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

Robyn Hamasaki is the Managing Director of Leadership Development with the National Association of Secondary School Principals (NASSP). Previously, she served as School Leadership Development Specialist for the Colorado Department of Education, where she developed the state’s first Principal’s Leadership Institute. She is a former principal at the elementary and PK-8 levels, and was a teacher for middle and high school students. Robyn also retired as Colonel in the U.S. Army Reserves, where she served for 32 years.  Join Robyn and me with school leaders from across the nation for the NASSP Ignite Conference, July 12-15, 2023, where I will be leading a session on Pause. Breathe. Flourish: Living Your Best Life as an Educator. Register here. Listen-in to the entire conversations for more amazing takeaways! Here is a short summary of what we discuss: NASSP and Ignite – what leaders can expect and benefits of attending: Four Strands at the Conference include: Building Leadership Capacity School Culture & Climate Student Engagement & Motivation Whole School Wellness Keynote speakers include: Principal EL, Jimmy Casas, Gerry Brooks, Robyn Jackson and Elena Aguilar Robyn’s school leadership story and lessons that may help new leaders: Building relationships comes first. Distributive leadership means believing in your people and trusting them with a clear vision for accomplishing goals together. Coaching/mentoring tips Robyn learned while developing programs for leaders: Your job is not to ‘fix’ people or problems. Your job is to empower others toward solutions. Asking questions is key to helping others discover their solutions. Paraphrasing and clarifying questions allows them to see the solutions that are already in their own thinking or within their grasp. History in leadership in the military and how it’s influenced her work/life: Both education and the military have this in common: serving others.“LDRSHIP” represents seven core values: Loyalty, Duty, Respect, Selfless Service, Honor, Integrity, and Personal Courage. How to stay connected with Robyn Hamasaki: NASSP s website: https://www.nassp.org/about-nassp/staff-directory/ Email: hamasakir@nassp.org LinkedIn: https://www.linkedin.com/in/robyn-hamasaki-975202195/ Listen in for more takeaways! The post PMP347: Becoming Better Leaders with Robyn Hamasaki appeared first on Principal Matters.

Last week, we met Carlene Thomas. This week, she returns to answer more questions from school leaders searching for solutions for Multilingual Learners. Carlene Thomas is the CEO and founder of an educational consulting company that advocates for equity for multilingual learners (MLs) and specializes in support for bilingual education and English as a second language (ESL) programs. Carlene also currently serves on the executive board for the National Association for English Learner Program Administrators (NAELPA), coordinating with other states and the U.S. Department of Education to advocate for MLs across the US.  Throughout her career, Carlene has been able to impact MLs through multiple perspectives. After teaching as a Teaching English to Speakers of Other Languages (TESOL) professor at a university in Bejing, China, she returned to the states with a clear passion for MLs. In Texas, Carlene has worked in various roles including ESL teacher (in both elementary and secondary school settings), ESL curriculum writer, ML compliance coordinator, ESL director, regional ESL/migrant educational consultant, and the ESL Program Coordinator for the state of Texas.  In her work at the Texas Education Agency, Carlene developed extensive compliance guidance resources, program implementation and evaluation tools, training materials, and comprehensive guidance on instructional practices for MLs. She is dedicated to serving MLs and their families by promoting additive bilingualism within all programs for MLs. In Part 2 of this conversation, we explore the following questions from principals of second language learners who emailed the following. Listen to the entire episode to hear the full context of Carlene’s responses! How do we help teachers develop the social consciousness to make connections and better serve our ELL students? First, building of social consciousness, culturally sustaining practices, and global competence needs to come from a systemic perspective, with district and campus leaders at the forefront of growing in these capacities and embedding these mindsets and actions into all facets of education.  Meet people where they are along the spectrum of implementation from understanding/awareness to relevancy to sustainability; from deficit to difference to asset-based approaches.  How can I (as an LPAC Coordinator and Assistant Principal) make myself more involved? Define LPAC for listeners (TX context) Listen to the teachers Spend time in the classrooms in a non-evaluative purpose Grow your capacity through ongoing professional development Any tips on how to incorporate our ELL students with non-ELL students? Model inclusivity (staff relationships; approach with students and families) Elevate ELs as leaders Implement effective program models that limit isolation What suggestions do you have related to testing newcomers in Kindergarten Readiness Assessment, Dyslexia, state testing, and third grade reading guarantee requirements? Invest students in the purpose of the assessment with the goal of progress measure Communicate with parents/families about these purposes as well As feasible, assess students in their primary language as well as English, particularly when determining the need for 504 (dyslexia) or special education services How do you navigate through the lack of psychologists, counselors, speech therapists, ELL teachers? Communicate the responsibility of EL support to the whole staff; including all stakeholders’ roles in implementing an effective program Train all teachers in content-based instructional methods, including culturally sustaining practices Involve families and community members as partners in meeting the needs of the school community What recommendations could be given in Special Education identification of ELL students? Collaborate, collaborate, collaborate (Special Ed and EL teams) Individual decisions/considerations are key Understanding second language acquisition impact (comparatively with primary language) Ensure equitable access to both programs Will’s follow-up questions: In your own journey as an educator, what are some lessons in transitioning in your roles may be helpful for others considering a change in their own work? My goals for professional transitions have always been two-fold: How can I grow my perspective?  How can I increase my sphere of influence? Always keep students and families at the forefront of your mind and work Any parting words of advice? Multilingual learners/ELs are rich assets in our communities. Whether you have a handful or the majority of your student population, they matter! What benefits them will benefit all (Good for all, necessary for some).  Connect with me on social media Website: www.carlithomas.com LinkedIn – Carlene Thomas Facebook – Carlene Thomas Consulting page Twitter – @carli_thomas21 Email: carlene@carlithomas.com Listen in for more great takeaways from this week’s episode! The post PMP346: Equity for Multilingual Learners, Part 2 with Carlene Thomas appeared first on Principal Matters.

Carlene Thomas is the CEO and founder of an educational consulting company that advocates for equity for multilingual learners (MLs) and specializes in support for bilingual education and English as a second language (ESL) programs. Carlene also currently serves on the executive board for the National Association for English Learner Program Administrators (NAELPA), coordinating with other states and the U.S. Department of Education to advocate for MLs across the US.  Throughout her career, Carlene has been able to impact MLs through multiple perspectives. After teaching as a Teaching English to Speakers of Other Languages (TESOL) professor at a university in Bejing, China, she returned to the states with a clear passion for MLs. In Texas, Carlene has worked in various roles including ESL teacher (in both elementary and secondary school settings), ESL curriculum writer, ML compliance coordinator, ESL director, regional ESL/migrant educational consultant, and the ESL Program Coordinator for the state of Texas.  In her work at the Texas Education Agency, Carlene developed extensive compliance guidance resources, program implementation and evaluation tools, training materials, and comprehensive guidance on instructional practices for MLs. She is dedicated to serving MLs and their families by promoting additive bilingualism within all programs for MLs. Below is a summary of our conversation. Listen to the entire episode to hear the full context of Carlene’s responses!  Can you please fill in the gap on the introduction and share anything else listeners may be surprised to know about you?  Thankful for varied perspectives along my career Specialize in support for newcomers at secondary  Parent of students in two-way dual language immersion program Personal – play competitive soccer What led you into ELL, and what are some key takeaways in your work that may help school leaders to keep in mind? Teaching experience in China Hallway conversation with principal Look for those who show investment and care – other skills can grow What feedback do you have for schools who have the majority of their students who speak a different language from the language intended for direct instruction? Number 1 priority is cultivating culturally sustaining practices, including family involvement and outreach Asset-based approach – leveraging what students bring to the table (linguistic, academic, experiential) Content-based instructional methods are essential I have a listener who is an Assistant Principal in El Paso whose school serves mostly Spanish speaking students. Through my Grow Principal’s Academy, I also know a principal in Ohio whose school serves Russian speaking children, many of them whose families have fled the war in Ukraine. I reached out to both of them after scheduling you as a guest, and they sent these questions: Do you have any suggestions for secondary-level resources? Focus on grade level appropriate and high interest materials – (such as graphic novels) Use the grade level content and expand with linguistic focus (rather than focusing on separate materials) Use English language development software and materials as supplements, not replacements of content Any tips for improving parental involvement and educating families as to what an ESL program entails? Ask/survey parents on how they want to be communicating with and how they could best be involved Use communication tools that support in the families’ primary language (such as Talking Points) Based on finding out what parents/families’ priorities are for their child(ren), emphasize how the ESL or bilingual program will support those goals Demonstrate how parents/families that are not proficient in English can support English acquisition as well Any tips for helping language learners when their parents live across the border? Reinforce asking/surveying parents on how they want to be communicating with and how they could best be involved. Consider district/campus positions such as a parent liaison or social worker who can specifically focus on supporting families. Connect with me on social media Website: www.carlithomas.com LinkedIn – Carlene Thomas Facebook – Carlene Thomas Consulting page Twitter – @carli_thomas21 Email: carlene@carlithomas.com Be sure to listen in for more takeaways! The post PMP345: Equity for Multilingual Learners with Carlene Thomas appeared first on Principal Matters.

This week we answer a question from a listener who says: “I’m an assistant principal with four years of experience. This has truly been a rough year and tough four years at my school. I know God is using this experience to prepare me for what’s coming, but I am exhausted mentally, physically, and emotionally. I am being pulled in so many directions trying to help and support everyone, and it is taking a toll on me. Someday I want to step out and apply for principal positions, but how do I move forward when I find myself being too tired in my present work to even find the energy to update my resume or other application materials? Do you have any suggestions?” Listen to the entire episode for context and more takeaways! Here are a few of our thoughts: Will thoughts: Please know you are not alone. Hang in there as you wrap up school. This is the hardest time of the year. Ask others on your team for help.  Don’t be too hard on yourself. Give yourself the kind of grace you’d give someone else if they were in your shoes. Give yourself permission to have a day or two of meetings with yourself. This may mean taking a couple of personal days off, or even appointments with yourself at work to finish tasks. Use this time as permission to work on goals you want to reach, not anyone else’s goals.  You may just need a couple of solid days to sleep, rest, and play. Sometimes this helps re-think with a new perspective. Jen’s thoughts: Self-audit- measure your job satisfaction Measure your effectiveness What does this exhaustion tell you? Productive focus wheel “How many days do you have left” Would anything change if you were a principal? Step back and think about your work What led you here What are your end goals Write them down! Track backwards to what will get you there What keeps you? Final thoughts: This is a job that is never easy. Leadership is not easy. Don’t get caught in the comparison games. Other links to resources mentioned in the show: Seeing to Lead podcast episode with Chris Jones and Jen Schwanke The HAPPINESS BOX from Sam Horn’s SOMEDAY is Not a Day in the Week Book  Closing out the year admin list from William D. Parker Want a last month teacher checkout list? Email will@williamdparker.com to request a sample. The post PMP344: Refocusing When Exhausted with Will Parker & Jen Schwanke appeared first on Principal Matters.

Brooke McQuerrey Tuttle serves as the Director of the Center for Family Resilience at Oklahoma State University. The mission of the Center for Family Resilience is to strengthen university and community capacity to prevent risk and promote resilience for individuals and families across Oklahoma by connecting research and practice. In her role at the Center, Brooke leads community-based research and translational science initiatives around topics of youth development, offender reintegration, health disparities, and children’s mental and behavioral health prevention.  She received her M.S. in Criminal Justice from the University of Central Missouri and holds a Ph.D. in Human Sciences from OSU. Dr.Tuttle’s research focuses broadly on topics of youth development as well as risk and resilience for police officers and law enforcement families. She also partners with local and state entities on school-based prevention programming to promote positive mental and behavioral health outcomes for students in Oklahoma. Prior to joining the OSU Center for Family Resilience, Dr. Tuttle gained experience in government and non-profit sectors through direct and indirect support of individuals and families impacted by justice system involvement to include youth group homes, juvenile corrections settings, juvenile diversion and delinquency prevention programming, and federal probation and pretrial services.  She currently teaches courses on adolescent development and family risk and resilience at Oklahoma State University. In addition to her work at OSU, Brooke is passionate about promoting first responder wellness through board engagement with first-responder supporting organizations to include the Warrior’s Rest Foundation and The Bench Foundation, formerly known as the Trooper Leon Bench Foundation. In this episode, we explore: What led Dr. Brooke Tuttle into her current work in supporting family resilience and what motivates her How OSU Center for Family Resilience and its services provide assessments, technical assistance, and professional development for schools. Ways they are currently servicing schools, and how schools inside and outside of Oklahoma may be able to connect with similar services. The trends she sees on the horizon for supporting student and family well-being, and how those trends may influence the ways you serve schools. Lessons learned in the concept of moral-injury among law enforcement that may also apply to educators. The importance of cross-section collaboration in serving school communities. And so much more! Listen-in the episode for even more takeaways! You can learn more about the Center for Family Resilience by visiting their website. Here’s a helpful video about the work at the Center! For more information, email: cfr@okstate.edu or brooke.tuttle@okstate.edu The post PMP343: Supporting Resilience with Dr. Brooke Tuttle appeared first on Principal Matters.

Dr. Nick Davies, Ph.D., is an elementary associate principal for Vancouver Public Schools and an adjunct Faculty Member at Pacific University. He has a Ph.D. in Education and Leadership and wrote his dissertation on Curriculum Implementation. Nick has previously held roles as a high school associate principal/athletic director and was a high school math teacher and head track and field coach. He was a two-time state track and field coach of the year in Oregon. Nick also served as a reservist in the U.S. Coast Guard and currently serves on the Emerging Professionals Board at the Blanchet House, which supports people experiencing homelessness. Nick’s district serves more than 21,000 students. He splits his day between two campuses as Associate Principal. His district is committed to building student engagement in learning, and he shares some of the innovative ways they are doing that with new programs, including an emphasis on inclusion in learning with special education students. The district is opening two new schools. In his own research in leadership, Nick has been engaging education leaders in conversations that he shares in weekly posts on LinkedIn, and in a short weekly podcast called “Mondays Mornings with Dr. Nick: Authentic Leadership in Action”. You can find it here. Through these conversations with more than 50 leaders, Nick has learned several meaningful lessons, including: Reimagining What Success Means Investing in Your Own Learning Looking for Opportunities Adding Value to Others Aligning Your Values, Goals and Passions Taking Action As Nick explains, Serve must be at the center of all you do. Leave no one behind. Without students and learning communities, we have no mission as school leaders. Listen-in to the entire episode for examples and takeaways! Connect with Nick on LinkedIn Nick and Will are both presenting at the Ignite Conference with the National Association of Secondary School Principals in Denver, Colorado, July 12-15, 2023. Please let them know if you are attending! Find out more or register here. The post PMP342: Never Stop Learning with Dr. Nick Davies appeared first on Principal Matters.

Cissy Goodridge is passionate about the Middle Years and the Performing Arts. She has taught instrumental (band) and vocal music for 30 years in both single-sex and co-ed independent schools in Toronto, Oakville, and in Melbourne, Australia. Cissy holds a Bachelor of Musical Arts in Music Ed from Western University and a Masters in Education from the University of Victoria. She has worked with students from Junior Kindergarten to Grade 12 and finds joy in helping students find their voices.  In her 30 year career, Cissy has held many leadership roles, including, Assistant House Advisor, Department Head of Music, Director of Performing Arts and most recently, the Head of Middle School at Havergal College in Toronto. Deirdre Timusk has been teaching since she was just seven years old, starting with her younger sister as her first and only student. For years, she conducted lessons on reading, math, and science from a school desk in their basement. She later earned a B.Sc. in Physics from Queen’s University and a Masters of Arts in Curriculum Design and Education from the University of Toronto. Deirdre began her formal teaching career in Medellin, Colombia, where she taught math. She later moved to the Hazelwood School District in St. Louis, Missouri before returning to Canada to teach at an all-boys school in Toronto. During her 19 years at the school, Deirdre held various leadership positions, including Department Chair of Mathematics, Senior House Advisor, Director of Community Service, and Assistant Head of the Upper School in charge of Operations and Strategic Projects. In her most recent career move, Deirdre became the Head of the Senior School at Havergal, an all-girls institution in Toronto, Canada, just 18 months ago. Can you fill in the gaps on the intros and tell listeners something else they may be surprised to know about you? Deirdre – I’ve lived in Medellin, Colombia in the late 90s and taught there for two years  a love for Spanish and Latin dancing and am currently taking Salsa lessons.  Cissy – I was nominated for a Juno (Cdn equivalent of Grammy) and Much Music Video Award and spent the first decade of my teaching career moonlighting as a pop singer. What offerings and experiences are available at Havergal College that you would like other education leaders to know about? Deirdre HC-X, our innovation hub which is designed to support students and faculty through new contemporary programs and innovative learning experiences. As a lead-learning organization, we believe in providing the tools to adapt and thrive no matter what the future brings. We are a Round Square school with a thriving exchange program We have a Forum for Change which helps to connect our students with meaningful volunteer opportunities with our community partners as well as outside opportunities  Cissy We are a boarding school with students from 7 countries around the world We have a robust Arts program that spans JK – 12, band, vocal, strings, drama, dance and visual arts. Our competitive athletic program, with over 75 teams, begins in grade 5 Can you share the stories of transition in your leadership journeys that brought you into your current roles? Deirdre Never thought I would be an administrator Wanted to make the school better and kept getting involved and putting my hand up Began in a pastoral role as a senior house advisor at an all-boys school in charge of 80 students Took on an academic leadership role and loved to create a vision and help the department work towards it needed new challenge – went to a conference and was inspired by this advice:  you leave or you try another area in the same organization – expand your skill set  Moved into a totally different area that needed a facelift; knew nothing about it  Moved into operations and strategic projects – another area I knew nothing about  Wanted a new challenge to round out my experience.  Ultimately I’d love to be a Head of an independent school and am growing and working each day towards that goal.  Cissy I started teaching in a day /  boarding school 30 years ago. I was asked if I would take on the role of Assistant Director to an all girls’ Boarding House. That was my first experience in administration and working with students outside of music. I am curious by nature and love working with young people.  I was at that school for 14 years and my Principal gave me many opportunities to grow my experience.  I led exchanges, organized large music trips around the world and each time, I met new people and gained more experience. It seemed as though with every opportunity I took, a new door opened and I just kept walking through them. Head of Music, Head of Arts, Worked closely with Director of Community service and Outreach From there I moved to Australia to do a 6 month exchange, 7 years later I returned to my current school with a husband and child in tow.  I moved back to T.O. went back to teaching and left administration for a few years, Director of PA, Co-ordinator of DEI, Head of MS I’ve learned that I still don’t know what I want to be when I grow up. I love working with young people, figuring out what makes them tick and how their school experience can help to shape the person they will become For those seeking their first roles in education leadership – or for those thinking about a transition in their careers – what advice would you share? Deirdre Don’t wait to get experience – think about your transferable skills; if you organized X you can organize Y; just apply anyways Talk to people – they want to help you – everyone likes to give advice – don’t be to too shy to ask – ask them about their jobs and what is great/not so great Test the waters – Ask to take on projects to test the waters: organizing something large (I took 130 kids on a math trail through downtown Toronto), write curriculum, volunteer to help organize the accreditation visit; tell people you are interested in taking on more and try it.  Prepare properly for interviews – at that level – practice, research, get questions, get your stories ready  Cissy Say yes, when you are approached by an administrator – Even when you aren’t sure that you are ready. Sometimes people will see in you what you don’t see in yourself. Some of my best learning has come from opportunities that leaders have asked me to take on. Volunteer – get involved in all areas of the school. You may surprise yourself and find that you have a new skill or develop a new passion Don’t be afraid to ask for what you want, or to challenge traditions – 110 students to a band competition in Vancouver Canada. Prior to that, the school had never sent the students to a national band competition. Now, the band goes every year. Know that your journey won’t be a straight line – A career can span decades and every experience is a step toward your goal. Take all learning as a gift towards understanding your students and colleagues better. What lessons have you learned in your experiences that you would pass along to other leaders – new or experienced? Deirdre Find mentors for yourself who you can ask for advice  Find your people and help to develop them; I always wanted to help those who I hoped would replace me when I moved on Pause, breath and flourish! Slow down- decisions don’t need to be made today; listen to others but don’t react too quickly; take time to think; breath; take care of yourself – choir, salsa, plays, seeing friends, exercise You can’t over communicate; communication is so important to helping everything move smoothly.  Cissy Listen to hear, not to answer Always acknowledge people’s feelings Representation matters Relationship, relationship, relationship, there is nothing you can’t solve if you have a strong relationship. That is the foundation to good communication Find someone you trust. You need a mentor, but you need a sounding board more. How has Principal Matters been a helpful resource for you in your leadership? How can listeners stay connected with you and any parting words of wisdom? Deirdre Listen to it every week; specific pieces of advice that are applicable tomorrow Helps me to know that I am not alone  Parting words of wisdom: listen to others but ultimately listen to your gut and lean into your values.  Cissy I have Deirdre to thank for your podcast. As soon as I got my new role, she sent me your link. I’ve listened to it every day since.  I always have to stop and enter an anecdote that I have heard on your podcast in my notes on my phone. ( I walk the dog while I listen to you) Many of these anecdotes are written on my white board in my office. They serve as reminders, or inspiration when I need support, or help in a situation. Eg. people then profession. Listeners can reach me at cgoodridge@havergal.on.ca, or they can get on our website Havergal College and look us up. Here’s an extra photo from our time together. Note the great choices in glasses from Cissy and Deidre! 🙂 The post PMP341: The Power of Shared Leadership with Cissy Goodridge and Deirdre Timusk appeared first on Principal Matters.

Dr. Scott Beck is an educator with 24 years of experience as a teacher, coach, assistant principal, head high school principal, central office administrator, and adjunct professor at the University of Oklahoma. He became a proud National Board certified social studies teacher in 2008 and was selected as the 2019 Oklahoma Secondary Principal of the Year. Scott currently serves in the capacity of Employee Engagement Officer for the Department of Commerce in the Chickasaw Nation and continues to teach principal preparation courses for aspiring leaders as an adjunct faculty member at the University of Oklahoma. Questions we explore: As a former principal of the year, what were some of the experiences you were most proud of from your work with students and teachers? I’ve been doing a series of interviews on transition in education. What ideas do you consider when you’ve transitioned in positions of leadership? As you work in a new industry, what similarities and differences do you have in your leadership tasks/responsibilities? Can you share how prioritizing tasks in work have helped you and others stay focused on what matters? Other takeaways: Learn about the partnership Norman High has had with the Institute for the Study of Human Flourishing Why someone who is not inspired cannot inspire others Essential questions in work: Am I still growing? Do I have the energy for this time and place? Do I know myself? Do I know my vision? How is my work connected to those values? Intentionality is critically important to outcomes. Scott shared the following takeaways from John Maxwell’s work: Organize or agonize Prioritizing Work “A life in which anything goes will ultimately be a life in which nothing goes.” – John Maxwell High Importance / High UrgencyTackle these projects first.High Importance / Low UrgencySet deadlines for completion and get these projects worked into your daily routine.Low Importance / High UrgencyFind quick, efficient ways to get this work done without much personal involvement. If possible, delegate it to a “can do” assistant.Low Importance / Low UrgencyThis is busy repetitious work such as filing. Stack it up and do it in one-half hour segments every week; get somebody else to do it; or don’t do it at all. Before putting off until tomorrow something you can do today, study it clearly. Maybe you can postpone it indefinitely.(Taken from Developing the Leader Within You, John Maxwell) Stay connected with Scott Beck via his LinkedIn page The post PMP340: Prioritizing Work with Dr. Scott Beck appeared first on Principal Matters.

This week Jen Schwanke and Will Parker share updates from their work, travels and lives. They talk about Will’s dad who passed away recently, and they share updates (including changes from last week’s announcements) on the professional development each of them is participating in over the summer. In addition, they share lessons related to the three R’s from Dr. Bill Daggett, the founder of the International Center for Leadership in Education (ICLE). Dr. Daggett is well known for his research on Model Schools. He shares that effective schools display three R’s: Rigor, Relevance and Relationship in the way students engage with learning (Dewitt, 2012).  Listen-in to the entire conversation as Jen and Will both tell stories about their dads, and how your service in leadership is leaving a lasting legacy for others.  Will also references a book by Emily Paschall, Eyes on Culture: Multiply Excellence in Your School. Listen to his interview with the author here. Find out more about Will’s services through Principal Matters here. Stay connected with Jen’s work here. Below is a full post of the story Will shares to set up this week’s conversation: Leaders Digging Deeper with the Three “R’s” By William D. Parker When I was growing up, we enjoyed a spring-fed creek that flowed below the woods near our house. In the summer, you could wade into the water on the hottest day, and you’d still be startled by the frigid cold. We had a trail marked from our house and through the woods to this area we called the swamp. The cool waters were filled with lily pads that bloomed yellow blossoms all summer, and an open space was our place for swimming and fishing. A large oak tree stood at the base of the trail that followed the water’s edge. It was at the bottom of this oak where my father dug earthen steps that led to a source of water flowing directly under the bank and into the boggy waters beyond.  When we first moved there, my father took a shovel and began digging in this spot below the oak and its bank. With the mud removed, he soon found a layer of golden sand. Here my father dug three feet in depth and four to five feet in diameter. Together we cleared the mud and leaves around the hole and placed rocks and bricks around the edges to form a small pool. Then we dug a small trench for overflowing water from the small pool to drift away into the swampy creek bed.  The next day, we returned and found the small pool a glistening clear basin of spring water. Dad brought a small aluminum drinking dipper that he hung from the nearest tree. The spring became the place where we dipped water into a thermos jug we would carry back to the house for drinking water. After my dad installed plumbing in our home, the spring was still our favorite place to go for a special drink. One day in my 7th grade class at school, my teacher, Mr. Adams was reading a poem that contained a line about water. Although I cannot remember its title or author, the poem said something about water’s lack of taste, and my teacher paused to emphasize the writer’s meaning.  “As you know,” he said, “Water doesn’t have a taste. So the author is making the point here that this moment or experience must have had little or no meaning for him.”  I raised my hand. “Yes, William?” “Well,” I said, “I don’t agree. You see, when we drink water from the spring back home, it has the freshest and most wholesome taste of any water I’ve ever had.” Mr. Adams paused to peer at me over the glasses perched on the end of the nose. At first he looked puzzled. Then his expression softened into a smile. “You know, that’s a good point, William.” Then he paused again, before continuing.  “I’d say that most people have probably never given much thought to the taste of water since we can find it so easily. Has anyone else here had the privilege of drinking water from a spring?” No one raised their hand.  “William, you’ve had some life experiences some of us might consider hard, haven’t you? But I’d dare say you’ve enjoyed a lot of adventure growing up – like the joy of camping out.” “Yes, sir.” I replied. I had never thought of my life as an adventuresome campout, but I liked the way Mr. Adams appreciated my thoughts. I think we both recognized the awkward moment. I had objected to the theme he raised from the poem while I had also said something that brought puzzled looks from my classmates.  Looking back, I now recognize some ways Mr. Adams leveraged that moment for learning.  First, he invited a different perspective on the poem we were reading together. Second, he allowed me to bring my own experiences into the conversation. And finally, he reassured me in a way that I helped me feel safe to share those ideas in his classroom.  Dr. Bill Daggett, the founder of the International Center for Leadership in Education (ICLE), is well known for his research on Model Schools. He shares that effective schools display three R’s: Rigor, Relevance and Relationship in the way students engage with learning (Dewitt, 2012).  My teacher, Mr. Adams, had probably not read Bill Daggett’s work, but he practiced all three R’s in his classroom that day. How are you practicing the three R’s in the way you lead learning?  A Three R’s Inventory Here are some questions to consider when practicing the three R’s in the way you lead learning. Take a moment to do a short inventory of your own practice by reflecting on these questions: Rigor How are you setting and communicating clear expectations?  How do your teachers, students and community members know the learning standards covered at each grade level?  What maps, routines, rituals and schedules are available to help guide daily practices? How is student learning supported by equitable assessment and reteaching practices? Relevance How is student learning connected to ideas, experiences or contexts that ‘hook’ them for deeper learning? How are practices in teacher professional development tied to the kinds of solutions and outcomes they really need for improved student learning? In what ways are you collaborating with design-thinking or innovative solutions in the way you pilot programs, beta-test ideas, or invite collaboration? How are forming partnerships, internships or apprenticeships among post-secondary or industry with students seeking opportunities beyond academics or extracurricular activities? Relationships Do you know those whom you serve, and do they know and trust you as a person, not just a professional? Are you prioritizing your schedule so that you are visible with every student, every teacher, everyday? How are you taking advantage of the small moments throughout each day to give someone your undivided attention – even for 60-seconds?  When are you scheduling time into your calendar for feedback from students, teachers and community members in order to stay connected with their ideas and concerns? Let’s Wrap This Up A few years ago, I was visiting my parents along with my son Jack who was 12 years old at the time. We were walking the trail beneath the house when we found the large oak and the place where my father had dug the spring. Years had passed with no one cleaning or caring for the space. In fact, it looked just as it had the first time I saw my father dig it out: a dark, wet space surrounded by swamp grass.  Later, we were telling my dad about our walk, and he asked Jack if he wanted to dig out the spring. We found a shovel, and my dad explained the process and sent Jack back into the woods where he began the long process of clearing the original space where Jack worked the shovel. He dug deeply, removing all the leaves and twigs that now covered the dark ground.  Soon he found the rocks and bricks that had once lined its edges. With the trench re-opened, the muddy water flowed again into the swamp and creek bed beyond. The next day we returned to find a clear, beautiful pool of spring water. We even found the aluminum dipper and cleaned it. We drank from the spring and agreed that it was the best water we had ever tasted. Learning moments happen around us everyday. Sometimes the ones that stay with us the longest require us to dig deeply, to get our hands dirty, and to wait patiently.  When we take time to lead and learn through hard work (rigor), meaningful experience (relevance), and human connection (relationships), we build lasting memories together. Now It’s Your Turn In the important work you do each day in leadership, what outcomes are you most committed to in the days and weeks ahead? How can you help learning to be more relevant to the experiences of others? In what ways can you be mindful of those around you today even as you dig deep in building a learning community together? To learn more about the three R’s, read: Rigor, Relevance & Relationships: An Interview with Bill Daggett, by Peter DeWitt — January 04, 2012 The post PMP339: Digging Deeper into the 3 R’s with Jen Schwanke appeared first on Principal Matters.

This week’s discussion topic came to us in a question from a listener: As a prospective administrator (and someone who is coming from an elementary music background) what should I know about the RTI process and more specifically what should an assistant principal know about the RTI process? How would an AP go about overseeing this process/leveraging teachers/staff/teacher leaders etc. to support this process? Feedback from Will & Jen: Will: Check out helpful resources or attend training with groups like Solution Tree or my friends at First Education for good PD on implementing RTI.  You definitely want this to be collaborative. This cannot be a top-down approach. Think about how interventions are already working for you in the classroom – music is a good example – and how to apply that to RTI in other classroom settings. Admit when you need to learn. Also think MTSS, Multi-tiered systems of support, not just RTI. ASCD also has great resources – What Every School Leader Needs to Know About RTI, by Margaret Searle. Commit to non-negotiables for ways educators are willing to ensure student learning. Remember the ability of the classroom teacher to differentiate is the most important intervention before bringing in outside resources or other interventions.  Don’t forget the interview process allows you to explore solutions with others with whom you may be working. Not everyone has the same approaches to implementation and strategy – so use these learning opportunities to stretch your understanding and gain new knowledge. Also, listen-in as Will and Jen talk about a recent conference where they were able to meet in-person for the first time and present together.  Will was surprised that Jen is tall! Here’s a photo of them presenting together: Listen to the entire show for more takeaways! The post PMP338: Supporting RTI with Jen Schwanke & Will Parker appeared first on Principal Matters.