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

What kind of school environment encourages teachers to race tricycles down the hallways while also engaging in deep conversations about student learning in PLC’s? Kenny Ward, this week’s special guest, discusses how schools like his own must keep exploring ways to create cultures of learning and fun at the same time. In our conversation, he explores: * How do you help adults learn in ways that encourage them in better practices? * How do you cultivate a school culture where students and teachers want to learn and grow * How do you understand your “why” so you stay motivated in leading and serving others? Principal Kenny Ward Kenny Ward is Principal of Bridge Creek Middle School in Blanchard, Oklahoma, a reward middle school where his team practices professional learning communities every day. He is also the 2017-2018 Oklahoma Middle Level Principal of the Year and has served on the Executive Board for CCOSA, Oklahoma’s state association for school leaders. He is active in connecting with other school leaders across the state and country in professional learning. He is also an adjunct professor at Southern Nazarene University. As a part of his doctoral dissertation and university work, Kenny has visited schools across the state as he researches best practices among school leaders. In this conversation, we explore three topics: Topic 1: Andragogy vs Pedagogy: Teaching Teachers, Not Just Teaching Students. As educators, we talk a lot about pedagogy: the methods we use for helping students learn. But andragogy, the methods we use for teaching adults, is a topic we may often ignore. Malcom Knowles categorized andragogy in five ways: 1. Need to Know 2. Foundation 3. Self-Concept 4. Orientation 5. Motivation When adults engage in a “power of struggle” with learning concepts, they are more open to meaningful professional development. For further reading on lessons from Knowles, go here. As teachers are evaluating their own instruction, help them explore the following questions: 1. How do you know if students are learning? 2. How are your fellow teachers reaching students? 3. How are you using your own “power of struggle” to motivate new teacher learning? Your brain must build the capacity for learning by practice–an important truth, not just for students, but also for teachers. For research on the brain and learning, Kenny recommends The Talent Code. Topic 2: School Culture–The Foundation for Strong Learning Kenny also explains how culture is the foundation for student learning. He recommends Fish: A Proven Way to Boost Morale and Improve Results, a book that he studied with his teachers during their first year together. Kenny also shares some great stories of how his teachers and students simply have fun together–making school a place where students want to be. Topic 3: Understanding Your Why–What keeps you motivated? In the final part of our conversation, Kenny shares personal stories about his own troubled childhood, how he hated school, and his ability to relate to children in trauma. He recommends the book

In Tim Elmore’s book Generation IY, he shares data from his 2015 research showing the following trends among youth. • 75 percent post on Facebook • 73 percent shop online • 49 percent Tweet • 43 percent read an e-book He also quotes a 2010 Kaiser Family Foundation Report that “kids between eight and eighteen are spending seven-and-a-half hours each day in front of a screen,” and a Nieslen Company survey reports that the “typical U.S. teen mobile subscriber sends or receives an average of 1, 742 texts per month” (Elmore). It is easy to see how many of our youth are communicating. And in 2018, these trends have obviously increased depending on what social media platform you discuss. Although nothing replaces the power of relationship building or face-to-face interaction, you are missing powerful opportunities for connection if you are not including technology in your communication with students. This week’s post is a replay of a recent webinar presentation from my book Messaging Matters with a discussion of Chapter 6: Using Technology to Message with Students. The discussion includes two parts: Part 1 – Technology Tools for Messaging with Students & Part 2 – Releasing Weekly Student Newsletters. Part 1–Technology Tools for Messaging with Students As you enhance the ways you communicate with students, keep these ideas in mind: * Use social media. * Create promotions. * Feature announcements. * Post movies. * Use Reminder Applications. Check out the webinar episode or presentation slides for visual samples of ways schools are building their presence with these tools. Ask yourself these questions: * What is one new tool you can commit to using over the next thirty days to enhance your student outreach? * What is one way you are already consistently communicating with students? How could you enhance those messages with technologies that students are already using? * Who is someone on your team you could designate for helping with technology support? Part 2–Releasing Weekly Student Newsletters Another way to enhance communication with students is by having a consistent, weekly wrap-up you can share through a newsletter or other platform. At my school, one of my technology teachers helped coordinate content with students. They shared that content with me for a weekly release via a student newsletter. Other schools do this by creating their own websites, video-shares, or photo releases. If you are interested in coordinating a weekly newsletter, keep these ideas in mind: * Collect and build content. * Organize information into categories. * Assign student roles. * Create your draft template. * Proof and review. * Share digitally. * Don’t let mistakes stop the momentum. When it comes to collecting and building content, here is a list of ideas to consider. Innovative lessons or projects from classroom activities: * Award winners in clubs, activities, or sports * Updates on recent events, assemblies, or competitions * Announcements of upcoming events * Reminders of how to check grades or attend tutoring * Students of the month * Teachers of the month * Calendar updates * Fund-raiser announcements or other deadlines, like ordering yearbooks Again,

Recently, Rachel Simmons wrote an article in the Washington Post called Perfectionism among teens is rampant (and we’re not helping). It is a good reminder how this generation of students faces challenges and opportunities different than ones we faced at their ages — sometimes with stress that we’ve created for them. Students today have never known a world without internet access, global terrorism, school shootings, economic uncertainty and political unrest. These realities cause many of them to struggle with depression. At the same time, students today have opportunities no other generation has had before them: access to information, new job creation, employment mobility, entrepreneurship opportunities, and social media movements. So how do we encourage, not stress-out, our students? One way is by our messaging with them. To create encouraging environments, school leaders must learn to see schools through the eyes of students. With those thoughts in mind, I wanted to share a recent webinar I hosted with my state association on Messaging with Students. It is a focus on how to create welcoming environments, celebrate student success, and enhance communication. Below is a summary of the discussion with some checklists to consider. Part 1: Ensuring a Welcoming Environment How do we create environments where all students feel welcome, secure, and encouraged in a culture where many students already feel stressed? Here some questions you can ask when analyzing your own school’s checklist: * Do we have signage so students know where they are? * Are hallways free from clutter and create an encouraging learning environment? * Have we trained our staff to be welcoming, greeting, and guiding guests? * Are student schedules printed in advance and school maps available? * Is the school website updated with a current calendar? * Have we held orientation meetings for students and parents? * Have an informative, welcoming email or letter been published to your community? Part 2: Celebrating Student Success Celebration begins with mindfulness. Here’s a checklist of ways to assess how you’re supporting celebration: * Are you looking for moments of learning, joy and success to celebrate? * How are you sharing those moments of student success through newsletters? * What creative mottos can you use as a school? * How can you involve students in the school announcements? * What routines or rituals can motivate student enthusiasm? * How can you recognize good deeds and acts of kindness? * How can students help drive celebration? Part 3: Communicating with Students Unless we are willing to listen to our students, we will not be able to know what they need. Messaging begins with trust. Communicating with students includes: * Showing dignity and respect to students * Keeping our messages to them positive * Being consistent * Being human * Being professional * Providing resources and supports * Staying hopeful even with uncertain outcomes I also mention the resources all students need to succeed : 8 Resources All Students Need (from Ruby Payne, A Framework for Understanding Poverty) * Financial resources * Emotional resources * Mental ability or acquired skill * Spiritual guidance or purpose * Physical health or mobility * Support systems: family,

Last Sunday my family and I were watching the Winter Olympics when the men’s 30km Skiathlon began. As the race started, Norway’s Simen Krueger fell. Snow was flying all around him as two other skiers and he crumbled into one another. As the other racers left them behind, Simen scrambled back on his feet. His pole was broken, and he was in last place. But Krueger was not finished. He replaced his pole and began a cadence that helped him advance toward the other racers. Over the next hour, he passed 63 other skiers to push his way to the front of the race. 1 hour, 16 minutes, and 20 seconds later, he crossed the finish line, raising his hands in the air and beaming with joy and relief. He had won the gold. When Inc.com interviewed Krueger later, he was asked what was going through his mind after his fall. He said: “I thought it was going to be the worst day of my life with the start I had, when I was lying on the ground with a broken pole and a ski through my bib number.” He continued, “I was completely last in the group so I had to start the race again and switch focus to catch up with the guys.” Krueger had to “switch focus” I don’t know what kind of day or week you’re having. You may be experiencing lots of wins or you may feel like you’ve had the wind knocked out of you. It is safe to say those around you are experiencing a mix of ups and downs too. Whatever season you’re in, you will inevitably hit times that are harder than others. And when you do, it’s important that you know how to switch your focus. Let me give you some examples: Recently, I spent the day at my state capitol advocating for a bill that would provide teachers with a much-needed pay raise. Lawmakers had been convened in a special session to address a state budget shortfall from the previous year. Oklahoma has had almost of a decade of declining funding for public schools. Hundreds of teachers and educators had come to rally around a proposed bill and Representatives were meeting to debate. At the end of the day, the proposal fell short of the votes it needed. It was a long and disappointing day for the educators who had come to voice their concerns. On my way home from the capitol, one of my former teachers sent me a text that said, “So we didn’t the raise?” That text said it all. I know this teacher, like thousands of others across our state, feels unappreciated and disrespected by a state government that is failing to adequately fund its schools. As I went to bed that night, I couldn’t think of anything encouraging to say. I was angry, disappointed and discouraged. The next morning, I was thinking back to other times when I’ve felt emotionally knocked down. And then I thought of Simen Krueger. Could I decide to shift my focus? I thought back to one day as principal when I felt knocked down. I had ended a school day with a phone call from an angry parent. She was upset with a decision some teachers had made for a club her son attended. As I listened and tried to give her feedback, she kept blaming the teachers for her son’s predicament. And I knew she had not heard both sides of the story. I asked her to please give these teachers the benefit of the doubt until she had the opportunity to talk to them directly about her child’s experience and concerns. “Oh, that’s so cute,” she said sarcastically. “Give them the benefit of the doubt? I don’t think so, Mr. Parker.” Sadly, the conversation went downhill from there. It ended when I told her we would simply have to agree to disagree till she had spoken to the teachers directly. A week or so later, I saw this same parent at a school assembly. She apologized. As I expected, when she spoke to the teachers and heard their side ...

Last week I was speaking to a group of Assistant Principals near Montgomery, Alabama, when I noticed a familiar face at a table near the back of the room. I saw a man whom I had met the day before on my ride from the airport to the conference center. Mr. Willie Lewis, a retired pastor, had told me his wife asked him to find something to keep him busy. So, he began driving for Uber. Now he had arrived early to drive me back to the airport. As we made our way through the streets of Montgomery, we chatted about our work and families. He had been an author and also served as interim pastor to many congregations during his retirement. As we passed an exit sign for Selma, Alabama. I asked him if he had seen the movie, Selma, about the life of Dr. Martin Luther King, Jr. “No, I haven’t seen the movie,” he said, “But I’ve been to Selma many times. I’ve been on that bridge when there were thousands of people there.” I looked at him for a moment. “Would you mind if I asked how old you are, Mr. Lewis?” “I’m 78-years old,” he said. “I graduated high school when I was 15. After going to seminary in Michigan, I came back to the south to pastor.” “One time,” he continued, “I attended a church service where Dr. King was preaching. A friend led me back to the office where Dr. King was waiting for the service to begin. When I was introduced to him, he said, ‘There’s an extra ministerial robe in the closet there. I’d like you to wear it and open tonight’s service with prayer.’” As we drove along, I realized then that Reverend Lewis didn’t need a movie like Selma to understand or appreciate the significance of the Civil Rights Movement. He was driving me to the airport, but how I wished I had the rest of the day to just listen to him and ask questions. Rising to the Occasion It is interesting how some individuals rise above the crowd in moments that are bigger than they may realize at the time. Dr. Martin Luther King, Jr. is certainly one of those people. I didn’t’ watch the 2004 Democratic National Convention. But I remember a teacher talking to me the morning after he had watched the convention on TV. “I’m not sure how I feel about John Kerry,” my friend told me, “But I’d vote for that Illinois Senator Barak Obama if he ever ran for President.” I wonder if Senator Barak Obama knew at the time how many Americans thought the same thing. I remember hearing similar comments as a boy when Governor Ronald Reagan won over the entire 1976 Republican National Convention when he was endorsing the Ford/Dole Presidential ticket. His charisma and command of speech made other candidates look weak in comparison. Maybe these men knew the potential significance of their moments on a national platform. And maybe they didn’t. At the same time, there are many other men and women, like Reverend Lewis, whose names may not be in history books, yet they have significantly influenced their own communities. These thoughts have all been going through my mind the past few days as I’ve wondered how often are we unaware of the significance of the day-to-day moments we encounter? Specifically, I have been thinking about conversations with educators who are looking for the next opportunity in their leadership. Making the Most of Opportunities Recently, Eric Davis, Chief Operations Officer at Wilson County Schools in North Carolina, was leading a Twitter chat on the topic of “Interviewing” through his popular #Engagechat. I enjoyed the great questions, comments and feedback from Eric and the other educators who joined in. Sometimes aspiring principals will ask me how they should best prepare for upcoming interviews. And sometimes experienced colleagues will talk to me about interviews or conversations they are having in their career growth. You may be interviewing candidates for openings in your school or district.

This summer my wife and I will celebrate our 25th wedding anniversary. For some reason, I’ve never thought of myself as older, but I realize now that I’m preparing for this anniversary, my children may categorize me that way. My wife, however, will forever be my young bride. This reminds me of a story: An older married couple is celebrating their wedding anniversary, when the wife turns to the husband and says, “Darling, do you still love me?” And he replies, “Why, yes, I told you that I did 25 years ago.” As school leaders, we may believe our teachers understand us just because we’ve delivered the message. But understanding is much deeper than simply hearing a message. And messaging with others in your school community requires more than simply relaying information. Gary Smalley, author of The Five Love Languages, says that relationships are like a bank. To have a healthy “love bank” you must make more deposits than withdrawals. As you think about your school, how are you strategizing to make sure your positive deposits are outweighing any negative withdrawals? What are some strategies you can use for building a stronger culture of understanding? This week I am sharing a recent webinar episode on chapter 3 of my book, Messaging Matters: How School Leaders Can Inspire Teachers, Motivate Students, and Reach Communities. In chapters 1 and 2, we focused on mindset and examples for messaging with teachers. Chapter 3 is focus on strategies in four parts: * Strategies for positive messaging * Strategies for messaging with technology * Strategies for meaningful feedback * Strategies for facilitating change Here’s a summary of the main points. For explanations and examples, feel free to listen to the podcast or watch the webinar of the presentation: Part 1: Employ Strategies for Positive Messaging How do you build a culture that encourage positivity and camaraderie? * Establish spirit builders * Introduce and continue traditions * Organize celebrations Your culture and relationships are key to any meaningful experience you want others to have in your school. Part 2: Apply Technology Strategies If used effectively, technology can enhance the ways you message with teachers throughout a school year. • Accomplish work and share online • Use video files to communicate • Send Friday follow-ups • Keep these six tech tips in mind… * Carry an iPhone or camera to capture moments. * Increase your social media shares. * Boost a post for more exposure. * Share weekly summaries of great happenings. * Use media relationships to promote teacher and student activities. * Push out press releases beyond your community. * Communication through technology doesn’t guarantee connection, but if used effectively, it can enhance connection. Part 3: Practice Strategies for Providing Meaningful Feedback I bet you value knowing where you are performing well. You also may appreciate it when others help you see blind spots where you may need to pay more attention. Here are some ways to stay pro-active in providing feedback to teachers: • Be visible • Attend team meetings • Invite teachers to leadership lunches • Attend events and games • Schedule a one-week observation range • Make observing the priority • Give effective feedback

When I was ten years old, I had an old tape cassette player. It was the kind that had a built-in speaker and looked like a radio the size of small book. You know, the kind with four square buttons on top: Rewind, Forward, Play, and Record. Sometimes I’d lay on the carpet and tape myself making random comments. One day, I pushed the record-button and said, “Good morning, ladies and gentlemen. And welcome to WSM-Radio. This is your host, William Parker.” And for the next 20-minutes or so, I narrated my own news, weather, commercial breaks and updates—all in different voices. Sometimes I played inside a cardboard box with a cut-out rectangle opening in the front. With a pencil, I had drawn-on some dials for changing channels. I’d entertain any of my siblings willing to watch me in my pretend-television. Once I set up chairs in a row in the living room and gathered my four siblings to sit there. We sang hymns, and then they listened to me preach. Afterwards, I served crackers and Kool-Aid for communion. Becoming An Early Storyteller When I was in grade-school, I attended a K-8 school in rural West-Tennessee. It took 45-minutes to ride to or from school. I’d spend a lot time daydreaming while I looked out the rectangle bus window at the passing sage brush, tall pines, or the lonely farm houses surrounded by soy bean fields. There were about 35 other students in my grade. I must have been a struggling reader because I remember a lady, who must have been a reading specialist, who would lead me into a small room with for extra reading instruction. From my earliest memories, I have always loved stories. I remember the picture book my kindergarten teacher read us about the life of Abraham Lincoln. During middle school, my friends would ask me to tell them stories. I guess they were bored, but during study hall or times when we were just waiting together, I’d make up stories to tell them. During 8th grade, Ms. Owens, my Language Arts teacher said, “William, next year, you’ll be at the county high school. There are 1,800 students at that school and they offer Honors courses. I think you should enroll in Advanced English next year. You’re a good writer.” No one had ever told me that before. When I started ninth grade, English was my only Honors class, and I was so intimidated by all the other students who seemed so comfortable there. I struggled with the assignments—formal writing, research and grammar seemed tedious. But one day, my teacher, Ms. Montgomery told us we were learning about short stories. And our final assignment was to write our own. I earned a 99% on that paper. I think one reason I scored so high was because the grade included points for reading it aloud, and I loved to read aloud. I guess I shouldn’t be surprised that I like communicating. Even through college, I ploughed my way through Advanced Grammar and History of the English Language. But I loved creative writing and enjoyed my communications elective. And when I started teaching High School English, I was thrilled during my third year, when I was given the opportunity to teach creative writing as an elective course. Stories for Escaping Whenever my students were writing poems, stories, or one-acts, I would jump right in. Not only did I want them to learn to love writing, but writing gave me the opportunity to go places like no other medium. I don’t know what other people do when they are bored, but I like to write. Writing also helps me escape during difficult moments. Let me explain what I mean. Whenever I’m sitting in the dentist chair, and the dental assistant begins cleaning my teeth, that grinding, buzzing, high-pitched squeal makes me feel like I’m being tortured. It’s during one of those moments, that I just close my eyes and go someplace else… I’m back on the farm. It’s spring, and I’m in the garden with my grandparents. Grandad is wearing kaki work clothes and old plow b...

This Christmas break, I took the family to see the newest Star Wars movie. If you haven’t seen it, please note the forthcoming spoiler alert. 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 in mind last week I traveled two hours from Tulsa to the backroads in Grove, Oklahoma. I was 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. Standing on the front porch was Dr. Judi Barber and her husband Dennis. After a cup of coffee and some catching up, I asked Judi if I could interview her. This was her 50th year as an education leader, and I had sat under her teaching and coaching in my early years of school admin. She had agreed days before to letting me capture an audio recording of our conversation. Dr. Judi Barber, Jedi-Educator Judi Barber has just finished her 50th year as an educator. She has been a Teacher, Curriculum Instructor, 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: Question #1: 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 Source: WISE Planning Tool Question #2: What ways do school leaders need to be adapting with the changing times? * Understanding digital communication * Becoming open-ended thinkers * Applying shared leadership Question #3: 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. Question #4: 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 scho...

When I was in high school and college, I spent a lot of time diving for shells in the lakes near my home in West Tennessee. It wasn’t as glamorous as it sounds. Lake diving is work that requires you to spend a lot of time in depths too dark to see while crawling mud or sand searching for shells with your hands. It is also a job that requires relatively good navigation and communication, especially on windy or stormy days. One day I was sitting in the boat with my dad after pulling a bag of shells up from a dive. We were sizing the shells, and the weather was so cold, we were both wearing diving hoods. While we were emptying our bags, my dad handed me a mussel shell. It was a large 3-ridged shell that brought more on the market because of its size and quality. Diving regulations in Tennessee required measuring each shell by hand with a sizing-ring. If it didn’t meet the legal minimum size, a diver threw it back. As he handed me the shell, I heard my dad say, “Waha wharrar!” I couldn’t make out his words because my ears were muffled by the diving hood, and I was too cold to take it off. I held the shell and gave him a questioning nod. “Whah wharrar!” he said again. I just sat there wondering what he was trying to tell me. “Whah whararr, dararr!!” he exclaimed. And this time he angrily waved his arms. So I just guessed he must be saying, “Throw it over board!” So I did. Just then, he took off his hood and stared at me. I took off my hood and stared at him. “What did you say?” I finally asked. “I said, ‘Measure the shell for me’,” he said with a calm, quizzical look on his face. We just sat and looked at each other. And then after a few seconds, we both began laughing. Every time I think about that day, I think about how easy it is to be misunderstood—especially if you are not really in a position to listen well. And as school leaders, we can often think we are being understood while others may not be really hearing the message we are trying to communicate. This may happen because they are not paying attention to the message, or it may be happening because we’re choosing the wrong ways to communicate. 3 Questions for Messaging with Teachers In Week 2 of a webinar series I’m hosting on my new book, Messaging Matters: How to Inspire Teachers, Motivate Students, and Reach Communities, we explore three questions on how education leaders enhance communication with teachers: 1. What are the foundations for messaging with teachers? 2. How do you model messaging? 3. What are the frameworks for strong feedback? Below is an outline of the discussion. Feel free to listen to podcast version for more explanation or watch the webinar video. Part I: The 2 C’s: Culture, Collaboration, and Communication Culture (Are you rowing the same boat together?) * Begins in hiring process * Cultivated in induction and training * Encouraged and modeled throughout the year Collaboration (Are you creating space for shared instruction?) * Build time for collaboration * Focus on essential learning standards * Encourage teachers to grow * Start a book club * Provide time for teachers to meet (hire subs) Communication (How are teachers also your customers?) * Model visibility * Meet before meetings * Be friendly and helpful * Be timely in response * Provide reassurance even when you say no * Regularly update * Maintain an office environment like a good classroom Now It’s Your Turn What are your strengths or weaknesses in promoting...

Last month I enjoyed some time away with family in West Tennessee. When I was there, my son Jack and I hiked the backwoods behind my parents’ farm. There is a winding creek that runs behind the house. It’s filled with lily pads in the summer, and on the back end of the creek is a beaver dam that floods an area that is great for duck hunting. Although Jack and I didn’t do any duck hunting, we did enjoy tramping around the woods, walking fields, and just enjoying the time away. The pros and cons of being so far out in the country also include the loss of internet service. For days, we had no access to email or social media unless we drove seven miles to the nearest town. One afternoon my wife and I drove there looking for a place to drink coffee and check email. The one coffee shop in the downtown area was closed, so we drove to two other restaurants before finally ending up at the local Walmart where we found an internet connection that worked. Being unplugged, however, isn’t always a bad thing. Sometimes it is a good reminder that life goes whether or not you’re connected to the rest of the world. It is also a good time to reconnect with other joys like family, playing music, or hiking. I don’t know about you, but most of the time when I check my email or social media feeds, I am not just looking for information. If I’m honest, I’m also looking for human connection. In some ways, it is ironic that our technology-connections are social outlets. We are rarely seeing others face-to-face in online settings; however, we derive some satisfaction from these digital tools that keep us connected. Ultimately, relationships are what really influence so many of the choices we make, including how well we connect with our students, teachers, and communities. This semester I am sharing a webinar series on my new book, Messaging Matters: How to Inspire Teachers, Motivate Students, and Reach Communities. Each week I will share takeaways on why messaging is an important part of your school leadership. In it, I take a deep-dive into what research says about engagement and leading others to reach shared goals. We explore how every part of the work you do in leading a school is somehow connected to your ability to communicate and build relationships. Why Messaging? Here is an outline of the points covered in the first webinar episode on Messaging Matters. You can learn more details by reading the book, listening to the podcast, or checking out the free video and slides: * Entanglement and how it is affecting your connections Explore how human connections (seen and unseen) radically affect the choices you make. Are you influencing or being influenced by your school culture? * A Messaging crisis and how you should respond Why do most Americans grade public schools with D’s or F’s but give their local schools A’s or B’s? What responsibility do you have to change the general narrative about our schools? * What are the outcomes of positive messaging? Positive messaging provides ways for you to set vision, identify goals, predict challenges, respond to negatives, and reframe perspectives. * Understanding the other side of the moon for yourself and others Not only do we have the responsibility to help others see the bigger picture, but also we must learn how to see the stories behind the stories. * Takeaways from Jim Collins’Good to Great Strong companies and strong schools have the same foundational p...

Happy New Year! As I look at the past year I am grateful for the connections, relationships and opportunities to grow personally and professionally. I wanted to say a special thank you to those of you who check out posts, listen to podcast episodes, or have read my books Principal Matters or Messaging Matters and shared the content with others. Most of all, thank you for applying the lessons we learn together as you continue your service to your teams, your schools, and your own personal development. Five years ago, I launched my website, and a lot has happened since then. I like to look back each year to gauge growth and set goals for the coming year. Plus, I’d like to share some bonus takeaways with you on helping schools manage grief, essential roles for school leaders, and interview tips. A Quick Review of Principal Matters Resources Readers My blog has never had enormous traffic, but since my first post in February 2013, I have had 134,815 views of the weekly posts I share. For context, George Couros, whose shared website has millions of views, also generously shares my posts on his shared site, Connected Principals, and to date one of my posts, 30 Questions for Principal Interviews, has been viewed there 194,013 times. I’m grateful that my content is also re-shared on social media outlets including Twitter, LinkedIn, and Facebook. This year I have been able to share two guest blog posts Solution Tree’s Blog. Listeners In 2015, I began simultaneously posting a podcast version of Principal Matters each week. As I near the two-year date, the podcast episodes have been downloaded 96,475 times, which averages around 1,000 downloads per week for 2016. If you’re a consistent listener, thanks for taking time to learn together through these audio-posts! And a big thanks to friends who have invited me as a guest on their podcasts: Justin Baeder, Jethro Jones, Daniel Bauer, Justin McKean, Andrew McPeak and Tim Elmore. New Book One of the biggest accomplishment of 2017 was the publication of my second book, Messaging Matters: How School Leaders Can Inspire Teachers, Motivate Students, and Reach Communities by Solution Tree Press. Publishing a book is an enormous labor of love, but I’m so excited to share it. Also, I am planning an entire series of webinar presentations this coming semester sharing many of the ideas from the new book. New Position This summer I was offered a position as the Executive Director of the Oklahoma Association of Secondary Principals (OASSP...

A few years ago, I sat in a gymnasium with bleachers filled with middle schoolers while I watched high school student Jesse Haynes, one of my own Skiatook seniors at the time, share about his new novel he published that year. “This is one of my teammates and me after winning our first tournament of the year,” he said, as he scrolled through a Powerpoint presentation of himself playing basketball. Then he showed a photo of himself with his dog, and another one of himself sitting in his favorite chair at home where he wrote his first book. Jesse was one of those students who didn’t need much encouragement to pursue his dreams or creative ideas. And he enjoyed sharing them with others. In fact, he possessed a rare gift. He believed that he could accomplish whatever he was willing to take action toward achieving. And that was his message for that gym full of middle school students. One day, Jesse was visiting my office as we talked his plans for college. I asked him how he was keeping track of his readers and students who followed him on social media. “I haven’t thought about it,” he told me. “Do you have any suggestions?” I pointed Jesse toward some websites and resources I had found helpful for blogging, subscription email and podcasting. This began a series of conversations that has continued even after graduation. Soon Jesse began experimenting with podcasting. When he shared his ideas with one of his communication professors, he suggested that Jesse start an independent study the next semester by creating a podcast as a class project. In response, Jesse wrote a drama series called The Others that has been downloaded more than 2 million times. He second podcast drama, Mazie Meadows Morning Show, has already seen more than 1.5 million downloads. As I think about Jesse and students like him, I’m reminded of quote by Maya Angelou. She once said, “We are all creative, but by the time we are three or four years old someone has knocked creativity out of us. Some people shut up the kids who start to tell stories. Kids dance in their cribs, but someone will insist they sit still. By the time the creative people are ten or twelve, they want to be like everyone else.” A Traveler’s Podcast Let me tell you another story of creativity. A few months ago, I was on a road trip with my son Jack who is twelve years-old. We were heading to see my mom and dad who live in West Tennessee, nine hours away from our home in Oklahoma. It was a long drive and we had downloaded an audio-version of Tom Sawyer to pass the time. About half way through the trip, we were getting stir crazy. So I turned off the story and said, “Hey, do you want to record a podcast?” Jack pulled out my laptop and plugged in my microphone. I coached him on how to cue a new recording using GarageBand, and he tapped the record button. Because we were heading to Tennessee, we decided we would narrate using our best southern accents. For the next few minutes, we started our first “Traveler’s Podcast” – describing the scenery, talking about his first experience eating a Big Mac, and bragging about how I make the best burgers. Then something magical happened. Suddenly, we pretended we saw something large and dark fly over the car. For the next twenty minutes or so, we instinctively moved into the realm of imagination. We switched the recording off and on again as we shared ideas on how to build the story. We described large winged creatures, listened to “reports on the news” about invasions of space-like-bat-creatures from outer space,

Just a few days ago I was presenting to principals in Wichita, Kansas. I was a little nervous because I had been having trouble with my voice from some bronchitis in my lungs. The doctor had given me some meds to combat the congestion, and my voice was returning. At the same time, I was reminded what a gift it can be to communicate with words. Have you ever thought about how much communication affects your work as a school leader? I once heard someone say that communication is 100% of a principal’s job. At first I wasn’t sure if I agreed. But when I began to think about how much a school leader is involved in planning, conversation, counseling or sharing, I had to agree that every part of his or her job includes some form of communication. This week’s podcast is an edited version of a recent webinar presentation over the power of communication as well as three stories I share on the importance of teamwork. The webinar series is a book study from my first book Principal Matters: The Motivation, Courage, Action and Teamwork Needed for Principals. Part 1 – 10 Tips for School Leaders in Communication The first part of the conversation includes tips on enhancing your communication with some digital tools. Here are ten ways you can enhance communication with your students, teachers, or community members: 1. Using group emails for parents 2. Enhancing daily announcements 3. Power of newsletters 4. Updating your website 5. Emails for teachers 6. Why you must be visible 7. Awarding students 8. Hosting celebrations 9. Advocating and networking 10. Sharing and posting current calendars Plus, I show some samples of various digital tools I use including Powtoons, Biteable, Mailchimp, Blogging, MovieMaker, Remind, and Social Media tools. See the video or slides for examples. Part 2 – Lessons from a Crosswalk Guard When my son and daughter were younger, they walked from our house to the elementary school they attended. Every day they passed Mr. Charlie, the crossing guard at the end of our street. They loved his funny sense of humor. One day he wasn’t at his post, and the kids froze on the sidewalk – all lining up unsure how to cross without Mr. Charlie. Finally, a kindergartener said, “Hey, who’s the oldest?” “I am,” said a fifth grader. “Then you cross first,” said the little one, “And we’ll follow you.” So on the count of three, all the kids ran across the street yelling, “We’re going to die!” It made for a great story that night at our dinner table. Thankfully, the next day Mr. Charlie was back at his post, and my kids were so glad to see him. As I think about the power one adult plays in the lives of students each day, here are three lessons from Mr. Charlie: 1. Remember the power of small things like punctuality, smiling, and being prepared. Students notice and it makes a big difference in the outlook and culture. 2. Assure every student and member of your team that he or she is valued. My children not only loved Mr. Charlie because he kept them safe, but also, he talked to each one and treated them with special attention. How are we doing that for our team members? 3. If you want strong culture, you must build relationships. Rigor, relevance, and relationship are the R’s for any effective instruction, but relationship trumps them all. Does each person on your team play such a strong role that he o...

When I was in college I climbed my first mountain which was an active volcano near Guatemala City. We loaded a bus the night before and arrived hours before sunrise to begin our hike in the dark. As we made it up the mountain, the pale colors of morning began to greet us. With the altitude change came the hard work. Each one of us was catching our breath while plodding toward our destination. The team leader for this climb had pulled all of us together before it began. He explained the route, described the climbing conditions, and gave each of us the opportunity to back out if the climb sounded too strenuous. As we reached the last stretch toward the peak, the ground turned to rocky ash. Each step we would take forward would require the use of hands and knees. Soon we stopped talking as each person focused on the next step. The hardest part was that for every stride made upwards, a climber would often slide back a foot or two. At one point, the girl next to me said she couldn’t make it. “You can do this,” I said. As I slowly found footing, I reached back and pulled her with me. Others on the team began to do the same. It took a lot of encouragement and teamwork to pull ourselves to the top. Why Are Others Following You? I was thinking about mountain climbing the other day in relation to school leadership. When I think back to that day, I don’t remember thinking much about my team leader during the climb. I listened to his instructions, I took to heart his warnings before the trip, and prepared according to his directions. I remembered him reminding us it would take perseverance to make the climb. But once the climb began, I focused on the feet in front of me and the teammates around me. In other words, my team leader set the tone and led the way. Yes, I took inspiration from his words, but I didn’t climb that mountain because my focus was on him. I climbed that mountain because I wanted to reach the top. His influence of had helped prepared us, set the example for us, and then empowered us for the challenge of reaching the destination. This may be very obvious, but I think leaders (including myself) often need to be reminded about the purpose of your leadership. So here it is: The purpose of your leadership is not for others to follow you; rather, the purpose is to help them reach their destinations. Obviously reaching destinations inevitably requires leaders to set expectations, map routes, or lead by example. But here’s a little secret: those whom you are leading don’t really think as much about you as you may think. Yes, leadership makes a difference. It always does. And, yes, others will judge your actions and reactions because that what we all do to our leaders. And for better or worse, others may even be emulating your example. But ultimately, if you are leading with effectiveness, your goal is to help others move toward a specific destination. 4 Questions to Keep in Mind as You Lead Others 1. How are you diverting the focus from yourself or your own goals to the mutually shared goals you want your team to reach together? In 2016 the Harvard Business Review article The One Type of Leader Who Can Turn Around a Failing School by Alex Hill, Liz Mellon, Ben Laker, and Jules Goddard. In a study of 411 UK school leaders, the authors identify 5 types of personalities leading most schools: Accountants, Architects, Philosophers, Soldiers, and Surgeons. You can read the study for more context, but the major takeaway from their research is that the most effective leaders are what they call architects: those who und...

One of my favorite illustrations of the brain is not from a science magazine. It is from a Mercedes Benz advertisement. In it you see a painting of the brain with the left side showing scaffolds, numbers, and graphs–a sample of analytical thinking. The right side of the brain is painted with vivid colors, swirls, and faces–an explosion of creativity. I like to think of that brain illustration when I talk about school leadership because I believe strong leaders must consistently use both sides of their brains. You must have strong processes, procedures, and guidelines in place (left side of brain) while you also encouraging relationships, creativity, and innovation (right side of the brain). This week’s podcast is a recording of a recent webinar I hosted concerning three topics that focus on creating the processes necessary for students to thrive. Part 1: Making Everyday a First Day Part 2: Using Key Responsibility Areas Part 3: Helping Students Flourish You can hear the entire podcast recording here or watch the video of the webinar, but here’s is a summary of the show notes: Making Everyday a First Day When is the last time you looked at your school from the eyes of a new student or outsider? How can you keep that fresh perspective for everyday so that your team is crystal clear on the culture and expectations? By using the stories of students Sarah and Billy, we explore what life is like for students in places where schools clearly define expectations versus places that don’t. And we explore 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? But students aren’t the only ones who need clarity. Teachers and staff also want to know: 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? The importance of creating the best “first days” for students and staff is also realizing these questions need to be answered every day. Think through your school-wide processes from that fresh perspective and then decide what steps to take moving forward so that everyone in your school or organization has clarity on what to expect. Key Responsibility Areas Another challenge for school leaders often happens in managing non-instructional duties. Key Responsibility Areas can provide clarity and direction for your counselors, admin team members, secretaries and other non-instruction positions. Check out the webinar slides for examples. When you develop KRA’s with your staff, you can also identify what areas of responsibility each person manages before school begins, but they also serve as guides throughout the school year. KRA’s also help determine if you are duplicating services in any area or if one person may need to cross-train someone else on a specific task.