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

The European Space Agency’s historical comet landing of the spacecraft Rosetta in 2014 was an amazing feat. Imagine organizing a team of scientists and space engineers who design and launch a spacecraft with the goal of intersecting with a comet 500 million kilometers from Earth. Then imagine ten years later, your findings show the spacecraft is indeed crossing paths with the targeted comet. From 500 million kilometers away, your Earth-bound team maneuvers the activation of the spacecraft’s previously inert power source, it orbits around the comet, and it attempts a landing. You must wait a half hour for the data from the spacecraft to transmit back to Earth to even know what its “current” status may be. Finally, the images of the comet’s surface appear on your computer screens, and you know the landing has happened. Let the cheering begin! From 500 million kilometers away, a team’s dream had become a reality. The euphoria, amazement, thrill, and adrenaline rush must have been electric. I get excited every time I think about how many seemingly insurmountable obstacles were overcome to achieve this profound result! But here’s my question for those of us back on earth: What challenges are you facing at school, in leadership or in life right now? Three Reflection Questions for Facing Challenges Here are three questions to keep your own challenges in perspective: 1. What kind of team are you on? No one achieves epic milestones like comet landings by flying solo. Monumental accomplishments require teams of like-minded people who can share a vision, collaborate, and execute. Your ambitions may not be as galactic in proportion, but they are still important. And to reach them, you need others. In your school, what goals have you set for your students, teachers, and yourself? Remember that you cannot accomplish them alone. You need others if you want to reach school-wide goals. Whether that is working in professional learning teams or student advisories, you will always accomplish more with the sharing of ideas and relying on input from others. 2. What kind of commitments do you have? Amazing feats are not accomplished half-heartedly. If you want to reach a goal, you must be dedicated to finishing whatever race you’ve started. I like to remind students, for instance, that school is like a marathon. You can start off with a big rush of energy, but it is maintaining momentum in the mundane, pushing on even during tough times, and holding on to the hope of reaching the end that keeps runners moving their feet. The same commitment is necessary to reach any big goals. It’s not easy or sometimes even probable, but without commitment, it is impossible. For instance, if you’ve set specific learning goals for students, these cannot be reached without being measured. Rocket scientists cannot simply guess on their math when aiming for targets, and helping students learn requires targeting specific learning standards and committing to the hardworking of reaching them. Don’t give up on the commitments and hard work necessary to reach those goals. 3. Are you willing to take calculated risks? If you or your team are going to reach new milestones, then just doing what you’ve always won’t help. For example, a few years ago, I was talking to our high school football team’s head coach. His team was 10-1 and entering the second round of playoffs. It had exciting season. But just three years before, his team had no wins. Zero. What made the difference in three years? When I asked him, he said, “Three years ago after we lost all our games, we asked ourselves ‘What can we control?’ We knew we couldn’t control how we matched other teams in terms of size or speed. But we did know we could control how conditioned our players are.” His boys began systematic routines of work-outs, weights, and running while still practicing drills, plays and strategy. After each practice, they run some more. As a result, the team has often seen its strongest performance during the 4th quarter of a games. When other teams are wearing down, and opponent players are holding their sides, his boys are still running strong. Why? Because they were willing to try something they hadn’t before. And it worked. Calculated risks often mean you’re willing to try something that achieve your ultimate goal. But then again, you’ll never know until you try. Your teachers and students need a leader who is willing to take bold, courageous actions. Let’s Wrap This Up In Tim Elmore’s Habitudes series, he introduces the idea of “Checker and Chess.” Leaders often approach their work like checkers: seeing every person as having the same abilities, potential or outcomes. But exceptional leaders see their work as chess: recognizing the unique gifting, abilities, and potential each person plays — and then making wise decisions about how to move forward with strategy, commitment and risk-taking.Are you playing checkers or chess in leadership? No one would have ever thought a man could ever catch a comet. But it’s been done. Monumental events like spacecrafts catching a comet or teams winning championships are inspiring. But they happen with a mix of both inspiring imagination and committed teamwork. What goals have you set for your school this year? Amazing possibilities lay ahead when you work as a team, commit to reaching shared goals, and decide to risk trying new strategies. Now It’s Your Turn What have you been dreaming of doing with your school or team? If anything was possible, what steps would begin taking next to accomplish audacious goals? Revisit the goals you have set for your school this week and think about the next best step in reaching them. Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:Encore043 What Can You Accomplish Together? appeared first on Principal Matters.

During my second year as a high school assistant principal, I received notice one morning that a number of students were missing items from their lockers. Upon further investigation, we discovered that in one hallway of the school, an entire row of lockers had broken into and contents were missing from several. Thankfully, we had cameras in that section of the building, and I began watching tape – rewinding from the time school was dismissed the day before and viewing until the morning of the report. I finally found footage of several students late the evening before, and I could see them breaking into the lockers. It was during evening credit-recovery classes we offered, and the students seemed to be on what appeared to be a bathroom break and had chosen a hallway where the lights were off. For the most part, all I could see were their silhouettes. Throughout the day, I pulled in some of my staff and team members who helped me match descriptions with the names on evening class roll. After our day-time students went home that day, I stayed late to talk to the teacher in charge of evening classes and to meet one-on-one with each student suspected of being involved. Luckily, as I questioned students one-on-one, most were cooperative and admitted to what happened. But one young lady was not cooperative. I’ll call her Lizzy. As I talked to Lizzy about what I had observed on camera, she insisted she wasn’t involved. She certainly matched the physical traits of what I could see in the video, so I switched into “interrogator’ assistant principal mode: “Listen, Lizzy.” I said, “I know it’s hard to admit when you’ve done something wrong, but not cooperating is not going to help as talk about appropriate consequences for breaking into lockers.” Lizzy began to cry. “I promise it wasn’t me, Mr. Parker.” So, I asked her to take a seat in the office waiting area and think about her actions as I still had other students to question. I’ll come back to that conversation at the end of this post, but I was thinking about that day recently when talking to new principals about how to manage student discipline. The Challenge of Managing Behavior I believe student discipline is often the hardest and most difficult part of a school leader’s work. Because I served as an assistant principal for nine years before becoming a high school principal, I spent a lot of time managing hundreds if not thousands of student discipline scenarios. At first, the pressure involved in decisions that were often so emotional for students or parents, was overwhelming. When you are managing difficult discipline scenarios, you also spend very little of that time on other important matters – like classroom observations or scheduled team meetings. Although the tasks of managing behavior never become “easy,” I do believe relying on best practices can help over time. Great Resource for New School Leaders A great resource I’ve pointed principals toward lately is Jen Schwanke’s You’re the Principal, Now What? Strategies and Solutions for New School Leaders, published in 2016. In her chapter on student discipline, she shares some helpful and practical tips, including:• Empowering your teachers in student discipline• Clarifying that when problems reach you, you take the lead in deciding discipline• Knowing your districts student handbook and policies• Differentiating discipline• Prioritizing student safety• Investigating situations fully• Letting time be your friend• Getting second opinions• Avoiding group consequences• Involving parents whenever possible (Schwanke, 160-166) I highly recommend her book for the many other scenarios and challenges faced by new school leaders. 7 Tips for Communicating While Managing Student Discipline In previous posts and in my books, I share suggestions on how to communicate during student discipline that may help you in your practice. Here are seven to keep in mind: 1. Communicate in writing (importance of handbooks) When you know your policies and procedures ahead of time, and have them in writing, you have a strong guide for school-wide expectations and enforcement. Handbooks don’t replace wise decision-making, but without them you will be open to inconsistent or litigious practice. So know the ground-rules and make sure they are clear in writing. 2. Communicate in person (power of presentations) Students need to see and hear from face-to-face about what your expectations are for their behavior. This is why I’m a big fan of small group meetings with students at the start of each school year. It takes more time in large student populations, but you not only communicate consistent expectations in-person, but also you have the opportunity to look into the eyes of students and build rapport. 3. Communicate consistently (pre-determine consequences and rewards) Students thrive in environments where they know what is expected and then see those expectations enforced firmly, fairly, and consistently. This is best done when you’ve already decided ahead of time what actions to take for common and expected misbehaviors. Keep consequences closely tied to level of student safety involved. 4. Communicate to parents (before, during, and after discipline) Parents are likely to partner with you when you keep them informed along the way. When they hear from you often through other positive means, they are also more likely to trust and support your decisions. When dealing with student discipline, especially, keeping them informed is an important part of being on the same page. 5. Communicate with superiors (eliminate surprises for upper admin) In addition to students and parents, your administrative supervisors usually like to be in-the-know when it comes to discipline – especially situations they may also have to address. 6. Communicate with your team (keeping your staff in the loop) Sometimes principals fail to let teachers know important information about student discipline. Although some information must be kept confidential, a student’s teachers normally see him or her on a more consistent basis than you. If a teacher has referred a student to you, he or she will normally be curious or anxious to know if the situation was managed. Do the courtesy to keep them informed when appropriate. 7. Communicate for future reference (documentation for reports) If you don’t write it down, it didn’t happen – or at least you may be held liable later that it didn’t. Documentation takes time and can be a hassle, but good documentation provides you with consistent reporting, follow-up, and records for any future questions or concerns. What does research say about school discipline? Dr. Sameer Hinduja is a Professor in the School of Criminology and Criminal Justice at Florida Atlantic University and Co-Director of the Cyberbullying Research Center. Last month I heard him speak about his research on school culture at AMLE’s national conference for middle school educators in Orlando, Florida. You can see all his resources at his website. In research of schools and the kinds of environments where students feel most secure in learning, Dr. Hinduja shared three models for comparison: 1. Permissive models – These are schools that are low on discipline but high on social emotional support.2. Authoritarian models – These are schools that are high on discipline and low on social emotional support.3. Authoritative models – These are schools that are high on discipline and high on social emotional support. You’ve probably already guessed the most effective – where students and teachers feel most safe: The Authoritative: High Discipline and High Support Model. In this model, 97% of surveyed students feel safe – a significant difference in comparison to the other two models. The biggest takeaway from Dr. Hinduja’s presentation for me was that strong cultures take both strong discipline and strong student support. It’s just like strong parenting: you must consistently implement and enforce expectations while also providing strong emotional and social support for students to learn and thrive. Let’s Wrap This Up Let’s go back to my first story: As Lizzy waited outside my office during my locker investigations, I called in more students for questioning. One boy, in particular, began to list the other students who had participated breaking into lockers. As he talked, he mentioned a female student I did not have on my list. I pulled up the video footage, and this time I realized she was the young woman I thought was Lizzy. Needless to say, it was long, exhausting evening, as I interviewed students, called parents, retrieved missing items, and assigned appropriate school discipline. Of course, the evening instructor and I also talked about appropriate supervision. But I had something else important to do: When I called Lizzy back in my office, guess what I did next? I apologized. “Lizzy,” I said, “I’m so sorry I wrongly accused you and then didn’t believe you when you told me truth. I feel horrible for putting you through this situation and hope you can forgive me.” To my surprise, Lizzy said, “It’s okay, Mr. Parker. I know it must be hard doing your job and we all make mistakes.” And you know what, Lizzy was right. You have a hard job. Whether it is instructional leadership, school culture, student supervision, or organizational planning – you have a lot on your plate. And school discipline is one of the hardest parts. But as you think about the importance of an “authoritative” culture – one that holds students to high standards, communicates those expectations, enforces them consistently, and maintains the dignity of students in the process — then you have the ability to build a school community where students feel safe to learn and sometimes still trust you even when you screw up. You will never do the work of leadership perfectly. Give yourself some grace, reach out to others who can help, do the best you can with practices that work, and when you mess up, apologize and move on. When it comes to student discipline, know that in the end, these best practices generally produce strong cultures for student learning and growth. Now It’s Your Turn Think about the authoritative, authoritarian, and permissive models. What kind of culture do you think your students or teachers would say is practiced at your school? How can you revisit your practices with your team to ensure high expectations and high support are both happening? What is one step you can take to model that approach today? More Resources For other posts I’ve shared on discipline, you can check out: 7 tips for dealing with challenging students, or 8 tips for disciplining with dignity. Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:132 Frameworks for Managing Student Discipline appeared first on Principal Matters.

On Tuesday, September 25, 2018, I walked into a D.C. high school called School Without Walls, a four-story building interspersed with hallways full of art.I saw hand-built go-carts with bicycle parts lining a floor-way. Sky-lights hovering over walls of exposed brick created a sense of old and new. Expansions to the building allow School Without Wall to serve just over 600 students, grades 9-12. The top floor is home to a library with windows looking across at George Washington University. School Without Wall boasts the following mission: “[To] provide every student with a rigorous, college preparatory, humanities program that incorporates global and local resources in an experiential and interdisciplinary methodology to teaching and learning.” Every senior is required to submit a senior research project and present his or her findings in order to receive a SWW diploma.” Over 1,300 students apply to attend each year with 140 accepted to the incoming freshman class. Every student is required to take AP Language and AP Literature, and each graduate earns an Associate Degree through concurrent credits at The George Washington University. With offers from universities all across American, 84% of School Without Walls graduates finish college. Dr. Ross, the 2018 National Principal of the Year, from Chaplin, South Carolina, had invited me to accompany him there. He graduated from the high school in 1998. Twenty years later, he returned to hug the neck of Ms. Sylvia Isaac, a former teacher and now Associate Principal at the school. We also sat with Principal Richard Trogisch and Assistant Principal Simone Anderson as they shared data and background information with us. Dr. Ross told me he remembers the school most for its commitment to take learning into the city. Every teacher is required to conduct at least two field trips per quarter with the goal of providing hands-on learning experiences for students in every subject. Interview with Principal Richard Trogisch Later, I followed up in a Zoom-chat with Principal Richard Trogisch who has served the school for 13 years. Mr. Trogish has been an educator both internationally as well as in the D.C. area. His philosophy of education was born from the European models he saw committed to the humanities. In this conversation, he explains what makes his school work. As a National Blue Ribbon school, students are not only introduced to a strenuous application process and rigor academics but also they experience a culture of acceptance, safety, and opportunity from teacher and parent partnerships with them. In a follow-up Zoom conversation, we talked about the following:• Embracing and celebrating a community’s culture.• Providing safe learning environments where teachers love students.• Placing high standards on academics and rigor.• Including wraparound programs to support students academically and emotionally.• Partnering with parents, teachers and students in being proud of their school. I encourage you to listen in to the audio-version of our conversation for the full conversation. Let’s Wrap This Up Later after my visit to School Without Walls, I was having dinner at a restaurant called Bantam King on the north side of the Capitol in Washington, D.C. It’s a small shop that serves Raman dishes and incredible fried chicken. The wall across from me was covered in patterns of cafeteria trays glued to wall in blue, aqua green and yellow rectangle patterns. Hanging through the middle of the room were paper lanterns in colors of red, white, and yellow. The ceiling tiles were made from basket weave, and the wallpaper from faded cutouts of newspaper Japanese cartoons. A constant beat of hip-hop played over the hum of voices and the clink of spoons in soup. As I looked across the small diner, I felt like I was observing a microcosm of global citizenship right in the middle of the nation’s capital. And I felt this same sentiment when walking through the hallways of The School Without Walls earlier in the day. But every city, town, parish and community has its own flavor. Whether I am in the small towns of rural Oklahoma, a suburban school near Ft. Walton Beach, Florida, or the urban settings of Washington, D.C., I see commonalities among schools that work. These schools commit to the essentials of culture, academics, emotional-support, and parent/community partnerships. You may not be able to replicate a ‘School Without Walls’ in your community, but you can replicate the essential qualities that make yours a thriving school that works for your community. Now It’s Your Turn How would you rate your school in the following categories?• We embrace and celebrate their community’s culture.• We provide safe learning environments where teachers love students.• We place high standards on academics and rigor.• We include wraparound programs to support students academically and emotionally.• We are proud of our teachers and students, and partner with parents and communities.What’s one step you can take today toward growth in one of these essential areas? Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:131 School Without Walls – Interview with Richard Trogisch appeared first on Principal Matters.

Several years ago, Oklahoma received one of the worst blizzards I had ever seen in a state that sometimes has no snow fall during winter. As our community was plunged into a blanket of white with drifts of 3-4 feet deep, roads were impassable, and schools were closed. With days of wintery weather, I finally had the excuse I needed to sit and read. That Christmas I had received a copy of Unbroken: A World War II Story of Survival, Resilience, and Redemption by Laura Hillenbrand. As I took breaks from shoveling sidewalks and building snow fortresses with my children, I was riveted by the story of a man whose life story was inspiring. And Laura Hillenbrand’s seven years of research and writing produced a book I couldn’t put down. Unbroken has since been made into a movie. And recently, I discovered the audio-version published as an abridged version for adolescents. This past week, as my 13-year old son and I were heading out on a long road trip over fall break to visit family in Tennessee, we listened to the entire story together. The narrative was just as inspiring and moving the second time. As I thought about the lessons throughout the story, I wanted to share a few takeaways that may apply to your leadership and life: 5 Lessons from a Life of Resilience 1. The suffering of others keeps your own experiences in perspective. Louis (Louie) Zamperini’s story is multi-faceted. He was a troubled kid whose ability to run track in high school saved him. In 1936, that same passion propelled him at age 19 to Olympic fame. His dedication to running also provided him with a college scholarship. With the beginning of World War II and the cancelation of the 1940 Olympics, he was motivated to volunteer where he served as an officer and a B-27 bombardier in the Pacific islands. After surviving unbelievable combat conditions, the story turns to tragedy when Louie’s plane is downed on rescue mission. He survives in a rubber raft in the open ocean for 47 days where he suffers starvation, mental anguish, and loss of comrades. Just when you think his suffering as reached its climax, he is captured by the enemy. And the next 18 months of imprisonment, deprivation and beatings only increase his agony. His story of deep suffering brings startling perspective. No matter what kind of challenges you are facing, you may be able to see that from another perspective, your daily struggles may be trivial in comparison. It doesn’t mean your struggles are not important, but it does help to remember that sometimes we stress about temporary or trivial matters in light of the true struggles others may be experiencing. 2. Human dignity is one of your most valuable possessions As strong as Louie was in his suffering, the most brutal price he paid was the threat to his own personal dignity. Although he maintained an inner defiance and commitment to live, he was treated inhumanely by his captors. Frequent beatings, lack of adequate food, and forced slavery brought about incredible mental anguish. His suffering was helped by the quiet, supportive, and often defiant ways he and other prisoners were able to help one another, and he understood that starvation and physical suffering were often more bearable in comparison to the humiliation he suffered. Louie had also been bullied as a boy. In the process, he had learned to defend himself and fight back. But mistreatment in captivity meant he could not fight back without facing death. The indignities he experienced at the hands of one prisoner guard in particular haunted him for years after his release. As you think about those around you today, you may have no idea of some of the stories your students carry with them inside and outside of school. It may be difficult to understand the realities faced by victims of cruelty. As a leader, you have the responsibility and charge to preserve and protect the dignity of others. Stories like Louie’s are good reminders of the shared mission you have of creating a learning environments that ensures safety, belonging, and respect. 3. The hand of Providence is a reminder you are never alone. Even in his most profound moments of despair, Louie found ways to see the hand of God in the series of events surrounding him. He found glimpses of beauty, compassion, and relief in inexplicable moments: unexpected rains when he was at sea without water, and even the comfort of overwhelming beauty in nature while lost at sea. More than once he was comforted by heard voices of singing he believed must have been angels. He also found comfort in sharing with fellow-captives. As he looked back at his life later, Louis was able to see moments of grace even amidst the brutal suffering he experienced. Although he struggled with years of post-traumatic stress syndrome, this deeper perspective ultimately allowed him to find peace and express forgiveness toward his captors. No matter how much self-control you may have in the actions influencing your life or leadership, in reality, you are not always in control. The realization of God’s providence in your life leads to a profound gratitude. And that state-of-mind provides meaning and life of service to others. 4. Recovery from human suffering requires God-sized solutions and responses. Louie’s tragic story did not end when he is freed from captivity. The emotional recovery from war and imprisonment took years. At first, he turned to alcohol, and his addiction almost destroyed his family and newfound freedom. An encounter with God through a Billy Graham crusade caused Louie to come face-to-face with his own need for grace and forgiveness. And this newfound hope propelled him into a life of reconciliation and service to others. Living into his 90’s, the second half of his life allowed him to share his story with thousands of others. His indomitable spirit and unwillingness to break helped him survive war, but his acceptance of God’s intervention in his life provided him with strength far beyond his own. As you look at your service to others, you will inevitably face obstacles far greater than your own ability to solve alone. Don’t forget the power of God provides in surrounding you with grace and relationships to guide you through even the most difficult moments. 5. A life of giving provides others with hope, redemption, and a way forward. For the decades following his recovery, Louis dedicated himself to rescuing, teaching, and mentoring young men. He found his life’s mission in building a camp for boys and bringing troubled youth there. He would share his own stories of growing up as a reckless youth, running in the Olympics, suffering as a prisoner of war, and finding the grace to forgive. For the rest of his life, Louis was committed to redeeming the lives of others. You may have the blessing of living in relative peace, but your story has lessons of its own. And your story provides hope for others too. Let’s Wrap This Up As my son and I drove along the roads to Tennessee surrounded by the turning leaves of autumn, we paused the story of Unbroken and talked about the historical perspective of Louie’s life during World War II. My son surprised me by commenting on how impressed he was with Hillenbrand’s ability to catch even the smallest details in her descriptions. Stories often shape your understanding of the world. And stories like Unbroken help you think about your own resolve and resilience. Your experiences also shape you. And the pain can either tempt you to despair or motivate you to view others with empathy and compassion. Hopefully, you will never encounter suffering as deeply as someone like Louis Zampereni, but it is inevitable that you will experience trials and difficulties. As you do, remember how much you grace and redemption has influenced your ability to move forward. With that mindset, keep serving others, coming along them as they learn resilience, and providing them with hope as they face moments that try to break them. Now It’s Your Turn How have you developed resiliency in the face of hard times? How can you teach others from the lessons you’ve learned? Think about those in your care who may need encouragement today. What’s one way you can cultivate an environment that safeguards their dignity? Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:130 Five Lessons in Resilience – Reflections from Unbroken appeared first on Principal Matters.

This time of year, I’m on the road a lot visiting schools across my state. As I drive across Oklahoma, trees and fields have been brushed with the red and orange hues of fall. Rivers are swollen with much needed rains. And you can feel the first hints of winter’s chill in the strong prairie winds. The change in weather also brings along a change in expectations too. Teachers and students are talking about fall break, Thanksgiving, and even Christmas. Just as our physical environment influences our feelings and attitudes, our school cultures also affect they way we feel about school. And as I visit with school leaders, I am hearing a lot of conversations about the importance of their school culture. Building strong school culture is a tall order but one that more and more school leaders realize is the foundation for building a community of learning. This past year, I was invited to participate in a committee of school leaders who are researching best-practices for encouraging strong school culture. During that process, we have discussed a lot of research that confirms why school culture matters. Heather Shaffery, a researcher from the K20 Center at the University of Oklahoma sits with me on this committee. Although the final report has yet to be published, I wanted to share a conversation we had as we looked closely at takeaways from the research. Specifically, we discussed research from The National School Climate Center (NSCC), which includes multiple case-studies for schools on ensuring positive quality climate and school culture. (See NSCC’s 5-phases for school culture). Heather’s Bio Heather Shaffery is a researcher at the K20 Center at the University of Oklahoma.She has a Bachelor’s degree in Science from Arizona University and a Master’s degree in Science from the University of Pittsburg. Heather was a teacher of middle school science in Oklahoma. Now she conducts research and runs professional development for science teachers. She is also a doctoral student at the University of Oklahoma. The following is an outline of highlights from our talk. Or listen-in to the podcast version for the full-conversation: School Culture & School Leaders What are takeaways for school leaders in understanding how they influence culture? Research confirms the importance of the leader in a building. If you want strong culture, you need strong school leaders. Strong school leaders have the the ability to encourage and share leadership. They do not operate in isolation or without input. Strong school leaders understand the importance of meaningful listening and valuing the ideas of others. School Culture & Teachers What are takeaways for teachers? Most teachers know what constitutes good culture. But the challenge is an inability or resistance to implementing or practicing what’s best. When schools practice shared listening with collaboration for leadership decisions, teachers feel empowered toward stronger instructional practice. When teachers do not feel like their feedback is valued, they will be less inclined toward risk-taking and innovative instruction. School Culture & Students What are the implications for students? Involving students in shared leadership, not just on leadership teams, but in classrooms, increases student learning and achievement. Teachers must explore these questions with students: What do they want to learn? What do they care about? How do you leverage their interests and input in their own learning? School Culture School-wide What’s the result for school-wide practice? As culture and technology shifts, bullying has increased in schools. But when schools practice strong growth in culture, the result is a decline in those negative behaviors. As students feel safe, secure, and accepted, the entire school culture becomes a place that encourages responsibility, trust, and achievement. Let’s Wrap This Up Just as daily weather influences our thoughts and attitudes, our school cultures matter for student learning. As we see shifts in Millennials and Gen-Z educators taking the place of retiring teachers, we also see a shift in teachers and students who expect and often demand inclusion and input. Schools must shift toward shared-leadership models in order to provide settings of strong culture and student-centered learning. As you make these commitments, you will see an environment that encourages leaders, teachers, students, and communities to become communities of belonging — the ideal conditions for strong student flourishing. Now It’s Your Turn What are some ways you are embedding shared-leadership practices in your school? How are you seeking and implementing input from teachers and students? In what ways can teachers solicit and value input from students for classroom instruction? What is one step you can take today toward encouraging an environment of belonging and safety for others? Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:129 Why School Culture Matters – Interview with Heather Shaffery appeared first on Principal Matters.

How can schools integrate technology across all classrooms?Janalyn Taylor, Principal of Nance Elementary in Clinton, Oklahoma, believes that school leaders must be willing to model learning and teaching with technology in order to see teachers and students embracing its innovative uses. In a recent webinar conversation, Ms. Taylor explains how her school has embedded technology into learning, and how parents and community members are engaged with the lessons, activities, and products students are creating and sharing. Janalyn Taylor is Oklahoma’s 2018 National Distinguished Principal. She holds B.S. and M.Ed. degrees from Southwestern Oklahoma State University. She has spent the last 11 years of her 36-year career as principal of Nance Elementary School, a rural school serving a diverse population of pre-K through first grade students. With 83% of students participating in the free- and reduced-price meals program and 29% classified as English Language Learners, Taylor’s leadership is driven by a fierce commitment to equity and her ability to rally teachers and staff to ensure her vision is realized. She will be recognized at the 2018 National Distinguished Principals Program Oct. 11 – 12, 2018 in Washington, D.C., To see her entire biography, visit the National Association of Elementary School Principal website list of National Distinguished Principals. In our webinar conversation, she shares lessons for principals who want to integrate technologies for student-learning in every classroom. You can watch the webinar here, or listen to the podcast version of the presentation. Takeaways for Integrating Technology Technology must be recognized as a district priority. From the top-down, use in learning must be encouraged. For Nance, this meant introducing iPads 1:1 across the entire school. Using funding from the OETT Grant, teachers and leaders were trained through the K20 Center at the University of Oklahoma on best practices with follow-up onsite and ongoing professional development. The school first introduced small groups by developing a model classroom so teachers could pilot and practice before implementation. By using a Continuous Strategic Improvement Plan, integration became part of the district and school’s core values. Administrators must stay ahead of or right with your teachers as they learn technology. School leaders must model, model, and model use of technology in learning. As teachers adapt new practices, it is important they adapt a growth mindset and maintain positive attitudes. Seesaw is one successful application Nance Elementary has used to virtually share student examples of learning with parents and community members. One father said he loves getting alerts while working showing photos and videos of his son’s assignments via Seesaw. As teachers train with other teachers, ongoing professional development is shared among colleagues. Janalyn’s teachers use the SAMR Model to guide technology use: S = Substitution or replacing current technology with a new one A = Augmentation or functionally improving tasks by using technology M = Modification or redesigning tasks by the technology that is used R = Redefinition or a task that cannot be done without the use of technology (See more about the SAMR model at schoology.com.) Let’s Wrap This Up Since Nance Elementary introduced Seesaw for sharing student work online, over 53,172 items have been shared with more than 42,108 parent views. Other applications Nance teachers are using include: FLIPGRID, Apple Classroom, Kahoot, Coding, Osmo, Nearpod, and Differentiated Assessments. To see samples of student work via photos, templates or videos, you can check out the webinar presentation. Want to learn more? You can connect with Janalyn via Twitter @JanalynTaylor or via @NES_Principal. The post PMP:128 Integrating Technology School-wide with Janalyn Taylor appeared first on Principal Matters.

When I was in high school and college, my brothers and I worked part-time diving for mussel shells in the Kentucky Lake area.We would sell them by the pound at local markets, and those shells would in turn be sold to Japanese markets. Apparently, the pearly-white cuts from those shells are unique implants for growing cultured pearls in oysters. One day I was climbing across the bottom of an area that was ten to twelve feet deep. The only sounds I could hear were the hissing breaths from my regulator. As I found shells, I placed them in a net-bag I had clipped to one side of my weight belt. Because of low visibility, we didn’t swim with tanks on our backs. Instead my compressor, tank, and filtered line all connected to my boat. I was connected to a 50-foot air hose taped together with a 50-foot line of rope, and my regulator line was connected by a clip-on-hook to my weight belt at one end and attached to the boat and compressor at the other end. As I worked along an even stretch of clay and mud, I swept the surface with my hands while pulling the boat along with me. Suddenly, I came up to a trotline. This was a problem. Above me somewhere, long fishing cords were stretched, weighted, and floating horizontally while in front of my face were the vertical lines interspersed with hanging hooks and bait. I didn’t like cutting these, so I tried maneuvering around this one instead. But a few minutes later, I felt a pressure pulling on my line. I tried to turn around to pull back at my hose in case it was caught on a root or stump, but I couldn’t move it any further than a few inches. As I strained at the line, I finally saw where a few hooks from the trotline had snagged it. For some reason I decided it would better to unhook my regulator so I could hold the line in front of me and take out the hooks by hand. This seemed like a reasonable option, so I reached for the clip and flicked it open. Wrong decision. In a flash, my regulator line jerked forward, and I was left biting my regulator’s rubber mouth piece as hard as I could while the line shook with amazing force. At the same moment, I also realized I couldn’t move forward toward my line because something was tethered to my back. Somehow I had been hooked in the back and my regulator was pulled away from me at the same time. If this is hard to imagine, picture standing in a room with two doors. You are standing with your back stapled to one door while your only source of oxygen is a mouthpiece connected to a hose and tank on the other side of the room by the second door. Someone opens that door, picks up your oxygen tank and is walking away. Only your teeth in that regulator mouthpiece will keep you breathing. Twelve feet under water, in a cloud of mud and clay, I was being pulled from two directions at the same time. With my free hand, I reached for my knife I kept sheathed around my leg and began cutting at any of the tangled trotline I could find. Soon I was free again. I reattached my line to my belt, breathed deeply again and followed the air-hose line back to my boat. 3 Lessons From A Close Call Just in case you’re wondering, I didn’t make lake diving my life-time career. I still made dives for year afterwards, but I realize now how lucky I am to be telling that story. My point is this: If I had not been prepared ahead of time for what do when under pressure, I could have easily never made it to the surface alive. How does this apply to your own school leadership? You may not face life-and-death situations on a daily basis, but you face amazing pressures all the time. Whether that involves managing student safety, resolving conflicts, directing personnel policies, or prioritizing budgets — you lead under pressure (sometimes handling many scenarios at the same time). I remember one day visiting with an elected official in my office. We were talking when I received a phone call that we had a situation requiring police presence and my supervision. I shook hands with my friend and headed out the door. Hours later I followed up with a phone call to thank him for his visit. But this was after I had helped investigate the situation on hand, interviewed students, contacted parents, issued school discipline, and written a police witness statement. For many school leaders, managing under pressure is the rule not the exception. What kinds of pressures are you currently facing? Do you ever feel like the weight of decision-making is threatening to drown you? If so, you’re not alone. As you face these pressures, here are three quick takeaways from my diving that may apply to how you can keep your head above water: 1. Anticipate pressures, practice for them, and lean on your training. Long before I had begun solo diving, my older brother Jesse had been given the task of training me in safety. His training involved having me completely suit up and connect while walking through demonstrations of my work on the ground first. After he was satisfied that I understood each step and what to do in case of emergencies, I was allowed to do test my diving skills. One important safety step also included wearing a knife strapped to my left leg, and practicing locating and unsheathing it while in full gear and underwater for trial runs. These practice runs very likely saved my life. As you grow in school leadership, you grow through the practice. Eventually, you may find some of your responsibilities carried out almost by second nature. But most commonly, you will rely on your training and the on your experience. With that in mind, when possible walk through difficult scenarios before they happen. Think about the kinds of crises you may face in school: an intruder scenario, difficult conversation, disciplinary action, or instructional coaching moment. Practice, drill, and debrief with others on these scenarios. Later when real situations arise, you will walk through them with more wisdom because you’ve practiced. For instance, one day we practiced an intruder drill at an unexpected time in my building — before the end of a lunch period. This exposed areas we needed to address better for the next time. And it gave everyone the opportunity to practice. Sometimes new situations arise for which you’ve never practiced. But these also serve as good experiences to draw from the next time you face a similar situation, and believe me, you will. 2. No matter what is happening, keep calm, and work slow and steady. When difficult moments happen, it is easy to begin losing your self-control. But staying cool under pressure is a big part of finding solutions. I remember having lunch with one of my school’s Army recruiters. He was talking to me about his own survival training where he was plunged into water in full gear. It was a controlled setting. Because others were standing alert to jump in and help, he knew he was safe. But when he plunged into the water wearing a hundred pounds of gear, he remembered his training. He was told that in intense situations, try to relax and work slow and steady. So keeping a cool head, he carefully unzipped his jacket, and piece-by-piece he methodically removed his gear and all of outer garments before swimming safely to the surface. Although I was terrified of losing my air in my diving experience, I had to gather my thoughts so that I could take the next best step. Sometimes the best response to intense situations is to slow down and take your time. When encountering a difficult conversation in your office, for instance, if you feel emotions beginning to rise, begin taking notes and put your thoughts in writing. Or if you are managing follow-up to a student conflict, have the students sit in separate locations, and require them to write out statements before their discipline is assigned. It not only provides important documentation but also it also reestablishes a sense of self-control. You can de-escalate a situation by simply stopping and slowing down the process in front of you so that you don’t miss out on important steps in finding a solution. 3. Gather appropriate tools in anticipation of possible scenarios. Procedures, processes, handbooks, emergency plans—these are all the school leaders tools in implementing the right response to a given situation. Sometimes tools may include form letters, Google Docs or Google Forms. At other times, your tools may be technology apps or programs for communicating like Mailchimp, Remind, Twitter, or Facebook. If you find yourself facing tasks that drain lots of time from your day, ask yourself if there is a more efficient tool for accomplishing this. One tip I’ve tried is setting a timer when reading emails. If you are working against the clock with a pre-set amount of time, you often can process much more thoroughly with this kind of focus. Having the right tools and strategies available before these scenarios arrive can help you successfully move forward under pressure. Strong teachers collect good tools for instruction, and we should do the same in administration. Let’s Wrap This Up After freeing myself from the hooks underwater, I swam back to the surface, climbed into my boat, and leaned back against the side with a prayer of thanks. School leadership also creates moments and scenarios of intense pressure. As you do, remember to anticipate and plan for pressures. Slow down your pace and keep your head. And then gather the right tools on hand. These may seem like simple practices. But it is sometimes the simple practices that save us in the most difficult moments. Now It’s Your Turn Times of pressure and stress are inevitable. What plans, practices, and tools do you have to help you manage those times when they come? Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:Encore053 How Do You Respond Under Pressure? appeared first on Principal Matters.

Educators are talking a lot about students in trauma. Although you may not always know when students are stressed or facing a crises, research by the American Psychological Association, shows that today’s students have the same level of anxiety as psychiatric patients did in the 1950’s. Some of this anxiety is the result of increased expectations placed on students. Sometimes it is their unstable environmental conditions. At other times, it may result from unfiltered content they view via social media. As a result, today’s students need schools that provide places of stability and belonging. A first response to the growing number of students with anxiety is awareness. When you have a mindset of anticipating students face emotional stress, you can commit to building relationships of trust so that they feel safe in school. A second response is just as important: practicing social-emotional learning strategies that work well for all students. Interview with Tamara Fyke Tamara Fyke is an expert in social-emotional learning. She is an educator and creative entrepreneur with a passion for kids, families, and urban communities. As the creator, author, and brand manager for Love In A Big World, she equips educators with a social-emotional learning (SEL) curriculum that is both research-based and practical. She also provides the supporting resources necessary to empower students to be socially competent, emotionally healthy problem-solvers who discover and maintain a sense of purpose and make a positive difference in the world. Tamara is also the editor of Building People: Social & Emotional Learning for Kids, Schools & Communities, a book that brings 12 wide-ranging perspectives on SEL to educators, parents, and leaders. In our conversation, Tamara shares some great takeaways for educators wanting to reach students and move them from risk to resiliency. Here are a few golden nuggets from our talk: Three Essential Needs 1. Students need caring and nurturing environments. When adults understand and relate to students, students find a place to belong. Principals should encourage environments with entrances and surroundings that are welcoming and inviting. Teachers and staff are dedicated to showing up with smiles on their faces, and students know teachers enjoy being with them. 2. Students need high expectations. First, teachers must share a common language that points to good behavior expectations like kindness, honesty, and courtesy. Students need examples of what that behavior looks like inside and outside of class. In addition, students must understand the expectations to learn, to succeed, and to work hard academically. 3. Students need meaningful engagement. This happens in places that encourage methods like flipped model classrooms, hands-on lessons, and active participation from students for real-life learning. Resiliency, Prevention & Intervention These methods become practice that leads toward resiliency. As Tamara explains, prevention is different from intervention. Intervention is important when we see students who are triggered. Just as importantly, we can put measures in place to reduce those triggers: the key is building healthy relationships with students. Tamara’s research and practice confirm that one caring adult in the life of a student can make all the difference. Especially in middle school, students need to be “anchored” through advisory periods, homerooms, or teachers whom they trust. Finally, Tamara shares about the observations she has made of principals and teachers from across the nation who are responding to students in trauma. Specifically, she has observed when school leaders are committed to the social emotional learning of students, entire schools flourish. I encourage you to listen in to the attached podcast for the whole conversation. And you can find out more about Tamara and her resources at Loveinabigworld.org. Now It’s Your Turn What ways is your school committed to the social emotional learning of students? Just as you support the of increased academic standard, how are you also supporting the cultural and emotional supports of students? Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:127 Why Social Emotional Learning Matters – Interview with Tamara Fyke appeared first on Principal Matters.

One of my favorite college education professors would often start class with a provoking question. As we would grapple with how to answer or support our positions, he would stand there with his large hands lifted in the air, his voice booming, “Disequilibrium is the beginning of education!” It took me a while to figure out that he was teaching us by example. He was trying to help a room full of future teachers see that the greatest learning opportunities in life first start with challenges that “shake” our normal way of thinking about problem solving. Only by challenging us to think would we ever really learn. And it is often the challenges or resistance you face that help you gain strength for the tasks ahead. Embracing Healthy Tension With that in mind, how has resistance helped you grow as a leader, as a teacher, or in life? How have some of your most difficult moments birthed other great opportunities? Years ago when I felt I was prepared to move from assistant principal into a principal position, I was frustrated that I could not find any openings that were good fits for me. As I wrestled with my own frustrations at my inability to promote, I decided to take some positive steps. I began reading a book called 48 Days To the Work You Love by Dan Miller. Through the practical steps required in the reading, I was forced to re-think my values, goals, and talents. Eventually, the process reassured me that I was in the right profession but needed to keep growing in the knowledge of my own field. At the same time, however, even with my renewed sense of purpose, I experienced the pain of rejection as I applied for openings, interviewed for them and was told no. But that time also birthed some of the most creative ideas I had had in years about my purpose and practices as a school leader–even giving me the idea for blogging and podcasting. Most importantly, I became intimately aware of my own motives and reasons for wanting to be a school leader. Eventually, the right door opened for what I am doing today. I wouldn’t want to go through the difficulties again, but without them, I wouldn’t be leading with the focus I developed through those challenges. Resistance is not always counterproductive. It is often the necessary tension to push us in the right direction. What resistance are you facing today? As you persist, here are five ideas to keep in mind: 1. You are not alone. If you believe you are facing each day dependent on you own abilities and strength, you would be so limited in your possibilities. As a person of faith, I don’t believe we face resistance alone. In fact, that assurance provides immeasurable peace during difficult times. (Here is a great Bible reminder.) I also believe we’re not alone because we have communities of other educators who can surround us with meaningful feedback. 2. Remember others on your team who can help carry the load. Don’t forget to look around at the people on your team who care about reaching the same goals. You are not Superman; so tuck in your cape, and ask for help. School leadership is never effective unless it is shared. And when you’re facing resistance, it is so much easier when you face it with others. So reach out to those right around you. Don’t be afraid to ask for help in facing resistance. 3. Be patient with yourself. Experience is a great teacher. Any time you are improving a process, you learn most through trial and error. Be patient. Keep doing what works, and be honest about what doesn’t. One helpful tip I’ve heard in staying patient as a leader is to beta-test ideas you want implemented in your school. Testing ideas gives you room for trial and error. It helps you remember that it takes time to make meaningful change. Also don’t rush the process. As the book Outliers by Malcom Gladwell teaches, people with the most talent in their fields usually put in 10,000 hours before reaching that level of performance. We all have a long way to go toward reaching our peak! 4. Choose to find joy rather than becoming resentful. Sometimes when I am faced with a challenging situation, I have to remind myself that this is just a part of my job. I can either be overwhelmed, or I can face it with perspective. That mindset will not only change your attitude, it also influences those with whom you are working. 5. Look for and celebrate the small successes. At the end of the day, don’t forget to find the small victories that outweigh the struggles. Sometimes that may be hard to do. But even the smallest steps in the right direction are worth remembering. Let’s Wrap This Up Students need to be challenged to grapple with tough questions in order to find profound solutions. Researchers need to make errors in experiments before discovering miracles of science. Teachers need to experiment with best practices till they find the ones that work. We should not be surprised that all of us (including school leaders) need to accept that the daily questions and challenges we face can either serve to frustrate us into despair or to motivate us into growth. Now It’s Your Turn Is there a difficulty you are facing where you could use some feedback in finding a solution? Reach out to others on your team for feedback, or reach out to me for collaboration. Look for ways you have found to use resistance to your advantage, and apply those lessons to the next challenge. Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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 PMPEncore046: 5 Ways to Respond to Resistance appeared first on Principal Matters.

Recently, the United States mourned the passing of Arizona Senator John McCain. Before his death, Senator McCain was asked by a reporter what words he hoped to see on his tombstone. He replied, “I’ve been a small bit of American history, so I think if there’s something on my tombstone, it’ll be ‘He served his country,’ and hopefully you add one word, ‘honorably.’” (Source: Dailycaller.com) How do you judge endings? In his book, When: The Scientific Secrets of Perfect Timing, Daniel Pink explains research by behavior scientists that study how people evaluate the moral behavior of others. In this study, researchers created two versions of a man named Jim. In the first version, Jim is a successful CEO who for decades is kind to his employees, generous with his time and money, and lives a full life of service to others. However, in the last five years of his life, he becomes greedy, vindictive, and a moral failure. The second version of Jim is also a CEO, but for decades he lives of life of self-interest, takes advantage of his employees, and he is stingy and ungenerous. But in the last five years of his life, this Jim turns a corner, becomes a man of generosity, kindness and benevolence. Which man lived the better life? In the research, participants overwhelming chose the second Jim. Why? Because people instinctively believe that the ending is what counts. Daniel Pink calls this “end coding.” Sometimes we have a tendency to overestimate the importance of endings in the ways we think (Pink, 154-155). I have to admit when I read the accounts, I was confronted with my own mindset about life endings. I am disappointed when a person whom I admire has a failure of trust – especially when it happens at the end of his or life. But I have never paused to ask myself why the ending to me is as (or more) important than the whole. Do Our Experiences Change Us? Part of the reason, I believe, is that people associate a person’s character based on how they are formed by experience, adversity or success. Michelle Obama once said, “Being president doesn’t change who you are, it reveals who you are” (Source: Npr.org). Mrs. Obama’s quote is a good reminder that circumstances often reveal who we are. But with all due respect, I would still argue that experiences can also change you. For example, I remember the first time as a school administrator when I managed a situation involving criminal activity on a school campus. I was a young administrator with little experience in investigating or interrogation. Sure, I had spent more than a decade in the classroom, but it was different managing school-wide policy while confronting street-smart kids–some of whom also had parents who enjoyed calling in powerful attorneys. In the classroom, I had dealt with isolated crisis situations. But in the office, I had new perspective on day-to-day situations that brought me face-to-face with some of the worst cases of human behavior in the school– sometimes involving student misdeeds and at other times when students were victims of their own parents or guardians. As a result, I found myself changing. Whereas, I once thought of myself as a naturally trusting person, I began to form a wariness and distrust of others. When I had once thought it easy to explain the rules, now I saw how others could manipulate or challenge policy with technicalities or lawsuits. As a result, I found myself becoming defensive, somewhat paranoid and often angry. When I received my first death threat, for instance, I realized I had crossed into a new reality of leadership. Responding to the Ups and Downs in School Leadership As I’ve explained before, I almost gave up on a career in school leadership. But at the end of my second year as a school administrator, a shift happened when I started shifting my focus to areas outside of the more difficult parts of leadership. I had also gained new skills in managing difficulties. In addition, I realized I couldn’t allow the very small percentage of tough cases in school to define or overwhelm the vast majority of positives happening there. Even though I was able to come through those experiences with new perspective, I don’t believe I stayed the same person. I was no long naïve to the many challenges being faced by students and teachers on a larger school-wide basis. I was no longer convinced that decision-making was an easy process of just opening up a policy manual and following the directions. And in some ways, I probably became a bit callous or less sensitive. Like most people, I’m sure I unknowingly developed other traits, good or bad, that have inevitably influenced who I am as a person. What Kind of Legacy Will You Leave? 5 Tips Although our endings don’t completely define who we are, our endings do matter. And if the debate is whether or not “a life well lived” or “the ending” matters most, I imagine the answer is somewhere in the middle. Taking a closer look at the end of a story is difficult if you are in the middle of it, but I believe each of us has a longing for our endings to be good ones. As we wrap up this series of posts on reflections for education leaders, how do you think you will look back on your own leadership experience? It is sometimes hard to see what kind of legacy you are building. But you are building a legacy. You are leaving behind stories, experiences, and relationships that reflect your influence. As you think about your legacy, I’d like to offer a five ideas to keep in mind: 1. Remember you are not as important as you think. I’m not sure I’ve ever heard anyone inspire someone with those words. But it is true. One of the pitfalls of leadership is believing you are larger than you really are. Someday, your school will exist without you. And the stories of your time there will fade with each passing year. I am not saying you are not important. I am saying you play one role in the many others who make up your school community. One of the ultimate goals of leadership is the ability to step away and watch others thrive and excel without your input. Keep your focus on serving others and celebrating their wins. In the process, don’t allow those successes to give you a false sense of self-importance. You cannot serve others if your ego drives your decision-making. In Jim Collins book, Good to Great, he highlights successful business in the history of America. One trait among the greatest leaders of these companies? Their ability to quietly lead without an interest in taking credit for the successes. “The good-to-great leaders never wanted to become larger-than-life heroes. They never aspired to be put on a pedestal or become unreachable icons. They were seemingly ordinary people quietly producing extraordinary results…” https://www.jimcollins.com/concepts/level-five-leadership.html If you want to leave a legacy, keep perspective on serving others. 2. Remember you are more important than you think. At the risk of contradicting the last point, let me explain. Another pitfall leaders make is underestimating your influence on others. You never have the luxury of compromising on your core values. Trust is one of the most essential qualities of building thriving communities. When you break or violate trust, you damage everyone else in the community. The little things you do – the way you treat others, how you listen and include input, the concern and generosity you demonstrate –all these actions demonstrate and model what you expect to see in others. In a world that no longer seems to believe that integrity in leadership matters, don’t be fooled. Students and teachers know who is the real-deal, and they will respect or disrespect you if your actions don’t reflect the values and behaviors you are asking of them. 3. Remember relationships are more important than anything else. Last week I heard a veteran administrator explain to new principals that you must be friendly with everyone you lead, but you cannot be friends with everyone you lead. This is a good reminder that leadership places you in an important but uncomfortable role. As you maintain schedules, lead change, or ask others to do what is difficult, in the end, people trust you more if they believe you care about them, not if they always agree with you. And trust is built through relationships. No amount of strategy, planning, professional learning communities or curriculum development can improve student learning absent of meaningful relationships. Relationships build the culture where learning grows. Being focused on relationships does not mean compromising standards, policies, or expectations. It means you learn to build others up even while holding them accountable. At the end of the day, your toughest decisions will be easier to live with when you know you went out of your way to assure others they are important and matter in the process. 4. Remember courageous decisions mean you will inspire some and disappoint others. You cannot lead others without making some people upset. If your goal is to keep everyone happy, then you will be unable to protect students or maintain higher standards for fear of upsetting people who require accountability. Accept the reality that it is okay to disappoint some while inspiring others. When you make decisions based on what is best for your most effective teachers and students, you raise the tide for everyone else. You also keep from worrying all the time about what will upset those who default toward complaining. Good decision-making will inspire confidence in the majority of your team, and you will leave a legacy of building more celebrations than regrets. 5. Remember you never arrive and must keep learning. Whatever you learn along the way, tomorrow is always a new day. In year 25 of my education career, I still have as much to learn as in my first year. Just a few days ago, I asked my son to teach me how to play a new video game. I didn’t ask because I want to learn how to play video games. I asked because I wanted to understand his world of play. And in the process, I was inspired and captivated by what I learned. The world is constantly changing for all of us, but we live in an exciting time where all of us can be discovers, creators, and innovators. If you fail to stay inspired to learn new ideas or processes, you will fail to inspire others to do the same. Keep an open mind to learning and embrace new ideas. When you do, you’ll help build a stronger culture of learning. Let’s Wrap This Up Lux Nayran, in 2017, gave a TedTalk where he explained an interesting discovering while analyzing 2,000 obituaries in the New York Times. He took every common word used in those statements about the random lives of people, and he placed those words in a word puzzle that assigned larger text to the words used most often and smaller text to the words used less often. Want to guess which word still out larger than every other? The largest word was “help.” When a person’s life is estimated for how he or she demonstrated a life well lived, that person was most remembered for helping others. Now It’s Your Turn What kind of legacy do you want to leave behind? What would you want on your tombstone? As you stay humble, use your influence for good, build meaningful relationships, make courageous decisions, and maintain a hunger for learning, you will touch the lives of others in hidden ways that may continue for generations to come. Ultimately, you cannot completely control the ending of your story. But you can remember what matters most: helping others. And if you’re lucky, like John McCain, you may you do so honorably. And that’s what a legacy is really all about. Sign-Up For Free Updates and Ebook When you enter your email address here, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! 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:125 Leaving A Legacy – What Will Others Say About You? appeared first on Principal Matters.