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

Leadership is tactical, operational and strategic. These are three words Colonel Brad Ruttman has learned as the framework for understanding how to help others accomplish their goals. In this week’s episode, I had the privilege of learning lessons from a fighter pilot that also apply for all leaders, including in education. Oklahoma Air National Guard photo by Master Sgt. C.T. Michael Meet Colonel Brad Ruttman  Col. Brad Ruttman is a 21-year veteran of the US Air Force and currently serves as the Operations Group Commander for the 138th Fighter Wing.  He has commanded at the tactical, operational, and strategic levels and is a graduate of Air War College. As an F-16 fighter pilot, Col Ruttman has 5 combat tours and over 100 combat sorties in Iraq and Afghanistan.  He is the recipient of several military awards to include 2 Meritorious Service Medals, 4 Combat Air Medals, the Aerial Achievement Medal and the Iraq and Afghanistan Campaign Medals. He resides in Owasso, OK with his wife Stephanie and their five children: JJ, Christian, Coleman, Savannah, and Dawson. All five of his children attend Owasso Public Schools. A Leadership Pocketbook Listen to the entire podcast episode for the full conversation. Here is a short summary of our talk: WDP: Thank you again for being on the show. School leaders have a lot to learn from other leaders. As I think about strategic and operational leadership, I wanted to ask you to unpack areas that may help any leaders apply lessons to their own teams. Let’s jump in: Col. Ruttman: When I finished college with a degree in engineering, I was looking for my first job in the field. I always wanted to be in the military. When I realized the Air Force also had an engineering squadron, I decided to enlist for four years. I discovered I loved being in the Air Force, but I didn’t enjoy being an engineer. When I saw how much fighter pilots loved their work, I thought that is what I want to do. Through some hard work and the grace of God, I was able to do that. It definitely wasn’t the normal path to becoming a fighter pilot. WDP: First of all, thank you for your service to our country. In addition to your training as a pilot, you’ve also learned a lot about leadership. You keep a running list of lessons you think about when considering managing a new command. What are those areas, and then can you choose one or two to unpack? Col. Ruttman: In the military and in education, you go from follower to leader quickly. As I have gone through leadership training and conferences, I have kept a running list that I call ‘pocket leadership’ that I share with others in my work. At a Commander’s Development course, I heard presentations from other officers, and it inspired me to begin writing down lessons I could share with others. Here is a short summary: Leadership steps for a new command: Set boundaries/instill disciplineProject empathy/right any wrongsBuild trustLead your people where they areSeek first to understand, then to be understood (Covey)Stay sharp     Never think “you’ve arrived”    Think like your boss’s boss    Beware of the Bathsheba Syndrome    Study Psychology WDP: From that list, can you talk about “Set boundaries/instill discipline”? Col. Ruttman: I remember going through officer training school and watching a movie about a stoic, stone-faced leader. That’s what most of us envision as young leaders, but leaders are more than that. They are tactical, operational, AND strategic. In schools, you may think of teachers as tactical, principals as operational and superintendents as strategic. To be a better leader at the operational and strategic level, you must first learn at the tactical level. It is important to set boundaries and be clear about your vision and expectationsat the beginning. Brene Brown’s video on boundaries is a great resource for leaders. Once you’ve set boundaries, then you can find ways to meet needs and challenges. WDP: That’s so true. Good educators create strong processes and expectations before learning can happen. You also talk about projecting empathy/righting any wrongs. How do you unpack those? Col. Ruttman: You could really place together the areas of ‘project empathy/right any wrongs’, ‘build trust’, and ‘lead your people where they are’. When Colin Powell was asked the most important element of leadership, he said, “Trust.” When people trust you, then they will follow you, and you can find out what they need and serve them where they are. When I became a fighter pilot, I learned to do the best job I could as a weapon in the arsenal of the U.S. Air Force. When I moved into the operational sector, my first job in the squadron was to be a scheduler. This meant with working with people who were and were not fighter pilots, including maintainers. There was a lot of friction among some of those who flew, those in maintenance, and some in strategic leadership.  Because I believe relationships are important, it was alot of work constantly trying to keep the peace and finding win-win outcomes. Later I was selected as one of the maintenance squadron commanders, even though I was a pilot. This meant I was now the boss over the maintainers I was previously have to negotiate with. At first they were suspicious of me, so my #1 priority was to build trust. I spent my first year just keeping my mouth shut and building relationships. By the end of my command, I feel like I strengthened the pilot/maintainer relationships and has also made lifelong friends. Because I had taken the time on the front end to build relationships, they knew my requests were not based on an agenda, but what I felt was best for them and  the overall mission. WDP: What a great reminder of how trust allows us to accomplish operational goals. As we wrap up, could you share some books or resources you would encourage leaders to read? Col. Ruttman: I have several favorite leadership books: Emotional Intelligence 2.0 by Travis Bradberry and Jean Greaves Four Lenses Unfolded: A Deeper Understanding of Temperament Values by Nathan Bryce  What Got You Here Won’t Get You There: How Successful People Become Even More Successful by Marshall Goldsmith and Mark Reiter The SPEED of Trust: The One Thing That Changes Everything by Stephen M .R. Covey WDP: Would you be willing to come back for a follow-up episode to unpack more lessons in leadership? Col. Ruttman: Absolutely! I think leaders only grow when they are willing to take time for introspection. Now It’s Your Turn Listen to the entire podcast episode for the full conversation with Col. Ruttman and more takeaways. As you are serving others this week, what is one way you can keep building trust so that others are willing to accomplish the goals you set together? How can you practice ‘understanding before being understood’? Thanks again for doing what matters! The post PMP222: A Fighter Pilot’s Lessons for Leaders appeared first on Principal Matters.

This week I’m honored to talk to Jethro Jones about his new book, SchoolX: How principals can design a transformative school experience for students, teachers, parents – and themselves. Five years ago, I had the privilege to talk to Jethro Jones, host of the Transformative Principal Podcast, about my first book. That conversation began a friendship that we have enjoyed since then. Jethro has been a guest on my podcast, including Episode 74, on July 26, 2017, as well as episode 163 on September 5, 2019. What a joy to catch up with him this week and share takeaways from his new work and new book! Meet Jethro Jones Jethro Jones is an education leader and consultant who helps schools and districts to find simple solutions to complex problems. Named a Digital Principal of the Year in 2017 by the National Association of Secondary School Principals, he has served students as a teacher, district coach, media and distance learning specialist, and principal, with experience at every level of public education. He has been hosting the Transformative Principal podcast since 2013 and is the founder of the Transformative Leadership Summit. Jethro is married and has four children.  As always, listen to the podcast episode for our full conversation. But here are several takeaways: How Leaders Facilitate Change WDP: Welcome back to the show! Congratulations on your new book. What is one tool or strategy you find yourself using the most when helping principals facilitate change in their schools? Jethro: The first area I would focus on is gaining empathy. Understand what others are experiencing so you have a better position for facilitating change. Here’s a quick tip: Walk up the front of a school and ask yourself how you feel when you walk into the school. Do you see threatening or intimidating signage? Do you feel welcomed? WDP: You’re so right. That’s where leadership helps others move from understanding to change. As leaders are seeing these needed changes, how do they help others move forward to change? Jethro: Normally, when something is negative, no one will complain when it is gone. Take down those negative signs in your school entrance and see what happens. This same rule applies in other ways. What if your district has a policy for turning in lesson plans if there is no purpose in the accountability? If you trust your teachers are doing good work, stop collecting their plans. See what happens when you stop doing things that don’t seem to have a positive purpose or meaning for your school. Ask the question: If we didn’t do X anymore, what would happen? WDP: That makes me think about encouraging listeners to do an action audit.  Jethro: Yes, but sometimes simple changes don’t require a lot of consensus. Think about the small changes that move you closer to the desired result, and do that. Lessons from the Pandemic WDP: Now that we are heading into the end of the first semester, what are some lessons or takeaways you are seeing as principals manage so many different scenarios connected to educating during a pandemic? Jethro: This may seem controversial but I’m convinced that learning loss is not a reality for our students. Students will progress and learn within their own abilities. In the minds of educators, we may see students as “behind,” but if we operate from that mindset, we are setting up students for failure. You cannot prove a negative. No matter what your situation, remember students are always ready for the next step in learning. No student ever strictly follows the scope and sequence we have set up for them. Whether they have been out of school or not, they will be ready to learn what’s next. Focus on what’s next, not get bent out of shape on what has not been covered yet. WDP: Yes, I agree children are resilient. You must accept you cannot control what’s beyond your control. Our students need us to believe in their capacity. That positive mindset will help them more than despairing over what has been lost in school closures. Learning from Failure WDP: You tell a story in your book when you were a teacher and made the mistake of complaining about your students on social media – and you were surprised when they not only saw it but asked you about it. (Link to Jethro’s blog on this: Twitter Backfires!) It takes a lot of courage to share vulnerable moments like that. Education seems to provide daily opportunities for us to succeed or fail. It’s hard work. I’m curious what motivates you to consistently face obstacles in ways that lead to growth?  Jethro: I have thought a lot about deleting that post. But I haven’t because I believe when we own our mistakes, we learn more. Twelve years ago, when I was a teacher, I was new to Twitter. I had a really difficult group of students, and one day I caught some students cheating and I ripped up their tests in front of the whole class. The morale of the class just tanked. A few months later during a fire drill, I posted on Twitter about being on a fire drill with my “worst class”. It was a horrible moment, and I’m embarrassed at how I behaved then. I have had 12 years since then to post positive feedback about my students and school. I share that lesson because I want people to understand the power you have for goodness or for negativity. WDP: What I love about that story is your willingness to hold that failure up in the light for other educators to dissect. Ironically, several years later your positivity on social media and podcasting resulted in your distinction as a National Digital Principal of the Year. Thank you for your vulnerability in helping others see how we can learn from failure. What lessons would you share with principals who feel like they are managing a mess of their own? Jethro: There are so many lessons there. Reach out to me if you feel like that kind of leader. These things happen to everyone. No matter how good of a leader you are, you will run into difficult moments. If your goal is to just keep the school from burning down, you probably won’t do much as a leader. But if you are making a difference, you’ll will step on toes – even when you’re staying positive. That is the reality of leadership. WDP: Strong leaders are people who are willing to learn from failure. In your own work, Jethro, you have been willing to take lots of risk, including putting your work out in such public settings. What motivates you to keep taking risks in learning even when you know you may face more failure? Jethro: Our work is not just about helping others. I believe every human being is a child of God, and they deserve to live to their potential. My mission is based on that belief. The key is to not take rejection or criticism personally. People will reject you because of themselves. If someone is not ready for what you are offering, it is not a judgment on you.  WDP: What I like about that is the reminder I often tell leaders: You are not as important as you think you are (your school will exist long after you are gone). But you are more important than you think you are (your integrity, trust, and humility matter because the smallest things you do can influence others for positive or negative outcomes). Those statements seem like contradictions, but they keep you leading with humility. The condition of who you are as a person will drive the way you behave as a leader. Lessons as an Education Consultant WDP: Many listeners may know you from the Transformative Principal Podcast. Can you catch us up on what is happening with your work in education consulting? Jethro: Most of my consulting is happening through my Masterminds. I like to compare learning at a conference or workshop, for instance, to a microwave dinner. The real joy comes from a slow-cooker experience – the Mastermind is like that. These are places where leaders meet every week to talk about how to become better. Because it is a closed, confidential space, people can be open and honest, not trying to score points with others. Everyone is working toward the same goal.  WDP: I talk to education leaders who have an interest in sharing, presenting, or consulting. What tips would you have for them in ways to get started on that journey? Jethro: First, don’t wait for someone else to choose you. You have to choose yourself. When I started my podcast, I realized that I wanted to learn from other school leaders and I couldn’t find a podcast providing me with that feedback every week. So I chose to do it myself. Second, network with people and find out how you can help them. Ask others for help and offer help. When you do that, you start learning more about what you want to do and how to do it. You have value, expertise and knowledge to give. I believe everyone should have a podcast. It helps you grow and helps you celebrate what’s happening in your schools. Finally, if you are interested in education consulting, be courageous. At some point, ask to be compensated for your work – even it’s just a Subway gift card. Each small step is one step closer to reaching the top of any “mountain” you want to climb. Let’s Wrap This Up If you listen to Jethro Jones, you will hear practical advice on a lot of areas: influencing change, learning from failure, leading during a pandemic, and taking risks in order to grow. You can find all his resources at jethrojones.com. Now It’s Your Turn What is one area where you want to see more growth personally or professionally? What is one action, even if a small one, you can take today toward that goal? As Jethro says, how can you “choose yourself” for some of the dreams or aspirations you have for helping others? The post PMP221: Designing Leadership Outcomes with Jethro Jones appeared first on Principal Matters.

This week I had the privilege of being interviewed by Joshua Stamper for his podcast, Aspire: The Leadership Development Podcast.  When our mutual friend, Jimmy Casas, from ConnectEdd.org, encouraged us to talk about my new book, I was in for a real treat. Not only did we discuss Pause. Breathe. Flourish.: Living Your Best Life as an Educator, but also, we unpacked several other topics together. In fact, Josh agreed to make this a simulcast – an episode we would both share out with our listeners. I am very grateful to bring you this episode that Josh so generously allowed me to post here as well. Meet Joshua Stamper Joshua Stamper is a middle school Assistant Principal for a North Texas School District, where he’s had the amazing opportunity to work at four campuses, two districts, and with hundreds of students, teachers, and administrators. Prior to Joshua’s current position, he was a classroom educator and athletic coach for 6 years working with students in grades 6-8. He and his wife, Leslie are the proud parents of five children. In addition to his administrative position, Joshua is a podcaster, blogger, leadership coach and education presenter. Here are some takeaways from our conversation: Lessons in the leadership journey Joshua Stamper: First of all, can you share your origin story in leadership? WDP: I guess my first lessons in leadership came from the influence of my father who was a veteran and a small business owner. Also, during college, I received leadership training as a college resident advisor. Later, I was quickly overwhelmed with the responsibilities of leadership when I moved from teacher to school administration. Over time, you learn that leadership is not really about you. It’s about serving others. With that perspective, you begin to find more balance in doing what leadership is really about: helping others. Joshua Stamper: What are some things that can help new leaders find balance? WDP: First, remember you’re not as important as you think. Second, remember you are more important than you think. I know those statements sound contradictory. But if you unpack those statements, you’ll realize they are not as contradictory as they sound. Your school will still exist when you are no longer there so it’s important to walk into leadership with humility. At the same time, the small actions you take each day are so important because who you are as a person will influence the effectiveness of your leadership. Joshua Stamper: Balance is hard to find. Can you explain more about finding balance in leadership? WDP: My listeners are familiar with my story as a young administrator when my wife shared with me that I had become a shell of the man I had once been. Because of that frank conversation, I wrote a resignation letter to my school district. I took the letter to school, placed it in a folder, and set it on the corner of my office at school. I told myself I would either begin to find more balance in taking care of myself and family, or at the end of the year, I would resign and find a new profession. That letter became a reminder of the new habits I needed to employ for self-care and investment in my life outside of school so that I could be better at my work. As a result, I began to reinvest in other areas of my life. I believe that helped me be a better person and a better leader. When you invest in your own areas of self-care, you will discover more energy and inspiration for the work you do at school. Joshua Stamper: Yes, my own burnout in school leadership was saved when I began podcasting. Because I had a passion project, I found more joy in work at school. Tell us more about your book. WDP: The concept for this book came as I was sitting on airplanes listening to flight attendants explaining that if the cabin loses pressure, an oxygen mask would drop down, and you should place it on yourself first before helping others. I see so many leaders who are helping others while forgetting to breathe. When you fail to breathe first, you will eventually pass out. In leadership, that means you need to invest in your body, mind, resources, friendships, intimacy, spirituality, and legacy. As you do, you find you keep developing as a person. Joshua Stamper: What is a way you’ve applied one of those lessons in your own journey? WDP: Let’s talk about friendships as an example. When my oldest brother died unexpectedly at the age of 46, I faced the most difficult grief I had ever experienced to that point. Friendships became such an important way for me to experience healing. I will never forget a friend of mine, a former student resource officer at my school, who sat with me after my brother’s death. He wanted to know the entire story. When I finished, this strong, uniformed friend just began crying. That was a poignant moment that brought me so much comfort. Those kind of moments do not happen unless you are taking time to invest in relationships. Joshua Stamper: Can you share how you began podcasting as a passion project? WDP: When I was still a school principal, I loved listening to leadership podcasts by people like Michael Hyatt and Dave Ramsey. Through their shows, I discovered a podcaster, John Lee Dumas, from Entrepreneur on Fire and later, Pat Flynn from the Smart Passive Income Podcast. Through their work, I began exploring how to podcast. Through Pat Flynn’s YouTube tutorial on how to podcast, I took the time during a school break, and over one-week I learned all the steps necessary for recording and publishing a podcast. With 220 episodes now, I am still enjoying it and learning so much. While we are on the subject, Joshua, could you give us your quick origin story in podcasting too? Joshua Stamper: Sure, when I was a new school administrator, I was a part of developing an aspiring leaders program for my district. I have remained interested in ways I could share lessons with aspiring leaders. A few years ago, I had the opportunity to visit Todd Nesloney at his school, and he was interviewing Adam Welcome about his book, Kids Deserve It. Afterwards, he encouraged me to think about podcasting for aspiring leaders. I began to study the process, and now it’s a passion area for me too. In fact, it is due to podcasting, I rediscovered joy in my work as a school leader. Next question: What advice do you have for aspiring leaders? WDP: Here are three quick takeaways: First, be excellent in your work right now. Your reputation will proceed you in whatever opportunity you’re looking toward stepping into later. Second, make every situation an interview moment. You may be in the room today or tomorrow who can collaborate with you or open doors for a future opportunity. Third, listen to feedback from others. Ask other leaders for their history and stories. When others provide you feedback, be open to constructive feedback. Let’s Wrap This Up You can hear more of my conversation with Josh Stamper by listening to the week’s episode or by checking out Josh’s episode of the conversation at his website: https://joshstamper.com. Or you can find him on Twitter @joshua_stamper. Take a minute to give his podcast a 5-star rating on iTunes and share it out with others! Pause. Breathe. Flourish. Testimonial I want to end this week’s post with an encouraging message from Principal Matters listener Eddie Trygar, Assistant Principal, at North Chatham Elementary in North Carolina. Here is some feedback he sent me after reading my new book: Dear Will: This is Eddie Trygar from the Re-opening Mastermind.  I wanted to write and tell you a way that Pause. Breathe. Flourish. has impacted me.  I ran cross country in high school and college.  After college, I ran two marathons.  And then I bought a house, had kids, etc.  The next thing I knew, I hadn’t been running in 20 years.  When I read about your running routine, I was inspired to buy a new pair of running shoes and make exercise a priority again. I have found that a run after work reduces my stress and helps me sleep better.  Best of all, my 10-year-old son has asked if he can run with me.  It has opened the door to some great conversations with him as well.  Running has allowed me to take care of myself AND spend quality time with my son.  We have signed up for a 5K in December and I am so excited to share that experience with him. Thanks for the reminder that there is more to life than what happens at school.  Thank you, Eddie Trygar, Assistant Principal, North Chatham Elementary Now It’s Your Turn What is a passion area for you where you find joy and encouragement? How can you prioritize time for that focus this week so that you can be leading from a place of positivity? Even it is just a few minutes today, what is one thing you can do to invest in your own self-care? The post PMP220: Aspire in Leadership with Joshua Stamper appeared first on Principal Matters.

This week Jen Schwanke continues asking me questions about my new book Pause. Breathe. Flourish. Living Your Best Life as an Educator. Jen Schwanke is the principal of Indian Run Elementary and author of two books, You’re The Principal, Now What? and The Principal Re-Boot: 8 Ways to Revitalize Your School Leadership. Photo by Andrew Neel – Creative Commons No known copyright restrictions https://unsplash.com/@andrewtneel?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit In Part 2 of our conversation, Jen asks me to explain my writing process and asks me questions about remaining positive during challenging times. Here are some takeaways: Jen: You’ve written three books now and two of them while still a principal. I’m curious what is your writing process? WDP: Every week for almost seven years, I have been sharing content on lessons learned in my education journey through my blog. I try to write 500 to 1,000 words each week as a way to journal my experiences. Over the years, I have taken that content and shaped into the books I’ve written. I look for concepts, themes or lessons that might help others. I encourage school leaders to have a way to log the lessons you’re learning. When you look back at previous challenges, you can apply them to ones you’re currently facing. Jen: Recently, I shared a post about a teacher at my school who was working on the weekend. Then I was criticized for promoting ‘toxic’ positivity. You are such a positive and empowering leader. You always root for others. You seem genuinely happy when good things happen to other people. Is this something you need to work toward, or does it come naturally?  How do you remain positive while also being authentic and not be accused of ‘toxic’ positivity? WDP: That’s a great question, but first of all, let me say how sad it makes me that people have started weaponzing social media instead of using it to encourage others. If you haven’t seen the documentary Social Dilemma on Netflix, I highly recommend it for understanding how this is happening on a global scale.   To answer your question, though, I’m not sure if my positivity is natural. Let’s face it. In school leadership, we manage negative situations all the time. But if we only amplify the negative, how do we ever amplify the overwhelming positives that are also happening? I don’t want leaders to be fake or inauthentic. It’s important to be honest about our struggles, but what you publish in newsletters or social media should highlight the reasons people want their children attending your schools.  Also, one of the reasons I choose to celebrate the work of others is that I believe all boats rise with tide. In other words, when I take time to share out the success or achievement of someone else, everyone benefits, including me. That may seem selfish, but I believe in the principle that you reap what you sow. When we are willing to encourage the work and success of others, we will inevitably see our own work improving as a result. Jen: You have built an impressive professional career outside of your work as a principal and principal leader. You write, you podcast, you mentor, you present… Do you think having “something else” is important?  Why? How has it helped you grow as a professional and on a personal level?  WDP: We don’t have time to unpack that question fully this episode, but I will just say here that I know many school leaders who yearn to help others outside their normal school work. Years ago, I heard an author and education leader who was asked how could other educators learn to do the kind of work he was doing. He said this work is not for everyone –  just be good at your work and eventually you might have an opportunity to do something like he does. His answer was not helpful. The truth is that if you want to grow in your professional outreach, there are practical steps you can be taking to reach those goals. Yes, I think it’s important to keep stretching yourself professionally. I’d love to unpack that more in a future episode.  Let’s Wrap This Up This week’s episode was recorded before the recent national elections. We unpack a lot more than in this short post so listen to the conversation for more takeaways. Elections, pandemics, and just managing school – you have a lot of stress and anxiety in the important work you do each day. In the middle of it all, however, do not forget the reason you show up to school. You can still take one step to help someone today. No matter what else is happening that you cannot control, choose to amplify the positives happening in your own school community, and thanks again for doing what matters! The post PMP219: Pause. Breathe. Flourish. Part 2 with Jen Schwanke appeared first on Principal Matters.

When Jen Schwanke and I sat down to talk about my new book this week, Jen turned the microphone to ask me some questions. Photo by Jonathan Farber – Creative Commons No known copyright restrictions https://unsplash.com/@farber?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Jen Schwanke is the principal of Indian Run Elementary and author of two books, You’re The Principal, Now What? and The Principal Re-Boot: 8 Ways to Revitalize Your School Leadership. Here are some takeaways from our conversation: Questions from Jen Jen: Your new book Pause. Breathe. Flourish. Living Your Best Life as an Educator came out just two months ago. Congratulations! Let’s talk about it. I know you’ve done some reviews of your recent book on your podcast, but I want to ask you some questions about why you thought this book was an important one to share with the universe. What was your drive to write it? WDP: This book was a response to the consistent question education leaders ask: How do I take care of myself in this very difficult work? Pause. Breathe. Flourish.: Living Your Best Life as an Educator explores the habits, practices, and mindset necessary for growth as both an educator and a person. Research shows that teachers and principals are leaving the profession of education at alarming rates. Some of the causes stem from the rising expectations and demands that educators find difficult to manage. Unfortunately, for many educators, taking care of others often means neglecting their own health and well-being. How can educators continue doing work they love while also making sure they are protecting themselves in the process? Pause. Breathe. Flourish. provides practical strategies and common-sense approaches for taking better care of yourself so that you can better serve and lead others. Jen: I feel like a lot of damage is done when we tell others to just “chill” out. But asking them to breathe seems more appropriate. Even when we cannot relax, we can at least breathe. You take it another step by sharing lessons from your own life and from others on how to flourish. What is it you are sharing about living your best life? WDP: In the book, I unpack categories on health, mindset, resources, relationships, and legacy among others. This is really a book that applies to all people, not just educators. In it, educators will discover how your thoughts, relationships, commitments, values, and habits play an essential role in who you are as a person. Understanding ‘who you are’ plays heavily in your ability to weather storms, maintain perspective, work with purpose and effect meaningful change in the lives of others. Applying those insights can be challenging. This book will help you reconsider your mindset, reading habits, personal health, financial commitments, relationship priorities, and legacy building. Jen: For those who haven’t yet had the chance to read your book, will you tell the story about writing your resignation letter and how that helped you keep your sanity and soul? WDP: My moment of reckoning came my second year as an administrator when I was spending so much time focused on school at the expense of my own health and family life. One night my wife told me, “Will, the kids and I have accepted that you are a dad and husband on the weekends only. In fact, you’ve become a shell of the man you used to be.” She said this with no bitterness or resentment, just simple resignation. That night I wrote a letter of resignation. I took it to work and placed it in a folder that set on the corner of my desk. Each day I began telling myself: I’m either going to find a way to reconnect with those areas of my life outside of work or I will find another occupation. That was a turning point for me that helped shape the message of this book. Jen: Your book is a very personal one. You tell a lot of stories, share memories, and make connections to your work. Why do you feel this personal approach is so helpful to administrators? WDP: Vulnerability is an important part of building trust. Just like good classroom teachers connect with students through trusting relationships, the same principle applies in all relationships, including sharing lessons with educators. It’s not easy being transparent about my own challenges and struggles, but those personal stories are hopefully building trust so those lessons really connect. Jen: Your book is meant to be a source for self-reflection. What role has self-reflection had on your role as a school and state educational leader? WDP: Self-reflection is a mindset. It’s important in the classroom and in school leadership. As a creative writing teacher, I would teach my students to really “see” and observe their environments. Closely examining your surroundings is a helpful practice for really being in the moment. When we apply this to teaching, it means we reflect on what we are teaching, what students are learning, and how we must change instruction to take them to their next level. That cycle of self-reflection applies to school leadership and life as well. Jen: One of the things I feel is important for administrators is to stay connected to the teacher experience. How do you do that? WDP: There is a tension for every leader to be student centered while also supporting teachers. It’s important we put ourselves back into the shoes of those whom we are leading. Resistance is not always personal. As you say Jen, ‘Just because I disagree with you doesn’t mean you’re wrong.’ Hearing and accepting are essential for staying connected to teachers. We also have to ask ourselves how are we modeling acceptance and resistance. Teachers mirror the behavior of their leaders. So reflect on how you are modeling what you want to see in them. Jen: Next week, we’ll unpack even more. Thanks for the opportunity to learn more about the new book! Now It’s Your Turn As you reflect on your own practice in education, how has self-reflection become a part of your own learning cycle? How are you able to integrate your own personal experience to build trusting relationships? What ways are staying connected with the work of teachers so you keep perspective on what it is like to walk in their shoes? The post PMP218: Reflections on Pause. Breathe. Flourish. with Jen Schwanke appeared first on Principal Matters.

This year’s pandemic has made it difficult to see my parents as they live a long distance and are both in a vulnerable age group. Instead of posting about education this week, I want to share some personal reflections here instead. It was Sunday, October 27, 1963, 57 years ago at the time of this writing. Polly Kathryn & J.D. Parker, 1963 My mother, Polly Kathryn Carter, with wispy brown shoulder length hair in her Sunday dress, stood 5 feet 2 inches tall, assuming she was wearing heels. Standing beside her my dad, Jesse Darden Parker, stood a foot higher, 6 feet, 2 inches of sunbrowned muscle. He had tight curly black hair, high on top and short on sides and back. He wore a suit jacket, a dress shirt with a straight black tie. When they posed for a photo, J.D.’s tie clip rested just above Polly’s collarbone. Polly had wanted a church wedding, but when her father had died of leukemia a year before, the hopes were lost of having him walk her down the aisle. So after J.D. had ended his work on the farm that weekend, they had driven across the Tennessee state line into Kentucky and then across two rivers, the Ohio and the Mississippi till they came to Cairo, Illinois. At the time, it was a bustling river town where travelers could find hotels and gambling, bootlegged whiskey and plenty of churches to choose from. At the first church where they stopped, they found a minister who eyed them suspiciously. He interviewed the couple for a few minutes and told them they would have to find another minister if they wanted to elope. He didn’t give them a reason. But J.D. nursed an uncomfortable feeling that his dark skin and curls gave the minister the false impression he would be performing an interracial marriage – a union that would still be illegal in many Southern states until 1967. The couple moved down the street to another church. The minister there took them to his house. There in the presence of his wife as witness, he performed the small ceremony. I doubt my parents knew that on the same day they were married on Sunday, October 27, 1963, on the other side of the globe, U.S. Ambassador Henry Cabot Lodge, Jr. stationed in Saigon, received what historians would later call the “green light” telegram. The telegram message, approved by U.S. Under Secretary of State George W. Ball would authorize Lodge to not oppose a coup against South Vietnam President Ngo Dinh Diem. When they arrived back at the farmhouse in west Tennessee where my dad lived with his foster parents, the older couple welcomed the new couple home. The guest bedroom became theirs for the next few months as the Old House across the field was prepped and old furniture located for their first home together. The “Old House” as it was called had been built before the turn of the century. My mother’s grandparents had once owned it. Her mother was raised there. But during the Great Depression, her family had lost the home. Later when my father began working on the farm of his then foster family the Bowdens, the Bowdens owned the land and the Old House that once belonged to my mother’s family. Now in a circle ending for my mother’s family history, the Old House became the first place where my parents began their first years together. Less than one month after their marriage, on November 22, 1963, my parents celebrated my father’s 23rd birthday. That same day, John F. Kennedy was assassinated in Dallas, Texas. The nation and world stood still. And my dad drove tractors, fed cattle and started a family. By 1967, they had two boys and one on the way.  My dad had been enlisted in the U.S. Navy, at age 17, in 1957 when he had dropped out of high school to join the military. His tour of duty had taken him to Japan, and he was eager to return to farming when his enlistment had ended. As a young farmer with a few years of seeing the world, he was ready to settle down when he started dating Polly Kathryn. When I was a boy, I found a notebook where my mother had written the story of dad’s decision to reenlist in the Navy. It was sometime in late 1966 or early 1967. My dad had attended the funeral of a neighboring farmer. When he came back home to the Old House, she could hear his shoes clicking on the hardwood floor as he made his way to the back bedroom. When she stepped in, he was loosening his tie and unbuttoning his dress shirt.  He stood there a minute, holding his loose tie in his hand.   “We stood around the grave today, and I looked at the faces of the other men,” he said.  “Many of them old and weary. Most have never left their farms or this county even. I kept asking myself, ‘Is this where I want to spend the rest of my life?’”  He raised his head and looked at Polly. “I feel like there must be something more for us. I think it’s time for me to reenlist.”  That year my father reenlisted in the U.S. Navy and took the young family to San Diego, California. By 1967, the U.S. involvement in the Vietnam war had sent so many U.S. troops into combat that President Lyndon B. Johnson signed the Selective Service Act, which prompted thousands of young American men to either destroy their draft cards or leave the country to avoid the draft.  My dad never explained to me whether or not he was concerned about the draft when he re-enlisted in 1967. The way he told it, it was just time for a change. During this new tour of duty, he was a young husband and father. My third brother would be born in July 1967 at the San Diego Naval Hospital, one month after the assasination of Robert Kennedy at the Ambassador Hotel in Los Angeles. In another horrific moment for the nation, that spring, on April 4, 1968, Martin Luther King, Jr. would be assassinated in Memphis, TN. Nine months later, I was born in January 1969 at the same Naval hospital as my older brother. And my sister would follow 14 months later.  By this time, my parents owned a home in La Mesa, California. My father was stationed on several ships as an electrician’s mate, including a naval torpedo retriever. Little did I know that four short years later, we would be returning back to West Tennessee as my father was ready for another change.  In 1974, President Nixon announced his resignation. At the same time, my father purchased 120 acres just southeast of the Old House, and he and his brother built a basement with a flat roof on top. It became our home for the next six years. My dad framed walls, ran the electricity through our home, dug and installed a sewage tank, plumbed the kitchen and bathroom, and dug the well that eventually ran water into our home. Dad worked odd jobs as an electrician until he landed a permanent maintenance position at a small engine manufacturing factory in Paris, Tennessee.  By 1980, Gerald Ford and Jimmy Carter had served their terms, and Ronald Reagan had won his first Presidential election. That same year, my father hired builders who erected a two-story home onto the basement structure. The new house had five bedrooms and three bathrooms. We moved in when I was eleven years old, and I thought I was one of the luckiest boys in the world. Today as I’m writing this my parents are celebrating 57 years of marriage. Over 57 years, they have raised six children. They endured another tour of duty when my father reenlisted again in the U.S. Navy during the late 1980’s and moved us to New York, Virginia, and then back to Tennessee to start a business and then retire. They have been blessed with fifteen grandchildren and three great grandchildren. They have grieved the loss of their oldest son, endured my mother’s life altering brain surgery and recovery. They have suffered through my father’s terrible stroke and learned to live with home nurses and new medications. While I was growing up, my parents kept us moving in a circle between our farm in West Tennessee and the outside world. They showed us New York City. We stood atop the Empire State Building and saw the awe inspiring cityscape marked by the Twin Towers. We rode waves and built sand castles in Virginia Beach. We drove the beautiful Appalachian Mountains. We sat on the shores of Chesapeake Bay and watched the sky explode with brilliant red, white and blue sparks – the flaming fireworks of an Independence Day.  We worshipped together, sang together, and did life together. When dad returned to Tennessee in the late 80’s to start his own boat marine salvage business, I began diving for mussel shells in the Tennessee River area on the Kentucky Lakes. Dad taught me how to back a boat trailer, maintain my equipment, market my shells, and save money for my first car. Mom taught me how to pray for God’s direction, treat others with dignity and as equals, and pursue my dreams. Little did I know then that we were living through anything historical. I barely remember the elections of Jimmy Carter, Ronald Reagan or George H.W. Bush. By the time I went to college, politics was still just the background noise for events we faced each day at work, school, church and life. By the time Bill Clinton came onto the scene, cable news was also making its debut. For some reason, politics began making more noise. I began teaching high school, and later became a school principal. As we lived through George W. Bush years and the Presidency of Barack Obama, my mom and dad slowly unplugged from the rest of the world on their farm in West Tennessee. This month my mom turned 80 and my father will be 80 in November. They live in the same two-story house built 40 years ago. It’s much older now and so are they. My mom’s brown hair has actually stayed mostly brown. Although she is a few inches shorter now, her hazel green eyes still show the spark and laughter of her youth. My father’s black curls have turned to locks of white. He wears a beard like Santa Clause now, and he moves much slower and often with a walking stick. My parents, Polly and J.D. Parker, pictured here with my sister and me in December 2019 This brief account doesn’t give nearly enough context for why I respect and admire them both so much on their 57th wedding anniversary.  I have failed to tell the stories of watching my mother walk barefoot through our pastures so she could feed our Jersey cows and provide us with gallons of fresh milk – pails of brimming, frothing white she would carry to the house for skimming cream to make into butter. I have failed to recall how my father would sit with us at the end of a long day while we children piled onto our beds to listen to him read fairy tales or sing with us.  I have not told the stories of how he fell the trees and taught us to split and carry the wood that heated our home each winter. Or the meat he would salt and cure in Spring. Or the red potatoes we planted in early summer and later gathered in the soft warm soil of late summer. Or the nights he would erect his telescope and show us the craters of the moon or the red of Jupiter in the milky night sky.  When I was a little boy, I remember my dad always wore a suit on Sundays. He would stand at his mirror and tie a Windsor knot. I would stand by and imagine what I might look like someday in a suit and tie. One day I asked him, “Daddy, when you die someday, can I have your suit?” He laughed and said, “Sure, hot-shot, if you’re big enough by then.”  For what it’s worth, I have never grown as tall as my dad. I can honestly say I have never been and never will be big enough to inherit one of his suits. In fact, it is safe to say, I will never be big enough to fill the shoes of either of my parents. But I am thankful for the opportunity to have watched some of the steps they’ve taken in fifty-seven years together. The post PMP217: 57 Years Together, A Tribute to My Parents appeared first on Principal Matters.

Although it is so important to understand your “why” in leadership, it is also imperative to understand “how” to effectively do your work. This week’s guest, Dr. Justin Thomas, provides practical feedback from his years as an elementary principal with several takeaways from his new book, A Principal’s Toolbox: Real Talk on Tackling School Leadership (2020). The Principal’s Toolbox is an honest look at many of the practical aspects of the principalship. In our conversation, we discuss what motivated him to write The Principal’s Toolbox, how the book is different from others that are available to school leaders, and key takeaways from his 200+ practical topics for principals. Meet Justin Thomas Justin Thomas, Ed.D., is an elementary school principal serving students, faculty, and community near Nashville, TN. Prior to his work in school administration, he enjoyed 8 years as a middle school and high school band director. During his 6-year tenure as principal of Nannie Berry Elementary, his school team has been recognized multiple times by the Tennessee Department of Education for outstanding student growth and achievement gap closure. Dr. Thomas and his wife Susan enjoy their busy life with 3 daughters in Nashville. Here are a few questions we unpack together: WDP: Can you talk to us about why you teach about the importance of “Feedback from Non-teaching Faculty”? Justin: Whether it is teacher’s assistance, office staff, custodians, or front office staff – these are people whose direct influence on students is so important. Often, they have a very global perspective on how things are going around school. Ask them for feedback. Listen to their perspective on what parents think about your school, how your messaging is perceived by community, and what experiences others have when visiting your school. WDP: You also have a chapter on “Things That Aren’t Your Thing Are Your Thing.” Can you explain what that means? Justin: There is no way to escape your own competence with what your school really needs. You may not know much about changing light bulbs, but you may need to learn how it’s done. Paying attention to the quality of your building’s cleanliness, guiding consistency in instructional standards – these may not be areas you consider your expertise, but you must now learn to care about them.  WDP: I so agree. Even at the secondary level, you must make student activities ‘your thing’ as well. This applies academically as well. You may not have been a core content teacher, for instance, but you can still identify and guide effective instruction. Next question: Why do you have a chapter called the “The Booger Test”? Justin: I thought you’d ask that question! If your best friend had a booger hanging from his nose, wouldn’t you tell him? Why aren’t we willing to apply the same lesson to our teachers? It may be uncomfortable to provide critical feedback, but if you do it out of love and care, they will appreciate you helping them grow. If someone has the power to change a practice, offer them suggestions how. If it is not within their control, then don’t mention it.  WDP: In your book, you say you, “…believe that the keys to success revolve around growth and gratitude – the ideas that all members of a school can ‘get better’, and that a spirit of thankfulness is key to strong culture.” Can you unpack that for us? Justin: If you have students showing academic growth, it is worth celebrating. The same applies to adults. A new teacher who learns strong classroom management, he or she should be celebrated. Set goals by measuring yourself by yourself. Don’t measure your staff by one another. Encourage each one to grow to his or her next level. One example is something we do called “The Friday Five.” Maybe it is celebrating a teacher’s assistance who helped reach a difficult student. Or recognizing a bus driver you’ve also seen picking up trash around campus.  WDP: Yes, it’s like highlighting ‘Unsung Heroes’. It reminds you great things are happening at your school. And when you do it on Fridays, you make sure the last word of the week is a positive one. Last question: What lessons have you been learning while doing school during a pandemic? Justin: Many of the districts around Nashville, TN, won’t return to secondary in-person until January. Our district has already been back in-person with protocols. We’ve learned so much about the resilience of teachers and students! They have risen to the occasion. As a principal, I have to give so much credit to my staff. It’s so humbling to watch how amazing they have been in building relationships – even with virtual options. Teachers are finding the silver lining during a very difficult time. Our staff has recognized the importance of providing as much normalcy and stability as possible. We must be the ones acting in ways we want them modeling during these times. Direct Message Dr. Thomas If you want to find Justin on Twitter, his handle is @happyteacherguy. Direct message him there – as the first few responders from Principal Matters listeners may receive a copy of his new book! The post PMP216: A Principal’s Toolbox with Justin Thomas appeared first on Principal Matters.

During the summer, several principals from across the nation joined me for a Re-Opening Mastermind to collaborate, explore, brainstorm and support one another during the difficult days of planning for a new school year. Photo by Ben White – Creative Commons No known copyright restrictions https://unsplash.com/@benwhitephotography?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit As I was wrapping up the final content for my newest book, I shared an advance copy of my new book, Pause. Breathe. Flourish.: Living Your Best Life as an Educator. Sonia Lopez-Morales was a Mastermind member kind enough to write an endorsement for the book. This week, Sonia joined me to reflect on ways she is applying those lessons to her own school leadership. We also explore the unique ways her school is serving the children and families of a diverse community with many immigrant families: Meet Sonia Lopez-Morales Sonia Lopez-Morales is Assistant Principal at Charles Graebner Elementary in San Antonio Independent School District.  Her bachelor’s degree is in music education. She earned her master’s degree at Texas A&M International University.  She and her husband of 32 years live in San Antonio and are the proud parents of three adult children. Sonia began serving as an administrator in 2008. The last three years, she has been serving urban, inner city school students. Charles Graebner Elementary serves 660 PK-5 students with over 95% economically disadvantaged. It is a dual-language school in the southwest part of the city.  WDP: Welcome to Principal Matters! You were a part of the Principal Matters Reopening Mastermind and read the early edition of my book. I remember when you began school, you shared with me the important lesson from your first week. What was that lesson? Sonia Lopez-Morales: Yes, the most important thing we can do is build relationships with students. Nothing is more than important than making connections with students. Students want someone who will be authentic with them and know where they are coming from. We are still living it and do not have history yet to tell us all we have done right and wrong in this new blended model. But in all of it, relationships must be there. WDP: You are in a part of the country that saw soaring numbers of positive Covid cases near the start of school. What has the start of school looked like for your community? Sonia Lopez-Morales: We began August 16 in distance learning. September 8, we began opening schools with 10% of our student body across the entire district. By September 21 we added another 10% of our students. We are cautiously doing well and providing simultaneous in-person and virtual instruction. Our metrics are looking better across the city as we’ve taken this cautious approach. WDP: So many leaders I’m talking to are managing weariness. How do you even find time to recharge your batteries? Sonia Lopez-Morales: If you are not disciplined with your time, this time will force you. But you must still be pausing for your family and person connections. It means adjusting your time for personal reflection and exercise. It may mean cutting your 30-minute routine to 15 minutes. I have a running checklist in my head and on my phone on a daily basis.  WDP: You serve in a border community. Several weeks ago, I interviewed Carolyn Sattin-Bajaj is an Associate Professor in the Gevirtz Graduate School of Education at the University of California, Santa Barbara, who contributed to a report, Supports for Students in Immigrant Families. What has been your experience and what strategies are you using to reach every student in your dual-language community? Sonia Lopez-Morales: We are using flex schedules. In the communities we are serving, many of them must have their children in schools. But this means we have been willing to bring them in at various times that work for their family schedules. We also are committed to communication, and this means in the languages of those families. Allow parents to provide authentic feedback. You cannot just rely on surveys. It means talking family to family to find out what they need. And more than anything, expect high rigor. They deserve this kind of excellence because this is their future, not ours. WDP: You are bringing students back in percentages. What is your goal for returning to campus. And what do your flex schedules look like?  Sonia Lopez-Morales: At the end of September, we are at 28% capacity with students on campus. Our goal by December is 50%. There is no way this works without teamwork. We also have co-teach models. If we have a small group, we team teachers together so that one can be teaching our in-person students while the other is planning and helping reach our virtual students. For our youngest students, we have some students coming half-days with some in the mornings and some in the afternoon. Teachers assigned to these groups may be re-teaching content to each group. Our specials classes have been serving the entire population but are also doing this synchronously and asynchronously.  WDP: If leaders want to reach out to you, how can they contact you?  Sonia Lopez-Morales: They can find me through my school email address: SLOPEZ-MORALES1@saisd.net.  I also want to give credit to my Principal, Noemi Saldivar, and the many other leaders who have provided strong leadership and influence for me and those we serve. WDP: Any final words you’d like to leave with listeners? Sonia Lopez-Morales: I appreciate that your book is a balance of personal lessons and relevant sources for pedagogy. Whether you are serving a border community or another community, we are really more alike than not. This is hard work, but we’re going to get through it. We’re writing history so don’t forget it! Sonia’s Endorsement Sonia also shared this generous endorsement of the new book: “In Will Parker’s book, Pause. Breathe. Flourish. Living Your Best Life as an Educator, I found myself reconnecting to the power of self-reflection and most importantly how it can effectively influence my perspective in school leadership.  Whether you are a new or experienced educator, you will find connections in leadership experiences through his career and personal narratives in the guiding steps and questions found in the book’s section ‘Now It’s Your Turn’.  I will add this book to my career ‘playlist’ because when home, life and careers get messy, and they do, applying analogies with a new growth perspective, will help to identify my “WHY” once again. I will also utilize the self-reflection questions in a professional learning network (PLC) book study, as it draws from relevant education research that can be applied right away in teaching/learning practices.  Thank you, Will, for putting into words what is relatable and true during these extraordinary world events that have impacted education and will forever transform it and all of us as well.” Now It’s Your Turn As you are serving in new and innovative ways during a pandemic, what steps are you taking to connect and build relationships with students and families? How are you taking time (even just a few minutes) to reconnect with your own self-care and priorities? Thanks again for doing what matters! The post PMP215: Reflections from Pause. Breathe. Flourish. with Sonia Lopez-Morales appeared first on Principal Matters.

This week I was interviewed again by Dr. Jeff A. Springer, Ed.D., Educational Leadership Coach – Spring Strategies, LLC, and 2013 TASSP Texas State Principal of the Year, as we explored the final chapters from my new book, Pause. Breathe. Flourish.: Living Your Best Life as an Educator. Photo by engin akyurt – Creative Commons No known copyright restrictions https://unsplash.com/@enginakyurt?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Listen to the podcast episode for more takeaways. Here is a brief summary of our conversation: Counting Days at School and in Life Dr. Springer: You refer to the book, 20,000 Days and Counting: The Crash Course for Mastering Your Life Right Now, by Robert Smith. The author explains how each of our days is literally numbered. By the age of 55, you’ve lived 20,000 days. How many days do you have left? The reality is we do not have any time to waste. What does this look like for educators? How are you maximizing your time? WDP: There is something powerful about perspective. This is an important conversation to have with students, which includes painting a picture for them of their ultimate goal in school or life. For high school students, for instance, I would ask my students to imagine graduation day together. This same perspective applies to adults. A friend once asked me what my personal goals were for the next five years. I had to admit I was mostly trying to survive. But the question haunted me. I began applying to myself the lessons I was asking my students to apply. For me, that meant investing in writing lessons about my experience in education leadership. Fast-forward and my work now with principals and educators is the outcome of those actions I began taking when I decided to make every day count. Dr. Springer: I agree. When I was leading a high school, I literally lined up chairs in our assembly room, and we had incoming freshman sit in the order they could anticipate for graduation practice. In front of their parents, I would invite them into those seats and then challenge them to imagine the experience of graduating four years later. Being mindful of each day helps us see the meaning in each day. Importance of Relationships Outside of School Dr. Springer: Next question. You also talk about learning to climb together, instead of going alone. Why is this important in regards to your friendships? WDP: I share a few stories in the book that provide some glimpses into more difficult moments in my life, like watching my mother-in-law struggle with Alzheimer’s. Or losing my oldest brother to an unexpected heart attack when he was in his 40’s. When our school work is over, who are the people still there for you outside that work? Those are the relationships that help sustain you when you are feeling hopeless – when no amount of self-talk motivates you – these relationships are essential during your most difficult days. If you haven’t experienced moments like this yet, you will. And relationships matter in helping you through them. How Your Faith Influences Your Actions Dr. Springer: How do you manage your faith in applying it to the work you do as an educator?  WDP: Faith and Transcendence are important conversations. As a believer in the Bible, I don’t expect others to share my faith beliefs. But I find such comfort and assurance in lessons that transcend the time and ideas we interact with every day. When is the last time you heard someone encourage you to love your enemies? Scripture provides this kind of perspective in a way you cannot find in news or current events.  Dr. Springer: Can you explain why you refer to Maslow’s Hierarchy of Needs as a way to explore Transcendence?  WDP: I remember a great presentation by Professor Scott Kaufman at an AMLE conference a few years ago about Maslow’s hierarchy of needs, that include physiological, safety, love and belonging, esteem, and self-actualization. Professor Kaufmann explained that in later writings by Maslow, he placed transcendence above self-actualization. For me, transcendence means the ability to understand myself and others within the context of something or someone eternal – and outside of myself. This often leads to mystery and worship.  Thoughts on Leaving a Legacy Dr. Springer: How do we keep the eternal in perspective in the hard work educators do each day? WDP: Let me end with some thoughts on your legacy, which I talk about in the book. I like to remind educators of two truths: 1. You are not as important as you think. 2. You are more important than you think. Now let me unpack those seemingly contradictory statements. First, leaders should not be obsessed with themselves. Leadership is about serving others. So, don’t think too highly of yourself. Lose your ego. Second, every action you take matters. The small comments, attitudes, and decisions you make influence others either positively or negatively. This is way your integrity, character, and trust are so important in building relationships and meaningful outcomes for others. When educators keep those tensions in play, it helps keep meaning in our daily actions. Lets’ Wrap This Up Reflect this week on the following: How are making each day count? What meaningful relationships are you taking time to cultivate? How are you looking for meaning that transcends the present?  Now It’s Your Turn Taking time for reflection is an important part of self-growth. But it is easy to become overwhelmed with ways you can be improving. Instead ask: What is one step or action I take today in a positive direction? Focus on what you can do, not on everything that needs to be done. Connect with Dr. Jeff Springer Jeff Springer’s website is CultivatingPlay.org. https://www.cultivatingplay.org. You can reach out to him for education consulting or find him via Twitter @cultivatingplay.  The post PMP214: Pause. Breathe. Flourish. Part 2, Review with Dr. Jeff Springer appeared first on Principal Matters.

This week I talk with Jeff A. Springer, Ed.D., Educational Leadership Coach from Spring Strategies, LLC, and 2013 TASSP Texas State Principal of the Year. In this episode, Dr. Springer turns the table and interviews me about my new book, Pause. Breathe. Flourish. Living Your Best Life as an Educator. In his endorsement of the book, Dr. Springer shares, “Will Parker has discovered many truths along the way throughout his educational journey – all truths transferable and valuable to those areas of our lives that matter most. In his book, Pause. Breathe. Flourish., Will’s words offer transparency of both pain and victory, fears and faith. His style of storytelling creates a brilliant bridge between the writer and reader. Lessons learned and shared in this book are applicable to anyone in education; but also delivers the principles vital for all desiring to maximize balance, while infusing the power of play in their lives.” Jeff’s Questions about Pause. Breathe. Flourish. Listen to the episode for our full conversation, but here are some takeaways: Dr. Springer: I earmarked 24 pages during my first read. Then I highlighted 17 specific areas that I wanted to ask you about. We won’t be able to cover them all. So I’ll start with your dedication to your parents, Jesse and Polly Parker. Can you tell us what motivated you to dedicate your book to them? WDP: My mom and dad are amazing examples of people who have lived and modeled contentment. They live in rural northwest Tennessee, and although they were hardworking, our family always had limited income. I didn’t realize until I was a teacher that I was a Title I student. I always qualified for free and reduced lunches. But even with limited resources, my parents always provided me with a safe, nurturing environment. They also modeled finding joy and contentment, no matter what circumstances they faced. Dr. Springer: You wrote in your forward that you had no idea this book would be published in one of the most monumental times in the history of education. What motivated you to write a book like this in the first place? WDP: Over the years, I hear a consistent refrain from education leaders. Over and over, people have told me one of their biggest concerns is how to grow individually. Many principals are asking: How can I be a leader without losing myself? This book is a response to that question. It is a book for the heart of what you do. Dr. Springer: When a crisis hits, who breathes first? You talk about the image of a flight attendant instructing others to place the oxygen mask on your own face first before helping others. Why is this such a hard message for education leaders to hear? WDP: First, it was a message I needed to hear. When I realized in my early years of administration that I was burning out, I had to dig deeply into other areas of my life (health, learning, family, spirituality, and even finances) so my work would still have meaning. Dr. Springer: Yes, when your wife told you that you were the shell of the man you had once been, how did you handle that? WDP: That was the night I wrote my first resignation letter, placed it on my desk at school, and told myself I’d either find a better way to lead and take care of my own growth – or I’d find a different profession. I didn’t find a quick fix, but I began to slowly re-invest in what brought me joy. And I stayed in the profession with a newfound sense of purpose. Dr. Springer: I remember a similar experience when I was an assistant principal. For me, that meant creating other activities within my day that brought me meaning. How many times do we not get to the bottom of our list but found something that reminds us of the meaning of our work? You talk about the importance of creating a mental playlist. Explain what that means. WDP:  As a person of faith, I’m often reminded of a scripture that reminds us to “renew” our  minds (Romans 12:2). What we place into our minds will influence your heart, and what is in your heart will come out in your behaviors. As an educator, you are often called upon to manage crisis or difficult situations. If the only thoughts coming into your mind are stressful or anxious, those ideas will be what you communicate to others. So what are reading and listening to? What music do you choose to enjoy or podcasts do you frequent? Dr. Springer: You also talk about being mindful and practicing mindfulness. Why is that important? WDP: Let me give you an example. When you observe a classroom, before you pull out a checklist or begin an evaluation, are you looking into the eyes of students? Are you taking in the emotional atmosphere of the room? Being mindful allows you to find moments of meaning and practice gratitude. People are not distractions from your work, they are the purpose of your work. Being mindful helps you remember that. Dr. Springer: I would often tell my senior students: Don’t count days. Make every day count. Being mindful gives me vocabulary for being present and in the now. You also talk about the importance of school leadership creating meaningful student outcomes. Why do you think principals struggle with feeling like they make a difference? WDP: When I had the honor of being named a state assistant principal of the year, I remember realizing the powerful influence principals collectively have on their communities. Together we make positive or negative outcomes a reality for millions of students. If we are not reminded of how our work matters, then we may miss out on the vital importance of our influence on others. Let’s Wrap This Up At the end of our conversation, Dr. Springer reminded me that every day counts. By the time you are in your fifties, you’ve lived around 20,000. How many days do you have left in life? For most of us the answer is that we have fewer days left than we’ve already lived. Let’s make the most of each one by the way we take care of ourselves and those in our care. Now It’s Your Turn How can you reflect on your own practice this week? What is one action you can take today to experience joy even in the midst of all your other responsibilities? How can you invest in one area of self-growth this week so you have inspiration to serve others? A huge thank you to Dr. Jeff Springer for facilitating this week’s podcast episode and for agreeing to come back next week with more questions and feedback! The post PMP213: Pause. Breathe. Flourish. A Review with Dr. Jeff Springer appeared first on Principal Matters.