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

One of the biggest challenges for the a new school year is deciding how to mitigate concerns for safety while ensuring ways to still actively engage, support, and reach students. Photo by Kelly Sikkema – Creative Commons No known copyright restrictions https://unsplash.com/@kellysikkema?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit In this week’s podcast episode, Dr. Jeff Springer shares takeaways from his research on the power of P.L.A.Y. in schools and offers suggestions for school leaders to keep in mind as you serve either in-person or from a distance. Meet Dr. Jeff Springer Dr. Jeff Springer is a former Texas High School Head Football Coach and eleven-year veteran of the classroom. He is also formerly the Principal at Magnolia High School (2002-2016), in Magnolia, Texas. In 2013, he was selected as the State of Texas TASSP State Principal of the year. An educator for 34 years, Dr. Jeff Springer is now the founder of Spring Strategies LLC and the G.O.A.L. TEAM (Getting Others to Achieve Higher Levels), created for helping high school students and young adults to maximize their personal leadership potential. Jeff resides in Montgomery, Texas with his wife of 38 years. They have two children, and two grandchildren. Conversations on P.LA.Y. As a part of his dissertation work, Dr. Springer researched the power of play, especially at the secondary level. In this podcast episode, we explore how he turned those findings into an acronym for leadership takeaways: WDP: Let’s talk about your work with educators on understanding the power of play. What are the four tenets you teach using the acronym P.L.A.Y.? Dr. Springer: First is People. Everyone needs to feel connected. We all need others in our lives. Typically in life and in the workplace the greatest accomplishments have been obtained when a group of people all connected together achieves a common goal. Next is Love: Impressive empathy should be evident in the leader’s relationships. Even in the specific plans to consider team members deficiencies. Every individual should be able to establish their own plan of action with the coaching of the other team members and facilitators as well. “Impressive empathy should be evident in a leader’s relationship.” – as Michael Fullan says. Then Acknowledge: Great leaders find ways to acknowledge success in others and show transparency in their own failures. Transformative cultures thrive on acknowledgment of their most important resources – each other. Finally, Yearn: “Positive deviance” should be an aspect of the leader’s ability to see things differently. Throughout the process, each individual must have opportunities to express their concerns and need for support in the goal areas. WDP: How would you connect these tenets to the principal or school leader who is thinking about engaging his or her students, teachers or community members? Dr. Springer: During my dissertation, I interviewed 12 different secondary principals (assistant and principals) in the greater Houston area. 36 face-to-face interviews about their perspectives and experiences with the elements of P.L.A.Y.  The assumption is that at the secondary level, we don’t always emphasis play. There is also a gap in the research of play in secondary levels. The number one barrier was their leadership style. The challenge for leaders is to give yourself permission to “play”, use your strengths, and operate through engagement. 

As you think about your own leadership, I’m curious if you give yourself the kind of scrutiny you may give your own team members? In other words, are you allowing the kind of self-reflection where you first identify your own areas of needed growth before asking others to grow? These are the thoughts and questions I had in mind as I finished Dr. Muhammad’s book, Transforming School Culture: How to Overcome Staff Division (Leading the Four Types of Teachers and Creating a Positive School Culture), available now in its 2nd edition from Solution Tree Press. In this week’s podcast episode, Dr. Muhammad discusses takeaways from his book as well as his reflections on current events, including responses to racism and COVID-19. Listen to the podcast version for full context and feedback in this important conversation! Meet Dr. Muhammad Anthony Muhammad, PhD, is a much sought-after consultant. He currently serves as the CEO of New Frontier 21 Consulting, a company dedicated to providing cutting-edge professional development to schools all over the world. His tenure as a practitioner has earned him several awards as both a teacher and a principal. When he was principal of Levey Middle School in Southfield, Michigan, his school was recognized as a National School of Excellence, as student proficiency on state assessments more than doubled in five years.  His work has allowed him to work with schools across all U.S. states and throughout the world. Dr. Muhammad is recognized as one of the field’s leading experts in the areas of school culture and organizational climate. He is the author of several books on school culture and education leadership. Exploring School Culture WDP: As you study school cultures across the U.S., what do you see as a solution for struggling school systems? Dr. Muhammad: A great book, Tinkering Toward Utopia: A Century of Public School Reform Revised Edition by David B. Tyack and Larry Cuban, is an analysis of the American public school system from its inception. The infrastructure is solid. It doesn’t need to be dismantled; it needs to be improved. Although many students have great opportunities, those same options are not available for all students. What are the barriers keeping all students from having access to those options? This is where school leaders need to confront the systemic biases that often keep disablied students, second-language students or other margenalized populations pathways to those same opportunities.  WDP: Could you give listeners a quick overview of the four types of educators you identify in your research and the effects they have on school culture? Dr. Muhammad: How can schools with the same challenges end up with such different outcomes in reaching goals or failing to overcome obstacles? The answers are mainly sociological. The competing ideologies are seen in the cultures and sub-cultures within schools. Who carried the weight of influence determined who had the outcome. Healthy versus toxic cultures depend on four kinds of people:

On March 17, 2020, many schools across the U.S. began responding to the global pandemic of COVID-19 with school closures. Most school leaders were scrambling to figure out how to keep school communities safe while adjusting to a new norm. Jen Schwanke, Principal of Indian Run Elementary in Dublin, Ohio, was no exception. While her school community swung into action, she put everything else on hold as teachers, students and families transitioned to remote learning. Ironically, this was also the release date of Jen’s newest book, The Principal Re-Boot: 8 Ways to Revitalize Your School Leadership. Recently, Jen and I recorded a podcast episode dedicated to lessons learned during school closures as well as how principals can apply the lessons from her new book to this current crisis. Jen’s New Book In this is episode, we cover several topics, including: * Content helpful for re-booting a principals’ career* What the pandemic did it for us, to some extent* Shaking principals out of a rut* Ideas on rebranding, revamping instructional leadership, re-envisioning teacher potential, reframing data, revisiting operations, relaxing, rediscovering and reviving ourselves* Connecting common experiences* Relying on others’ experiences* Realizing we can’t do this alone! Handling Crisis Next, Jen shares some great reflections on how principals are not new to crisis. School leaders have been forced to manage many of the following: * Social injustice/racism* COVID-19* Natural disasters* School shootings* Illnesses/deaths of staff/students* Addictions* Student anxiety* Facility Issues* Inequities in school funding* Teacher misconduct* Changes in student discipline* Sexual assault* Bullying* Budget cuts* GRIT development* Trauma-Informed Strategies Remember the lessons you’ve learned from these many situations as you look forward to what is next… Cycles of Reflection Jen shares how a cycle of reflection can be helpful in three ways: * React: In every crisis, we first respond with both appropriate policy and emotion to ensure student safety and well-being.* Recover: Afterwards, we debrief and identify areas that need attention, people who need comforting, and practices that may need improvement.* Rebuild: Importantly, we must always move forward in growth and with new perspective, hopefully wiser and better able to serve students and school communities. This cycle of learning for leadership is essential if we are going to take care of ourselves and those we serve in whatever happens next. Recovering also means not going back to the way it was. We must allow what we experience to make us stronger. Leading with Equity Finally, Jen and I share personal reflections as school leaders are responding to new calls for eradicating racism and equity. We talk about the importance of loving those who are hurting most in our school communities. Lets’ Wrap This Up As you think about the common lessons you’ve learned in the past several months, allow yourself time to reflect on ways you plan to rebuild. What ways can you help your teachers and students through what lies ahead as you have helped them through other difficult times? You will not do it perfectly, but by keeping their best interest in mind,

Now that the dust has settled from distance learning, school leaders are asking: what worked, and what didn’t work? Photo by frank mckenna – Creative Commons No known copyright restrictions https://unsplash.com/@frankiefoto?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit How did you stay connected to people, or what important milestones did you miss? In this week’s podcast episode, Principal Jen Schwanke shares reflections on ways school leaders can look back at lessons during distance or remote learning. Making a list First, Jen talks about ways that leaders can reflect with a two column list: What we lost vs. What we gained. As you look back at lost opportunities like school parties, graduations, and human connection, it is important to acknowledge the loss. This also helps you continue to be real with your students, teachers, and community members while also remembering what others love about your school. At the same time, ask yourself what you gained. Perhaps your list includes: * An opportunity to do a new kind of job…* A break from discipline and angry conflicts…* An increase in gratitude for the small things…* A new way to look at challenges/opportunity… Options for next year Then we discuss options principals are considering for next year, differences in state and district guidance. School leaders must consistently ask: What is my role? Remember that one of your responsibilities as a school leader is to value ALL view-points: parents, teachers, students, community members, etc. Ask yourself, who are we trying to please? As always, you must keep asking what is best for students. But also, how does any plan you are considering also affect laws, parents, teachers? Your community members need to know you are not passing judgement on their different levels of response to pandemic restrictions or openings. They need to know you respect all opinions while doing your job to care for all students. Let’s Wrap This Up Finally, Jen shares a new motto she is adopting for the summer and semester ahead: Stop saying, “Yeah, but…” Instead start thinking, “Yes, we can.” Your school community will need someone who is willing to keep leading with optimism and positivity no matter what challenges are still ahead. Now It’s Your Turn Listen to this entire conversation for more perspectives, feedback and ideas on hybrid plans for the months ahead. What are some ideas you would add to the conversation? Email will@williamdparker.com with your feedback, and thanks for doing what matters!

Last week, my guests William Stubbs, Marlena Gross-Taylor, and Don Parker shared feedback on their personal and professional reflections around equity, racism, and inequalities. Panelists share powerful feedback on equity and racism. See YouTube version here. They each gave suggestions to help you decide how to respond in your own school community. In Part 2 of this discussion, they dive even deeper as they share several strategies, examples, and resources. Meet the Panelists: Marlena Gross-Taylor is the founder of Edugladiators.com, and provides education consulting and publishing services across the U.S. She serves as the Chief Academic Officer for Douglas County School District in Denver. William Stubbs is the Middle School Managing Director at UpLift Education in Dallas, Texas. He is a former Instructional Leadership Director, K-12 Principal, Dean of Students and Upper School Literature Teacher. He is also a co-moderator for the Twitter chat #BMEsTalk, each Tuesday night at 8PM Central Standard Time. Dr. Don Parker is a highly sought-after speaker and professional development provider. He is the principal of Posen Intermediate School in Posen, Illinois, just outside of Chicago. He is also the author of the new book, Building Bridges: Engaging Students at Risk Through the Power of Relationships with Solution Tree Press.  Discussions on Equity and Racism In this episode, we discuss three additional questions with summary responses below: What advice would you give to school leaders who are trying to reconcile the tension of leading as “neutral authority” while also leading with courage? William: * Leadership is not for the faint at heart. Your core values and mission must align with calling out injustice and inequities when you see them. First, make sure of your own awareness of implicit bias and power structures. Being prepared begins with being a learner yourself. Your public and private beliefs and practices must align. That begins with family and friendships. When you’re having these discussions there first, you’ve exercised the muscles you’ll need for leading public conversations. Next, create safe places by relying on others who are experts in social justice discussions. Marlena: * First, let’s call a spade a spade. Most leaders try to lead through appeasement. But compromising on your values means losing who you really are. There is no space to be neutral when it comes to racism and inequality. Be strong enough to say where you stand. Doing what is right for students always places you on the right side of a conversation. Make sure you are educating yourself in the literature and research. But this also includes having a leadership coach who can help you navigate organizational and situational roadmaps. Don: Being a leader is tough and having these conversations is challenging. Without challenge there is no change. Comfort and growth do not live in the same space. Yes, teachers have initiative fatigue, but cultural competency is not going away.

No community has been immune to conversations surrounding equity, racism, and inequalities. Panelists share reflections and ideas for school leaders. Go here for a video version via YouTube. As Marlena Gross-Taylor, one of the guests on this week’s podcast episode explains, these conversations have been going on for at least four hundred years. It seems this time, however, communities have reached a tipping point – with vast majorities of Americans expressing outrage, grief, and demanding change. How should school leaders be responding? What conversations, resources, and reflections can help you navigate these important conversations in whatever kind of community you serve – whether that is urban, suburban or rural? This week my guests, William Stubbs, Don Parker, and Marlena-Gross Taylor take time to provide powerful reflections, suggestions, and advice. Listen-in as they explain perspectives from their own personal responses as well as professional guidance. Meet the Panelists: Marlena Gross-Taylor is a dedicated and successful EdLeader with a proven track record of improving educational and operational performance. In addition to education consulting, she serves as the Chief Academic Officer for Douglas County School District in Denver. Originally from southern Louisiana, Marlena’s educational experience spans several states allowing her to have served K-12 students in both rural and urban districts. She has previously served as a Director of Secondary Schools, and has been recognized as a middle school master teacher and innovative administrator at the elementary, middle, and high school levels. She is a proud Louisiana State University alumnus and the founder of Edugladiators.com, that provides education consulting and publishing services across the U.S. William Stubbs is the Middle School Managing Director at UpLift Education in Dallas, Texas. He is a former Instructional Leadership Director, K-12 Principal, Dean of Students and Upper School Literature Teacher. William holds an M.S.A. from the University of North Carolina, Chapel Hill, and a B.A. in English from Shaw University. He is also a co-moderator for the Twitter chat #BMEsTalk, each Tuesday night at 8PM Central Standard Time, where educators from across the U.S. share ideas, research, and feedback on ways to encourage positive outcomes. Dr. Don Parker is a highly sought-after speaker and professional development provider. He is the principal of Posen Intermediate School in Posen, Illinois, just outside of Chicago. Previously, he was the principal of Lincoln Avenue School, a K–8 school in Dolton, Illinois, where he improved the culture, implemented a resilience program, managed the implementation of restorative justice, and increased attendance and student achievement.  He is also the author of the new book, Building Bridges: Engaging Students at Risk Through the Power of Relationships with Solution Tree Press.  Question #1: As you observe what is happening right around the world and in your own communities, what have been your thoughts and reflections both personally and professionally? Marlena:

Starting a new school year is like preparing for a marathon. Photo by Nadine Shaabana – Creative Commons No known copyright restrictions https://unsplash.com/@nadineshaabana?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit The journey begins with training long before the race begins. And once the race starts, you need a lot of endurance for the road ahead. School leadership is the same. As you enter summer, the ways you “condition” in the weeks ahead may help set the pace for the year ahead. A couple of weeks ago, I was contacted by a listener, D.J. Klein, from Jackson, Mississippi. He had just accepted his first position as an Assistant Principal and emailed me the following (that I’m sharing with permission): May 20, 2020: Good evening Mr. Parker, I hope all is well. I started listening to your podcast about a year ago and just wanted to say thank you for all of your hard work and insight. I wanted to reach out to you to ask your advice. I am about to start my first full time administrative role as an assistant principal at a local high school. I was wondering if you have any resources or tips for my first year? I have started Jen Schwanke’s book “You’re the Principal [Now What?]…,” and it has been great so far. Thank you in advance! When I reached back to D.J. to share ideas, I asked him if I could record our conversation to share with other potentially new administrators. For the next 35 minutes, we talked through several ideas that may be helpful for you or someone you know who is stepping into his or her first year as an assistant principal: Book recommendations First I shared a few book suggestions. Although I haven’t read the newest book by Principal Kafele, I’m hearing great things about it. The Assistant Principal 50: Critical Questions for Meaningful Leadership and Professional Growth by Baruti K. Kafele is a popular read among many new assistant principals I follow online. And based on the feedback I’m hearing, you should also check out his free weekly virtual meetings discussing the book. I also sent D.J. a complimentary copy of my book, Principal Matters (Updated & Expanded): The Motivation, Action, Courage and Teamwork Needed for School Leaders 2nd Edition by William D. Parker, with new school leaders. Although I cannot give it away to everyone, I like sharing it with many of the principals I coach. I began this book as I was finishing my ninth year as an assistant principal and was stepping into my first year as a high school principal. It’s a practical reflection on the meaning behind leadership plus practical how-to lessons. In addition, here are two non-education reads that may help you re-think approaches to organizational leadership: Good to Great : Why Some Companies Make the Leap… and Others Don’t  by James C. Collins is a study of the common traits among highly successful leaders – what they focused to lead successful organization and what...

Even in uncertain times, it is good to remember that positive ideas can come from even the most difficult situations. Photo by Júnior Ferreira – Creative Commons No known copyright restrictions https://unsplash.com/@juniorferreir_?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Juan David Campolargo, a seventeen-year-old high school student from Chicago, is no stranger to difficulty. Immigranting to the U.S. from Venezuela at age 14, he began to learn English for the first time, and over the past three years, he has become fluent in four languages, written his first book, and is preparing for college. Meet Juan David Campolargo Juan David Campolargo published his first book, Generation Optimism: How To Create The Next Generation of Doers and Dreamers, in December 2019. He was compelled to share his own story after reading an article about how Gen-Z students and millennials are generally described as pessimistic.  Based on his own story of overcoming the tragic murder of his father, he says, “The world will always have difficulties, adversities, and challenges that have never existed before. With all the negativity and pessimism, we may not be able to solve them. Unless we proactively create and encourage more people to be optimistic…we will never solve them.” When he’s not writing books,  he’s playing soccer, running, volunteering at the Museum of Science and Industry, or learning about science at America’s particle physics and accelerator laboratory. When Juan David reached out to me by email about his new book, I reached back with an invitation to be a guest on this week’s podcast to share about: * How students like Juan can learn to turn difficulties into opportunities. * What school closures have been like for him and other students, and the benefits of project-based learning.* Ways schools could better serve students by finding and encouraging them to purse learning through their own interests. * Reminders to educators that their positive or negative influences have exponential affects on the lives of students. Let’s Wrap This Up Another favorite quote of Juan David’s is: “A smart person learns from their own mistakes, but a wise person learns from other people’s mistakes.” Talking to him is a great reminder why we can all be optimistic about this generation of students. As you wrap up this semester of school, be encouraged that students like Juan David are still eager to make the most of difficult situations. Now It’s Your Turn You can find out more about him or check out his weekly newsletter at his website here. What students do you know who may benefit from hearing a student’s story of overcoming adversity? Check out his TedxTalk here and share it with others!

During school closures and remote learning, maintaining connection with students has been an enormous puzzle to solve. Photo by kenteegardin – Creative Commons Attribution-ShareAlike License  https://www.flickr.com/photos/26373139@N08 When 8th grade teacher Jena Nelson, from Deer Creek Middle School in Edmond, Oklahoma, switched to online delivery, she looked at this new difficulty as a new opportunity. Digging into her arsenal of costumes from her previous years as a drama and theater teacher, she decided that her students would have a surprise guest every day when they logged in for her composition lessons. These characters included a duchess, judge, detective, viking, and more. Meet Jena Nelson Jena Nelson is the 2020 Oklahoma State Teacher of the Year. She teaches 8th-grade composition and academic enhancement at Deer Creek Middle School in Edmond, Oklahoma. Jena is a 15-year educator and formerly taught theatre, musical theatre, and stagecraft.   A long time advocate for career-based curriculum, Jena has helped her students earn over 4 million dollars in scholarships and incorporates career readiness in all of her classes.  She has been selected twice to direct at the prestigious Edinburgh Fringe Festival in Scotland and Jena was also chosen as a presenter at  International Music Festival in Campina Grande Brazil. This year she was selected by Congresswoman Kendra Horn to attend the State of the Union Address in Washington, D.C.   Exploring Ways to Stay Connected In this week’s podcast episode, Jena discusses several topics that will inspire your own service as an educator, including: * Lessons in distance instruction from a teacher’s perspective, and words of encouragement for all educators facing similar challenges.* Examples of engagement in the normal classroom settings and how those ideas transfer to distance learning.* Why education is an inspiring career, and why Jena left performing arts to become a teacher.* The power of a trusting relationship to save a child from traumatic childhood and place her on the path to graduation.* How the partnership of relationship-oriented principals and teachers can create schools families. Let’s Wrap This Up As the fall semester begins, Jena Nelson will have the opportunity to travel her state as an advocate for Oklahoma teachers. She is thrilled to start her “revolution of morale” as she represents the profession she loves. But until then, she recognizes what sacrifices teachers, students and families have all made to finish out the school year. Staying connected has not been easy, but every effort to cultivate relationships has been worth it as everyone realizes the value of doing school. Now It’s Your Turn What ways can you encourage your teachers to give themselves a pat-on-the-back for rallying together in such difficult times? What ideas from distance learning do you plan to embed into your school practices even after anticipated returns to school next semester? If you’d like to follow Jena Nelson on Twitter, you can find her at her handle @oktoy2020.

School leaders share a common bond – whether you lead in an urban, suburban or rural setting. Photo by ChrisGoldNY – Creative Commons Attribution-NonCommercial License  https://www.flickr.com/photos/34325628@N05 During the last two months, I’ve also been thinking a lot about another common bond all school leaders now share: caring and serving from a distance. Whether your school is public, charter, or private – you wear many hats, including guiding instruction, ensuring school safety, or communicating with your community members. Although stories vary across the nation and world in managing closures and remote learning, many principals also have learned how to respond to students whose families have lost grandparents to COVID-19, parents who are sick, and students who are hospitalized.  Meet Patrick McLaughlin Principal Patrick McLaughlin This week I had the privilege of interviewing Mr. Patrick McLaughlin. He is Principal of St. Francis Preparatory School, the largest, private, Catholic High School in the country. Located in Queens, New York, his school community has been at the epicenter of New York’s battle with COVID-19. For some perspective, at the date of this recording, May 8, 2020, the U.S. had seen 1,248,040 cases of COVID-19 with 75,477 deaths. New York state alone has suffered 321,962 cases with 26,120 deaths. That means Patrick’s state has experienced almost 21% of the deaths that have occurred across the U.S.  Patrick is a frequent listener of the Principals Matters podcast, and two weeks ago, he sent me this email I’ve reprinted in part here with his permission: “So many of our people have experienced death, illness, trauma and heartache here in New York… I have been doing videos to our school community once or twice a week. In between I send them written updates. Communication is such an important tool for us right now and I try to make both upbeat and informative. I am actually running out of spaces in my house to shoot the videos from. One was actually from my laundry room. My parents and students and faculty are very appreciative of all the times I have reached out to them. Communication is huge!” I was touched by his email and reached back to him. Later we set up a time to share a conversation about the lessons he’s learning during distance learning. Patrick has been fortunate to have spent his entire career in the same school, first as a student, teacher, coach, department chairperson, assistant principal and now principal. St. Francis Preparatory School is a highly diverse school in a highly diverse community. In this week’s episode, he shares how his school has learned to come together through diversity. He also explains ways his students serve and work together with students from their neighborhood public elementary school. Throughout this episode Patrick also explains: * How COVID-19 cases have touched his school community and his own family* What steps he and his team members have taken to stay connected and communicate with students and famililes during school closures* Lessons he is learning that may help other principals trying to stay connnected to their own students* Advice he has for principals who may be facing similar scenarios in the weeks or months ahead* Lessons in grace he is learning to show himself and his teachers in these new ways of doing school* The dreams he has for the future when students and teachers can one day reconnect and be together

I don’t know about you, but it seems like every waking hour has been spent adjusting to a new normal, and the idea of relaxing almost seems unkind when you think of all the sacrifices people are making during times like this. Photo by Tadas Mikuckis – Creative Commons No known copyright restrictions https://unsplash.com/@tadasmikuckis?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit In Oklahoma, school leaders have been managing distance learning for more than a month now. I know it’s the same wherever you are. School leaders are wrapping up their semesters this month or next. Many are still unsure what the summer will bring. Some states are lifting restrictions on social distancing while others are still responding to rising counts of hospitalizations or deaths. During times like this, it’s hard to keep perspective. Most days I find myself pulled between two extremes… On the one hand, the quiet and solitude of working from home means less travel, more walks in my neighborhood, and more time to practice music – one of my past times. On the other hand, I find myself fretting over a crippled economy, knowing that budget failures in states across the nation will equal fewer dollars for schools on tough times ahead. Staying Focused on What You Can Control When I hit this crossroads in my own mind, I have to remind myself of two truths: One, it’s important to understand possibilities, data, and projections so that you are aware of what may be ahead of you.  Two, it’s important to remember what you can control and what you cannot. Although you are able to affect the moment you are in, you have very little control of what will happen in the future. Having said all that, I just want to remind you that what you’re doing today still matters. As Jen Schwanke shared in one of our previous episodes, be careful not to spend so much emotional energy on what may happen in the future that you miss out on the needs of today.  Your students, teachers, and community members still need you in the present to reach out, stay connected, and provide necessary supports. Taking an Emotional Break But leading from a distance can also be tiresome. And this week I have been growing a little weary talking about uncertainties. In some ways, conversations on COVID-19 become circular – like the 24-hour media stations that keep rehashing the same themes over and over again, looking for new spins on the same stories. It’s not that the news is not important. It is. But sometimes you just need a break from it.  That’s why I decided today to take a break from COVID-19 in the rest of this post. In what follows, I’m going to talk about something absolutely disconnected from COVID-19 or even school leadership.  Instead I’m going to share with you some samples of music recordings I’ve been creating the past couple of weeks.  Free Resources for School Leaders Now, the last thing I want to do is become the strange uncle you wish you had not invited to dinner because he wants to show you every photo from his last vacation. So if you don’t want to hear anything about my music, you can stop reading (or listening) right now!  In the meantime, please check out the nearly 200 other free podcast episodes on school leadership at williamdparker.com, or find Principal Matters Podcast on iTunes

When storms roll across my home state of Oklahoma, residents here have a few common reactions. Clouds over Owasso, Oklahoma, April 28, 2020 by William D. Parker First, we listen to the weather station. Oklahoma has the best storm-tracking radar systems in the world. Second, we check our storm closets or shelters to make sure we have a good place to hide if severe weather turns to tornado warnings. Third, we step outside to look at the clouds – an Oklahoma tradition that surprised me when I first moved here, but I now I’m like everyone else. Finally, we take shelter at the appropriate time, and when the storms pass, we go back outside to look for cool cloud formations or rainbows. The photo above is one I took after a recent storm. The colors and clouds were so stunning! As I think about my state’s storm season, I’m reminded that we also have school traditions this time of year. This season normally includes field trips, baseball games, soccer matches, proms and graduation ceremonies. But this spring 2020 none of those traditions are common. The COVID-19 pandemic has left us with a storm of changes for which we had not prepared any common practices. In this week’s podcast episode, Principal Jen Schwanke and I continue a conversation about leading from a distance. We discuss what it’s like to be a school leader in a time where norms seem to be constantly changing. Here’s a summary of topics we cover together: What are you doing for self-care? Starting something new is always hard. Jen explains how caring for horse reminds her that when things get difficult, you pull her up, adjust, and start over. As you are managing school and your own self care during these closures, take time to stop, adjust and start over as needed. How are you helping teachers adjust? Just as you have had to adjust to a new normal, your teachers (especially those with small children or dependent loved ones) have an especially difficult task. So give them permission to be flexible and be okay with what is possible, not what is perfect. Right now the mental health of your staff and students supersedes their academic progress. At the same time, there are lots of resources to support your teachers in preparing and creating diversified, differentiated instruction. Give yourself and others plenty of grace. Just like you are helping others accept a new norm, stop trying to everything perfectly. Find what works for your situation, talents, gifts and resources available, and do what works for you! When working with your community, show them grace too. Ask parents what works for them. Keep expectations fluid and rubrics flexible. It’s not the student’s fault this is happening. So this cannot be punitive. What about the gaps in learning? Stressing about the gaps is not giving your students or teachers enough credit for their resilience and ability to still learn. Let go of what you can’t control. Instead of worrying about what is next, focus your energy on what is happening now. Yes, you have to plan ahead as a leader, and you will face learning gaps when the time is appropriate. But don’t underestimate the abilities of your teachers to remediate and students to catch up when we again have the opportunity for face-to-face instruction. Let’s Wrap This Up Last night as I stood in my neighborhood watching storm clo...

If you’re like me, you’re probably still adjusting to a new normal. Photo by Andrew Neel – Creative Commons No known copyright restrictions https://unsplash.com/@andrewtneel?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Each morning I still wake up, walk the dog, or go for a run around the neighborhood. I login to my email and check my calendar for the series of meetings via Zoom or Google Meets. But life still doesn’t feel normal yet. School has always been a place marked by milestones. Normally, high school students would be celebrating prom and looking toward graduation ceremonies. Elementary students would be enjoying Spring field trips. Leading those same students from a distance is not the kind of “normal” anyone expected when this school year began. And like you, I’m still trying predict what’s next. I’m also curious what it has been like for you to lead from a distance? A Chat with Jen Schwanke In this week’s podcast episode, I had a chance to catch-up with Jen Schwanke, Principal of Indian Run Elementary, and the author of the books, You’re the Principal! Now What? Strategies and Solutions for New School Leaders and The Principal Re-Boot: 8 Ways to Revitalize Your School Leadership. We spent time reflecting on what it is like to lead from a distance, including challenges, encouragements, and ideas for staying connected.  Here is a quick summary of our conversation that may resonate with your own experiences: 5 Challenges with Distance Leading * The falling price of oil and spiraling economy will mean difficult choices for state governments, which in turn means schools, in months ahead. How do we stay positive even when anticipating more difficult times?* Distance learning has taken away what most students love about school but left them many with what they hate most about it. How do we still encourage them?* Educators are grappling with the reality of what it’s like to be given a completely different job for fourth months. Are we giving them the credit and grace they deserve?* Schools are presently unable to be on the front-lines of protecting student well-being. What can we still be doing to reach out to those most in need?* Communities are relying on food services and facing technology inequities – we’ve taken the lid off of essential supports schools provides. How can we advocate for those services to continue for all students? 5 Encouragements in Distance Leading * Educators have done amazing work delivering services in a very short time frame. We should be celebrating them.* Teachers are shining with their professionalism during distance learning, especially when leaders choose not to micro-manage.  Let’s remind our teachers they are still the most valuable asset for student learning.* Teachers must be trusted, and this time is no different. Yes, accountability still matters but leaders must show trust if you expect trust. * Look at your students and what they need, and let that be your focus in leading. When unsure what to do next, keep that focus in mind.* Do not compare your remote learning to someone else. Do what works for your school community and fits your strengths and abilities. 5 Ideas for Staying Connected with Students

This morning I was running a three-mile track around my neighborhood. Photo by Tikkho Maciel – Creative Commons No known copyright restrictions https://unsplash.com/@tikkho?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit As I passed the houses and occasional drivers, I felt a sudden kinship to my neighbors I’m not sure I’ve felt before. We don’t just share the same zip-code; we now share a common experience. And this experience spreads beyond our cities and states. We share a common bond across the entire world. If you think about it, we have only been in this distance learning journey a relatively short time. But it doesn’t feel that way. The first case of COVID-19 worldwide was reported in January. But none of us had any idea what would happen in the ensuing weeks. By early March, U.S. cases had been reported. Washington state was the first to close schools. And as the virus spread into a pandemic, U.S. schools across the nation responded with closures and implementation of distance learning.  In my own state of Oklahoma, March 25 marked the announcement from our Oklahoma State Department of Education that schools would close the rest of the year with distance learning plans beginning April 6. As I write this post on April 10, 2020, my family and I are in our fourth week of safer-at-home activity. And my children are finishing their first week of full-time distance learning lessons from their school.  Just as we all share a common bond with one another worldwide, as leaders, we also share common lessons during these times. When schools began closing and making plans for distance learning, my calendar quickly filled with Zoom meetings and phone calls from other leaders. As executive director for the Oklahoma Association of Secondary School Principals (an affiliate of the Cooperative Council for Oklahoma School Administration), I have had a front-row seat with leaders across my state.  I also coordinate with other state leaders through NASSP, the National Association of Secondary School Principals. And as a Solution Tree author and speaker, I also have colleagues across the nation and internationally with whom I collaborate. What lessons am I seeing from leaders during these uncertain times? Here are a five: 1. Relationships still matter now as much as ever. For principals with small and large school populations, I’m hearing the same feedback: Reach out to your people. Make sure they know you care about them and their safety and well-being. Above all else, assure your teachers, staff and students that you care and want to be available to help however you can.  Chris Legleiter, Principal of Leawood Middle School, Blue Valley Schools, just outside Kansas City, Missouri, talked to me by Zoom and said, “I’ll be honest that is the hardest thing I think for most educators. We are all about relationships, and it took me a few days to really understand those relationships are still there. Now it is all about understanding how do I adjust to still connect with people.” He explained more, “As the building leader, I have used videos as one way to connect.  I spent some time calling families one-on-one by phone. You can still write a note and mail it to someone’s residence. I think connecting relationships are still important, but I think that looks so different now in the virtual world. That’s what I’m trying to stay focused on what I cando, not what I can’t do.” 2. It still takes a team! Don’t carry the burden alone.

When Don Parker was a Dean of Students, he knew his students were struggling – especially those with high risk factors. Photo by Anders Jildén – Creative Commons No known copyright restrictions https://unsplash.com/@andersjilden?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-credit Don’s passion became simple and challenging: Find the best ways to help students be more successful. Through his doctoral dissertation and his practice as a school administrator, he narrowed his focus to two approaches: 1. Building relationships. 2. Providing authoritative counseling. Meet Don Parker Dr. Don Parker is a highly sought-after speaker and professional development provider. He is the principal of Posen Intermediate School in Posen-Robbins School District 143.5 in Posen, Illinois. Previously, he was the principal of Lincoln Avenue School, a K–8 school in Dolton, Illinois, where he improved the culture, implemented a resilience program, managed the implementation of restorative justice, and increased attendance and student achievement. He is also the author of the new book, Building Bridges: Engaging Students at Risk Through the Power of Relationships. In this week’s podcast episode, Dr. Parker covers several takeaways for serving serving all students: * How his school has responded to the COVID-19 closures and distance learning challenges. * How you must develop a relationship building mindset. * Why it is important to take an ecological approach in leadership.* Ways to promote “opening up” for yourself and those whom you serve. Building Relationships First, Dr. Parker explains practical strategies that will benefit teachers in building relationships and helping their students be successful in school and in life. These actions begin with mindset: a relentless effort to never give up. And this mindset is grounded in hope. As he explains, “Student must have hope that life will get better. And a leader must have hope that no matter how much resistance, my efforts will make a difference.” Don explains his own story as a college freshman and how his uncle convinced him to hold on to hope and see why his degree would help him acheive his dream of teaching and coaching. He also challenges leaders to “burn your ships” if you’re going to make signficant changes happen. Taking an Ecological Approach Dr. Parker also encourages an ecological approach, a term he discovered in his reseach. He explains how researchers view student behavior under three lenses: Lens 1: Epidemiological approach – This approach looks at DNA, physical or mental states that impact outcomes. Lens 2: Social constructivist approach – School practices, for instance, can be constructed to help students become more successful. Lens 3: Ecological approach – “Eco” means environment, and “olgy” is study of – and describes the culture and interventions that happen inside and outside of school. By working through an ecological lens, schools can address the whole-child. In Don’s experience, he found one out of twenty-five of his students came from a two-parent household family. Most children, especially boys, did not have positive male role models. Thus, Don started a mentor program for students and adults.