PMP159: Engaging Students in Shaping Their Own Stories with Jesse Haynes
Aug 01, 2019
Show notes
Jesse Haynes is one of those rare people you meet in life who has dared to make his dreams come true.
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He is a recent graduate from the University of Tulsa who has reached audacious personal goals, published multiple books, and created podcasts with millions of downloads – just while in high school and college.
In this week’s podcast episode, Jesse shares some of his own story as a high school student with a dream to publish his first book.
Since then he has signed a book-deal for four upcoming novels, he has published his own podcasts, and he’s finished his first college degree in media studies.
Schools are full of young people, like Jesse, who have untapped creative ideas. How do we give them the support and point them to the resources they need to take risks? Jesse shares the challenges he’s faced in becoming a published author, the rejections and struggles along the way, and then the practical steps he has taken to move forward and reach goals.
Free Resource for Leaders
Jesse also shares an excellent resource for any growing leader (or leader of leaders) in his latest free-ebook, Leaderphors, where he provides the essentials for a mindset of leadership. In addition, he shares practical group exercises and questions so others can immediately explore, discuss and apply the lessons learned in six areas:
Leaders Build Bridges – When you see a goal to be reached, you can either perceive the end as unattainable or takes steps to reach your destination.
Leaders Sow Seeds – Just a farmer sows and grows plants, the small steps and actions you take are what create bigger results later.
Leaders Score Points – Every situation provides you with the opportunity to take risks. When you take risks, you have the potential to “score points” and build momentum toward your goals.
Leaders Stay Connected – Relationships matter. Never underestimate the power of those people around you to help you achieve goals.
Leaders Quilt – Leaders involves looking for the odd or unique attributes in others that can lead to their success; it also involves helping others take incremental steps “patched together” to turn ideas into creative outcomes.
Leaders Fall – Taking risks means you will fail and succeed. You cannot have one without the other so embrace the fact that you’ll skin your knees along the way.
You can check out his “Leaderphors” publication to share with your teachers or student leadership groups. It also includes lesson and hands-on actives for group discussions with students on each leadership metaphor.
In our podcast conversation, Jesse also unpacks the processes he has followed to tackle big projects: the steps he takes when writing books or creating podcasts. Most importantly, he shares thoughts for school leaders who want to encourage students to reach big goals.
Listen in to this week’s entire podcast episode and be inspired!
If you want to connect with his free ebook here or find more resources at his website. Connect with Jesse via Twitter @realjessehaynes.
Let’s Wrap This Up
When I asked Jesse for a parting word of advice for principals, he said, “Never count out a student. Sometimes it’s the quietest kid in class — lean into those moments, listen to them, embrace them, and help students be creative.”
Now It’s Your Turn
This generation of students has access to more opportunities than ever before. What’s one step you can take to encourage students to take risks with their creative ideas? How can you incorporate creative expressions like publishing, podcasting, or video creation for students to communicate lessons learned?
In every setting of school, amazing learning and moments are happening every day that not a lot of people know about. In the humility of our service as educators, we are often hesitant to brag about our schools. On a national scale, this has created a crisis with a political landscape that now assumes many schools are failing. Many school leaders have decided to take back the narrative.
When you are talking about policies and resources that schools need to matter, then your messaging matters on how elected officials and the general public perceive whether schools are worth supporting.
Instead of telling educators to “stay out of the newspaper,” we should do the opposite. How do we increase our messaging with students, teachers, and our communities? We must adopt new habits of looking for moments of celebration and then embedding practices to consistently share that out.
School leaders must be first in making a commitment to celebrating the positives so often that those moment drown out the negative ones:
You are the astronaut!
Messaging first begins with mindset. Just like you can only see one side of the moon from the surface of the earth, others can only see a limited perspective of your school. As a school leader, you often have a wider perspective of what’s happening in school because you have access to so many locations, classrooms, and conversations within the school. Since you can “see more of the moon,” you have a responsibility and a privilege of sharing out that perspective with the rest of the world.
7 Ways to Maximize Messaging
Commit to a daily and weekly broadcast of amazing moments. As you walk through your school, look for moments to celebrate. Capture these moments on your phone and then share them out. It’s that easy. But it begins with a mindset of looking for the positives that are outshining the negatives. Encourage teachers and students to adopt that mindset as well.
Practice and schedule messaging so that you build momentum around those messages. Your students can take positive messaging further than anyone else. One year some of my students decided to begin a movement of kindness at our school. Their decision to share positive notes on a girls’ bathroom mirror, for instance, became a story our school shared on Facebook and was shared on TV news. Positivity is contagious when you encourage it.
Be present and mindful when you are with students. Instead of just doing walkthroughs or observations by using a tech tool, look into the faces of students and teachers and identify what kind of learning is happening. “Being in the moment” means actually watching, listening, and feeling the relationships and learning around you. This mindset will help you connect with others, and you’ll find lots to celebrate.
Include teachers and students in communicating what learning is taking place in school. No one understands better than students and teachers what learning is happening in classrooms. Whether you are bringing a team of teachers to board meetings or encouraging students to demonstrate what they’re learning, let people hear from the products of our educational environments— the students and teachers themselves.
Give teachers permission to share out their best ideas. If you have a teacher with some best practices others can learn from, encourage them to share about it. Also, find your “techy-teacher”, the one who likes to blog, podcast or create videos, and invite him or her to share what they’re doing with others.
Commit to a weekly newsletter. Whatever format you choose, reach out to parents and community members so they have an image-rich summary of awesome happenings. Give parents a positive context for your schools so that problems or conflicts are always in the context of positive conversations you’ve already initiated.
Don’t be afraid to oversaturate your audience, parents or community with positive moments. People want to be a part of something they are proud of. And most people need to hear a message several times before it sticks in their minds. So duplicate information: if you share something in a newsletter, also place in your social media feeds or other mediums you use for messaging.
Let’s Wrap This Up
At the end of the day, we celebrate our schools because they deserve recognition for the great achievements, connections, and learning that make them a school community. Or another way to say it: you celebrate them because you love them.
Would you consider giving yourself permission to celebrate how much you love your school? I know you already do, but show that love by the commitment you will make to celebrated, highlight, and broadcast those student and teacher achievements with the rest of the world.
Principal Center Radio
Thanks to Justin Baeder for allowing me republish this podcast episode. You can check out Justin’s amazing resources for school leaders at PrincipalCenter.com.
PMP158: Why Telling Your Own Story Matters
Jul 18, 2019
Show notes
A few nights ago I was sitting in a theater with my wife watching the movie, Yesterday, starring Himesh Patel and Lily James.
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I don’t want to give away any spoilers, but I do want to say I was completely affected by the nostalgia and its focus on the legacy of Beatles music. In fact, it brought back some vivid memories of two great men I admire and whose love of music influenced me – both who died prematurely. One was my oldest brother, Harvey, and the second was a veteran teacher colleague, Brooks Walton. I’d like to share some reflections and memories from their stories that may influence how you think about your own story:
Memory #1 : Learning Guitar
There is a scene in the movie where the main character, Jack Barth (played by Himesh Patel), is given a guitar as a gift after his was destroyed in a bus accident that almost killed him. When Jack opens the guitar case and pulls out his gift, he begins playing the iconic single, “Yesterday.” It’s a poignant moment in the movie, but it also brought reminded me of my first guitar lessons.
When we were boys, my oldest brother, Harvey, found a guitar that had been gifted to another sibling who had never used it. He tuned it without knowing how and taught himself make-shift chords. One day a friend of his heard Harvey playing and taught him how to correctly tune it, and he learned chording all over again.
Later my brother taught me to play, and music has been one of the most important constants in my life. Even in junior high, I remember thinking if I had to lose a limb, I’d prefer not walking to the loss of my hands because of how much I enjoy playing piano and guitar.
In 2009, my oldest brother died of a heart attack. He was only 46-years old. The morning after his death, I was sitting at the old piano in my parents’ living room. I tried to pick out a melody but the sound of the notes reminded me of all the music we had played together: the long nights of jamming with friends, sitting around with family for sing-alongs, listening to one another share songs we had written. It was the moment when I cried the most bitterly that he was gone – not because I didn’t believe I’d never see him again in eternity – but because the world still seems lonelier and less spectacular in his absence.
Memory #2 : Using Music to Teach History
The second memory that came to me was of a teaching colleague, Brooks Walton, who passed away shortly after his retirement while I was principal at Skiatook High School. Mr. Walton was a legend among students and the entire community. He taught U.S. History, and for several years, he taught an elective on the 1960’s that was one of the most popular classes in the school.
Brooks Walton taught students that history has meaning, and he introduced many of them to that meaning through the songs of the Beatles. Each year he took students on a field trip to Dallas, Texas, where they toured the 6th Floor, a museum located on the very corner of the place where President John F. Kennedy was assassinated.
At his retirement party, Mr. Walton hired a live band. I’ll never forget seeing him in his T-shirt and jeans, hands in the air, leading the entire room in “Hey, Jude.” When he died two years later, our school board changed the name of our newest building to the Brooks Walton Activity Center. His funeral was a standing-room-only event with friends and students whose lives he had so richly influenced.
As I was watching “Yesterday,” I kept thinking about these men: these important mentors in my life. Music has a way of drawing us together. In a world that often seems so disconnected and hostile, it is good to be reminded that people still make a difference when they share their best with others.
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The Haircut Image: What You Cannot Delegate
Last week, I was reminded of this same lesson when I heard a talk from Dr. Tim Elmore, the Founder of Growing Leaders and author of several books on generational trends. During his talk, Dr. Elmore shared an image of boy having his hair cut. He asked the question: Is a haircut something you can delegate to another person? The obvious answer was no.
Then he asked a follow-up: What are some important areas in your life, like a haircut, that you should take responsibility for because no one else should own those areas for you?
Here are some answers shared by others in the room:
1. Your attitude.
No one can control your attitude as you can. When you choose your response to people and situations, you become a person who sets the temperature of the room you’re in instead of reacting to the temperature set by others.
2. Your marriage (or significant relationships).
Your most intimate relationships only thrive when you are present. Time spent equals relationships built. You want to be the one your partner relies on as your soul-mate. You can’t delegate that to anyone else and still have a healthy marriage.
3. Your parenting.
Parenting requires intentionality. If you’re a parent, that means targeting (and scheduling) time for your children. This also means being emotionally present so they trust you when they need you most.
There is one other response I wanted to add to the list:
4. Your story.
You have been given a unique perspective, experience, personality and expression. To hold onto that experience and not share it with others is selfish. And you’re the only one of you who can share your unique story and expression with others.
Why is this important? I think it’s important because I so often see others, even school leaders, “selling themselves short” on the value they are providing for others. Most work involves processes, functions, deadlines, and outcomes. That’s the nature of work. But the longer you work, the easier it is to believe you are simply accomplishing tasks – checking items off your to-do list and reaching goals.
But for work to be meaningful, it must also involve providing others with your own unique perspective, gifts, insights, creativity and skills. In other words, the way you work, not just the outcome, makes a huge difference in the effect it has on others.
Let me give you an example. In the book Blink: The Power of Thinking without Thinking, by Malcolm Gladwell, the author provides data on why doctors are sued for malpractice. Gladwell explains:
“The overwhelming number of people who suffer an injury due to the negligence of a doctor never file a malpractice suit at all. Patients don’t file lawsuits because they’ve been harmed by shoddy medical care. Patients file lawsuits because they’ve been harmed by shoddy medical care – and something else happens to them.”
He continues…
“What comes up again and again in malpractice cases is that patients say they were rushed or ignored or treated poorly.”
In other words, people care as much about the solutions you provide as much as they do about the attitude and attention you provide in the process. The “human element” you provide – the unique signature you place on moments with others – you cannot delegate.
Let’s Wrap This Up
When the movie “Yesterday” ended, I had a difficult time gathering my emotions. When I finally made it to the car, I began crying. It was a long time before I could finally talk. When I did, I told her the memories that were coming back to me of my brother and my old friend. I’m not sharing that experience with you for sympathy.
I want to make a point. It is the unique, one-of-a-kind, poignant moments that people create in our lives that stay with us for years to come. My brother and Mr. Walton were both teachers. But it was not the act of teaching, their work, that I remember most about them. It was their unique flavor – their own stories that inspired others and me.
They did not delegate those stories to anyone else.
Perhaps that’s another reason I love music so much. Music requires you to see life from the perspective of someone else’s story. When you serve and lead others from the heart, you give them a part of yourself. So don’t be afraid to be yourself in your relationships, your work, and your leadership. When you do, you may be creating music for those around you that they’ll be singing for years to come.
Now It’s Your Turn
What is one way you can reflect on your attitude as you serve others? How can you provide meaningful outcomes and meaningful experiences at the same time? Who is someone whose story has touched your life in an important way? Can you reach out to them or celebrate them with others as an act gratitude?
P.S. Principal Matters Update: We keep growing!
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As I wrap up this week’s post, I wanted to share some Principal Matters “family” updates: As this school leadership community learns together, we have thousands of readers and listeners, not only around the states, but also in countries around the world. These are women and men who teach or lead in schools of all grades, sizes, and demographics. Here are some quick stats as of July 2019:
To date, 2,497 readers subscribe for weekly emails updates (These include educators in North America, Australia, Africa, Asia and European nations).
More than 3,000 podcast episodes are being downloaded each week (3,871 podcast episodes have been downloaded by listeners this week alone).
280,791 podcast episodes have been downloaded in total since launching in November 2015.
Even though we have a relatively “small” online community compared to other platforms, think of this for perspective:
5,000 Principal Matters readers/listeners are regularly listening, reading, learning and growing in school leadership each week.
These leaders serve students, teachers, and communities. Assume this represents schools of 200 students each (although many of you serve thousands).
At least 1 million students are being touched right now by our collective work!
Share the Learning!
It’s exciting to think of the collective experiences we all share. Do you know other education leaders who would benefit from these lessons? If so, please forward along this post and invite others to subscribe for this free content.
In fact, if you know any education leaders in South America or Antartica, I’d love to include then and cover all 8 continents!
New Offer: Masterminds for Education Leaders
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As I think about the 2019-2020 school year, I am planning on offering a Mastermind for Education Leaders. What is a Mastermind? This would be an exclusive weekly virtual meeting for school leaders who want to have one-hour of focused learning, feedback, and mentoring. Each member will be hand-picked to join the mastermind community.
To participate in a Mastermind, you would commit one hour a week to our online group meeting and another hour a week to personal development and leadership exercises. If you’re interested, applying is the first step. After reviewing applications, I will reach out to qualified candidates for an admissions phone interview. There is also a monetary commitment to be a part of this exclusive community.
Interested in a Mastermind? Before launching this portal or application on my website, I wanted to hear from any listeners or readers who may be interested. If that’s you, please email me at will@williamdparker.com. Just include the subject line, “Mastermind”, with your contact information. You’ll be the first to know when this option is live and available for application.
PMP157: Preparing for the Start-of-School Year
Jul 10, 2019
Show notes
Jenny is a returning student at her high school. She has a part-time job which keeps her up late most nights.
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When she arrives late to school, she has already missed breakfast and she’s tardy. She stands in a long line at the counseling office until she is given her class schedule. She reads it quickly: First hour, Mr. Samuels, room 125, Algebra II. She doesn’t recognize the name. Maybe he’s one of the new teachers.
She heads down the hall. She’s flush with frustration but holds her head high, turns the corner and steps into the classroom. She finds an open seat in the back of the room. As she glances around the room, she does not see the teacher’s name anywhere.
By this time, she’s too embarrassed to ask, and the teacher is so involved in his first-day-of-school speech that he hasn’t paused to ask Jenny for her name, schedule, or given her any other leads. As he talks on, she realizes this is Language Arts, not a math class. She must have entered the wrong room or misread her schedule.
Jenny endures the discomfort for the remaining minutes. Then she rushes from the class as quickly as possible, frustrated and hoping the rest of her first day of school is not this confusing.
Keeping students in mind
As important as it is to keep your responsibilities in mind as you start a new school year, it is even more important to keep the end-goal in mind: serving students. You have students returning from all kinds of backgrounds and experiences. You also serve teachers, staff and parents with questions and concerns. How can you be ready for all of them?
Questions every student is asking on the first day
As you know, how we prepare for students can either help or hurt their first-day experiences. Harry Wong, author of The First Days of School: How to Be an Effective Teacher, reminds us of seven questions every student asks about his or her teachers:
1. Am I in the right room?
2. Where am I supposed to sit?
3. Who is the teacher as a person?
4. Will the teacher treat me as a human being?
5. What are the rules in this classroom?
6. What will I be doing this year?
7. How will I be graded?
Questions every teacher and staff person asks on the first day
But students aren’t the only ones who need clarity. Your teachers and staff also want to know some questions that only school leaders an answer. So I’ve re-written Harry Wong’s questions to reflect what your teachers and staff will be asking:
1. What is my schedule?
2. What extra duties, assignments or activities might I expect?
3. Who is my administrator as a person?
4. Will he/she treat me as a human being?
5. What are the expectations, procedures, policies in our school?
6. What am I expected to accomplish this year?
7. How will I be evaluated, mentored, graded or coached?
Tips for school leaders preparing for school
With those thoughts in mind, this week’s Principal Matters podcast co-host Jen Schwanke and I share six ideas to keep in mind when preparing for your start of school. (Listen to the podcast version for even more stories and takeaways.)
1. Build and re-build relationships.
As teachers, staff or parents return to your building, how are you reconnecting with them? Whether it’s hearing about summer trips, family updates, or meaningful moments in their lives, these conversations are important for building trust. They also open questions your teammates may have that are important for you to answer before school begins.
2. Use technology and social media.
Jen likes to schedule several reminders to her community through social media that she posts throughout the summer. Whether you are using your school website, school-wide communication apps, or social media — share out important announcements and reminders various times throughout the summer to set expectations for the new school year.
3. Organize and manage– Remember everything!
Obviously, no system is perfect, but as you move into a school year, it is important to keep a list of to-do’s for your team and yourself. One way to do this is to maintain a list as you start the year that you can use again the following year(s). Go through last year’s calendar to see if you’re missing anything.Rely on a team (secretaries, assistants, lead teachers) who can help you stay on track
4. Define responsibilities.
Sometimes principals have well-defined expectations for teachers but forget about non-instrucational staff. Consider working with each staff member on well-defined key responsiblity areas. (You can learn more and see samples in previous posts). With teachers and staff, don’t be afraid to say what is expected and providing it in writing.
5. Manage high anxiety.
Everyone is anxious (in good or bad ways) about the start of school. And they are looking to the principal to set the tone. So manage the high anxiety by demonstrating a sense of calm and reassurance. One way to do this is by including celebration in your welcome-back. Provide lunch, give them a gift, communicate positivity, reassure them again and again that it will be a great year and all will be well.
6. Host orientation meetings.
New teachers, old teachers, new students, returning students, new parents — you will have several groups who need to be welcomed in orientation meetings. Each group will have different needs, but the goals are the same: communication expectations, be positive, and be available to answer questions.
Additional Checklists for the School Leader’s First-Days of School
Here are some additional questions to ask as you start the school year:
· Have you posted “Welcome Back” signage?
· Have you included maps of your school for new students?
· Is signage clear and visible throughout the building?
· Have you shared master schedules in advance with teachers?
· What are your established arriving/departing routines?
· Did you update and plan for consistently implemented policies and procedures?
· Have parents and students been invited to an orientation or open-house before school?
· Is your school website updated with current calendars and a welcome back message for parents and key information they should know?
· Have you updated and shared duty-rosters, activities and/or game calendars for teachers?
· Does your own calendar include dates for state reports, observations, evaluations, and team-meetings?
Let’s Wrap This Up
Think through your school-wide processes from the fresh perspective of a student, parent or teacher, and then decide what steps to take moving forward so that everyone in your school or organization has clarity on what to expect. Most importantly, remember that creating the best “first days” for students and staff is also realizing your school members need many of these questions answered every day.
Now It’s Your Turn
Take time to reflect on the above questions, tips, and checklist. What are some steps you can be taking right now to prepare for a great school year? How can you keep the perspective of your students, teachers, staff, and parents in mind in each part of your preparation? Don’t do this alone. Who can you include on your team in accomplishing these goals?
Reference: Wong, Harry and Rosemary T. Wong, THE First Days of School: How to Be an Effective Teacher, 2018.
P.S. Principal Matters Update: We keep growing!
Photo by Jungwoo Hong – Creative Commons No known copyright restrictions https://unsplash.com/@oowgnuj?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit
As I wrap up this week’s post, I wanted to share some Principal Matters “family” updates: As this school leadership community learns together, we have thousands of readers and listeners, not only around the states, but also in countries around the world. These are women and men who teach or lead in schools of all grades, sizes, and demographics. Here are some quick stats as of July 2019:
To date, 2,497 readers subscribe for weekly emails updates (These include educators in North America, Australia, Africa, Asia and European nations).
More than 3,000 podcast episodes are being downloaded each week (3,871 podcast episodes have been downloaded by listeners this week alone).
280,791 podcast episodes have been downloaded in total since launching in November 2015.
Even though we have a relatively “small” online community compared to other platforms, think of this for perspective:
5,000 Principal Matters readers/listeners are regularly listening, reading, learning and growing in school leadership each week.
These leaders serve students, teachers, and communities. Assume this represents schools of 200 students each (although many of you serve thousands).
At least 1 million students are being touched right now by our collective work!
Share the Learning!
It’s exciting to think of the collective experiences we all share. Do you know other education leaders who would benefit from these lessons? If so, please forward along this post and invite others to subscribe for this free content.
In fact, if you know any education leaders in South America or Antartica, I’d love to include then and cover all 8 continents!
New Offer: Masterminds for Education Leaders
Photo by Headway – Creative Commons No known copyright restrictions https://unsplash.com/@headwayio?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit
As I think about the 2019-2020 school year, I am planning on offering a Mastermind for Education Leaders. What is a Mastermind? This would be an exclusive weekly virtual meeting for school leaders who want to have one-hour of focused learning, feedback, and mentoring. Each member will be hand-picked to join the mastermind community.
To participate in a Mastermind, you would commit one hour a week to our online group meeting and another hour a week to personal development and leadership exercises. If you’re interested, applying is the first step. After reviewing applications, I will reach out to qualified candidates for an admissions phone interview. There is also a monetary commitment to be a part of this exclusive community.
Interested in a Mastermind? Before launching this portal or application on my website, I wanted to hear from any listeners or readers who may be interested. If that’s you, please email me at will@williamdparker.com. Just include the subject line, “Mastermind”, with your contact information. You’ll be the first to know when this option is live and available for application.
PMP156: 6 Tips for Managing School-Wide Changes
Jul 03, 2019
Show notes
When my family recently visited the Rocky Mountain National Park, we enjoyed drives through snow-peaked mountains.
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But my 13-year old son, Jack, was most excited about hiking and climbing. One morning, we gathered the family by Shadow Mountain Lake, and began a hike along the lake that eventually led to a 3-mile ascent to a lookout tower on the summit of nearest mountain.
At first, we were excited and full of energy. But as we climbed, the ascent became more difficult. Soon we were stopping for breaks, and at times, I began wondering if the climb was really worth it. At times, we were so tired, no one was talking as we trudged up the hills — sweating and panting as we climbed the steeper inclines. But when we reached the top, it was so worth it. Spread below us was a panaroma of mountains and lakes. We sat down and soaked in the beauty. Soon we were laughing, taking photos and making new memories.
Whenever I think about school-wide changes, I like to remember the lessons of a long hike. Most changes begin with a vision of the end-goal in mind. You gather your team, your map out plans, and you begin implementation. But along the way, people begin to push-back or resist. Others may grow tired or overwhelmed. Some may decide they don’t want to participate any longer. But if you can help others reach successful destinations, the hard work is worth it.
How do you lead and manage changes so that your school community can reach the goals you set together? This week, author and principal Jen Schwanke serves as co-host as we discuss several takeaways for school leaders to keep in mind for implementing and managing school-wide changes:
Introducing and Managing School-wide Initiatives or Change
1. Slow down and take the time making sure the change is necessary.
Before you can lead anyone through the change, you must first answer this important question: “What problem are we actually trying to solve here?” If there is no problem, don’t introduce change just for the sake of change. People must know the “why” involved in change.
2. Be careful of introducing too much change.
If possible, start conversations about change the year before they will happen (if possible). Your teachers and staff already have a lot on their plats. So start small. Include teachers or interested team members in exploring change, taking teachers on trips to see models that work, and anticipate how to mediate the anxiety others have with change. When possible, beta-test or pilot models in small groups or in isolated settings before fully implementing.
3. Find what your school needs vs. what you have seen/heard from others.
If you are reading books, attending conferences, or visiting with other schol leaders, you may be tempted to want to adopt every great practice you observe. Before introducing change, however, anticipate mindsets. People like to feel like they’re coming home after summer break. So Introduce change in small ways. Find those on your team who can help lead change, rather than trying to lead change alone. And as you do so, hold on to the meangingful practices in your school that already work and your school community already enjoy.
4. Anticipate resistance.
In Brene Brown’s book, Rising Strong: How the Ability to Reset Transforms the Way We Live, Love, Parent, and Lead, she teaches that the second day is the hardest when learning something new. In other words, you should anticipate high energy at the beginning, followed immediately by resistance. Likewise, Brit Andretta, in her book Wired to Resist: The Brain Science of Why Change Fails and a New Model for Driving Success, shares research that shows how the human brain is biologically wired to become anxious or stressed when any change is introduced — even good changes. So don’t be surprised by resistance. Instead create a plan that includes touch-points for your team to reflect, regroup, and celebrate along the way.
5. Beta-test or pilot ideas.
Another way to manage the resistance involved with change? Beta-test or pilot ideas first. Create small models or schedules and practice implementation before implementing school-wide. For instance, when my high school team wanted to introduce a new remediation schedule, we created models the spring semester before we planned to implement in the fall. In the spring, we set up two separate days to practice those models with students and teachers. We asked for feedback so we could edit those models and choose which one might work best.
6. Learn the art of implementing “outside” changes.
What happens when change is given to you? Most school leaders work in states or districts where many changes are mandated. If you are managing change that you “do not own,” remember you are being paid as a professional. As you do your duty in introducing change from “outside” your school, ask yourself how you can help your team “own” the change. Gather others to help brainstorm ideas for implementation. Build consensus and provide feedback on what is working or is not working. In the end, leading “outside” or “inside” changes requires many of the same strategies.
Let’s Wrap This Up
When I think back to our mountain climbing, I have a lot of great memories of the time together. But not all journeys lead to happy endings. You can choose, however, your attitude during the journey. If the goal in school leadership is stronger student outcomes or school improvement, you must continue growing. Growth is hard. But it’s worth it. And as a leader, you will often set the tone for the attitude others will have in the journey with you.
Now It’s Your Turn
What are some new changes you would like to see implemented in your school community? Who can you gather together to help brainstorm, plan, and test those ideas? What are some former unproductive practices that can be removed to make way for more important ones? How can you beta-test ideas before fully implementing to gather feedback and perspective?
PMPEncore077: Four Tips for Parents as Principals
Jun 26, 2019
Show notes
Two years ago, my oldest daughter graduated from the high school where I was principal.
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When she headed off to college that fall, it was a mix of celebration and grief on my part. Recently, Jen Schwanke and I co-hosted two podcast episodes on Parenting as Principals. You can check them out here: Part 1 and Part 2.
This week I wanted to share an “encore post” I made when my daughter headed into the new chapter in our lives. In it, I share four tips for parents who want to make the most of the years you have left…
August 2017…I’ve been thinking a lot about fatherhood this week because my oldest daughter just went to college. Eighteen years ago, I was standing by her hospital crib when she been delivered prematurely. She was six and half weeks early and weighed a healthy 5lbs, 11 ounces. But she struggled to breathe, so nurses asked me to push her cart and follow them to the NICU. Here they moved her into a crib with a ventilator and connected her to wires and leads.
For the next two weeks, my wife and I spent our days at the NICU or the “NIC-unit” as the nurses called it. At first, we could only stroke her and hold her little hands. Then she was able to try nursing. Eventually, they gave Missy a room where she could sleep in the same room with Emily at night. It was Thanksgiving Day when we brought her home. My wife’s family had spent so much time out-of-state visiting her in the hospital and helping us prepare for her arrival, they had all returned to their homes to give us space. We forgot that it was Thanksgiving so I ran to the store and we had a simple dinner and just basked in the joy of having our first baby safely home.
During the two weeks of her hospitalization, the hardest part was sleeping at night without her there. It’s odd how I could live my whole life without knowing I would someday have an Emily to love, but the moment she was born, I could no longer imagine a world without her. We had bought a CD of Michael Card’s Sleep Sound in Jesus. So, we’d play it at night as we held one another and prayed for her.
This week our 18-year old went to college. It was a delight to see her filling the house with shopping bags and watching her organize books and clothes. The night before she left we gathered all four kids in the living room. I brought out a bottle of sparkling grape juice, and we all made toasts to Emily, and then we prayed for her. The next day, her mother was the hero of the day when we moved her in, and she helped her unpack and settle in. We are so proud of her for the full-academic scholarship that allows her in the school’s honors program. But the last few days have been harder than I imagined they would be.
It’s a different feeling than I’ve ever had before. I know she will come home again for breaks or long weekends. I know we’ll have her home for the holidays and talk her into vacation getaways. But there is more than an empty bed in our home. I’ve tried to compare it to finishing one of the best books you’ve ever read. You turn the page, and it’s over, but you still want more. And you find yourself grieving that you don’t get to be there for stories of the characters that must keep going on.
And I’m having all these memories of Emily. The nights we snuggled in the blue chair to read books. Playing with her in her first kiddie pool. Watching her play sports. Peeking into her classrooms at school. Driving to games together with her face paint and lucky blanket. Having her there after a school event to lay her head on my shoulder or tell me she was meeting her friends at IHOP. Hearing her sing in church.
One time I asked her if she had a favorite memory. I thought she’d say going to the mountains or Christmas at Gran’s. But she said, “My favorite memory is when I was still little and you were on summer vacation. We’d lay in the kiddie pool, and we’d look at clouds while you told me stories.”
And then there are the regrets. The lessons I wish I had taken more time to teach her. The fears of wondering if she’ll make the right choices while she’s on her own. The places I always wanted to show her but didn’t.
It may be too soon for me to offer advice to other dads, but for what’s it’s worth, here are a few thoughts I know older dads probably told me, and so now it’s my turn:
1. When you can, eat supper together as a family.
I know it’s old-fashioned, but when we don’t have a Scout meeting, band event, or game to attend, we unplug from all technology and sit at the table for meals. Having this time to talk and catch up is one of the best ways we’ve found to reconnect with our kids throughout a busy week.
2. Read to and with your kids.
I don’t do this as much now that they’re older, but for years, we had book time. When they were little it was story books. As they grew older, we read entire novels together including the Chronicles of Narnia, the Harry Potter series, the Hobbit and Lord of the Rings. Living adventures together gives you a lot to talk about and time together
3. Build your own rituals.
With four kids, it has sometimes been hard to find one-on-one time. So we have some family traditions we started so we could capture some special time with each one:
Half-birthday dates: Every kid gets a half-birthday date each year. The girls with me, and our son with Missy. They decide what they want to do, and we can spend an entire afternoon or evening just being together.
11-year-old weekend away: Each child also was given an out-of-town weekend away when they turned 10: the girls with Missy, and our son with me.
13-year-old first date: At thirteen, each girl was treated to a fancy date night with dad and given a special necklace. Our son still has his coming.
16-year-old weekend: Sixteen meant another weekend away with mom.
18-year-old adult dinner: Missy and I took Emily out just the three of us after she turned eighteen to remind her how proud we were of her.
Each of these times was a focus on the kinds of life lessons we wanted them to learn and understand as they were developing as children, teens, and young adults. We’d talk about everything from goals setting to understanding sex.
4. Give yourself lots of grace.
The last advice I’d give is to not be so hard on yourself. When I think back to all the times we’ve disagreed, the family crisis times, the angry outbursts or ways I’ve disappointed my kids, it’s easy to only remember the failures. But relationships are not like recipes. You can’t just mix all the right ingredients together and bake at the right temperature for a guaranteed outcome. People are spiritual, physical, emotional and complexly designed. And that’s what makes relationships so much more fulfilling and frustrating than a good piece of cake. So love well and when you don’t, start each day new. Ultimately, God is the one in control of the final outcomes.
Let’s Wrap This Up
Last night as I was getting ready for bed, I thought of Emily. I couldn’t peek in her room for a goodnight kiss or ask her about her day. We had texted back-and-forth a little but it was obvious she was busy with freshman orientation. So, I decided to play Sleep Sound in Jesus on my keyboard. As the music filled my soul, I remembered how it soothed me eighteen years ago. And I’m still whispering the same prayers now.
Sleep sound in Jesus my baby, my dear, Angels are watching, they keep you so near; Know for His sake you’ll be safe for the night, Sleep sound in Jesus, I’ll turn out the light.
Sleep sound in Jesus, sweetheart of my heart, The dark of the night will not keep us apart; When I lay you down in your bed for the night, He holds you gently till morning is light.
Sleep sound in Jesus, the angels are here, They’re keeping watch so there’s nothing to fear; Against any foe they are ready to fight, So sleep sound in Jesus, I’ll turn out the light.
Now It’s Your Turn
As you look at the start of a new school year, what are ways you can stay connected with those who matter most in your life? How can you keep investing time in loving those in your school or on your team while also making time for the ones you hold most dear?
PMPEncore028: Four Reasons Your Vacation Matters
Jun 19, 2019
Show notes
This week’s post is an encore episode I shared a couple of years ago. Since I’m enjoying some vacation, I thought I would remind you why your time away from school may help you better serve your school.
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Regardless of whether someone is an educator or not, or whether your vacation time is long or short, taking time away from work is healthy for a number of reasons. Here’s why:
4 Reasons Why Your Vacation Matters
1. Vacation reminds you of who you really are.
Sometimes it is too easy to identify ourselves completely by our work. When we introduce ourselves to someone new, we almost always end up explaining what work we do. That’s not bad, but it also exemplifies how common it is to build our identities around our work.
Getting away for personal or family time allows us to come back to some of the priorities motivate us to do good work. For me, it gives me time to see my children play, to explore together, to read books, to have longer conversations with my wife, and to pray. All of these connections can help you rediscover what is important and ultimately give more meaning to your work when you return.
2. Vacation allows you mental and emotion detox.
There is something healthy about days of not accomplishing work-related projects, reading emails, answering questions, solving problems, attending meetings, etc. Like exercising different muscles in your body helps you discover where you need to gain strength, vacation allows you to exercise different mental and emotional muscles. It gives your brain and emotions a break from the normal “work-out”.
3. Vacation stimulates creativity.
For me, I find myself having more time to write, play music, travel, or spend time with friends and family. Suddenly, I am finding time for those areas I love that may often get ignored.
For instance, one morning during a Colorado vacation, I was able to reflect on my surroundings and write the following:
This morning the panorama of mountains is breathtaking. Peaks in the distance show ridges still covered with snow. The jagged, gothic, jutting, massive gray of a 14-er hides behind the closer green aspen covered hills. Mountains to my north and east alternate with colors of green and exposed red dirt and bare rock. And meadows below them all are covered with wildflowers: brilliant yellows, whites, and purples. As I write this, humming birds are alternating between feeders nearby. Shimmering greens, browns, and ruby-throated buzzing back and forth. Yesterday morning, I saw a deer bouncing away in the meadows below. And two nights ago, we watch as a copper colored fox prowled around looking food treasures.
These kind of reflective moments are possible outside of vacation too, but getting away is also a great time to experience them.
4. Vacation creates great memories.
One of my teammates at work has a great practice of putting his vacation photos on his lap-top computer as a screen saver. He keeps it nearby his desk during the day. When he has time to work at his desk, vacation memories consistently greet him.
Although we should never live simply for the pleasure of playing, vacation is a great way to rediscover your priorities, detox mentally, stimulate creativity, and create new memories.
So as the new school year is about to begin, don’t forget to put some photos of your favorite memories nearby while you are working as a good reminder of the importance of making memories in and out of school.
Can I share a song with you?
One summer when I took my family to mountains, I wrote this song to share with friends who live in Crested Butte, Colorado. If you’d like to hear an amateur recording, listen to the end of the podcast episode with this post. I’ll share it here as a way to offer vacation best-wishes to you and those important to you:
Crested Butte Is Calling by William D. Parker, Copyright 2013, All Rights Reserved
1. I can see the jutting peaks of Gothic Mountain While the hummingbirds flit softly with the breeze And the wildflowers paint the meadows with their colors It’s a Rocky Mountain morning here with me
Chorus: It’s a Rocky Mountain morning here with me As the snow peaked ridges beckon us to sing Lift your eyes and see that Crested Butte is calling It’s a Rocky Mountain morning here with me
2. Walk the Snodgrass, see the dirt trails banked with Aspen Feel the sunshine as it warms the mountainside Dip your feet in the icy waters of Lake Erwin Gather friends and fill your soul with their sweet smiles
3. Autumn’s aspen leaves are the beauty of the seasons Their roots are joined together by one common bond Green to red and then to yellow as they’re spreading They remind us how God joins us one and all
4. Hear the laughter of the children on the snowbanks Feel of the hush of winter’s hibernating call Slide your way down slopes of icy covered landscape Warm your hands by fires, hot chocolate drinks for all
5. Say goodbye but know it’s only until next time For the mountains have worked magic on us all Carry memories of God’s beauty back home with us This is a taste of something greater after all
Now It’s Your Turn
What are some ways you can relax and unplug from your work this summer so that you can recharge your emotional batteries? What are some of your favorite vacation memories? How can you use those memories as ways for your school family to learn more about what motivates you?
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PMP:Encore090 Branding Your School with Marlena Gross-Taylor
Jun 12, 2019
Show notes
When I was in junior high school, everyone on my basketball team wore Converse high-tops. Yes, that means I’m officially from the 70’s! I’ll never forget mine:
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They were the color of golden-rod, and I was so proud of them that I never wore them outside the gym because I didn’t want to scuff them up. For a thirteen year-old boy at the time, Converse was the only brand to wear. But a few years later, when Michael Jordan came on the scene during my high school years, Nike soon became the new must-have shoe.
Sometimes I think about the brands I like to buy, but it’s easy to forget that schools are also brands. Because schools are learning communities, they are much more than products; at the same time, students don’t just attend our schools, they experience them. When is the last time you thought about the feelings people have when they experience your school brand?
This week I want to share a conversation on school branding from Marlena Gross-Taylor, a dedicated and successful education consultant, speaker, coach, and presenter.
Marlena Gross-Taylor Interview
A Nashville transplant originally from southern Louisiana, Marlena’s educational experience spans several states allowing her to have served K-12 students in both rural and urban districts. She has been recognized as a middle school master teacher and innovative administrator at the elementary, middle, and high school levels.
She is also the founder of #EduGladiators and has been recognized as a middle school master teacher and innovative administrator at the elementary, middle, and high school levels. Her professional development expertise has garnered both state and national attention.
After hearing her present on “Why You Should Brand Your School,” I asked her if she would join me as a guest for Principal Matters. Listen in, and I know you will enjoy Marlena’s optimism, insights, and practical tips on ways you can promote the wonderful things happening at your school.
Branding Your School Q & A:
WDP: Why do you believe it is so important for school leaders to think about branding?
MGT: School is also a business. If a business is not reaching its customers, its story will never be told. Schools must take control of their own story. Branding is about marketing. You should be able to tell your school in such a positive light that everyone wants to be a part of it. You must think about yourself as a brand if you plan to stay competitive. Also you need to think about yourself as a brand!
Here are some platforms schools are using for promoting their brands: Twitter Facebook Instagram Livestream YouTube Periscope
WDP: What should school leaders keep in mind about the different stages they will have in branding their schools?
MGT: Learn to understand and be aware of your messaging. Your story should be focused on driving awareness and establishing place in the market. Just like the company Lyft if taking the place of Uber in marketing awareness, schools must stay in front of their “customers” — your students, teachers, and community members. That means promoting the “why” of your school so there is no doubt students have purpose and meaning for being in your community.
Brand Marketing Messaging: Reiterate your message to drive affinity and stay top of mind with your community. If you want to control the narrative about your school, market that message.
Campaign Based Messaging: Communicate your brand in innovative ways…You can schedule posts so they feed to multiple platforms at once by using: Crowdfire Twittimer TweetDeck Facebook schedule posts Buffer HooteSuite
WDP: Can you walk through those 4 E’s and how the influence our school branding?
MGT: Yes, if you are going to have a compelling story, you must:
Explain…tell your community what is happening and what information is important to know.
Emotion…make your posts compelling, reminding people why they should be excited about your school.
Evoke Questions…be prepared to answer more by sharing and inviting feedback.
Exclude/Include…it’s okay to see your school as an “exclusive” brand — something for community members to be proud of. Remind them why it matters to be a part of your “tribe.”
WDP: If you could give school leaders some ideas on the kind of mindset it takes to do strong school branding, what would you tell them?
MGT: Stay “28-years-old always” If you’re not willing to be relevant, people will lose interest. Now What? Think about these four takeaways:
Study – Look at how marketers sell products and learn lessons in marketing your school.
Exposure – Don’t be afraid to share. The more exposure, the better for celebrating your school success.
Implementation – If you don’t have a plan, you won’t increase your branding. Plan and then execute.
Feedback – Ask for feedback from your community and then respond accordingly.
Finally, think about your website: You have 50 mila-seconds to make a good impression. How can you make it captivating? Make sure to look at:
Content: Is it up-to-date and relevant?
Navigation: Is it easy to access and user-friendly.
Calendar: Is it current?
Merchandising: Wear your school. Promote spirit days. Create an online spirit store. Use your PTA/PTO for promotion. Leverage alumni and community support. And recruit grandparents as brand ambassadors.
WDP: Any closing thoughts or comments you’d like to leave with our listeners? And how can they stay connected with you?
MGT: Recognize that every person in your school is a brand! Don’t be afraid for them to develop their own story about your school. Determine you will “stay 28 forever” and be committed to promoting the best in yourself and your school.
Follow Marlena!
Check out the podcast episode for illustrations, examples, and more takeaways. You can follow Marlena on Twitter @mgrosstaylor or visit her websites at marlenagrosstaylor.com & edugladiators.com.
Let’s Wrap This Up
You play an important role in the way others perceive the value of your school, organization, or team. Branding is not only something marketing experts should understand. As a school leader, you should be proud to promote the students, teachers, and school communities you serve too!
Now It’s Your Turn
What is one new social media tool you can begin using to promote your school brand? How can you stay relevant and timely in the way you are reaching communities with the values and benefits of your school?
PMP155: Parenting as Principals – Do’s and Don’ts, Part 2
Jun 05, 2019
Show notes
A few years ago, we had a lockdown drill at the high school where I was principal.
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Local police had called to say they were aware of a potential threat against our school on social media. They were locating the person of interest in a location outside the school community but wanted us to lockdown until they had isolated and confirmed the situation at hand.
When we announced that the school was going into lockdown, my cell phone buzzed. It was my daughter, a sophomore at the time.
“Dad,” she said, “What’s going on?”
“Listen to the announcements like everyone else,” I said, “I need my phone open so that I can talk to police.”
As I hung up, I was annoyed. She knew my role as principal meant I could not stop in the middle of managing a security situation to answer her questions. But I also felt guilty. I realized some important thoughts. First, my daughter was scared. Second, the rest of my students probably felt the same way she did. Third, I had done a poor job communicating to my school community.
So, I made an all-call on the school intercom saying something like this:
Students, I want to let you know that we are conducting our lockdown procedure because local police are investigating a situation off-campus and have advised us to lockdown until they are finished investigating. We are monitoring the situation and your teachers will continue instruction and supervision while the campus continues in lockdown until we are cleared. Please know you are safe, and the situation of concern is off-campus. Thank you for your patience and we will keep you posted.
I also sent a quick email blast to parents and guardians with a similar message. Later that day and the next, I received thank-you emails or comments from parents who said their high school students told them my announcements calmed them and kept them feeling safe.
This week, Jen Schwanke, author and principal, continue our podcast discussion of what it is like to be a parent and principal of your own child. Wearing both hats can be both rewarding and stressful at times. We discuss understanding the teachers’ perspective in having your child, things to avoid with a child in your building, and priorities to keep in mind.
From the teacher’s perspective:
It’s important to acknowledge the natural stress teachers may have when they realize they have a principal’s kids in the class. Keeping this idea in mind means you protect both relationships. An important goal is to honor that relationship by presenting all your teachers in the best light to your child. Even when you are aware of situations that may require correction in your building, don’t gossip about teachers. Protect confidentiality. And teach your child to be the first advocate for himself or herself. Every child is unique, and parenting him or her through school requires wisdom, but be patient and work to protect and honor your child and his or her teachers.
Things to avoid:
Don’t use your position to try to change the trajectory of your child’s journey. He or she should be encouraged and supported but learn to engage in activities or interests that fit his or her personality, gifts, or interests.
Don’t make sweeping changes to your school based on one child (your child’s) experience. Schools are communities, and your child is one member of that community. Use his or her perspective to make you a better principal, but keep the big picture in mind by trying to see your school through the eyes of all students.
Keeping the end in mind:
What are your goals in parenting as a principal? Jen and I cover a few:
To be a strong parent – stay connected and step back at the same time. “I’m sorry” or “bummer” is an okay response when he or she is having a hard time.
To raise a child who is self-sufficient, confident, and capable of problem solving
To be an effective principal and to have people respect your work
To do right by all kids
Another thought to keep in mind: When in doubt, ask, What would a great parent do?
Let’s Wrap This Up
Having a child in your school allows you to be both a parent and a principal at the same time, and both these roles are enormous privileges. You’ll never do either with perfection, but both roles can be improved when you allow that privilege to inform the way you lead at school and at home. Whether it’s in academics, activities, or in setting goals with your child, leading a school and parenting your own children in your school requires wisdom and perspective. But the rewards can also include rich experiences together.
Now It’s Your Turn
What are some other takeaways you would add to parenting as a principal? Think about ways to honor the teachers of your children. How can you provide them with the positive feedback you appreciated when you were in the classroom?
PMP154: Parenting as Principals – Do’s and Don’ts, Part 1
May 30, 2019
Show notes
Oklahoma has experienced its share of storms and severe weather this spring.
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The other day, our family was sitting in our storm closet as sirens were sounding at 6:30AM. Afterwards, I was driving my seventh-grade son, Jack, to school. As we approached the school, I began to predict how his principals would manage the morning.
“Most likely, several teachers will be late because of the storms,” I said. “So, you’ll probably wait in the gym until staff have reported and then students will be sent to class.”
“Dad,” he interrupted, “I have good principals. I think they’ll know what to do.”
I started laughing. I realized at that moment I was parenting and being a principal at the same time. At that moment, he just needed me to be dad.
As the father of four, I had the privilege of being the principal of my two oldest daughters. For my younger two children, I have been their dad but not their principal. With my older two, I had to maneuver the landscape of both leading a school and being dad in their school.
Regardless if your children attend the school of which you are the principal, or they attend a different school, being the principal and a parent is a tricky balance. Each person has a complicated balance with these two roles, so this will speak to different people in different ways.
This week, Jen Schwanke, author and principal, co-hosts podcast episode 154 to discuss the dynamics of parenting from both the principal’s perspective and the child’s perspective:
From the principal’s perspective, here are four questions to ask:
What do you do when we see poor instructional decisions being made by your child’s teacher(s)?
When do you to step in to advocate for your child?
How do you balance the privilege and responsibilities of your leadership?
Are you advocating for YOUR child or ALL children? (The wisdom is to know the difference between the two.)
Just like every child you raise is different, the way you respond to the above questions is as complex as each child and situation. Be aware, be involved, and listen well so you have the most information possible for making a good decision.
Things to avoid saying:
Also, when speaking to your own children’s teachers, avoid saying comments that you HATE hearing from other parents:
“My son would never do that.”
“My daughter does not lie.”
“My daughter does not lie.”
“My child is gifted that’s why he’s bored.”
“Can you please make an exception?”
“I’m going to have to go higher up than you.”
Here are some pro-active thoughts to keep in mind instead:
When working with your child’s teachers, assume best intentions (always listen to both sides of the story).
Attend meetings: whether it’s an open house or parent conference nights, be present and communicate that you’re wearing the “parent” hat.
Communicate: Look at your school from the perspective of a parent and improve your communication accordingly.
From your child’s perspective:
Helping your child navigate the role of being the “principal’s kid” means understanding your child’s individual development and personality traits. Remember your child does not always want attention as the principal’s child. Your children will also never forget being the child of a principal. How can you make that as positive as possible?
Many children of principals listen to complaints from teachers and students who hope they’ll pass along the words to you. Some people will also perceive their success as “special treatment.” Jen shares a story of a principal’s child who received 504 texts asking if her dad would call a snow-day this winter. This requires coaching your child to recognize the unique experiences they may have.
At the same time, children of principals may have information about upcoming classes, test schedules, or events that help them stay actively engaged in school. Take advantage of being close to the action to help your children make the most of their school experience.
Let’s Wrap This Up
Whether your child is in your school or a school being led by someone else, you and your child have unique challenges and experiences as well. Next week, we will continue this Parenting as Principals discussion by looking at the teacher’s perspective, things to avoid, and setting goals with your own children.
Now It’s Your Turn
What other suggestions would you add to the above do’s and don’ts for principals as parents? If you have a child in your school, ask him or her what is like to be the principal’s child. Listen and think about your child’s perspective as you navigate the tricky road of being both the parent and school leader.
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