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

As you think about your own leadership, I’m curious if you give yourself the kind of scrutiny you may give your own team members? In other words, are you allowing the kind of self-reflection where you first identify your own areas of needed growth before asking others to grow? These are the thoughts and questions I had in mind as I finished Dr. Muhammad’s book, Transforming School Culture: How to Overcome Staff Division (Leading the Four Types of Teachers and Creating a Positive School Culture), available now in its 2nd edition from Solution Tree Press. In this week’s podcast episode, Dr. Muhammad discusses takeaways from his book as well as his reflections on current events, including responses to racism and COVID-19. Listen to the podcast version for full context and feedback in this important conversation! Meet Dr. Muhammad Anthony Muhammad, PhD, is a much sought-after consultant. He currently serves as the CEO of New Frontier 21 Consulting, a company dedicated to providing cutting-edge professional development to schools all over the world. His tenure as a practitioner has earned him several awards as both a teacher and a principal. When he was principal of Levey Middle School in Southfield, Michigan, his school was recognized as a National School of Excellence, as student proficiency on state assessments more than doubled in five years.  His work has allowed him to work with schools across all U.S. states and throughout the world. Dr. Muhammad is recognized as one of the field’s leading experts in the areas of school culture and organizational climate. He is the author of several books on school culture and education leadership. Exploring School Culture WDP: As you study school cultures across the U.S., what do you see as a solution for struggling school systems? Dr. Muhammad: A great book, Tinkering Toward Utopia: A Century of Public School Reform Revised Edition by David B. Tyack and Larry Cuban, is an analysis of the American public school system from its inception. The infrastructure is solid. It doesn’t need to be dismantled; it needs to be improved. Although many students have great opportunities, those same options are not available for all students. What are the barriers keeping all students from having access to those options? This is where school leaders need to confront the systemic biases that often keep disablied students, second-language students or other margenalized populations pathways to those same opportunities.  WDP: Could you give listeners a quick overview of the four types of educators you identify in your research and the effects they have on school culture? Dr. Muhammad: How can schools with the same challenges end up with such different outcomes in reaching goals or failing to overcome obstacles? The answers are mainly sociological. The competing ideologies are seen in the cultures and sub-cultures within schools. Who carried the weight of influence determined who had the outcome. Healthy versus toxic cultures depend on four kinds of people: Believers: These people embrace change, self-reflection, and possess a determination to personally contribute to improvement leading to student outcomes. In healthy cultures, these people have the most influence. In toxic cultures, the voices of believers are drowned out by those who are negative and selfish. The challenge to the believer: you must learn to speak up and amplify your voices if you want a healthier culture. Tweeners: Open, optimistic, new members of the school. Administrators who invest in the proper socialization and proper professional development of new staff will see more positive outcomes. Survivors: Teachers or educators who have burned out. Often they are placed in positions outside their skills or passion areas. These people work from a position of hopelessness. Fundamentalists: “Me first” versus “we first” team members who care more about their personal outcomes than team goals or aspirations. Maintaining privilege and autonomy is primary to any other organizational goal. Fundamentalists gravitate toward one another to defame, destroy or sabotage those who oppose their individual aspirations. A fundamentalist can be very skilled but if he or she is selfish, this undermines the goals of the entire school.  WDP: How does a leader move forward when he or she is aware of these types of members on his or her team? Dr. Muhammad: You must devote time for change. This includes support and accountability. First, you must make sure your team members have the kind of support it takes to change and improve. Second, once you are convinced proper support is present, you hold members accountable for their behavior.  Then break this down into three questions: Why? Make sure your team understands why collaboration is essential for growth.  Who? Activate the emotional intelligence of others, not just academic intelligence. If your school has lots of leadership turnover, expect your staff will be apprehensive in trusting you. Understand these dynamics and lead with patience. How? Ask what you are investing for the growth of capacity in your teachers. Don’t expect change if you are not properly investing time and resources for growth. Once you’ve answered these questions and you still have resistance, then you have authority to require others to move forward together and have enough courage to make it uncomfortable for those contributing to toxic behaviors. When you do, these resistors either change or they will leave. Believers have an obligation to rally together in standing their ground in expecting others to step up and not show sympathy when others refuse to collaborate. WDP: What reflections do you have personally or professionally in response to the conversations happening in the U.S. and globally about how inequality and racism are affecting our school communities through the lens of your work on school culture? Dr. Muhammad: Calling for fair treatment is not a new fight. A society that promotes equal protection should not be called extraordinary. It is only reasonable that we expect our government shows fairness to all people. As people are fighting for justice, each community must also work for its own self-efficacy. Petitioning government is one part but so is volunteering, fundraising, etc. Self-respecting communities respect themselves first. Frederick Douglas said, “Power concedes nothing without a demand.” This first begins with ourselves. As self-respecting individuals, we can demand respect from others. WDP: Any final words or thoughts, and how can listeners stay connected with you? Dr. Muhammad: COVID-19 has given us all pause to reflect. Don’t waste this moment of introspection. It has made us reevaluate what is important, and it has made us all equal. The same level of compassion we experienced during closure is the same unity we need to bring back to school. Ask yourself how you can make the world better, and take that action.  Let’s Wrap This Up As you think about your own leadership, where do you fit into the categories of Believer, Tweener, Survivor, or Fundamentalist? Identify your own areas of needed growth, and then through that lens, assess the kinds of categories that exist on your school teams. Now It’s Your Turn As Dr. Muhammad suggests, invest the appropriate time and support to build capacity in others. Then commit to the necessary measures to hold others (and yourself) accountable to the mission of reaching all students. If you want to stay connected with Dr. Muhammad’s work and resources, check out his website at www.newfrontier21.com. The post PMP202: Transforming School Cultures with Dr. Anthony Muhammad appeared first on Principal Matters.

On March 17, 2020, many schools across the U.S. began responding to the global pandemic of COVID-19 with school closures. Most school leaders were scrambling to figure out how to keep school communities safe while adjusting to a new norm. Jen Schwanke, Principal of Indian Run Elementary in Dublin, Ohio, was no exception. While her school community swung into action, she put everything else on hold as teachers, students and families transitioned to remote learning. Ironically, this was also the release date of Jen’s newest book, The Principal Re-Boot: 8 Ways to Revitalize Your School Leadership. Recently, Jen and I recorded a podcast episode dedicated to lessons learned during school closures as well as how principals can apply the lessons from her new book to this current crisis. Jen’s New Book In this is episode, we cover several topics, including: Content helpful for re-booting a principals’ careerWhat the pandemic did it for us, to some extentShaking principals out of a rutIdeas on rebranding, revamping instructional leadership, re-envisioning teacher potential, reframing data, revisiting operations, relaxing, rediscovering and reviving ourselvesConnecting common experiencesRelying on others’ experiencesRealizing we can’t do this alone! Handling Crisis Next, Jen shares some great reflections on how principals are not new to crisis. School leaders have been forced to manage many of the following: Social injustice/racismCOVID-19Natural disastersSchool shootingsIllnesses/deaths of staff/studentsAddictionsStudent anxietyFacility IssuesInequities in school fundingTeacher misconductChanges in student disciplineSexual assaultBullyingBudget cutsGRIT developmentTrauma-Informed Strategies Remember the lessons you’ve learned from these many situations as you look forward to what is next… Cycles of Reflection Jen shares how a cycle of reflection can be helpful in three ways: React: In every crisis, we first respond with both appropriate policy and emotion to ensure student safety and well-being.Recover: Afterwards, we debrief and identify areas that need attention, people who need comforting, and practices that may need improvement.Rebuild: Importantly, we must always move forward in growth and with new perspective, hopefully wiser and better able to serve students and school communities. This cycle of learning for leadership is essential if we are going to take care of ourselves and those we serve in whatever happens next. Recovering also means not going back to the way it was. We must allow what we experience to make us stronger. Leading with Equity Finally, Jen and I share personal reflections as school leaders are responding to new calls for eradicating racism and equity. We talk about the importance of loving those who are hurting most in our school communities. Lets’ Wrap This Up As you think about the common lessons you’ve learned in the past several months, allow yourself time to reflect on ways you plan to rebuild. What ways can you help your teachers and students through what lies ahead as you have helped them through other difficult times? You will not do it perfectly, but by keeping their best interest in mind, you can do so with the same commitment that has guided you through other difficult times. Now It’s Your Turn What is one lesson you have learned through the past few months that can make you stronger moving forward? How can you help your teachers and students discover their own strengths through adversity? The post PMP201: Rebooting for the Summer with Jen Schwanke appeared first on Principal Matters.

Now that the dust has settled from distance learning, school leaders are asking: what worked, and what didn’t work? Photo by frank mckenna – Creative Commons No known copyright restrictions https://unsplash.com/@frankiefoto?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit How did you stay connected to people, or what important milestones did you miss? In this week’s podcast episode, Principal Jen Schwanke shares reflections on ways school leaders can look back at lessons during distance or remote learning. Making a list First, Jen talks about ways that leaders can reflect with a two column list: What we lost vs. What we gained. As you look back at lost opportunities like school parties, graduations, and human connection, it is important to acknowledge the loss. This also helps you continue to be real with your students, teachers, and community members while also remembering what others love about your school. At the same time, ask yourself what you gained. Perhaps your list includes: An opportunity to do a new kind of job…A break from discipline and angry conflicts…An increase in gratitude for the small things…A new way to look at challenges/opportunity… Options for next year Then we discuss options principals are considering for next year, differences in state and district guidance. School leaders must consistently ask: What is my role? Remember that one of your responsibilities as a school leader is to value ALL view-points: parents, teachers, students, community members, etc. Ask yourself, who are we trying to please? As always, you must keep asking what is best for students. But also, how does any plan you are considering also affect laws, parents, teachers? Your community members need to know you are not passing judgement on their different levels of response to pandemic restrictions or openings. They need to know you respect all opinions while doing your job to care for all students. Let’s Wrap This Up Finally, Jen shares a new motto she is adopting for the summer and semester ahead: Stop saying, “Yeah, but…” Instead start thinking, “Yes, we can.” Your school community will need someone who is willing to keep leading with optimism and positivity no matter what challenges are still ahead. Now It’s Your Turn Listen to this entire conversation for more perspectives, feedback and ideas on hybrid plans for the months ahead. What are some ideas you would add to the conversation? Email will@williamdparker.com with your feedback, and thanks for doing what matters! The post PMP200: Looking Back at Distance Learning with Jen Schwanke appeared first on Principal Matters.

Last week, my guests William Stubbs, Marlena Gross-Taylor, and Don Parker shared feedback on their personal and professional reflections around equity, racism, and inequalities. Panelists share powerful feedback on equity and racism. See YouTube version here. They each gave suggestions to help you decide how to respond in your own school community. In Part 2 of this discussion, they dive even deeper as they share several strategies, examples, and resources. Meet the Panelists: Marlena Gross-Taylor is the founder of Edugladiators.com, and provides education consulting and publishing services across the U.S. She serves as the Chief Academic Officer for Douglas County School District in Denver. William Stubbs is the Middle School Managing Director at UpLift Education in Dallas, Texas. He is a former Instructional Leadership Director, K-12 Principal, Dean of Students and Upper School Literature Teacher. He is also a co-moderator for the Twitter chat #BMEsTalk, each Tuesday night at 8PM Central Standard Time. Dr. Don Parker is a highly sought-after speaker and professional development provider. He is the principal of Posen Intermediate School in Posen, Illinois, just outside of Chicago. He is also the author of the new book, Building Bridges: Engaging Students at Risk Through the Power of Relationships with Solution Tree Press.  Discussions on Equity and Racism In this episode, we discuss three additional questions with summary responses below: What advice would you give to school leaders who are trying to reconcile the tension of leading as “neutral authority” while also leading with courage? William: Leadership is not for the faint at heart. Your core values and mission must align with calling out injustice and inequities when you see them. First, make sure of your own awareness of implicit bias and power structures. Being prepared begins with being a learner yourself. Your public and private beliefs and practices must align. That begins with family and friendships. When you’re having these discussions there first, you’ve exercised the muscles you’ll need for leading public conversations. Next, create safe places by relying on others who are experts in social justice discussions. Marlena: First, let’s call a spade a spade. Most leaders try to lead through appeasement. But compromising on your values means losing who you really are. There is no space to be neutral when it comes to racism and inequality. Be strong enough to say where you stand. Doing what is right for students always places you on the right side of a conversation. Make sure you are educating yourself in the literature and research. But this also includes having a leadership coach who can help you navigate organizational and situational roadmaps. Don: Being a leader is tough and having these conversations is challenging. Without challenge there is no change. Comfort and growth do not live in the same space. Yes, teachers have initiative fatigue, but cultural competency is not going away. We must guide others into these discussions by building trusting relationships. Once you have trust, guide them through inquiry. Use surveys, guided discussions, and help them discover these truths on their own through helping them reflect and grow. School leaders may be asking ‘how should I be responding’ to my students and community in the weeks and months ahead?’ What other suggestions or resources would you point them to? Marlena: Yes, we feel the pressure to respond. First, think about your feelings, why you’re feeling that way, and fill in the gaps by reaching out to leaders you trust to process what you’re feeling before sharing with others. Second, reach out to someone who can help you lead conversations so you don’t create more harm. Third, simply reach out to your staff and students, and relay your re-commitment to equity. Make sure you ask others how they are feeling, and then just listen. Don: First, ask others what they are feeling in one word. Then ask, why are you feeling that way? Explain you are creating a safe place and a shared space for finding ways to make this better together. Give others the right not to speak if that’s what they choose. Students must have the space to express themselves in a respectful way that leads to change and shared understanding. William: Be clear to name what you are talking about. In this case, it is violence and racism. Using Socratic Seminars provides a constructive ways to talk specifically about any issue. First, take your staff through the productive struggles, misconceptions and the core of understanding an activity that leads them through guided discussions. Once this has been modeled for staff, then your staff will be better equipped for facilitating these conversations with students. Use primary documents as the basis for leading conversations by bringing the facts, not opinions, to the table. Practice caution with your protocols so you have the right balance. What final thoughts do you want to share with other leaders and what resource(s) might you recommend? Marlena: My thoughts are not final because this is a conversation that must continue. Do more than just like, re-Tweet, or share a post about racism and inequity. Your way will look different from someone else, but this is a human rights issue. When the rights of blacks are diminished, the rights of everyone are diminished. Even after we find a vaccine for COVID, we cannot continue to see black people being killed. Participate in #edugladiators on Saturdays at 8AM Central Time via Twitter for ongoing conversations. Read White Fragility by Robin DiAngelo, this should be required reading for educators. Don: We have to be a role model for what we want to see in others. Think globally, act locally. The smallest deeds is greater than the grandest intention. Begin conversations at your local library. Let others share their feelings and experiences. If we are all taking small steps in the right direction, we can eventually affect great change. Don’t be afraid to speak up and speak out. Right is right. Stand up unapologetically. I recommend resources from the PUSH organization in Chicago. An injustice to one of us is an injustice to all of us. William: Think of the learner-lens and the leader-lens. You don’t switch to leading until you first understand the learner. Be genuine and authentic. Education is social justice. When we do it right, we are doing the work. Master your craft as an educator and then affect or change systemic problems as you see them. Connect with practitioners so you are learning from others actually do the work. They will provide a sounding board you will need for the work you are doing. New York City Leadership Academy and University of Washington Center for Educational Leadership. Both have helpful resources around equity. Also, check out the collaborative document on racism and understanding white supremacy via this doc. Now It’s Your Turn As you think about your own personal and professional responses to issues on equity and racism, reach out to others you trust for reflection and understanding. Keep in mind the importance of understanding issues from the lens of students before translating them as a leader. And keep learning by relying on good resources and educators who can provide real-life guidance and feedback along the way. The post PMP199: Panel Discussion on Equity & Racism, Part 2 appeared first on Principal Matters.

No community has been immune to conversations surrounding equity, racism, and inequalities. Panelists share reflections and ideas for school leaders. Go here for a video version via YouTube. As Marlena Gross-Taylor, one of the guests on this week’s podcast episode explains, these conversations have been going on for at least four hundred years. It seems this time, however, communities have reached a tipping point – with vast majorities of Americans expressing outrage, grief, and demanding change. How should school leaders be responding? What conversations, resources, and reflections can help you navigate these important conversations in whatever kind of community you serve – whether that is urban, suburban or rural? This week my guests, William Stubbs, Don Parker, and Marlena-Gross Taylor take time to provide powerful reflections, suggestions, and advice. Listen-in as they explain perspectives from their own personal responses as well as professional guidance. Meet the Panelists: Marlena Gross-Taylor is a dedicated and successful EdLeader with a proven track record of improving educational and operational performance. In addition to education consulting, she serves as the Chief Academic Officer for Douglas County School District in Denver. Originally from southern Louisiana, Marlena’s educational experience spans several states allowing her to have served K-12 students in both rural and urban districts. She has previously served as a Director of Secondary Schools, and has been recognized as a middle school master teacher and innovative administrator at the elementary, middle, and high school levels. She is a proud Louisiana State University alumnus and the founder of Edugladiators.com, that provides education consulting and publishing services across the U.S. William Stubbs is the Middle School Managing Director at UpLift Education in Dallas, Texas. He is a former Instructional Leadership Director, K-12 Principal, Dean of Students and Upper School Literature Teacher. William holds an M.S.A. from the University of North Carolina, Chapel Hill, and a B.A. in English from Shaw University. He is also a co-moderator for the Twitter chat #BMEsTalk, each Tuesday night at 8PM Central Standard Time, where educators from across the U.S. share ideas, research, and feedback on ways to encourage positive outcomes. Dr. Don Parker is a highly sought-after speaker and professional development provider. He is the principal of Posen Intermediate School in Posen, Illinois, just outside of Chicago. Previously, he was the principal of Lincoln Avenue School, a K–8 school in Dolton, Illinois, where he improved the culture, implemented a resilience program, managed the implementation of restorative justice, and increased attendance and student achievement.  He is also the author of the new book, Building Bridges: Engaging Students at Risk Through the Power of Relationships with Solution Tree Press.  Question #1: As you observe what is happening right around the world and in your own communities, what have been your thoughts and reflections both personally and professionally? Marlena: The struggles of growing up in southern Louisiana are explored in a recent blog-post, Never Dim Your Light. Recent events have brought range of emotions, including sadness and grief. “Overwhelming” is one word to describe the personal grief as well as the gratitude of having others carrying these burdens together. William: It is important to check in on friends as each person reflects with a range of emotions. Right now there is a feeling of spiritual brokenness that this is happening again. At the same time, it is encouraging that other marginalized communities are also standing together. Don: Actually watching the death of George Floyd has brought emotions like anger, sadness, and sickness. Now we are wondering if protests will be what it finally takes to force a change. While it is disturbing to also see rioting, the growing response of peaceful protests may finally cause lawmakers and the general public to really listen. Question #2: What thoughts do you have for education leaders among various demographic groups for guiding their school communities through helpful conversations on equity and social justice? Don:   It’s important that education leaders know how to talk to students and staff. Think about the use of “peace circles” to guide safe conversations. Consider attending an upcoming free workshop for school leaders called The Cultural Competencies Hour of Power, including how to help students feel “Accepted, Affirmed and Appreciated” in our schools. Email dr.donparker@comcast.net for more information. William: First, school leaders need to know what conversation they are having. Identify what you are talking about. If this is the first time you are talking about equity and racism, admit if you need help. Reach out to others who are skilled in leading these conversations or become the first learner, including looking at your school data and doing staff book studies. One resource that may be helpful in guiding your own learning is a compilation of books, documentaries and categories that can be found here. Marlena: If you haven’t engaged in this level of work or in these kinds of conversations on equity and race, you should bring in someone who has. It is important for predominately white communities to better understand black communities without judgement. If you are uncomfortable leading these conversations, bring in others who can lead these conversations with confidence and sensitivity. If you’d like to reach out to Marlena for more information on her presentations, go here. Let’s Wrap This Up Please listen to the entire episode for wisdom, guidance, and reflection. Also, at the end of the recording, we keep the microphone open for several more minutes as each guest shares their own personal experiences in the past few weeks. Now It’s Your Turn How can you take advantage of being the “first-learner” in your own school community? What book-study or blog-post can you share with others to begin discussions on equity, cultural competency and racism? What is one question where you still more guidance? Next week, we will explore more questions in Part 2 of this important conversation! The post PMP198: Panel Discussion on Equity and Racism, Part 1 appeared first on Principal Matters.

Starting a new school year is like preparing for a marathon. Photo by Nadine Shaabana – Creative Commons No known copyright restrictions https://unsplash.com/@nadineshaabana?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit The journey begins with training long before the race begins. And once the race starts, you need a lot of endurance for the road ahead. School leadership is the same. As you enter summer, the ways you “condition” in the weeks ahead may help set the pace for the year ahead. A couple of weeks ago, I was contacted by a listener, D.J. Klein, from Jackson, Mississippi. He had just accepted his first position as an Assistant Principal and emailed me the following (that I’m sharing with permission): May 20, 2020: Good evening Mr. Parker, I hope all is well. I started listening to your podcast about a year ago and just wanted to say thank you for all of your hard work and insight. I wanted to reach out to you to ask your advice. I am about to start my first full time administrative role as an assistant principal at a local high school. I was wondering if you have any resources or tips for my first year? I have started Jen Schwanke’s book “You’re the Principal [Now What?]…,” and it has been great so far. Thank you in advance! When I reached back to D.J. to share ideas, I asked him if I could record our conversation to share with other potentially new administrators. For the next 35 minutes, we talked through several ideas that may be helpful for you or someone you know who is stepping into his or her first year as an assistant principal: Book recommendations First I shared a few book suggestions. Although I haven’t read the newest book by Principal Kafele, I’m hearing great things about it. The Assistant Principal 50: Critical Questions for Meaningful Leadership and Professional Growth by Baruti K. Kafele is a popular read among many new assistant principals I follow online. And based on the feedback I’m hearing, you should also check out his free weekly virtual meetings discussing the book. I also sent D.J. a complimentary copy of my book, Principal Matters (Updated & Expanded): The Motivation, Action, Courage and Teamwork Needed for School Leaders 2nd Edition by William D. Parker, with new school leaders. Although I cannot give it away to everyone, I like sharing it with many of the principals I coach. I began this book as I was finishing my ninth year as an assistant principal and was stepping into my first year as a high school principal. It’s a practical reflection on the meaning behind leadership plus practical how-to lessons. In addition, here are two non-education reads that may help you re-think approaches to organizational leadership: Good to Great : Why Some Companies Make the Leap… and Others Don’t  by James C. Collins is a study of the common traits among highly successful leaders – what they focused to lead successful organization and what they did not allow to distract them. EntreLeadership: A Step-by-Step Guide for Leading Your Business to Success by Dave Ramsey is another book I found helpful. This book looks at how to organize a team of professionals in reaching shared goals. The applications to school leadership helped me develop my first “KRA’s”, or Key Results Areas, with my teams. 10 Tips for Your First Year as an Assistant Principal Finally, I shared with D.J. ten ideas to keep in mind the first year as an Assistant Principal. I unpack them in this podcast episode with follow-up to several questions for D.J. afterwards, but here’s the short summary: Discover the vision and values of your head principal and consider how you can support him or her.Figure out the administrative structural divisions and expectations. In other words, know your job description.Be friendly and introduce yourself to everyone: Everyone means teachers, parents, community groups, custodians, bus drivers, paraprofessionals, counselors, nurses, upper admin, and of course, students.Listen a lot. Speak little at first (except to be friendly and courteous). This way you learn to know the lay of the land.Expect the best but guard your trust until you know who is trustworthy.Understand and follow your school policies. Your student handbook should reflect district policies. Be familiar with both, and make your handbook your new Bible.Follow those policies and procedures consistently, fairly, and firmly. Until you’ve learned the full context of your climate and culture, it’s best to avoid gray areas. If unsure, ask a trusted, experienced admin.Schedule the entire year in advance with priority tasks. Whether you chunk your calendar with observations/evaluation meetings, team meetings, or student activities, plan ahead. This way what is important remains a priority around which you can manage your other urgent to-do’s.Commit to personal self-care habits now and continue them even when you’re so overwhelmed you don’t think you have time to exercise, eat or sleep.Give yourself lots of grace! This first year is the hardest as every “first-year” is. Ask yourself what you’ve done during other new seasons to find your groove, and take similar steps in this one. Take one step at a time, don’t expect to finish your race in a sprint. It is a marathon. Let’s Wrap This Up In our conversation, D.J. mentions when I was named Oklahoma’s Assistant Principal of the year in 2012. As grateful as I was to receive the state award from the National Association of Secondary Principals, I was also aware of something more important: Enjoying your work as an assistant principal only happens when you take time to appreciate others, relish the small moments, and recognize the importance of the journey and people that will shape you along the way. As hard as any new position may be, let me encourage you to make the most of small moments and celebrate wins as they come. Learn from times you make mistakes. And keep growing – just like you did before you stepped into this new position. That cycle of reflection, growth, and application is what helped you grow to this point, and it will help you grow into any position ahead. And one more thing: Pass those lessons along to others because we are not alone in this important journey of education. Now It’s Your Turn Maybe you know someone who is taking their first position in school administration as an assistant principal or otherwise. Or maybe this will be your first year. If you could add to the list above, what other books or tip(s) would you provide? What questions do you still have? Reach back in the comments or email me at will@williamdparker.com. Think about another leader who may benefit from these takeaways, and share this post and episode with someone. Thanks again for doing what matters! The post PMP197: 10 Tips for New Assistant Principals appeared first on Principal Matters.

Even in uncertain times, it is good to remember that positive ideas can come from even the most difficult situations. Photo by Júnior Ferreira – Creative Commons No known copyright restrictions https://unsplash.com/@juniorferreir_?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Juan David Campolargo, a seventeen-year-old high school student from Chicago, is no stranger to difficulty. Immigranting to the U.S. from Venezuela at age 14, he began to learn English for the first time, and over the past three years, he has become fluent in four languages, written his first book, and is preparing for college. Meet Juan David Campolargo Juan David Campolargo published his first book, Generation Optimism: How To Create The Next Generation of Doers and Dreamers, in December 2019. He was compelled to share his own story after reading an article about how Gen-Z students and millennials are generally described as pessimistic.  Based on his own story of overcoming the tragic murder of his father, he says, “The world will always have difficulties, adversities, and challenges that have never existed before. With all the negativity and pessimism, we may not be able to solve them. Unless we proactively create and encourage more people to be optimistic…we will never solve them.” When he’s not writing books,  he’s playing soccer, running, volunteering at the Museum of Science and Industry, or learning about science at America’s particle physics and accelerator laboratory. When Juan David reached out to me by email about his new book, I reached back with an invitation to be a guest on this week’s podcast to share about: How students like Juan can learn to turn difficulties into opportunities. What school closures have been like for him and other students, and the benefits of project-based learning.Ways schools could better serve students by finding and encouraging them to purse learning through their own interests. Reminders to educators that their positive or negative influences have exponential affects on the lives of students. Let’s Wrap This Up Another favorite quote of Juan David’s is: “A smart person learns from their own mistakes, but a wise person learns from other people’s mistakes.” Talking to him is a great reminder why we can all be optimistic about this generation of students. As you wrap up this semester of school, be encouraged that students like Juan David are still eager to make the most of difficult situations. Now It’s Your Turn You can find out more about him or check out his weekly newsletter at his website here. What students do you know who may benefit from hearing a student’s story of overcoming adversity? Check out his TedxTalk here and share it with others! The post PMP196: Generation Optimism with Juan David Campolargo appeared first on Principal Matters.

During school closures and remote learning, maintaining connection with students has been an enormous puzzle to solve. Photo by kenteegardin – Creative Commons Attribution-ShareAlike License  https://www.flickr.com/photos/26373139@N08 When 8th grade teacher Jena Nelson, from Deer Creek Middle School in Edmond, Oklahoma, switched to online delivery, she looked at this new difficulty as a new opportunity. Digging into her arsenal of costumes from her previous years as a drama and theater teacher, she decided that her students would have a surprise guest every day when they logged in for her composition lessons. These characters included a duchess, judge, detective, viking, and more. Meet Jena Nelson Jena Nelson is the 2020 Oklahoma State Teacher of the Year. She teaches 8th-grade composition and academic enhancement at Deer Creek Middle School in Edmond, Oklahoma. Jena is a 15-year educator and formerly taught theatre, musical theatre, and stagecraft.   A long time advocate for career-based curriculum, Jena has helped her students earn over 4 million dollars in scholarships and incorporates career readiness in all of her classes.  She has been selected twice to direct at the prestigious Edinburgh Fringe Festival in Scotland and Jena was also chosen as a presenter at  International Music Festival in Campina Grande Brazil. This year she was selected by Congresswoman Kendra Horn to attend the State of the Union Address in Washington, D.C.   Exploring Ways to Stay Connected In this week’s podcast episode, Jena discusses several topics that will inspire your own service as an educator, including: Lessons in distance instruction from a teacher’s perspective, and words of encouragement for all educators facing similar challenges.Examples of engagement in the normal classroom settings and how those ideas transfer to distance learning.Why education is an inspiring career, and why Jena left performing arts to become a teacher.The power of a trusting relationship to save a child from traumatic childhood and place her on the path to graduation.How the partnership of relationship-oriented principals and teachers can create schools families. Let’s Wrap This Up As the fall semester begins, Jena Nelson will have the opportunity to travel her state as an advocate for Oklahoma teachers. She is thrilled to start her “revolution of morale” as she represents the profession she loves. But until then, she recognizes what sacrifices teachers, students and families have all made to finish out the school year. Staying connected has not been easy, but every effort to cultivate relationships has been worth it as everyone realizes the value of doing school. Now It’s Your Turn What ways can you encourage your teachers to give themselves a pat-on-the-back for rallying together in such difficult times? What ideas from distance learning do you plan to embed into your school practices even after anticipated returns to school next semester? If you’d like to follow Jena Nelson on Twitter, you can find her at her handle @oktoy2020. The post PMP195: Instruction from a Distance with Jena Nelson appeared first on Principal Matters.

School leaders share a common bond – whether you lead in an urban, suburban or rural setting. Photo by ChrisGoldNY – Creative Commons Attribution-NonCommercial License  https://www.flickr.com/photos/34325628@N05 During the last two months, I’ve also been thinking a lot about another common bond all school leaders now share: caring and serving from a distance. Whether your school is public, charter, or private – you wear many hats, including guiding instruction, ensuring school safety, or communicating with your community members. Although stories vary across the nation and world in managing closures and remote learning, many principals also have learned how to respond to students whose families have lost grandparents to COVID-19, parents who are sick, and students who are hospitalized.  Meet Patrick McLaughlin Principal Patrick McLaughlin This week I had the privilege of interviewing Mr. Patrick McLaughlin. He is Principal of St. Francis Preparatory School, the largest, private, Catholic High School in the country. Located in Queens, New York, his school community has been at the epicenter of New York’s battle with COVID-19. For some perspective, at the date of this recording, May 8, 2020, the U.S. had seen 1,248,040 cases of COVID-19 with 75,477 deaths. New York state alone has suffered 321,962 cases with 26,120 deaths. That means Patrick’s state has experienced almost 21% of the deaths that have occurred across the U.S.  Patrick is a frequent listener of the Principals Matters podcast, and two weeks ago, he sent me this email I’ve reprinted in part here with his permission: “So many of our people have experienced death, illness, trauma and heartache here in New York… I have been doing videos to our school community once or twice a week. In between I send them written updates. Communication is such an important tool for us right now and I try to make both upbeat and informative. I am actually running out of spaces in my house to shoot the videos from. One was actually from my laundry room. My parents and students and faculty are very appreciative of all the times I have reached out to them. Communication is huge!” I was touched by his email and reached back to him. Later we set up a time to share a conversation about the lessons he’s learning during distance learning. Patrick has been fortunate to have spent his entire career in the same school, first as a student, teacher, coach, department chairperson, assistant principal and now principal. St. Francis Preparatory School is a highly diverse school in a highly diverse community. In this week’s episode, he shares how his school has learned to come together through diversity. He also explains ways his students serve and work together with students from their neighborhood public elementary school. Throughout this episode Patrick also explains: How COVID-19 cases have touched his school community and his own familyWhat steps he and his team members have taken to stay connected and communicate with students and famililes during school closuresLessons he is learning that may help other principals trying to stay connnected to their own studentsAdvice he has for principals who may be facing similar scenarios in the weeks or months aheadLessons in grace he is learning to show himself and his teachers in these new ways of doing schoolThe dreams he has for the future when students and teachers can one day reconnect and be together Now It’s Your Turn I hope you will listen to the entire show for great takeaways from Patrick’s experience. As you continue serving your school community this week, be encouraged that your students, teachers and parents recognize the value of relationships now more than ever. What ways can you continue reaching out, connecting and communicating with them? Even as you lead from a distance, what’s one step you can take today to give grace to yourself and others? The post PMP194: Lessons from Leading in New York with Principal Patrick McLaughlin appeared first on Principal Matters.

I don’t know about you, but it seems like every waking hour has been spent adjusting to a new normal, and the idea of relaxing almost seems unkind when you think of all the sacrifices people are making during times like this. Photo by Tadas Mikuckis – Creative Commons No known copyright restrictions https://unsplash.com/@tadasmikuckis?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit In Oklahoma, school leaders have been managing distance learning for more than a month now. I know it’s the same wherever you are. School leaders are wrapping up their semesters this month or next. Many are still unsure what the summer will bring. Some states are lifting restrictions on social distancing while others are still responding to rising counts of hospitalizations or deaths. During times like this, it’s hard to keep perspective. Most days I find myself pulled between two extremes… On the one hand, the quiet and solitude of working from home means less travel, more walks in my neighborhood, and more time to practice music – one of my past times. On the other hand, I find myself fretting over a crippled economy, knowing that budget failures in states across the nation will equal fewer dollars for schools on tough times ahead. Staying Focused on What You Can Control When I hit this crossroads in my own mind, I have to remind myself of two truths: One, it’s important to understand possibilities, data, and projections so that you are aware of what may be ahead of you.  Two, it’s important to remember what you can control and what you cannot. Although you are able to affect the moment you are in, you have very little control of what will happen in the future. Having said all that, I just want to remind you that what you’re doing today still matters. As Jen Schwanke shared in one of our previous episodes, be careful not to spend so much emotional energy on what may happen in the future that you miss out on the needs of today.  Your students, teachers, and community members still need you in the present to reach out, stay connected, and provide necessary supports. Taking an Emotional Break But leading from a distance can also be tiresome. And this week I have been growing a little weary talking about uncertainties. In some ways, conversations on COVID-19 become circular – like the 24-hour media stations that keep rehashing the same themes over and over again, looking for new spins on the same stories. It’s not that the news is not important. It is. But sometimes you just need a break from it.  That’s why I decided today to take a break from COVID-19 in the rest of this post. In what follows, I’m going to talk about something absolutely disconnected from COVID-19 or even school leadership.  Instead I’m going to share with you some samples of music recordings I’ve been creating the past couple of weeks.  Free Resources for School Leaders Now, the last thing I want to do is become the strange uncle you wish you had not invited to dinner because he wants to show you every photo from his last vacation. So if you don’t want to hear anything about my music, you can stop reading (or listening) right now!  In the meantime, please check out the nearly 200 other free podcast episodes on school leadership at williamdparker.com, or find Principal Matters Podcast on iTunes or wherever you download your favorite podcasts. We’re almost to 400,000 downloads at present, so share them with others, and let’s reach that next milestone. Thanks for doing what matters, and I’ll talk to you again soon.  A Little Background… For those of you who are still around, here’s a little background for you. I have an electronic piano that connects to my laptop where I can sit and record while I play songs. Recently, I’ve been going through our church hymnal and picking out old ones I’ve been singing since I was a child.  I grew up in West Tennessee and spent most of my adult life in Oklahoma. Both states have deep traditions rooted in church and hymnody. Although many modern churches only sing new songs, which I sometimes enjoy, traditional hymns still speak to me in ways that modern songs often do not. I do not read music, and I am not a formally trained musician, which is obvious when you hear me play. And these are not polished, edited studio recordings. I just love to play music on my piano and guitar. And I normally I try to play songs the way I hear them in my own mind.   My Music Break So, if you listen to rest of this week’s podcast episode, I hope you’ll enjoy these old classics I play on the keys. They include: Be Still My SoulHis Eye Is on the SparrowI Need Thee Every HourHow Great Thou ArtIt Is Well with My SoulJust as I Am By the way, if you’d like to hear some other songs I put together on guitar while singing during these weeks of social distancing, I have another set I posted on YouTube – all by one of my favorite hymnodists, Fanny Crosby. Check them out here! Now It’s Your Turn I hope you enjoy listening to these songs as much as I enjoyed playing them. If they are encouragement to you, pass them along to others.  In the meantime, I hope you’ll take a small break this week from whatever has kept you busy to just do something you enjoy. You need to keep your emotional batteries charged if you’re going to lead an inspire others. Thanks for taking a break with me. And until next time, thanks for doing what matters! The post PMP193: Taking a Music Break from COVID-19 appeared first on Principal Matters.