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

When storms roll across my home state of Oklahoma, residents here have a few common reactions. Clouds over Owasso, Oklahoma, April 28, 2020 by William D. Parker First, we listen to the weather station. Oklahoma has the best storm-tracking radar systems in the world. Second, we check our storm closets or shelters to make sure we have a good place to hide if severe weather turns to tornado warnings. Third, we step outside to look at the clouds – an Oklahoma tradition that surprised me when I first moved here, but I now I’m like everyone else. Finally, we take shelter at the appropriate time, and when the storms pass, we go back outside to look for cool cloud formations or rainbows. The photo above is one I took after a recent storm. The colors and clouds were so stunning! As I think about my state’s storm season, I’m reminded that we also have school traditions this time of year. This season normally includes field trips, baseball games, soccer matches, proms and graduation ceremonies. But this spring 2020 none of those traditions are common. The COVID-19 pandemic has left us with a storm of changes for which we had not prepared any common practices. In this week’s podcast episode, Principal Jen Schwanke and I continue a conversation about leading from a distance. We discuss what it’s like to be a school leader in a time where norms seem to be constantly changing. Here’s a summary of topics we cover together: What are you doing for self-care? Starting something new is always hard. Jen explains how caring for horse reminds her that when things get difficult, you pull her up, adjust, and start over. As you are managing school and your own self care during these closures, take time to stop, adjust and start over as needed. How are you helping teachers adjust? Just as you have had to adjust to a new normal, your teachers (especially those with small children or dependent loved ones) have an especially difficult task. So give them permission to be flexible and be okay with what is possible, not what is perfect. Right now the mental health of your staff and students supersedes their academic progress. At the same time, there are lots of resources to support your teachers in preparing and creating diversified, differentiated instruction. Give yourself and others plenty of grace. Just like you are helping others accept a new norm, stop trying to everything perfectly. Find what works for your situation, talents, gifts and resources available, and do what works for you! When working with your community, show them grace too. Ask parents what works for them. Keep expectations fluid and rubrics flexible. It’s not the student’s fault this is happening. So this cannot be punitive. What about the gaps in learning? Stressing about the gaps is not giving your students or teachers enough credit for their resilience and ability to still learn. Let go of what you can’t control. Instead of worrying about what is next, focus your energy on what is happening now. Yes, you have to plan ahead as a leader, and you will face learning gaps when the time is appropriate. But don’t underestimate the abilities of your teachers to remediate and students to catch up when we again have the opportunity for face-to-face instruction. Let’s Wrap This Up Last night as I stood in my neighborhood watching storm clouds pass overheard, I was not in control of the raging winds and weather patterns. We took shelter at the appropriate times, and we observed with wonder the awe and beauty of nature after the storms had passed. As you continue leading from a distance during school closures, keep in mind what you can control and what you cannot. Keep inspiring others by taking of yourself, give others plenty of grace, don’t fret over the gaps in learning you cannot currently change, and trust your teammates. In time, we will return to some sense of calm after the storm. Now It’s Your Turn What is one way you can remind your teachers that you value and appreciate them while allowing for flexibility in their own performance from a distance? As we look at Teacher Appreciation Week beginning May 4, what is a creative way you can encourage your teachers to keep their self-care a priority while serving others? The post PMP192: Leading from a Distance, Part 2 with Jen Schwanke appeared first on Principal Matters.

If you’re like me, you’re probably still adjusting to a new normal. Photo by Andrew Neel – Creative Commons No known copyright restrictions https://unsplash.com/@andrewtneel?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Each morning I still wake up, walk the dog, or go for a run around the neighborhood. I login to my email and check my calendar for the series of meetings via Zoom or Google Meets. But life still doesn’t feel normal yet. School has always been a place marked by milestones. Normally, high school students would be celebrating prom and looking toward graduation ceremonies. Elementary students would be enjoying Spring field trips. Leading those same students from a distance is not the kind of “normal” anyone expected when this school year began. And like you, I’m still trying predict what’s next. I’m also curious what it has been like for you to lead from a distance? A Chat with Jen Schwanke In this week’s podcast episode, I had a chance to catch-up with Jen Schwanke, Principal of Indian Run Elementary, and the author of the books, You’re the Principal! Now What? Strategies and Solutions for New School Leaders and The Principal Re-Boot: 8 Ways to Revitalize Your School Leadership. We spent time reflecting on what it is like to lead from a distance, including challenges, encouragements, and ideas for staying connected.  Here is a quick summary of our conversation that may resonate with your own experiences: 5 Challenges with Distance Leading The falling price of oil and spiraling economy will mean difficult choices for state governments, which in turn means schools, in months ahead. How do we stay positive even when anticipating more difficult times?Distance learning has taken away what most students love about school but left them many with what they hate most about it. How do we still encourage them?Educators are grappling with the reality of what it’s like to be given a completely different job for fourth months. Are we giving them the credit and grace they deserve?Schools are presently unable to be on the front-lines of protecting student well-being. What can we still be doing to reach out to those most in need?Communities are relying on food services and facing technology inequities – we’ve taken the lid off of essential supports schools provides. How can we advocate for those services to continue for all students? 5 Encouragements in Distance Leading Educators have done amazing work delivering services in a very short time frame. We should be celebrating them.Teachers are shining with their professionalism during distance learning, especially when leaders choose not to micro-manage.  Let’s remind our teachers they are still the most valuable asset for student learning.Teachers must be trusted, and this time is no different. Yes, accountability still matters but leaders must show trust if you expect trust. Look at your students and what they need, and let that be your focus in leading. When unsure what to do next, keep that focus in mind.Do not compare your remote learning to someone else. Do what works for your school community and fits your strengths and abilities. 5 Ideas for Staying Connected with Students Stay away from assumptions of why kids may not be connected. Every student and family is facing unique and different challenges and situations.Give grace now more than ever and assume the best. People need encouragement in situations beyond their own control.Use technology that works for you. Whether that’s Google Meets, Pen pals, Flip Grids, Pair Deck – find ways for students to shine.Think ahead, but don’t fret over what is next. If we live in the ‘what-if’s” too much, we may burn up the emotional energy that is best used right now in serving people in the moment.Communicate frequently with your school community in whatever forum works best for them. Let’s Wrap This Up Jen wraps up this episode with a story from her dad who remembered growing up during the U.S. polio outbreak. He reminded her that although the outbreak brought our nation to its knees, we recovered and grew stronger again. I hope you’ll listen to the entire podcast episode for that story and more takeaways! Now It’s Your Turn This week as you lead from a distance, remember to show gratitude. Promise to not overdo it, so you have the emotional energy to encourage others. Do not compete with what you see other leaders doing. And do what YOUR students and teachers need by being yourself! Thanks again for doing what matters! Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP191: Reflections on Leading from a Distance appeared first on Principal Matters.

This morning I was running a three-mile track around my neighborhood. Photo by Tikkho Maciel – Creative Commons No known copyright restrictions https://unsplash.com/@tikkho?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit As I passed the houses and occasional drivers, I felt a sudden kinship to my neighbors I’m not sure I’ve felt before. We don’t just share the same zip-code; we now share a common experience. And this experience spreads beyond our cities and states. We share a common bond across the entire world. If you think about it, we have only been in this distance learning journey a relatively short time. But it doesn’t feel that way. The first case of COVID-19 worldwide was reported in January. But none of us had any idea what would happen in the ensuing weeks. By early March, U.S. cases had been reported. Washington state was the first to close schools. And as the virus spread into a pandemic, U.S. schools across the nation responded with closures and implementation of distance learning.  In my own state of Oklahoma, March 25 marked the announcement from our Oklahoma State Department of Education that schools would close the rest of the year with distance learning plans beginning April 6. As I write this post on April 10, 2020, my family and I are in our fourth week of safer-at-home activity. And my children are finishing their first week of full-time distance learning lessons from their school.  Just as we all share a common bond with one another worldwide, as leaders, we also share common lessons during these times. When schools began closing and making plans for distance learning, my calendar quickly filled with Zoom meetings and phone calls from other leaders. As executive director for the Oklahoma Association of Secondary School Principals (an affiliate of the Cooperative Council for Oklahoma School Administration), I have had a front-row seat with leaders across my state.  I also coordinate with other state leaders through NASSP, the National Association of Secondary School Principals. And as a Solution Tree author and speaker, I also have colleagues across the nation and internationally with whom I collaborate. What lessons am I seeing from leaders during these uncertain times? Here are a five: 1. Relationships still matter now as much as ever. For principals with small and large school populations, I’m hearing the same feedback: Reach out to your people. Make sure they know you care about them and their safety and well-being. Above all else, assure your teachers, staff and students that you care and want to be available to help however you can.  Chris Legleiter, Principal of Leawood Middle School, Blue Valley Schools, just outside Kansas City, Missouri, talked to me by Zoom and said, “I’ll be honest that is the hardest thing I think for most educators. We are all about relationships, and it took me a few days to really understand those relationships are still there. Now it is all about understanding how do I adjust to still connect with people.” He explained more, “As the building leader, I have used videos as one way to connect.  I spent some time calling families one-on-one by phone. You can still write a note and mail it to someone’s residence. I think connecting relationships are still important, but I think that looks so different now in the virtual world. That’s what I’m trying to stay focused on what I cando, not what I can’t do.” 2. It still takes a team! Don’t carry the burden alone. Just like a great school functions during normal times, you cannot accomplish your goals without a strong team. Ask for help and reach out to others when you need feedback. Utilize your teachers and staff for reaching students. Many elementary leaders I talk to are reaching students by using classroom teachers to connect and support students at home. At the secondary level, many principals I know are dividing up their students among PLC teams or Teacher Advisory Teams so that every student is being regularly contacted and supported.  Principal Chris LeGrande, at Guthrie High School, outside of Oklahoma City told me when closures were first announced, he and his two assistant principals divided up the phone numbers of every teacher and staff member in the building. They reached out to them by phone to hear their concerns and assure them of their support. Now that they have transitioned to distance learning, the same conversations happen among teachers and the more than 1,000 high school students in his building.   “I would say the best thing or the most exciting thing to me is the fact that we have required our teachers to reach out to their students to make contact and communicate with all of them,” Mr. LeGrande explained. “I think the overall theme is the fact that the kids just miss school and being around their friends,” he said. Terrence Simmons, an Assistant Principal at Floyd Elementary, in Nye County, Nevada, told me how they responded as a team. They launched distance learning for their students in three days, and the district website became a resource for parents wanting guidance and digital tools.   Mr. Simmons explained one of their strategies for reaching families. “We are actually having our teachers call six students per day to check in with the students,” he said. “Teachers have also set up work hours to be accessible to our parents by phone just to make sure that there’s good communication happening.” Nye County educators reached out to every parent to determine distance learning options, which include both online services for those with access and lesson packets for those without digital access. 3. Be creative and innovative in reaching goals. Whether it is keeping up with others through shared Google Docs or managing your own day by sharing calendars with your team, set a schedule for yourself and others that makes sense.  At Glenpool High School, outside of Tulsa, Oklahoma, Principal Kim Coody, batches all Zoom team meetings into one day each week. That way she commits an entire day to touching base with all her teachers and teams. The rest of the week she can focus on the individual outreach and additional planning needed. At the same time, Ms. Coody and her staff have found creative ways to stay connected with students by publishing school announcementsto social media with a traditional moment-of-silence, flag salute, and updates to students.  Schools are also finding creative ways to honor seniors with virtual meet-ups or live-streamed celebrations.  Although graduation ceremonies have been postponed at her school, LaDonna Chancellor, Principal of Bartlesville High School, Bartlesville, Oklahoma, is still finding ways to highlight seniors. This Friday night, April 10, the high school stadium lightsare being turned on throughout the evening as a beacon for the small town and a reminder that the school recognizes and celebrates their senior class.  Whether you use social media, phone calls, drive-by visits for distance-waving, or group Zoom or Google Meet-ups with your school community, be creative in the ways you are reaching and staying connected with others. 4. Think ahead and plan for what may be next. Dr. Don Parker, Principal of Posen Intermediate School in Posen-Robbins School District, outside of Chicago, Illinois,described how his school already had plans in place in case of closures for bad weather.   “We were fortunate enough that we are in Chicago where we get a lot of snow and you know terrible weather conditions, so we were ahead of the curve in that we have e-learning plans,” he explained. “When we have snow days, we were prepared for students to learn from home by already having these plans in place. We also have what we call Blizzard folders where we have paper copies of lessons that students can do at home. If they are set up for e-learning, they can follow links in our website. Our teacher can also go online to update the lessons there.” For many principals, these closures may also mean planning for next year already. This may involve modifying enrollment plans online. Others are already anticipating what school may look like if closures continue for parts of the country throughout the end of summer or the start of next school year.  Eric Harrison, Principal of A+ Arts Academy, Elementary School on the Fair campus, Columbus, Ohio, explained to me how his school is already training their teachers in the use of online application platforms and content sharing. He is wishing for the best with the start of a new school year, but he doesn’t want to be caught flat-footed if closures happen for a longer duration. Leaders don’t only respond decisively during a crisis, they also think ahead.  5. Give yourself and others plenty of grace. Every new opportunity comes with challenges, and many leaders I spoke to were working more and putting in longer hours than they had during a normal school year. That means teachers, students and families are also adjusting to new norms. For some of them in difficult situations, the new norm is overwhelming and stressful. For those in more stable conditions, the inconvenience and changes can still cause anxiety. This is a good time to remember that your optimism, empathy, and decisiveness will help others remain positive. Someday your school community will look back at this time. And how you made them feel during this time will be even more important than what policies or procedures they followed during distance learning. Giving grace also applies to yourself. Take time to rest, rejuvenate and unplug when you can. Teachers and students don’t need you rattled and exhausted. They need you to remain strong. Give yourself grace in the process of leading during uncertain times. Let’s Wrap This Up As I finished up my run this morning, I looked at the empty streets. No buses were running. No lines of cars heading to the local schools. There is an eerie emptiness in this new era of distance learning. But as I reach out to my school friends, and my kids are logging-in to connect with teachers, I feel so encouraged by the positivity I see in education leaders and their obvious love for students. Leaders still set the tone. And as you lead in uncertain times, remember when you remain calm, gracious and patient, you influence the emotions of your students, teachers and community members as well.  And remember that timeless principles still apply even when timely practices are changing.  Relationships still matters. Teamwork is still required to accomplish goals. Creativity and innovative are needed to reach others. Planning ahead is still important. And throughout it all, giving yourself and others plenty of grace will help as you run the roads ahead. Now It’s Your Turn For more feedback from practicing principals on responses to school closures and distance learning, listen to the second half of this podcast episode for feedback from thirteen Oklahoma administrators who shared successes and obstacles their schools are managing. Special thanks to the following school leaders for sharing their lessons while leading in uncertain times: Chris LeGrande, Principal of Guthrie High SchoolGary Willis, Principal of Elmore City-Pernell High SchoolScott Kiker, Principal of Collinsville High SchoolKim Coody, Principal of Glenpool High SchoolJohn Potter, Principal of Pryor High SchoolEric Fox, Associate Principal of Jenks High SchoolRenae Dozier, Principal of Grove High SchoolJustin Mann, Principal of Del Crest Middle SchoolClay McDonald, Principal of Yukon Middle SchoolKyle Hilterbran, Principal of Clinton Middle SchoolEllen Vannoy, Assistant Principal of Jenks High SchoolJonathan Atchley, Principal of Irving Middle SchoolRandy Biggs, Principal of Frederick High School References: Bartlesville Public Schools Twitter Page (@bhsbruin). Retrieved April 10, 2020, from https://twitter.com/bhsbruin/status/1248416464949760002 Coody, Kimberly. Personal interview. April 8, 2020. Glenpool High School Facebook Page. Retrieved April 10, 2020, from https://www.facebook.com/GlenpoolHighSchool/videos/238300313988643/UzpfSTEwNDcxNjM1NzU0ODc1OToyMjg1NzA2NDE4Mjk5OTY/ Harrison, Eric. Personal interview. April 6, 2020. Legleiter Chris. Podcast interview. April 1, 2020. https://williamdparker.com/2020/04/01/pmp188-covid-19-update-principal-reboot-finding-balance-continued/ LeGrande, Chris. Personal interview. April 8, 2020. Parker, Don. Podcast Interview. April 6, 2020. https://williamdparker.com/2020/04/08/pmp189-building-bridges-to-reach-students-with-dr-don-parker/ Simmons, Terrence. Podcast guest interview. March 25, 2020. https://williamdparker.com/2020/03/25/pmp187-reboot-for-principals-part-2/ World Health Organization. Timeline on Covid-19. Retrieved April 10, 2020 from https://www.who.int/news-room/detail/08-04-2020-who-timeline—covid-19 Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP190: 5 Tips for Running the Uncertain Leadership Roads Ahead appeared first on Principal Matters.

When Don Parker was a Dean of Students, he knew his students were struggling – especially those with high risk factors. Photo by Anders Jildén – Creative Commons No known copyright restrictions https://unsplash.com/@andersjilden?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Don’s passion became simple and challenging: Find the best ways to help students be more successful. Through his doctoral dissertation and his practice as a school administrator, he narrowed his focus to two approaches: 1. Building relationships. 2. Providing authoritative counseling. Meet Don Parker Dr. Don Parker is a highly sought-after speaker and professional development provider. He is the principal of Posen Intermediate School in Posen-Robbins School District 143.5 in Posen, Illinois. 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. In this week’s podcast episode, Dr. Parker covers several takeaways for serving serving all students: How his school has responded to the COVID-19 closures and distance learning challenges. How you must develop a relationship building mindset. Why it is important to take an ecological approach in leadership.Ways to promote “opening up” for yourself and those whom you serve. Building Relationships First, Dr. Parker explains practical strategies that will benefit teachers in building relationships and helping their students be successful in school and in life. These actions begin with mindset: a relentless effort to never give up. And this mindset is grounded in hope. As he explains, “Student must have hope that life will get better. And a leader must have hope that no matter how much resistance, my efforts will make a difference.” Don explains his own story as a college freshman and how his uncle convinced him to hold on to hope and see why his degree would help him acheive his dream of teaching and coaching. He also challenges leaders to “burn your ships” if you’re going to make signficant changes happen. Taking an Ecological Approach Dr. Parker also encourages an ecological approach, a term he discovered in his reseach. He explains how researchers view student behavior under three lenses: Lens 1: Epidemiological approach – This approach looks at DNA, physical or mental states that impact outcomes. Lens 2: Social constructivist approach – School practices, for instance, can be constructed to help students become more successful. Lens 3: Ecological approach – “Eco” means environment, and “olgy” is study of – and describes the culture and interventions that happen inside and outside of school. By working through an ecological lens, schools can address the whole-child. In Don’s experience, he found one out of twenty-five of his students came from a two-parent household family. Most children, especially boys, did not have positive male role models. Thus, Don started a mentor program for students and adults. Another school leader he knows, with a similar student demographic, placed washers and dryers in his school to meet student needs. The research is clear: When schools work with families and students (inside and outside of school), they are more successful than schools that don’t. Dr. Parker also uses behavior plans and academic plans with incentives tied to both. Opening Up Finally, Dr. Parker explains why “opening up” is so important. As leaders, we need to learn share our unique experiences with our students. These challenges let them know they are not unique in their struggles. All of us have faced obstacles and made mistakes and can still be successful and resilient. For example, Dr. Parker once had a student who transferred from living in the city with his single mom to attending a suburban school while living with his grandmother. Don first built emotional support with him. He discovered the student’s favorite basketball player was Derek Rose from the Chicago Bulls. One day when this student was in trouble, Don intervened. He used Derek Rose’s injury as a model for helping the student understand how he was experiencing emotional injury – and how he could address those challenges to become successful for his team (his school and family). These conversations helped his student open up about his trauma. Don helped him create a plan and connected him with a therapist, tutoring, counseling and rewards, including Derek Rose t-shirts and ultimately a jersey at the end of the semester. Let’s Wrap This Up Listen to this week’s podcast episode for even more takeaways from Don’s experience and his excellent book. As you do, think about how building relationships, serving with an ecological approach, and “opening up” can help you reach your students. Now It’s Your Turn What is a way you can stay connected with students by building trust? How can you continue serving your students needs inside and outside of school – even during school closures? What’s one step you can take today to connect a student with meaningful feedback so he or she is safe to open up about their own needs? You can stay connected with Dr. Parker’s work at his website: DrDonParker.com or by emailing him at drdonparker@comcast.net. Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP189: Building Bridges to Reach Students with Dr. Don Parker appeared first on Principal Matters.

This week I had the privilege of capturing a few minutes with Chris Legleiter, Principal of Leawood Middle School, Blue Valley Schools, just outside Kansas City, Missouri.  Photo by Amelie & Niklas Ohlrogge – Creative Commons No known copyright restrictions https://unsplash.com/@pirye?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit The state of Kansas has closed buildings for the rest of the school year, and like principals around the world, Chris is learning what it means to still connect with his teachers, students, and families while isolated during the COVID-19 crisis. In the introduction to this week’s podcast episode, Chris shares how his school is responding to distance learning for their students. Listen for feedback, and think about how your service to students is matching the unique needs of your own school community. Principal Reboot, Maintaining Balance Continued Later in the show, Principal Jen Schwanke and I discuss finding balance, with thoughts inspired from her new book, The Principal Reboot: 8 Ways to Revitalize Your School Leadership. Here are some takeaways: Where are you finding inspiration? How can you stay inspired so that you can inspire others?Jen shares a story on riding horses as a reminder of her own free, wild, delicious childhood. Her horse stories introduced her daughter to caring for a horse and passing on the inspiration.What ways are you finding balance by doing things way outside professional world?Think about things you loved as a child – how can you reconnect?Take inspiration from the people involved in your world/process.Consider activities like photography, fitness, music, dance, movies, books, coaching (athletics or otherwise), pets, animals…. whatever it is, pick one thing! Let’s talk about health: How can you eat right, sleep, and walk away from email/texts?Learn how Jen loves “hot yoga”.Discover Will’s love for running with his dog.Understand not beating yourself up for missteps. Give yourself grace!Purge and clean out…Set limits of what others can take from you.Learn to ask for help if needed. Ask: what needs updated? Re-imagine your actual workspace – understand how to make your place somewhere you want to be.Update your resume in order to battle the “imposter” syndrome. Dust off your relationships, and embrace the concept of value added. Learn Jen’s husband takeaway: ‘What value does this person bring?’ Let’s Wrap This Up In their book, Creating a Culture of Reflective Practice, Pete Hall and Alisa Simeral share how educators must embrace the “Continuum of Self-Reflection” if to keep growing. These stages include: Unaware Stage – recognizing we all have areas we don’t even know where we need to grow.Conscious Stage – becoming aware of the process and learning happening in front of us.Action Stage – taking steps based new knowledge and taking risks.Refinement Stage – reflecting on what we’ve learned in order to tweak, then try again for improvement. Life-long learners realize and repeat this cycle anytime you want to learn from an experience and improve. When you dig deeply into what you are learning from your experiences, you are better equipped to refine and, rinse, and repeat for all new learning opportunities. Now It’s Your Turn What new challenges are you experiencing right now? How can you reflect on lessons learned? What new actions can you take moving forward to refine your practice? What’s one area of balance above where you may need to refocus in the days ahead? Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP188: COVID-19 Update, Principal Reboot, Finding Balance Continued appeared first on Principal Matters.

As schools across the nation continue closures because of the Coronavirus pandemic, this week’s episode includes an update from listener, Terrence Simmons, Assistant Principal at Floyd Elementary, in Nye County, Nevada. Photo by UW-Colleges / UW-Extension – Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/95808258@N00 Their team has already launched distance learning for their students, and the district website serves as a great resource for parents wanting guidance and digital tools. Nye County educators reached out to every parent to determine distance learning options, which include both online services for those with access and lesson packets for those without digital access. Floyd Elementary Staff are providing curb-site pickups for parents whose students did not have access to digital learning. The district is also serving meals through pickup locations as well as bus deliveries to locations around the county. Listen-in to the first 7 minutes of this week’s podcast for Terrence’s update and some encouraging words he shares for other leaders facing these same challenges. Maintaining Balance in Leadership In the remainder of this week’s podcast episode, Principal Jen Schwanke, from Indian Run Elementary in Dublin, Ohio, discusses her newest book, The Principal Reboot: 8 Ways to Revitalize Your School Leadership. We talk about how school leaders must reflect on their motivations as they lead others by considering the following:  Why are you here in the first place? Understanding your ‘why’ must be more than a paycheck, position, or power.Instinct – recognize the possibilities you have through your natural abilities.Desire to lead – embrace your desire to help others improve.Desire for change – learn to embrace your abilities to influence others.It’s okay to cultivate your natural prowess for learning, leading, getting along with others.Recognize the complexity of the work, and learn to lead people through it. Choose joy in the work.Laughter – It’s therapuetic!Celebrate the silly.Connect with students, staff, and community.Jump on a committee… or start a new one (no, not kidding). Learn about Jen’s motto-mascot committee which turned into a new school song and motto, “What begins here will change the world.” This also led to a new logo and marketing for the school.Do something brave and bold. Try the six word memoir. Instead of one book, one school, Jen tried a school-wide writing project that inspired all students to participate.Travel with students – Use these opportunities to connect, learn and have fun.Equanimity – Cultivate your mental calmness, composure, possession of self so you can model these behaviors for others. Let’s Wrap This Up Talking about balance in leadership may seem unrealistic during crisis management or while implementing major changes with your school, but you must keep taking care of yourself in order to have the motivation to keep taking care of others. Now It’s Your Turn What are some ways you’re taking care of yourself even in the midst of managing difficulties? How would you describe your own motivation for leading? What ways are you able to maintain joy in the journey? What are some healthy steps you and your teams are taking for yourselves while serving others? Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP187: Reboot for Principals, Part 2 appeared first on Principal Matters.

Throughout the world, schools are managing the challenges of school closures in response to news of the spreading corona virus or COVID-19. Photo by Chris Benson – Creative Commons No known copyright restrictions https://unsplash.com/@lordmaui?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit As a school leader, you are expected to manage difficulties, but sometimes you are managing in uncharted territory. Also in the midst of helping others, what can you do to make sure you’re caring for your own mindset in leadership? As you consider solutions for your school, let’s stay connected and share best practices. I’d love to hear your ideas and encourage you to email me at will@williamdparker.com with ways your school is supporting learning and services to students. This week’s post, however, is not specific to the current crisis. Instead this week, I’m sharing an interview with Jen Schwanke about her newest book, The Principal Reboot: 8 Ways to Revitalize Your School Leadership. In this first in a new series of episodes together, Jen and I talk about how school leaders can reinvest in their own abilities to be “lead learners.” Questions to ask as a Lead Learner: What content are you taking in on a regular basis through reading, audio or podcasts? Suggestions include…Focus on issues reflecting struggles of people we work with.Use reading as way to stop, slow-down, and reflect. Focus on books that describe experiences other than your own. Look for books on issues you don’t understand. What on-going professional learning are you engaging in? Keep in mind…Learn to really listen to others.Tour neighborhood schools and look for evidence of best practices.Talk to colleagues about ways they solve problems you’re encountering.Attend workshops or professional developmentStart a podcast or begin a webinar series.Teach a graduate level class. Ask yourself: What ways can I be sharing with others and stretching myself? And take time to advance others in their growth and learning staying connected with your tribe. Discover what amazing groups of other people are doing the same work, and learn from them! Let’s Wrap This Up One of Jen’s goal each day is complimenting others with true, authentic feedback. All of us want feedback and to feel valued. Mindsets like this help you to stay a life-long learner and model the kind of curiosity you want to encourage in your own learners. No matter what you are managing the days ahead, stay committed to supporting others, building them up, and discovering ways to keep learning in the process. Listen to this week’s entire podcast episode for many more take-a-ways, and pick up a copy of Jen’s book that comes out this week! Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP186: Reboot for Principals with Jen Schwanke appeared first on Principal Matters.

What stories have shaped your own leadership journey? Photo by photo-nic.co.uk nic – Creative Commons No known copyright restrictions https://unsplash.com/@chiro?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit I recently finished reading, Educated: A Memoir by Tara Westover. If you’re unfamiliar with the book, Tara Westover grew up in a rural Idaho with parents who embraced radical ideologies, including not giving their daughter a birth certificate, not vaccinating her, and not providing her with any formalized education. It wasn’t until she decided she wanted to attend college in her late teens that she began to teach herself so that she could pass the ACT with high enough scores to qualify for entrance. To her surprise, she made it into college, and her university experience revealed a world of new revleations, including hearing stories of the Holocaust, exposure to classic literature, and the opportunity to study abroad. Eventually, her studies led to her to a Ph.D. in history from Cambridge. But her formal education came with personal cost. Her relationship with her parents would not survive her newfound freedom nor would they acknowledge the neglect, trauma and abuse she had experienced growing up. Even as her eyes were open to a world of knowledge through education, her ties to her parents crumbled. As I finished the story, I was struck by Tara Westover’s deep sacrfices. To gain understanding, she also had to reconcile with the brutal realities of her past. And even though much of her childhood involved trauma, there were also moments of beauty and poetry in the rugged landscapes that shaped her youth. I was also touched by the deep loss she experienced.  As I’ve thought about her story over the past few weeks, I’ve been thinking of how our stories shape us. Do you ever wonder what others would think of your story if it were in ink the way Tara Westover told hers? What I’ve discovered about most people is that their stories don’t seem unique or novel to them. Their stories are familiar. But when you take time to share your story with others, they find a new perspective that is not their own. At that moment, they have the privilege to see the world through another set of eyes or experience, and that provides perspective. The truth is that you have a unique story. It may seem familiar or unintersting from your perspective. But to others, it may provide insights into life that help them see their own story better. 8 Stories Shaping My Journey This week I’ve decided to share a few stories from my own journey. Perhaps it will give you a glimpse of my own past and provide some perspective of the world that may influence your own leadership. Sharing personal stories always comes with a risk of vulnerability or being misunderstood, but we don’t grow without risk, so here it goes: Story 1: Free and Reduced Lunch Kid I’m waiting for my bus at the end of the gravel driveway with my older brothers and little sister. A storm had blown over trees by the road, and the twisted roots of a large root has left a large mound of dirt. So we decide whoever stands on that mound will be King of the Hill. I am the youngest boy, so my attempts to be “king” mean I end up on my backside in the wet dirt and grass. That morning Mom packed a lunch for me, including my favorite chocolate oatmeal cookies in a plastic baggie. For some reason, I have decided to carry that baggie in my back pocket. During the bus ride to school, I pull out the baggie and look at the flat, dark, mushy contents. I figure it will still taste good. The gravel road from my house to the next neighbor kid is about two miles away. And from that house we meander past red barns, grazing cattle, soy bean fields, and long stretches of woods. By the time we arrive at school, I’ve been staring out the window for 45-minutes. Now the bus is full of other children from the rambling backroads of West Tennessee. Some of them live in brick farm homes. Others in trailer houses. I don’t know it at the time, but most of the children in my school are like me, they qualify for free or reduced lunches – even though I still pack a lunch most days. Story 2 : Becoming a Writer I’m standing in my 8th grade Language Arts class. Ms. Owens is a short woman who grew up in Germany and is fluent in both English and German. She has taught me grammar and literature since 6th grade. This day we are filling out schedule requests that will be sent to the high school I’m attending next year. Ms. Owen walks up to me as I’m ready to leave class. “William,” she says, “I think you should consider taking Advanced English next year. You’re a strong writer and you enjoy reading. I think the challenge would a good one for you.” No one has ever given me any indication that I might have strenghts in academics. I have always considered myself an average student at best. But that day a new thought enters my mind. Maybe I could be good at writing and understanding books. It is a small conversation with big implications.  Story 3: Afraid to Talk I’m standing outside a grocery in Brooklyn, New York. My older brother has gone into the store to pick up food for the apartment where we’re staying with my parents. I’m 15-years old, and this is my first time in a big city. Dad has re-enlisted in the Navy, and his ship is in dry-dock in Brooklyn. He’s been living here the past year, and now we’ve moved to be with him. I’m in a foreign country. No forests, fields, or rambling creeks. Just concrete, brick buildings, and people – so many people. I’m standing outside because I’m afraid to go in the store. Someone might see me or even say something to me, and I’m convinced if I speak, I will be exposed. My Tennessee accent will betray me as an outsider. Suddenly, a man stops and looks at me. “Hey. Do you have the time?” he asks. I freeze but realize that I’m wearing a wrist watch. In an instant, I raise my arm so he can look at the watch face and read time to himself. “Thanks,” he says, and walks into the store. I still haven’t spoken, and when my brother finally comes out with a bag of groceries, I can’t wait to get back to our apartment where I can talk again. I don’t know it then, but this is the first day I begin losing my Tennessee accent. Story 4: Where is Yale and Harvard? When I drive into Tulsa, Oklahoma, I’m behind the wheel of the Toyota Corolla I bought the summer of my junior year in high school. Over the summers, I have been going back to Tennessee and working by diving for shells in the Kentucky Lake area. I have saved enough money to buy a car. And after graduating from high school, I’ve loaded it up, and headed to Oklahoma.  As I look for the signs to Oral Roberts University, the college I was attending, I notice exits for Yale Avenue and Harvard Avenue. “Gee,” I think. “Tulsa is bigger than I thought. Harvard and Yale are here too.” Because neither of my parents have gone to college, I am not quite sure how long it takes to complete a degree. I remembered hearing something about associates and bachelors degrees, but I can’t figure out if that meant I am committing to two years or four years of school. When I am asked to declare a major, I remember the only subject in school where someone thought I was gifted. “English-Education,” I say. And little do I know I am signing up for my future career. Story 5: I’m Glad You’re Here! As I stand in front of my first class of students, I can’t believe they are actually in their seats and looking at me. Somehow it seems miraculous to me that a room full of teenagers would believe I am qualified to teach them. I don’t feel like it, but I fake it anyway. In fact, I say what will become the greeting I will use for the next eleven years. “Thanks for being here. I’m glad you decided to come to school today.” One day, several weeks later, a student asks, “Why do you say that each day, Mr. Parker?” I think for a moment. Then I say, “Well, if you think about it, you actually have more power than I do. You could choose to not come to school. You could choose not to walk in my room. You could choose not to sit and learn. But you do. So I’m thankful you choose to learn, and I’m glad you’re here.” I can see the tilted heads and looks of curiosity as they tried to figure out if I am being real.  Fast forward a couple of years, and I am attending church when I young man makes his way over to wear I am sitting after service. “Hi, Mr. Parker,” he said. “My name is Anthony, and I was in your freshman English class a few years ago.”  I stand up. “Hi, Anthony,” I say, “It’s great to see you again.” Like a good teacher, I always act like a remember every student, even though he looks so much older, and it takes me a few seconds to connect the memory. “I just wanted to tell you thanks. I had you first period, and each morning you’d begin the day by saying, ‘I’m glad you’re here.’ What you didn’t know was how messed up I was. My mom and dad were having a lot of fights then. And one night I had slept outside to get away from it all. When I came to class the next morning, I hadn’t changed clothes. I didn’t want to learn. But you looked at me and said, ‘I’m glad you’re here.’ I’ve never forgotten that moment and wanted to tell you thanks.” Story 6: Kicking My Butt One day as an assistant principal, I have a student in my office. His name is Steve. He lives with his uncle, and whenever he is in trouble, Steve normally loses his temper, makes threats and uses profanity. On this afternoon, he has been sent down by a teacher after refusing to do his work.  Whenever I tell him I’d need to assign him discipline and call his uncle, he says, “If you call my uncle, I’ll have to kick your ass.” I stand up and close the door to my office. I normally leave it open so my work will be in the earshot of my secrertary. It’s a delicate balance between protecting student confidentiality and making sure you aren’t falsely accused when questioning students. But I weigh the costs of letting his angry words be heard by other students, and I shut the door, and sit back down. “Steve,” I say “I really wish you hadn’t said that. It makes me realize there must be something going on deeper than just what’s happening at school. You know I have to do my job and hold you accountable to our expectations, but I’m much more concerned about what’s happening in your heart and mind than whether or not you’re following the rules.” We talked for a long time. I accepts the discpline I’ve assigned him, but it doesn’t seem like anything I’m saying to him is really making any difference. Story 7: Watching Prom I’m standing at the back of room watching the school prom. Having a daughter who is a senior, however, also adds a new perspective to the experience. It had been a stressful week so I am not sure if prom was going to add to the stress or not. The evening begins like most others: girls in beautiful gowns and boys in tuxes; lots of finger foods, soda and bottled water; loud music and lights. But one aspect is much different this year: we have a fantastic DJ who not only picks great music, but he loves to dance. Suddenly, he is down from the stage onto the dance floor, microphone in hand and teaching the students a line dance or some new moves. He’s back on stage now, alternating genres and artists. There is so much laughter, fun, and singing. The atmosphere is contagious. Our teachers join in the fun.  I’ve been walking around taking photo, but I finally decide to just pull up a chair, sit back and take it all in: Here is a room full of students from different backgrounds, income-levels and interests all mingling together in one big group: couples dancing, groups of girls holding hands, students circling around single dancers showing off his moves. At one point, I see our senior class president make his way over to a girl who is one of our special-needs students dancing alone. He asks her dance. From my perspective, they are both beaming as they move beneath the cascading colors of purple, blue, and gold showering the room from the spinning disco-ball overhead. I take in the scene, and suddenly I begin to have the same feeling I have when watching my own children play: an overwhelming sense of gratitude. I smile. This is why we do it, I think. These amazing young people make the hard work of being an educator so worth it. Story 8: I Resented You It is an emotional day when I send the email to my teachers that I am resigning as principal. After twenty-four years as an educator, the opportunity has opened for me to support the work of school leaders. The moment is bittersweet as I love my school, but I also look forward to new challenges.  That evening I receive a Facebook message from an old student. “You probably won’t remember me,” he begins, “but my name is Steve, and I was in your school about ten years ago.”   He tells me how he is now a father of two small children. He explains how as a student, he had resented me and tried as hard as he could to show me he didn’t care. But the whole time, he said, he was listening to me after all. He has carried those lessons with him into his adult life. “Just in case I never get the chance to tell you,” he says, “Your words made a difference.” Let’s Wrap This Up Reading the book Educated reminded me that all stories, even the ones with good endings, are tinged with the pain that comes from suffering and struggle. There are seldom neat or tidy endings to true stories. I could have told you more stories of my own that don’t wrap up with happy endings. And the life of an educator is filled with all those kinds of stories. We see the moments of hope, the despair in a child’s eyes, and brokenness that seems beyond our help. At the same time, hearing one another’s stories also reminds us that we’re not alone in our struggles, disappointments and joys.  8 Takeaways for Your Journey As I’ve given you eight small snap-shots into my past, perhaps you have some new perspectives on your own journey. Maybe you can relate to the takeaways I found in my own stories. Here are 8 lessons to think about: Show empathy for students from all backgrounds, especially those for whom formal education is not a family tradition. Realize your words have power. When you recognize a gift or potential in someone else, they deserve to know it, and you have no idea the impact it may make on their lives and choices.Sympathize or empathize with teenage anxiety and try to remember when you were afraid to speak or take action.Try not to assume everyone has the same context or information when making life decisions – like how long it takes to finish college, or where famous colleges are really located.Remember the power of simple phrases like, “I’m glad you’re here.”Anticipate some people will disappoint you and may not give you any sign that your input makes a difference. But you still can’t give up on them.Take time to appreciate the moments you are in, to look for the beauty and goodness in those you are serving.Remind yourself that it is often years later (and sometimes not in this lifetime) when you receive validation for trying to help others. Those moments make all the tough times easier to bear. Now It’s Your Turn This week, will you take time to think about your own story? How are your stories shaping the way you see your role and responsibilities as a leader? What are the moments that keep you motivated and inspired to serve others?  Also, would you be bold enough to share them with others?  I’d love to hear your story – even if it’s just a few lines! Email me at will@williamdparker.com and tell me one story that helps shape they way you think about your role as an educator or school leader. I can’t wait to hear from you! Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP185: The Power of Sharing Your Own Story appeared first on Principal Matters.

Why is hiring such an important part of your responsibility as a principal? Photo by Jony Ariadi – Creative Commons No known copyright restrictions https://unsplash.com/@joniastin?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit First and foremost, because the students, teachers, and community members deserve high quality education experiences. And secondly, because the people in your school often reflect on your own leadership.  Although we cannot judge ourselves by the way others behave, school leaders are responsible for how others behave under their leadership, and hiring plays one of the most crucial roles in the kind of culture and environment a school provides. Part 2 of Hiring & Retaining High Quality Teachers This week we dive into Part 2 of Hiring & Retaining High Quality Teachers. You can check out Part 1 here.  As my guest Jen Schwanke and I share in this week’s podcast episode, there are several important ideas to keep in mind. Listen to the podcast version as we unpack the following: 3 Tips for Hiring & Retaining Talented Educators Know the difference between talent and skill.  You can teach skill. You can’t teach talent.  Enough said (but you can listen to the podcast episode for more).Value your candidates. The way you treat candidates reflects on your leadership, and you never know when someone may be re-applying for a future position if this one isn’t offered. So remember: Show respect, kindness, and professionalism (Show the same courtesy you’d want to receive.)Remember others are out there talking about the experienceBe open to working your schedule around candidates, not vice-versa.Keep in mind a number-2 candidate may later come back as a number-1. So treat everyone with dignity and respect.When possible, follow-up by phone with every candidate so that even those not chosen feel honored.Showcase your school’s vision, culture, and offerings. This IS a sales job for hiring the most excellent candidates.When the candidate pool is shallow, be creative: visit job fairs, go online, use social media, be open to interviewing remote candidates via video-chats. 3. Keep them on your team. Check in often (but don’t hover!) – New hires deserve your attention but also the autonomy to learn and make mistakes.Morale/culture – Fostering positivity is an important part of attracting and retaining talent.Support new teachers and watch out for exhaustion, confusion, loneliness.  Give them a break when need.  Remember seasons that come with life – raising children, new marriages, caring for older parents, experiencing a crisis — all these times can be tough seasons, so be supportive.  Create a cadre of friends/colleagues for new hires. Then get out of the way.Provide resources (many teachers leave because they had illusion of what it was like…then they find it was harder/lonely/etc.) Make sure they have the resources they need.Act quickly when there are problems. Following-up shows you are paying attention and care.Teach and model balance. Your teachers don’t need emails from you at 10PM. Model a good work/life balance.Let them go, fly, and succeed. Everyone has a different personalities, gifts, and ideas. Encourage these unique talents.Foster leadership. Allow new hires to develop skills in serving others, and look for potential future school leaders among them too.Provide key responsibility areas or helpful lists of key people, resources, and information so new hires aren’t left to guess where to find help.Tours: Provide a tour of your school to all new hires. Make teachers’ first experiences the foundation for a great introduction to your school and community. Let’s Wrap This Up The teachers you hire become the legacy of a school. Your students deserve the best, and your work becomes more joyful as you can attract high quality teachers onto your team. You won’t do this perfectly, but the hiring process, the on-boarding process, and how you support them will significantly affect the learning and the legacy of your school. Now It’s Your Turn What are some other suggestions you’d add to the list for hiring and retaining high quality teachers? What is one action you can take today to remind teachers you support their work and value their input? Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMPEncore151: Hiring High Quality Educators, Part 2 appeared first on Principal Matters.

One day the teachers at Indian Run Elementary, in Dublin, Ohio, organized a “Flash TACO bar” – a spontaneous buffet meal where they shared great food and fun together. Photo by rawpixel – Creative Commons No known copyright restrictions https://unsplash.com/@rawpixel?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit As principal of the school, Jen Schwanke reflected on the joy and creativity of her teachers: they not only love teaching but they also enjoy working together. How do you attract and build strong cultures of educators who find joy in teaching and just being together? In this week’s encore episode, Jen Schwanke, author of You’re the Principal, Now What! Strategies and Solutions for New School Leaders, and I discuss the importance of hiring high quality teachers. Across the nation, principals are facing teacher shortages. In my state for instance, Oklahoma has felt that burden especially strong. The reasons vary: Whether it’s lower teacher pay in some states or the stress that comes with compliance or class sizes – fewer people are choosing education as a college major and career. This means that more than ever principals also have a competitive field in recruiting and retaining excellent teachers. We first discuss reasons hiring teachers is a huge responsibility, including: The implications of your hires that go on for years and years (decades), either positive or negativeHow your hires represent your school (beliefs, philosophy, attitude, etc.) Applications & Interviewing Takeaways Next, we talk about some important hiring priorities to keep in mind: Depending on the size of your faculty and staff, your strategies for outreach may vary, but it’s important to determine ahead of time what your application process will look like and ensuring it is easy to understand. This means your district or school website must be updated with easy-to-locate applications.Consider soliciting applications before openings exist. In other words, if you keep general applications available, you may already have applicants available when openings occur.As you have openings, dig through applications and resumes looking for the qualities you want in a candidate. Open up applications inside and outside your district.Spend time on social media investigating possible candidates as you want someone who would be the right fit for working with students.If possible, it is best to interview by committee. Include a small group of teachers, administrators, or counselors so that you have a diverse representation. Clarify roles, and if your district allows you the responsibility, let the ultimate decision be yours.Remain open to changing your mind as your colleagues may have different perspectives from you. Determine what you are looking for, and remind committee members that feelings/emotions are not hiring criteria: “I really like her! She’s so fun!” cannot be the driving-force of whom you hire. Common Missteps to Avoid Hiring is not necessarily about being “right” or “wrong” in your choices, it is about “fit.” As you’re looking for the right fit, keep these pitfalls in mind: Don’t fall for a beautiful resume: just because you see a great resume doesn’t always mean you have a quality candidate.Don’t fall for versed, rote answers: Universities train candidates in how to interview.  Avoid robotics and explore answers for motivation and practice.Don’t use questions you found from the internet: Instead, use nonstandard interview questions–ones that really reflect what you need.Don’t forget to ask “why”: Take time to ask why do you want to be here? Check References Don’t ignore references: This is one of the most important steps to not forget. Who is not on the list? Make sure you contact both who is on the list and if possible, who may not be on the list but should be.Follow-up through phone calls, not an email or survey (these are very common practices common lately but don’t replace the kind of feedback you’ll hear in voice-to-voice conversations).Be very wary of vague answers. (Jen shares one trick she uses when having a hard time recommending some is saying, “Her attendance was good.”)Be careful of your gut. It’s okay to trust your instincts… just so your “gut” contains facts and an unbiased review of all the steps. Let’s Wrap This Up Hold to your standards when it comes to hiring high quality teachers. Remember the goal is to hire someone you would want teaching your own child. At the end of the day, if you can’t find the quality person needed for a position, it may be better to move forward with a substitute than to place the wrong person in a teaching position. Now It’s Your Turn If you’re in a place where the pool of candidates is shallow, this means becoming creative in finding the right candidates: use your social media contacts, advertise in both traditional and non-traditional settings, and use the positive messaging of your school as a way to attract quality candidates. What are the most valuable values and qualities you are looking for in a teaching candidate? How are you including others on your team in selecting and choosing your hires? What are some creative ways to stand out among others in attracting high quality candidates to your school? Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMPEncore150: Hiring High Quality Educators, Part 1 appeared first on Principal Matters.