PMP186: Reboot for Principals with Jen Schwanke
Mar 18, 2020
Show notes
Throughout the world, schools are managing the challenges of school closures in response to news of the spreading corona virus or COVID-19.
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As a school leader, you are expected to manage difficulties, but sometimes you are managing in uncharted territory. Also in the midst of helping others, what can you do to make sure you’re caring for your own mindset in leadership?
As you consider solutions for your school, let’s stay connected and share best practices. I’d love to hear your ideas and encourage you to email me at will@williamdparker.com with ways your school is supporting learning and services to students.
This week’s post, however, is not specific to the current crisis. Instead this week, I’m sharing an interview with Jen Schwanke about her newest book, The Principal Reboot: 8 Ways to Revitalize Your School Leadership. In this first in a new series of episodes together, Jen and I talk about how school leaders can reinvest in their own abilities to be “lead learners.”
Questions to ask as a Lead Learner:
What content are you taking in on a regular basis through reading, audio or podcasts? Suggestions include…
Focus on issues reflecting struggles of people we work with.
Use reading as way to stop, slow-down, and reflect.
Focus on books that describe experiences other than your own.
Look for books on issues you don’t understand.
What on-going professional learning are you engaging in? Keep in mind…
Learn to really listen to others.
Tour neighborhood schools and look for evidence of best practices.
Talk to colleagues about ways they solve problems you’re encountering.
Attend workshops or professional development
Start a podcast or begin a webinar series.
Teach a graduate level class.
Ask yourself: What ways can I be sharing with others and stretching myself? And take time to advance others in their growth and learning staying connected with your tribe. Discover what amazing groups of other people are doing the same work, and learn from them!
Let’s Wrap This Up
One of Jen’s goal each day is complimenting others with true, authentic feedback. All of us want feedback and to feel valued. Mindsets like this help you to stay a life-long learner and model the kind of curiosity you want to encourage in your own learners.
No matter what you are managing the days ahead, stay committed to supporting others, building them up, and discovering ways to keep learning in the process. Listen to this week’s entire podcast episode for many more take-a-ways, and pick up a copy of Jen’s book that comes out this week!
PMP185: The Power of Sharing Your Own Story
Mar 11, 2020
Show notes
What stories have shaped your own leadership journey? Photo by photo-nic.co.uk nic – Creative Commons No known copyright restrictions https://unsplash.com/@chiro?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit I recently finished reading, Educated: A Memoir by Tara Westover. If you’re unfamiliar with the book, Tara Westover grew up in a rural Idaho with parents who embraced radical ideologies, including not giving their daughter a birth certificate, not vaccinating her, and not providing her with any formalized education. It wasn’t until she decided she wanted to attend college in her late teens that she began to teach herself so that she could pass the ACT with high enough scores to qualify for entrance. To her surprise, she made it into college, and her university experience revealed a world of new revleations, including hearing stories of the Holocaust, exposure to classic literature, and the opportunity to study abroad. Eventually, her studies led to her to a Ph.D. in history from Cambridge. But her formal education came with personal cost. Her relationship with her parents would not survive her newfound freedom nor would they acknowledge the neglect, trauma and abuse she had experienced growing up. Even as her eyes were open to a world of knowledge through education, her ties to her parents crumbled. As I finished the story, I was struck by Tara Westover’s deep sacrfices. To gain understanding, she also had to reconcile with the brutal realities of her past. And even though much of her childhood involved trauma, there were also moments of beauty and poetry in the rugged landscapes that shaped her youth. I was also touched by the deep loss she experienced. As I’ve thought about her story over the past few weeks, I’ve been thinking of how our stories shape us. Do you ever wonder what others would think of your story if it were in ink the way Tara Westover told hers? What I’ve discovered about most people is that their stories don’t seem unique or novel to them. Their stories are familiar. But when you take time to share your story with others, they find a new perspective that is not their own. At that moment, they have the privilege to see the world through another set of eyes or experience, and that provides perspective. The truth is that you have a unique story. It may seem familiar or unintersting from your perspective. But to others, it may provide insights into life that help them see their own story better. 8 Stories Shaping My Journey This week I’ve decided to share a few stories from my own journey. Perhaps it will give you a glimpse of my own past and provide some perspective of the world that may influence your own leadership. Sharing personal stories always comes with a risk of vulnerability or being misunderstood, but we don’t grow without risk, so here it goes: Story 1: Free and Reduced Lunch Kid I’m waiting for my bus at the end of the gravel driveway with my older brothers and little sister. A storm had blown over trees by the road, and the twisted roots of a large root has left a large mound of dirt. So we decide whoever stands on that mound will be King of the Hill. I am the youngest boy, so my attempts to be “king” mean I end up on my backside in the wet dirt and grass. That morning Mom packed a lunch for me, including my favorite chocolate oatmeal cookies in a plastic baggie. For some reason, I have decided to carry that baggie in my back pocket. During the bus ride to school, I pull out the baggie and look at the flat, dark, mushy contents. I figure it will still taste good. The gravel road from my house to the next neighbor kid is about two miles away. And from that house we meander past red barns, grazing cattle, soy bean fields, and long stretches of woods. By the time we arrive at school, I’ve been staring out the window for 45-minutes. Now the bus is full of other children from the rambling backroads of West Tennessee. Some of them live in brick farm homes. Others in trailer houses. I don’t know it at the time, but most of the children in my school are like me, they qualify for free or reduced lunches – even though I still pack a lunch most days. Story 2 : Becoming a Writer I’m standing in my 8th grade Language Arts class. Ms. Owens is a short woman who grew up in Germany and is fluent in both English and German. She has taught me grammar and literature since 6th grade. This day we are filling out schedule requests that will be sent to the high school I’m attending next year. Ms. Owen walks up to me as I’m ready to leave class. “William,” she says, “I think you should consider taking Advanced English next year. You’re a strong writer and you enjoy reading. I think the challenge would a good one for you.” No one has ever given me any indication that I might have strenghts in academics. I have always considered myself an average student at best. But that day a new thought enters my mind. Maybe I could be good at writing and understanding books. It is a small conversation with big implications. Story 3: Afraid to Talk I’m standing outside a grocery in Brooklyn, New York. My older brother has gone into the store to pick up food for the apartment where we’re staying with my parents. I’m 15-years old, and this is my first time in a big city. Dad has re-enlisted in the Navy, and his ship is in dry-dock in Brooklyn. He’s been living here the past year, and now we’ve moved to be with him. I’m in a foreign country. No forests, fields, or rambling creeks. Just concrete, brick buildings, and people – so many people. I’m standing outside because I’m afraid to go in the store. Someone might see me or even say something to me, and I’m convinced if I speak, I will be exposed. My Tennessee accent will betray me as an outsider. Suddenly, a man stops and looks at me. “Hey. Do you have the time?” he asks. I freeze but realize that I’m wearing a wrist watch. In an instant, I raise my arm so he can look at the watch face and read time to himself. “Thanks,” he says, and walks into the store. I still haven’t spoken, and when my brother finally comes out with a bag of groceries, I can’t wait to get back to our apartment where I can talk again. I don’t know it then, but this is the first day I begin losing my Tennessee accent. Story 4: Where is Yale and Harvard? When I drive into Tulsa, Oklahoma, I’m behind the wheel of the Toyota Corolla I bought the summer of my junior year in high school. Over the summers, I have been going back to Tennessee and working by diving for shells in the Kentucky Lake area. I have saved enough money to buy a car. And after graduating from high school, I’ve loaded it up, and headed to Oklahoma. As I look for the signs to Oral Roberts University, the college I was attending, I notice exits for Yale Avenue and Harvard Avenue. “Gee,” I think. “Tulsa is bigger than I thought. Harvard and Yale are here too.” Because neither of my parents have gone to college, I am not quite sure how long it takes to complete a degree. I remembered hearing something about associates and bachelors degrees, but I can’t figure out if that meant I am committing to two years or four years of school. When I am asked to declare a major, I remember the only subject in school where someone thought I was gifted. “English-Education,” I say. And little do I know I am signing up for my future career. Story 5: I’m Glad You’re Here! As I stand in front of my first class of students, I can’t believe they are actually in their seats and looking at me. Somehow it seems miraculous to me that a room full of teenagers would believe I am qualified to teach them. I don’t feel like it, but I fake it anyway. In fact, I say what will become the greeting I will use for the next eleven years. “Thanks for being here. I’m glad you decided to come to school today.” One day, several weeks later, a student asks, “Why do you say that each day, Mr. Parker?” I think for a moment. Then I say, “Well, if you think about it, you actually have more power than I do. You could choose to not come to school. You could choose not to walk in my room. You could choose not to sit and learn. But you do. So I’m thankful you choose to learn, and I’m glad you’re here.” I can see the tilted heads and looks of curiosity as they tried to figure out if I am being real. Fast forward a couple of years, and I am attending church when I young man makes his way over to wear I am sitting after service. “Hi, Mr. Parker,” he said. “My name is Anthony, and I was in your freshman English class a few years ago.” I stand up. “Hi, Anthony,” I say, “It’s great to see you again.” Like a good teacher, I always act like a remember every student, even though he looks so much older, and it takes me a few seconds to connect the memory. “I just wanted to tell you thanks. I had you first period, and each morning you’d begin the day by saying, ‘I’m glad you’re here.’ What you didn’t know was how messed up I was. My mom and dad were having a lot of fights then. And one night I had slept outside to get away from it all. When I came to class the next morning, I hadn’t changed clothes. I didn’t want to learn. But you looked at me and said, ‘I’m glad you’re here.’ I’ve never forgotten that moment and wanted to tell you thanks.” Story 6: Kicking My Butt One day as an assistant principal, I have a student in my office. His name is Steve. He lives with his uncle, and whenever he is in trouble, Steve normally loses his temper, makes threats and uses profanity. On this afternoon, he has been sent down by a teacher after refusing to do his work. Whenever I tell him I’d need to assign him discipline and call his uncle, he says, “If you call my uncle, I’ll have to kick your ass.” I stand up and close the door to my office. I normally leave it open so my work will be in the earshot of my secrertary. It’s a delicate balance between protecting student confidentiality and making sure you aren’t falsely accused when questioning students. But I weigh the costs of letting his angry words be heard by other students, and I shut the door, and sit back down. “Steve,” I say “I really wish you hadn’t said that. It makes me realize there must be something going on deeper than just what’s happening at school. You know I have to do my job and hold you accountable to our expectations, but I’m much more concerned about what’s happening in your heart and mind than whether or not you’re following the rules.” We talked for a long time. I accepts the discpline I’ve assigned him, but it doesn’t seem like anything I’m saying to him is really making any difference. Story 7: Watching Prom I’m standing at the back of room watching the school prom. Having a daughter who is a senior, however, also adds a new perspective to the experience. It had been a stressful week so I am not sure if prom was going to add to the stress or not. The evening begins like most others: girls in beautiful gowns and boys in tuxes; lots of finger foods, soda and bottled water; loud music and lights. But one aspect is much different this year: we have a fantastic DJ who not only picks great music, but he loves to dance. Suddenly, he is down from the stage onto the dance floor, microphone in hand and teaching the students a line dance or some new moves. He’s back on stage now, alternating genres and artists. There is so much laughter, fun, and singing. The atmosphere is contagious. Our teachers join in the fun. I’ve been walking around taking photo, but I finally decide to just pull up a chair, sit back and take it all in: Here is a room full of students from different backgrounds, income-levels and interests all mingling together in one big group: couples dancing, groups of girls holding hands, students circling around single dancers showing off his moves. At one point, I see our senior class president make his way over to a girl who is one of our special-needs students dancing alone. He asks her dance. From my perspective, they are both beaming as they move beneath the cascading colors of purple, blue, and gold showering the room from the spinning disco-ball overhead. I take in the scene, and suddenly I begin to have the same feeling I have when watching my own children play: an overwhelming sense of gratitude. I smile. This is why we do it, I think. These amazing young people make the hard work of being an educator so worth it. Story 8: I Resented You It is an emotional day when I send the email to my teachers that I am resigning as principal. After twenty-four years as an educator, the opportunity has opened for me to support the work of school leaders. The moment is bittersweet as I love my school, but I also look forward to new challenges. That evening I receive a Facebook message from an old student. “You probably won’t remember me,” he begins, “but my name is Steve, and I was in your school about ten years ago.” He tells me how he is now a father of two small children. He explains how as a student, he had resented me and tried as hard as he could to show me he didn’t care. But the whole time, he said, he was listening to me after all. He has carried those lessons with him into his adult life. “Just in case I never get the chance to tell you,” he says, “Your words made a difference.” Let’s Wrap This Up Reading the book Educated reminded me that all stories, even the ones with good endings, are tinged with the pain that comes from suffering and struggle. There are seldom neat or tidy endings to true stories. I could have told you more stories of my own that don’t wrap up with happy endings. And the life of an educator is filled with all those kinds of stories. We see the moments of hope, the despair in a child’s eyes, and brokenness that seems beyond our help. At the same time, hearing one another’s stories also reminds us that we’re not alone in our struggles, disappointments and joys. 8 Takeaways for Your Journey As I’ve given you eight small snap-shots into my past, perhaps you have some new perspectives on your own journey. Maybe you can relate to the takeaways I found in my own stories. Here are 8 lessons to think about: Show empathy for students from all backgrounds, especially those for whom formal education is not a family tradition. Realize your words have power. When you recognize a gift or potential in someone else, they deserve to know it, and you have no idea the impact it may make on their lives and choices.Sympathize or empathize with teenage anxiety and try to remember when you were afraid to speak or take action.Try not to assume everyone has the same context or information when making life decisions – like how long it takes to finish college, or where famous colleges are really located.Remember the power of simple phrases like, “I’m glad you’re here.”Anticipate some people will disappoint you and may not give you any sign that your input makes a difference. But you still can’t give up on them.Take time to appreciate the moments you are in, to look for the beauty and goodness in those you are serving.Remind yourself that it is often years later (and sometimes not in this lifetime) when you receive validation for trying to help others. Those moments make all the tough times easier to bear. Now It’s Your Turn This week, will you take time to think about your own story? How are your stories shaping the way you see your role and responsibilities as a leader? What are the moments that keep you motivated and inspired to serve others? Also, would you be bold enough to share them with others? I’d love to hear your story – even if it’s just a few lines! Email me at will@williamdparker.com and tell me one story that helps shape they way you think about your role as an educator or school leader. I can’t wait to hear from you! Sign-Up For Free Updates and Ebook You can automatically receive my newest posts and a free Ebook, 8 Hats: Essential Roles for School Leaders. Let’s keep learning together! The post PMP185: The Power of Sharing Your Own Story appeared first on Principal Matters.
PMPEncore151: Hiring High Quality Educators, Part 2
Mar 05, 2020
Show notes
Why is hiring such an important part of your responsibility as a principal?
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First and foremost, because the students, teachers, and community members deserve high quality education experiences. And secondly, because the people in your school often reflect on your own leadership. Although we cannot judge ourselves by the way others behave, school leaders are responsible for how others behave under their leadership, and hiring plays one of the most crucial roles in the kind of culture and environment a school provides.
Part 2 of Hiring & Retaining High Quality Teachers
This week we dive into Part 2 of Hiring & Retaining High Quality Teachers. You can check out Part 1 here. As my guest Jen Schwanke and I share in this week’s podcast episode, there are several important ideas to keep in mind. Listen to the podcast version as we unpack the following:
3 Tips for Hiring & Retaining Talented Educators
Know the difference between talent and skill. You can teach skill. You can’t teach talent. Enough said (but you can listen to the podcast episode for more).
Value your candidates. The way you treat candidates reflects on your leadership, and you never know when someone may be re-applying for a future position if this one isn’t offered. So remember:
Show respect, kindness, and professionalism (Show the same courtesy you’d want to receive.)
Remember others are out there talking about the experience
Be open to working your schedule around candidates, not vice-versa.
Keep in mind a number-2 candidate may later come back as a number-1. So treat everyone with dignity and respect.
When possible, follow-up by phone with every candidate so that even those not chosen feel honored.
Showcase your school’s vision, culture, and offerings. This IS a sales job for hiring the most excellent candidates.
When the candidate pool is shallow, be creative: visit job fairs, go online, use social media, be open to interviewing remote candidates via video-chats.
3. Keep them on your team.
Check in often (but don’t hover!) – New hires deserve your attention but also the autonomy to learn and make mistakes.
Morale/culture – Fostering positivity is an important part of attracting and retaining talent.
Support new teachers and watch out for exhaustion, confusion, loneliness. Give them a break when need.
Remember seasons that come with life – raising children, new marriages, caring for older parents, experiencing a crisis — all these times can be tough seasons, so be supportive.
Create a cadre of friends/colleagues for new hires. Then get out of the way.
Provide resources (many teachers leave because they had illusion of what it was like…then they find it was harder/lonely/etc.) Make sure they have the resources they need.
Act quickly when there are problems. Following-up shows you are paying attention and care.
Teach and model balance. Your teachers don’t need emails from you at 10PM. Model a good work/life balance.
Let them go, fly, and succeed. Everyone has a different personalities, gifts, and ideas. Encourage these unique talents.
Foster leadership. Allow new hires to develop skills in serving others, and look for potential future school leaders among them too.
Provide key responsibility areas or helpful lists of key people, resources, and information so new hires aren’t left to guess where to find help.
Tours: Provide a tour of your school to all new hires. Make teachers’ first experiences the foundation for a great introduction to your school and community.
Let’s Wrap This Up
The teachers you hire become the legacy of a school. Your students deserve the best, and your work becomes more joyful as you can attract high quality teachers onto your team. You won’t do this perfectly, but the hiring process, the on-boarding process, and how you support them will significantly affect the learning and the legacy of your school.
Now It’s Your Turn
What are some other suggestions you’d add to the list for hiring and retaining high quality teachers? What is one action you can take today to remind teachers you support their work and value their input?
PMPEncore150: Hiring High Quality Educators, Part 1
Feb 27, 2020
Show notes
One day the teachers at Indian Run Elementary, in Dublin, Ohio, organized a “Flash TACO bar” – a spontaneous buffet meal where they shared great food and fun together.
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As principal of the school, Jen Schwanke reflected on the joy and creativity of her teachers: they not only love teaching but they also enjoy working together. How do you attract and build strong cultures of educators who find joy in teaching and just being together? In this week’s encore episode, Jen Schwanke, author of You’re the Principal, Now What! Strategies and Solutions for New School Leaders, and I discuss the importance of hiring high quality teachers.
Across the nation, principals are facing teacher shortages. In my state for instance, Oklahoma has felt that burden especially strong. The reasons vary: Whether it’s lower teacher pay in some states or the stress that comes with compliance or class sizes – fewer people are choosing education as a college major and career. This means that more than ever principals also have a competitive field in recruiting and retaining excellent teachers.
We first discuss reasons hiring teachers is a huge responsibility, including:
The implications of your hires that go on for years and years (decades), either positive or negative
How your hires represent your school (beliefs, philosophy, attitude, etc.)
Applications & Interviewing Takeaways
Next, we talk about some important hiring priorities to keep in mind:
Depending on the size of your faculty and staff, your strategies for outreach may vary, but it’s important to determine ahead of time what your application process will look like and ensuring it is easy to understand. This means your district or school website must be updated with easy-to-locate applications.
Consider soliciting applications before openings exist. In other words, if you keep general applications available, you may already have applicants available when openings occur.
As you have openings, dig through applications and resumes looking for the qualities you want in a candidate. Open up applications inside and outside your district.
Spend time on social media investigating possible candidates as you want someone who would be the right fit for working with students.
If possible, it is best to interview by committee. Include a small group of teachers, administrators, or counselors so that you have a diverse representation. Clarify roles, and if your district allows you the responsibility, let the ultimate decision be yours.
Remain open to changing your mind as your colleagues may have different perspectives from you. Determine what you are looking for, and remind committee members that feelings/emotions are not hiring criteria: “I really like her! She’s so fun!” cannot be the driving-force of whom you hire.
Common Missteps to Avoid
Hiring is not necessarily about being “right” or “wrong” in your choices, it is about “fit.” As you’re looking for the right fit, keep these pitfalls in mind:
Don’t fall for a beautiful resume: just because you see a great resume doesn’t always mean you have a quality candidate.
Don’t fall for versed, rote answers: Universities train candidates in how to interview. Avoid robotics and explore answers for motivation and practice.
Don’t use questions you found from the internet: Instead, use nonstandard interview questions–ones that really reflect what you need.
Don’t forget to ask “why”: Take time to ask why do you want to be here?
Check References
Don’t ignore references: This is one of the most important steps to not forget.
Who is not on the list? Make sure you contact both who is on the list and if possible, who may not be on the list but should be.
Follow-up through phone calls, not an email or survey (these are very common practices common lately but don’t replace the kind of feedback you’ll hear in voice-to-voice conversations).
Be very wary of vague answers. (Jen shares one trick she uses when having a hard time recommending some is saying, “Her attendance was good.”)
Be careful of your gut. It’s okay to trust your instincts… just so your “gut” contains facts and an unbiased review of all the steps.
Let’s Wrap This Up
Hold to your standards when it comes to hiring high quality teachers. Remember the goal is to hire someone you would want teaching your own child. At the end of the day, if you can’t find the quality person needed for a position, it may be better to move forward with a substitute than to place the wrong person in a teaching position.
Now It’s Your Turn
If you’re in a place where the pool of candidates is shallow, this means becoming creative in finding the right candidates: use your social media contacts, advertise in both traditional and non-traditional settings, and use the positive messaging of your school as a way to attract quality candidates.
What are the most valuable values and qualities you are looking for in a teaching candidate? How are you including others on your team in selecting and choosing your hires? What are some creative ways to stand out among others in attracting high quality candidates to your school?
PMP184: 5 Voices for Leading Teams with Jeremie Kubicek
Feb 20, 2020
Show notes
It goes without saying that in order to lead you must have followers.
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But taking others to a destination doesn’t just mean accomplishing all the to-do’s on your checklist. Leadership requires relationships. And meaningful relationships do not happen by accident; they are intentional and purposeful. Part of building meaningful relationships involves understanding yourself and the core values of those whom you are leading.
How can you cultivate those kinds of meaningful relationships so that you have the right conditions for healthy teamwork?
His other accomplishments include creating the Leadercast global simulcast, partnering in several current start-up organizations, former CEO over the national Catalyst conferences, former CEO over the John Maxwell brand, and developer of The Prairie at Post, a, modern niche real estate development in Edmond, OK.
When I reached out Jeremie Kubicek after reading his book on 5 voices, he was generous to provide the following feedback for Principal Matters listeners. Here’s a summary of our Q & A, but listen-in for even more takeaways!
Can you give a quick overview of the 5 voices and how they have helped you and others lead teams?
21st Century learners require different styles because we are now more visual. If our content is not scalable, it is not usable. The secret of the 5 voices is simplifying how to understand the wiring of yourself and other people into five categories. They are:
Pioneers
Connectors
Guardians
Nuturers
Creatives
If you know yourself, you can lead yourself. You can know your strenghts and your weaknesses. The Golden Rule can be used or mis-used, but to lead, you must do to others as they would want to be treated. Remember 7% of the population is Pioneer, but more than 50% of CEO’s are Pioneers. If you don’t understand your own core strengths, you may not be performing from your core. And you may not be protecting others from the parts of your core that can also be weaknesses.
How should leaders run meetings while keeping in mind the voices on your team? Why do you prescribe “quieter” voices always going first?
There is always friction with people. For instance, some people are present-oriented people while others are future-oriented people. Pioneers and Connectors can dominate meetings, which is why in 5 Voices we recommend Rules of Engagement:
Let Nurturers go first…
Then Creatives…
Next Guardians…
Fourth Connectors…
Let Pioneers go last…
This allows every voice to have its place and gives permission for your quieter voices to always be given an audience.
School leaders are often heading teams of teachers, non-teaching staff, and teams involving students or parents. What ideas might help an education leader who may be leading more than one kind of team?
Knowing who you are comes first. This means understanding your voice.
Knowing who they are comes next. This means understanding their voices.
Then you have the ability to “Build the Bridge” — creating the culture where others feel safe with their unique voice and contribution to the team.
Leaders define the culture. Just like a gardener doesn’t water every plant the same, you don’t water everyone on your team the same way. You respond to others according to how the are wired, not just how you are wired. Consistency does not always mean sameness.
When leaders are “for” those being lead and building them up, we create environments healthy and ready for growth.
How can listeners stay connected with you?
If you’d like to know more or stay connected with more leadership resources, check out Giant.TV/jk for access to a free trial subscription or connect via JeremieKubicek.com.
Now It’s Your Turn
As you think about leading your school teams, ask yourself the following questions:
What is my most dominant voice?
What are the core voices of those on my team?
How can I learn to understand my own voice and the voice of others in order to cultivate a culture of collaboration?
PMP183: Gen Z Unfiltered, Part 2 with Andrew McPeak
Feb 12, 2020
Show notes
“When is a time you have used grit, and what lesson did you learn?”
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In Part 2 of our interview, Andrew McPeak and I discuss this question and more as he unpacks the nine challenges faced by today’s students, which include:
Empowerment without Wisdom
Stimulation without Ownership
Privilege without Responsibility
Involvement without Boundaries
Individualism without Perspective
Accessibility without Accountability
Fluidity without Integrity
Opportunity without Resilience
Consumption without Reflection
Individualism without Perspective
In the second half of this conversation, Andrew unpacks the last area in that list: Individualism without Perspective.
First, he explains how most people today are experiencing a lack of community. Even with the dawn of technology connecting us, people are spending more time alone than ever in human history. In fact, we have an epidemic of loneliness. As a result, we see two negative trends among our youth:
Selfishness or narcissicm
Polarization
This is not their fault, Andrew explains. Our youth have adapted to a world we’ve created for them. For instance, adults often schedule every minute for students. One solution is to create margin for students in their day like spending more time outside, taking time for reflection, engaging in unscripted play, etc.
Generation Z research is also seeing a growth of “ego-centralization”. This results in focusing more on internal than external identities. Family, school, religion, work are being replaced by hobbies, interests, gifts, experiences. Egos are being influenced then by “me” rather than “us.”
McPeak explains that social scientists describe what is happening as a “tribal switch” –a phenomenon that often happens to survivors: when someone is forced into a group, he or she will always first act to protect those in their perceived tribe, even if their actions are sometimes immoral. Instead of “flipping switches” to protect the good of all, we are prone to protect those most like ourselves first. What are some solutions?
Individualism must come with perspective. Andrew uses examples from the book The Road to Character by David Brooks, which describes Resume virtue vs. Eulogy virtues. Resume virtues are outside accomplishments that demonstrate our accomplishments. Eulogy virtues, however, are how you really want to be remembered by others; how others were influenced by you; how your life was a service to the ones you love.
He also discusses the importance of “Learning to Draw Larger Circles”: spending time knowing people unlike ourselves, instead of excluding other; finding what we have more in common with people than differences. What is the virtue that links us, not separates us? How are we more similar than different? This creates the grounds for more civility.
How can we model for students the importance of having margin in their day? What ways can we rally around issues we share in common that promote school spirit and civic responsibility?
PMP182: Generation Z Unfiltered with Andrew McPeak
Feb 06, 2020
Show notes
Students today face newer and different challenges than students of the past.
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Although many of the skills or values they need to be successful remain the same regardless of time and place, they also have unique challenges that make them one of the most anxious generations in history.
If we “take the filters” off our students, what would they really tell us? How can school leaders understand these unique challenges while also finding strategies for guiding students?
Meet Andrew McPeak
Andrew McPeak is a next gen researcher, speaker, and curriculum designer for Growing Leaders, in Atlanta, Georgia. He works with schools, universities, and sports teams on implementing Habitudes, teaching tools for life and leadership skills. He is also the co-author of two books, including his newest one written with Dr. Tim Elmore, Generation Z Unfiltered: Facing Nine Hidden Challenges of the Most Anxious Population.
In this interview, Andrew shares a story from his own background and why he is passionate about generational research. During college, he read Tim Elmore’s book, Generation iY: Secrets to Connecting With Today’s Teens & Young Adults in the Digital Age. That book caused him to fall in love with the concepts of generational trends in leadership. Fast forward five years later, and he is now the Vice President of Content for Growing Leaders. (Andrew was a guest on PMP, Episode 089, if you want to check it out for more information on his work and background.)
Here are questions and takeaways from our conversation:
What background research and info did you find for writing this book?
Andrew: We used focus groups of young people across the country, including sponsoring two Harris polls, one in 2017 and another in 2018. These were surveys of students born since 2001, most of them 17, 18 years old. What makes them distinct? As we removed the “filter” from kids, here’s what we found…
Nine Challenges Youth Face Today
Empowerment without Wisdom
Stimulation without Ownership
Privilege without Responsibility
Involvement without Boundaries
Individualism without Perspective
Accessibility without Accountability
Fluidity without Integrity
Opportunity without Resilience
Consumption without Reflection
Can you unpack one of those for us? Let’s talk about “Stimulation without Ownership”:
Andrew: We were interested in both the problem and solution. And we were committed to making this book “Prac-ademic” – practical strategies that fit student needs. One problem we are seeing is a lot of pre-scriptive goal-setting. By giving students both the goals and exact steps to young people, we rob them of individuality, discovery and ownership. What’s the outcome? Students tell us they don’t feel like they are in control of their own lives. This leads to a condition or term called “moral hazards”… I, the student, can make riskier decisions because an adult will rescue me.
What’s the solution? We must move to de-scriptive leadership. This means helping them identify goals and encouraging them to discover and design their own solutions and steps to reaching them. Adults facilitate and guide them along the way.
Use this simple way to think about strategies for de-scriptive leadership: P.R.O.V.E.
Problems – Flip the script. Lead with the problem for them to solve.
Relationships – Students learn best from adults they believe like them.
Ownership – Give young people permission to own their goals, decisions, and refuse to answer all their questions.
Visuals – Use images to communicate ideas, lessons, or principles.
Experiences – Guide students into discovering answers for themselves through their own actions.
One example of de-scriptive leadership is Cory Brooks, FFA teacher in Indiana, who bought his students a pig to care for. This provided students with hands-on responsibilities for feeding, caring, and delivering piglets. In addition, students expanded operations by having an architect design a new barn, and they raised over $200,000 to build it. Mr. Brooks’ students are providing produce back to their own schools. Mr. Brooks taught his students to own their learning, and they took those lessons to places he never imagined they could go.
Let’s Wrap This Up
You may not be able to address every challenge today’s students are facing, but being aware of the challenges they face is the first step in finding solutions. Next week, Andrew will unpack a second areas from the nine challenges, “Individualism without Perspective.”
Now It’s Your Turn
As you think about the ways you serve students, how can you encourage ownership of learning for teachers and students? Examine P.R.O.V.E. with your teachers and ask them ways they are engaging students in this kind of learning environment. How are you modeling this kind of learning for your own teachers and staff?
Encore099: Collaborating for Results – Interview with Dr. Judi Barber
Jan 30, 2020
Show notes
I am digging into the archives of Principal Matters to bring you an episode from January 2018, when I had the privilege to interview Dr. Judi Barber.
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First, let me tell you a story. During the previous Christmas break of 2017, I had taken my family to see the newest Star Wars movie. In the opening scene, Jedi-in-training, Rey, has journeyed to the planet where the retired Luke Skywalker, has hidden himself away from the universe and its troubles. She climbs the heights to his hidden village and finds him meditating on a cliff overlooking the sea.
Rey introduces herself: “I’m from the Resistance,” she says, “Leia sent me. We need your help.” To her surprise the elder Luke refuses to help and walks away. And thus, begins the most important conflict of “The Last Jedi” as Rey must find a way to convince Luke to train her and help her save the Rebellion. Thankfully, Luke finally begins training her and then takes the steps necessary to save the universe.
You can see the movie for yourself, but I had that opening scene when I traveled two hours from Tulsa to the backroads in Grove, Oklahoma, in January 2018, on my way to see a Jedi-master-in-education. I wound my way up a long driveway to beautiful home nestled on a bay above Grand Lake. After greetings on the front porch, we moved into the house for a cup of coffee and some catching up. This was her 50th year as an education leader, and I had sat under her teaching and coaching in my early years of school admininstrator. Dr. Barber had agreed days before to letting me capture an audio recording of our conversation.
Meet Dr. Judi Barber
Judi Barber has just finished her 50th year as an educator. She has been a Teacher, CurriculumInstructor, Arts-in-Education Coordinator, Principal, and Director of Curriculum and Instruction, in Norman Public Schools. Since her retirement she has continued work as a Special Instructor and Adjunct Professor at the University of Oklahoma and the President of her own school district consulting company, Collaborating for Results, Inc. You can also see her bio as an Oklahoma Education Hall of Fame Honoree in 2005.
Asking for Excellence
Here is a summary of the questions and takeaways from our talk. Listen to the entire podcast episode to unpack these bullet points:
What would say are timeless truths that apply to education just as much today as at the start of your career?
Parents love their children.
A strong education in the basics of reading and mathematics are essential AS ARE science, social studies, and the arts to build the capacity of curiosity.
The 9 essential elements of school are the rubric of effective schools
Curriculum
Evaluation and Assessment Strategies
Instructional Strategies
Learning Communities
Family and Community Connections
Professional Development
Leadership
Organizational Structures and Resources
Comprehensive Planning
What ways do school leaders need to be adapting with the changing times?
Understanding digital communication
Becoming open-ended thinkers
Applying shared leadership
If you could go back in time and talk to yourself as beginning school leader, what advice would give?
Be consistent in the way you follow the 9 essentials of effective schools.
Work with parents as EQUAL partners in the education of their children.
What advice would you give the veteran administrator?
Understand and apply that it is ALWAYS about student learning – although OTHERS often create very difficult environments. You must stay open-minded, constantly learn, and work collaboratively–there is no place for autocratic leaders in schools.
One of your strengths has been helping other leaders grow. How can other leaders build their own capacity in developing new leaders?
Many, many ways:
Sharing leadership – Structures – groups and teams and consistent conversations about the progress of the teams
Dialog rather than commands
Listening more than talking
Respectful, authentic relationships
Understanding adults learn through experiences
Model the way
Talk the walk
12 ingredients for building a strong culture:
Collegiality
Experimentation
High expectations
Trust and confidence
Tangible support
Reaching out to the knowledge bases
Appreciation and recognition
Caring, celebration and humor
Involvement in decision making
Protection of what’s important
Traditions
Honest, open communication
If you had to recommend one book for education leaders to read, what would it be?
First, strong up-to-date leaders are readers! Two recommendations:
Since this conversation with Judi, I have already listened back to the audio-recording three times. And each time, I have to pause and reflect. This is a conversation that is so packed with wisdom and experience, I want to encourage you to take notes as you listen or repeat the conversation if you really want to be really challenged in your growth as a school leader.
As we unplugged the laptop and microphone, I felt a little like I a Jedi-educator-in-training talking to a Jedi-master. In my mind, I was really thinking, “I’m from the Movement to Serve Schools. Other school leaders have sent me. We need your help.” And Judi Barber did not fail to step up to the call. You can stay connected with Dr. Barber online or reach out her by email via jbarber920@gmail.com
Now It’s Your Turn
Copy the 9 essentials for effective schools and 12 ingredients for culture and tape them on your office wall or make them the background on your desktop. Review them daily for the next week and ask yourself “Where is my school in these areas and where can we grow?”.
PMP181: Finding Your Swing – How Leadership & Teamwork Go Hand-in-Hand
Jan 23, 2020
Show notes
This week I had the privilege of spending an afternoon with a team of new assistant principals.
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As we talked about their first semester, they shared the lessons they’ve learned in time management, communication, and problem solving. They are finding their unique places on new teams, understanding their new roles for the first time, and learning new lessons every day.
Being a school leader involves an overwhelming number of daily tasks, requests from teachers for help, and situations with students that require thoughtful intervention and assistance. It’s no easy task. And it’s certainly not one for the faint of heart. At the same time, it is not one you can accomplish alone. No amount of self-determination or grit will accomplish as much as what happens when you understand the power of others on your team.
Brown follows the life of one rower, Joe Rantz, whose struggles match the difficulties of so many during the Great Depression. Rantz led an especially difficult childhood, losing his mother at a very young age, and being left on his own for much of his youth and teenage years. His older brother helped him finish school and enroll in Washington State University. But the only way he could afford to attend college was if he could make the rowing team, which would allow him to work a part-time campus job as a janitor at the YMCA.
Throughout his training, Joe was noticeably talented. He was strong, intelligent and tenacious. But he was also a loner. As a result, he and his team struggled to find just the right chemistry to be a champion rowing team.
Brown describes the ultimate goal of any rowing team is to experience what rowers call “finding their swing”. But this only happens when rowers understand and execute their own individual roles while also relying on the other rowers to execute theirs with such trust and precision that they reach optimal rowing efficiency and speed – discovering the ultimate beauty, joy and glory of rowing.
Why is developing teamwork one of the most important, but difficult tasks of school leadership? How do you learn to execute your own role as a leader while building a climate where others are willing to rely on each other to use their combined skills toward accomplishing something beautiful?
What Makes a Great Rowing Team?
In Chapter 10 of the book, Brown gives a description of the teamwork required in rowing that is so poignant, I want to quote a couple of paragraphs in full:
“…the greatest paradox of the sport has to do with the psychological makeup of the people who pull the oars. Great oarsmen and oarswomen are necessarily made of conflicting stuff—of oil and water, fire and earth. On the one hand, they must possess enormous self-confidence, strong egos, and titanic willpower.They must be almost immune to frustration. Nobody who does not believe deeply in himself or herself—in his or her ability to endure hardship and to prevail over adversity—is likely even to attempt something as audacious as competitive rowing at the highest levels.
The sport offers so many opportunities for suffering and so few opportunities for glory that only the most tenaciously self-reliant and self-motivated are likely to succeed at it. And yet, at the same time—and this is key—no other sport demands and rewards the complete abandonment of the self the way that rowing does. Great crews may have men or women of exceptional talent or strength; they may have outstanding coxswains or stroke oars or bowmen; but they have no stars.The team effort—the perfectly synchronized flow of muscle, oars, boat, and water; the single, whole, unified, and beautiful symphony that a crew in motion becomes—is all that matters. Not the individual, not the self.”
What I love about this passage is the acknowledgement that achieving hard goals requires courage, tenacity, and self-determination on the one hand while on the other hand, relying on others is the only way to move beyond your own strength to the collective strength of the whole team.
In other words, courage plus teamwork equals the accomplishment of seemingly impossible goals.
But Brown goes on to describe something else important: When the main character, Joe Ranz finally realizes his need to trust his other teammates, rely on their unique skills and strengths, and trust them with his own contributions – then they begin to find their swing and move toward their ultimate goal of winning an Olympic gold medal.
How Do You Build Effective Teams?
Here are three thoughts to keep in mind:
1. Avoid the trap of looking for (or trying to be) the “Superstar”
In Principal Matters Podcast, Episode 041, I refer to a TedTalk by Margaret Heffernan who speaks about the research of William Muer. In Muer’s experiments with laying hens, he theorized that if he could isolate the best layers from flocks of chickens into a group of “super chickens,” then he guessed he could create a “super flock” of productive layers.
What he found instead was that chickens in untouched flocks outperformed his “super chickens” because the exceptional layers tried to peck one another to death. In Heffernan’s speech, she explains how this lesson also applies to her research on what makes productive teams. Her research shows that highly productive teams have three components:
• They show high degrees of social sensitivity to one another. • They are groups who give equal time to each other without one voice dominating and with no “passengers” on the team. • The more successful groups had more women on them.
This kind of teamwork happens when you build structures for shared leadership. Whether you are relying on school leadership teams, student leadership teams, or involving parents in decision-making, strong teams are developed by showing openness to others’ opinions, giving equal time to hearing many perspectives, and including a diverse group of voices.
2. Help others look outside of their own interests
A district school leader recently told me that she had taken a group of teachers in a bus ride to tour their community. She drove them into a part of their city where students were living in the most difficult conditions.
She wanted them to see for themselves the kinds of environments many of their students were facing outside of school. This perspective was helpful. When teachers understand that some students are living without electricity or food, they are a lot more compassionate about why they struggle do finish homework, for example.
The same mindset applies in shared leadership. Even though you may have a great idea, it is important to seek the input of others and value their perspectives as well. You’ll accomplish a lot more with a mindset of togetherness than simply assuming you have the best ideas just because you’re the leader.
3. Building trust means being trustworthy
It’s easy to talk about trust, but you only build trust through consistent, long-term actions that show others you can be trusted. That means you must avoid empty threats, you must keep your promises, and you must have the backs of those on your team.
And if or when you fail, you admit it, ask forgiveness and move on. One of the most valuable lessons I learned as a teacher was to apologize to my students when I had been unfair or overreacted to a classroom situation. What I discovered was their willingness to trust me more and give me a second chance when I was honest with my mistakes.
As I look back at some of my own decisions as a school leader, many times I have had to be humble enough to admit when I called it wrong, and pivot my position going forward.
It’s a delicate balance to lead with courage while also building a culture of reliance on others. At the end of the day, if you are encouraging shared leadership, and your decisions are in line with the core values and goals of your school, then you can sleep well at night–even if not everyone buys in. Cultures of trust take time to build and require constant nourishment. Resistance shouldn’t keep you from pushing for higher degrees of collaboration. In fact, it’s a natural part of the cycle.
Let’s Wrap This Up
“Finding your swing” in leadership, like rowing, may seem like an elusive and lofty goal. But something beautiful happens in collaboration and teamwork. Ultimately, it means you move from self-determination to the joy of helping others. And in the process, you rediscover the reason you are an education leader. No doubt you must have a good measure of courage to be a leader. But you also must learn to rely on others to if you want to really lead strong school communities.
In Daniel James Brown’s narrative non-fiction book, Boys in the Boat, he explains, “…Even after the right mixture is found, each man or woman in the boat must recognize his or her place in the fabric of the crew, accept it, and accept the others as they are. It is an exquisite thing when it all comes together in just the right way. The intense bonding and the sense of exhilaration that results from it are what many oarsmen row for, far more than for trophies or accolades. But it takes young men or women of extraordinary character as well as extraordinary physical ability to pull it off.”
Now It’s Your Turn
As you think about your school teams, what is one way you can invite more input from your teachers, students and community members? What structures do you have in place to schedule times of shared feedback and reflection? How can you recognize and celebrate the strengths and unique abilities others bring to your team?
PMP180: Tipping Points and Why Small Things Matter
Jan 16, 2020
Show notes
What does it take for small actions to produce big results?
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Let me quickly summarize by saying that Gladwell painstakingly details the phenomenon and players involved in what happens when products or ideas become social “epidemics” – in the best sense of the word. Why do certain shoe brands, books, or companies find success in such extraordinary ways? And what, you may be asking, does this have to do with school leadership? I’d like to connect those dots in this post.
First of all, products, ideas or companies become social phenomena by starting with something worth promoting – something Gladwell calls a “sticky” idea. Whether it is a great book, a fashionable shoe, or a line of plastic accessories for unique car brands — people (or customers) have needs that someone (creators or innovators) provide.
Those ideas must be “sticky” enough for others to want to adapt and participate. This is where Gladwell’s descriptions of certain types of people may be helpful to discuss because turning sticky ideas into social phenomena frequently involves the following players:
Mavens– These people identify or adopt a new trend and have the influence to model and teach others how to adapt and apply those same ideas. They are early-adapters and innovators who recognize new trends emerging; they buy-in first or are willing to take risks in testing out new ideas.
Connectors– These types understand sub-cultures and new trends and have relationships within various social spheres in order to bring new ideas and larger audiences together. They love to be the glue between new ideas and groups of people who can benefit from them. A connector may not be the creator of a new idea or product, but he or she becomes a champion for it.
Sales Persons– People who watch mavens and connectors and decide not only to adopt their ideas but become the story tellers for that idea. Sales persons can tell the stories of what’s trending in such convincing ways that others want it for themselves; they help growing numbers of people become consumers of the new product, trend or action.
When you combine a sticky idea with a community of mavens, connectors and sales persons, it will often begin a movement, a tipping point, when a small idea grows into something contagious and transformational.
Can School Leaders Have Tipping Points?
Let’s apply that to school and assume you understand the mission and purpose of your own. Your mission may be to educate and equip a future generation with the ideas, tools, values and social capital necessary to live full lives.
Having a vision for a great school and actually nurturing that kind of community, however, is where good ideas must become “sticky” actions. And for ideas to become actions, you must convince others to share those values and act on them too.
This where certain kinds of people play certain kinds of roles in creating tipping points. In order for a great idea to become a movement or phenomenon, you need mavens, connectors, and sales persons to play their roles.
Let’s take positive school culture as a good example. On Principal Matters Podcast, Episode 129, I interviewed researcher Heather Shaffery from the University of Oklahoma’s K20 Center. Heather shared a long-list of research showing how positive cultures and strong school leadership are intimately connected.
Those takeaways included:
School Culture & School Leaders
Research confirms the importance of the leader in a building. If you want strong culture, you need strong school leaders.
Strong school leaders have the ability to encourage and share leadership. They do not operate in isolation or without input.
Strong school leaders understand the importance of meaningful listening and valuing the ideas of others.
School Culture & Teachers
Most teachers know what constitutes good culture. But the challenge is an inability or resistance to implementing or practicing what’s best.
When schools practice shared listening with collaboration for leadership decisions, teachers feel empowered toward stronger instructional practice.
When teachers do not feel like their feedback is valued, they will be less inclined toward risk-taking and innovative instruction.
School Culture & Students
Involving students in shared leadership, not just on leadership teams, but in classrooms, increases student learning and achievement.
Teachers must explore these questions with students: What do they want to learn? What do they care about? How do you leverage their interests and input in their own learning?
School Culture School-wide
As culture and technology shifts, bullying has increased in schools. But when schools practice strong growth in culture, the result is a decline in those negative behaviors.
As students feel safe, secure, and accepted, the entire school culture becomes a place that encourages responsibility, trust, and achievement.*
How Can You Create a Tipping Point for Positive Culture?
To create a nurturing, positive school environments, you need a principal who embraces a philosophy of strong culture and promotes those convictions in his or her actions. You need teachers whose input is valued and can participate in shaping the outcomes of your school. You need students who are encouraged in providing feedback for the direction of the school, including the instruction they are receiving.
School culture is not the sole outcome of one man or woman. A leader can build and influence culture, but the tipping point happens when he or she allows others to play crucial roles in the phenomenon.
You cannot do this alone. You need mavens, connectors and salespersons. And a strong leader is not afraid of a variety of voices, points of view, or participants in cultivating strong culture. He or she needs early-adapters to new ideas, connectors to draw others together, mavens to model and build momentum, and salesmen to convince others to join the movement or team.
The culminating factor of strong leadership combined with team members who carry, promote, model, and sell those positive ideas – this creates a tipping point in strong school culture.
Students suggested rewarding and recognizing one another for good deeds. One day some girls began leaving positive notes of encouragement on bathroom mirrors. This soon turned into a phenomenon with girls filling entire bathroom walls with notes of encouragement. Teachers posted these on social media. Parents shared the news. A local news channel came to school to report on the acts of kindness happening spontaneously among our student body. We had experienced a tipping point in our school culture.
Tipping points can also work in negative ways too. Just like positivity can be contagious so can fear and negativity. In an epilogue to the original chapters, Gladwell adds a chapter at the end of the book on how school shootings have become a tragic epidemic in American schools. The same formula is present with children embracing ideas they see modeled and acting on those impulses with deadly consequences.
Let’s Wrap This Up
Without trying to sound too dramatic, I want to make a sobering statement: Leading schools of positivity may really be a life and death choice. We cannot single handedly combat all the negativity or hate students experience in social media or real-life scenarios. But we can commit to a consistent and overwhelming drumbeat of praise, celebration, and positivity for our students. When we do, we can create schools where students feel safe to learn, challenged in their thinking, and equipped for the future ahead. If this is the mission of our school, then the small things we do really do matter.
Now It’s Your Turn
What is one step you take today to encourage a positive environment in your school? How can you invite more voices into the conversation of your school culture? In what ways are you including teachers, students and community members in helping shape the mission, vision and goals for your school?
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