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

When I was a Language Arts teacher, I would walk my students through a series of practices on identifying their surroundings and writing down the details. You could try it right now. Take a moment and pause to consider the following: What are you seeing? Look up, down, around, and behind you. Are you seeing the glare of sunlight from a nearby window? Or maybe it’s the stained surface of a tabletop. Could it be a yellow painted wall holding a framed photo? What are hearing? Stop and simply listen. Maybe you hear the buzz of a heating or air system from nearby vents. Or do you recognize the distant hum of passing traffic? What do you smell? Are you surrounded by the scent of brewed coffee or mix of aromas coming from a busy kitchen? Or maybe you smell the mustiness of old books. What are you touching? Your body is full of nerves. Can you feel the fabric of the shirt you’re wearing resting on your shoulders? Or how about the press of your shoes against your toes? Are you holding the smooth ridges of a pen in hand? What are you tasting? Maybe it’s the sweetness of gum or the caramel flavorings of your favorite soda? Or it could be the aftertaste of your most recent snack. What are sensing emotionally? Are you anxious, excited, worried? Do you have a sense of confidence or angst for the day ahead? Or maybe you’re tired from a short night of sleep, or hungry for your next meal? It is easy to step into your day with a list of to-do’s and fail to see what is right around you or even what is happening inside your own brain. Sometimes it takes real effort to pause and reflect on your surroundings. But being mindful is important, not just in writing, but in leadership. Defining Leadership Leadership is an interesting and popular word. It is used in a lot of inspirational quotes, as titles for books, in website descriptions, and conference themes. But leadership is much more than a word. Leadership is influence. It means helping others to achieve more. It is taking someone from one location to another, or motivating another to do what she otherwise would not accomplish on her own. There is something else about leadership I’d like you to think about. Leadership is about those whom you are leading. Whether you are leading students, teachers, co-workers, employees or team members, each person you lead is a future leader. Someday, your influence, motivation, presence or input will no longer be immediately present. When that happens, the question will be: How have you invested in recognizing the leadership potential in those whom you lead so that they can in turn lead in their own areas of influence? Being a Person of Influence Think about the people who have been the most meaningful leaders in your life. Maybe it is a parent, a coach, a teacher or another school leader. I bet it is safe to say that he or she paid attention to details you did not see. Maybe that leader had the ability to look at life or scenarios from a perspective that helped you reimagine, redesign, or reprioritize your outcomes. Influential leaders see or hear what others may be missing. That’s why even professionals at the top of their game, like Howard Schultz, the former CEO of Starbucks, or the NBA star Kevin Durant, hire others to personally consult or train them. Whether you are leading children or adults, you are an influencer. And the ability to see what others are missing is an important quality in strong leadership. 6 Ways to Invest in Future Leaders How can you take an active role in maximizing the leadership growth in those whom you’re leading? Here are six ways to stay mindful of how you are leading future leaders: 1. Don’t make decisions in a vacuum. The decisions you are making for others are too important to assume you don ‘t need their feedback in the process. Yes, it can be messy and take more time to reach out for shared agreements, but when you reach out to the others for input, you create a culture of collaboration. For instance, before a scheduled faculty meeting at my school, I would normally consult with a team of teacher leaders. We would meet in a small group the week before so that I could ask them what questions, issues, or concerns needed to be addressed. Together we could brainstorm ideas that gave me a sense of what items were important enough to meet about as a large group. Of course, I had suggestions on items as well that met the strategic goals we had set for the year. But making decisions with the input of others makes for stronger decisions. The same is true for those on your admin leadership. If you have a team that includes assistant principals, counselors and office staff, input from the perspective of those normally outside of the classroom is just as important as those inside the classroom. And just as important, you should have scheduled times with student leaders. I would try to meet with a group of student leaders on a weekly basis for their input and feedback. Yes, it takes more time to gather input from others, but when you do, it increases the possibilities of reaching shared goals. And just as importantly, you are raising future leaders by modeling the contexts of good decision making. 2. Give others the ability to lead and the freedom to make mistakes. When you are responsible for a task, it sometimes hard to pass it along to someone else. Sometimes it is hard because teaching takes time. But if you are not learning to delegate, you will eventually drop the ball on some important tasks. The good news is that others on your team may be more talented than you are at the tasks you are doing. One year an assistant principal on my team asked me if she could manage the task of sending out a weekly “Friday Wrap-Up” email to all of our teachers and staff. This was a great way to summarize positive accomplishments from the previous week and to remind them of important dates or activities in the week ahead. The first few times, she touched base with me for feedback before sending out the messages. But over time, she owned the process. She was not only entrusted to accomplish the task with her own style, but frankly, she did a better job at it than I did. By delegating tasks, you are not sacrificing control. If done with feedback and direction, you are freeing yourself to do other tasks that better fit your expertise and skill set. Delegation takes more time on the front end to teach and guide practices. But in the long, you’re not just benefiting yourself, you’re building leadership in others. You are entrusting others with the ability to lead and influence in their areas of strength and talents. 3. Redirect feedback toward a “what can you do about it” outcome. I’ve shared ideas before from a method I’ve heard Todd Whitaker and Dave Ramsey refer to as “shifting the monkey.” The idea is that when someone comes to see you with a concern or an idea for new action, listen politely as the “monkey” of an idea jumps around the room and lands on your shoulder. Then take a moment to pick up the proverbial monkey and place it back on that person’s shoulders. Also, don’t allow good ideas to burden those on your team who already have their plates full. Learn to help others carry out the tasks they see as important areas of improvement. Here’s an example: One day a teacher visited me with an idea for a new assembly to recognize every senior who is accepting a post-secondary scholarship offers. It was a great idea. First, I thanked him for the idea. Then asked him what could he to do help turn this idea into a reality. He brainstormed ideas with me until he had a game plan for scheduling the event, contacting participants, preparing awards, and giving me a time-line for completion. By “shifting the monkey” back to others on your team, you are entrusting them to help navigate the pitfalls, identify game-plans, and execute plans-of-action. In the process, you are also giving them a leadership role in accomplishing an area needing improvement. Not all ideas need to be turned into actions. But whether you are dealing with negative feedback or simply letting someone vent frustrations, if possible, explore ways he/she can be a part of providing the solution. 4. Confront important realities with confidence and grace. Recently, I was presenting to a group of education leaders about having difficult conversations when the question was asked about how a leader can keep from upsetting others. The short answer is you cannot lead without upsetting others. I told the group that it was common in my former secondary administration experience to have at least one student, teacher, parent or co-worker crying in my presence on a daily basis. That’s fourteen years of a lot of tears. One principal in the group expressed surprise, and said, “I can’t imagine that happening. You seem so easy-going.” Here’s the lesson: You can learn to talk honestly to others while treating them with grace and dignity. But how others respond to honest feedback is their choice, not yours. Holding others accountable is seldom easy. But if you care about others, you will model providing honest feedback with grace and dignity. And in the process, you will cultivate the ability in them to do the same. If you want a great resource on developing skills in difficult conversations, check out Having Hard Conversations by Jennifer Abrams. 5. Be generous with sharing lessons learned. When I was fourteen years old, I became my dad’s new assistant during the summers. Before that my older brothers had worked with him, but they had each moved on to their own jobs. My dad spent many weekends in the Kentucky Lake area diving for mussel shells. One afternoon, I was helping him on the diving boat when a storm surprised us. Within minutes, rain was pouring down, and the sky was filled with lightning and thunder. As the waves increased, my dad fired up the boat motor so we could head for shore. But soon it began to sputter, and Dad said, “We’re running out of gas. Change out the gas tank in back with the spare one that is full.” I jumped to the back of the boat and stood there thinking. I had never changed out a gas tank before, so I started grabbing at hoses but couldn’t figure out what to do. Soon the boat stopped. My dad sprang to my side, “What are you doing?” he said. “I don’t know how to change out a tank,” I said. “Goodness, gracious!” he shouted and reached down to pinch the connecting gas valves and complete the switch. Later after we had made shore and the storm subsided, we sat and watched the water lapping against the shore. He turned to me and said, “I didn’t know you couldn’t switch tanks.” I explained that my big brothers had always done that as well as most other tasks and no one had ever showed me how. So, over the next days and weeks together, my dad slowed down when we were working together. He showed me how to maintenance a motor, fix a flat tire, change the truck’s oil, and record business expenses. He modeled the work for me. Later when I was in college, I bought my own diving rig to use in the summers to earn extra money. My dad’s leadership had prepared me to do work by sharing the “how-to’s” with me along the way. As you lead others, take time to slow down and help them understand your practices. Several months ago, I walked a turnaround high school with Principal Mike Crase, at East Central High School in Tulsa, Oklahoma. Here’s what I saw. Mike modeled for his fellow admins and teachers: sharing with others through explaining a process and touching base with students for feedback. What others ways can you share leadership lessons? If you’re a gifted writer, consider sharing an article or blog post with others in your professional organizations. Present a best practice at an upcoming conference or workshop. Yes, it takes time to teach others. But when you do, you are equipping them for the work ahead. 6. Don’t forget to invest in your own children as future leaders too. If you’re a parent, let me suggest some practices to keep in mind for the most important future leaders in your life. One of the greatest joys I had in school leadership was having my own children at my high school. Our morning commutes were sometimes sleepy and quiet. At other times, we would listen to leadership podcast episodes or audio books that could spark important conversations about their own personal growth. Our late-night events also provided me time for one-on-one meals or talks on the drive home. Now that I’m no longer leading their schools, I still enjoy being with my own children, but I have to stay intentional in the ways we engage. The same lessons we apply in school leadership apply in leading our own children. As my children have grown older, scheduling time together has become harder to do because of their various schedules. But creating touchpoints for your children are important if you want to influence their future leadership. Here’s one suggestion: Whenever possible, eat meals together. Anne Fishel, in her blog Theconversation.com, summaries a number of research sources showing the benefits of family meals for children. Did you know that children who regularly enjoy family meals have increased vocabularies, eat more balanced diets, generally perform better in school, and show fewer signs of anxiety and depression? (See Anne’s post here) In addition to mealtimes, here are some other practices we’ve had as a family that may inspire ideas for yours:• Reading together or watching movies together: I don’t do this as much now that they’re older, but for years, we had book time. When they were little it was story books. As they grew older, we read entire novels or series together. Living adventures together gives you more time together and a lot to talk about. Now that our children are older, we do this a lot more with movie times together.• Half-birthday dates and special occasions: At our home, every kid gets a half-birthday date each year. They decide what they want to do, and we can spend an entire afternoon or evening just being together with mom or dad.• Special milestones: In addition, at various ages, we also give each child an out-of-town weekend away. And for certain milestones, we treat them fancy date nights. Be creative, have fun. Each of these times can be focus on the kinds of life lessons you want them to learn and understand as they were developing as children, teens, and young adults. You can talk about everything from goals setting to understanding sex. Although you can never guarantee the outcomes, the time invested with your own children is worth the effort as you build future leaders at your school. Let’s Wrap This Up Jen Schwanke is the author of the book, You’re The Principal, Now What? As a practicing principal, she once sat on an interview committee that presented the following scenario to candidates: You are standing in the main office holding a stack of forms that need to be signed when a teacher comes in and says she wants to talk about an idea for her afternoon class. The phone rings, and your secretary tell you it’s the superintendent—he wants to talk to you right away. At the exact same time, a student walks in and heads toward the clinic; he is crying and red-faced. What do you do?’ She concludes: “Candidates that chose any option other helping the child were not considered” (Schwanke, page 46). Her point was that leadership is and must always be about students. I agree. But I have to be honest. In my leadership, sometimes I have failed to be mindful of those around me, including students. My bet is that you have not led perfectly either. If you are like me, sometimes you need a reminder to stop and pay close attention to the future leaders around you every day—whether that includes students, fellow teachers, or even family members. As you lead them, remember to include them in decision-making, to give them the ability to lead and make mistakes, to help them see how to become a part of the solutions, to hold them accountable with confidence and grace, and to generously model for them. As you do, you’ll find yourself not just leading, but investing in future leaders. Now It’s Your Turn This week will you take time to closely observer your surroundings? Think about someone in your school or on your team who could benefit from positive feedback or modeling. How can you include others in the decision-making happening this week? What part can students play in providing leadership for their own school? 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:124 Six Tips for Investing in Future Leaders appeared first on Principal Matters.

This summer my wife and I enjoyed time away, celebrating our twenty-fifth wedding anniversary in Lake Tahoe, Nevada. One afternoon, we drove to Emerald Bay, a cove nestled a mile below the mountain highway there. We hiked down the trail and rented a kayak. When we pushed away from shore, I was immediately struck by the clarity of the water. Gray mountains covered in tall pines and shrubs formed a semi-circle around the cove. As you look across the water, the blue skies shine across the clear, spring-fed surface with a silvery-blue hue. My wife, Missy, was sitting up front, her bare legs and feet extended straight out on the front of the boat as she soaked in the sunlight. We rowed ahead until we approached the round boulders of a small island, where we stopped for photos and selfies. This was a happy moment, and we were doing what we loved most – being outdoors together… When I was a junior in college, I had a Christmas party to attend at the end of my fall semester, and bringing a date was a requirement for attending the party. At the time, I wasn’t dating anyone. But I asked myself what I realize now was one of the most important questions in my life: “Who would be ‘the perfect girl’ to ask on this date?” I started making a mental list: It should be a girl who was pretty and smart. I wanted her to care about her spiritual life and be dedicated to a strong personal vision. It was a tall order. On top of it all, I could only offer a fun, non-romantic evening with no expectations of a second date. My first memory of Missy was after my freshman year in college. We had attended some summer training together, but I didn’t really know her. Over the next couple of years, I would see her at various gatherings. She was fun-loving, and other girls looked at her as a leader. During my junior year, Missy’s younger brother came to live on my floor. I remember a photo he kept of her on his desk. One day, I stopped to look at it. Wow, I thought. She’s pretty. I started paying more attention. Six weeks before the Christmas party, Missy and I were working together at a campus event. I didn’t want to miss the opportunity to be the first to ask her. So, after working up my courage, I decided to go for it. What could I lose? “Hey,” I said as I walked up to the table where she sat. She looked up and smiled. “I have a question I want to ask about your…calendar,” I started. “Okay?” she glanced at me curiously and pulled out a planner from her bag. I thought hard about what to say next. “I was wondering what you might be doing on December 6? I mean, I know that’s a long time from now, but I wanted to see if you had anything scheduled then?” “Well,” she paused, then thumbed through the pages and stopped. “Actually…I don’t have anything planned on that day.” “Cool,” I said, “Could I…pencil something in for you?” She smiled and handed it to me. I took a pencil from the table and wrote: –Men’s RA Christmas Party, 6 PM – Will Parker And then I handed it back. She looked at the page for a moment and then back at me. “Could you go?” I asked. It was the longest moment of my life, and suddenly, I realized how much I wanted her to say yes. “OK,” she said. “I don’t have anything else going on then. So, I’d be glad to go.” It wasn’t the smoothest approach to asking out the perfect girl. But as I walked away, I reminded myself that this was just going to be one date… One year ago, Missy and I stood on the banks of the Illinois River in Eastern Oklahoma. Our four kids were skipping rocks on the water, and we were watching as the sun set orange above towering trees on the opposite bank. I sat down on a nearby picnic table, and everyone gathered around. “I have an announcement to make,” I said. “You know I’ve been offered a new job as an executive director for my principal association, and I’ve decided to take it.” Emily, my oldest daughter, began to cry. Missy and I looked at each other, and then we all gathered around her for a group hug. Emily had just graduated from Skiatook, the school I had been at for the past ten years, and we had a lot of memories there. It would be hard to say goodbye. We talked for a long time as a family about what the next year might look like. Each family member took a turn talking about the ups and downs for the coming school year. Soon we had settled on what the way forward would look like. As our children walked ahead of us, we watched them strolling across the grass and through the trees back toward our cabin… Why Your Marriage Matters Not every moment in our marriage and family has been filled with blissful memories like these. Marriage is a series of ups and downs. For every happy moment you share, you also experience sleepless nights, unresolved conflicts, broken promises, and strained commitments. But the investment is worth it. I’ve shared before about the first few years when I transitioned from teaching to school administration. The over-commitment to school hurt my marriage and my health. Thankfully, my wife had the courage to tell me that I had become a shell of the man I used to be. This wake-up call forced me to rethink my priorities in every area of my life. And my marriage was one of them. In the book, The 5 Love Languages: The Secret to Love that Lasts, author Gary Chapman talks about the importance of understanding the specific ways your spouse receives love. Maybe it’s quality time or giving something that expresses appreciation. Perhaps it’s physical affection or acts of service. Sometimes it is verbal praise. Chapman explains how each time you communicate love to your spouse in his or her own “language”, you make deposits in their love bank. Each time you fail to invest, you are making withdrawals. The equation is simple: when you make more meaningful deposits than withdrawals in your marriage, you increase the potential to grow closer over time. A Healthy Marriage is a Healthier You Dr. Robert H. Shmerling, the Faculty Editor for Harvard Health Publishing, talks about the benefits of marriage in a post from November 30, 2016, in his blog at Health.Harvard.edu. He writes: “…there is fascinating — and compelling — research suggesting that married people enjoy better health than single people. For example, as compared with those who are single, those who are married tend to • live longer • have fewer strokes and heart attacks • have a lower chance of becoming depressed • be less likely to have advanced cancer at the time of diagnosis and more likely to survive cancer for a longer period of time • survive a major operation more often. This doesn’t mean that just being married automatically provides these health benefits. People in stressful, unhappy marriages may be worse off than a single person who is surrounded by supportive and caring friends, family, and loved ones. Interestingly, many of these health benefits are more pronounced for married men than for married women.” When you look at the prevailing research, it is easy to see why a healthy marriage is important and worth the investment. But as you lead a school or organization, how do keep perspective? How do you encourage a mindset for prioritizing the one person who will still be with you long after your time in school leadership is over? 6 Questions for Reflecting on Your Marriage Although these questions are important for any meaningful relationship, I would like to speak directly to those leaders who are married. It’s the context I’ve lived in the last twenty-five years, so I want to be able to speak from that experience. When was the last time you did an inventory of your commitment to your marriage? Here are six questions to consider: 1. When was the last time you revisited your marriage vows? If you haven’t read your marriage vows lately, pull them out or listen closely at the next wedding you attend. Most likely, they say something like this: “I, ___, take thee, ___, to be my wedded husband/wife, to have and to hold, from this day forward, for better, for worse, for richer, for poorer, in sickness and in health, to love and to cherish, till death do us part, according to God’s holy ordinance; and thereto I pledge thee my faith [or] pledge myself to you.” (theknot.com) Promises are important, and if you really meant what you said, your spouse should be the one person you prioritize above everyone else in your life. 2. Are you giving your spouse first place over your other relationships? Giving your spouse first place with your time and commitment has a lot of implications. First, it means what he or she thinks trumps what others think. This doesn’t mean you don’t debate or disagree. But it means his or her opinion always matters. Give your spouse the due respect she deserves when offering you suggestions, feedback, or advice. As you do, you will save yourself a lot of pitfalls because your spouse often sees things you are blind to. In every major career move I’ve made, Missy and I have weighed the pros and cons together. Staying unified in major decisions doesn’t mean agreeing on every point. But it does mean not moving ahead until you’re in agreement. Yes, this also means compromise. And learning to compromise equals healthier relationships. 3. Are you committed through the highs and lows? No matter how much you love someone, you will go through seasons of ups and downs. Don’t let how you feel determine your commitment to your promises. Promises and vows are kept regardless of how you feel. But here’s a secret. When you act in response to the promises you’ve made, the right feelings almost always follow. This is especially important in romance and sex. Our culture is obsessed with the idea of being led by your feelings. When you spend years with another person, your feelings can change often depending on your season in life. Raising children or starting a new job is hard work. Facing disease or health problems can create major stress. I can only speak from my own experience: If your commitment to your spouse is based on a love that is solid, no matter the ups or downs, you will always find the feelings returning as you journey together with that unwavering commitment. 4. Are you willing to keep learning and cooperating? Healthy spouses are honest with each other while also showing each other a lot of grace. One of the best decisions Missy and I made early in our marriage was taking a “Couples Communication” course. We read the book, A Couple’s Guide to Communication, by John Gottman. It was written in the 70s, but the skills we learned are still relevant. We learned how to practice open postures when talking, how to ask better questions, and how to repeat ourselves again until we really understood one another. Practicing how to resolve conflicts and working through difficult conversations has been a bedrock for us. During our first year of marriage, we scheduled a date every Saturday morning for space to talk through any questions or conflicts that had surfaced during the past week. And over the years, that early practice taught us a lot of skills we still use today. 5. Can you admit when you need help? When you hit walls that you can’t seem to conquer, ask for help–whether that’s reaching out to a trusted counselor or friend or whether you simply stop and pray together. It is also wise to reach out to others when you can’t seem to resolve issues. I have learned this lesson the hard way many times. When I’ve been willing to admit I cannot find solutions to major disagreements, I’m always surprised by what this does for my own attitude. Just the simple act of admitting I need help can be the game-changer sometimes for moving ahead with a shared solution. 6. Are you investing in time together and celebrating milestones? Although my wife and I don’t have a set date night every week, we have tried to make it a priority to reconnect in the ways that matter for both of us. For my wife, that means quality time together. We also love to travel together as a family. A couple of years ago, a good friend of mine lost his wife to a rare disease after 35 years of marriage. The one piece of advice he gave me then was: Go on vacation together every year, even if it is something you have to back later. The memories you build will be something you hold onto for the rest of your life. Let’s Wrap This Up This past week, I sat by the bedside of my mother-in-law, who has Alzheimer’s. She had had complications with her medications that hospitalized her for a few days while her doctor adjusted her dosages. As she recovered, Missy and I took turns staying with her. One night, I was alone with her, and we talked about when I first met Missy. Because her memory is fading, she looked at me a few minutes later and said, “Where is Missy?” “She’s gone home to put the kids to bed,” I’d explained. As she drifted off to sleep, I realized that someday my wife or I may be taking care of each other while the other lies in a hospital bed. If you are married, old age will someday fade your strength and memories. And when that time comes, you will not be worried about your master schedule or whether you read all your emails. But you will care about your most intimate relationships. On our trip to Emerald Bay, Missy and I walked the edge of the shore after boating. We stood ankle deep in the cool waters and watched as other boats and kayaks moved across the surface. The sands under our feet swirled with golden flecks. Ducks rested on a floating log nearby. As she took photos with her phone, I thought about our decades together: the loss of her first pregnancy in miscarriage, holding her hand in the births of our all four children, lit candles of a toddler birthday parties, the late nights helping kids study for tests, the long roads to band camps, the joy and tears at graduations…holding each other’s hands by the gravesides of lost family members. Through it all, we’ve often returned to the promises we made one another – promises to put one another ahead of our own personal interests – vows that seem so old-fashioned in a world where you’re so often told that nothing is as important as your personal happiness and fulfillment. But commitments that are worth it. Even in the busyness of school, if you are married, make it a priority to revisit your promises, give your spouse the priority he or she deserves, stay committed through the highs and lows, keep learning together, admit when you need help, and celebrate the milestones along the way. As you do, you will find the lessons from this most meaningful relationship keeping you both humble and inspired as you keep rowing ahead together. Now It’s Your Turn If you are married, how can you take time to keep your marriage a priority? How can you encourage your teachers and teammates to prioritize time with their spouses and families? Even in the busyness of school leadership, what are some routines or practices you follow for staying connected to the ones you love? The post PMP:123 Rowing Together – Why Your Marriage Matters for Your Leadership appeared first on Principal Matters.

The other day, I was talking to a friend of mine who ran track in high school. When he was at his fastest, he could run a mile in 4 minutes and 30 seconds. Even though he was naturally fast, he learned to increase his speed through a strong practice his coach required: wearing a parachute during practice. I was thinking about what it would feel like to run in a parachute. The weight and pull against your shoulders and legs would be almost unbearable. But imagine how fast you would run once the resistance was removed! Sometimes I think managing finances is like wearing a parachute. If you are running with a lot of financial stress, for instance, you may feel the pull and weight of trying to move ahead with life. If you’ve found a level of financial security, however, you may see money as a parachute that is helping you land safely when needed. For most people, money seems to act both ways. When my wife and I first finished college, we began married life with a lot of college loan debt. I realize now that I’m older that we were not alone. Just recently, the Federal Reserve announced that outstanding student debt for U.S. residents has now topped $1.5 trillion. Thankfully, early in our marriage, we discovered some great resources from authors like Ron Blue from ManageYourMoney.com and Dave Ramsey and his Financial Peace resources. With a lot of discipline and planning, we were able to pay down debt, save for emergencies, and make a down payment for our first home. Through the years, however, we’ve still had demands on our money that have required us to refocus or relearn some of those same lessons. Money seems to be an area of life most people deal with very privately. You may find it uncomfortable to talk about your own finances. However, your willingness (or resistance) to talk about money will influence the way you think and live. So how does your personal money management influence your leadership? Obviously, when you are responsible for school budgets or managing accounts for others, you must practice strong accountability and responsibility. But in this conversation, I want to focus on how your personal finances — your mindset about managing your resources – influences your leadership. 4 ways your attitude and practice with money matters: 1. Your money management allows you freedom (or lack of freedom) in your career choices. Early in my early education career, I was talking to a friend about how I was struggling with the leadership and support at my school, and was unsure what to do next. I no longer felt like I thrived in the work environment there. My friend patiently listened to my struggles, and then he said, “Will, we don’t live in communist China. If there’s a better opportunity for you out there, go for it.” That simple statement was a wake-up call for me to remember that I had a choice. But during that discussion, I also realized I had the freedom to look at options because of how my wife and I were managing our finances. By living within in our means and saving for future expenses, we had the freedom and perspective to look at options without fear. Some people worry about their employers knowing they are considering other options for fear they may lose their jobs. Thankfully, I’ve not worked in environments like that. But even if I did, I still believe that a healthy practice in money management allows for a more peaceful perspective when making important career choices. For example, the other day I was listening to a story of a man who lives in an economically depressed area of his city. He gave up a job making $9 an hour in order to work for a better company making $14 an hour. The catch, however, was his new commute to work. His better-paying job was 15 miles across town. Because he was limited to using public transportation, his commute required 3 hours of travel each morning and 3 hours home after work. In essence, he was giving up six hours of travel time and sleeping only 4 hours a night to make an additional $32 a day, I know the situation is probably more complicated than I understand, but here is my point: Sometimes, it is possible to be unnecessarily burdened by your financial decisions when you are so overwhelmed by circumstances that keep you from seeing other options. For instance, if the same man could have found part-time work at $9 for 4 more hours a day, he could have made an additional $36 a day, stayed closer to home, and gotten more sleep. Obviously, you did not choose the career of an educator to become wealthy. But when you practice good management of the resources you have, you often have more flexibility and choice when considering the options before you. 2. Your money management helps you set goals for your time and energy. Five years ago, I was looking at my growing family and anticipating my oldest daughter preparing for college. Looking ahead, I was aware that I needed to increase my income potential. Unlike many of my peers, I was not interested in becoming a school superintendent (no offense to all my friends who are). I loved being a school principal, and I wanted to expand opportunities within that field. When I looked at the financial landscape, I had a choice. I could despair, or I could invest my time in expanding opportunities. I love to write and wanted to share stories and lessons with other school leaders. So I began dedicating time — usually in the evenings or very early mornings–– to writing at least 500 words per week to share as a blog post. Five years later, I have two books in print and a weekly podcast. And this commitment of time has also influenced my career opportunities. When I began that process five years ago, the economy was in recession, unemployment was at an all-time high, and the prospects of seeing a raise in my school salary were uncertain for the short-term. But I chose to ignore all of those obstacles by realizing I still had control over my time and energy. Now I realize you may face bigger challenges than others because of your own unique economic, political, or social dynamics. But having a strong plan for managing your resources helps you have a clearer perspective on your own time investments. 3. Your money management reminds you that resources are temporary, and managing them is a gift. No one is really self-sufficient. Most successful or wealthy individuals have exchanged their time and effort for the rewards they enjoy. That’s how money works. You create something of value while others are willing to exchange something valuable for it. If your work creates value for others, you earn an income. But even the most successful person will eventually lose the ability to produce. Ultimately, your money and possessions are only temporary. As one of my old country music favorites, Ricky Skaggs, would say, “You can’t take it with you when you go.” Years ago, I heard a story about a preacher who was asked to lunch by a wealthy landowner. During their meal, the landowner expressed his disagreement with a sermon he had heard from the preacher about God owning everything. The preacher politely listened but did not argue back. After lunch, the man took the preacher on a long drive across acres of pastures and fields. At the top of a hill overlooking his property, the man said, “I’ve worked my whole life to acquire this land. Now, how can you tell me I don’t really own all this?” The preacher was silent for a while, and then he finally replied, “Can you ask me that question again in a hundred years?” Whatever resources you have, you are really only the manager of possessions someone else will own when you’re gone. We all face the danger of turning our possessions into symbols of self-identity or self-worth. But when you realize what you have is only temporary, you are able to appreciate it more and realize its value is in how it is used, not how much it is worth. That same mindset helps whether you are talking about income, relationships, talents, or knowledge. If you keep those resources to yourself, you are missing out on the greatest value of having them. And that leads to the last point… 4. Your money management gives you context for your work and your calling. Finally, it is important to remember the reason why we work and manage resources. Ultimately, our resources are put to best use when helping others. And generosity is not just measured by how you give your money – although it is a good indicator of your priorities, you have lots of ways you can express generosity. A few years ago, my family faced a number of emergencies that became bigger burdens than we could manage on our own. During that time, my son Jack was diagnosed with a rare disease that hospitalized him for two weeks. As he was recovering, it was also Halloween, and we planned to miss out on the festivities that year. Unknown to us, a friend of ours posted a message on Facebook on Halloween morning that said, “There’s a boy at St. Francis Hospital, room 329, who needs to celebrate Halloween today. Don’t let him be disappointed.” Soon, friends as well as people we had never met began to stop by Jack’s room with gifts—candy, video games, and other treats. Jack was so excited to see each person. By the end of the day, every table, counter, and windowsill in the room was covered with bags of goodies. My family still talks about that Halloween Day. We were facing some difficulties beyond our control, but the generosity of friends and strangers surrounded us with emotional support. In addition, we were facing financial burdens for hospital expenses not covered by insurance. In conversations with the hospital staff, they encouraged us to submit a letter requesting help. A few weeks later, the hospital sent us a letter back explaining they had forgiven the remaining bills for Jack’s stay. It is humbling when you face times where your own resources or abilities do not provide everything you need. Most people are fiercely independent. But when you are the recipient of generosity, it is not only humbling, but also it is a good reminder of the support you can bring others when they have needs. In the end, the greatest benefit of wisely managing your resources is the ability to help others when they go through difficult times. Let’s Wrap This Up There is another story about parachutes that I love to tell. One day at my school office, I found a handwritten card in my mailbox at school from a senior student telling me thank you for “packing her parachute.” I was curious and then saw inside the envelope that she had placed a cut-out piece of parachute cloth and a folded-up copy of this excerpt by a man named Charlie Plumb that read as follows: Packing Parachutes by Charlie Plumb “Recently, I was sitting in a restaurant in Kansas City. A man about two tables away kept looking at me. I didn’t recognize him. A few minutes into our meal he stood up and walked over to my table, looked down at me, pointed his finger in my face and said, ‘You’re Captain Plumb.’ I looked up and I said, ‘Yes sir, I’m Captain Plumb.’ He said, ‘You flew jet fighters in Vietnam. You were on the aircraft carrier Kitty Hawk. You were shot down. You parachuted into enemy hands and spent six years as a prisoner of war.’ I said, ‘How in the world did you know all that?’ He replied, ‘Because, I packed your parachute.’ I was speechless. I staggered to my feet and held out a very grateful hand of thanks. This guy came up with just the proper words. He grabbed my hand, he pumped my arm and said, ‘I guess it worked.’ ‘Yes sir, indeed it did’, I said, ‘and I must tell you I’ve said a lot of prayers of thanks for your nimble fingers, but I never thought I’d have the opportunity to express my gratitude in person.’ He said, ‘Were all the panels there?’ ‘Well sir, I must shoot straight with you,’ I said, ‘of the eighteen panels that were supposed to be in that parachute, I had fifteen good ones. Three were torn, but it wasn’t your fault, it was mine. I jumped out of that jet fighter at a high rate of speed, close to the ground. That’s what tore the panels in the chute. It wasn’t the way you packed it.’ ‘Let me ask you a question,’ I said, ‘do you keep track of all the parachutes you pack?’ ‘No’ he responded, ‘it’s enough gratification for me just to know that I’ve served.’ I didn’t get much sleep that night. I kept thinking about that man. I kept wondering what he might have looked like in a Navy uniform – a Dixie cup hat, a bib in the back and bell bottom trousers. I wondered how many times I might have passed him on board the Kitty Hawk. I wondered how many times I might have seen him and not even said ‘good morning’, ‘how are you’, or anything because, you see, I was a fighter pilot and he was just a sailor. How many hours did he spend on that long wooden table in the bowels of that ship weaving the shrouds and folding the silks of those chutes? I could have cared less…until one day my parachute came along and he packed it for me. So the philosophical question here is this: How’s your parachute packing coming along? Who looks to you for strength in times of need? And perhaps, more importantly, who are the special people in your life who provide you the encouragement you need when the chips are down? Perhaps it’s time right now to give those people a call and thank them for packing your chute” (Plumb, C. www.charlieplumb.com). In case you haven’t been reminded lately, thank you for packing parachutes in the ways you serve your school community! And as you look at the way you manage your time and money, remember your resources are simply commodities you’ve been given. When you manage them well, you will have more freedom in your choices, more intentionality with your time, more perspective on your work, and more generosity toward others. As a result, you will keep packing parachutes for others and the ability to recognize when others are packing yours. Now It’s Your Turn What is one way you can rethink the way money management influences your time and energy? What is one small way you can use your resources to brighten someone’s day or lighten their load? When is the last time you’ve paused to thank someone for the ways they’ve given you their time or help? The post PMP122: Packing Parachutes – Why Your Money Management Matters appeared first on Principal Matters.

When I spotted the mud puddle, I thought it would be fun to jump it. The dirt road that ran along the edge of the field by our West Tennessee farmhouse was often traveled by trucks or tractors. And the ruts in the sandy, red dirt would fill with rain and create long stretches of rust-colored puddles. I was barefoot and seven years old. My brothers and sister were with me. “Watch this,” I said. And I ran and jumped. My feet landed in the thick mud and streaks of red clay splattered across my legs and shorts. They laughed. And soon, one by one, each of them tried it too. “I think you could paint with this mud,” my sister said. “Oh, yeah? I bet it would look good painted on you!” And the mud battle began. Fists full of Tennessee red clay were thrown and splattered. And we chased one another until my oldest brother said, “You know, in ancient times, people would bathe in mud as a way to treat their skin.” He slowly began smearing it on his arms, his neck, his face, his legs. We followed suit. And before long, we were covered from head to toes in the red earth. How Play Encourages Innovation I was thinking back to this moment after reading the first two chapters of Tony Wagner’s Creating Innovators: The Making of Young People Who Will Change the World. Wagner makes a persuasive argument that without creativity, people lack the ideas, initiative, and motivation for extraordinary achievements. In the book, he looks at the lives of some the most successful people in industry, science, or the arts — people who seem to possess qualities that motivate them to do extraordinary things for rewards greater than pay or recognition. These are people who are motivated by the wonder and joy of learning. In all the attributes Wagner identifies among these most creative and innovative minds, one trait stands out among them: play. Play Influences Student Learning Play isn’t just good for our mental health. It also provides contexts that encourage creativity, teamwork, and a sense of accomplishment. And it’s not just something that motivates small children. People of all ages find motivation by engaging in play. Take this description of the long-standing tradition of pranks at MIT that Tony Wagner explains: ”Joost Bonsen, who is an alumnus of the Massachusetts Institute of Technology and currently serves as a lecturer in the world-famous MIT Media Lab, talked about the importance of the famous tradition of pranks at the university. ‘Being innovative is central to being human.’ Bonsen told me. ‘We’re curious and playful animals, until it’s pounded out of us. Look at the tradition of pranks here at MIT. What did it take to put a police car on a dome that was fifteen stories high [one of most famous MIT student pranks], with a locked trapdoor being the only access? It was an incredible engineering feat. To pull that off was a systems problem, and it took tremendous leadership and teamwork. ‘Pranks reinforce the cultural ethos of creative joy.’ Joost added. ‘Getting something done in a short period of time with no budget, and challenging circumstances. It’s glorious and epic. They didn’t ask for permission. Not even forgiveness.’ [Wagner concludes:] These students were playing — just doing something for the fun of it. Play, then, is part of our human nature and an intrinsic motivation” (Creating Innovators). Why are we not playing more? You would think that play is something all children enjoy, but in a world that prizes protection and safety, many of our kids are missing out on the freedom and space they need to experience play. They are also experiencing increased stress and anxiety. In Tim Elmore’s ebook Help Teens Manage Stress & Anxiety, he discusses how these trends are playing out in surveys with college students: Elmore shares the results of a report from the American College Health Association, which gives these sobering statistics about university students: ●  94% said the top word they use to describe their life is ‘overwhelmed.’●  44% said it was difficult to even function.●  Nearly one in ten had thought about suicide in the last year. When Elmore offers a number of responses to the growing anxiety among youth, guess what was one his many suggestions? Play.Elmore adds, ”Even technology wizards—perhaps especially tech wizards—know the secret of living well is to get off a screen for the better part of a day. Play. Go outside. Be with people face to face. Talk. Listen. Run. Walk. Tumble. Skin your knee.”(Elmore, page 36) Teachers of Innovation If our schools are to be places that allow for creativity, innovation and exploration, then how do we encourage elements of discovery, competition and wonder? Don Wettrick is an educator who authentically engage students in active innovation. He is also a podcaster, presenter and innovator in his own projects. And his Started Up Innovation website is chock-full of interviews, ideas, and products that help teachers and students practice innovation, entrepreneurship, and technology-rich learning experiences. Don is not alone. He is part of a growing number of educators who coach students in projects where they develop real-life scenarios for solving problems or creating products. They connect students with top innovators and business leaders through virtual meet-ups. And then they provide students with the direction, access, resources and collaboration for turning their ideas into tools, websites, businesses or movements. You may be aware of other innovative approaches like this with schools using Genius Hours, STEM labs, and Makerspaces that involve real-life application. Play in Your Leadership As a classroom teacher, I enjoyed learning. When my Language Arts students read plays or short stories, I read along with them — often I took parts as well so using bad British accents or a deep Southern drawl. But we also wrote our own stories. And as we did, we learned together, shared them with one another, and celebrate the moments. If I was in the classroom today, I would also encourage publishing through podcasts, blogs or Youtube channels. When I became a school administrator, for the first few years, I felt the creativity inside of me dying. I was so overwhelmed with school management, I was quickly losing the joy in my work. But over time, I began to rediscover the joys of school: engaging with students and teachers while they learned, including them in building communications from our school, asking them for feedback on ways we could improve. Slowly, I began to find ways to embed “playing” as a part of leadership. Creativity is a mindset, and you can be intentional with embedding play into your practices. 7 Ways for Ed Leaders to keep a playful mindset Here are seven quick suggestions for keeping a mindset of playfulness: 1. Turn problem solving into puzzle solving. Don’t look at every problem as a distraction from work that needs to be done. Look at solving challenges as finding better ways to enjoy learning. Every day you face situations where others ask for your input, or you encounter scenarios you’ve never had to manage before. As you do, you can learn to find energy and joy in collaborating with others for innovative solutions. Last year, for instance, when we decided to implement a new remediation schedule, I knew I could not pull the task off by myself. We solicited input from a team of teacher advisors, and my admin assistants took the lead with this group. They created sample schedules that we beta-tested a semester in advance of implementation. Even though I switched roles at the end of the year, I visited during remediation to see the schedules and plans in action. The final solution did not come top-down; it came through sharing the problem solving with a team of others who saw it as a puzzle to be solved. 2. Make it a goal to build up when you find things seem to fall apart. Whenever you encounter failure in a student or team member, remember you’ve failed before too. This mindset keeps you engaged with helping to turn disappointments into stepping stones. Difficult moments can often derail us from important tasks. But here’s a secret for not being upset or angry when disappointed: Embrace the moment as best you can. See these critical moments as ways to make something better in the end. Your attitude even in the worst moments goes along for setting the tone or atmosphere for others to emulate. And a positive outlook makes hard situations easier to bear. 3. Stay mindful as you observe and interact with learning. When you are busy, it is easy to miss what is right in front of you or fail to show gratitude and perspective. Keep your eyes and ears open for the expressions, actions, emotions, and conversations of those around you. Take time to make eye contact. Ask yourself if you really understand what is happening and whether you may be missing something obvious that others see. Look for opportunities to show gratitude to others. This kind of mindset allows you to recognize the small moments that collectively create the big outcomes for your school. 4. Connect and laugh with teammates and students. Isolation is the enemy of excellence, and you cannot risk missing out on the most important assets in your building: people. Take time to listen to the wins and losses of those around you. Celebrate the victories you see in instruction, activities, and sports. And take time to find the joy and humor in the small moments of the day. One time a high school student brought me a Barbie Valentine card with a sticker I could wear on my shirt. We had a lot of good laughs that day as I wore that around school. Have fun together. Life is too short to not take time to laugh at yourself and enjoy others. 5. Engage in creative projects with students or teachers. Your teachers and students have some amazing ideas. Let them create and share ideas from their own experience or classrooms. Capture learning moments via videos to share with others. Travel with teachers and students on field trips. Don’t just watch learning. Engage in the learning moments. It will make observations and evaluations much more fun. 6. Develop your own passion projects. I began blogging and podcasting while leading a school. It took time outside of the school day, but I found a lot of joy in sharing the experiences of what was happening in my school experience. I also love to write and play music. So, I engage in that hobby too. Working on passion projects not only keeps you innovative but it also influenced the work you do with others. You are more inspiring when you are inspired. 7. Stop taking yourself so seriously. You may be prone to being highly driven which is normal for school leaders. But being excellent should not make you obnoxious. Remember the bigger picture: most problems are small ones, most challenges are temporary, and most obstacles can be overcome. When you can’t conquer a problem or win a battle, give yourself space and grace. And remember to celebrate. Your teachers and students need to know that high expectations don’t mean you expect perfection. And they’ll love you more when you stop trying to be perfect yourself. Let’s Wrap This Up I can still remember when my mother stepped away from the flower bed in our yard as she saw her mud-covered children coming up from the field road. She stood with hands on her hips, but she didn’t scold us. Instead she smiled and told us to head to the creek to wash off before bringing our clothes to the water hose for rinsing. As we made our way to the water, I could feel the mud’s texture drying. I rubbed at some of the dirt, and it crumbled away into clouds of reddish dust. I looked at my siblings as we started washing. We were a motley crew— the whites of our eyes and teeth standing out against the muddy smears. We were a mess, but soon we were rinsed and heading home. Part of the joy and adventure of childhood is being able to make those most of messy moments. As you think about this school year, give yourself and your school permission to try, to fail, and to play. Encourage creativity. Celebrate the moments when learning takes place. And while you’re at it, think about how to keep your own creativity alive too. When you do, you may get your hands muddy along the way, but it is so worth it to maintain the joy of learning. Now It’s Your Turn How can you encourage playfulness in your students and teachers? What is one way you can recognize creativity in your students and teachers? How can you celebrate moments of discovery and innovation? What projects can you commit to this year that encourage your own love of learning? 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:121 The Power of Play – 7 Tips for Education Leaders appeared first on Principal Matters.

How are you anticipating the start of a new school year? This week I wanted to share some thoughts from a previous post as reminders for your new school year: Predicting Your School Climate Sometimes my left elbow aches. I have a scar there from when I broke it falling from a horse almost twenty years ago. When it starts hurting, I can usually be certain the weather will turn stormy. My aching elbow reminds me of another story. When I was a boy, I often helped on my Granddad’s family farm. His brother was my Uncle Jimmy. One day Uncle Jimmy and I were driving in his pick-up truck. The windows were down, and I was hanging my arm out of it and playing in the breeze as we rumbled down the gravel roadway. As we passed a nearby pond, the cattle were gathering around for watering, and two calves were prancing about the field, butting heads and chasing one another. Uncle Jimmy pulled the truck to a stop and nodded that direction.“See those calves?” he asked.“Yes sir.”“There’s a storm coming.”“What do you mean?” I asked. The skies were blue, the weather warm. (This was long before the days of GPS or Smart-phones.) “Whenever you see calves acting like that, you can be sure there’s bad weather on the way.” I didn’t argue or ask anymore questions. He put the truck back in drive, and we went onto the next job in quiet thought. The next morning I woke up to the crash of lightening and the rumble of a thunderstorm. Uncle Jimmy had spent all his life on the farm, and it should have been no surprise that he could predict the weather by watching the behavior of his cattle. Predicting School Climate Sometimes I like to remind myself that the ups and downs of a school climate are often predictable. Obviously, plenty of unpredictables happen too, but there are “seasons” we face each year that shouldn’t take us by surprise. One of the those seasons is summer hiring. Another is the start of school. As you approach the start of school, you can expect that teachers, students, and parents will want answers to the following questions: What is my schedule? What can I expect each day? What are the ground-rules in school-wide and in my classes? It seems so simple in concept, but sometimes we forget to keep an eye out for the cues of what is coming next. For instance, from the principal’s office, start of school means tasks like: Updating/printing faculty handbooks and duty rosters Communicating with teachers dates of new teacher training and professional development Updating websites and media outlets with dates for schedule pick-up, freshman orientation, and start of school And as we approach day one, the anticipation, nervous energy, dread, and excitement all mix together for the rush we call beginning the school year. Helpful Start-of-School Questions Whatever season you are preparing to face, don’t forget to take time to study your landscape. One way to be prepare is by relying on those who have been down the road ahead of you. For teachers, I like to recommend, Harry Wong’s First Days Of School for a great reminder on the processes, procedures, and ground-rules students need and expect day one of school. In it, he outlines the essentials for establishing, organizing, and implementing good routines and procedures for students. I call it “teaching with both sides of your brain” or “teaching with one hand while managing with the other.” Harry Wong likes to remind teachers of seven things students will want to know on the first day of school: Am I in the right room? Where am I supposed to sit? Who is the teacher as a person? Will the teacher treat me as a human being? What are the rules in this classroom? What will I be doing this year? How will I be graded? The same common-sense approach works for all areas of school. The routines we create help set the tone and safe-environment students and adults both need to see learning flourish. Ten years ago, when I took my first position as an assistant principal, my superintendent at the time had also been a longtime veteran elementary teacher. When I asked her for advice on school leadership, her response was practical but very wise. She said, “Think of every setting–whether you are with children or adults–as a classroom.” In other words, adults are no different than students when it comes to the need to know what to expect. With that in mind, here are seven questions we should anticipate our teachers, staff or students will have before the first days of school: What is my schedule? What extra duties, assignments or activities might I expect? Who is my administrator as a person? Will he/she treat me as a human being? What are the expectations, procedures, policies in our school? What am I expected to accomplish this year? How will I be evaluated, mentored, graded or coached? Whether it is in the classroom or school-wide, all of us thrive on routine. That is why we learn schedules, establish arriving/departing routines, create calendars in advance, provide observation/evaluation instruments in advance, and maintain and consistently support policies and procedures. Otherwise, the alternative is chaos. And chaos is not fertile ground for learning or teaching. How do you answer these questions for your teams? Just like we would for students: Keep it simple. Use both sides of your brain. Instruct and manage. Run your school or organization like a good classroom. Ask yourself what are the qualities, routines, and preparation of your favorite and most effective teachers? Let’s Wrap This Up Sometimes when we get overwhelmed with the seemingly endless list of to-do’s that come with school life, we have to think back to simple lessons like the ones I have learned from my elbow and Uncle Jimmy. You can’t stop the weather that’s coming, but you can look ahead, stay alert, and be prepared. When the next season comes, you can trust God for what you can’t control and weather the sunshine or the storms ahead with confidence. Because it takes both sunshine and rain to produce a good harvest. Now It’s Your Turn How are you anticipating your student and teacher questions ahead of time? What are some additional  ‘start of the school year’ routines or resources that you plan to use this year?Here’s wishing you a great week, and thanks again for doing what matters! 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:Encore06 – Essential Questions for a New School Year (& Predicting the Weather) appeared first on Principal Matters.

A few weeks ago, I was on an airplane with my oldest daughter, Emily, who just finished her first year of college and is enjoying summer break. Being with her brings back a lot of memories. At the time, she was staring out the window into the landscape of clouds below while we flew to a conference together in Chicago. As I watched her, I recalled moments from her birth and growing up years. And I thought about how hard is to explain the kind of love you have for your children. I’m a father of four, and with each one, I have had such deep emotions that words fail to describe the feelings. When I held Emily in my arms for the first time, I remember the overwhelming affection I felt, and I thought, “I have no idea what I’m doing!” But I also thought, “I had no idea how deep a father’s love can be.” Thinking about a father’s love also helps me think about my spiritual growth. Your beliefs guide your thinking and life decisions. The bedrock of my beliefs about spirituality are communicated from my background and experience as a Christian –the belief in a Heavenly Father who cares deeply for His children. Although your experience and beliefs about God may differ from my own, I’d like you to consider some reasons why your spiritual growth matters: 4 Reasons Your Faith Matters 1. Faith provides a bedrock of assurance. We live in a world of uncertainty, and our students experience increased anxiety and stress because of the environments (both globally and locally) presenting risks and dangers we may not have faced at their ages. At the same time, human experience has always included risk. In every aspect of your life, you have to accept that there are some situations and experiences that are beyond your control. But when you are faced with more difficult scenarios – like counseling an abused child or struggling through the death of a loved one – no amount of self-talk replaces the kind of assurance that faith provides. Walking by faith does not mean pretending. Instead, it means placing your trust in something or someone that promises hope –a belief that our circumstances are ultimately under God’s control. This does not mean that I expect my students or teachers to share my faith. Instead, I can step into each day (whether the day is one of inspiration or crisis) knowing that I can step forward with courage and assurance. 2. Faith provides a measure of perspective. I think it is important to ask yourself the question of who are you ultimately trusting for the outcomes you hope to see in your work or life? Your ability to self-reflect and rely on others will provide you with growth and improved outcomes, but many of your outcomes have nothing to do with you. My grandfather was a farmer. I would ride the tractor with him as he planted corn or soybeans, and I noticed how hard he worked to till the soil, select good grain, apply fertilizer and plant in early spring and summer. But there were a number of elements he could not control. First, he planted outdoors, not in a greenhouse. So, he was unable to control the weather. Sunlight and water were not in his control. But most importantly, he had no power over the seeds. Yes, those seeds were helped by being surrounded with the right conditions, but sprouting and growth was never guaranteed. In the classroom or schoolhouse, you can place your students in the best conditions possible for personal or academic growth. But you also have to trust in the elements beyond your control. Frankly, some of you reading this have encountered others in your work or life whom seemed beyond help at times. As I’ve met with individuals who appeared to be in conditions beyond my reach, I’ve had to learn to trust in what I cannot see. Not every situation turns out exactly as you plan, but when you trust God for the ultimate outcome, you are practicing the same wisdom as a good farmer. 3. Faith provides a community of strong support. Over the years, I have managed a number of crises involving student illnesses or deaths. Some of them were unexpected circumstances like car accidents or murder, while others were the result of disease. When you face these moments, your students and teachers need to know they are in a place where they can be comforted. And communities of faith add an additional layer of support. Most schools provide students with access to counselors or therapists. For your students of faith, a clergy member may also know them through interactions in places of worship. Over the years, I have seen pastors, for instance, who provide places for school communities to hold candle-light ceremonies during a time of crisis – places to gather for community prayers. These experiences may not be ones all students or families participate in, but they provide powerful moments of support, encouragement, and healing for grieving loved ones. In addition, faith-communities can be powerful partners. Some of the best volunteers and supporters of schools come from faith-communities who are eager to see their local or community schools thriving and flourishing. And in my own experience, I do not know how I would survive the normal walks of life without others I gather with regularly for worship and community. 4. Faith provides healthy context for your leadership. Recently, I heard some great research from Scott Barry Kaufman, Professor at the University of Pennsylvania who spoke on the topic of Cultivating Grit from Within. In his talk, Kaufman explained research from Maslow’s hierarchy of needs, with some interesting new definitions Kaufman will be sharing in his newest book coming out in 2019. One of the areas Maslow explored in his hierarchy is self-actualization. But in his later writings, he talked more about transcendence, the highest level of human experience where people pursue something equivalent to reaching for the infinite. (You can see reference to Maslow’s later works here.) Kaufman’s reminded his listeners that ultimate learning experiences involve discovery, awe, and wonder – not just receiving information, but finding inspiration. As education leaders, how can we expect our teachers and students to tap into moments or inspiration and awe if we don’t value those experiences ourselves? Let me ask another important question: Why do you step into your school each morning? I do not believe it is because you want to simply earn a salary or because you love being in control. If so, you will seldom find long-term satisfaction or meaning in your work. I believe you step into your school each day because you want to be a part of creating the kind of community where students and teachers can be inspired to grow, learn, discover, and flourish. Faith provides a healthy context for this kind of perspective. Let’s Wrap This Up My daughter Emily was born 6 ½ weeks premature, a healthy 5 pounds, 11 ounces. She was hospitalized in a neo-natal intensive care unit while her lungs developed and we waited to bring her home. Neo-natal care specialists will tell you there is no safer place than a mother’s womb during pregnancy. But when a baby comes early, it is comforting to see the specialized care premature babies receive. During her first days, Emily was placed in a small crib and connected to leads that checked her heart-rate and blood pressure, and she was fed oxygen through small tubes that were inserted in her tiny nose. As the days continued, her lungs strengthened, and she was disconnected from the oxygen so that we could hold and help feed her. As wonderful and miraculous as neo-natal care is for premature babies, there was something those cribs, machines, and monitors could not provide. Nothing could replace the love that my wife and gave her. Whether it was stroking her little back with my forefinger while she slept, or watching my wife hold and feed her for the first time, we were radiating with a kind of affection that I believe worked as deeply on her as the medical treatment she received. What a joy it was to bring her home two and half weeks later. And what a joy it has been to watch her grow from a healthy baby into an amazing young woman. So often I hear educators talk about their work as a calling. I think it is more apt to say your life is a calling. When is the last time you paused to think about your own spiritual condition? Whenever you confront the realities of life: your relationships, work, or health — you will inevitably hit walls of discouragement, isolation or struggle. But when you think about how a heavenly Father offers an affection that touches you at the deepest core of your being, you can know you are never alone. You can have assurance for what is beyond your control, perspective for the journey ahead, support from others in a community of faith, and meaning that goes far beyond the moment you are in. When you do, you recognize the miracle involved and why faith matters. Now It’s Your Turn As you pause to reflect on the kind of motivation you need in your leadership, when is the last time you reflected on the eternal significance of your work? How can you take time to accept what is beyond your control by relying in faith for ultimate good to happen? How can you support others in their struggles or difficulties by pointing them to an assurance that is both present and eternal? 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:120 A Leader’s Spiritual Growth – Four Reasons Your Faith Matters appeared first on Principal Matters.

I’ve been on the road (and in planes) a lot the summer, and I have been thinking about issues and ideas I’ve been wanting to share with Principal Matters readers and listeners. This week I was on a long road trip when I was pondering some questions a listener had emailed my way. After stopping to gas up my car, I decided to plug my mic into my laptop and hit record. The result is this 30-minute episode of issues that have been on mind. No notes or accompanying blog post. Just straight talk. Here’s an outline of this week’s podcast episode: 3 Discussions for School Leaders 1. Optimizing Classroom Visits How are you able to optimize time in classrooms, both formally and informally? I share answers to these questions that a listener and principal from North Carolina emailed my way this week. 2. Discernment and Your Learning What does Donald Trump and your own education growth have in common? I share some candid thoughts on how you should guard remain vigilant in your thinking in light of times when opinions often trump truth. 3. Shout-outs and Why Your Messaging Matters Finally, I share some shout-outs to friends with whom I’ve connected with this summer and provide quick reminders on why your position as a school leader means your messaging matters now more than ever. Here’s wishing you a great summer, and thanks for doing what matters! ~ Will 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:Bonus03 – Answers to Listener Questions + Thoughts from the Road appeared first on Principal Matters.

When I was in college, I had my first experience in mountain climbing. I was traveling in Guatemala for a summer missions outreach when one morning, we woke up before dawn and rode a bus to the base of an active volcano. About twenty of us had decided to begin our climb in the dark so that we could summit the mountain at sunrise. The night before, our team leader had talked to us about the climb. He explained how difficult the terrain would be as well as the altitude changes. He encouraged us to find team members whom we could stay with on the hike. He cautioned us that climbing was just as much emotional as it was physical, and that we must be committed to finishing as the last 100 meters of the climb would be the hardest. This past week, I was talking to my wife about friendships. She had just been reading the book, Friendships Don’t Just Happen!: The Guide to Creating a Meaningful Circle of Girl Friends by Shantel Nelson. In the book, the author refers to a study released on friendship in 2008 by professors from four universities called the Social Support and the Perception of Geographical Slant in the Journal of Experimental Social Psychology. Participants in their studies were asked to estimate the incline of a hill in front of them. Over and over again, those who were accompanied by a friend (or even thought of a friend) estimated the hill to be less steep than participants we were alone. The researchers concluded that: “This research demonstrates that an interpersonal phenomenon, social support, can influence visual perception.” (You can find the report and abstract here.) It may seem common sense that the support or presence of a friend encourages or positively motivates us. But this study suggests that the presence of a friend actually changes your physical and emotional perceptions. Why Your Friendships Matter One of the biggest challenges I find in education leaders is the tendency we have to work in isolation. We may be surrounded by students or teachers all day, but it doesn’t mean that we have the interpersonal support or presence of other adults to help us navigate difficult moments. This is one reason why I believe so many school leaders struggle or burn out. The need for relationships, however, is one reason highly performing schools encourage professional learning communities – teams of educators who meet regularly and work interdependently to find shared solutions for student learning. You cannot do your best simply through self-reliance. I know I struggled with this in my early years of school administration: In my first year as an assistant principal, I would carry around a yellow note pad as I walked my school. When teachers or students stopped to talk, I would jot down any concerns or questions they had. Then I would spend time after school each day following up on any of these issues that needed to be addressed. In my mind, I was being the kind of principal I had always dreamed of having as a teacher: the person who could be available any time to find solutions, answer questions, or put out situational fires. What I didn’t realize was the misperception I had about leadership. I thought leadership meant being a kind of “super-man” who could single handedly manage the most difficult situations of a school so that teachers could teach and students could learn. Although I was responsible for the outcomes of the biggest challenges in my schools, I was missing out on an important truth: our biggest challenges in our schools are best solved together, not alone. Over the years, I began to realize that when I finally reached out to my colleagues and friends for feedback and support, I found better solutions. Let me give you another example. In my third year as an assistant principal, I was on a team of three high school administrators. One of my teammates was another assistant principal, Kerry Sitton. When I confided in Kerry my tendency to work late hours and miss mealtimes with my family, she began to hold me accountable. As she left each day in time to be home with her family, she would step into my office and say, “Okay, Will. Whatever you’re working on can wait. Your family needs you more than this school does. Go home.” That small act of accountability pushed me out the door and helped me increase my time with my wife and kids. Why are friendships essential to your own journey ahead? Here are four reasons why you should think about the power of your friendships and reliance on others both in your personal life and as a school leader: 1. Friendships provide accountability. One of the biggest dangers of advancing in your career is the ability to forget you don’t know it all. Just because you have advanced degrees or a position of authority, does not automatically qualify you as expert in everything. At the risk of sounding like your grandfather, let me just say it like it is: Stay humble. And one of the best ways to do that is by surrounding yourself with others for accountability. In the school setting or in your personal life, you need others with whom you regularly connect for updates, sharing, or simply checking in. And this happens best when you schedule time for it. At my high school, my secretary and I had a standing meeting every Tuesday at 9AM. We would compare calendars, discuss next steps on projects or schedules, and I could listen to any concerns she was aware of that needed my attention. I scheduled the same meetings with my admin team members, department chairs, professional learning teams, student leadership groups, and district leadership. Set a time limit on these meetings, take notes on what you discuss, and follow-up afterwards with any directives decided. But create a framework of accountability so that you have consistent conversations, feedback, and accountability for the work ahead. In my personal life, I have a group of men with whom I meet once a month. Together we discuss issues affecting our lives and families. These men have become a source of encouragement and help during times of family or personal crises. Think about how you can rely on those around you for accountability. You may work faster alone, but you always accomplish more meaningful outcomes when you include others in your journey. 2. Friendships provide life support. When I was a new teacher, one of the older teachers in my school had an older sister who passed away. We gathered some money among our faculty and gave him a gift to help cover the travel expenses he would have to attend her funeral out-of-state. I was in my mid-twenties, and had never lost a sibling. But I remember standing with him in the teacher’s lunch room as his closest colleagues hugged him while he cried. In 2010, my older brother died of a heart-attack at age forty-five. I was 39 years old at the time, and I remember comfort and strength I found in just having others near me who cared. Whether it is at school or at home, we need communities. Some of the most difficult moments you face in school leadership will be managing crises in the lives of students, co-workers, or members of your school community. And friendships will often be the glue that keeps you together during those most difficult times. 3. Friendships provide reflection. In the day-to-day work of serving schools, we always have room for growth and improvement. And one way to keep growing is by reflecting with others. In Dan Pink’s bestselling book, When: The Scientific Secrets of Perfect Timing. He talks about how common it is for people to make wrong decisions at certain times of the day — especially when they are tired or emotionally drained. Have you ever considered how important it is to consider your own tendencies in decision-making? That’s why it so important to reflect with others when you’re making important decisions that affect others. For instance, whenever you’re facing a scenario that you may have never faced before, you should consider reaching out to a trusted colleague. It is better to reflect with others before moving forward instead of hastily deciding and regretting the decision later. Reflection is also a powerful way to improve. For example, at the end of each school year, I would pull my office and administrative staff together for debrief meetings. This allowed us to talk through any actions that needed to be taken in the days ahead as well as reflect on the days just completed. We would keep a running Google-Doc of our last ten-days of school together and share out tasks that needed to be completed. By simply reflecting together, discussing what was working and what wasn’t, we could set new goals, and improve the way we worked. Reflection also happens day-to-day. As you finish a classroom visit or a lesson with students, reflect with others on what worked and what didn’t. One of the benefits of connecting with others through Professional Learning Communities in person or online is the ability to share ideas, reference good books, and talk about best practices. One of the reasons I enjoy blogging and podcasting is the ability to reflect each week on what I’m learning. Reflecting with others helps you see things you won’t see on your own. Your friendships allows you the opportunity to reflect with others for your own growth. 4. Friendships bring out the best in others. This may seem obvious but still needs to be said: You are not the best version of yourself alone. Yes, solitude and self-reflection are important parts of personal growth. But so is community. And in a culture that prizes independence and self-reliance, we often forget how important it is to have others around us. There is a story by C.S. Lewis, the author of the Chronicles of Narnia, that I love about friendship. Lewis was friends with J.R.R. Tolkien, the author of the Hobbit and the Lord of the Rings trilogy. The two of them had a mutual friend named Charles Williams. When Charles died, Lewis wrote the following: “In each of my friends there is something that only some other friend can fully bring out. By myself I am not large enough to call the whole man into activity; I want other lights than my own to show all his facets. Now that Charles is dead, I shall never again see Ronald’s [Tolkien’s] reaction to a specifically Charles joke. Far from having more of Ronald, having him “to myself” now that Charles is away, I have less of Ronald…In this, Friendship exhibits a glorious “nearness by resemblance” to heaven itself…” (Source: The Reformed Parishioner). You have others in your life who can see parts of you that you are unable to see alone. And you have attributes that may be best displayed with one person more than with another. Keep this in mind in mind as you remember the importance of connecting with friends, family, or community members. Sometimes we need one another to see the best in one another. Let’s Wrap This Up When I was climbing my first mountain, I remember reaching the last 100 meters and realizing the climb would be difficult. Because we were climbing a volcano, the final ascent was nothing but black rock and pebbles. With each step, you would climb two or three feet and slide back a foot or more. So, to ascend 100 meters, you would really be climbing 300 meters as you lunged forward, clutched onto the sliding rocks around you as you slid back, and then lunged forward again. I had partnered with one of the girls on the team for the final climb. About halfway up, she said she couldn’t continue. “Yes, you can!” I said. “We’ll do this together.” All around us, other team members had paired up. We were clutching hands or placing our palms into the heels of boots in front us to create footholds for one another. It was a hard climb that I’m not sure I could have made if I had been alone. Together we finished the climb to stand on top and enjoy an amazing sunrise. I don’t know what kind of climb you are facing in your school leadership. But it is safe to say that you are more likely to finish it with strength and encouragement when surrounded by friends. Just as researchers have discovered that even our perceptions and attitudes change in the presence of friends (or even thinking of them), your ability to face the hills ahead will be much greater when you welcome the accountability, life-support, reflection, and discovery that happen through your relationships. Now It’s Your Turn Who are people in your life or on your team who you can rely on for accountability? How can you schedule time to reflect with others? Who are some friends you know bring out the better parts of you? Reach out to them today and tell them you’re thinking about them. And in the school year ahead, commit to serving your community together. Source for report on friendship: Kent D., Dennis R. Proffitt, Simone Schnall. K. Stefanucci. Social Support and the Perception of Geographical Slant in the Journal of Experimental Social Psychology. Volume 44, Issue 5, September 2008, Pages 1246-1255. 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:119 Your Friendships – Learning to Climb Together appeared first on Principal Matters.

The other morning, I woke up early in a hotel room in Atlanta, Georgia. For a moment, I couldn’t remember where I was. Then it dawned on me that I was presenting that morning at a Growing Leaders Principal Roundtable event hosted by Dr. Tim Elmore. I dressed, grabbed my laptop bag and headed downstairs for a hot bowl of oatmeal and a cup coffee before walking the short-distance to the conference event center. As I sat my bag down near a table up front, I was excited. Not only do I enjoy presenting to other school leaders but also, I was going to hear from some dynamic speakers and presenters as well as interact with principals during discussion times about their best practices. My own kids tell me I geek-out about principal leadership, and this event was giving me permission to do just that. After playing some fun, interactive introduction games, the lessons began. I could share for hours about lessons from all the presenters, but for Principal Matters readers and listeners, I want to focus on takeaways from three authors who spoke directly about trends and research that are important to any education leader. So, I’m going to break this into three parts: Part 1: Trends Among Gen-Z Students Part 2: Students Require New Leadership Part 3: The Power of Timing, Breaks, and Synchronization Takeaways Part 1: Trends Among Gen-Z Students With his wavy brown hair and dark rimmed glasses, Andrew looks like someone who could host his own nightly talk show. But don’t let his easy-going personality fool you. He is curious and spends a lot of time surveying and interviewing youth across the county. In his highly informative session, Andrew McPeak, co-author with Tim Elmore, of the book, Marching Off the Map: Inspire Students to Navigate a Brand New World, highlighted three trends he has seen in his research among students: 1. Students wrestle with expectations fueled by technology. According to his findings, 96% of high school students now own smartphones, and 41% say social media makes them feel sad, anxious or depressed. Our students face the constant tension of being connected for information while being assaulted with expectations that may be unattainable. They see people online who display lives of happiness, success or wealth that seem unrealistic but make them feel anxious that they are unable to have the same experiences. Many students recognize the paradox but find it difficult to break free from the very influences that also frustrate and depress them. 2. Students think more about identity, diversity, and equality. Whereas the generation before them found environmental issues a predominant area of social or global awareness, today’s youth are concerned about identity. They are very aware of the divides and conflicts involved in discussions around race, gender, and sexual orientation. When surveyed, youth consider these the most pressing problems facing the world today. 3. Students are cautious about their futures. Andrew shared data showing reports that as many as 25% of today’s youth grow up in poverty. And 46% of youth say their biggest personal concern is college debt. They have room to complain. Over the past 35 years, the cost of a college education has increased 1, 120%. Students are also cautious about their safety. In the 15-year span of 1995-2010, sixty-one school shootings took place in U.S. schools, with 7 resulting in at least 5 deaths. In the past eight years, 2010-2018, 70 school shootings have taken place with 8 of them resulting in 5 or more deaths. 72% of students also admit they are distracted by social media and 58% said they are seeking relief from social media –although they are not always sure how. This narrative causes many youths to look with caution at their futures. Andrew concluded by encouraging principals to choose a positive narrative. We can either respond with fear that Gen-Z students are in trouble or we can respond with belief that these students are part of the answer we need for our future. He suggested three great actions: A. Talk about current issues with students.B. Give them experiences that include a little risk.C. Acknowledge their hurts and temptations to give up but offer them hope. Takeaways Part 2: Students Require New Leadership In a follow-up presentation, Dr. Tim Elmore, shared additional lessons from Marching off the Map about this emerging generation of students. If you’ve heard Dr. Elmore, you know he is the kind of leader who communicates like your dad, counselor, and professor – all at the same time. He’s the author of 32 books and an amazing resource for data on emerging generations. Here are seven statements he shared about today’s students: 1. They do not need adults to find information.2. They are connected but poorly manage relationships.3. They have the same level of anxiety as psychiatric patients did in the 1950’s.*4. They are over-exposed to information earlier than they are ready.5. They are under-exposed to first-hand experiences later than they’re ready.6. They are cognitively advanced yet emotionally behind.7. They are biologically advanced yet socially behind.*(This point was supported by citing a report by the American Psychological Association) One of the benefits of Tim’s session was the Roundtable discussion he allowed. As we conferred with leaders from other schools, I heard principals sharing ways they are trying to respond to the current issues students are facing. Here are some practices they shared: • Dorothy Parker-Jarrett, of Summerour Middle School, in Suwanee, Georgia, explained that she meets with every student in her school to ask feedback on areas of the school they want to see improvement and how they can contribute to its growth. • Elisse Hayes from, Mt. Vernon School, in Atlanta, Georgia, shared that her school has begun playing classical music during lunch time. She said that noise levels decreased and students have space to think while eating. • L. M. Sheffield, an Instructional Director, shared that at one of the school she has served, staff began placing conversation starter questions on tables at lunch time and students were having more meaningful conversations during meal times. Takeaways Part 3: The Power of Timing, Breaks, and Synchronization Finally, we heard from author Dan Pink. Dan had flown in from his home in Washington, D.C for the event. Dan is well-known from his famous TedTalk that has had more than 20-million views. He is the author of the national best-sellers Drive and To Sell Is Human. During this presentation, he shared takeaways from his newest book, When: The Scientific Secrets of Perfect Timing. His talk focused on lessons in human behavior and the effects that certain times of day have on your productivity and attitude. Here are some golden nuggets: 1. Timing is a science, not an art. You have patterns of the day that profoundly affect performance and cognitive abilities can change over the course of a day. Specifically, people who are prone to early-morning peaks (this includes about 80% of the population) score more highly on tests in the morning rather than the afternoon. Where possible, students should do more analytic work early in the morning – especially math. 2. We underestimate the power of breaks. Pink’s studies show that 20-30 minute breaks improve average test scores. In a startling example, he showed data taken from decisions by probate judges. In most cases, probate judges handed out more lenient sentences early in the day and after they had taken breaks. How often do we consider the time of day in the decisions we are making? 3. Beginnings matter more than we realize. Dan Pink took issue with secondary schools that practice start-times earlier than 8:30 AM. According to the American Academy of Pediatrics study, teens run significant health risks when sleep deprived. The study includes the following warning: “The research is clear that adolescents who get enough sleep have a reduced risk of being overweight or suffering depression, are less likely to be involved in automobile accidents, and have better grades, higher standardized test scores and an overall better quality of life…Studies have shown that delaying early school start times is one key factor that can help adolescents get the sleep they need to grow and learn.” 4. Synching kids are thinking kids. Toward the end of his talk, he shared some ideas on synchronizing behaviors that I had not heard before. Studies show that when children are taught to play or interact together — moving in same motions — they tend to improve in learning, happiness, and cooperation. Tony Wan’s interviewed Dan Pink on his blog, EdSurge.com. Here’s an excerpt of Dan describing this kind of play: “We need to think of breaks not as a deviation from performance, but as part of performance itself. Take two groups of kids and they each play games. One group plays a synchronized game. One group plays a non-synchronized game. The group that plays the synchronized game plays kind of a clap and tap activity where they’re all clapping and tapping at the same time. And the other group plays a fun game that isn’t synchronized. Afterwards, the students who played the synchronized game were much more likely to say, “I want to play with a kid I haven’t met yet.” They’re more likely to help the teacher, [and demonstrate] all these behaviors that social psychologists call ‘pro-social.’ You even see this in something like swing sets. One group swings in time with each other, the other group swings asynchronously. The group that swings in sync is again, more likely to engage in the so-called pro-social behaviors, open to outsiders, helping the teachers, being kinder. It’s really kind of incredible. It really blew my mind because I had no idea about how powerful synchronization was, and I think it offers educators a very powerful tool that they can use to lift up kid’s lives. I don’t understand what it is, but there is something about synchronization that is meaningful to us, that lifts our spirits, that makes us act better, that is fundamentally human.” When I heard Dan present this point, he added that one of the best ways for students to practice synchronization is through choral singing. Consider the power of synchronized activities in sports, fine arts, or learning patterns. And keep these ideas in mind the next time you’re trying to find activities that will motivate kindness and cooperation. Let’s Wrap This Up After hearing these great presentations, I had the privilege of grabbing lunch with a small group of attendees and Dan and Tim. I asked Dan if he could share what an ideal day looks like for him. Tim shared more ideas on working with emerging generations. As I headed out that afternoon for the airport, my mind was spinning with all the good information. And my big question was: how can I share this with my Principal Matters friends? It’s hard to summarize so many golden nuggets in short-space, but as I wrap this up, I wanted to summarize these takeaways in one sentence: As an education leader, you must recognize that this generation of students needs adults who understand their unique challenges and opportunities, who won’t serve them perfectly, but together will share ideas that give them the support, the hope, and the encouragement they need to succeed. In case you haven’t been reminded lately, I believe you are one of those leaders! Now It’s Your Turn As you think about your own students, what ways can you help them engage in important conversations about their own anxieties and concerns? How can you design opportunities for students to take calculated risks in learning? How can you take advantage of timing, breaks or synchronized activities to spur student growth? As you are learning this summer, what are some of the helpful books or lessons you’re finding? Share them with the rest of us! 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:118 Growing Leaders Takeaways – Crucial Conversations About Students appeared first on Principal Matters.

Balance is a popular word among life coaches and leadership authors. As important as it is to remember to invest in the meaningful areas of your life, too many people place unrealistic expectations upon themselves. Living a life of meaning does not mean being perfect. This is misperception is not only unrealistic, it is also unhealthy. Life is messy. Sometimes you face unexpected challenges in your health, relationships, or finances. When you look at your own condition, not matter how exhilarating or depressing, the first response is to give yourself the kind of grace you would want to extend to someone you love. We all face ups and downs. But sometimes we need reminders to refocus on what matters. It’s a delicate but important tension to be aware of both truths: 1. You need to invest in what matter to keep growing.2. You need to be patient with yourself (and others) along the journey. As I continue this series on Reflections for Education Leaders, I’d like to add some thoughts for school leaders on how to better manage your time, but I want to offer these as suggestions, not prescriptions. You do not need any more guilt than you already have about the difficulty of balancing your responsibilities. But you may gain some valuable ideas in the following discussion about time: What Are Your Goals For Your Time? Several years ago, I was talking to a friend of mine who was twenty years younger than I am. He and his wife were establishing life after college, they had just become parents, and his small business was beginning to grow. I was reflecting with him about my own memories at his age: how my wife and I had lived on one income to pay off college debts with our second income, and how we had saved up to buy our first home before our first baby was born. As I celebrated his journey and reminisced about my own, he asked an honest but provoking question. “So, what goals have you set for yourself now?” I paused for a moment and then answered as honestly as I could. “Well,” I said, “I think my biggest goal right now is to simply survive!” With a growing family and the demands of being an assistant principal at the time, I couldn’t think of a better answer. It was honest, but over the next several days, those words haunted me. When was the last time I had really thought about the next goals I wanted to reach for myself or my family? During that same time, I came across a podcast interview with Robert Smith, author of 20,000 Days and Counting: The Crash Course for Mastering Your Life Right Now. Robert related how at age fifty-five, he realized he had now lived 20,000 days. When you look at life from that perspective, you realize that if you are blessed with a life of 75 years, you have approximately 27,375 days to live. On my next birthday, I will be fifty years old, which means I will have reached 18,250 days. If I make it to 75 years old, that means I have approximately 9,000 days to go. You may be doing the math in your own head now. No matter where you are on the scale, you realize that we all have a limited number of days, hours and minutes. We can either make the most of them, or we can look back with regret on the moments lost. Without overwhelming you with the guilt that comes from trying to achieve perfect balance, I want to encourage you to think about how to make the most of your time so you still take calculated risks and have fewer regrets. None of us ever does this perfectly. But when we begin to take perspective on our time, we can begin to set sensible goals. School leaders have an especially difficult time managing time. Researchers from the Center for Education Policy Analysis share findings in a helpful report, Principal Time Management Skills: Explaining Patterns in Principals’ Time Use and Effectiveness. In the report, Jason A. Grissom (Vanderbilt University), Susanna Loeb (Stanford University), and Hajime Mitani (Stanford University), they share that time management among principals is a strategy for “increasing their focus on instructional leadership and pursuing school improvement.” So how can you approach your need for time-management and goal setting so that you are making the most of the days you have before you? 6 Tips for Making the Most of Your Time 1. Stop wasting your time. One of the biggest ways you find your time mismanaged is by allowing others or circumstances to dictate its use. At the risk of sounding like your grandfather, let me caution you on some time wasters to avoid. Social Media: It is a time-sucker. If you check it during the day, set a time-limit; otherwise, you can find precious minutes wasted randomly scrolling through photos, feeds and chatter. Limit time in front of screens. Screen Time: Whether it is TV, your computer or your smart phone, if you are spending more time in front of a screens than interacting with people, you are most likely not building relationships. You’ll never hear someone on their death bed say they wished they had spent more time online. Emails: Set a timer for 20-30 minutes and read as many as you can. Respond to the ones that only require a few seconds. For those that require more thoughtful follow-up later, tag them accordingly or delegate them to an appropriate team member for follow-up. Keep your calendar handy as so many emails require meetings and dates. If possible, call or see someone face-to-face if an email reveals heightened emotions. Move on to other to-do’s after your time is up. Driving or Commuting: Take advantage of this time to learn either by catching up on news, sports, or listening to podcasts or audio books. If you love to sing, use this time to let it rip. By all means, don’t take out frustrations by distracted or angry driving. School Events or Activities: Don’t feel pressured to stay till the end of every event – especially if you have another trustworthy and authorized adult present to manage a game or activity. Also, take advantage of these “down times” for other tasks or to-do’s. People ask me a lot how I found time to write so much and be an assistant principal and principal. The answer is that I learned to combine tasks. For years, I carried my laptop to away games. Especially during tournaments, I would advantage of times between games to do some writing – a hobby I both enjoyed and an activity that allowed me to write my first two books. 2. Set sensible boundaries. I’m going to keep this point short. You can say no to requests. I know it’s hard, but if you have taken time to schedule what matters in advance (I’ll talk about that next), then you should already know where your time is committed long in advance. It’s also important to train others to help you set boundaries. Let me share an example. In my school office area, I trained my secretary how to protect our time. If a parent called, she knew what questions to ask to see whether or not the call should be forwarded to a teacher, counselor, or to me. Most often the person they needed to talk to was someone on my team more directly involved in the outcomes of their student. By setting boundaries on who I needed to speak to or call back, this saved me hours of time each week. This same rule applies throughout each day and week. Learn to politely say “no” when you’re plate is already to full to add more. 3. Schedule what matters. You probably already keep a detailed calendar. I suggest that principals set their calendars at least a year in advance. Sometimes two-year calendars are helpful for major meeting dates like graduation ceremonies, for instance. During the summer, I would divide my teachers into groups and decide whose classrooms I would spend time in each week for formal observations. I still conducted daily or weekly walkthroughs throughout the entire campus, but each week, two or three teachers knew in advance that I would be spending an entire classroom period with them. By setting these teachers on my calendar in advance for the targeted week, I could reach out to them the week before to coordinate the best day and period for a visit. Because I had already prioritized whose classrooms I would be observing throughout the entire school year, I fit all my other meetings around those classroom visits. The same strategy works for emergency drills, team meetings, student assemblies, and district administrator meetings. Yes, emergency situations often derail the best-made plans, but you can often keep those moments in perspective when you commit yourself ahead of time to the tasks you know are best for overall school outcomes. 4. Use tools to save time. A tool can be either digital or physical. I have found both helpful in saving time. First, I suggest you have a physical location for the letters, paperwork, and mail you need to see, sign, or trash. Normally, I would begin my day going through the mail placed in my box the afternoon before. With each article, I would either trash the unnecessary, respond to inquiries to return by mail, keep what needs filing, or forward on letters or publications to others on my team. When it comes to digital tools, I love Google Docs and Google Forms. For instance, my office team and I would keep our duty rosters, master schedule, emergency drills, observation schedules, or team meetings on Google Docs. This way we could share among team members and update or edit as needed. These documents are easily updated from year-to-year. Google Forms are also great ways to collect data or surveys from multiple sources and place in easy to read spreadsheet documents later. I also suggest sharing a digital calendar with your teammates. They can see what is on your calendar in advance and know when you may or may not be available for upcoming meetings. We used Google calendar invites to schedule parent meetings or meetings with students on Individual Education Plans. At the end of each school year, I would ask my senior students who were speaking at graduation to submit their speeches to me via Google Docs. Then we would coordinate together on edits and compare speeches in advance to avoid repetition or limit wording if speeches ran too long. I have other friends and colleagues who are big fans of Evernote, Outlook, or To-Do-ist Apps. Whatever tools you choose, your goal is to coordinate with others to save time. 5. Prioritize and tackle accordingly. I often hear new administrators who step from the classroom to the office say they never expected not being to accomplish everything on their to-do list. This is a common reality for school leaders. You will always have more on your to-do list than can be accomplished by one person. So, the goal is to prioritize. That is one reason to set meetings and classroom visits on your calendar in advance. You cannot be an instructional leader if you’re not involved in interacting the students and teachers in classrooms. At the same time, you may be the only person responsible for managing a school-wide crisis or emergency. Keep these competing demands in perspective. Often you can “chunk” your tasks. For instance, you may know on a given day that you want to complete two formal observations, work on a report requested by your state department, and manage scheduled meetings with teachers or parents. Just like your teachers and students work with scheduled periods, chunk your time as well. If you need to see students from discipline referrals, try to schedule these back-to-back within the first hour of school by having passing written out before school begins and seeing students early in the day so you can resolve issues as soon as possible with parent and teacher follow-up. Be in hallways during passing periods so you see as many students as possible throughout the day. Walk the building and stop by rooms to say hello or check progress on your way to formal observations. Schedule a block of time or one class period that day for a meeting with yourself to finish your report. Hold non-emergency phone calls or email follow-ups for the end of the day when students or teachers have left the building. Throughout the entire day, take time to take photos of student or teacher achievement and include shout-outs on social media of great happenings throughout your school. No matter how hard you work, you will still find many tasks undone, but the goal is to prioritize the ones that most directly impact the learning, culture, and climate of your school. When you do, you will keep your school moving in a positive direction. 6. Schedule time for what inspires you. Recently, I was reading an article in Inc.com by Bryan Adams titled, How Google’s 20 Percent Rule Can Make You More Productive and Energetic. Google’s commitment as a company to allowing their employees to use 20% of their time on creative Google-related passion project has increased their company’s outcomes and improved employee engagement. I find this mindset can be especially empowering for school leaders too. This may look different for each person, but ask yourself what is one area of your school or team where you want to see improvement? And what is a way you enjoy working on that outcome that matches your passion or skill-set? For instance, I love to write and create. Throughout the week, think of creative ways to display student or teacher success with creative social media shares, video-promotional, or blog posts. Pick a topic of importance and write about it in your next school newsletter. At the end of an especially hard day, pause and ask the question: “What is one step I can take today to move the needle one degree in a more positive direction?” Then send an encouraging email to a co-worker or post a kudos to a group of teachers or student organizations. Or I maybe take 20-minutes and just write a reflectively on the day to try to keep the day in perspective. I don’t know what this looks like for you, but think about what re-energizes you and give yourself time at the beginning or end of each school day for inspiration. Take take time to connect with others, to tell stories, and to laugh. Whatever it means for you, schedule some time into your day for inspiration. When you do, you will find yourself better able to handle the stress and pace required in serving others. Let’s Wrap This Up Where are you on the 20,000 day scale? What goals are you setting for yourself today and for the coming year? Yours may look completely different from mine. Maybe you are committed to reaching a new milestone in your physical health. Or maybe you have new goals for growing in relationships with your family. Today is only one day in this life you’ve been given. But it is an important day. Although you may not accomplish all the goals you set for yourself, you can accomplish many of them. Now It’s Your Turn What small steps can you take to guiding your days toward more productivity? Commit to not wasting time on time-sucking activities. Set realistic boundaries. Schedule time for what matter. Use smart tools for scheduling. Prioritize and chunk your time. And allow time for inspiration. When you do, you can give yourself a head start on making each day count. 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:117 Your Time – Are you Making the Most of Each Moment? appeared first on Principal Matters.