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

With William D. Parker and Friends

Episodes

Mentioned books

Dec 27, 2023 • 38min

PMP376: Year in Review – Where Are You Growing? with Will Parker and Jen Schwanke

Dec 20, 2023 • 42min

PMP372: The Power of Principal Mindfulness with Dr. Rob Russell and Dr. Dustin Miller

In this week’s episode, Dr. Jen Schwanke hosts an episode interviewing Drs. Rob Russell and Dustin Miller, with lessons from a recent article they authored on The Power of Principal Mindfulness. Rob Russell, Ed. D., is an assistant principal at New Albany High School in New Albany, Ohio. He is a former science teacher. His research focuses on understanding the relationship between leadership decision-making and school culture. Dustin Miller, Ph. D., is an assistant professor of clinical educational studies and director of the Ed.D in Educational Administration at The Ohio State University in Columbus, Ohio. He is a former principal and English teacher. His research focuses on principal professional learning and crisis leadership. Listen to the entire conversation for great takeaways. Below is a summary of their conversation with Jen Schwanke and a link to their article, Being a More Mindful Principal, featured in ASCD’s Education Leadership that sets the stage for their discussion. Summary of the show: This podcast episode will give Principal Matters something to think about— your own thinking! Several years ago, Dr. Rob Russell, an assistant principal in Central Ohio, entered his doctoral program at The Ohio State University wondering about the importance of principal mindfulness. Dr. Dustin Miller, who oversees the Ed.D. program at The Ohio State University and served as Rob’s advisor, joined him in developing and analyzing his research. They both wanted the idea of mindful leadership to transfer into applicable takeaways to the practitioners in the field—current and aspiring principals— while also being based on strong quantitative research. At the root of their work was the question of how mindfulness can improve the principal experience— both personally and with the relationships they have with others at their school. Their conclusions, published in the October 2023 Educational Leadership magazine, outline the power of mindful leadership and explain how principals can intentionally become more mindful— first, by actively practicing awareness and reflection techniques, and second, by using deliberate, thoughtful questioning to build mindfulness in others. Using a survey of over 200 educators, who weighed in on their perceptions of their principal’s mindfulness capabilities, Rob and Dusty found that educators often do not need to get exactly what they want, but they do want their principal to hear them and, as Rob says, “to be taken seriously.” Valuing the perspective of others is part of a commitment to mindfulness. As an extra bonus, mindful leadership can be a helpful tool in influencing positive mindsets, interactions, and responses throughout a school. Principals have a great deal of power to build their own confidence, improve their own leadership, and support student learning—but they can also use mindfulness to provide this same growth with their teachers and students. In the end, a mindful principal will lead a building that is a positive place to work, learn, and grow. Here’s a link to their article in ASCD’s Education Leadership magazine: https://www.ascd.org/el/articles/being-a-more-mindful-principal?__hstc=82563337.5c3dd51d6deee395fa20adacfc39b961.1696982400163.1696982400164.1696982400165.1&__hssc=82563337.1.1696982400166&__hsfp=375187761 Thank you for listening in, and thank you again for doing what matters! The post PMP372: The Power of Principal Mindfulness with Dr. Rob Russell and Dr. Dustin Miller appeared first on Principal Matters.

Nov 22, 2023 • 34min

PMP371: Simplicity in Leadership Does Not Equal Easier with Jen Schwanke and Will Parker

As a child, I had the privilege of observing my grandparent’s farming responsibilities, so this week’s conversation with Jen Schwanke is important to me personally and professionally. In it, we discuss a documentary about traditional farming methods, and we draw connections between producing healthy soil and cultivating strong school cultures. How might the story of one farm inform our work as education leaders? What are the ecosystems of your school community that make up the important soil or culture of your school? Listen to the entire episode for takeaways on these questions and more. Here is a summary of this week’s conversation: This week’s episode draws inspiration from the documentary “The Biggest Little Farm,” which details John and Molly Chester’s efforts to rehabilitate a 200-acre farm named Apricot Lane Farms. Their mentor, Alan York, guided them through numerous challenges, such as wildlife threats and soil rehabilitation, emphasizing that simple solutions are not always easy. The farm now thrives, featuring productive produce sales and popular tours. In school leadership, we reflect on the complex ecosystem of school communities, including student populations and staff morale. For instance, Dr. Anthony Muhammad’s insights on transforming school culture highlight the need for diverse leadership roles in schools, such as decision-makers and communicators (see his book Transforming School Culture, Solution Tree Press). Cultivating a positive school culture is emphasized, focusing on relationship-building, rigorous learning, and creative outcomes. Other leadership lessons discussed include the value of commitment to foundational principles, the role of observation and creativity in problem-solving, and managing educational tasks effectively. An example given is Jen’s approach to handling groundhogs with a farm dog, illustrating the cycle of traditional farming. The segment also stresses the importance of maintaining a healthy school culture and filtering out toxic behaviors to foster a conducive learning environment. Thank you for listening to the entire episode for more reflections, or you can read a more comprehensive explanation in the post below. Thank you again for doing what matters! Below is a full version of my reflections for more context and references: Simplicity in Leadership Does Not Equal Easier By William D. Parker, September 23, 2023 When John and Molly Chester founded Apricot Lane Farms in 2011, in Moorpark, California, they were taking on the daunting task of rehabilitating and redesigning more than 200 acres of land that had been abandoned by previous farming attempts. The soil, which had once boasted orchards, was now dead. An irrigation pond was empty. With the help of an older farmer, Alan York, who became their mentor, they envisioned a traditional-style farm, with a vast variety of fruit trees, and a blend of farm animals including ducks, chickens, pigs, sheep, and cows. The task of rehabilitating the soil was their number one job. With the help of an investor and the enthusiasm of a team of like-minded young people interested in traditional farming, they began installing a robust composting system, refilling the irrigation pond, and introducing animals back to the farm. John Chester, also a filmmaker, captured the story of their journey through the documentary, The Biggest Little Farm, which chronicles the first seven years of the farm’s new life — its trials, failures, discoveries — and eventually, its flourishing. When their mentor, Alan York, advised them on the design and vision for traditional farming, he encouraged them to focus on diversity and complexity. By composting, introducing animal life, and rehabilitating soil for growing cover crops, the Chesters cultivated an ecosystem that would sustain fruit trees, egg production, and animal husbandry. The benefits, however, would not come without their costs. In the first few years, the Chesters experienced enormous growth as cover crops grew and animals grazed, but they faced many setbacks including wildlife killing ducks and chickens, snails devouring the leaves of orchard trees, sick animals, and birds destroying their fruit. With each setback, the Chesters had to reevaluate and decide what part of the farm could be productive while another part was being damaged. The inspiring part of their story is their undying optimism and reflection in the face of diversity. Alan, their mentor, became sick and could no longer help them. Their mother pig, Emma, becomes deathly ill. Chickens are being killed by coyotes by the dozens. Gophers are destroying fruit trees. The Chesters, however, continue monitoring and adjusting, nourishing the soil with compost and water, and allowing the crops and animals to work together in creating a healthier ecosystem. As John’s voice narrates in his documentary of the farm, “Co-existences can’t be forced. It’s a delicate, patient dance. Ducks eat snails, chickens eat maggots…” Eventually, the systems created among the soil, trees, and animals reach a tipping point. Chickens begin eating garden pests, natural predators like owls begin killing gophers, ladybugs arrive to protect plants from aphids, and hawks protect the trees from fruit-eating birds. Alan York eventually dies from cancer, but his legacy bears fruit as the farm begins to flourish. Early on, he told the Chesters that diversity and complexity in the ecosystem of their farm would eventually lead to simplicity. He cautioned them, though, that “Simple does not mean easy.” By the seventh year of the farm, Alan’s words became reality. The return of a healthy cover crop meant rains were captured and stored in the farm’s aquifer system instead of lost in run-off. The bounty of fruit trees brought back pollinating bees. The ranging animals added natural fertilizer to the soil with their droppings. Today, Apricot Lane Farms is a bountiful traditional farm that sells produce throughout northern California. Tours of the farm are sold out each season. John and Molly Chesters’ dreams of traditional farming continue today with constant care, problem-solving, and intentionality in maintaining a healthy ecosystem. Reflection for School Leaders I’d like to take a moment to reflect on how their story may inform our work as education leaders. What are the ecosystems of your school community that make up the important soil or culture of your school? When I posed this question to a group of school leaders recently, they were quick to respond: Student populations Teacher mindsets Staff morale Parents Leadership support Political and institutional forces Shared expectations History In Anthony Muhammad’s Transforming School Culture: How to Overcome Staff Division, Second edition, 2018, he talks about the difference between “fixing” and “transforming” school culture. He warns readers that “best practices” do not work in unhealthy school cultures (pages 24-29). If like Chester’s farm, the complexity and diversity of an ecosystem eventually lead to simplicity but not ease, how might we as leaders approach the systems we are developing in our schools that nourish the culture of the school for better outcomes? When I talk to school leaders about their schools, we often discuss pressing needs, staff morale, or scenarios involving difficult choices. These common challenges reflect the real-life work of leadership. School leaders wear so many hats in their work: they are called upon to be decision-makers, deep-listeners, accountability partners, team-builders, communicators, servant-leaders, and individuals. The tasks can be as daunting as the work is important. The foundation of it all, however, comes back to the soil of the school, the ecosystem created in relationships, rigorous learning, and creative outcomes – our school culture. This week as you face the landscape in front of you, it is okay to admit it is hard work to take complexities and diversities and turn them into simplicity. That’s the goal of a flourishing farm with a healthy ecosystem. Let’s make it the goal of growing a flourishing school community. Let’s Wrap This Up When I first watched the documentary, The Biggest Little Farm, I was skeptical of the Chesters’ ambitions. But as the story unfolded, I was inspired by their commitment to the culture of their farm – their dedication to the foundational principles of cultivating healthy soil, and introducing cycles of nourishment, and rehabilitating farming practices. I was also struck by their reflective leadership. Many times these young farmers faced situations where they were unsure how to find short-term or long-term solutions. For instance, when gophers were destroying the root systems of their fruit trees, it seemed impossible to rid the orchards of these pests. As John Chester explains in the documentary, he began to “take a step back and watch.” And observation was followed by creativity. He decided to install owl nests around the farm, and soon these natural predators were killing enough gophers to protect the root systems and save the trees. Over and over, this became the pattern: a commitment to their principles of traditional farming while walking, observing, thinking, and problem-solving. In education, our policies, procedures, calendars, observations, evaluations, counseling sessions, disciplinary assignments, parent meetings, and game observations are more than tasks on a to-do list. In a healthy school culture, where teachers and staff believe all students can learn, where respect and dignity for others are the hallmark of a school, where complex thinking and problem-solving are expected and encouraged — these systems, embedded in a culture that is constantly filtering out toxic behaviors, produce a healthy atmosphere for student learning. Now It’s Your Turn What systems describe a healthy or toxic school culture? How can you intentionally nourish the environments most conducive to strong student outcomes? What is one action you can take today that leads to more simplicity for your school community without the false belief that simplicity equals easier? The post PMP371: Simplicity in Leadership Does Not Equal Easier with Jen Schwanke and Will Parker appeared first on Principal Matters.

Nov 15, 2023 • 39min

PMP370: Middle School Superpowers with Phyllis Fagell

Phyllis L. Fagell, LCPC, is a school counselor in Washington, DC, a therapist who works with children and teens in private practice, and an author and journalist. She is the author of Middle School Matters: The 10 Key Skills Kids Need to Thrive in Middle School and Beyond – and How Parents Can Help, and her new book is Middle School Superpowers: Raising Resilient Tweens in Turbulent Times. Phyllis L. Fagell Here are some highlights from the show Phyllis is a frequent contributor to The Washington Post and freelances for publications such as Psychology Today, CNN, Working Mother, U.S. News & World Report, and Your Teen. Her ideas have been shared in outlets including The New York Times, The Atlantic, The New Yorker, Edutopia, Mindshift, The Chicago Tribune, and NPR. She has three children and lives with her husband in Bethesda, Maryland. Addressing Anxiety in Youth Phyllis shares insightful strategies to combat the rising anxiety rates among middle school kids. She remarks, “Educators are all counselors now…we must understand the developmental stages and become equipped to respond…” Individual Responses One-on-one interactions. Observing and understanding. Adopting mindfulness practices. Collective Responses Identifying as helpers. Defining what anxiety truly means. Demonstrating how to ask for help. Encouraging adults to cope out loud. Superpowers Discussion The “Forcefield” superpower and its benefits. “Optimism” as the antidote to the “Eeyore Syndrome.” Other Discussions I reference a couple of other research pieces that Phyllis and I discuss, including: Jean Twenge’s book Generations: The Real Differences Between Gen Z, Millennials, Gen X, Boomers, and Silents―and What They Mean for America’s Future Hidden Brain’s podcast with Anna Lembke and her book Dopamine Nation: Finding Balance in the Age of Indulgence, by Anna Lembke, 2021. Check out that episode here. Finally, Phyllis suggests three questions for helping students think about their use of social media What for? (Identify the purpose of why you are on technology) Why now? (What’s motivating you to use it?) What else? (What may be an alternative use of your time that produces better outcomes?) You can stay connected with all of Phyllis Fagell’s resources at https://phyllisfagell.com/ Thanks for joining us! Listen to the entire episode for even more insights and strategies. And always remember, understanding the developmental stages of our youth is crucial to helping them navigate their challenges. Thank you again for doing what matters! Connecting Through Conversation with Erika Bare and Tiffany Burns Principal Matters is proud to include contributing posts from Erika Bare, Assistant Superintendent, and Tiffany Burns, elementary school principal, in the Ashland School District in Oregon. Together, they have authored the book Connecting Through Conversation: A Playbook for Talking with Students, available from ConnectEDD Publishing, or at their website. As Principal Matters Associates, they also regularly contribute to our newsletters. You can follow their work or find out more about their professional development offerings at: www.ConnectingThroughConversation.com Fair is Not Always Equal “Fair is not everyone getting the same thing. Fair is everyone getting what they need to be successful.” -Rick Riordan Every student needs something slightly different from us in order to reach their academic potential. One student may need extra time on a test, another student may need to take calming breaks throughout the day, and yet another may require extension activities in order to be challenged. Differentiation is necessary for our students to be successful, and accommodating their differing needs and levels is a critical piece of differentiation. So isn’t it strange that we aren’t as comfortable applying that same logic to behavior? Why is it that we feel pressure to respond to unexpected behaviors in the exact same way for each and every student? Fair is not always equal. This is true for both academics and behavior. There are multiple things to consider when determining how to respond to unexpected behaviors. As Connected Communicators, we are careful to hold all students to high standards and expectations, however, our response varies depending on the circumstance and the individual. It’s important for us to remember that all behavior is communication. When responding to unexpected behaviors, we need to consider what the student was trying to communicate, and what purpose it served. At times, this can be difficult for other educators to understand. If educators have an expectation that all students will receive the exact same consequence for the same behavior, regardless of the circumstances, then there is bound to be frustration. We find that it’s helpful to clearly articulate to our colleagues that unexpected behaviors will be addressed individually. To be clear- we are not throwing out the behavior matrix! We are using it as a flexible tool that gives us some guardrails on how to respond. In order to maintain trust with other educators in your building, we need to be sure to close the loop with the staff who reported the behavior. Remember to share both how you responded and why. You can help build the Connected Communicator movement by explaining that by holding students accountable, while keeping in mind their individual needs, you are maximizing the students’ learning. A similar conversation is often needed with parents or caregivers, especially when they are trying to establish how a consequence for their child lines up with consequences for another. We all know how tricky it is to partner with a caregiver when they feel their student was wronged in some way and they want to make sure the other student’s consequence was “severe” enough. Of course, we can’t share exactly what we did, but we can let them know that we took the situation seriously, and each students’ behavior was addressed in order for the behavior not to be repeated. Sometimes, it’s helpful to share that we cannot disclose the details of another student’s consequences, in the same way we would not discuss their child’s confidential information with others. We know that we have to differentiate for our students to meet their academic needs. The same is true for supporting their social, emotional, and behavioral development. Helping the whole school system remember that fair is not equal will allow us to give each student what they need to grow and develop into the amazing humans we know they are. Connect with Erika or Tiffany at hello@connectingthroughconversation.com The post PMP370: Middle School Superpowers with Phyllis Fagell appeared first on Principal Matters.

Nov 8, 2023 • 0sec

PMP369: Connecting Through Conversation with Erika Bare and Tiffany Burns

Erika Bare has been an educator for over 20 years, currently serving as the Assistant Superintendent in the Ashland School District in Oregon. A special education teacher by training, she is passionate about supporting all students through individual supports to reach their limitless potential. Tiffany Burns loves working with kids. In her two decades in education, she taught elementary, middle, and high school students. She worked as an instructional coach, curriculum writer, and university adjunct instructor in Oregon, Alaska, and Mexico. She loves her current role, as an elementary school principal where she gets to lead, learn, and play with her favorite people–kids and their grown-ups. Together, they have authored the book Connecting Through Conversation: A Playbook for Talking with Students, available from ConnectEDD Publishing, or at their website. In this episode, we delve into their backgrounds, educational philosophies, and the practical strategies they offer in their book, exploring ways educators can build meaningful connections with students through effective communication. Listen to the entire episode for tremendous takeaways! Here are a few highlights: Tiffany Burns Erika Bare Erika and Tiffany share insights into their backgrounds, passions, and some surprising facts about their journeys in education. Tiffany shares the story of how their paths crossed and their collaborative journey in the realm of education. Both authors discuss the practicality of their book, emphasizing the belief that ‘Behavior is Communication’ and introducing the EATS framework: Escape, Attain Connection, Tangible Connection, and Sensory. Tiffany highlights the significance of showing care and establishing regular routines to acknowledge students’ success while Erika offers invaluable advice on reframing language to avoid harmful power struggles and maintain respectful relationships with students. Toward the end of the show, the authors are asked to role-play conflict resolution. The model a strategy for de-escalating heightened emotions with Erika acting as the teacher and Tiffany as the student, followed by a detailed explanation of the technique. Erika explains the thoughtful process of maintaining open and caring communication with caregivers, especially during conflicts. Stay Connected Erika and Tiffany love working as school administrators in the same district, while also providing professional development, consultation, and facilitation of book studies for educators across the country. You can find it, along with many free resources, on their website. The post PMP369: Connecting Through Conversation with Erika Bare and Tiffany Burns appeared first on Principal Matters.

Nov 1, 2023 • 46min

PMP368: Buildership with Robyn Jackson and Jen Schwanke

Hi, Friends. Will Parker here. A quick shout-out to Dr. Jen Schwanke and Dr. Robyn Jackson who agreed to record this special edition of Principal Matters where Jen hosts the show. In this conversation, you’ll find helpful lessons for your leadership as they discuss topics like: Reaching 100% of Students Principals as “Builders” instead of leaders Navigating Leadership as Women Confronting the Imposter Syndrome I heard Robyn Jackson present this summer at the NASSP Ignite Conference, and she has been leading ongoing virtual sessions as part of the Ignite+ series. Her lessons on ‘buildership’ are both motivational and positively provoking as she calls school leaders to a mindset of ‘doing the work of building schools’ rather than just ‘doing the work of leading schools’. By the way, each month in the fall of 2023, the National Association of Secondary School Principals is hosting virtual meetings led by Jimmy Casas, Dr. Salome Thomas-El, Dr. Robyn Jackson, Dr. Jen Scwhanke, and me. You can find out more or register at: https://nassp.org/igniteplus Finally, I want to highlight my favorite quote from today’s interview, when Dr. Jackson says, “I don’t have to be your fantasy of a school leader in order to be transformative in the work I do. Who I am is sufficient.” I hope you find this conversation refreshing and challenging. A big thank you to Dr. Jen Schwanke for hosting this special edition, and to Dr. Robyn Jackson for providing an episode packed with valuable lessons for Principal Matters listeners. As always, thank you for learning together, and thank you for doing what matters! – WDP PMP Special Edition Highlights: Robyn Jackson, CEO of Mindsteps® Inc. and creator of Buildership® University In this powerful and inspiring episode of Principal Matters, Jen Schwanke speaks with Robyn Jackson, CEO of Mindsteps® Inc. and creator of Buildership® University. “So many administrators are working incredibly hard and trying to eke out small incremental gains,” she says. “What if we could create schools in which every teacher and every administrator truly believed every kid could be successful?” That’s the question Robyn first mulled over when she started her career as an educator. At the time, she was a high school English teacher, committed to sustaining rigor while also refusing to let students fail. It was this mindset of believing all her students could be successful in high-level classes that led her out of the classroom to instructional coaching. In that role, she challenged teachers to take risks, think differently about motivation and results, and improve their instructional practices with intention. The problem? Many times, these teachers would be met with resistance from administrators who might not be open to their efforts. Robyn started to think she might need to focus her work away from teachers and toward supporting principals—in other words, she wanted to help principals change their mindsets toward a focus on transforming their schools. Right about then, Robyn’s supervisors decided they needed more of her. On the day they came to find her, intending to promote her, she quit. The decision may have seemed impulsive, but it wasn’t, not really— she knew she wanted to write a book, and she was convinced she could find a way to coach principals to become “builders” rather than simply leading their schools. She wanted to make more of a difference by building structures and systems for principals so they could let teachers grow. Several books later, Robyn now devotes her time to supporting principals. She often tells them, “Stop leading and start building.” So many times, she says, principals are working hard but not necessarily doing the hard work. She explains how she improved her efficiency and developed structures within her school, enabling her to work reasonable hours but be sure those hours were spent actually improving her school. She outlines why it is important for principals to build long-lasting structures and systems so they don’t keep spending their time on different versions of the exact same problem. Robyn and Jen get real, too, in discussing some of the challenges faced by women, particularly Black women, who do leadership work in the field of education. Finding strength, Robyn explains, comes from “protecting your confidence,” so that “nothing you encounter can stop you. Nothing.” Robyn can be found at https://buildershipuniversity.com/ or listen to her podcast at School Leadership Reimagined. She is the author of multiple books for ASCD and has also contributed multiple articles and blog posts for ASCD. Listen to the entire conversation for more powerful takeaways, and thank you for doing what matters! Three Leadership Takeaways from Dr. Nick Davies Principal Matters is proud to include contributing posts from Dr. Nick Davies, an elementary associate principal for Vancouver Public Schools. He is a Principal Matters Associate and posts his own weekly podcast version of the following content at “Monday Mornings with Dr. Nick” which can be found at https://www.linkedin.com/in/nick-davies-education/ Get Your Ego Out the Door Bobby Dodd is a National Digital Principal of the year from Ohio. He is currently the principal of a large high school in Ohio, is a Jimmy Casas Associate, a national speaker, and so much more (including that he has a law degree!). Bobby and I met at the NASSP Ignite Conference and I was able to hear him speak on 10 Easy Ways to Build Leadership Capacity – it was a great session! I interviewed him recently to talk more about leadership and to continue to learn from him. Here are my 3 takeaways. Put Protocols in Place to Help You Work Smarter Bobby talked about how helpful it has been to him to have protocols/processes in place for just about everything in a school. Some of the protocol examples he mentioned were around teacher growth, classroom walk-throughs, communication, and job expectations for teachers and administrators. These might look different for different buildings, and he encouraged me to check out the book, Tool Time for Education by David Langford. This year Bobby will have a new AP on his leadership team. As a result, he will set aside time to ensure the new AP understands all of the tools that the admin team uses. These protocols extend to meetings as well. Bobby talked about how important it is to run effective meetings and to value everyone’s time. It is OK to cancel a meeting if it could be an email, video, or screencast. Furthermore, principals need a process to learn to delegate. He mentioned Jimmy Casas has one in his book Recalibrate, but it is about learning to let go and trust other people to do good work. All of these things have allowed Bobby to work smarter than he used to so he can get more work done during the day and go home at night. Get Organized It is pretty clear that Bobby is a systems expert on how to run a school. He continued to talk about how he loves the organization piece of running a school and getting the year off to a good start. He enjoys ensuring teachers are ready to be successful and have everything they need. The way he put it, if teachers aren’t in a good place, kids won’t be ready! Bobby talked about how not bringing work home in the evenings or weekends has been beneficial to him. That said, he does do one piece of work every weekend and this has been a key for him to have time in his day to get things done. He spends a little time on Sunday mornings getting his calendar set up for the week. He schedules 10 walk-throughs for the week, which is an expectation for all of the administrators, blocks out lunch and dismissal, and then schedules purposefully the other times in his day. He gets alerts about when and where he is supposed to be which keeps him on track throughout the day. For his associates, he encourages them to do the same thing with their calendars with a focus on putting the most important things at the beginning of the day. Unless it is an emergency, discipline can sometimes wait while the associates are in classrooms or doing other things. How can I Help Other People? Bobby and I talked a lot about how a principal can support staff and their school. I should note that when Bobby talks about his staff, he is referring to all staff members: teachers, clerks, secretaries, custodians, cafeteria workers, etc. All of these roles are important in schools. Some of the keys to supporting other people are to listen, build relationships, and show compassion. He wished that he would have known more about servant leadership when he first became an administrator. A principal’s first thought should be ‘how can I help other people?’ and not ‘do what I say!’ Bobby told the story of his first principal job in rural Ohio where the small staff did everything he asked. When he moved to a very large school, that no longer happened, so he approached his work differently. Now he has quarterly meetings with all staff members. He gets feedback and then shows people that he is listening by doing things about what they say. This is when he told me, ‘Get your ego out the door!’ It is not all about you as the principal. It is about the people who work for us. He finished with ‘don’t take yourself too seriously.’ Bobby recommended the book he is reading right now with his admin team: Thrivers by Michele Borba Thank you for your time and advice! Sincerely, Dr. Nick The post PMP368: Buildership with Robyn Jackson and Jen Schwanke appeared first on Principal Matters.

Oct 25, 2023 • 27min

PMP367: Head and Heart, A Principal’s Tools with Jen Schwanke

In this episode, Will Parker and Jen Schwanke, talk about her recent article, “Heart and head: A Principal’s Essential Tools,” written for the ASCD Education Leadership magazine. Check it out here. Jen started the conversation by sharing a piece she read about chefs and their essential tools. Many chefs pointed to gadgets, but one chef’s emphasis was on his hands – trusted, adaptable, and skilled. Drawing a parallel, Jen equates school leaders with a chef. While there’s an abundance of external resources, the intrinsic tools – emotional intelligence (heart) and intellectual knowledge (head) – are fundamental. Balancing Emotion and Cognition in Decision-making One of the primary responsibilities of a principal is decision-making. The process often swings between two poles: emotion and cognition. The Downside of a Purely Cognitive Approach A purely logical approach has its shortcomings. Jen shared a story about a principal who addressed a discipline issue with pure detachment. The reaction from parents and staff was overwhelmingly negative, signaling the need for empathy in leadership. It’s essential to ensure decisions don’t come across as indifferent. We must weave in humanity and understanding. The Dual Path: Heart & Head Merging the emotional and cognitive paths yields the best outcomes. This balanced approach ensures decisions are both human-centered and well-informed. When school leaders make decisions with their hearts, they radiate empathy, understanding, and respect. On the flip side, cognitive decisions emphasize fairness, thoroughness, and structured processes. Practical Application of the Dual Approach Will and Jen also discuss examples from their previous schools, including communicating difficult situations in student discipline or during a tragedy. Pulling the following advice from the article, they also discuss these takeaways for principals: “When we make decisions using our hearts, others will know: My principal likes me, respects me, and believes in me. I add value to this school community. I will make mistakes, but they do not define me as a person or a professional. My principal is gracious and empathetic. Expectations and goals are set because they are attainable, reasonable, and will make us better.” “When we make decisions using our heads, others will know: Decisions are made using data, knowledge, and stakeholder input. My principal knows the policies, guidelines, laws, and mandates of our school and system. My principal understands my contract and negotiated agreement and implements its language in a reasonable and fair way. My principal knows what I teach and can provide helpful feedback so I can continuously improve. There are protocols and processes to ensure a fair, equitable, and inclusive environment. Best practices are implemented, and we evolve with the needs of our students” (Pages 68, 69, Heart & Head, ASCD Education Leadership, October 2023). Final Thoughts and Advice For overwhelmed new principals, Jen’s message is clear: our emotional intelligence and intellectual prowess are invaluable assets. School leadership, at its best, harnesses both the head and the heart. Read Jen’s entire article here. Listen to the entire episode for more takeaways. If you enjoyed this episode, don’t forget to share it with others. Until next time, thank you for doing what matters! Principal Parry’s Pithy Proverbs Lisa Parry is a K-12 Principal in Arlington, South Dakota, and a professional development speaker and consultant. As a Principal Matters Associate, she also regularly contributes to our newsletter subscribers. You can follow her work at: https://principalparry.com/ Enjoy this thoughtful post from Lisa: On Sunday night, I watched 60 Minutes. Their lead story? AI It’s potential for help & harm. The episode featured Two robots playing soccer. They were not programmed To win or lose. Instead, they were designed to learn From their successes & failures. A move resulted in a goal? They did more of that. A move resulted in a miss? They did less of that. This was stunning. I found myself amazed And envious. Too often, I repeat futile moves And neglect to do what I know works. True, these increasingly Animate objects Don’t enjoy human emotions. They’ll never feel Love Pride Curiosity Belonging Excitement Satisfaction. But they can put Two & two together And learn from their mistakes. Seems in this regard, at least, They come out ahead Of humankind. The post PMP367: Head and Heart, A Principal’s Tools with Jen Schwanke appeared first on Principal Matters.

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

Episodes

Mentioned books

PMP376: Year in Review – Where Are You Growing? with Will Parker and Jen Schwanke

PMP375: She Leads with Dr. Rachael George and Dr. Jen Schwanke

PMP374: Accelerating Student Voice with Dr. James Flynn

PMP373: Increasing Your Impact with Donna Hayward

PMP372: The Power of Principal Mindfulness with Dr. Rob Russell and Dr. Dustin Miller

PMP371: Simplicity in Leadership Does Not Equal Easier with Jen Schwanke and Will Parker

PMP370: Middle School Superpowers with Phyllis Fagell

PMP369: Connecting Through Conversation with Erika Bare and Tiffany Burns

PMP368: Buildership with Robyn Jackson and Jen Schwanke

PMP367: Head and Heart, A Principal’s Tools with Jen Schwanke

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