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

In this episode, Jen Schwanke, principal of Indian Run Elementary in Dublin, Ohio, and author of two books on school leadership, joined me for a conversation with two principals from the Principal Matters Mastermind community: Samantha Bartrom, Principal of Coastal Academy in Oceanside, California, and Erin Igoe, Assistant Principal at Piedmont High School in the San Francisco Bay Area.  Listen to episode 249 for part one of this conversation where we discuss a chapter of The Principal Reboot: 8 Ways to Revitalize Your School Leadership, by Jen Schwanke with the author herself. This week, however, we share conversations about women in leadership, imposter syndromes, and how to pursue ideas for your own career growth. In particular, I asked Jen to talk to education leaders considering their futures and what thoughts or advice she has for leaders who may want to write or tackle creative projects like she has. Jen responded, “I have talked to principals all over this country who ask me how I was able to write a book or teach university classes while being a principal. My answer is that I did not wait for these things came to me. I wanted a piece of me to work for myself, not just serve as a principal. For me, I needed to be a writer. I reached out to ASCD and placed a proposal. I connected with Will and it led to podcasting. I decided that I wanted to teach at the university level, so I reached out and asked. It’s hard to stick your neck out, but I encourage people if there is something you want to do, don’t wait for it to come to you.” Jen Schwanke also spends several minutes reflecting with Samantha and Erin about their dreams and passions, and she provides advice that may apply to any leaders. Listen-in to the entire conversation for more takeaways on ways to pursue your interests and ideas in your leadership growth, including leaders interested in writing or creative projects. Now It’s Your Turn As you think about your future in leadership, what questions do you have about taking action on your dreams or creative ideas? Feel free to reach back by email and let me know other questions you would like to explore in future episodes! The post PMP250: Principal Reboot, Part 2 with Jen Schwanke and Mastermind Members appeared first on Principal Matters.

This week’s post is an encore episode I shared a few years ago. Since I’m hoping you can enjoy some well-deserved vacation this summer, I thought I would remind you why your time away from school may help you better serve your school. Photo by Holly Mandarich – Creative Commons No known copyright restrictions https://unsplash.com/@hollymandarich?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Regardless of whether someone is an educator or not, or whether your vacation time is long or short, taking time away from work is healthy for a number of reasons. Here’s why: 4 Reasons Why Your Vacation Matters 1. Vacation reminds you of who you really are. Sometimes it is too easy to identify ourselves completely by our work. When we introduce ourselves to someone new, we almost always end up explaining what work we do. That’s not bad, but it also exemplifies how common it is to build our identities around our work. Getting away for personal or family time allows us to come back to some of the priorities motivate us to do good work. For me, it gives me time to see my children play, to explore together, to read books, to have longer conversations with my wife, and to pray. All of these connections can help you rediscover what is important and ultimately give more meaning to your work when you return. 2. Vacation allows you mental and emotion detox. There is something healthy about days of not accomplishing work-related projects, reading emails, answering questions, solving problems, attending meetings, etc. Like exercising different muscles in your body helps you discover where you need to gain strength, vacation allows you to exercise different mental and emotional muscles. It gives your brain and emotions a break from the normal “work-out”. 3. Vacation stimulates creativity. For me, I find myself having more time to write, play music, travel, or spend time with friends and family. Suddenly, I am finding time for those areas I love that may often get ignored.  For instance, one morning during a Colorado vacation, I was able to reflect on my surroundings and write the following: This morning the panorama of mountains is breathtaking. Peaks in the distance show ridges still covered with snow. The jagged, gothic, jutting, massive gray of a 14-er hides behind the closer green aspen covered hills. Mountains to my north and east alternate with colors of green and exposed red dirt and bare rock. And meadows below them all are covered with wildflowers: brilliant yellows, whites, and purples. As I write this, humming birds are alternating between feeders nearby. Shimmering greens, browns, and ruby-throated buzzing back and forth. Yesterday morning, I saw a deer bouncing away in the meadows below. And two nights ago, we watch as a copper colored fox prowled around looking food treasures. These kind of reflective moments are possible outside of vacation too, but getting away is also a great time to experience them. 4. Vacation creates great memories. One of my teammates at work has a great practice of putting his vacation photos on his lap-top computer as a screen saver. He keeps it nearby his desk during the day. When he has time to work at his desk, vacation memories consistently greet him.  Although we should never live simply for the pleasure of playing, vacation is a great way to rediscover your priorities, detox mentally, stimulate creativity, and create new memories.  So as the new school year is about to begin, don’t forget to put some photos of your favorite memories nearby while you are working as a good reminder of the importance of making memories in and out of school. Can I share a song with you? One summer when I took my family to mountains, I wrote this song to share with friends who live in Crested Butte, Colorado. If you’d like to hear an amateur recording, listen to the end of the podcast episode with this post. I’ll share it here as a way to offer vacation best-wishes to you and those important to you: Crested Butte Is Callingby William D. Parker, Copyright 2013, All Rights Reserved 1. I can see the jutting peaks of Gothic MountainWhile the hummingbirds flit softly with the breezeAnd the wildflowers paint the meadows with their colorsIt’s a Rocky Mountain morning here with me Chorus:It’s a Rocky Mountain morning here with meAs the snow peaked ridges beckon us to singLift your eyes and see that Crested Butte is callingIt’s a Rocky Mountain morning here with me 2. Walk the Snodgrass, see the dirt trails banked with AspenFeel the sunshine as it warms the mountainsideDip your feet in the icy waters of Lake ErwinGather friends and fill your soul with their sweet smiles 3. Autumn’s aspen leaves are the beauty of the seasonsTheir roots are joined together by one common bondGreen to red and then to yellow as they’re spreadingThey remind us how God joins us one and all 4. Hear the laughter of the children on the snowbanksFeel of the hush of winter’s hibernating callSlide your way down slopes of icy covered landscapeWarm your hands by fires, hot chocolate drinks for all 5. Say goodbye but know it’s only until next timeFor the mountains have worked magic on us allCarry memories of God’s beauty back home with usThis is a taste of something greater after all Now It’s Your Turn What are some ways you can relax and unplug from your work this summer so that you can recharge your emotional batteries? What are some of your favorite vacation memories? How can you use those memories as ways for your school family to learn more about what motivates you? The post PMPEncore028: Four Reasons Your Vacation Matters appeared first on Principal Matters.

On May 27, 2021, Jen Schwanke, principal of Indian Run Elementary in Dublin, Ohio, and author of two books on school leadership, joined me for a conversation with two principals from the Principal Matters Mastermind community: Samantha Bartrom, Principal of Coastal Academy in Oceanside, California, and Erin Igoe, Assistant Principal at Piedmont High School in the San Francisco Bay Area.  This entire school year, Principal Matters Mastermind members have been joining together once a week for book discussions, collaboration and problem solving. This week, two members joined me to ask Jen questions and discuss a chapter of The Principal Reboot: 8 Ways to Revitalize Your School Leadership, by Jen Schwanke with the author herself. Each principal discussed updates on closing out the school year as well as content from Jen’s book in Chapter 7: Revisit Operations. First, efficiency matters. As Jen says on page 134, “…if we are spending our time addressing repercussions of inefficient operations, then we’re not doing things we should be doing.” Next, consider the following issues that principals should examine for efficiency:  Outdated practicesOverseeing technologySchool safety and securityTransportationDiscipline referral systems and managementStaff allocations, schedules, and responsibilities In our discussion, we explored areas from the list where principals have been able to address and improve efficiency as well as areas on the list where your school experiences challenges and why.   At the end of this week’s episode, Jen Schwanke also shared surprising news of an upcoming position she has been asked to fill in the 2021-2022 school. Listen-in to find out the great news! Now It’s Your Turn As you step into the summer, I hope you are taking time to rest. As you think about the next school year, give yourself permission to dream about ways to make your work more efficient. You can check out other great recommendations in Jen’s book, The Principal Reboot: 8 Ways to Revitalize Your School Leadership. Thanks for doing what matters! The post PMP249: Principal Reboot with Jen Schwanke and Mastermind Members appeared first on Principal Matters.

Latrese D. Younger is an instructional lead learner in Virginia. Her passion is English language arts and she believes that she will always be a teacher at heart. Latrese has a servant mindset, spirit, and attitude that she believes helps keep her grounded. She resides with her son, husband, and English bulldog. In her spare time, she loves writing, reading, and social media curating. WDP: What has leading through a pandemic looked like for you and your school community?  Latrese Younger: As an assistant principal, my goal has involved a lot of grace giving – focusing first on the care and safety of our students and families. It was about the 4th quarter when students were allowed to return to in-person learning. One of our goals has also been to make sure our teachers know how important they are, and that we recognize how hard they have worked this year. WDP: How are you responding to decision-fatigue and/or teacher exhaustion this time of the school year? Latrese Younger: First, you must acknowledge the reality. One outlet for me has been listening to podcasts so that I don’t feel isolated in the experience we have had this year. Also, as a person of faith, I believe it is so important to tap into that source of strength. Admit you will not always have all the answers during uncertain times, and be all right with that. WDP: What prompted you to begin your outreach via Black Women Education Leaders, Inc.?  Latrese Younger: This was not meant to be an organization. In November 2019, I began a Twitter page to amplify the voices of black women education leaders.  Only between 11-13% of education leadership positions are held by black educators – most of those in elementary education or in the role of assistant principal. To change that trajectory, I have joined together with other women to form an organization, Black Women Education Leaders to feature and highlight black women education leaders. (See additional research on diversity in education leadership here.) It is important to remember that representation matters. As much as possible, school leadership needs to reflect the diversity the schools they value. Even in communities with predominantly white populations, students need to see this diversity represented in educators and education leaders. WDP: In a politically charged climate, how are you navigating barriers to meaningful conversations on race or equality? Latrese Younger: The goal is to educate. One of my colleagues and I taught our district leadership on the criminalization of black female students. We were able to relay our own implicit biases as educators and some class issues that we had to get over. We were successful in helping others understand this perspective. When we think of ourselves as educators, how can we not have these conversations? Our students do not understand what is happening, and it is the role of adults to model constructive conversations about important issues. The way I manage difficult conversations is to affirm and to understand. Listen and ask parents, for instance, to explain what makes them uncomfortable or concerned. I come to the table with an understanding of our school’s curriculum and the importance of critical thinking. Even in the conversations I’ve had with parents over curriculum and race, we have walked away not frustrated. The goal is to support the students, the teachers, and the parents. WDP: As you look at leading in post-pandemic conditions, what are some of your hopes and plans? Latrese Younger: We would really like to host a retreat for our educators so that our team has an opportunity to relax, refocus and redirect our attention for the year ahead. It’s important for me to get out of the school building to re-group and gain a new perspective. Give yourself grace. You have lived and survived educating through a pandemic. Make sure you use this summer time to refresh. Now It’s Your Turn Listen to the entire episode for more valuable feedback from Latrese Younger on instructional leadership, school culture and more! What ways are you planning to rest and refocus in the months ahead? How can lead important conversations about race with others that is built around connection and relationship? You can connect with Latrese D. Younger via Twitter @LatreseYounger or the Black Women Education Leaders website: https://www.blackwomeneducationleaders.com The post PMP248: Inspiring and Leading Learning with Latrese D. Younger appeared first on Principal Matters.

Dr. Kimberly Miles is the Principal of East Gresham Elementary in Gresham, Oregon. A former elementary teacher and reading coach, she transitioned into a district instructional coach before becoming a principal. She has eleven years of experience in school leadership, and is a turnaround principal – having led a school community that has seen marked improvement in student outcomes. Balancing Needs for Safety with Learning WDP: You have so much passion for teaching and learning. As a guest on episode 246, you shared in a group discussion about the challenges of re-visiting teaching priorities even in the midst of a pandemic. How are you planning ahead to regain ground in student learning? Kimberly Miles: It is important to remember that learning never stops. I need to model first for my students and staff. How do we accelerate learning for them? Learning is definitely different during a pandemic, but we’re also meeting social-emotional needs. It is a dance we are doing each day to make sure students have both emotional and academic health.  WDP: As you manage the tension of managing caring and teaching, what advice do you have for principals as they are strategizing unfinished learning? Kimberly Miles: We must really prioritize the time teacher have together for time to analyze student outcomes and strategize next steps. As a leader, I have to ask what can I take off the plates of teachers so that they more time for collaborating around ways to help student learning improve. How can I help provide them that time?  WDP: What works for your school may not be the same actions that work for others, but you have discovered strategies that work for your school, including a great master schedule you’ve developed for unfinished learning. Can you talk about how you developed that kind of planning? Kimberly Miles: Teachers need time to collaborate, and principals need that time as well. Each of our children needs access to core content and opportunities. As a district team, we shared priorities we would share in common across the district. When we brought our master schedule to our leadership team, we analyzed it based on whether it addressed our core values, including blocks of time for Language Arts, Math, and social-emotional learning.  I’m really proud of the priority we have for teachers to collaborate together. Our master schedule reflects that priority to meet within the school day. Also, we have allocated time for literacy, comprehension, vocabulary, and writing.  WDP: When you look at your master schedule for addressing unfinished learning from the perspective of a third grader in your school, what kind of schedule would he or she encounter? Kimberly Miles: First, we need to consider school culture. Are we making school a place where students want to attend? These settings may including classrooms with quiet music playing, personalized goals placed on boards, check-in times for students, and transitions into reading goals. Core literacy instruction may be followed by small groups. Brain breaks include movement or dancing to make place for energy. Reading practice may be followed by a special like P.E., music or library time. This may be followed by writing and math – making sure it is relevant. After lunch, we want time for recess and play. Maybe experience some hands-on learning as we integrate science, social and health into our core literacy standards. We also provide language development. As a Title 1 school, we also provide individualized Tier-2 instruction. We are a school where students have full, active days for learning. WDP: From the perspective of a teacher, how are you structuring time for them?  Kimberly Miles: We are focused on professional learning communities with a deep-dive into what the data tells us about student learning. But developing a community where families and students want to come is so important for teachers to facilitate learning. This also includes shared leadership. We make decisions together. We look at each child so that we can decide what we need to do to facilitate what they need for learning. We also share our school story on social media a lot so that parents can see the experience and culture of our school. WDP: What concerns do you have as students and families try to reconnect with learning post-pandemic? Kimberly Miles: I want them to know we will do whatever it takes to help them reach their goals. First, we must create warm, welcoming places where they want to be. Our staff is relentless in the pursuit of making students feel appreciated for who they are.  WDP: How can other leaders stay connected with you? Kimberly Miles: You can connect via Twitter at  @afewthingsworth or by email at miles16@gresham.k12.or.us. Do not feel alone. I enjoy connecting with other educators across the country. If there is any way I can help, please reach out. Now It’s Your Turn Listen to the entire episode for even more takeaways from Principal Miles. Check out Kimberly’s great blog at http://afewthingsworthreading.blogspot.com. Like Dr. Kimberly Miles says, “You are not alone.” As you step into this next season of learning at your school, please stay connected with other leaders as you plan ahead. Take time to refresh yourself, and thank you for doing what matters! The post PMP247: Leading Through ‘Unfinished Learning’ with Kimberly Miles appeared first on Principal Matters.

During the fall semester, I invited listeners to some virtual meetings to share protocols for re-opening their schools. We formed a free Re-opening Mastermind and met once a week for six weeks to brainstorm and collaborate. Just a few days ago, I hosted a meeting to re-connect with some of these same leaders in a virtual reunion. This time principals were invited to share updates on how each principal was wrapping up this historic school year of managing during a pandemic. Common Challenges Four school principals joined me on April 28, 2021, for this reunion conversation. They included: Sam Fuller, South Aiken High School, Aiken, South CarolinaEric Hoops, Chanute Elementary School, Chanute, KansasKimberly Miles, East Gresham Elementary, Gresham, OregonCynthia Winchester, Mary Helen Berlanga Elementary, Corpus Christie, Texas This school year has included so many challenges. As Principal Sam Fuller shared, “If you don’t feel like you’re drowning, you probably don’t care.”  Sam’s point was that all leaders have felt overwhelmed: Teachers exhaustion, decision-fatigue, credibility crises, and challenges in teaching and learning — all of these obstacles have been even larger with safety protocols and political pressures. In addition, principals have often been the last ones to consider self-care or emotional support for their own experiences during this school year. Solutions to Consider We also shared ideas on ways school leaders are finding solutions for the challenges ahead. These included: Networking with other administratorsBuilding master schedules to bridge the gapsIdentifying priorities for actions stepsRe-discovering positive morale boosters Wherever you are in your semester, you deserve a big congratulations for the innovation, courage, and dedication to providing opportunities to your students. When you connect with other leaders, you find you share a lot in common and often discover solutions you would not find alone. Listen to the entire podcast conversation for more feedback and takeaways. Now It’s Your Turn What are some lessons you’ve learned from serving your school community during the pandemic? What are some of the challenges you’re facing where collaboration with others may help? Mastermind OpeningsThroughout the summer, I will have openings for the Principal Matters Mastermind. If you’re interested, check out the application page here, or reach out to me by email at will@williamdparker.com for more information. The post PMP246: Challenges and Solutions Leading Post-Pandemic appeared first on Principal Matters.

Joy Kelly is the co-author of the new book, Handle with Care: Managing Difficult Situations in Schools with Dignity and Respect, co-authored with Jimmy Casas.  Joy has more than twenty-five years of educational experience in public and parochial schools as a teacher, coach, mentor, associate principal and principal. In 2015, she was named the Iowaa Associate Principal of the Year. She also provides coaching and training for new administrators in Iowas. Joy serves as a leadership coach for administrators across the country on behalf of J Cass & Associates. She earned a Bachelor’s degree in History from the University of Iowas, a Master’s degree in Educational Leadership from the University of Northern  Iowa, and is a licensed PK-12 superintendent; she also has an Educational Specialist (Ed.S) degree from the University of Iowa. Q & A with Joy Kelly WDP: Please fill in the gaps on that intro, and can you tell listeners something else they may be surprised to know about you? Joy Kelly: Once I was asked once to fill in the gap in the sentence, ‘I am an educator because _________________.’ I wrote, ‘I am an educator because is the most effective way for me to minister to others.” WDP: You start the book with a story called ‘Would you rather I call mom or dad?’ Can you explain the story here and how it should influence the way we serve students? Joy Kelly: This story reminds us that we never know what is going on in the hearts of your students. In this scenario, a principal had a student in her office for discipline. When she asked that question, he said, ‘You cannot talk to either.’ He went on to explain that his parents were dead because his father had murdered his mother. It is so important that we remember every student has a story. And every teacher has a story. It’s important that people see us as more than school officials. We must handle others with care... WDP: Educators invest a lot of time in correcting behavior or guiding student discipline. What ideas should leaders keep in mind for ‘culturizing discipline’? Joy Kelly: When students have missteps, we need to understand it is the job of students to push the line, and it’s the job of administrators to hold the line. But we cannot have those immportant conversations without first building trusting relationships. Take time to explain the ‘why’ behind school rules. Admit when you make mistakes. Remind students they are not defined by their mistakes... WDP: The pandemic has led to many challenges, including helping students to feel connected to school pride and activities. What ideas do you have for educators to keep in mind when trying to ‘culturize’ even in diffcult times? Joy Kelly: You find out a lot about your school culture during difficult times. Lead with relationships before rigor. Take time to ask, ‘What is it you need me to better understand?’ One of the first things I told my teachers when the pandemic began was that perfection is not expected. This perspective works with students and with staff…  WDP: You also talk about being a ‘merchant of hope’. How can educators keep this in mind while also trying to achieve academic goals and outcomes? Joy Kelly: Time, place, and manner are important. Ask yourself, ‘Is this the appropriate way to have the difficult conversation that is needed?’ Also, understand to be careful with power and give students options and choices. Finally, be open to feedback. I have to be willing to hear a little bad news if I’m going to improve... Now It’s Your Turn Listen to the entire podcast episode with Joy Kelly for even more takeaways! What ways can you build deeper relationships, provide students with choice, and give teachers permission to take risks? This week give yourself permission to handle your students and staff with care. Reach out to Joy Joy has presented on topics related to school culture at state and national conferences, including NASSP and ASCD. She believes the culture within a school is dependent on strong connections among all members of the community, rooted in kindness, respect and dignity. She maintains that the culture of an organization is directly related to its performance and that the responsibility for cultivating meaningful relationships throughout the school rests with all members of the community. Contact Joy via Twitter at: @joykelly05 or email joymkleely5@gmail.com The post PMP245: Handling Schools with Care with Joy Kelly appeared first on Principal Matters.

Marita Diffenbaugh is honored to serve as principal of Elevate Academy North, a public Career Technical charter school for students in 6th-12th grades.  She has served as a teacher, administrator, and has provided leadership support for districts, schools, and classrooms. As a partner with Elevate Academy Inc., Marita is connecting education with industry and community by developing, planning, and launching this new North Idaho school in Fall 2022. Marita is dedicated to using her strengths and experiences to advocate for respect and opportunity for all learners. Marita believes that hope is a prerequisite for learning, and looks for ways to help others see their value. Her recently published book, L.E.A.R.N.E.R., Finding the True, Good, and Beautiful in Education, is for hope-givers who thrive when helping others develop their full potential.  WDP: Can you fill in the gaps on that introduction and tell listeners something else they may be surprised to know about you? Marita Diffenbaugh: It may surprise listeners to know I did not complete traditional high school. Part of my story is helping students find hope – especially ones like me. WDP: As an educator and education leader, you live by the philosophy of providing hope. Can you explain why that is a driving force in your ‘why’ as an educator? Marita Diffenbaugh: As a teen mom, I received my GED. Through cosmetology to managing a local grocery store, I was determined not to become a teacher. But I finally realized education is the best avenue for helping students find hope. I love my role in education now. WDP: You use the acronym L.E.A.R.N.E.R. throughout your book to help educators keep in mind important ways to help learners reach their full potential. Can you explain what each letter stands for in LEARNER, and then walk through one or two areas that may help listeners apply those ideas to their own leadership and service? Marita Diffenbaugh: Sometimes it is difficult to feel like you’ve met the mark as educators. From experience I came up with this acronym. If educators or students follow these steps, they will find success in learning. Listens – An educator provides welcome, readiness and ways for students to contribute. Empowers – What’s the vibe at your school and district? Is there active feedback for everyone to feel like they belong? Analyzes – I’ve been thinking about better ways to measure success. Not all students find success through benchmarks. But all students are learning. Find out what you’re going to keep, what you’ll research, and what will get rid of. Resources – Instead of budgets, I’m talking about wonder, play and spaces to learn. Needs – Hope is the prerequisite. It is the biggest need students have in order to learn. You can encourage small wins, joy and celebrations for learning. Set goals, learning plans and guidance for reaching goals. Experiences – Through my life as an educator, I’ve realized if you are analyzing whom you are serving, you may miss the mark matching learning to needs. Your lessons mean you study the learner while he/she studies the content. Relationships – This means honoring the whole person, which is the greatest measure of success. WDP: How do you apply that philosophy to the way you serve learners? Marita Diffenbaugh: One of the areas I’ve been studying is, “What is feedback?” Understanding why learning is not happening means listening and empowering. This leads to analyzing the root cause. It’s really no different that watching children play – they always give responsive feedback. Educators need that same perspective to see learning happen. Now It’s Your Turn If you are looking for a culture building resource for teams working to provide education as a service, Marita’s new book will provide support. Consider inviting families and community members, along with district and school staff to reflect and respond to the following questions, while reading this book together:  Where is Your Attention?  Who is Learning?  What is Learning?  How Will Learning Continue?  What Will Support Learners?  What is Valuable to Learners?  How Will I Connect With Learners? Listen to the entire podcast episode for more great takeaways. You can find Marita Diffenbaugh’s new book at https://amzn.to/36Xdl5X or follow her via Twitter @MDiffenbaugh. The post PMP244: Being a Hope Giver with Marita Diffenbaugh appeared first on Principal Matters.

Jessica Wee is the Principal of Rainbow Centre Yishun Park  School in Singapore. She has previously served in the school  as Vice Principal before taking over principalship six years ago.   Rainbow Centre School serves 400 students with autism and multiple disabilities.The school aims to nurture young persons with disabilities (aged 7-18) into adults who are able to live independently and interdependently, to grow continuously, and to engage in active participation and contribution to the community. Her goal is to serve the underprivileged, but she realizing she is on the receiving end of much grace through this leadership journey. A firm believer that ‘everything rises and falls on leadership’, she continues a humble journey of self discovery as a leader. WDP: Welcome to the Principal Matters podcast! Can you fill in the gaps on that  intro and tell us something listeners may be surprised to know about you?  Jessica Wee: I did not start off to be an educator, in fact, my first career was in  marketing and product development. I did a mid-career switch to  education to spend more time with my family as my previous job  involved a great deal of travelling and time away from home. Since  then, there is no regrets entering education. I am grateful for my  experience in the commercial sector and I have incorporated some  of the best practises into the management of the school.  WDP: Can you tell us more about your school? What do you find are the challenges  and opportunities of leading in your school?  Jessica Wee: Rainbow Centre schools offer an education that goes beyond the disabilities of the students we serve. The outcomes-based functional  curriculum is facilitated by a teaching team and supported by an  interdisciplinary team of therapists, psychologists, and social workers  to enable students to access their educational goals.   Each student gets an Individualised Education Plan – a customised  learning roadmap. Integrating co-curricular activities, therapy services,  the use of technology and character and citizenship education, our  students experience a well-rounded education experience.  In leading a school of 400 with students from junior years to young  adults, it does present safety challenges. Family collaboration can  also present its challenges as much effort is still needed to  understand individual family dynamics to ensure success in this area.   There are many possibilities as I believe in maximizing potential of a  child. I see providing accessible learning and participation as of  utmost importance for the students. With technological support,  creativity and the courage to challenge the status quo, we can  certainly develop innovative and personalized communicative and mobility solutions to break down barriers for the special needs  students.  WDP: How has leading through a pandemic affected your own school community?  Jessica Wee: The first case of COVID was confirmed on 23 January 2020. Early  cases were primarily imported until local transmission began to  develop in February and March. Thanks to the Singapore  government’s swift action with formation of COVID taskforce, the Ministry of Education worked closely with the Ministry of Health and  supported the school community with various safe management measures. The government announced school closure for about a  month in April to curb the spread of COVID-19. All schools shifted to full home-based learning until May 4.  With the announcement, we scrambled in a shortest time to  develop a HBL COVID ready plan for students, parents and staff.   School wide Structure  The school has put in place a structure for students to continue  learning at home, especially for the ASD population, to maintain as  much as possible a daily routine that can enable them to easily  transit back to school after the full HBL period. We have transformed  the School wide assembly programme which used to be held at the  auditorium into video lessons e.g. Exercises, Story-Reading, Time  with Principal. These resources become useful for  parents/caregivers to meaningfully engage the students at home.  In addition, for students who have challenges accessing the online  platform, the school transport vendor would deliver HBL physical  resource packs to them.  Communication to Parents  For continued support to parents during the full HBL period,  teachers were also required to check in with their class parents  once a week on Mondays via ClassDojo to communicate on the  following:   ✔ HBL content that the teacher has shared for the current week; ✔ Invite parents to check in with the teacher anytime  during the week, if they have questions;  ✔ State clearly the timing of ‘live’ lessons with the child  during the current week; and ✔ Checking on the well beings of the parents.  Professional Learning for full HBL   Other useful supports which the school has put in place to support  our teachers include the HBL Drive in Google Drive and the ongoing  HBL PLT Sharing Sessions organized and conducted by the school  team comprising the teaching and learning specialist and subject  teacher in functional academics.  HBL ISSUES / CHALLENGES  COVID-19 has greatly changed the way the school works and the way  we will continue to work even after the full HBL period is over and  full school-based learning has resumed once again. Amazingly, many  of our students have surprised and delighted us with the ease and  enthusiasm they have taken to remote learning. Many of our  teachers and APs too remain excited and encouraged by the  possibilities and unexpected opportunities which have surfaced in  these challenging times.   One of the most exciting possibilities that we see with HBL is that  school has begun to establish a structure in family collaboration,  with parents/caregivers playing a more active role in their child’s  education, which is crucial once our students exit the school system.  This area has always been a challenge to the school and we are  beginning to see positive changes at home with HBL, the Good Life  Goals which the school has envisioned are slowly becoming a reality.   When students returned to school, intensive efforts were made to  put in safe management measures so as to ensure a safe learning  environments for the students.   WDP: What has been one of your most challenging experiences in school  leadership? What lesson did you learn that may help other leaders to keep in mind?  Jessica Wee: One of my most challenging experiences in school leadership is capacity building of my middle management. Many of the senior teachers and head of programme started off as teachers. They came into the special education  sector with a heart to serve. They are patient and compassionate in nature.  Therefore, as they move up the career ladder to take on management  position, it requires a new set of skills in people management and programme  management. It is no surprise that sometimes they struggle with balancing  care and candour.   One lesson which I learned was the importance of people development.  Leaders need to be groomed and thus I allotted time to have leadership  conversation with my senior staff, and help them to develop a personal growth  plan.   WDP: What lessons are you practicing in self-care (to pause, breathe, and flourish)?  Jessica Wee: I practice self-care by pausing daily to be thankful for all the  blessings in my life through prayer, and daily reflection on my  personal and professional lives.  I breathe in fresh air daily through brisk walking, Pilate and  swimming. As I am a foodie, I enjoy hunting for new eating places  and enjoy a good meal with family or friends. Before, COVID,  travelling to new places also rejuvenate me.  I flourish with renewal of God’s words daily from the bible. I am also an avid reader and enjoy listening to podcasts and TED Talk.  Now It’s Your Turn Are you able to identify areas in your leadership where you are still ‘incomplete’ as Jessica explains? In what ways are you investing in the care of your students and your staff so they are equally able to grow in the days ahead? You can stay connected with Principal Wee’s work at the Rainbow Centre website. The post PMP243: Grace in the Journey with Jessica Wee appeared first on Principal Matters.

Brittainy Harris has been working at Xi’an International School, located in China, since 2010. With her undergraduate degree in education, she landed at this American-based international school (that was founded in 1996 with the help of Shaanxi Provincial Bureau of Education) and began to teach multicultural students in a 4th grade classroom for a total of 4 years. In 2015, she shifted to Middle School English for a total of 6 years, 4 of those years using her master’s degree in Curriculum as Curriculum Director. During her years in the classroom, she found that connection between people and focus on content helped students with not only developing as students, but also to be life-long learners and tomorrow’s leaders. 2020-2021 is her first year as a Principal. She finds leading through a Pandemic at an international school is a wonderful challenge for her first year and is thankful for the support of her XIS community and beyond. Paul Wendler has been in China since 2001 when he and his wife started teaching at the university level.  After many years of language learning, humanitarian work, raising children overseas and teaching in Chinese public schools, both university and High School/Middle School, Paul was recruited by the XIS school board to become it’s first superintendent in 2014.  Since then he has worked closely with two principals in creating a long-term and sustainable vision for the future. Paul has a bachelor’s degree in Business Management, has a satisfactory grasp on the Chinese language, and holds two master’s degrees in both Business Ethics and Teaching English as a Second Language.  In this series with school leaders from across the globe, Brittainy and Paul share lessons they have been learning while leading an international school during a pandemic.  Listen in to the entire episode, but here is a short summary: Questions & Answers with Brittainy and Paul WDP: Brittainy and Paul. Welcome to Principal Matters Podcast. Can you fill in the gaps on that intro and tell listeners something else they may be surprised to know about you? Brittainy: You may be surprised to know I was a struggling student with dyslexia. I have overcome a lot of learning challenges to become an educator.  Paul: I’m a practicing ventriloquist with a puppet named Pong-Pong the Panda. I still have room to grow but plan to introduce Pong-Pong to the world in a couple of years. WDP: Can you tell us more about your school? What do you find are the challenges and opportunities of leading in your school? Paul: Because we are an international school, many of our teachers are native English speakers and were home in the states when the pandemic began. A lot of them are still in the states, which means we have had many classes being monitored by other adults while our teachers teach online from abroad. Brittainy: We have been using the free study guide from Pause. Breathe. Flourish.: Living Your Best Life as an Educator with our staff. This has allowed us to focus on self-care even as we prepare to work with our students. WDP: What are some of the unique advantages of leading an international school? Brittainy: As an international school, we teach students from a lot of different cultures and countries. Where Americans are strong in creativity, our Asian students tend to show strength in memorization. We offer Chinese to all our students so that our students can connect with their own neighbors. Paul: I have a passion to see students catch on to learning a lot earlier than I did as a kid. Some of our students are amazingly talented. We want them to foster a desire for learning in them. This is also my community as I’ve lived here since 2010. We want our students to engage in their communities here and really live here. It’s so important for them to study the language and step out of the foreign bubble.  WDP: What lessons are you practicing in self-care (to pause, breathe, and flourish)? Brittainy: One of my favorite ways to refill my emotional tank is through the influence of others. I try to listen deeply and take in the stories of others, even with podcasts like yours. The influence of others helps me to keep my influence positive. Paul: I find strength by making bad news good news. In other words, I look for ways God may be using the difficult parts of my day to teach me. Scripture, especially, the Psalms have been a real source of strength for me. Now It’s Your Turn Paul and Brittainy share even more takeaways in the podcast interview. Listen-in for more lessons learned! Their team has enjoyed a Pause. Breathe. Flourish. book study with the free study guide from at https://www.connectedd.org/resources. You can contact Brittainy via email at principal@xischool.com. Or reach out to Paul via email at pwendler@xischool.com. Visit their school website at https://xianinternationalschool.com The post PMP242: Leading from Xi’an International School with Brittainy Harris and Paul Wendler appeared first on Principal Matters.