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

Recently, Howard Schultz, the owner and CEO of Starbucks announced he will be retiring as CEO of the company. This news comes after several years of stunning success for a company whose stock price rose from $7 a share during the recession to $56 a share this past week. As a part of my commute, I’ve been listening to the audio-version of Schultz’s book, Onward: How Starbucks Fought for Its Life without Losing Its Soul. In the book, one story that inspired me happened in 2008. This was when Schultz decided to return to the position of CEO at Starbucks. At that time, the economy was in recession, Starbucks had over-expanded, and many of its locations were losing connection with customers and quality in its brewing. One of his first decisions was to shut his stores across the U.S. for a day in order for baristas to be retrained in making exceptional espressos. As the owner of Starbucks, Howard Schultz has enjoyed growing the company from a handful of stores to a global enterprise. And even though he could have remained in retirement and enjoyed his chair on Starbuck’s board of directors, he saw the company beginning to lose focus on its core values. In the book, he explains how he had kept it a secret that he was returning to the helm of the company. On the morning that the news of his return would go public, he woke up before dawn and drove to his Seattle’s Pike Place store where he had worked twenty-five years earlier and still carried the key to the store with him. That morning, he let himself into the empty shop. As he enjoyed the aroma of ground coffee in the air and ran his hands over the wooden counters, he remembered his first years serving customers in that store. He thought about the magic of connecting coffee lovers with a favorite brew. He yearned for a return to his roots while at the same time providing innovative experiences for new customers. Later that day at Starbuck’s corporate headquarters, he announced to his employees and the world that he was returning and that the company was transforming every part of their business, returning to its core values, and committing to innovation. As I listened to the stories from Howard Schulz, I thought about how his lessons are good reminders for school leaders or leaders of any organization. Yes, as school leaders, you are leading organizations committed to an entirely different kind of mission, but at the same time, you share some common similarities. Here are just three takeaways I believe can transform they way anyone leads a school, district or organization: 3 Commitments for Providing Excellence for Your School 1. Are you committed to a quality product? Even as Starbucks faced closing stores across the U.S. and globally, Schultz made it his first priority to focus on the simple process of coffee brewing. He instinctively knew that if customers were not served distinctive, high-quality flavor, they would go elsewhere. As a result, retraining baristas and refining the roasting process were part of the plan. When you think about your schools, no matter how beautiful or simple your building or classrooms, nothing replaces the quality of the learning students experience. And quality teachers are the most important factor in providing quality instruction. I agree that a quality teacher can take an empty classroom and reach students with amazing lessons. Imagine what he or she can do with strong support and resources. Yes, your tasks may include organizing master schedules, creating remediation plans, updating curriculum updates or fixing bus schedules. But at the end of the day, students will benefit most from the rigor, relevance, and relationships they encounter from teachers. How’s the cup of coffee you are serving students every day? As a school principal, summers are often your most important time of the year for hiring. In my years of hiring, as I sat with candidates interested in joining our team, I would often explain the values of our school community: How we saw each student as if he or she was one of our own children. How we valued input and wanted teachers who were highly qualified, had high expectations for curriculum, but also loved kids and cared about others. These values must be non-negotiables if we are to provide the highest quality for students. By attracting and retaining excellent teachers, you are staying committed to providing students with highest education quality “cup of coffee” possible. 2. Are you committed to strong partnerships? Schultz refers to his employees as partners. And the term is not just one used for messaging. Even part-time Starbucks partners are given health care options and matching contributions in retirement investments. As a result, the men and women who work at the stores are often high-quality individuals who care a lot about the company and culture of their work. Educators are constantly reminded to do what is best for students. That is true, but let me share another truth: It is equally important to do what is best for your teachers, staff, and team members if you want great care for students. When you show the adults in your building the kind of care, concern, and commitment you want students to receive, you are modeling the kind of atmosphere you want everyone experiencing at your school or campus. Let me share one small example. In my early years of teaching, I remember being allotted a set amount of money each year for classroom supplies. When I transitioned to assistant principal in a new district, my head principal had another philosophy. Each year she prioritized a percentage of the high school budget to stock an entire closet with classroom supplies. Throughout the year, teachers could stop by as needed to replenish supplies. This simple practice took time, prioritizing and forethought on the part of the principal, but teachers felt they were being treated as professionals and allowed them time to focus on teaching. Committing to strong partnerships means rejecting an “us versus them” mentality. It means encouraging feedback and shared leadership. It means taking care of others when you have the means and opportunity so that they can in turn take care of the important business of school: students. 3. Are you committed to the promise of customer-experience? As Starbucks grew into an international brand, one of the challenges was ensuring that customers would consistently find high quality products and service in any store they visited. This required focused training, strong management, consistent retraining, and meaningful feedback. Schulz had the company launch its first online Rewards Program and created social media sites where customers could make suggestions, respond to new products, or interact with one another and other Starbucks partners. As a result, millions of customers became fans not just consumers of Starbucks products and services. At your school, you have the unique position of creating a learning environment for your most important customer: the student. Your community members are also your customers. And every experience they have with your school affects whether or not they are fans of the experience. In my front office staff, for instance, each year I would designate a point-person for guest hospitality. Instead of viewing parents or students in the office as visitors, our goal was to treat them as guests. This meant we kept a fresh pot of coffee brewed and available in the morning. We answered phones or greeted people with a smile and asked, “How can help you?” During school announcements, we highlighted student and team successes. We shared digital versions of announcements so they could be displayed on big-screen TV’s in the commons areas or played on Smart Boards in classrooms. Each week we would email all parents with a summary of the week’s activities, highlights, and recognitions that students achieved. And we shared out happenings throughout the day on social media outlets including Twitter, Instagram, and Facebook. And, of course, the way you interact with students one-on-one tells them immediately whether or not you value them and their opinions. Yes, schools are places of learning and education. But they are also places of experience and belonging. Give your students the kind of stable, consistent, safe and welcoming environment you would want for your own children. Let’s Wrap This Up As the owner of Starbucks, Howard Schulz had a deep, personal investment in whether or not his company succeeded. And this personal commitment often meant he was willing to make whatever changes in processes or people to see that happen. The result was watching his company not only rebound from recession but also watching it return to a flourishing and thriving international brand. Yes, our schools may never experience the kind of entrepreneurial or profit-earning moments that a business as Starbucks can create. But we can learn lessons from its success story. By committing to highest quality education for students, the highest quality care for our people, and the highest quality experience for our communities, we can provide a place of magic and belonging for others. Our students, teachers, and communities deserve a place of learning where they feel valued, inspired, and proud to call their own. Now It’s Your Turn What is one way you are ensuring the highest quality curriculum and instruction for your students? How are you giving your teammates the kind of experience you would want in a working environment? Do your students and parents find themselves treated as guests at school? How can you enhance their experience in the communication and interactions they receive? 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:116 The Starbucks Story – Three Lessons for School Leaders appeared first on Principal Matters.

In 2010, I had the privilege of traveling to China for ten days on an education tour. One morning in Beijing, I headed outside the hotel before breakfast for a quick run. Later as I showered and dressed, I began to feel sick. I thought perhaps I was catching a cold or was just suffering from jet-lag. Over the next few days, we visited Tiananmen Square, the Forbidden City, and the Great Wall before heading to another city. As we traveled throughout Beijing, I noticed the skies were never blue. But on our trips outside of the city, the skies cleared. When I mentioned my observation to our tour guide, he told us it had been an especially cloudy season that summer in the city. But when we left Beijing a few days later, the skies cleared again. I’m sure you have heard of China’s problems with smog and pollution in its cities, but I soon realized firsthand why I felt sick when I would go running. When is the last time you thought about the air you are breathing? Not just the physical oxygen your intake, but the emotional, cultural, and relational atmospheres that surround you. Even more importantly, what kind of atmosphere are you creating for those whom you are leading? Are you helping creating an environment of clean, healthy intakes, or are you contributing to an atmosphere of cultural pollution? These are important questions to reflect on as education leaders because every school or organization has a culture. And that culture significantly affects the kinds of outcomes you will have. Spend time in any school or with a team, and you soon get a feel for the positive and negative influences happening there. In 2011, The Wallace Foundation, along with NAESP an NASSP, shared research showing how principal leadership ranked second only to the quality of teachers in significantly affecting school outcomes. According to its findings, principal influence schools in five specific ways: 1. Shaping a vision of academic success for all students, one based on high standards.2. Creating a climate hospitable to education in order that safety, a cooperative spirit and other foundations of fruitful interaction prevail.3. Cultivating leadership in others so that teachers and other adults assume their part in realizing the school vision.4. Improving instruction to enable teachers to teach at their best and students to learn at their utmost.5. Managing people, data and processes to foster school improvement (Source: Wallace Report). Your influence matters. In light of the research and practices that inform school leadership, I want to suggest five ways you can examine the kind of influence you are having –the kind of air you’re providing for others to breath in your school. How’s Your Influence? 5 Questions of Reflection for Education Leaders 1. Are you being a mentor? I’ll never forget my first assignment as an assistant principal. The very first day of school, we encountered a student in possession of drugs on campus. My partner assistant principal at the time was Lydia Wilson. Not only did Lydia model how to interact with students and parents, she also used every opportunity to teach me basic skills like how to conduct a lawful search, to correctly document meetings, and to appropriately follow-through with disciplinary action and educational supports. Lydia was my mentor, and her influence gave me the confidence to manage future disciplinary incidents on my own. Over the years, I’ve had other great mentors in supervising principals and superintendents, but I also had mentors in the years before stepping into school leadership. My college professors, internship supervisors, and veteran teacher colleagues would coach me through observations, over lunches, or just be available when I had questions. My principals helped me navigate how to manage difficult situations or build partnerships with parents. Hopefully, you’ve had similar experiences. I like to think that by mentoring others, I’m helping pay-forward the debt of gratitude I owe my mentors. You have the same privilege. Whether you are working with teachers, fellow admins, or students, you can model and reflect with those around. Just this past week, I had a first-year assistant principal, Chris Berg, from South Bend, Indiana, reach out to me by Twitter. He messaged me the following: “PMP (Principal Matters Podcast) has meant so much to me this year. I felt like I had my own personal mentor helping me adjust to becoming an administrator.” I couldn’t have been more encouraged. As you are learning and passing along those lessons to others, you are creating healthy mental and emotional air. Make the choice to see your relationships with others as an opportunity to mentor. Educators often feel isolated in in their roles in classrooms or leading others. If you are simply managing, organizing, and facilitating the necessary functions of your school, you may be missing out on an opportunity to grow other leaders in the process. Mentoring is one way to keep a strong influence on others is to share the lessons you’re learning. 2. Are you being a servant-leader? Face it. If you took the position of a school administrator for an easier job assignment, you have already figured out you made the wrong choice. However, if your goal is to provide a better learning environment for all students and teachers in your building, you know the importance of getting your hands dirty in the process—sometimes literally. In addition to being willing to put in the work necessary for building schedules, providing resources, and scheduling observations, sometimes you will need pick up trash, paint walls, mop spills, or weed flower beds—whatever is required to provide the kind of school environment you would want for your own children. Being a servant-leader doesn’t mean you give up your primary responsibilities to do someone else’s job. However, it means that you are willing to pitch in whenever needed. And sometimes you step in so that others see that you are willing to perform the tasks you’re asking others to perform or manage. Superintendent, Rick Thomas, began his position in my last district, by being a servant-leader. His first day at work, he did not show up in a suit and tie. Instead, he wore work clothes and brought a weed eater with him. The year before, our former superintendent had been indicted for embezzling school funds. It was a challenging time and our community had lost a lot of trust in our districts’ leadership. In the process, many areas had been neglected, including some of groundwork on our campuses. Rick Thomas felt it was necessary to immediately address the need. When he began trimming and beautifying campuses, the parents, teachers, and district staff who saw him working that day took lots of photos and shared on social media. And Mr. Thomas immediately set the tone for his first year: everyone was expected to do whatever it took to serve students, and he was setting an example of servant-leadership. 3. Are you being a leader? I know this seems a no-brainer, but sometimes leaders need to be reminded to simply lead. In fact, I once heard an experienced leader say, “Whenever I’m unsure of the decision I need to make in a hard situation, I will ask myself, ‘What would a great leader do in this situation?’” Leadership is often a lonely place. You are faced with difficult options and scenarios. You are asked to make bold and courageous choices that no one else but you need to make. One of my earliest principals told me to always keep in mind three words: be fair, firm, and consistent. In his national bestseller, Good to Great, Jim Collins describes the most successful companies in America. One compelling similarity among them was strong leadership—not the kind you see in flashy politicians or celebrities, but the consistent, hardworking, calculated and focused leadership necessary to move entire organizations toward achievement. Being decisive means you think how your decisions affect others with justice and equity. It means reaching out to trusted colleagues if you need wise feedback. Then it means taking action and be consistent with your decisions so others have stability and support in the work they are performing. You’ve probably heard that leadership is like pulling a rope. You cannot move a rope by pushing it; you move it most easily by pulling it along with you. When you are responsible for others, you must learn to lead them with confident guidance. You’re much more effective if you go first and bring them along with you rather than by telling them or pushing them along toward your school’s goals. 4. Are you being a teacher? Good leaders use every opportunity to teach others helpful lessons in their growth. Whether you are meeting with a student about attendance, managing a parent conference, or strategizing with an office team, how can take advantage of every moment to convey new or helpful knowledge? As an instructional leader, you must model the kind of right brain and left brain approaches you want teachers using with students. Take advantage of visiting classrooms to communicate goals with students, and don’t be afraid to model some lessons. Run your professional development meetings and faculty meetings like you would want a great classroom to operate. Even as you manage accountability with others, ask yourself how can you use those moments as teachable ones. Take advantage of every moment to still be a teacher. This also means you don’t avoid crucial conversations or confronting the brutal facts at school. However, when you do, you do so with the kind of care and concern you’d want a great teacher using with his her students. Over the years as a high school principal, I would frequently talk to students about their interests or pursuits. Sometimes I would give them ideas or lessons on how to maximize their opportunities. A few months ago, one of my former students, Lily Cummings, sent a message to the teachers at my former high school via Facebook. In the message of thanks to our staff and teachers, she also included this note to me: To Mr. Parker whom I consider myself so lucky to have had as a principal. He kept the school spirit alive and always encouraged me to start a blog and do more. He even accompanied me by playing piano as I sang at senior assembly! Little notes like that remind you that you can never overestimate the impact or influence you may be having on others through offering teachable moments. 5. Are you being a platform builder? The last way I suggest you increase your positive influence is by examining how you are sharing ideas and guidance beyond even your own school or team. How are you passing along the lessons, takeaways and golden-nuggets of your leadership experience with a wider audience? Five years ago, I began blogging about my experiences in school administration. At first, it was in response to a lot of questions I was receiving from aspiring or new principals. Later, I began to realize how social media, blogging, and podcasting were powerful platforms. Often when I have an idea that I need to communicate, I found an outlet through by blog and podcast creation. I’m not suggesting you must use the same platforms as mine to positively influence others (although I think it would be cool if you did). But I am suggesting that you find a medium by which you are communicating your expertise and experience to others who are in the profession of education leadership. They deserve to know and learn from your experience, and frankly, you cannot afford to be selfish with your knowledge. We are always stronger collectively than individually. So whether that is contributing an article to a school newsletter, speaking at an education graduate class, presenting at a conference, or starting your own YouTube channel, think of ways you can be a voice of experience and reflection for others in your profession at home and beyond. Don’t keep your influence limited to just your immediate audience. Build platforms for sharing your ideas with the many others who could benefit from your lessons. Let’s Wrap This Up Author and motivational speaker Jon Gordon has a term for people who negatively influence others. He calls them Energy Vampires. You know what I’m talking about, right? Every school and organization has team members who tend to suck the positivity out of a conversation or a meeting. When is the last time you asked yourself how you are affecting the emotional or cultural air that others breathe? Are you being an energy builder or an energy vampire? As you lead your school, keep in mind the power of your influence. And make it a goal to help others breathe easier by your mentoring, serving, leading, teaching, and platform building. Now It’s Your Turn What kind of air are creating for others to breathe? What kind of atmosphere are your teachers, students, and others encountering when they enter your school? What is one way you can positively influence the team or persons around you today? As you know, school leadership is a calling, not just a career. And your ability to lead depends greatly on your ability to see the power of your influence. The way you lead will influence whether those around you are breathing in healthy or toxic emotional oxygen. 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:115 A Leader’s Influence – How is the Air You Breathe? appeared first on Principal Matters.

Last week I was on the phone with a teacher who will soon be interviewing for an assistant principal opening. Photo by perzonseo – Creative Commons Attribution License https://www.flickr.com/photos/148114704@N05 Just this past week, I have talked to two superintendents and a principal who have openings for principal or assistant principal positions at their schools. It’s that time of year again for hiring and job searches! Whether you are conducting an interview or being interviewed, I have found some common expectations anyone should have when walking into an education interview. If you are looking for sample questions specific to principal interviews, let me encourage you to check out the post, 30 Questions from Principal Interviews. But if you are in transition or you know someone preparing for their next interview, I want to share some tips to keep in mind for a solid interview experience: 10 Tips for Interviewing for an Education Opening As hard as it is to work through the hiring process, nothing is more important to the success of school than finding quality educators. Although I haven’t kept count, it is safe to say that during the last twelve years, I have interviewed over a hundred individuals for staff or teaching positions. I have also sat on teams interviewing for principal or director positions. In my school leadership roles, I have seen many great and not-so-great interviews. Likewise, I have delivered some of both myself. Because I am a teacher at heart, I sometimes visit with candidates afterwards about ways they could improve their interview skills. Since I find myself coaching the same consistent themes, here are the 10 of them: 1. Write a solid resume. This should go without saying, but a good resume should be neat, concise, and without errors. Display a heading with all your contact information. Skills most pertinent to the position should be prominent and experience should be listed chronologically with most recent experiences first. If possible, limit your resume to one-page. Long resumes are tedious to read and usually unnecessary. 2. Use pre-emptive email or phone call. My advice is to send a short, friendly email to the person(s) you believe will be responsible for the hiring. This is usually pretty easy to figure out by visiting school websites or just calling and asking school staff for contact information. Make sure your inquiry is brief, professional, and without misspellings. If you choose to reach someone by phone or leave a voicemail, rehearse what you will say ahead of time. By all means, do not ramble or give the impression that you are desperate for a job.  School leaders want people who are passionate about teaching or leading, not about just finding a job. 3. Research your prospects. With the ease of finding information via the web, there is no excuse for not understanding in advance the lay-of-the-land in respect to the school or community you have targeted. More helpful still is finding someone you may know who lives or works in that community as a source for information. Coming into an interview knowing a few names and faces helps to put you a step ahead and gives you some context for the discussion you will have. 4. Rehearse your introduction (and deliver with a smile). Almost all interviews begin with the opportunity for you to introduce yourself personally, professionally, and in regards to your education. First, express thanks for the opportunity to interview; then, follow-up with a brief introduction of who you are personally and professionally. Sit up straight, smile, and make good eye contact. Avoid crossed arms, clenched fists, or rambling which usually show signs of anxiety. Appearing cool under pressure is important because that is what you will be expected to do every day in a teaching or school leadership position. I can’t tell you how much more attractive candidates appear when they smile, so don’t forget your most powerful persuasion tool, which is often your expression. 5. Play to your strengths and come with your A-game. I won’t stay long on the point, but it is very important. Your goal in an interview is to demonstrate the same confidence, preparation, and ability to connect that you will need in the classroom or the position you are seeking. So show up with same A-game in an interview that you would want your students or team-mates to see you deliver every day in your potential position. 6. Anticipate questions and be prepared with examples. You will be asked questions about how you define effective teaching or schools, use procedures, handle difficult situations or people, and understand content area. Expect questions about your willingness or interest in extra-duty assignments, and examples of past experiences. Don’t be surprised by these. Think them through in advance. If you are asked a question you never anticipated, take a breath and think about it before responding. Again, your goal is to demonstrate how you will communicate to students or colleagues on a regular basis, so be clear, concise, and use examples. 7. Turn failures into stepping stones. A good interview should also be challenging. If you are asked about failures or difficult times in your professional experience, be honest, and share an experience where you turned a difficulty into an opportunity to grow and improve. 8. Bring your own questions. Write down and bring with you questions of your own. Here a few examples: What are the most important qualities you are looking for in this position? How would you describe the culture of your staff or school? How would you describe your leadership style? Can you describe how you lead and support your teachers or team members? How soon will you be making a decision about this position? Avoid questions about pay unless it is brought up by your interviewers. Those questions can wait if you’re given a follow-up opportunity. 9. Rehearse your closure. Just as important as your introduction is your final impression. Take time again to thank your interviewer(s) for the opportunity to meet. Repeat the reasons you believe this position is a great fit for your skills and strengths. Tell them you look forward to hearing from them soon and then stand, offer firm handshakes, and don’t forget to smile. 10. Follow-up with an email or card. If possible within the same day as the interview, send an email or leave a card expressing your thanks for the opportunity to interview. As hard as it was for you to do the interview, remember your interviewers are giving up hours of time they would normally spend on other priorities to look for the best candidates. Be patient if they don’t quickly respond to you with a follow-up, and do not burn any bridges if you are not offered the position. Every interview is an opportunity to show your strengths and may open another door down the road. Let’s Wrap This Up If you take nothing else away from these tips, remember this: Interviews are so much more than a one-time opportunity to speak to someone. Finding the position, you want begins by the quality of performance you are showing at your current position, is reinforced by the kind of responses your co-workers will give when contacted about you, and is enhanced by your ability to deliver when given the opportunity. No amount of interview preparation will ever be as important as your reputation. Now It’s Your Turn What are some additional suggestions or tips you find helpful when coaching others on interview to-do’s? What are some questions you still may have about interviewing that I haven’t addressed? Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:Encore027 Ten Tips for Interviewing for an Education Opening appeared first on Principal Matters.

My mother-in-law has Alzheimer’s. The condition began about ten years ago when we thought she was simply becoming more forgetful. Photo by Diego PH – Creative Commons No known copyright restrictions https://unsplash.com/@jdiegoph?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit But as her short-term memory declined, we realized she wasn’t just suffering from old age. Over the years, she has lost the ability to recognize her own children and grandchildren, and she forgets whether or not her parents are still living–even though they passed away more than thirty years ago. Music and the Brain On Sunday afternoons, we like to take our children to visit Grandma at the memory care center where she now lives. We keep an electronic piano in her room because she has loves playing and singing hymns. When I visit, I sit at the keys and open a hymnal. As soon as my fingers touch the keys, Grandma joins in and doesn’t miss a beat. She remembers the tunes and words of all her favorite songs. “Amazing Grace, how sweet the sound…” We will sing one song and then another. I’m not a brain scientist, but I have studied learning styles and child development, and memorization is often easiest when combined with music. It works for children, adults, and apparently for my mother-in-law with Alzheimer’s too. Research confirms that it is also good practice for brain engagement. My Daughter’s Playlist Occasionally, my daughter Katie and I will drive over together to see Grandma. Katie is a freshman in high school and she has a great playlist on her iPhone. She tags them with different titles, but one she calls “Dad’s Playlist.” It is a compilation of mostly acoustic or musical numbers. On our drives over, we turn up the volume in my car and sing along. One of my favorite duets is one from the musical Greatest Showman with Zac Efron and Zendaya singing “Rewrite the Stars.” What if we rewrite the stars? Say you were made to be mine Nothing could keep us apart You’d be the one I was meant to find… As fun as it is to connect with my family through music, I would like to ask you a question about your own playlist–not just the songs or music you enjoy, but what is on your mental-playlist? Our brains are powerful organs. And just as digesting nutritious food tends toward better health, what you digest with mind shapes your view of yourself, the world around you and forms life-long habits and memories. In a world of constant access to technology, advertisements, news, and information, our brains encounter stimuli at alarming rates. In an article by FastCompany.com, Daneil J. Levitin, shares the following: “Information scientists have quantified [that in] 2011, Americans took in five times as much information every day as they did in 1986—the equivalent of 174 newspapers. During our leisure time, not counting work, each of us processes 34 gigabytes, or 100,000 words, every day. The world’s 21,274 television stations produce 85,000 hours of original programming every day as we watch an average of five hours of television daily, the equivalent of 20 gigabytes of audio-video images. That’s not counting YouTube, which uploads 6,000 hours of video every hour. And computer gaming? It consumes more bytes than all other media put together, including DVDs, TV, books, magazines, and the Internet (Levitin).” So how do you ensure that the intake for your brain is as healthy as what you digest with your body? Frankly, if you want to keep growing in your own critical thinking and reasoning, you must be proactive in what’s in your own mental playlist. As I’ve shared before in this series (you can see previous shares in PMP:111 and PMP:112), my suggestions are not prescriptive. But here are some suggestions from one veteran school leader to others: Four areas to reflect on as you regulate your own information intake: 1. Your Mindset A lot of education research has been shared in recent years on the power of keeping a learning mindset. Carol Dweck shares some powerful takeaways in her great book, Mindset: The New Psychology of Success. Resist change, refuse to innovate, look at obstacles and give up–these are recipes for lack of growth. Not only do we need to encourage environments of risk-taking and experimentation for our students and teachers, we also need to practice those habits for ourselves. One way to do this is by simply being mindful throughout each day. Mindfulness has also become a buzz word of late. It is an important way for many people to guide their thoughts, practice meditation, or increase stress-relief. Although those are healthy practices, when I talk about being mindful, I’m simply talking about being aware of the present and being purposeful in engaging your environment. I don’t do this all the time, but here’s an example. When you are spending time in a classroom or observation, instead of simply relying on a rubric or evaluation model, take the first few minutes to simply be mindful. Look around your environment. Stare into the faces of children and watch whether or not they are engaged. Be aware your own interactions with others, even in the small moments. Are you treating others with concern and interest or acting if they don’t exist? Are you asking clarifying questions teachers so that you understand what is really happening? Being mindful keeps you aware that each moment can be an important one of learning or understanding. This applies inside and outside the classroom. The other day I was driving on a highway when I saw a railroad bridge suspended above the road. A freight train was speeding across. As I approached, I realized the amazing moment I was about to experience. I was sitting in a 2,000-pound steel and aluminum wrapped machine–rolling forward by use of a combustible engine, encased by intricately engineered parts, and carried on four rubber tires. As I was gliding across an asphalt road, I would soon pass under a metal bridge holding the weight of several freight cars, each possibly weighing over 200,000 pounds. What would my great-grandfather have thought of this moment? He had come to Oklahoma on a-cattle run in the early 1900’s and met my grandmother at the boarding house of Baptist minister. When he married the minister’s daughter, they returned back to Tennessee in a horse drawn wagon. Could he have ever imagined traveling at 65 miles per hour in automobile simultaneously passing under a speeding freight train? Why share this example of being mindful? Besides admitting I’m a bit weird, at that moment, I was choosing to acknowledge realities and perspective that are so easy to ignore in the fast-paced, modern world in which we live. Being aware of your surroundings allows you to slow the moment, appreciate its meaning, and experience more than simply going from point A to point B. Your mindset plays a powerful role in your openness to continual learning. 2. Your Reading If you look at my nightstand and iPhone you’ll find books I enjoy. Just this past week I finished Fellowship of the Ring by J.R.R. Tolkien and I listened to the audiobook The Wright Brothers by David McCullough. What are the ways you are purposefully engaging your mind with what you read? Although I enjoy reading or listening to education books, I also try to keep a book a fiction, historical fiction, or biography on hand. Stories provide a wealth of information about the experiences others have encountered. Reading allows you to take a deeper step into the mind of someone else—often their perspective or logic gives you a new or deeper understanding. Although my practice is only one example, I have a morning routine that includes reading a passage from the Bible. I usually digest some audio content on my commute to work. Later I may take in the news or a podcast on my drive home. And at night, I try to read some in a book of fiction or historical narrative. Over the years, my life has been influenced by the valuable lessons I’ve found in books. I’ve listened to the wisdom of heroes like George Washington or Fredrick Douglas; I’ve experienced new cultures from brave souls like Amy Tan or Chinua Achebe. I’ve survived death camp narratives with legends like Corrie Ten Boon or Louis Zamperini. I’ve cried and laughed with Kathryn Stockett and grieved and lamented with George Orwell. Whatever your favorite genre, books are a great way to enter the minds and lives of others and have your thoughts changed as a result. 3. Your Professional Development Just as important as it is to expand your mind through great literature, you also grow by encountering other strong education leaders. For years I felt guilty when I had the opportunity to attend a workshop, conference, or engage in great professional development. Yes, I sat through some required trainings with mixed results. But as I was able to learn about topics that immediately influenced my work, I found learning from others a powerful way of professional growth. The wonderful advantage of technology is your ability to access information via podcasts, webinars, or videos. Make a commitment to engaging with topics that you currently manage. Find great professional development like Solution Tree’s Professional Learning Communities Conferences. Or subscribe to podcasts by education experts like Justin Baedar, Jethro Jones, or Daniel Bauer. Consider these other ways to engage in powerful professional development that will expand your thinking: • Tour a neighboring school and look for evidence of best-practices • Talk to colleagues about ways they solve problems you’re encountering • Attend workshops or professional development • Start a podcast or begin a webinar series 4. Your Experiences Like all good teachers know, experience is an amazing teacher. But we often fail to learn deeply when we fail to reflect on our experiences. When I began blogging five years ago, I found it a way to journal and catalog ideas, steps, and lessons learned from my experience as a school administrator. Each time you encounter a new or old situation, you have the privilege of experience to gauge what is and is not working well. A few years ago, these ideas came home to me when I attended a workshop with author Pete Hall on the Continuum of Self-Reflection. Pete teaches that you have a natural process in experience that allows you continuous growth if you practice awareness of your experiences, reflecting on your successes or failures, taking action based on those lessons learned, and then refining your practice based on those cycles of learning. You can see Pete’s great book here. Yes, you can grow your capacity for learning by digesting information for others’ experiences. But your own experience provides a powerful way to assess, measure, refine, and apply lessons as you continue to grow in your practice. As Malcolm Gladwell revealed in his book, Outliers, people tend to master skill with 10,000 hours of engagement and practice. Even as you experience the ups and downs in school leadership, you are moving closer to mastery in some areas while still growing in others. Let’s Wrap This Up I find a lot of joy in knowing that I can connect with my daughter or my mother-in-law through their unique playlists. I sometimes wonder what memories or thoughts will be deeply embedded in my mind as I grow older. None of us has the guarantee of healthy brains as we age. But you do have a choice over the kind of information, thoughts, stories, music, and ideas you think about today. And as you purposely influence your thoughts through being mindful, digesting great books, enjoying professional development, and reflecting on experiences, you are adding to your own playlist of ideas to live by. And you increase your ability to keep positively influencing others. Now It’s Your Turn All of us enjoy learning from others who stay fresh in their own intellectual growth. As you take the next step investing in your own thinking, others will benefit from your awareness, lessons, and experiences too. What ways are you purposefully engaging in heathy practices for your own thinking? How can you be more mindful of the people, places, and situations you will encounter today and this week? What books will you be reading next for your personal growth? How can take advantage of workshops or professional development. What ways can you practice cycles of reflection on your practice and experience? Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:114 Reflections on Your Learning: What’s on Your Playlist? appeared first on Principal Matters.

When I drove into the parking lot at East Central High School in Tulsa, Oklahoma, I was greeted by bright yellow arrows on the parking lot, pointing the direction for incoming and outgoing traffic. Photo by D. Keith Robinson – Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/32193516@N00 A beautiful flower bed had been built in front of the school. A friendly security staff person met me at the front door and showed me to the main office. Inside, a secretary asked my name and offered to get me a drink. As I waited, I noticed the clean hallways, the overall sense of order and the sense that this was a place people liked to work. East Central High School is an urban school with a recent history of challenge and struggle. Just 5 years ago, only 50% of students graduated on time. But since that time, East Central has become a turnaround school with new Advanced Placement Programs, increased STEM offerings, and 80% graduation rate. One reason for the changes has been leadership. Mike Crase, Principal of East Central High School, is in his fifth year of leading a movement. Previously, he was an assistant principal at Webster High School and before that a teacher and coach. He is in his 26th year of education with 12 years as a school administrator. But the past five years have been the most rewarding and productive in terms of student outcomes. Looking at the Numbers Since Mike has been serving at East Central, he has seen transformation in at least four ways: 1. A previously failing school has transformed into a culture of positivity. 2. Restorative partnerships with students, teachers and parents have increased good behavior, academic outcomes, and social expectations. 3. Learning to manage difficult conversations has become a learned habit among all members. 4. Personal and professional growth are driven by relationships and data. During the past five years, East Central High School has cut suspensions by 80%, increased Advanced Placement offerings from 7 classes to over 20 offerings, and provided every student an individualized pathway for high school success. Relationships Matter Mike Crase, Principal East Central High School (3rd from left) surrounded by his office and admin team members But the data is only evidence of the relationships Mike has built. As I was talking to Mike, Assistant Principal Rex Langley stopped by and said he needed some assistance with a difficult parent conversation and I was invited to walk with them. When we stepped into a school conference room, we were greeted with a shout of “Surprise!” It was Mike’s birthday, and his office and admin staff had filled the room with a buffet of lunch and dessert. The difficult-parent story was a ruse, and you could tell Mike’s staff enjoyed him as much as he was enjoying being with them. Positive school cultures don’t happen by accident. As I walked Mike’s school, met students and teachers, and chatted with members of his admin staff, it was clear that the transformation at his school is the result of implementing purposeful strategy, learning restorative practices, and staying committed to continuous improvement. Even the yellow arrows in front of the school were purposeful. When Mike discovered students were running late to first hour, he realized parents only had one entry and exit point for the front of the school. So he directed a redesign of the front parking lot and opened a new exit lane. He and a team of teachers stood in the parking lot for two weeks to train parents how to enter and exit. And they passed out flyers explaining why good attendance and punctuality improve student outcomes. The result: increased student attendance and punctuality. In Mike’s Own Words Let me encourage you to listen-in to this week’s conversation via our podcast conversation. Mike shares many takeaways and explains how other leaders can connect with him to learn more about ways to improve school outcomes via his email address: crasemi@tulsaschools.org. He will also be presenting this summer at the High Schools That Work Conference in Orlando, Florida. Share his story with other leaders who need encouragement! Let’s Wrap This Up One of the best parts of visiting East Central was coming unannounced to his staff and students. Principal Crase had given me permission to drop by. When he came in from his rounds, Mike ushered me into his office to show me a large screen where cameras showed areas throughout the five-story building. Then he led me to observe students in the cafeteria and hallways. As we walked throughout his building, he told me individual stories about students. He stopped for handshakes and hugs with staff members. He greeted his students by name and knew their interests. His school had not just experienced transformation by numbers. The faces of his students and teachers reflected the same hope and optimism of their principal. Just like the arrows he painted in his parking lot helped direct traffic flow, his leadership had helped paint a map for turning around an entire school community. Now It’s Your Turn Think about the behavioral, academic, and social practices in your building. Even as you face the end of a school year, what is one new action you or team can be taking this week to encourage your positive culture and outcomes for your school? Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:113 Building Positive School Communities – Interview with Principal Mike Crase appeared first on Principal Matters.

When I was little, I loved to stand in the garden as my grandparents tilled soil and put out spring tomatoes. Photo by Elaine Casap – Creative Commons No known copyright restrictions https://unsplash.com/@ecasap?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit The smell of freshly tilled dirt, the sun beating down on my back, the brush of the ground with hoes and rakes—all these memories come back to me each spring. My grandparents didn’t just garden for hobby. They would can vegetables to use throughout the whole year. To grow that many vegetables, however, they understood the importance of good soil, watering and sufficient sunlight. I have a question for you about the kind of care you are giving to an important garden in your life. How are currently taking care of your body? If what you reap from a healthy garden requires good soil, seed, and care, how is your body any different if you want strong personal outcomes? As a school leader, you understand a lot about learning styles, school culture, and organizational leadership. But how much do you think your physical health plays into the outcomes happening at your school? In 2009, the U.S. Department of Health and Human Services shared findings that student physical activity contributes to strong academic performance. Here were just three takeaways from their findings: • Physical activity can help youth improve their concentration, memory, and classroom behavior. • Youth who spend more time in physical education class do not have lower test scores than youth who spend less time in physical education class. • Elementary school girls who participated in more physical education had better math and reading tests scores than girls who had less time in physical education. (cdc.gov) As we encourage our young people to consider the effects of physical activity on their own learning, when is the last time you reflected on how your own personal health may be affecting your own leadership? I’m Going to Die! Over the years, I have learned some hard lessons about neglecting my own physical health. One day I was standing in a meeting with a group of leaders from across my district. I was the newest assistant principal and the youngest one in the room. As we were waiting for a meeting to begin, every person began to share what physical condition they were currently battling. Each one was taking different medications for ailments. They shared concerns about cholesterol and heart conditions. As I looked around the room, I began to panic, and I thought, “If I stay in school administration, I’m going to die!” Of course, I know every job is stressful, and eventually we’re all going to die. But as I began to seriously reflect on my own experience as a young administrator, I realized I had gained twenty pounds. I skipped meals or ate convenience food because school activities were more important than good nutrition. I had stopped exercising because I needed the extra time to catch up on emails or other school projects. Frankly, I was a mess and felt like it most of the time. I knew I had to make time for better priorities. And I as I did, I began to notice a difference in the way I worked. A commitment to better health, nutrition and exercise began to give me more energy, focus and creativity. Let me share five ways I have invested in personal health, not as a prescription, but just as an example of how one school administrator has learned to adopt healthier choices into his busy days. 1. Exercise I have a three-mile route I like to run in my neighborhood. For years, I tried to schedule time at the gym or exercise after school, but it just didn’t work for me. So, when I decided to begin exercising, I bought a pair of running shoes. Instead of waking up early to check emails, I wake up early to run. It’s was the easiest choice for me. I just put on my shoes, stretch, and run. It’s all over in 30 minutes. Even though it has taken me years to develop this habit, it is one of the most important for my physical and mental health. I have solved a lot of major problems and conflicts during those runs. I’ve prayed a lot during those runs. And I’ve come to see things from the perspective of my wife or others during those runs. Why is exercise so good for you? Here are a few reminders: First, it’s great for cardio-vascular health. Just like your car needs an oil change, your body needs oxygen flowing through every cell in your body. Also, when you have prolonged physical activity, your body produces an endorphin release – a natural high that increases your energy and even makes exercise something you can enjoy. 2. Nutrition I love food. In fact, when I was growing up, my mom always kept an extra-large bowl in the kitchen just for me. When we’d have chili, for instance, she always put mine in the largest bowl because she knew I’d want seconds or thirds. I was always active as a kid, so eating a lot didn’t seem to be a problem. But as I began work in education, I was a lot less active. In addition to exercise, I also had to make better nutrition choices. Most mornings I’ll start the day with oatmeal and a cup of coffee. Lunches are usually something light – a sandwich and fruit. My biggest meals are normally in the evenings and best when we can enjoy them as a family. The older I get, the less meat I am eating. Let’s be clear. If you decide to fill up on potato chips and soda, then you body will have to digest trans-fats and sugar. You’ll have less energy. Your heart will have to work harder, not smarter. And your brain will have reacted to the intake by a peak in energy and then a plunge in energy. Frankly, I’m not eating nearly as nutritiously as I need to be, but little habits create long-term results. As a result of better choices, I’ve been able to keep off extra pounds and my cholesterol levels have been good. Here’s another little secret I practice: Whenever someone delivers doughnuts or cake to the office, instead of giving into the temptation, I’ll take one and allow myself one bite and throw the rest of my piece away. I can honestly tell someone thanks for sharing the delicious treat with me, but I also just saved my body hundreds of unnecessary calories to burn. 3. Sleep and rest I’m putting these two categories together because they are connected. If you don’t set a time each night to unplug from technology and wind down, you will have a hard time sleeping. Yes, there are times when deadlines or activities push you into late hours. But you must create a habit of winding down. For the most part, I start my wind-down time around 9 p.m. each night so I can be asleep before 10 and wake up by 5 or 5:30 each morning. Also, I make a commitment not to work on Sundays. I know Sundays are historically days of rest of many people of faith. I used to think not working was silly until I realized I was staying engaged in school activities (grading papers, catching up on emails) seven days a week. When I began to protect Sunday as a day to worship, to rest and to be with family, I found myself prioritizing work better to finish important projects before Sunday. Try it and I believe you’ll find more creativity after giving yourself a whole day to break from work projects. 4. Moderation I’m going to be blunt here. If you enjoy alcohol, coffee, sweets, or meat, do so with moderation. First, you will feel better when you do. Second, you will most likely behave better too. If you’re like me, you probably don’t always enjoy being around others when their intake of anything becomes an unhealthy obsession. So, keep that in mind. And yes, the area where I struggle most is definitely with coffee – and I’m still working on it. 5. Inspiration If you think about how your body is designed for movement, it only makes sense that if you are engaged in moving, heart-pumping, endorphin releasing activity – when you take time for good nutrition and rest — your mindset and your brain benefit as a result. You will begin to think more clearly, and that is where creativity and inspiration have room to grow. For some people being active means a long hike or walk. For others, it is dancing. For some of my friends, it means hunting and fishing. Whatever activity it takes, take time each day to practice good habits for your body so you can enjoy the benefits that happen a result. Your mind is better conditioned for sharp thinking when your body is experiencing good health. Let’s Wrap This Up Recently, I gathered some fresh lettuce from a raised bed in my backyard that my wife and I shared for lunch. The vegetables we grow are not nearly as bountiful as my grandparents’ gardens. But the same truths apply to both: Good soil, watering and sufficient sunlight can produce yummy produce. As you think about the ways you are tending your own body, I don’t know where you are in the journey. You may already be active with healthy choices. Or you may be discouraged and battling health challenges. Whatever your situation, be encouraged to take whatever steps work for you. And know that that each positive step you take can help begin movement toward healthier results. Now It’s Your Turn Here are some questions for self-inventory: 1. How is your nutrition – what goes into your body – affecting your concentration and energy? 2. How is your physical activity – or lack of it – influencing the way you feel about tackling big projects? 3. Are you allowing sleep and rest to influence your levels of patience or endurance? 4. In what ways are you letting moderation – or lack of it – affect your relationships? 5. Does your overall physical health lead to more inspiration or tend toward more anxiety? Now what is one step you can take this week toward healthier choices for your body? The way you treat yourself will affect the way you treat others. So, do yourself and others a favor, and keep taking care of your body. As you do, you will find more energy and creativity for doing what matters. Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:112 Reflections for Education Leaders – How Are You Tending Your Body? appeared first on Principal Matters.

I’m a frequent flyer. The more I fly, the harder I find it is to stay focused when flight attendants are reviewing safety procedures. Photo by Bambi Corro – Creative Commons No known copyright restrictions https://unsplash.com/@bambicorro?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit They could be standing right in front of me with the safety cards in hand, but I’ve heard it so many times, I usually think about something else. On the other hand, I seem to pay more attention when the attendant says, “If the cabin loses air pressure, an oxygen mask will drop from above your seat. Place the oxygen mask on yourself first before assisting your child or other passengers.” It’s always at this point, that I think about a hard conversation I had with my wife the second year I was in school administration. One night after the kids were in bed, my wife Missy asked if we could talk. I had just opened my laptop to read some work emails, so I slid it aside and said, “Sure. What’s up?” “The kids and I have decided that you are a dad and husband on the weekends only.” She said without any bitterness or resentment in her voice. Just simple resignation. Then she looked me in the eyes. “Will, I think you are a shell of the man you used to be.” It was difficult to listen because her words so accurately described my state-of-life. After eleven years as a classroom teacher, I had made the transition into the office as an assistant principal in a high school with 1,400 students. One of my goals was to be the kind of administrator I had admired and dreamed of having when I was a classroom teacher. I wanted to be the person who teachers and students could look to for answers, solutions, and support. I woke up early every morning to check emails and plan out my day– hours before school began. I skipped lunches or ate quickly so that I could respond to emails or manage important situations. I supervised, observed, counseled, and evaluated. I attended after-school games and activities. And when I came home late each night, I’d fall asleep while trying to read bedtime stories to our four small children. When everyone was finally asleep, I’d stay up late to answer emails or plan for upcoming events or meetings. In my new role in school leadership, I had stopped exercising. I had gained too much weight. Frankly, I was a shell of the man I had once been. Each day the pressure of serving students, teachers, and parents weighed so much on me that I didn’t think I could sacrifice time by less important to-do’s like eating right, exercising, or spending more time with my family time or in reflection. My Letter of Resignation When my wife went to bed the night of our important talk, I opened my laptop. Instead of working on email, I made a decision. I wrote a letter of resignation. I explained all the reasons I would need to leave my position, how my priorities were no longer correct, and how I had neglected my family and personal health. I printed the letter, put it in a file folder and took it my office the next morning. When I sat down at my desk, I placed the folder on the corner where I could see it at all times. And I made a commitment: I’m either going to find a better way to serve my school while also caring for myself and my family, or I’m resigning and changing professions. That day was a turning point for me. I didn’t discover a silver bullet. My pressures didn’t change either. Instead I found some longer lasting solutions. I began taking small steps toward making time for areas of my life: my family, my mind, my personal budget, my spiritual growth, and my physical health. Over the days and years ahead, I made commitments to leave school earlier so I could be home for dinner. I started running again and working on fitness. I started eating lunch with colleagues and laughing more. And as a result, I discovered something: When you take time to invest in areas of your life outside of work, you find more creativity, inspiration and joy in serving others. In fact, I found my ability to connect with others, find solutions, and reach goals increase as I took time to take care of myself first. Self-Reflection for Education Leaders If you are leading a school, team or organization, let me ask you an important question: When is the last time you reflected on the foundational values, beliefs, and motivations for why you are serving others? Just like those airline attendants tell us when we fly: you can’t help others if you’re not first taking care of yourself. One of the best ways to practice putting on your own air-mask is by giving yourself permission for self-reflection. Self-reflection allows you to focus on ideas and thoughts that you can turn into powerful actions that later become productive habits. And one powerful way to do that is by using images as a launching point. Just like thinking about an air-mask may help you to think about your need for self-care. It may come as no surprise that most school leaders feel overwhelmed, overworked, and overcommitted. A leader’s job often involves putting out situational fires, responding to urgent needs, or satisfying the requests of a multitude of stakeholders. It’s no wonder that education leaders, in particular, must battle for time to enjoy the best parts of life and the best parts of their schools or organizations. And research supports the claim that the work can be overwhelming. With the ever-increasing responsibilities of the school principal, for instance, it should be no surprise that in 2012, the Center for Public Education found that the average principal stays on the job for five years or fewer (Hull, 2012). Self-Evaluation When is the last time you had a heart-to-heart conversation about your own need for self-care? How would you answer these three questions as you reflect on your own current situation? 1. I find myself dedicating the majority of my work to areas that reflect my strengths and give me the greatest joy in work. A. Strongly Agree B. Agree C. Sometimes D. Disagree E. Strongly Disagree 2. Because I invest in my own personal growth mentally, physically, spiritually, socially, and financially, I find fulfillment in my work as I do in my life outside of work. A. Strongly Agree B. Agree C. Sometimes D. Disagree E. Strongly Disagree 3. If money or compensation were no longer necessary, I’d still want to do the work I’m currently doing. A. Strongly Agree B. Agree C. Sometimes D. Disagree E. Strongly Disagree Let me encourage you to take inventory of your self-care. Those whom you lead deserve a leader who is taking care of himself or herself. One way to do that is by considering you actions, applying the truths learned, and cultivating the most productive habits toward serving others. If you’re going to help others, you must learn to first put on your own air mask. Area 1: Your Learning (mindset, reading, development, conferences, conversations, experience) Area 2: Your Body (nutrition, exercise, sleep, moderation, rest, creativity) Area 3: Your Influence (mentoring, serving, teaching, leading others, platform building) Area 4: Your Time (not wasting it, boundaries, scheduling what matters, tools, prioritizing) Area 5: Your Friendships (accountability, life support, reflecting w/others, bringing out best) Area 6: Your Spiritual Life or Moral Growth (faith, trust, Providence, community, hope, meaning) Area 7: Your Resources (stewardship, debt, generosity, planning, budgeting) Area 8: Your Intimacy or Loved One/Marriage (intimacy, commitment, beauty, joy, suffering) Area 9: Your Future Leaders (children, students, presence, mindfulness, honesty, resilience, unconditional love) Area 10: Your Legacy (perspective, goal-setting, letting go, giving back, paying forward) Fast-forward Seven years after our crucial conversation, my wife and I were ushering our kids into an elevator in Washington, D.C. As the doors opened on the third floor, we stepped out together into the lobby of a large hotel convention ballroom. I was wearing a tuxedo and my wife was in an evening dress. The girls were in Sunday dresses, and our six-year-old son was in a tie and vest. They had traveled with me as I was receiving an award from the National Association of Secondary School Principals for being Oklahoma’s State Assistant Principal of the Year. As we spent the next few days touring the city, I remember thinking back to those first few years of school leadership. Life was still busy and overwhelming at times. But I had found a new rhythm in my work, life, and family for being more than a shell of the man I had once been. Let’s Wrap This Up I wish I could say that I consistently practice all the important areas required for personal growth. The truth is that over the years, I have grown stronger in some areas while neglecting others. Sometimes my wife and I still have crucial conversations about where I need to reprioritize my time and energy. But as you take time to reflect, instead of neglect, areas of personal growth, you can continuously refocus my time areas that need improvement. After twenty-five years in the profession of education and fifteen in school leadership, would you let me share some of those lessons learned with you? That’s why Reflections for Education Leaders is so important. If you want to keep growing in your capacity to influence and serve others, you need time for reflection, learning, and taking action on your own personal growth. If your goal is to influence others in becoming future leaders, you can’t ignore this important safety notice: You need to learn to breathe first. Now It’s Your Turn Of the ten areas of growth, what is one area where you want to see personal growth? What is one area among the ten where you’ve already seen significant growth? Reach out to another school leader or email me at will@williamdparker.com and share one lesson you’ve learned from self-reflection in that area. Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:111 Reflections for Education Leaders & Wearing Your Air Mask appeared first on Principal Matters.

Last year my student council members came to see me about an idea they had for finishing the year with positivity. Photo by Baim Hanif – Creative Commons No known copyright restrictions https://unsplash.com/@baim?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit These student leaders wanted to end the year was by doing something to help others. They designed an amazing idea called “BARK” week. With the school mascot being a Bulldog, the theme fit perfectly. In order to set expectations in advance, the student council sponsor shared out the following announcements with her fellow teachers: Good morning! Student Council and the Leadership class wanted to start a Philanthropy Week this year, where we have events every day during one week, and all proceeds will go to a designated charity. The week we have chosen is May 1st – 5th. The kids came up with the name “BARK Week,” BARK is an acronym for Bulldogs Achieving Real Kindness. We are raising money for Pearl’s Hope in Tulsa, OK. It is a 10-month transition home for homeless women and their children, so they do not have to be separated. While in the home, women take classes on interviewing, teamwork, financial planning, cooking, etc. Pearl’s Hope ensures that the children and mothers have clothing, a car, a job, and a home before they leave. Attached is the t-shirt we will be selling for BARK Week. I was proud of the teachers and students for the positive mindset they had going into the final weeks of school. And the response was amazing. Community members participated in clothing swaps, students bought lots of tacos and ice cream, and in one week, our students raised $1,500 and lots of clothes donations to benefit an additional local shelter. It was another positive way to add to the momentum of the school year, but most importantly, these were learning to help others—lessons some of them will remember for years to come. More Ideas for Celebration This week, I want to share some ideas from a past episode on ending the year with celebration. You can see the original post from episode 065 here. Although it may be difficult to end the year with the same energy and enthusiasm you had at the beginning a school year, it is not unrealistic to dream and prepare for ways to encourage high expectations for the last days of school. In June 2016, blogger Vicki Davis shared a great list of tips for teachers who want to finish the year with celebration on her Eduotopia’s website. Check it out here. Her tips included 8 ideas for teachers to wrap up their last day of classroom time with ideas like: Coming up with a top-ten list of best moments from the year to share with students Turning final exams into a celebration time by providing desserts and treats available after testing Ending the year with water bottle toasts for every student Designing an entire lesson around sharing compliments Including surveys for remembering best celebration moments Writing letters to students so they remember significant ways they contributed throughout the year Planning an “Oscar event” by inviting students to come in formal wear for a celebration time Parading Seniors Another great moment for seniors included adding new element of celebration into graduation week. Seniors wore their caps and gowns and visited our elementary and middle schools the day before graduation. Students and teachers lined the hallways to applaud them. Younger students were inspired and seniors felt like rock stars. Let’s Wrap This Up Remember the enthusiasm you had as the new school year began? How can you end with some celebration and positivity? Yes, it may be hard to end with high enthusiasm when the list of to-do’s is long, but don’t forget how you end is as important as how you begin. Now It’s Your Turn How can you end the year with encouragement and inspiration? What are some ways you can plan now to end the school year with enthusiasm or celebration? What’s one step you can take this week with others on your team to plan ahead for events or moments you want students to remember years from now? Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMPEncore065: Ending the School Year with Celebration appeared first on Principal Matters.

Last week I was walking back to my car from a visit to Oklahoma’s state capitol, when I saw a line of reporters, police, and education supporters stopped in front of me. Photo by LLudo – Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/8458252@N05 I just happened to be on the street where Tulsa Public School Superintendent Deborah Gist and others from her community were arriving from a week-long march from Tulsa to Oklahoma City. Teachers, parents, and children lined the streets with signs that read, “Support Education” or funnier ones like “My textbooks are as old as my grandma.” Police on motor cycles led the procession, followed by a high school band, and hundreds of others who had joined the marchers in their last few miles to the capitol steps. As Deb Gist addressed the crowd of thousands, she said, “This is not a protest. This is a movement.” And she praised supporters for the work they had done, called them to continue advocating for schools, and reminded them to vote in upcoming elections. Oklahoma education has been in the news a lot lately. This past week The New York Times reported “Oklahoma Teachers End Walkout After Winning Raises and Additional Funding.” Dana Goldstein and Elizabeth Dias explained that many teachers across the state would be returning to school after a two-week work stoppage that affected approximately 500,000 students from schools that participated in the rallies. Across the States Oklahoma is not the only state in the news for education rallies. Across the U.S. state legislatures have faced increasing pressure as teachers respond to years of unsustainable cuts to school funding. Just weeks ago, West Virginia teachers rallied for new state laws that have resulted in teacher pay raises. Kansas has been settling a constitutional crisis that required their state supreme court to step in last fall and force the legislature to fund its schools. Just last week, lawmakers there were told their budget is still $80 million short of the funding required, and lawmakers are scrambling to re-do the math and find a solution. Missouri schools face pressures from a court embattled Governor who just months ago removed state board of education members, fired the state education commissioner and cut school funding by $68 million. Now the Governor is facing calls for his resignation from his state’s attorney general and the majority leader in the state senate from his own party for revelations of sexual misconduct. Kentucky teachers have been rallying at their state capitol as their state legislature voted to override their Governor’s veto on a bill to increase funding for Kentucky’s public schools by $480 million. And teachers in other states like Arizona are conducting “walk-in” rallies and threatening walkouts if their state does not increase school funding soon. Thoughtful Analysis Across the U.S. many public-school systems have been facing especially difficult times as state legislatures have cut taxes for years. This week, Mark Wingfield, in the Baptist News Global, wrote an opinion piece called “When it comes to funding public education, don’t eat your seed corn.” In the article, he says: “Too many states in our union, and even our nation itself, have cut funding for public education to the point of eating their seed corn. And they have done so around the rallying cry of low, low, bargain-basement taxes. It seems there is no bottom to the desire to avoid paying taxes…This is neither wise nor fiscally conservative. It is, instead, selfish. There is a difference between fiscal conservativism and selfishness, by the way.” Wearing the Hat of Advocacy So, what are school leaders to do in the face of public policies that so dramatically impact our schools? The reality is that as school leaders, you are not only instructional leaders but you bear the weight resulting from good or bad public policy. You are often the ones asked to reorganize school budgets or master schedules with fewer dollars or fewer teachers on staff. When state or federal laws are passed that affect school policies, you are the one asked to be on the front-line for implementing change. As I have shared with school leaders across the nation on the many hats you must wear in leading schools, you must also wear of the hat of the education advocate. How can you wear the hat of the education advocate? Here are six tips: 1. Stay informed. Whether it is through an association membership or subscribing for alerts through your state’s legislative websites, find ways to stay informed with the facts. For instance, in Oklahoma, you can subscribe for updates from the House of Representatives at their website https://www.okhouse.gov. This feedback is essential to having current and up-to-date information for staying informed on what potential decisions may affect your schools. If you are a member with your state principal association, or a national association like NASSP, you will find the advocacy updates from those teams recent and useful. As much as I love the up-to-date information I find on social media, let me caution that social media posts are not always the best source for facts. A quick rule of thumb is to remember what you learned in high school: Find primary documents or check your sources before making informed decisions. 2. Be involved in advocacy. Contacting legislators may not be much fun, but it is important to be a voice of reason for to your representatives. Invite them to your school. Connect with them by phone calls or emails to voice concern or ask for support of upcoming bills. And of course, nothing replaces face-to-face conversations. Over the years, I have also included students in advocacy. Students provide the most powerful example of how laws directly affect their lives. Last year, I had a senior student share her story with one of our state senators about how her high school teacher and student council sponsor had inspired her to pursue her dream to become a communications major. She wanted to know why lawmakers were unable to support more funding to keep teachers like hers in our state. These real-life stories are important ways to engage in advocacy. Just recently, many districts in my state have designated teacher teams or parent advocacy committees to visit lawmakers on behalf of their local schools. 3. Know your representatives. Voting records and conversations are helpful ways to determine which elected officials sincerely support local schools. Because my state has a law that requires 75% majority agreement on any tax increases, Oklahoma has often been paralyzed in its ability to increase funding for schools. With such a small margin of error, a handful of representatives can easily train-wreck proposals for school funding. During this past budget crisis in my state, it was apparent that certain members would have to change their votes. By studying representatives, education supporters were able to identify which members should be targeted by outreach, emails, and visits. Also, remember that representatives are people too. When you reach out to them, do so with dignity and respect you want other showing you when they’re asking for your support. 4. Support and vote for pro-education candidates. Of course, long-term support for schools cannot happen if you are not an active voter. Register to vote, help others to register, make donations, attend town hall meetings, or volunteer for a candidate. We simply don’t have room to complain if we are not actively involved in the democratic process of electing representatives who truly represent the best interests of their communities. 5. Showcase your school successes. I am a big fan of positive messaging, which is why I wrote the book, Messaging Matters: How School Leaders Can Inspire Teachers, Motivate Students, and Reach Communities. Advocacy and messaging go hand-in-hand. We cannot ask lawmakers to support our schools if schools are not places that inspire their support. As the chief communicator for your school, ask yourself these questions: • How are you highlighting, showcasing, and celebrating student and teacher success? • How are you encouraging parents to be involved in the great learning happening? • How are you sharing stories of success and achievement beyond your own community? Whether it is a weekly newsletter, social media posts, school gatherings, or press releases, keep your community informed of the powerful learning and growing happening at your school. Share these stories beyond your school community as well. Public perception drives public policy. So be an agent of influence by messaging positive and celebratory moments throughout every day with your school community. One of my favorite examples of this comes from Aspasia Carlson, Principal of John Marshall Mid-High School, in Oklahoma City. She consistently shares images, videos or highlights of successes happening with her students and teachers. Through her positive messaging with parents, community members, and local officials, she has rallied strong support and turned an at-risk school into a successful, thriving school. 6. Build and maintain positive relationships. One of the biggest lessons I’ve seen from recent events in Oklahoma is the importance of maintaining strong relationships. You must keep trust with your students, teachers, and community members. During the recent work stoppage, local boards of education across the state approved proposals to cancel school so that teachers could rally. I saw principals and superintendents standing with teachers and community members, bringing them doughnuts for their bus rides, or walking with them in long miles to the capitol. When it was time to return to school, these relationships were the glue that pulled many communities back together in shifting their focus to finishing school and rallying support for upcoming elections. Remember at the end of the day, your relationships are the most important part of maintaining learning communities. Let’s Wrap This Up These past few weeks in Oklahoma have been both rewarding and challenging. On the one hand, Oklahomans have seen bills passed that provide historic tax increases for school funding. On the other hand, many educators also experienced the discouraging realities of gridlock and name-calling involved in politics. Last night I saw a post on Facebook from a parent in our community that summarized why advocacy is worth it. Stephanie Ruttman, is a stay-at-home mother. She was responding to posts she had seen from teachers who felt disappointed that their advocacy had fallen short of the increased funding levels they wanted restored to schools. She wrote these words that I’m sharing with her permission: “I keep hearing teachers and parents say they feel defeated and that the walkout was all for nothing. Do not feed that lie. Starve it! As it goes with teaching, the impact this walkout has had on me and my kids and thousands of others across the state cannot be measured in dollars and cents.  Because of YOU, I know who my legislators are. Did not know that before. Because of YOU, I overcame my intimidation of contacting those legislators.  Because of YOU, I am so much more informed about the legislative process. Because of YOU, I will be an informed voter on my state representatives for the first time since I registered. Previously, I left that space unmarked.  Because of YOU, I know the questions to ask and I’m not intimidated to ask them of those running for office. Because of YOU, I have a standard in mind of what a rally or a protest or a movement should look like. Energized, peaceful, kind, clean, clever, and LOUD. Because of YOU, I have a new sense of determination to fight on your behalf for the funding you deserve to do your job to the best of your ability.  Because of YOU, change has occurred and change is a comin’.” She concludes with, “I know these sentiments don’t put food on the table or money into the state formula for you. But these sentiments DO propel me and countless others to fight harder for you.  The walkout may be over. But the movement is just beginning.” So how do you wear the hat of the education advocate? You stay informed, stay involved, know your representatives, vote, celebrate successes, and keep strong relationships. At the end of the day, you know you are adding your voice with thousands of others to positively influence the lives of students. Now It’s Your Turn What is one step you can take today to reach out to a legislator on behalf of your school? What successes or great moments of learning can you share out from your community? How can you keep building strong relationships with others so you are maintaining a positive influence in crucial conversations? Sources Cited: “Embattled Missouri Governor’s Budget Cuts $68M from Schools.” WPSD Local 6 – Your News, Weather, & Sports Authority, 22 Jan. 2018, www.wpsdlocal6.com/2018/01/22/embattled-missouri-governors-budget-cuts-68m-schools/. Goldstein, Dana, and Elizabeth Dias. “Oklahoma Teachers End Walkout After Winning Raises and Additional Funding.” The New York Times, The New York Times, 13 Apr. 2018, www.nytimes.com/2018/04/12/us/oklahoma-teachers-strike.html. Hanna, John. “Kansas Lawmakers Work Weekend in Effort to Solve School Funding Crisis.” USA Today, Gannett Satellite Information Network, 7 Apr. 2018, www.usatoday.com/story/news/nation/2018/04/07/kansas-school-funding-crisis/495733002/. Kuhn, Casey. “Arizona Teachers ‘Walk-In’ To Protest Low Pay And Low Funding.” NPR, NPR, 11 Apr. 2018, www.npr.org/2018/04/11/601419914/arizona-teachers-to-protest-low-pay-and-school-funding-shortfalls. Petulla, Sam. “West Va. Teachers Got Their Raise. Where Do Your State’s Teachers Rank?” CNN, Cable News Network, 7 Mar. 2018, www.cnn.com/2018/03/06/politics/why-west-virginia-teachers-striking-healthcare-pay-raises/index.html. Press, The Associated. “Kentucky Lawmakers Override Budget Veto in Win for Teachers.” The New York Times, The New York Times, 14 Apr. 2018, www.nytimes.com/2018/04/13/us/kentucky-budget-veto-teachers.html. “When It Comes to Funding Public Education, Don’t Eat Your Seed Corn – Baptist News Global.” Baptist News Global, 9 Apr. 2018, baptistnews.com/article/when-it-comes-to-funding-public-education-dont-eat-your-seed-corn/#.WtHgAS_Mzwd. Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:110 Six Tips for Education Advocacy appeared first on Principal Matters.

Last year I sat across my desk from a student whose father had abandoned him and left the state. Photo by Rémi Walle – Creative Commons No known copyright restrictions https://unsplash.com/@walre037?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit A family in our community had taken in the young man, and our school had been in contact with the Department of Human Services on what to do next. That morning I had been watching a video by Josh Shipp called One Caring Adult. On a whim, I asked the student if he would watch the video on my computer with me. In his story, Josh Shipp shared his own story of abandonment, foster-care, abuse, and eventually finding stability and hope. His story was a powerful reminder of how one caring adult can change the life of a young person. After watching the video-clip, I asked the young man if he’d ever had one caring adult on whom he could depend. He said, “Yes, my adopted mom who lives out-of-state. But I left because I didn’t want to follow her rules, and I don’t know if she’d have me back.” After several calls and other conversations, his adopted mom arranged a flight for him, and he flew back to her home to start the next chapter in his life. Josh Shipp has a powerful story that inspires educators and students alike. Earlier this year, Josh spoke at the Oklahoma Middle Level Educators Association annual conference. Later, I was able to sit down with him for an interview. You can listen to our podcast interview or watch the video of our conversation. Who is Josh Shipp? Josh is a best-selling author, global youth empowerment expert, and acclaimed speaker. A former at-risk foster kid turned youth advocate, he is known for his documentary TV series Teen Trouble on A&E, that followed his groundbreaking work with teens. Josh has spoken at universities such as Harvard, Stanford, MIT & UCLA. He is a recognized teen expert for media outlets such as MTV, CNN, FOX, The New York Times, ABC 20/20, & Good Morning America. He’s worked with groups of parents, educators & mental health professionals plus has spoken to more than TWO Million teens and parents live. His ultimate goal is to help as many young people as possible. He trains other speakers through Youth Speaker University and his online mentoring program One Caring Adult has a world-wide reach. Questions for Josh In this interview, Josh answers the following questions: 1. Can you share some of your own story with us, and why you are dedicated to reaching today’s youth? Josh shares about the influence of a foster parent named Rodney, an educator from Yukon, Oklahoma, who provided him with unexpected stability, firmness and fairness. After being arrested for writing hot checks, Josh has an important conversation with Rodney who tell him: “We don’t see you as a problem, we see you as an opportunity.” As Josh shared, “Every kid is one caring adult away from being a success story.” 2. Can you share one or two strategies on ways to have conversations with youth about uncomfortable topics? Some strategies that Josh uses when working through difficult conversations include: A. Be vulnerable. Vulnerability leads to vulnerability. Just like you catch a ball when it’s thrown your way, when you go first in taking risk, students will often reciprocate the appropriate vulnerability you model. With a half million foster kids in the U.S., Josh believed he was the only one. As he has learned to see life from the perspective of others, he has also learned that we must operate from the position of “Heal the wound, reveal the scar.” B. Give them a sense of control. When talking to a young person about a difficult topic, name the topic. Don’t avoid the obvious. Address the elephant in the room by saying, “I need to ask you about ____________.” Then give them a mile-marker. Let them know how long the conversation will last so they understand the controls involved. Also, with boys, Josh suggests side-to-side conversations that feel less threatening. 3. What are some lessons you’ve learned about building teams or training others that may be helpful for school leaders? Josh also builds and trains teams of motivational speakers on issues affecting students. As he has built teams, he shares three takeaways that have benefited his organization: A. Simulate inevitable challenges. If you can give someone a task that involves problem solving or reveals their ability to manage inconvenience or flexibility, you can see how they will handle tasks as responsibility increases. “With more responsibility, the air gets thinner.” Practicing scenarios with team members helps identify where they need to grow before stepping into the real situation. B. Use Focus Groups. When testing communication, outreach, or a new lesson or resource, Josh will often share it out with twenty members of his work community. He will ask three simple questions: 1. What was most helpful? 2. What was unclear? 3. What did I just ask for you to do? C. Keep Mental Focus. Josh asks his tem to always assess with the question: How can this be 10% better? Always focus on growth and improvement so your service and influence becomes better, not stagnant. 4. What is one parting piece of advice, and how can listeners stay connected with you? Josh’s parting piece of advice is: “Wishful thinking is not a strategy.” You must be willing to take bold, decisive action on your ideas if you want to move forward in helping others. If you want to connect with Josh and all his resources, including his menu of speakers he has trained in presentations to youth and educators, you can find out more about him at www.onecaringadult.com. Let’s Wrap This Up I do not know the end of the story of the young man who flew back home to his adopted mom, but I do know he was inspired by someone who had been through similar challenges. As a school leader, you also work with many young people who need someone to believe in them. Don’t forget the power of simply being someone willing to mentor or guide others. Now It’s Your Turn What is one action you can take today to encourage the student or teachers in your school to see themselves as opportunities? How can you turn good intentions into a positive and powerful actions today? Also, if you’re reading this April 11, 2018, don’t forget to celebrate #LoveMySchoolDay on your social media platforms. Share out posts of photos, videos, and use the hashtag #LoveMySchoolDay to celebrate the students and teachers whom you are serving. Sign-Up For Free Updates and Ebook When you enter your email address below, you will automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! Subscribe for free weekly updates and receive free e-book! * indicates required Email Address * First Name Last Name (function($) {window.fnames = new Array(); window.ftypes = new Array();fnames[0]=’EMAIL’;ftypes[0]=’email’;fnames[1]=’FNAME’;ftypes[1]=’text’;fnames[2]=’LNAME’;ftypes[2]=’text’;}(jQuery));var $mcj = jQuery.noConflict(true); Principal Matters–The Book! School leaders are very busy, so each of the twenty-four chapters is designed as a quick-read and followed with take-action questions for follow-up or reflection. If you want practical ideas on understanding your purpose, managing school teams, dealing with challenges, and leading with courage, action, motivation, and teamwork, go HERE to pick up a copy for you or your team. Messaging Matters Harness the power of messaging to create a culture of acknowledgment, respect, and celebration. Written specially for leaders, this title is divided into three parts, helping readers to maximize their role as chief communicators with students, teachers, and parents and community. Each chapter includes suggestions for using digital tools to enhance messaging and ends with reflection questions and practical next steps. The post PMP:109 The Power of One Caring Adult with Josh Shipp appeared first on Principal Matters.