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

A few years ago, I sat across my desk from a student whose father had abandoned him and left the state. Photo by Rémi Walle – Creative Commons No known copyright restrictions https://unsplash.com/@walre037?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit A family in our community had taken in the young man, and our school had been in contact with the Department of Human Services on what to do next. That morning I had been watching a video by Josh Shipp called One Caring Adult. On a whim, I asked the student if he would watch the video on my computer with me. In his story, Josh Shipp shared his own story of abandonment, foster-care, abuse, and eventually finding stability and hope. His story was a powerful reminder of how one caring adult can change the life of a young person. After watching the video-clip, I asked the young man if he’d ever had one caring adult on whom he could depend. He said, “Yes, my adopted mom who lives out-of-state. But I left because I didn’t want to follow her rules, and I don’t know if she’d have me back.” After several calls and other conversations, his adopted mom arranged a flight for him, and he flew back to her home to start the next chapter in his life. Josh Shipp has a powerful story that inspires educators and students alike. Earlier this year, Josh spoke at the Oklahoma Middle Level Educators Association annual conference. Later, I was able to sit down with him for an interview. You can listen to our podcast interview or watch the video of our conversation. Who is Josh Shipp? Josh is a best-selling author, global youth empowerment expert, and acclaimed speaker. A former at-risk foster kid turned youth advocate, he is known for his documentary TV series Teen Trouble on A&E, that followed his groundbreaking work with teens. Josh has spoken at universities such as Harvard, Stanford, MIT & UCLA. He is a recognized teen expert for media outlets such as MTV, CNN, FOX, The New York Times, ABC 20/20, & Good Morning America. He’s worked with groups of parents, educators & mental health professionals plus has spoken to more than TWO Million teens and parents live. His ultimate goal is to help as many young people as possible. He trains other speakers through Youth Speaker University and his online mentoring program One Caring Adult has a world-wide reach. Questions for Josh In this interview, Josh answers the following questions: 1. Can you share some of your own story with us, and why you are dedicated to reaching today’s youth? Josh shares about the influence of a foster parent named Rodney, an educator from Yukon, Oklahoma, who provided him with unexpected stability, firmness and fairness. After being arrested for writing hot checks, Josh has an important conversation with Rodney who tell him: “We don’t see you as a problem, we see you as an opportunity.” As Josh shared, “Every kid is one caring adult away from being a success story.” 2. Can you share one or two strategies on ways to have conversations with youth about uncomfortable topics? Some strategies that Josh uses when working through difficult conversations include: A. Be vulnerable. Vulnerability leads to vulnerability. Just like you catch a ball when it’s thrown your way, when you go first in taking risk, students will often reciprocate the appropriate vulnerability you model. With a half million foster kids in the U.S., Josh believed he was the only one. As he has learned to see life from the perspective of others, he has also learned that we must operate from the position of “Heal the wound, reveal the scar.” B. Give them a sense of control. When talking to a young person about a difficult topic, name the topic. Don’t avoid the obvious. Address the elephant in the room by saying, “I need to ask you about ____________.” Then give them a mile-marker. Let them know how long the conversation will last so they understand the controls involved. Also, with boys, Josh suggests side-to-side conversations that feel less threatening. 3. What are some lessons you’ve learned about building teams or training others that may be helpful for school leaders? Josh also builds and trains teams of motivational speakers on issues affecting students. As he has built teams, he shares three takeaways that have benefited his organization: A. Simulate inevitable challenges. If you can give someone a task that involves problem solving or reveals their ability to manage inconvenience or flexibility, you can see how they will handle tasks as responsibility increases. “With more responsibility, the air gets thinner.” Practicing scenarios with team members helps identify where they need to grow before stepping into the real situation. B. Use Focus Groups. When testing communication, outreach, or a new lesson or resource, Josh will often share it out with twenty members of his work community. He will ask three simple questions: 1. What was most helpful? 2. What was unclear? 3. What did I just ask for you to do? C. Keep Mental Focus. Josh asks his tem to always assess with the question: How can this be 10% better? Always focus on growth and improvement so your service and influence becomes better, not stagnant. 4. What is one parting piece of advice, and how can listeners stay connected with you? Josh’s parting piece of advice is: “Wishful thinking is not a strategy.” You must be willing to take bold, decisive action on your ideas if you want to move forward in helping others. If you want to connect with Josh and all his resources, including his menu of speakers he has trained in presentations to youth and educators, you can find out more about him at www.onecaringadult.com. Let’s Wrap This Up I do not know the end of the story of the young man who flew back home to his adopted mom, but I do know he was inspired by someone who had been through similar challenges. As a school leader, you also work with many young people who need someone to believe in them. Don’t forget the power of simply being someone willing to mentor or guide others. Now It’s Your Turn What is one action you can take today to encourage the student or teachers in your school to see themselves as opportunities? How can you turn good intentions into a positive and powerful actions today? Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMPEncore109: The Power of One Caring Adult with Josh Shipp appeared first on Principal Matters.

Spring time is here, and the landscape is green with new growth. Ironically, my wife told me that by the spring of each school year, she has decided that our marriage is falling apart, our kids all need counseling, and we have chosen to the wrong places to live, work, etc.   Photo by Daniel Hjalmarsson – Creative Commons No known copyright restrictions https://unsplash.com/@artic_studios?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit In other words, she has finally realized that this time of school year is often the most stressful time. Thankfully, by summer break, life seems more balanced again. This may be no surprise for you. Right now, you may be busy with testing, sports, activities, and planning for assemblies or graduations this time of year. Along with stress, we often see an increase in conflicts, and even with conflicts among our teachers, parents, or other community members. Last week, Jen Schwanke, and I hosted an episode dedicated to managing difficult conversations with adults. You can check out that post HERE. This week, we recorded a follow-up episode to talk more about this important part of your job. 10 Reflections for Managing Adult Conflict Whether you are managing conflicts with parents, teachers, or other adults, here are some thoughts to keep in mind: 1. Recognize your own bias. Believe it or not, sometimes you don’t clearly see a conflict because of your own biases. This may be the way you perceive others or even behaviors or words that “set you off” in conversations. You may unknowingly have “favorites” among your staff, and this can also make it difficult to stay objective. Recognize these realities, and then approach each conflict with an openness toward understanding and finding solutions. 2. Be open to listening (on your timeline when possible). People want to know they are understood. So the first step to resolving conflict is validating the need for others to be heard. This doesn’t mean, however, that you cannot set boundaries. On the contrary, you want to invite people to talk when it can be most productive and with limits on time. This creates a sense of control for all involved. 3. When meeting in person, be aware of body language. Don’t cross your arms or clench your fists. Keep an open posture and engage with good eye-to-eye contact. These small gestures go a long way in assuring the other person that you are open to listening and don’t feel threatened by their conversation. Of course, if you have a person who is escalating or becoming aggressive, you want to set the ground rules for a good conversation and have back up plans for those especially tricky scenarios. 4. Think about the physical environment. Your office should be a professional setting where others feel welcome and respect that you are someone demonstrating competence, not chaos. Most people don’t like “going to the principal’s office,” so keep that in mind so that yours is a welcoming place. Others should feel like a guest, not an intruder, when meeting with you. 5. Don’t let your ego get in the way. The goal in conflict resolution is finding solutions, not being right or wrong. Don’t let your pride become a stumbling block for active listening and service to others. 6. Keep the others’ perspectives in mind. This happens in many ways: You will want to articulate what you know about their feelings. Take notes on what is being said. Repeat back what you hear others saying. And provide ideas on solutions in line with your normal policies and practices. With adult conflicts, you may simply need to provide a safe place for people to express their thoughts and feelings, even if there is not a final solution that works for everyone. 7. Be an ally. Don’t fall into the trap of taking sides. The goal is to help others find solutions. When is the last time someone offered you criticism with goal of helping you grow and improve? That should be the attitude you have when helping resolve conflict. 8. Identify tactics and keep the conversation focused. People will try all kinds of strategies to keep from talking about what really matters. Don’t allow tears, fears, anger, silence or blaming to push you away from the goal at hand. If possible, take notes when you are in a difficult conversation. This makes you an active listener and serves as good documentation. Don’t be afraid to say, “I feel like we’re getting off topic. Let’s talk about the goal we are trying to reach.” 9. Articulate an end time. If possible, set a time limit on conversations. This provides and goal for the meeting and gives participants a sense of control, which is important for everyone involved. 10. Know your exit strategy, have backup, and know when to ask for help. Whether you stand up when a meeting is over, or have your secretary call-in to remind you of your next appointment, plan ahead of time for how to wrap up a meeting. If you’re anticipating a meeting may escalate in emotion, have someone else in the room, leave the door open, or have another staff person standing by just in case you need a witness or extra support. Let’s Wrap This Up The goal of managing conflicts with other adults is to help find a solution so that students and the entire school community are better served. No matter how much agreement or disagreement happens in a difficult conversation, end with a personal touch. This may involve shaking hands and thanking them for talking together. Later, consider following up later with a phone call or text to make sure the person(s) you talk to know that you value them and their time — even you don’t agree on the final solution. Now It’s Your Turn No amount of preparation guarantees a positive outcome, but you can improve your ability to resolve conflicts, manage disagreements, and reach solutions. What is one new step you can begin taking when mediating or managing conflicts among adults in your school? Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:149 Managing Adult Conflicts, Part 2 appeared first on Principal Matters.

One of the biggest surprises for school new school leaders may be the conflicts that arise with adults. Photo by Nik MacMillan – Creative Commons No known copyright restrictions https://unsplash.com/@nikarthur?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Whether you are encountering conflicts with parents, colleagues or community members, these situations can be difficult to manage. Even experienced principals will tell you that managing conflicts is one of their most challenging but important responsibilities. In this week’s episode, author Jen Schwanke and I discuss the “why’s” and the “how’s” in managing adult conflicts — many of the ideas she shares in her book, You’re the Principal, Now What! Strategies and Solutions for New School Leaders. The “why’s” of managing adult conflict First of all, let’s talk about the motivations adults have when bringing conflicts to the principal’s office. As you are encountering scenarios, keep these ideas in mind: People really do care about students and issues. Just as you care deeply about students, so do other adults. Assuming best intentions is a better place to start than assuming the worst. People want to be heard and understood. Always seek to understand first before being understood. People often need to feel heard before being offered a solution. People need mediators to help keep the focus on what is important. You often have the 1,000 foot view of your school because you have the responsibility to keep the big picture in mind. This places you in an important role as a referee and mediator. It’s never “done.” There is always another coming… Dealing with conflict often means embracing that part of your work that is unpleasant. It will continue to be a role you play, so learn the skills and patience to become better — even while understanding you’ll never be perfect at conflict resolution. There’s no measure of success. Sometimes everyone leaves unhappy. Even if you cannot help others reach a solution they like, you can still be a strong listener and advocate for what is right. In the end, the goal is not happiness, it is reasonable and wise guidance. We are “evaluated” by how well we help other people solve problems. Like it or not, your ability to manage and resolve conflict helps the entire school community and district in its service. Learning to do this well also helps you make the jobs of your superintendent or supervisors a lot easier. The first-steps in managing adult conflicts Principals manage a lot of discipline scenarios, and some adult conversations can turn ugly. Here are some general ideas for managing tough conversations: Know your district’s policies and procedures. When relying on the guidelines provided by your district, you have a measuring stick that is often objective and will be supported by your upper administration (in the best case scenarios). Either way, it is essential to let your policies be the primary guidance for consistency in decision making and mediation. Keep your cool. It may be hard to keep your own emotions in check, but in order to provide objective feedback, it is a must. Your ability to gauge the emotions in a room and provide clear, calm responses will often help guide the outcomes. Meet in person. When possible, it is best to meet face-to-face with someone who is upset, angry, or emotional. You will rarely resolve conflicts through texts or emails. People tend to be less defensive or volatile when face-to-face, and scheduling a meeting offers some time to collect your thoughts and calm emotions. Filter out gossip vs. truth. Yes, people will often try to find ways around policies and procedures by diverting the topic to gossip, exaggerations, half-truths or lies. Stick to the facts. Show empathy but be discerning for what is truthful. This also means understanding both sides of an issue before making a decision. Take responsibility/apologize when it is warranted. It’s okay to say “I’m sorry” to a parent or other adult when you need to validate their emotions. Remember the pressure the other party is feeling. It takes time and courage to reach out with concerns, so be aware of the pressures others feel, acknowledge their stress, and try not to take complaints personally. Let’s Wrap This Up All of these steps happen after you’ve established with others that you care and are willing to listen. You will never perfectly manage conflicts, but you can help guide others through tricky or difficult situations by staying objective, relying on strong policies, keeping your cool, and trying to see others’ perspectives. In the end, we all have room to grow when it comes to mediating tough conversations. Now It’s Your Turn What is a step you can take to practice active listening when others bring you concerns while also relying on strong policies and procedures to guide your decisions? In next week’s post, PMP:149, Jen and I will dive deeper into other practical steps and scenarios for managing and resolving conflicts with adults. Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:148 The “Why’s” and “How’s” of Managing Adult Conflict appeared first on Principal Matters.

When you think about providing professional development, do you feel stressed or excited? Photo by 1DayReview – Creative Commons Attribution License https://www.flickr.com/photos/159770474@N08 For many principals, providing professional development can be a daunting task. The good news is that professional development can become something that is meaningful and enjoyable when you realize you no longer have to be the expert. Instead, together with your school team, you can select topics, share expertise, and learn together how about topics where teachers really care about. In this week’s podcast, Principal Jen Schwanke and I discuss Providing Focused and Budget-Friendly Professional Development. She has been serving co-host for this series on “Strategies and Solutions that Work for School Leaders.” Jen is also the author of You’re the Principal. Now What? Strategies and Solutions for New School Leaders, and the Principal of Indian Run Elementary School in Dublin, Ohio. Consider Your Background for Professional Development Here are some ideas to keep in mind before developing a Professional Development Plan: Size of school Size of district Previous professional development The level of your learners What the data say The resources available District priorities It’s important to keep this context in mind so that you can design PD that works for your setting and context. Recommendation for supporting teachers in PD Once you have this background, consider these steps and strategies: Gather history about what your teachers have done previously ASK THEM what they need (surveys, conversations, responses to school initiatives) o Provide choice and voice (just like the kids) o It needs to be applicable to their daily work Find time (creative solutions for finding time) Plan short-term and long term (sketching out a vision) Spread about the work (Delegate! The principal doesn’t need to be the wisest guy in the room) Use internal experts, but know when to outsource Vet your PD (don’t just jump on the first vendor that sounds good) Use your principal colleagues Follow through with what you promise!! Make profession reading an expectation (cheap, easy, and applicable– book study groups) Use resources (more and more available online) Finally, at the end of these conversations and planning, develop a shared professional development calendar. At the end of this week’s podcast, Jen shares a sample of how she and her school team build their own. Listen-in this week as we also add some bonus-conversation at the end to remind you that it is better to choose fewer priorities than overwhelm yourself and your teachers with un-focused professional development. Let’s Wrap This Up You need to remember there is no way to include everything you want to cover in professional development, but you can learn to share the learning and increase the joy of focused PD. It is more important to go deep in one or two areas than to overwhelm your teachers with too many initiatives at once. Be a leader who listens AND protects those whom your serving – while also inspiring learning. Now It’s Your Turn What is one new way you can begin approaching professional development that involves input from your team? How can you protect time in your calendar so that time is prioritized for ongoing learning for your teachers and staff? What is something you’d love to learn more about? Ask your teachers that question and begin planning professional development with their input. Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:147 Providing Focused Professional Development appeared first on Principal Matters.

Have you ever felt overwhelmed in trying to balance priorities? Photo by Stephen Leonardi – Creative Commons No known copyright restrictions https://unsplash.com/@stephenleo1982?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit If you’re like me, you can probably think of more than once where student discipline, parent concerns, and teacher feedback provided you more tasks than you could complete in a day. No matter whether you are a new principal or a veteran leader, here’s a quick truth: you will never reach the point where you “have it all together.” That’s because you will always have room for growth. At the same time, how can you build strategies and good habits for better balancing priorities? This week, author and principal Jen Schwanke and I continue a series on Strategies and Solutions for School Leaders. As we discuss ways for school leaders to balance priorities, we focus on nine helpful takeaways so that you increase your capacity to manage the demands of school leadership. These include: 1. Acknowledging your limitations. Every leader must admit he or she has limits, and it is a healthy practice to anticipate what you will do when overwhelmed with tasks, requests, and responsiblities. 2. Refusing to be a martyr. Tuck in your cape. You are not a super hero. And your teachers and students do not need a leader who sacrifices his or her well-being to serve. 3. Watching your attitude. At the end of the day, you set the tone for the optimism and hope of your school. You are not in it alone, but your attitude will convey to others how they should be handling pressure. 4. Staying organized. Yes, there are strategies, plans, and tips that can help. But these must fit your work style and personality to be effective. 5. Leaning on support. You were made to work with others. Don’t be afraid to model humility, ask for help, and rely on others for the tasks of leading a school. 6. Connecting with colleagues. Other principals and school leaders can provide a safety net for you. They provide perspective and support that can make the load feel lighter. 7. Putting students first. Yes, you have a lot on your plate, but always ask yourself how your actions, words, and plans are helping students. 8. Learning the cycle of leadership. Believe it or not, principals sometimes reach points of peace. When you have these rare moments, don’t feel guilty. Learn to draw strength from them for the next difficult moment you’ll encounter. 9. Embracing unpredictability with humor. It will be difficult to survive leadership unless you embrace pressure as part of the journey. It’s even more satisfying when you learn to find joy and laughter even in the crazy moments. Let’s Wrap This Up Among these helpful takeaways, Jen and I also discuss several ways leaders can organize and prioritize tasks so that they are fulfilling their duties and honoring those whom they serve. This includes creating a scheduling system that works for you, taking time to prioritize, and keeping track of tasks and crossing them off the list. Many of these great tips can be found in Jen’s helpful book, You’re The Principal! Now What?. Listen-in to this week’s conversation to hear more reflections on these takeaways so that you increase your capacity to manage the demands of school leadership. Now It’s Your Turn The good news is that over time, school leadership does provide seasons of stability, where you can breathe, reflect, and re-prioritize. Good habits do lead to better results. This week, choose one good habit you may want to implement or enhance for balancing priorities. What is one step you can take today to rethink your approach to managing many responsibilities while also finding joy in the process? Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:146 Good Habits for Balancing Priorities appeared first on Principal Matters.

When is the last time you heard the following words? “We do what’s best for kids.” Of course, we want school leaders to do what is best for students. But we also want to provide a place where adults feels supported and encouraged in bringing joy to students. Photo by KzAkabueze – ONEin12 – Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/64524820@N00 Those priorities are not in opposition to one another. And if you are going to encourage a culture of trust, collaboration and interdependence, you must value the input of your entire school community. That’s why I’m so excited to continue our conversation with author and principal Jen Schwanke as she co-hosts Part 2 of promoting a school culture of trust. In Part 1, we discussed the three kinds of culture school leaders may face: cultures of isolation, cultures of distrust, or cultures of teamwork. In Part 2, we talk about how to cultivate a culture of trust or teamwork by promoting positive outcomes for everyone – students, staff, teachers, and community members. Jen discusses some key questions for exploring your culture. Think about the following when seeking the input of your school members: How do you feel about what’s happening in your classes and our school? What is it that you see happening within our school that we can work on? Tell me why you think this challenging situation has happened? What do you think we can do about this? Is there anything you’d like to share? Listen to the history of your school, try digest information without passing judgement, and don’t commiserate with criticisms. Also, in this episode, Jen and I talk about other scenarios like: Does your school enjoy plenty of laughter? If not, it is possible students and teachers are not finding joy in their work. What philosophy drives your leadership? Embracing a philosophy that what’s best for students = every member of the school community feels valued. How do you encourage openness instead of isolation? Having open conversations vs. talking behind the back of the others. Don’t miss out on the entire conversation for takeaways and encouragement in the way you are building culture as we continue our series on Strategies and Solutions for School Leaders. Let’s Wrap This Up Ultimately, when everyone feels valued, you are doing what’s best for kids. When you study cultures at Chick-fil-a, Southwest Airlines, or Starbucks Coffee and other successful companies, each of these organizations focuses on a commitment to employee satisfaction as much as customer satisfaction. And a focus on serving all helps lead to school-wide cultures of trust. Now It’s Your Turn What ways can your commitment to “What’s best for students” involve all members of your school community? What is a way you can embed open-ended questions into conversations with students and teachers in order to more deeply understand the “why” of your culture? What is one step you can take this week to model trust in others? Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:145 Promoting a Culture of Trust – Part 2 appeared first on Principal Matters.

Cultivating a positive school culture is a lot like tending a garden. Photo by Gabriel Jimenez – Creative Commons No known copyright restrictions https://unsplash.com/@gabrielj_photography?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit When you have tilled the soil, pulled the weeds, and watered your plants, your work is not finished. You will need to take the same steps again soon in order to keep a healthy environment for growth. School culture requires the same care. In order to build and maintain a positive school culture, you must identify challenges and promote positives. In the book, You’re the Principal, Now What? Strategies and Solutions for New School Leaders, author Jen Schwanke shares three kinds of school cultures to keep in mind: two negatives to combat and one positive to promote: A Culture of Isolation A Culture of Distrust A Culture of Confidence, Understanding, and Teamwork This week, Jen Schwanke joins Principal Matters Podcast to co-host a new series on Strategies and Solutions for New School Leaders. During this episode, we discuss the following strategies: 1. Gauging the past: This includes researching your school’s history and staying impartial when gathering information. 2. Building from the ground up: This requires establishing trust, showing appreciation, staying positive, leading by example, asking the right questions, taking one step at a time, and not expecting perfection. 3. Keeping momentum: Throughout the year, you must relentlessly take stock, be visible, make a goal of “every kid, every teacher, every day”, get personal, and be personable. Let’s Wrap This Up No matter what time of the year, cultivating positive school culture involves promoting work within and outside the classroom, gathering people together, seeking ideas and input from others, building teams, and rewarding evidence of positive culture. As you do the consistent work of building a culture of confidence, understanding, and teamwork, you promote a healthy environment for student growth. Listen-in to this week’s podcast conversation to learn more! Now It’s Your Turn What is one step you can take today to engage “every student and every teacher” in a positive school experience? Whether you increasing visibility or sharing out student happenings on social media, keep cultivating the “good soil” of your school culture this week. Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:144 Building and Maintaining Positive School Culture appeared first on Principal Matters.

When Garth Larson was asked to move from secondary administration to become an elementary principal, he was curious if he could be an effective leader at that level. But his work in early-education combined with his years in secondary education gave him a unique perspective of the K-12 experience. Later, when he moved into a district leadership position, he and his teachers began asking lots of questions about their own K-12 grading practices: Were students being graded on their work or on their proficiency of learning standards? Were teachers more focused on instruction or on all students learning? What practices would ensure that students reached the targets set for targeted learning standards? Slowly, the grading practices of his entire district began to change from a traditional model to a target-based (or standards based) grading model. As a result of these targeted practices, within four school years, his district moved from a ranking of 120th among districts in Wisconsin to second in the state. Meet Garth Larson Dr. Garth Larson is the President of FIRST Educational Resources, based out of Oshkosh, Wisconsin. He previously worked as the K-12 Director of Learning for the Winneconne Community School District in Northeast Wisconsin. He also served as an elementary principal and high school speech and English teacher. He earned his Doctorate in Educational Leadership at the University of Wisconsin Oshkosh. He sits on the Board of Directors for ASCD Wisconsin, serves on the K-12 Advisory Council for Education for the University of Wisconsin Oshkosh, and also serves as an adjunct faculty member for educational courses offered through Dominican University of California as well as the University of Wisconsin Oshkosh. Garth currently consults to school districts around the country and provides customized professional development around a variety of school leadership topics. He Garth is also the author of Grading for Impact co-authored with Tom Hierck, and Collaborative Systems of Support: Learning for ALL with co-authors Tom Hierck and Chris Weber. Target-Based Learning In this week’s podcast interview, Dr. Larson explains the leadership lessons learned in his experience with target-based practices. Together we discuss: What motivated Dr. Larson’s teachers and administrators to move from traditional grading to target-based grading instead. How target-based grading reflects proficiency more than completion or practice. Models of target-based (or standards based) grading at the elementary, middle-level, and high school levels. Lessons Dr. Larson learned in managing change: how leaders must listen, respond to real and perceived challenges, and walk “into the tunnels” with teachers to find solutions. Finally, Dr. Larson shares about his journey as President of FIRST Educational Resources: his transitions from building leadership to district leadership and then to working with more than 1,500 districts across the nation. Let’s Wrap This Up Grading practices are often embedded parts of our school culture and tradition. As you study the learning practices of your students and the grading practices of your teachers, where do you see the focus and priority in student grades? As you lead others toward a focus on all students learning, what practices may need to reexamined for reaching those goals? Now It’s Your Turn When is the last time you have asked questions about grading practices? Would you say your students are graded primarily on proficiency? How can you ensure your school learning practices are focused on competency rather than compliance? If you would like to stay connected with Dr. Garth Larson, you can find out more about him and his resources for school districts at http://firsteducation-us.com. The post PMP:143 Learning for ALL with Dr. Garth Larson appeared first on Principal Matters.

It’s that time of year again for hiring and job searches! Whether you are conducting an interview or being interviewed, I have found some common expectations anyone should have when walking into an education interview. If you are looking for sample questions specific to principal interviews, let me encourage you to check out the post, 30 Questions from Principal Interviews. But if you are in transition or you know someone preparing for their next interview, I want to share some tips to keep in mind for a solid interview experience: Takeaways from years of conducting interviews As hard as it is to work through the hiring process, nothing is more important to the success of school than finding quality educators. Although I haven’t kept count, it is safe to say that during the last twelve years, I have interviewed over a hundred individuals for staff or teaching positions. I have also sat on teams interviewing for principal or director positions. In my school leadership roles, I have seen many great and not-so-great interviews. Likewise, I have delivered some of both myself. Because I am a teacher at heart, I sometimes visit with candidates afterwards about ways they could improve their interview skills. Since I find myself coaching the same consistent themes, here are the 10 of them: 1. Write a solid resume. This should go without saying, but a good resume should be neat, concise, and without errors. Display a heading with all your contact information. Skills most pertinent to the position should be prominent and experience should be listed chronologically with most recent experiences first. If possible, limit your resume to one-page. Long resumes are tedious to read and usually unnecessary. 2. Use pre-emptive email or phone call. My advice is to send a short, friendly email to the person(s) you believe will be responsible for the hiring. This is usually pretty easy to figure out by visiting school websites or just calling and asking school staff for contact information. Make sure your inquiry is brief, professional, and without misspellings. If you choose to reach someone by phone or leave a voicemail, rehearse what you will say ahead of time. By all means, do not ramble or give the impression that you are desperate for a job.  School leaders want people who are passionate about teaching or leading, not about just finding a job. 3. Research your prospects. With the ease of finding information via the web, there is no excuse for not understanding in advance the lay-of-the-land in respect to the school or community you have targeted. More helpful still is finding someone you may know who lives or works in that community as a source for information. Coming into an interview knowing a few names and faces helps to put you a step ahead and gives you some context for the discussion you will have. 4. Rehearse your introduction (and deliver with a smile). Almost all interviews begin with the opportunity for you to introduce yourself personally, professionally, and in regards to your education. First, express thanks for the opportunity to interview; then, follow-up with a brief introduction of who you are personally and professionally. Sit up straight, smile, and make good eye contact. Avoid crossed arms, clenched fists, or rambling which usually show signs of anxiety. Appearing cool under pressure is important because that is what you will be expected to do every day in a teaching or school leadership position. I can’t tell you how much more attractive candidates appear when they smile, so don’t forget your most powerful persuasion tool, which is often your expression. 5. Play to your strengths and come with your A-game. I won’t stay long on the point, but it is very important. Your goal in an interview is to demonstrate the same confidence, preparation, and ability to connect that you will need in the classroom or the position you are seeking. So show up with same A-game in an interview that you would want your students or team-mates to see you deliver every day in your potential position. 6. Anticipate questions and be prepared with examples. You will be asked questions about how you define effective teaching or schools, use procedures, handle difficult situations or people, and understand content area. Expect questions about your willingness or interest in extra-duty assignments, and examples of past experiences. Don’t be surprised by these. Think them through in advance. If you are asked a question you never anticipated, take a breath and think about it before responding. Again, your goal is to demonstrate how you will communicate to students or colleagues on a regular basis, so be clear, concise, and use examples. 7. Turn failures into stepping stones. A good interview should also be challenging. If you are asked about failures or difficult times in your professional experience, be honest, and share an experience where you turned a difficulty into an opportunity to grow and improve. 8. Bring your own questions. Write down and bring with you questions of your own. Here a few examples: What are the most important qualities you are looking for in this position? How would you describe the culture of your staff or school? How would you describe your leadership style? Can you describe how you lead and support your teachers or team members? How soon will you be making a decision about this position? Avoid questions about pay unless it is brought up by your interviewers. Those questions can wait if you’re given a follow-up opportunity. 9. Rehearse your closure. Just as important as your introduction is your final impression. Take time again to thank your interviewer(s) for the opportunity to meet. Repeat the reasons you believe this position is a great fit for your skills and strengths. Tell them you look forward to hearing from them soon and then stand, offer firm handshakes, and don’t forget to smile. 10. Follow-up with an email or card. If possible within the same day as the interview, send an email or leave a card expressing your thanks for the opportunity to interview. As hard as it was for you to do the interview, remember your interviewers are giving up hours of time they would normally spend on other priorities to look for the best candidates. Be patient if they don’t quickly respond to you with a follow-up, and do not burn any bridges if you are not offered the position. Every interview is an opportunity to show your strengths and may open another door down the road. Let’s Wrap This Up If you take nothing else away from these tips, remember this: Interviews are so much more than a one-time opportunity to speak to someone. Finding the position, you want begins by the quality of performance you are showing at your current position, is reinforced by the kind of responses your co-workers will give when contacted about you, and is enhanced by your ability to deliver when given the opportunity. No amount of interview preparation will ever be as important as your reputation. The post PMP:Encore027 Ten Tips for Interviewing for an Education Opening appeared first on Principal Matters.

Dr. Douglas Casa began his study of student athletic safety in 1985 when he suffered an exertional heat stroke while running a 10K race. Photo by William Stitt – Creative Commons No known copyright restrictions https://unsplash.com/@willpower?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit As he explains, “I was fortunate to receive amazing care on-site from the athletic trainer; the EMT’s in the ambulance; and at the hospital from the emergency room physicians and nurses. I only survived because of the exceptional care I received. I was just 16 years old at the time, but I have been driven by this experience since that day.” Whether you a leading an elementary school or high school, school activities and athletics play such an important role in the lives of your students. These programs also contribute to the overall culture and climate of your school community. As positive as these opportunities can be, it is equally important that best-practices are in place for activities, practices, and games. This includes knowing ahead of time how you or your staff will handle emergency situations. Meet Dr. Doug Casa Dr. Douglas Casa is a Professor at the University of Connecticut and the Chief Executive Officer for the Korey Stringer Institute. Additionally, he is the editor of a book titled: Preventing Sudden Death in Sport and Physical Activity (2nd edition, 2017), published by Jones & Bartlett in cooperation with the American College of Sports Medicine. His new book titled Sports and Physical Activity in the heat: Maximizing Performance and Safety will be published by Springer soon. The Korey Stringer Institute In August 2001, Korey Stringer, an All-Pro offensive tackle for the Minnesota Vikings of the NFL, died from exertional heat stroke. In April 2010, Kelci Stringer (Korey’s widow), James Gould (Korey’s agent), and the NFL asked Dr. Casa to develop and run the Korey Stringer Institute (KSI) at the University of Connecticut. The mission of the KSI is to provide research, education, advocacy, and consultation, to maximize performance, optimize safety, and prevent sudden death for the athlete, warfighter, and laborer. For the past 18 years, Dr. Casa has worked toward his goals at the Department of Kinesiology, College of Agriculture, Health, and Natural Resources, University of Connecticut. You can read his entire bio here. Interview Takeaways In this podcast interview, Dr. Casa explains several important ways schools can be prepared with sound prevention policies and procedures: Find out where your state ranks in comparison to other states in the rubric provided for KSI on safety and prevention. (See KSI’s State Rankings page here.) Discover best practices for the four H’s. (Explore KSI’s website under the tab, Emergency Conditions for information on): Heart Heat Head injuries Hemoglobin, sickle-cell trait Explore affordable and practical ways to be prepared for heat-related incidents. Be prepared with written emergency plans for multiple settings on and off campus where students practice or perform. Understand the sickle-cell trait tendencies so that student athletes are appropriately rested and treated. Let’s Wrap This Up Dr. Casa also explains how his own story of heat stroke has come full-circle after more than 30-years in a compelling and surprising story he tells at the end this interview. Take time to listen and share this episode with others in your schools or communities who want best practices for keeping activities safe and healthy for students. Now It’s Your Turn What are ways you can evaluate your own school or district policies and practices in light of the KSI’s recommendations for best-practices? Do you have emergency plans for practice or competition locations? Study KSI’s state rankings and see where where your policies or procedures may need revisiting. Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:142 Preventing Student Athlete Injury or Sudden Death – Interview with Dr. Douglas Casa appeared first on Principal Matters.