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

A few weeks ago, I was invited to provide some virtual professional learning with a wonderful group of aspiring and assistant principals from Pecos Barstow-Toyah Independent School District, in Pecos, Texas.  As a part of our time together, I shared content from my book Principal Matters, including “8 Hats” that school leaders wear. For the sake of this podcast episode, I am including a shortened version of the introduction to the session. My hope is that you will find these takeaways helpful as you reflect on your own responsibilities as a school leader. Here is a summary of the eight hats that all school leaders should expect to wear: 1. Coach Someone has to make the final call, and as the principal, that will often be you. Like a good coach, you will need to understand the strengths and weaknesses of your team. You will need to listen to input from others. But ultimately, you will be the one who often makes many of the final calls in your building. Coaches also set the tone, cast the vision, or help motivate their teams to action. Even if you are not a pep-talk kind of person, it is important that you are clear with direction, consistent with follow-through, and fair-minded in difficulties. Like it or not, others will look to you for direction and follow your lead. So plan to lead in a positive direction. 2. Manager School leadership is much more than management, but it is still an important part of it. Some principals are surprised at the amount of work required for supervision, personnel decisions, report generating, budget decisions, and schedule planning. If you are transitioning from the classroom, you are now responsible for an entire school. You can’t manage a school without a great team. One way I have tried to encourage focus in office management of our school, for instance, is by putting job responsibilities in writing. Each office staff member has key responsibility areas in writing so each of us know who is managing specific tasks throughout the year. 3. Counselor Whether it is handling concerns of students, parents, teachers, or other school staff, a significant part of school leadership is learning to listen. I am not a counselor and do not pretend to be. But I have learned the importance of giving my attention to someone in need, providing them feedback, and helping them find solutions. Sometimes people just need to be heard, and sometimes they need to be guided into finding their own solutions. My favorite Stephen Covey quote always comes into play when I talk about counseling: Seek first to understand before seeking to be understood. 4. On Duty Like it or not, everyone is accountable to someone. Just because you are a principal does not mean you are on your own. You still answer to your superiors. You still answer to the state department. You still follow the same rules, regulations, policies, and laws your staff is expected to follow. When you are absent for family sick leave, for instance, you fill out the same form your teachers fill out. I sign in every morning on the same sheet my teachers use for sign in. In fact, I am usually the first one to sign in. Principals are on duty just like everyone else. 5. Cheerleader I am not sure I can emphasize enough the importance of keeping people informed. So often because you are on the front end of decisions or information coming to the school,

In last week’s podcast episode, I shared the second part of a keynote presentation I provided on August 12, 2021, to the Archdiocese of Louisville for a welcome-back ceremony of educators from thirty nine Pre/K-8 elementary schools and nine high schools collectively serving 18,000 students. In Part 3 of this keynote series, you will learn the power of your friendships, legacy and laughter. Learn the following: * What research says about the power of friendship when facing adversity* How your friendships allow others to see parts of you that may not be visible in isolation* How important it is to acknowledge those who are ‘packing your parachute’* Ways your story has been built by the influences of others Considering your legacy as an educator, including two truths: 1. You’re not as important as you think. 2. You are more important than you think. Listen-in to find out why… Relationships are more important than outcomes because deep trust inspires better outcomes. At the end of this episode, you’ll also hear some reminders of why you must keep finding humor and joy in learning and leading. Further Reflection There is a story that I love about friendship, involving C.S. Lewis, the author of The Chronicles of Narnia. Lewis was friends with J.R.R. Tolkien, the author of The Hobbit and The Lord of the Rings trilogy, and the two of them had a mutual friend named Charles Williams. When Charles died, Lewis wrote the following: “In each of my friends there is something that only some other friend can fully bring out. By myself I am not large enough to call the whole man into activity; I want other lights than my own to show all his facets. Now that Charles is dead, I shall never again see Ronald’s [Tolkien’s] reaction to a specifically Charles joke. Far from having more of Ronald, having him “to myself” now that Charles is away, I have less of Ronald…In this, Friendship exhibits a glorious “nearness by resemblance” to heaven itself…” (Keller, 2016).  Keller, Timothy. The Prodigal God: Recovering the Heart of the Christian Faith. Penguin Books, 2016. You have others in your life who can see parts of you that you are unable to see yourself. And you have attributes that may be best displayed with one person over another. Keep this in mind as you remember the importance of connecting with friends, family, and community members. Sometimes we need one another to see the best in one another. Now It’s Your Turn How can you be committed to mutual accountability? How are you allowing your friendships to call you back to the best version of yourself? Is there someone you need to thank for doing work that makes your work possible (in school and outside of school)? Thank you again for doing what matters!

In last week’s podcast episode, I shared the first part of a keynote presentation I provided on August 12, 2021, to the Archdiocese of Louisville for a welcome-back ceremony of educators from thirty-nine Pre/K-8 elementary schools and nine high schools collectively serving 18,000 students in six counties.  In Part 2 of this keynote series, you will learn the power of your own influence: * How a medical team’s ability to save my son’s life provide lessons for what qualities will strengthen your education team.* How the challenges and lessons of the past school year are applicable for the difficult days ahead.* Ways you can commit to influencing others in positive ways even in the midst of stress, outrage or fear. In addition, you will learn ways you can commit to positively influencing others, including: * Consider being a mentor. You need input but so do educators with less experience than you.* Stay committed to serving others. Education leaders can jump in lines to serve at the cafeteria when needed.* Lead by example. Be a positive by being willing to go first.* Stay committed to teaching, instruction, and modeling for others.* Utilize your platforms to broadcast, amplify and celebrate the successes of students.* As Jon Gordon teaches, don’t be an ‘energy vampire,’ but be an energy builder. Now It’s Your Turn Who would you consider someone who has been most influential for you? How would you describe your own influence: toxic or healthy? Pick one area from the list above where you can commit to positively influence others this week.

On Thursday, August 12, 2021, I had the privilege of providing a keynote from my book Pause. Breathe. Flourish.: Living Your Best Life as an Educator at the Archdiocese of Louisville welcomed back ceremony for the new school year.  Although my teaching and administration work has been for public schools, Superintendent Mary Beth Bowling, invited me to address teachers from thirty nine Pre/K-8 elementary schools and nine high schools collectively serving 18,000 students in six counties of the Archdiocese of Louisville.  It was a wonderful experience to attend an early morning Mass followed by an hour of professional learning. This week I want to share the first in a series of episodes from the keynote I delivered to educators beginning a new school year.  If you’ve read my books or listened to my previous podcast episodes, you may find many of my stories and lessons repetitive or familiar. Nevertheless, I hope you will benefit from this summary of ideas on “breathing first” as you continue the important work of serving students – even in the midst of ongoing challenges as I share feedback on the following: * 10 Areas of Self-Reflection for Self-Care* The Power of Your Influence* The Importance of Your Friendships* The Meaning of Your Legacy In Part 1 of this series, learn the importance of reflecting on the following areas: * Your Body* Your Mindset* Your Influence* Your Time* Your Friendships* Your Spirituality* Your Resources* Your Intimacy* Your Future* Your Legacy Now It’s Your Turn Consider the 10 self-reflection areas. If you had to pick three, which ones would you identify where you would like more focus or growth?  Reflect on this quote: “If your goal is to influence others in becoming better, you can’t ignore this important safety notice: You need to learn to breathe first.” In this school year, how have you struggled with “placing the oxygen mask” on first?  Can you describe a time when you have felt like “a shell” of yourself. Who is one person that will tell you the truth and hold you accountable? What is one way you are already “investing outside of work?” Or what is one way you plan to invest in yourself this coming week? What is one area out of the ten that you’ve already seen significant growth? Of the ten self-reflection areas for breathing first described above, what is one area where you want to see personal growth?

Trevor Goertzen was recognized in 2020 as a National Digital Principal of the Year. He currently serves as the Principal of Spring Hill Middle School in Spring Hill, Kansas, and is an adjunct professor of Educational Technology for Harding University. Trevor recognizes the personal impact that technology can provide by bridging academic and social gaps in his students, staff and community when leveraged correctly and intentionally. He works to provide a learning focus for his building by supporting students of all backgrounds and needs. Helping the Spring Hill Middle School learning community reach their potential, socially and academically, is a driving principle for his leadership. Trevor additionally is the Vice-President of the Kansas Principal Association (KASSP/KAESP) and hosts the podcast ListenUp that features the stories and celebrations of Kansas principals.  Trevor Goertzen grew up in rural Nebraska on a corn farm. In those early years, he learned the importance of working hard and serving the community around him. He is a National Board Certified teacher and Instructional Coach of nine years and now a building-level administrator of five years.  Here are some takeaways we explore in this episode: * Trevor explains how commitments to innovation and technology can enhance your service to students and your community.* After 2020-2021, Principals are more aware than ever of the multiple layers of support students need for achieving outcomes. Trevor shares what lessons principals have learned that they can carry on into the new school year.* Communities are experiences a lot of anxiety as the pandemic continues. Trevor shares tips for communicating with teachers and students and community members at the start of the new semester.* As a veteran school administrator, Trevor offers advice for those who may be beginning their journeys into school leadership.* ListenUp is a podcast for Kansas admins. Trevor explains how hosting a podcast can enhance your own professional growth. Stay Connected You can find Principal Trevor Goertzen on Twitter at his handle @SHMS_growdaily or listen to the KASSP Listen Up Podcast here.

Seven year ago, our son Jack was diagnosed with a rare disease. Kawasaki causes an inflammation of blood cells in young children. If untreated, it can lead to heart damage or death. He was hospitalized for two weeks. During that time, my wife and I sat many days watching medical teams work to bring down his fever and provide life-saving care.  His doctors, nurses, technicians – even those who cleaned his room – each played an important role and each did so with compassion. Even after Jack came home from the hospital, he told us how much he missed the people who gave him such incredible care. Lessons Learned from a Medical Team As a school principal at the time, I was struck by the lessons I learned from watching this medical team: * They were from diverse backgrounds, yet they shared a common goal.* They each knew their roles and executed them well.* They were committed to sound professional practice coupled with compassionate care. These are the same qualities that make great teams, including educators. Last school year brought these lessons home when schools across the globe pivoted to provide students with education options in the midst of a global pandemic. Challenges from 2020-2021 It was not an easy school year for anyone, and as I’ve spoken with educators, I’ve heard several common themes in the difficulties they managed: * Educators were exhausted with the constant change and higher demands.* Educators experienced decision-fatigue.* Educators felt like their own credibility was being questioned.* Educators felt like instructional outcomes took a back seat to other concerns. Lessons Moving Forward In addition to these challenges, I also heard these lessons from the past school year: * We are resilient and can do hard things.* Relationships still matter more than ever.* Strong instructional practice transcends time and place.* Teachers and students deserve strong leaders. As you face a new school year, it may not be with the same kind of optimism you had even a few weeks ago. Variants of the pandemic and unvaccinated populations are complicating the first days of school. I’ve listened as educators struggle with how to approach another school year that involves uncertainty.  Leading with SOUL Earlier this summer, I finished a book by Tony Dungy called The Soul of a Team: A Modern-Day Fable for Winning Teamwork. Dungy led the Indianapolis Colts to Super Bowl victory in 2007, and he became the first head coach to lead his teams to the playoffs for ten consecutive years.  He understands leadership and how to motivate great teams. In his book, The Soul of a Team, he uses the story of a fictional football team to illustrate the pitfalls of poor teams and the practices of strong ones. He uses the word SOUL as an acronym for four attributes of strong teams. These include: * Selflessness Dungy reminds readers that strong teams are made up of individuals who are looking out from the betterment of others. They are willing to sacrifice their own interest, invest the time necessary for growth, and compromise when necessary for the common good of everyone. * Ownership In a field obsessed with super stars, Dungy reminds others that teams are made up of people who each know their roles and responsibilities and execute them faithfully. Not everyone can be the quarterback.

Eric Sheninger is an Associate Partner with the International Center for Leadership in Education (ICLE). Prior to this, he was the award-winning Principal at New Milford High School. Under his leadership, his school became a globally recognized model for innovative practices. Eric oversaw the successful implementation of several sustainable change initiatives that radically transformed the learning culture at his school while increasing achievement. His work focuses on leading and learning in the digital age as a model for moving schools and districts forward.  This has led to the formation of the Pillars of Digital Leadership, a framework for all educators to initiate sustainable change to transform school cultures. As a result, Eric has emerged as an innovative leader, best selling author, and sought after speaker. His main focus is using research and evidence-based practices to empower learners, improve communications with stakeholders, enhance public relations, create a positive brand presence, discover opportunity, transform learning spaces, and help educators grow professionally in the digital age.  Eric has received numerous awards and acknowledgments for his work and is the author of seven books, including his newest Disruptive Thinking in our Classrooms: Preparing Learners for their Future. In this week’s podcast episode, Eric provides takeaways on the following: * The science and practice of disruptive thinking for student learning and how he has applied this mindset to his own learning as an education leader. * The four spheres of disruptive thinking: comfort zone, fear zone, learning zone, and growth zone. How he has found those concepts helpful for encouraging growth, not perfection in learning. * Ideas on engaging learners, including conversations sticky, personalized or collaborative instruction. * Final thoughts and ideas about disruptive learning as educators begin a new school year – even as they navigate uncertainties. Listen-in to this week’s conversation for answers and feedback on these questions and more! Thank you again for doing what matters!

This week, Jen Schwanke, author and education leaders, shares the second half of a conversation on Reconstructing Place and Space. With credit to Dr. Miller,  director of the EdD in Educational Administration and an assistant professor – clinical in the Department of Educational Studies at The Ohio State University, Jen probes into several questions his feedback has generated. Listen to the entire episode for more context, but here is a short summary of this week’s conversation: WDP: As a quick review, can you explain again the difference between space and place? Jen: Space is something abstract…you can’t touch it. Place is how we internalize space. In a nutshell, place is space with meaning. For example, your house is an actual place, but the aspects of your house that cause you to feel safe, warm, loved, happy, maybe sad, etc. all constitute your home as a space to you.  WDP: When we think how educators influence environments for student learning, how reconstructing space and place be helpful? Jen: We know we don’t have control of a lot of things that happen in our world. But we are in control of how we exist in that space. This is true for educators and students. Sometimes we get stuck in certain spaces and need to break free. My friend, Kevin, for instance reflected on his school’s dress code. He began to see how the dress code primarily corrected the dress of girls in his school more than on the dress of boys. He began to ask questions and rewriting dress code policy to encourage students to be their best but to rethink some of the social constructs that previously guided policy. WDP: That reminds of a story from a principal who told me she and began to question their practices on head coverings when she had two male students who politely challenged the practice. She began to consult students and her own teachers on what they believed worked best in their community. This led to a consensus to change policy. Jen: Leadership is a willingness to see a need for change and address it, where management is often about maintaining the status quo. Applause to school leaders who are willing to listen and apply solutions based on the feedback. With the right skills and the willingness to evolve, leaders have real opportunities to reconstruct practices. WDP: Let me play the devil’s advocate. Why should we be considering change when we’ve already had a whole year of change?  Jen: You’ve asked the essential question: Why? Not for a second do I think leaders need to push forward quick change. People do not change that is forced on them. They want transparency. They want safe and welcoming environments. But now is the time to be asking what we should keep or discard from all the changes that happened in our schools this past year. WDP: One of my trusted mentors, Superintendent Rick Thomas, would consistently ask our leadership teams each year where we wanted to grow. It can be stressful to think about change, but there are some areas each of us should be willing to reexamine for reconstruction. What other areas of change would you want leaders to consider in addition to the ones you mentioned in Part One? Jen: Examine your resources and practices and consider what may be evaluated and reconstructed in your practice: * Evaluating resources and texts for bias or exclusion* Not grading every single assignment; grading doesn’t validate learning. Instead, going for efficiency and quality rather than quantity; letting students seek their own feedback; posting answer keys and being thoughtful about how they are used; allowing retakes with proof of re-learning the conte...

This week, Jen Schwanke, author and education leader, shares thoughts on why education leaders should consider how ‘place and space’ play a role in learning outcomes. With credit to Dr. Miller,  director of the EdD in Educational Administration and an assistant professor – clinical in the Department of Educational Studies at The Ohio State University, Jen probes into several questions his feedback has generated. Listen to the entire episode for more context, but here is a short summary of the conversation with several applications for education leaders: WDP: What is the difference between space and place? Jen: Think about it this way: * Space is something abstract…you can’t touch it* Place is how we internalize space. In a nutshell, place is space with meaning* For example, your house is an actual place, but the aspects of your house that cause you to feel safe, warm, loved, happy, maybe sad, etc. all constitute your home as a space to you.  * Place, as a space, is fueled by memory and carries significant meaning (good and bad) for us. Simply stated, we have a relationship with place. We are nostalgic for places we have left, we protect places where we are, and we fully understand how to enact our lives in those places (e.g., where to play football, where to shop, where to fart).  * Place, as a space, is socially constructed, which means they have politics, emotions, and meaning What meaning does your school building have as a space for students, teachers, and parents?  Consider ‘Social Construction’:  What we take to be the truth about the world importantly depends on the social relationships of which we are a part. Sometimes that gets us stuck. Sometimes we need to break out of what we’ve already known to be the best way.  WDP: This is one reason our offices should be welcoming places where parents and others feel like guests, not intruders. For instance, our school had a habit of making a fresh pot of coffee and keeping water and sometimes fresh baked cookies on hand. How else should this influence the ways principals consider place? Jen: For principals, it’s usually about a place of belonging. Think about what that means for your school, your place, your space. What are some ideas and changes you can make? Consider the terms:  Leadership, management, and reconstruction. Only you, your staff, your community can speak to what might need to be reconstruction. But you’re the leader. What does that mean?  a. Is it your job to represent the ideals of your school community? b. Is it your job to adhere to best educational practice?  c. Is it your job to do what is best for students…at all cost?  Leadership is change/Management is holding down the fort.  As a leader, do you have the ability to step outside the your own culture? What roles do you play?   * historian – interprets current events against the backdrop of the past * anthropologist – finds meaning in the behavior of organizational participants* visionary – projects aspirations for others* marketer – models and provides ceremonies and routines WDP: What is reconstruction?  Jen: For me, it’s evolution. It’s adapting. It’s keeping those students in mind. Changes aren’t hard to defend if they are done for students.  Will: So, is there anything principals should consider reconstructing?  Jen: Some principals are grappling with students of color, transgender,

One year ago, June 4, 2020, D.J. Klein was a guest on the Principal Matters podcast when we shared advice for his first year as a school administrator. You can hear the 10 Tips for First Year Assistant Principals we discussed by listening to PMP:197.  One year later, D.J. Klein has finished his first year as Assistant Principal and Athletic Director at Terry High School, south of Jackson, Mississippi. As the 2020-2021 school year has ended for D.J., we reconnected to reflect on lessons he learned from his first year in the role of school administrator. Below is a summary of 10 new lessons D.J. generously shared: 10 Lessons I’e Learned in my First Year as Assistant Principal by D.J. Klein: 1) “Be aware of your strengths and weaknesses. Know your leadership style, natural strengths, and areas in which you can grow. Although it may seem elementary, having a strong sense of self-awareness of who you are will pay dividends as you develop relationships with more stakeholders than ever before. Take the time to take several personality tests (such as the one on 16personalities.com that is based on the Myers-Briggs theory) and speak to those who have worked close to you for a long time.” 2) “Be visible and accessible. While I was a teacher, my former superintendent once offered me this piece of advice as I prepared to enter the principalship: ‘If I come to visit your school and you are in your office, you better have a good reason for being in there.’ Being visible and accessible as a school leader to your teachers, students, and support staff throughout the day may sound simple, but it is essential. Although meetings, student discipline, and other matters will require your time, it is important to see and be seen.” 3) “Know available resources that benefit students. Learn all you can about the resources that are available in the community and allocate those resources to your students’ benefit. Although I am only a year into it, I am continuing to discover new resources that can be utilized to the benefit of our teachers and students.” 4) “Develop a routine and stick to it to the best of your ability. I learned very fast that there is really no such thing as a “normal” day for an assistant principal. Some days are very fast paced with many things on your daily agenda that need to be addressed. On the contrary, there will be some days when you are wondering why the day is going by as slow as it feels. Despite this, have a designated time frame set apart to complete specific tasks that require your attention: teacher observations, e-mails, returning phone calls from parents, etc.” 5) “Prepare for the unexpected. To piggyback on the last point: In the book ‘Extreme Ownership,‘ Navy Seals Jocko Willink and Leif Babin introduce the four laws of combat. After going through the school year in the midst of the COVID-19 pandemic, I’ve learned to prepare for the unexpected. Even if you take the pandemic aside, I am sure this is a rule of thumb that veteran principals will stand by. On the days that one is facing a large number of unforeseen circumstances (whether severe or minor), it is important to follow the third law of combat: ‘Prioritize and Execute.’ Prioritize the most urgent tasks and execute the means of getting these tasks knocked out.” 6) “Share your leadership with others. With the number of clubs, sporting events, extra-curricular activities, etc that are available on the secondary level,

Leadership requires relationships, understanding others, and negotiating through conflicts. This week I am privileged to share a conversation from Chris Zervas about his book, Bomb-Proof Constructive Feedback. Chris Zervas helps busy leaders improve their communication, leadership and employee engagement to impact their organization’s bottom line. Chris’s trainings have helped organizations increase efficiencies, productivity, and retention valued at hundreds of thousands of dollars by his clients. From Army National Guard Bureau, US Bank, and ConocoPhillips to small family owned businesses, Chris empowers leaders to communication relationally rather than transactionally. He is the author of the book, Bomb-Proof Constructive Feedback, and received his Master’s Degree in Communication from Wheaton College after graduating from the University of Oklahoma as a student/athlete. He has served two college communication faculties, worked in fundraising for over 10 years and has been trained in conflict resolution by the Administrative office of the courts of the Supreme Court of Oklahoma. Chris is a Cherokee Citizen and lives in Oklahoma with his wife and five children. In this episode, we discuss several takeaways, including: * Knowing the right time, setting, and delivery for giving critical feedback* Using praise and constructive criticism as leadership tools* Minimizing stress and major confrontation through effective communication* Knowing what must be present for feedback to be effective Now It’s Your Turn What are ways you are cultivating strong relationships with others so that hard conversations happen within the context of mutual trust? What is one practical step you take in the days ahead to reach out to others (before a conflict) so that you are building bridges that may help later (during a conflict)? Listen to the episode for even more takeaways! More information about Chris Zarvas and his keynote speaking, employee development and coaching can be found at ChrisZervas.com.

This week marks the end of June 2021, and just today I heard from a principal friend, Andrew O’Farrell,  West Islip Unified School District in Massapequa, New York, who is enjoying his first week of summer vacation. Other schools across the U.S. have been enjoying break since the end of May.  Wherever you are, I bet it is safe to say that graduation has been one of the most exciting times as you wrap up your school year. And 2021 has a special place of significance for graduating classes and the educators and communities who have served them through a year like no other. With that well-earned celebration in mind, I am really excited that Principal Samantha Bartrom from Coastal Academy High School in Oceanside, California, shared a link to her graduation ceremony with the Principal Matters Mastermind community and me. Watching her speech was a moment of poignance and sentimentality. In fact, I was so moved by listening to her words to her school community, I asked permission to re-broadcast the speech as this week’s podcast episode. As you listen, please give yourself permission to rewind the clock on this past year. Think about the lessons you and your school community learned together. Think about the resilience, hard work and dedication you saw demonstrated. And give yourself permission to congratulate yourself on being able to do hard things. Thank you, Samantha Bartrom and Coastal Academy High School for permission to share your speech with Principal Matters listeners. A copy of the speech script is printed below, or you watch the speech via Youtube at this link: https://www.youtube.com/watch?v=vVJULpj5ZL0 Good afternoon Class of 2021:  “Congratulations on making it to this momentous and special day — your high school graduation!  After this unforgettable and unpredictable school year, I am elated and grateful that l we are able to gather in person today to celebrate the resilient and inspiring Class of 2021.  I’d like to take you back to March 2020, your Junior year. On March 4, 2020 Governor Newsom declared a state of emergency. Out of extreme precaution, on March 13th, 2020, Coastal Academy High School transitioned to home-based learning until after Spring Break. At this point, COVID-19 was still very new. Some students were disappointed and even a little worried.  Others were not distraught at all. Perhaps you welcomed the break from your day to day grind and hustle. Maybe you embraced the opportunity to do school in your PJs or with your best dog or cat friend on your lap.  At that point in time, I don’t think any of us expected to spend 448 days doing the distance learning shuffle, pivoting back and forth between at-home, hybrid and in-person learning.   448.  There have been exactly 448 days since March 13, 2020. During those 448 days there should have been school dances, athletic events, spirit days, Food Truck Fridays and so much more.  Class of 2021: I am so sorry you didn’t get to experience all of the many rights of passage that come with your Senior Year.  Rather than focus on what you have missed or lost this school year, I’d like to draw your attention to just a few of the things you’ve gained.  In the past 448 days, the Class of 2021 has exemplified the true meaning of a self directed learner.  You set goals, created new routines & adjusted to Zoom class. I think we’d all agree the hands down quote of this school year is,

In this episode, Jen Schwanke, principal of Indian Run Elementary in Dublin, Ohio, and author of two books on school leadership, joined me for a conversation with two principals from the Principal Matters Mastermind community: Samantha Bartrom, Principal of Coastal Academy in Oceanside, California, and Erin Igoe, Assistant Principal at Piedmont High School in the San Francisco Bay Area.  Listen to episode 249 for part one of this conversation where we discuss a chapter of The Principal Reboot: 8 Ways to Revitalize Your School Leadership, by Jen Schwanke with the author herself. This week, however, we share conversations about women in leadership, imposter syndromes, and how to pursue ideas for your own career growth. In particular, I asked Jen to talk to education leaders considering their futures and what thoughts or advice she has for leaders who may want to write or tackle creative projects like she has. Jen responded, “I have talked to principals all over this country who ask me how I was able to write a book or teach university classes while being a principal. My answer is that I did not wait for these things came to me. I wanted a piece of me to work for myself, not just serve as a principal. For me, I needed to be a writer. I reached out to ASCD and placed a proposal. I connected with Will and it led to podcasting. I decided that I wanted to teach at the university level, so I reached out and asked. It’s hard to stick your neck out, but I encourage people if there is something you want to do, don’t wait for it to come to you.” Jen Schwanke also spends several minutes reflecting with Samantha and Erin about their dreams and passions, and she provides advice that may apply to any leaders. Listen-in to the entire conversation for more takeaways on ways to pursue your interests and ideas in your leadership growth, including leaders interested in writing or creative projects. Now It’s Your Turn As you think about your future in leadership, what questions do you have about taking action on your dreams or creative ideas? Feel free to reach back by email and let me know other questions you would like to explore in future episodes!

This week’s post is an encore episode I shared a few years ago. Since I’m hoping you can enjoy some well-deserved vacation this summer, I thought I would remind you why your time away from school may help you better serve your school. Photo by Holly Mandarich – Creative Commons No known copyright restrictions https://unsplash.com/@hollymandarich?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit 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,

On May 27, 2021, Jen Schwanke, principal of Indian Run Elementary in Dublin, Ohio, and author of two books on school leadership, joined me for a conversation with two principals from the Principal Matters Mastermind community: Samantha Bartrom, Principal of Coastal Academy in Oceanside, California, and Erin Igoe, Assistant Principal at Piedmont High School in the San Francisco Bay Area.  This entire school year, Principal Matters Mastermind members have been joining together once a week for book discussions, collaboration and problem solving. This week, two members joined me to ask Jen questions and discuss a chapter of The Principal Reboot: 8 Ways to Revitalize Your School Leadership, by Jen Schwanke with the author herself. Each principal discussed updates on closing out the school year as well as content from Jen’s book in Chapter 7: Revisit Operations. First, efficiency matters. As Jen says on page 134, “…if we are spending our time addressing repercussions of inefficient operations, then we’re not doing things we should be doing.” Next, consider the following issues that principals should examine for efficiency:  * Outdated practices* Overseeing technology* School safety and security* Transportation* Discipline referral systems and management* Staff allocations, schedules, and responsibilities In our discussion, we explored areas from the list where principals have been able to address and improve efficiency as well as areas on the list where your school experiences challenges and why.   At the end of this week’s episode, Jen Schwanke also shared surprising news of an upcoming position she has been asked to fill in the 2021-2022 school. Listen-in to find out the great news! Now It’s Your Turn As you step into the summer, I hope you are taking time to rest. As you think about the next school year, give yourself permission to dream about ways to make your work more efficient. You can check out other great recommendations in Jen’s book, The Principal Reboot: 8 Ways to Revitalize Your School Leadership. Thanks for doing what matters!