that someone in an identified “power role” is most successful when they give voice to those with specific expertise and insight, even if that person doesn’t have the traditional “power” role of principal, director, or superintendent.  It’s important to note, too, that many people who work as counselors, social workers, and specialized therapists don’t see themselves as a leader because the root of their work might be direct student therapy, case management, and direct intervention; however, they have such expertise in their specific area that they can have a profound impact on programming and process decisions. They can also provide crucial feedback that might help principals shift their thinking and allow for adjustments and evolution.  To find more information about Dr. Karen, check out her websites: drkarenspeech.com or drkarendudekbrannan.com Additional Resources: School therapists: What to do when you have to attend irrelevant PD https://drkarenspeech.com/school-therapists-what-to-do-when-you-have-to-attend-irrelevant-pd/ Blog to find De Facto Leaders podcast: drkarendudekbrannan.com/blog Sign up page for Executive Functioning Implementation Guide: drkarendudekbrannan.com/efguide Article: School Therapists: What to do when you have to attend irrelevant PD: https://drkarenspeech.com/school-therapists-what-to-do-when-you-have-to-attend-irrelevant-pd/ Also, people can connect with Dr. Karen on LinkedIn: https://www.linkedin.com/in/karen-dudek-brannan/ The post PMP408: De Facto Leadership with Dr. Karen Dudek-Brannan and Dr. Jen Schwanke appeared first on Principal Matters.

This week Jen Schwanke hosts guest educator Justin Baeder, author and veteran instructional leader, and takeaways from his newest book Mapping Professional Practice: How to Develop Instructional Frameworks to Support Teacher Growth (2022), a book co-authored with Heather Bell-Williams.  Justin shares his practical takes on accountability and the careful dance of driving school improvement. Discover the practical applications you can use, and check out Justin’s amazing resources from the Principal Center.  Justin is also a repeat guest on the show. You can hear his 2017 interview on his first book Now We’re Talking! 21 Days to High-Performance Instructional Leadership (2017) here. Thank you for listening and for doing what matters! – Will Parker In this week’s podcast: Dr. Jen Schwanke discusses leadership, instruction, and accountability with Dr. Justin Baeder. Baeder is the Director of The Principal Center, a comprehensive resource for principals. Baeder is also the author of two books:  Now We’re Talking! 21 Days to High-Performance Instructional Leadership (2017) and Mapping Professional Practice: How to Develop Instructional Frameworks to Support Teacher Growth (2022), a book co-authored with Heather Bell-Williams.  Two areas of specific interest and expertise for Justin are classroom walkthroughs and instructional framing. In our conversation, he explains how classroom walkthroughs have transformative power— not necessarily because of the specific things that are seen during a walkthrough, but because they directly connect the principal to the teacher and student experience. Further, standardized evaluation frameworks have value, but only if we consider the parts of teaching that are not visible as a way to understand the true experience of being a teacher. This same thinking is what drives Justin Baeder’s work with instructional framing. Comparing teaching to an iceberg, in which we only see a portion of the evidence and outcomes, Baeder encourages principals to look deeper to get to the rest of the iceberg.  It can happen by following a process of developing instructional frameworks and articulating what the invisible dimensions of the practice should be.  Justin expands this thinking to the practice of peer observations. Having a teacher observe another teacher is meaningless unless everyone—the observing teacher, the teacher being observed, and the principal—all have an understanding of the depth of “invisible planning” that occurs to make a classroom exceptionally effective. Without this understanding, peer observation will not have a long-term impact. For that reason, principals who want to encourage peer observations should frontload the observer with specific “look-fors” or delve into the extensive planning work that structures a classroom’s routines.  As the episode wraps up, Jen asks Justin to share some of his thoughts about the word “accountability” and what it means in schools—specifically, the possibility that some schools have swung so far on the pendulum that they’ve lost some of the core effectiveness of teaching and learning. This episode provides an opportunity for our listeners to think about their own beliefs, their school environments, and where they want to prioritize their leadership.  Find out more about Dr. Justin Baeder here:  www.PrincipalCenter.com  Instagram: @principalcenter  TikTok: @eduleadership Twitter (X): @eduleadership Email: justin@principalcenter.com The post PMP407: Supporting Teacher Growth with Justin Baeder and Jen Schwanke appeared first on Principal Matters.