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

In last week’s podcast episode, I shared the first part of a keynote presentation I provided on August 12, 2021, to the Archdiocese of Louisville for a welcome-back ceremony of educators from thirty-nine Pre/K-8 elementary schools and nine high schools collectively serving 18,000 students in six counties.  In Part 2 of this keynote series, you will learn the power of your own influence: How a medical team’s ability to save my son’s life provide lessons for what qualities will strengthen your education team.How the challenges and lessons of the past school year are applicable for the difficult days ahead.Ways you can commit to influencing others in positive ways even in the midst of stress, outrage or fear. In addition, you will learn ways you can commit to positively influencing others, including: Consider being a mentor. You need input but so do educators with less experience than you.Stay committed to serving others. Education leaders can jump in lines to serve at the cafeteria when needed.Lead by example. Be a positive by being willing to go first.Stay committed to teaching, instruction, and modeling for others.Utilize your platforms to broadcast, amplify and celebrate the successes of students.As Jon Gordon teaches, don’t be an ‘energy vampire,’ but be an energy builder. Now It’s Your Turn Who would you consider someone who has been most influential for you? How would you describe your own influence: toxic or healthy? Pick one area from the list above where you can commit to positively influence others this week. The post PMP260: Reflecting on Your Influence – Keynote Series #2 appeared first on Principal Matters.

On Thursday, August 12, 2021, I had the privilege of providing a keynote from my book Pause. Breathe. Flourish.: Living Your Best Life as an Educator at the Archdiocese of Louisville welcomed back ceremony for the new school year.  Although my teaching and administration work has been for public schools, Superintendent Mary Beth Bowling, invited me to address teachers from thirty nine Pre/K-8 elementary schools and nine high schools collectively serving 18,000 students in six counties of the Archdiocese of Louisville.  It was a wonderful experience to attend an early morning Mass followed by an hour of professional learning. This week I want to share the first in a series of episodes from the keynote I delivered to educators beginning a new school year.  If you’ve read my books or listened to my previous podcast episodes, you may find many of my stories and lessons repetitive or familiar. Nevertheless, I hope you will benefit from this summary of ideas on “breathing first” as you continue the important work of serving students – even in the midst of ongoing challenges as I share feedback on the following: 10 Areas of Self-Reflection for Self-CareThe Power of Your InfluenceThe Importance of Your FriendshipsThe Meaning of Your Legacy In Part 1 of this series, learn the importance of reflecting on the following areas: Your BodyYour MindsetYour InfluenceYour TimeYour FriendshipsYour SpiritualityYour ResourcesYour IntimacyYour FutureYour Legacy Now It’s Your Turn Consider the 10 self-reflection areas. If you had to pick three, which ones would you identify where you would like more focus or growth?  Reflect on this quote: “If your goal is to influence others in becoming better, you can’t ignore this important safety notice: You need to learn to breathe first.” In this school year, how have you struggled with “placing the oxygen mask” on first?  Can you describe a time when you have felt like “a shell” of yourself. Who is one person that will tell you the truth and hold you accountable? What is one way you are already “investing outside of work?” Or what is one way you plan to invest in yourself this coming week? What is one area out of the ten that you’ve already seen significant growth? Of the ten self-reflection areas for breathing first described above, what is one area where you want to see personal growth? The post PMP259: 10 Areas of Self-Care in the School Year Ahead appeared first on Principal Matters.

Trevor Goertzen was recognized in 2020 as a National Digital Principal of the Year. He currently serves as the Principal of Spring Hill Middle School in Spring Hill, Kansas, and is an adjunct professor of Educational Technology for Harding University. Trevor recognizes the personal impact that technology can provide by bridging academic and social gaps in his students, staff and community when leveraged correctly and intentionally. He works to provide a learning focus for his building by supporting students of all backgrounds and needs. Helping the Spring Hill Middle School learning community reach their potential, socially and academically, is a driving principle for his leadership. Trevor additionally is the Vice-President of the Kansas Principal Association (KASSP/KAESP) and hosts the podcast ListenUp that features the stories and celebrations of Kansas principals.  Trevor Goertzen grew up in rural Nebraska on a corn farm. In those early years, he learned the importance of working hard and serving the community around him. He is a National Board Certified teacher and Instructional Coach of nine years and now a building-level administrator of five years.  Here are some takeaways we explore in this episode: Trevor explains how commitments to innovation and technology can enhance your service to students and your community.After 2020-2021, Principals are more aware than ever of the multiple layers of support students need for achieving outcomes. Trevor shares what lessons principals have learned that they can carry on into the new school year.Communities are experiences a lot of anxiety as the pandemic continues. Trevor shares tips for communicating with teachers and students and community members at the start of the new semester.As a veteran school administrator, Trevor offers advice for those who may be beginning their journeys into school leadership.ListenUp is a podcast for Kansas admins. Trevor explains how hosting a podcast can enhance your own professional growth. Stay Connected You can find Principal Trevor Goertzen on Twitter at his handle @SHMS_growdaily or listen to the KASSP Listen Up Podcast here. The post PMP258: Bridging Academic and Social Gaps with Trevor Goertzen appeared first on Principal Matters.

Seven year ago, our son Jack was diagnosed with a rare disease. Kawasaki causes an inflammation of blood cells in young children. If untreated, it can lead to heart damage or death. He was hospitalized for two weeks. During that time, my wife and I sat many days watching medical teams work to bring down his fever and provide life-saving care.  His doctors, nurses, technicians – even those who cleaned his room – each played an important role and each did so with compassion. Even after Jack came home from the hospital, he told us how much he missed the people who gave him such incredible care. Lessons Learned from a Medical Team As a school principal at the time, I was struck by the lessons I learned from watching this medical team: They were from diverse backgrounds, yet they shared a common goal.They each knew their roles and executed them well.They were committed to sound professional practice coupled with compassionate care. These are the same qualities that make great teams, including educators. Last school year brought these lessons home when schools across the globe pivoted to provide students with education options in the midst of a global pandemic. Challenges from 2020-2021 It was not an easy school year for anyone, and as I’ve spoken with educators, I’ve heard several common themes in the difficulties they managed: Educators were exhausted with the constant change and higher demands.Educators experienced decision-fatigue.Educators felt like their own credibility was being questioned.Educators felt like instructional outcomes took a back seat to other concerns. Lessons Moving Forward In addition to these challenges, I also heard these lessons from the past school year: We are resilient and can do hard things.Relationships still matter more than ever.Strong instructional practice transcends time and place.Teachers and students deserve strong leaders. As you face a new school year, it may not be with the same kind of optimism you had even a few weeks ago. Variants of the pandemic and unvaccinated populations are complicating the first days of school. I’ve listened as educators struggle with how to approach another school year that involves uncertainty.  Leading with SOUL Earlier this summer, I finished a book by Tony Dungy called The Soul of a Team: A Modern-Day Fable for Winning Teamwork. Dungy led the Indianapolis Colts to Super Bowl victory in 2007, and he became the first head coach to lead his teams to the playoffs for ten consecutive years.  He understands leadership and how to motivate great teams. In his book, The Soul of a Team, he uses the story of a fictional football team to illustrate the pitfalls of poor teams and the practices of strong ones. He uses the word SOUL as an acronym for four attributes of strong teams. These include: Selflessness Dungy reminds readers that strong teams are made up of individuals who are looking out from the betterment of others. They are willing to sacrifice their own interest, invest the time necessary for growth, and compromise when necessary for the common good of everyone. Ownership In a field obsessed with super stars, Dungy reminds others that teams are made up of people who each know their roles and responsibilities and execute them faithfully. Not everyone can be the quarterback. But the quarterback can find great success when each of his teammates plays his role on and off the field. Unity Even more important than winning is the commitment to the relationships with those on the team. This means everyone is committed to a common goal that unifies them around this outcome regardless of differences of opinions, backgrounds or positions. Larger Purpose Finally, Dungy reminds us that great teams care more about their communities and fans than they do about the game itself. This larger purpose may look a little different for each player, but when we see the greater meaning in our work, we perform with mission – knowing we are making a difference by inspiring, motivating, or helping someone else. Let’s Wrap This Up When I think back to my son’s own hospitalization seven years ago, I am thankful that he is a healthy 15 year-old high schooler. He is the product of a team of medical professionals who cared for him with selfishness, ownership, unity and larger purpose. As you face the exciting or overwhelming prospect of a new school year, remember you are not alone. Your students have benefited from your commitment as an education professional. This year may you continue serving with SOUL! Now It’s Your Turn How would you define your larger purpose as you think about this new school year? Even with the challenges that may be ahead this new school year, how can you stay unified around a common mission of serving students? Thank you again for doing what matters! The post PMP257: Leading with SOUL for the New School Year appeared first on Principal Matters.

Eric Sheninger is an Associate Partner with the International Center for Leadership in Education (ICLE). Prior to this, he was the award-winning Principal at New Milford High School. Under his leadership, his school became a globally recognized model for innovative practices. Eric oversaw the successful implementation of several sustainable change initiatives that radically transformed the learning culture at his school while increasing achievement. His work focuses on leading and learning in the digital age as a model for moving schools and districts forward.  This has led to the formation of the Pillars of Digital Leadership, a framework for all educators to initiate sustainable change to transform school cultures. As a result, Eric has emerged as an innovative leader, best selling author, and sought after speaker. His main focus is using research and evidence-based practices to empower learners, improve communications with stakeholders, enhance public relations, create a positive brand presence, discover opportunity, transform learning spaces, and help educators grow professionally in the digital age.  Eric has received numerous awards and acknowledgments for his work and is the author of seven books, including his newest Disruptive Thinking in our Classrooms: Preparing Learners for their Future. In this week’s podcast episode, Eric provides takeaways on the following: The science and practice of disruptive thinking for student learning and how he has applied this mindset to his own learning as an education leader. The four spheres of disruptive thinking: comfort zone, fear zone, learning zone, and growth zone. How he has found those concepts helpful for encouraging growth, not perfection in learning. Ideas on engaging learners, including conversations sticky, personalized or collaborative instruction. Final thoughts and ideas about disruptive learning as educators begin a new school year – even as they navigate uncertainties. Listen-in to this week’s conversation for answers and feedback on these questions and more! Thank you again for doing what matters! The post PMP 256: Disruptive Thinking with Eric Sheninger appeared first on Principal Matters.

This week, Jen Schwanke, author and education leaders, shares the second half of a conversation on Reconstructing Place and Space. With credit to Dr. Miller,  director of the EdD in Educational Administration and an assistant professor – clinical in the Department of Educational Studies at The Ohio State University, Jen probes into several questions his feedback has generated. Listen to the entire episode for more context, but here is a short summary of this week’s conversation: WDP: As a quick review, can you explain again the difference between space and place? Jen: Space is something abstract…you can’t touch it. Place is how we internalize space. In a nutshell, place is space with meaning. For example, your house is an actual place, but the aspects of your house that cause you to feel safe, warm, loved, happy, maybe sad, etc. all constitute your home as a space to you.  WDP: When we think how educators influence environments for student learning, how reconstructing space and place be helpful? Jen: We know we don’t have control of a lot of things that happen in our world. But we are in control of how we exist in that space. This is true for educators and students. Sometimes we get stuck in certain spaces and need to break free. My friend, Kevin, for instance reflected on his school’s dress code. He began to see how the dress code primarily corrected the dress of girls in his school more than on the dress of boys. He began to ask questions and rewriting dress code policy to encourage students to be their best but to rethink some of the social constructs that previously guided policy. WDP: That reminds of a story from a principal who told me she and began to question their practices on head coverings when she had two male students who politely challenged the practice. She began to consult students and her own teachers on what they believed worked best in their community. This led to a consensus to change policy. Jen: Leadership is a willingness to see a need for change and address it, where management is often about maintaining the status quo. Applause to school leaders who are willing to listen and apply solutions based on the feedback. With the right skills and the willingness to evolve, leaders have real opportunities to reconstruct practices. WDP: Let me play the devil’s advocate. Why should we be considering change when we’ve already had a whole year of change?  Jen: You’ve asked the essential question: Why? Not for a second do I think leaders need to push forward quick change. People do not change that is forced on them. They want transparency. They want safe and welcoming environments. But now is the time to be asking what we should keep or discard from all the changes that happened in our schools this past year. WDP: One of my trusted mentors, Superintendent Rick Thomas, would consistently ask our leadership teams each year where we wanted to grow. It can be stressful to think about change, but there are some areas each of us should be willing to reexamine for reconstruction. What other areas of change would you want leaders to consider in addition to the ones you mentioned in Part One? Jen: Examine your resources and practices and consider what may be evaluated and reconstructed in your practice: Evaluating resources and texts for bias or exclusionNot grading every single assignment; grading doesn’t validate learning. Instead, going for efficiency and quality rather than quantity; letting students seek their own feedback; posting answer keys and being thoughtful about how they are used; allowing retakes with proof of re-learning the content; choice in what is used to assess their knowledgeGrading for the learning process, rather than a finished product. Measuring student effort and mastery for whom the A-F  system might not serve. Using technology to enhance the classroom experience (embracing that knowledge can be found online, but using peers and modeling to enrich their understanding and processing of information and become more critical absorbers of information)– shifting the teacher role from providing content to providing context, connections, and applications Assessment cycle: Using pre-assessments, formative assessments, and ongoing student self-reflection to develop extensions, enrichment, and intervention plans Project based learning:  Instruction that provides meaning and purpose to learning, typically with a culminating event or capstone project College and career readiness: Working with students of all ages to identify interests and engagementTechnical and workforce education: Exposure to opportunities, apprenticeships, and employment opportunitiesGlobal connections: Giving students audience and perspective of learners and opportunities outside their classrooms and communities Let’s Wrap This Up Reconstruction of space and place is a team effort. There is no way you can reconstruct or evolve something as rich as teaching all by yourself. These need to be team discussions. Now It’s Your Turn Have fun this year as you consider areas for growth. Think about ways you can reconstruct space in the school building. What are some changes needed in how to make it an even better place for students? The post PMP255: Reconstructing Place and Space, Part 2 with Jen Schwanke appeared first on Principal Matters.

This week, Jen Schwanke, author and education leader, shares thoughts on why education leaders should consider how ‘place and space’ play a role in learning outcomes. With credit to Dr. Miller,  director of the EdD in Educational Administration and an assistant professor – clinical in the Department of Educational Studies at The Ohio State University, Jen probes into several questions his feedback has generated. Listen to the entire episode for more context, but here is a short summary of the conversation with several applications for education leaders: WDP: What is the difference between space and place? Jen: Think about it this way: Space is something abstract…you can’t touch itPlace is how we internalize space. In a nutshell, place is space with meaningFor example, your house is an actual place, but the aspects of your house that cause you to feel safe, warm, loved, happy, maybe sad, etc. all constitute your home as a space to you.  Place, as a space, is fueled by memory and carries significant meaning (good and bad) for us. Simply stated, we have a relationship with place. We are nostalgic for places we have left, we protect places where we are, and we fully understand how to enact our lives in those places (e.g., where to play football, where to shop, where to fart).  Place, as a space, is socially constructed, which means they have politics, emotions, and meaning What meaning does your school building have as a space for students, teachers, and parents?  Consider ‘Social Construction’:  What we take to be the truth about the world importantly depends on the social relationships of which we are a part. Sometimes that gets us stuck. Sometimes we need to break out of what we’ve already known to be the best way.  WDP: This is one reason our offices should be welcoming places where parents and others feel like guests, not intruders. For instance, our school had a habit of making a fresh pot of coffee and keeping water and sometimes fresh baked cookies on hand. How else should this influence the ways principals consider place? Jen: For principals, it’s usually about a place of belonging. Think about what that means for your school, your place, your space. What are some ideas and changes you can make? Consider the terms:  Leadership, management, and reconstruction. Only you, your staff, your community can speak to what might need to be reconstruction. But you’re the leader. What does that mean?  a. Is it your job to represent the ideals of your school community? b. Is it your job to adhere to best educational practice?  c. Is it your job to do what is best for students…at all cost?  Leadership is change/Management is holding down the fort.  As a leader, do you have the ability to step outside the your own culture? What roles do you play?   historian – interprets current events against the backdrop of the past anthropologist – finds meaning in the behavior of organizational participantsvisionary – projects aspirations for othersmarketer – models and provides ceremonies and routines WDP: What is reconstruction?  Jen: For me, it’s evolution. It’s adapting. It’s keeping those students in mind. Changes aren’t hard to defend if they are done for students.  Will: So, is there anything principals should consider reconstructing?  Jen: Some principals are grappling with students of color, transgender, social relationships, mental health, instruction, athletics, hiring. For me, I want to evolve our instructional practices, including the following: Academics:  Sit down and review some of the instructional practices that should be re-examined or adjusted to better fit the needs of today’s students.  Classroom setup (student input on classroom setup, options for flexible seating and collaboration, but also spaces for students to work quietly and independently)Packets (Consolidated work tasks for rote and repeated practice)Homework (work that has no value beyond gathering points for grades)WorksheetsWhole class, whole period instructionPackets and worksheetsHomeworkBusy work (crossword puzzles, word finds) as a supplemental resourceGradingTextbooksClosed classroom doors, overhead projectors, Teacher as masterStudents as absorbersLearning environment created by teacherFiling cabinets and folders with grade, assessment data, worksheetsReading logsPresentation of rules to studentsPunishment/rewards for things out of a student’s control; punishing the whole group for the actions of a few 2. What might be a better fit? Interleaving: a technique for learning through curricular integration, giving the student the power to direct their interest and engagement. Interleaving can be considered a purposeful combination of differentiation, personalization and voice.  Teacher as mentor/coach; students as researchers, readers, writers, mathematicians, scientists, learning experts. Teacher provides resources or insight to support/supplement, and complement the learning. Learning environment developed collaborativelyBlended Learning (mixture of digital and face-to-face instructional settings) – including online tutoringOn-demand video responses (Flipgrid, Marco Polo)Video meeting (Google Meet, Zoom)Review and recording via video (Screencastify, EdPuzzle)Look for applications allow for closed captioning, translation, or subtitles to ensure accessibility)Learning Management Systems: (Canvas, Schoology, Google Classroom)To not expose students to learning management systems is to 1:1 TechnologyEnsuring every child has the technology they need to participate in instruction and develop skills needed for college or career*BYOD can help in a pinch, but aren’t as accountable to school firewalls. Targeted instruction based on pre-assessment, addressing only what students don’t yet knowDiscussion diagrams“Think time” for students to collaboratively or independently process information and develop responses; students processing content together, and teacher allowing “fights” when kids argue about the content Working with students to collaboratively develop standards for classroom behavior normsClassroom libraries for secondary classrooms (much like classroom libraries at elementary)Rewards or earned results for behaviors; rapport and private conversations with students who need privatized behavior supportTeacher focus on student learning vs. lesson planningAllowing joy and laughter Let’s Wrap This Up The above ideas are just the beginning of suggestions Jen shares. Listen to the entire episode and share it with others if you find valuable takeaways! Remember that the key to changing practice is collaboration, not isolation. Now It’s Your Turn What would happen if you used the above list as a way to reflect on your school practices? Can you identify areas you would like to encourage ‘reconstruction’ to improve instruction and learning? Is there a team of other educators with whom you could brainstorm ideas for reconstructing practices at your school? The post PMP254: Reconstructing Place and Space with Jen Schwanke appeared first on Principal Matters.

One year ago, June 4, 2020, D.J. Klein was a guest on the Principal Matters podcast when we shared advice for his first year as a school administrator. You can hear the 10 Tips for First Year Assistant Principals we discussed by listening to PMP:197.  One year later, D.J. Klein has finished his first year as Assistant Principal and Athletic Director at Terry High School, south of Jackson, Mississippi. As the 2020-2021 school year has ended for D.J., we reconnected to reflect on lessons he learned from his first year in the role of school administrator. Below is a summary of 10 new lessons D.J. generously shared: 10 Lessons I’ve Learned in my First Year as Assistant Principal by D.J. Klein: 1) “Be aware of your strengths and weaknesses. Know your leadership style, natural strengths, and areas in which you can grow. Although it may seem elementary, having a strong sense of self-awareness of who you are will pay dividends as you develop relationships with more stakeholders than ever before. Take the time to take several personality tests (such as the one on 16personalities.com that is based on the Myers-Briggs theory) and speak to those who have worked close to you for a long time.” 2) “Be visible and accessible. While I was a teacher, my former superintendent once offered me this piece of advice as I prepared to enter the principalship: ‘If I come to visit your school and you are in your office, you better have a good reason for being in there.’ Being visible and accessible as a school leader to your teachers, students, and support staff throughout the day may sound simple, but it is essential. Although meetings, student discipline, and other matters will require your time, it is important to see and be seen.” 3) “Know available resources that benefit students. Learn all you can about the resources that are available in the community and allocate those resources to your students’ benefit. Although I am only a year into it, I am continuing to discover new resources that can be utilized to the benefit of our teachers and students.” 4) “Develop a routine and stick to it to the best of your ability. I learned very fast that there is really no such thing as a “normal” day for an assistant principal. Some days are very fast paced with many things on your daily agenda that need to be addressed. On the contrary, there will be some days when you are wondering why the day is going by as slow as it feels. Despite this, have a designated time frame set apart to complete specific tasks that require your attention: teacher observations, e-mails, returning phone calls from parents, etc.” 5) “Prepare for the unexpected. To piggyback on the last point: In the book ‘Extreme Ownership,‘ Navy Seals Jocko Willink and Leif Babin introduce the four laws of combat. After going through the school year in the midst of the COVID-19 pandemic, I’ve learned to prepare for the unexpected. Even if you take the pandemic aside, I am sure this is a rule of thumb that veteran principals will stand by. On the days that one is facing a large number of unforeseen circumstances (whether severe or minor), it is important to follow the third law of combat: ‘Prioritize and Execute.’ Prioritize the most urgent tasks and execute the means of getting these tasks knocked out.” 6) “Share your leadership with others. With the number of clubs, sporting events, extra-curricular activities, etc that are available on the secondary level, awesome opportunities to step in and lead will present themselves throughout the year. However, it is impossible for you to be able to take point on all of them.  Look for opportunities to delegate leadership to other adults in your school. While still serving in a supervisory role, this gives individuals to use their unique talent and gifts that they may have never realized they had.” 7) “Listen more than you speak. Before I started, I really had no idea just how many people I would be working with (whether in a close capacity or not) and how many numbers I was going to add to my contact list on my phone. When you factor in students, parents, teachers, counselors, support staff, upper-level administration, central office personnel, transportation service personnel, vendors, custodial personnel, and other administrators from neighboring districts, you come to a realization of just how big the network really is. One thing that all of these great individuals have in common is this: they all have a story to tell. Take time to sincerely listen to each and every one of them. Every second builds a strong foundation of positive relationships that will directly impact your school and your students.” 8) “Ask for feedback from experienced admins. When second-guessing any decision that you are about to make, it is best to ask as many experienced administrators as you can. I was blessed to work with a great assistant principal here who took it upon himself to take me under his wing and serve as a mentor figure. He was recently promoted to be the head principal at the same school and he continues to be my go-to guy whenever I have a question.” 9) “Celebrate teacher and student success. Find ways to celebrate teacher and student success in as many ways as you can. Social media, e-mail shout outs, and small gift cards in a teacher’s mail box in the morning can go a long way.” 10) “Maintain a healthy life-work balance. Yes, the order in that phrase is correct. As the school year goes by, it will be easy to become overwhelmed with keeping up with the day-to-day responsibilities of the profession. Mr. Parker mentioned a piece of advice during our interview last year that parallels this lesson: commit to positive habits now (working out, practicing an instrument, reading, praying, etc). Yes, this is extremely important, but I would also add this: don’t forget those in your immediate family and close circle of friends that have invested in you and your personal journey. A vacation every now and then is nice, but commit your evenings and weekends outside of work to those who matter the most.  The biggest lesson I’ve learned this year sounds simple in writing, but is of the utmost importance for any administrator.” Let’s Wrap This Up As D.J. finished his first year, he was contacted by a high school in Ocean Springs, Mississippi, and offered a new AP role there for the 2021-2022 school year. Located between Biloxi and Pascagoula, the school has four Assistant Principals, and D.J.’s new role will involve more focus on curriculum, which is a passion area for him as well. Congratulations, D.J.! Now It’s Your Turn Do you know someone stepping into the AP role for the first time? Please share this episode with them. What lessons have you learned from this past year? I’d be honored to hear other first-year stories as well. You can reach me by email at will@williamdparker.com The post PMP253: 10 Lessons from a First Year Assistant Principal with D.J. Klein appeared first on Principal Matters.

Leadership requires relationships, understanding others, and negotiating through conflicts. This week I am privileged to share a conversation from Chris Zervas about his book, Bomb-Proof Constructive Feedback. Chris Zervas helps busy leaders improve their communication, leadership and employee engagement to impact their organization’s bottom line. Chris’s trainings have helped organizations increase efficiencies, productivity, and retention valued at hundreds of thousands of dollars by his clients. From Army National Guard Bureau, US Bank, and ConocoPhillips to small family owned businesses, Chris empowers leaders to communication relationally rather than transactionally. He is the author of the book, Bomb-Proof Constructive Feedback, and received his Master’s Degree in Communication from Wheaton College after graduating from the University of Oklahoma as a student/athlete. He has served two college communication faculties, worked in fundraising for over 10 years and has been trained in conflict resolution by the Administrative office of the courts of the Supreme Court of Oklahoma. Chris is a Cherokee Citizen and lives in Oklahoma with his wife and five children. In this episode, we discuss several takeaways, including: Knowing the right time, setting, and delivery for giving critical feedbackUsing praise and constructive criticism as leadership toolsMinimizing stress and major confrontation through effective communicationKnowing what must be present for feedback to be effective Now It’s Your Turn What are ways you are cultivating strong relationships with others so that hard conversations happen within the context of mutual trust? What is one practical step you take in the days ahead to reach out to others (before a conflict) so that you are building bridges that may help later (during a conflict)? Listen to the episode for even more takeaways! More information about Chris Zarvas and his keynote speaking, employee development and coaching can be found at ChrisZervas.com. The post PMP252: Bomb-Proof Constructive Feedback with Chris Zervas appeared first on Principal Matters.

This week marks the end of June 2021, and just today I heard from a principal friend, Andrew O’Farrell,  West Islip Unified School District in Massapequa, New York, who is enjoying his first week of summer vacation. Other schools across the U.S. have been enjoying break since the end of May.  Wherever you are, I bet it is safe to say that graduation has been one of the most exciting times as you wrap up your school year. And 2021 has a special place of significance for graduating classes and the educators and communities who have served them through a year like no other. With that well-earned celebration in mind, I am really excited that Principal Samantha Bartrom from Coastal Academy High School in Oceanside, California, shared a link to her graduation ceremony with the Principal Matters Mastermind community and me. Watching her speech was a moment of poignance and sentimentality. In fact, I was so moved by listening to her words to her school community, I asked permission to re-broadcast the speech as this week’s podcast episode. As you listen, please give yourself permission to rewind the clock on this past year. Think about the lessons you and your school community learned together. Think about the resilience, hard work and dedication you saw demonstrated. And give yourself permission to congratulate yourself on being able to do hard things. Thank you, Samantha Bartrom and Coastal Academy High School for permission to share your speech with Principal Matters listeners. A copy of the speech script is printed below, or you watch the speech via Youtube at this link: https://www.youtube.com/watch?v=vVJULpj5ZL0 Good afternoon Class of 2021:  “Congratulations on making it to this momentous and special day — your high school graduation!  After this unforgettable and unpredictable school year, I am elated and grateful that l we are able to gather in person today to celebrate the resilient and inspiring Class of 2021.  I’d like to take you back to March 2020, your Junior year. On March 4, 2020 Governor Newsom declared a state of emergency. Out of extreme precaution, on March 13th, 2020, Coastal Academy High School transitioned to home-based learning until after Spring Break. At this point, COVID-19 was still very new. Some students were disappointed and even a little worried.  Others were not distraught at all. Perhaps you welcomed the break from your day to day grind and hustle. Maybe you embraced the opportunity to do school in your PJs or with your best dog or cat friend on your lap.  At that point in time, I don’t think any of us expected to spend 448 days doing the distance learning shuffle, pivoting back and forth between at-home, hybrid and in-person learning.   448.  There have been exactly 448 days since March 13, 2020. During those 448 days there should have been school dances, athletic events, spirit days, Food Truck Fridays and so much more.  Class of 2021: I am so sorry you didn’t get to experience all of the many rights of passage that come with your Senior Year.  Rather than focus on what you have missed or lost this school year, I’d like to draw your attention to just a few of the things you’ve gained.  In the past 448 days, the Class of 2021 has exemplified the true meaning of a self directed learner.  You set goals, created new routines & adjusted to Zoom class. I think we’d all agree the hands down quote of this school year is, “You’re on mute.”  In the past 448 days, the Class of 2021 has shown inspiring grit and resilience.  This school year threw curveball after curveball to our Stingray family.  It was really difficult at times to see a light at the end of this tunnel wasn’t it?  Now Class of 2021, I’m not sure how much you know about baseball, (shout out to the Stingray Baseball team for winning the League Championship) but the thing about a curveball, is you don’t see it coming.  You think you know the exact direction and speed the pitch is coming, when all of a sudden, in a split second, it changes.  When this happens, you have two choices: you adjust to the curveball coming your way or you strike out.  Class of 2021, the curveball I just described sums up your past 448 days. Seniors, you were presented with two choices. Accept and adjust to the massive learning curveball that came with distance learning.  Or give up.   Where there is a will there’s a way and the class of 2021 proved this, every day, in every possible way. Seniors, this year you acknowledged and mourned the loss of what you expected your final year of high school to be.  Then, you pivoted. You moved forward with grace and class.   You welcomed the opportunity to attend Mr. Whittaker’s Zero Period Government class from bed. You amused Mrs. E’s enthusiastic requests for participants to read King Lear.  And when given the green light to return to campus 4-days per week, the Class of 2021 returned to school quicker than any other class at CAH.   As a Principal, nothing made me prouder than to see the Seniors reminding the younger classes of what an incredible community we have here at CAH. Because of the example each of you set, we had over 80% of 4-day students return to school for in-person learning this semester.  Ultimately, you demonstrated your ability to think critically, communicate effectively, and achieve excellence, anywhere, at home, in school and for some of you, on your break at work! Class of 2021, you have proven time and time again, YOU CAN DO HARD THINGS.  Speaking of hard things, how can we forget your Sophomore year, the 2018-2019 school year. What do the letters QLN mean to you?  We launched our 4-day, Summit and athletics program, all while starting our school year in a temporary facility. Do you remember the handbell I would ring to signal the end of class? Or what about getting lost in our maze of temporary classrooms trying to find your next class?  That year we all grew through adversity and embraced what it means to be STINGRAY STRONG. Class of 2021: I say again, you can do HARD things!  Congratulations on being the fourth graduating class of Coastal Academy High School! Many of you are graduating today having served as club officers, having played on multiple sports teams and taken many AP and/or community college classes. As individuals, you are a hard working, dedicated group who thoroughly deserves every ounce of success and celebration that comes with this momentous day.  Take pride in how far you have come!  I’d like to recognize the entire Coastal Academy High School team of teachers and support team members for their dedication to our Stingray family. COVID-19 revealed the undeniable strength and commitment of Team Stingray.  This team was truly willing to do whatever it takes to serve students, even if that meant pushing past their own fears, in the spirit of what’s best for students. We have a truly remarkable group of professionals. Stingray team, please stand. Students & parents, please join me in recognizing the CAH team with a round of applause.  I’d also like to thank the families of the graduates. By the way, parents, the sign with your graduate’s name on it is yours to take as a memento from this special occasion.  Parent partners: Your continued partnership via conferences, emails, home based support and donations is so appreciated. When I reflect on this school year, while challenging, I am profoundly grateful to have navigated distance learning with this special group of parents.  Our collective partnership was the glue that held us together and kept our program moving STINGRAY STRONG, all the way to the finish line.  Students, please join me in recognizing your parents with a round of applause.  Now, back to the class of 2021: This is a truly defining moment for you. Each generation tends to have one.  My generation’s defining moment was 9/11. Now this is yours.  One day you will tell your kids and grandkids: “Back in my day, there was a global pandemic that led to the great toilet paper quarantine, everyone wearing masks and 448 days of the distance learning shuffle.”   All of this to say, I hope you can find time to allow yourself to feel and recognize how significant of a moment this truly is. But also be sure to take time to have fun and recharge your batteries before your next big challenge begins.   We wish you everything that you so richly deserve in the years ahead. It has been an honor and a privilege watching your progress and success! Congratulations Class of 2021!  Now, having met and exceeded the graduation requirements set by the State of California as well as the expectations of Coastal Academy High School, it is my honor to present the class of 2021. We will now confer the diplomas. Will the first row of seniors please stand and prepare to receive your diplomas.” – Principal Samantha Bartrom, Coastal Academy High School Now It’s Your Turn As you wrap up your school year, thank you for doing hard things. You deserve to re-charge and re-fresh for the days ahead. Thank you for doing what matters! The post PMP251: You Can Do Hard Things, featuring Samantha Bartrom appeared first on Principal Matters.