Are you crying?

 Being an administrator is overwhelming and stressful - you are constantly pulled in all directions by students, parents, teachers, the district, etc. You're making quick decisions and sometimes you throw to home instead of throwing the tying run out at second base.

 Then a parent calls to complain to you for 20 minutes. Or a student calls you a name. Or a teacher berates you for not responding quickly enough. Or you realize you have so many evening activities to supervise that you might not see your own biological children that week.

 I have a mantra for times like those:

 

  It's tongue in cheek, of course. There are times when you are so frustrated, angry, or saddened by the job that you have to let it out. The key, for me at least, is to recognize that you are doing the best you can do and making the best decisions you can make. And remember that every bad day will have a good day hidden somewhere behind it. Next time, you'll know to throw the runner out at second.

 Besides, crying just means you care.

- Sara

New Leadership

We have a new leader in at our school. It was very sudden. Tuesday we had a principal and by the next Monday he was gone. The school board transferred him away. The staff are upset because he hired many of them. He surrounded himself with people who truly care about the education of students. In the 3 months I've worked for him, I've thrived.

I'm a little more sad than I expected to be. I'm not a very sentimental type of person. I liked working with him though. He was the type of person you could easily take advantage of. He would often cry when talking about the students. Nobody every took advantage of him because you would be a terrible person if you did. Instead of making you do something; he would make you WANT to do something to please him.

I didn't always have that type of leadership. I worked for five years for a woman who was mean and unpleasant. She ruled by fear. I was lucky enough that she liked me but I resented her for the way she treated me and my peers.

I've learned that you can be an effective administrator and be kind. I had my doubts about "servant leadership". Through him I can see that it is the most effective way to lead people. When I'm a principal of my own school. I intend to look back and remember my experiences with this principal. I want to include his practices in my own leadership.

That being said, he's being replaced by a peer of ours. She graduated last year from this administration program. I can't wait to work with her because we share a lot of leadership viewpoints. We have a lot of positive things happening in our school for her to build on. The future is bright!

Internship complete!

While it is a great feeling to turn in your final internship log, this does not really mean we are done with this learning experience.  I found myself relieved to never have to turn in another log but still wanting to continue to participate in the internship experience.  I will continue to spend time at a variety of schools whenever I am given the opportunity to improve upon my skills.  While the internship experience may have caused some uneasiness in the beginning, now I feel a sense of excitement when stepping into a new building.  This is perhaps the reasoning behind the internship process.  It allows us the chance to be involved in a variety of situations and therefore build skills which provides confidence. I appreciate all of the inspiring administrators who allowed me the opportunity to learn from them.
-Nichole

The Trouble with Instituting PLCs

The Trouble with Instituting PLCs

I sat through the keynote speeches, excited by the prospect of finally bringing true Professional Learning Communities (PLCs) to my school. Having witnessed well-functioning teams around the state, I knew that this could be a powerful process for supporting student success. I had studied the PLC process in one of my classes at the University, and felt like I was going in with enthusiasm, but at the same time, with both eyes open. In another of my university courses we had read articles on the watering-down of PLCs, and pseudo-PLCs (most often in the secondary setting), which in the end rendered the term PLC practically meaningless. I was determined that with my help this would not be the case for this school.

At the end of the second day, my enthusiasm had begun to wane. Sadly, some of the sessions were disappointing – great content with dull presenters versus charismatic presenters with not much content. Following that, we were asked to meet with our teams to work on our implementation strategies. Everyone talking at once, bits and pieces of information flying around the table: a complete lack of organization. The third day was a half day, so the principal asked everyone to stay and work for a couple of hours again at that time.

Unfortunately, or maybe fortunately, that was the night I fell ill. The thought of two more aimless hours of disorganized brainstorming was more than I could bear. This is a frustration I feel in this “Twilight Zone” of being not quite a teacher, but not actually being an administrator. As a part of the administrative team, I would have had the clout to say “Hey, let’s not put the cart before the horse, and let’s start at the beginning before it all gets jumbled up and becomes one more great idea we tried and couldn’t hold on to.”

I’ve been afraid to ask how that meeting went, and no one has volunteered to share. Educators are an enthusiastic bunch in general, but often rush in without a plan, and not taking the time to realize that true change does not occur overnight, and normally not without some pain and sacrifice along the way. I think it’s time for me to gird my loins and find out where the process stands. I hope to yet be a voice of reason, and to share my ideas initially with the principal and maybe one or two others, with the dream of keeping the process on track so that the school will truly be a Professional Learning Community in every sense of the word. 

A Normal Day and Your Battle Face

One of the most interesting aspects of my experiences as an intern assistant principal is that I never know what will happen at school. Yesterday I walked through the doors with one meeting and a fire drill scheduled, followed by ten teachers that I needed to speak with before the end of the day. These were my three goals, did I actually accomplish them all? No. I went 1.5 for 3, the .5 is because I sat in on half the meeting before being called out of the room. It isn't that I didn't try to get everything done, it’s just that something else came up each time. On this particular day it was a visit from the University Neighborhood Partners, an ambulance visit for a student with a concussion, and a substitute teacher who seemed to think students were out of control when they left their seats to sharpen a pencil. Every day is like this. There is always something to do and somewhere to be.

                At first I hated this. It honestly made me feel completely unsuccessful. I felt like I was never able to fully finish something. As a teacher I could sit down and work through any problem, and usually in one sitting. As an administrator you don’t have the luxury. This has been a huge challenge because even though you are distracted from a task you have to finish whatever you start. The key is the ability to pick up where you left off like nothing happened, a good battle face is required for this. No matter what happens to have to seem unphased. It doesn't matter if a student swore at you or a teacher just had a break down in their classroom, when you leave the situation, nothing out of the ordinary just happened.

                I think that this is a skill that you have to develop, and it will take time. I now feel a sense of accomplishment when I can hold my battle face through a tough meeting or interaction. A good administrator should be in control no matter what the situation is. As I go through this journey I realize how important this is more and more. When you can’t predict your day you have to be able to predict your reactions or you will always be fearing what will happen next.

               

               

                

Power of Positivity

As future administrators it is important to remember that the staff as well as the students need the 4:1 positive to negative ratio.  We focus on this concept in the classroom through the knowledge of PBIS, and it can have incredible power over the classroom culture.  The same can be said for the staff and the school-wide culture.

Just as students, we as adults like to be recognized and appreciated for doing things in our lives.  If we are given the slightest amount of praise for doing something that may not have been pleasant for us, we will be more willing to continue the activity.  We should remember this when working with our school staff.  While we may give positive feedback following an evaluation, this is not enough.  It is important to let your staff know that you see and appreciate great things they are doing.  The praise does not need to be costly or take a lot of time.  A post-it note on their computer, a card in their box, or a quick conversation during breaks can go a long way.


Nichole

Saying Thank You

As an administrator it is important to stop, reflect, and say thank you to those around you.  A simple thank you note goes a long way to show the people who support the school and make it the wonderful place it is that you appreciate their hard work and dedication.  It is a simple way to build culture and increase morale.  The question is, how do you find time to write thank you notes, who should you write them to, and how to you make them sound sincere.

One way to make time is to block off time in your schedule once a month and choose between five and ten people to say thank you to.  By the end of the school year, you should have been able to recognize all staff members, some great parent supporters, and maybe some students.

You should write thank you notes to teachers, coaches, support aides, recess and lunch duties, custodians, secretaries, parents, community supporters, crossing guards, the PTA, and even that student who is frequently sent to your office because they were naughty.

It is important when writing the thank you notes, that you are specific and sincere about why you are saying thank you and appreciate their hard work and dedication to making the school a great place. You could say thank you to amazing staff members who help you through your day.  Thank you to the custodian for keeping the school so clean.  Thank you to the students who strive to do their best every day.  Thank you to the parents who trust you to teach their children the things that will help make them successful adults. Thank you to the teachers who put in all the extra hours to provide meaningful lessons for their students and serve on extra committees and after-school activities so the school can be a wonderful place.  Thank you to the recess aides, reading and math aides, the lunch duties, the lunch servers, crossing guards, for going the extra mile.

I don't know about you, but over the years I have saved every Thank You note that I have received from students, parents, co-workers, and administrators as a reminder that what I do is making a difference. I want the people who surround me to feel appreciated, and a simple thank you note can help me achieve this goal.

Connecting With the Community

One of the most valuable components of a school is the community.  Full of invaluable resources, supports, and organization, the assets of the surrounding community only further enriches the environment of a school.  The inclusion of the community into the school and its activities allows for support for students, teachers, parents, and stakeholders to collaborate and benefit the learning environment.  Coming from a private school where much of the guardians and supports were out of state, it has been a refreshing and wonderful experience to talk with and organize events that promote community relationships.

                There are many activities that can connect the school and community but one that recently inspired me was the literacy night at my internship school.  It was wonderful to see the teachers assisting in providing ingenious and alternative learning experiences and situations where reading and literacy were promoted to very welcoming and appreciative parents, guardians, and stakeholders.  The joy that the teachers expressed about this night really caused me to reflect how important it is for administrators to provide these opportunities for not just students and parents, but also for teachers and staff. 

                Building a culture within the school where connecting with the community is a priority supports a positive learning environment, open and honest communication with all involved, collaboration of educational and social supports, and ultimately student achievement support.  I have appreciated viewing these activities from the administrative lens because of the happiness and learning that the activities provide, but also to view the positive fallout of strengthening community ties.  While it takes planning, organization, extra hours, and of course a hiccup here or there, it really benefits the students.  And their benefit, after all, is why we do what we do.

Transformation

I have now spent more than two years learning about leadership in schools. With each experience I have in school leadership, a new dimension is added to the conglomerate idea I am forming of “Leader”. In the two years I spent earning my Master’s degree in Teacher Leadership, I really never saw myself defined as anything other than a teacher. Even as I began doing internship hours at the beginning of the summer, I still perceived myself as someone play-acting in the role of administrator.

            Two particular incidents recently have made me realize that this is starting to change. When a student ran away at the elementary while I was in charge, I automatically grabbed a walkie-talkie and some support and headed out to find her. And a few days ago when I was in charge of lunch intramurals, a young girl passed out and then had a seizure. I got her situated and sent students for help while her sister called home. She was only out for a few moments, but it was very frightening for her, not to mention very public. Her mother came to see me the next day to say that the girl had appreciated the fact that I was so calm and kind. The growth part for me in these two scenarios was the fact that I didn’t take time in my head to think, “What would an administrator do in this situation?” I just acted in the best way I knew how.

            Another situation that highlights my changing role was the faculty breakfast we served the other day. It was one of the first times that I felt I was truly part of a different pack. I admit I was a little nervous about how my colleagues would perceive me, knowing that I was not in a teacher role at all, but serving them as a leader. It did feel a little strange, but it didn’t feel wrong or awkward, so I felt that I was undoubtedly where I should have been, in the role of a leader.

            While I still feel like I’m not quite there yet in seeing myself as a school leader, I believe that the next step of interviewing for jobs and having to articulate my views and present myself as an administrator will help to push me the rest of the way in transitioning from teacher leader to school leader. As an unpaid intern there are many resources that I still don’t have access to, which is a frustration. When someone wants my help, I often have to tell him or her that I will have to get back to them since I can’t pull up information that they need at that moment. They often look confused, thinking that as an intern I have been given full privileges. I don’t think this is necessarily a bad thing, however, as I feel it is often wise to take time to deliberate and dig deeper into a situation before making a rash decision. I feel like my mindset is changing appropriately, and all of my experiences, from lunch duty to building the School Improvement Plan, have been valuable, and that I am on the right track for my future. 

Adulting

What do you do when you are the adultiest adult in the room?  Right now in all of our positions if we don't have the answer, we can say "I'll check with the principal and get back to you", but that road is quickly coming to a dead end.  What happens when we ARE the principal, the boss, the leader, the one with the answers?  Who do we check with then?  Because let's face it, we won't always have the answers right away.  This is an intimidating thought about leadership. 

One thing I have learned so far is that it's okay to not have all of the answers.  As Frank Shaw taught us, our go to phrase is: "Let me look into that and I will get back to you in 24 hours".  I've observed several administrators throughout my internship use a derivative of this phrase.  However, this is a fine line we walk.  We want to maintain control and confidence but still be transparent and admit when we don't have the answer and be savvy enough to know where to find it.  

I think it's key that we always remember to walk that line with a moral conscience and do the best we can, because at the end of the day, we are still learning how to be the adultier adult. 

-Michelle

Honesty

When assessing how to best lead a school, it is very easy to become engulfed with the different areas that are ever-present and stressful.  Data driven decision making, SAGE scores, instructional leadership, organizational and programmatic efficacy, and connecting with the community.  While all of these items are of importance, an experience I recently had revealed that simple practices can really assist in succeeding and meeting the demands of school leadership.  Interestingly, both practices that I want to discuss revolve around honesty.

I see changing the culture of a school to be one of the most monumental undertakings that a school leader can encounter.  Whether the changes be in instruction, programs, systems, or any other educational support, there will likely be ample resistance.  Instilling a culture of honesty to allow for open and truthful conversations to occur is imperative for progress to be made in schools.  This can look like talking with longstanding teachers about struggling achievement data, system effectiveness, or even the use of funds and the resulting outcomes.  Having a leadership priority where honesty is a core value of the administration and school is invaluable.  I appreciate the leaders that I have worked under that have modeled how honesty, as corny as this sounds, is really the best policy.

In addition to creating a school culture and value of honesty, a component of good leadership is the ability to be honest with yourself.  The willingness to identify points of improvement, failing or struggling practices, or even to change ways of thinking can all assist in helping students succeed.  Moreover, it can help in supporting faculty and staff in being honest with themselves as well.  With many accreditation, foundations, programs, and titles requiring self-assessment, the willingness to identify where improvement can be made, even if it includes your own practices, is needed.  Ultimately, the students will be the benefactors and that is the most important focus.

I appreciate the honest conversations with leaders, peers, and others that I have had.  As much of a hit to my ego as it may have initially been, I realize that the long term benefit will be the students, faculty, and stakeholders that I will work with.  Regular self-review and assessment will be a practice that I will continue to do personally and hope to inspire others to do as well.  With this momentum, I hope to create a culture within my school where honest and open conversations can occur.

When Valuable Staff Leave

It is never easy when you lose tremendous staff at your school.  I'm sure everyone can think of that staff assistant who genuinely cares about the school and students to a degree that is difficult to match.  They are the adult that the students gravitate to for academic and social support because of their kind heart and caring personality.

This past week we had this special type of staff assistant resign at our school.  This was a very difficult decision for her.  As acting administrator I was required to be with her as she was cleaning out her office.  It was difficult emotionally to see her pack up her belongings, some of which were thank you notes from students.  While my first instinct was to think of the students and how sad they were going to be when they realized that she was no longer with us, the administrator side began to think of the logistics.  I began to worry about how we were going to cover for all of the duties that she was tasked.  This is a difficult thing for an administrator that I never really understood until this experience.  

As a school counselor I was always surprised to see how administrators would act after excellent staff would leave the school for whatever reason.  It almost would seem as if they did not care.  Now I realize that is not the case.  Administrators are required to continuously have the entire school's best interest in mind and that may entail the quick posting of a position to ensure that the gap is as minimal as possible.  Of course they do not wish to lose incredible assets and do not look forward to the process of trying to fill the position.  There comes a point where you must be professional and put the priorities of the school above the emotions one may feel.  It is shocking sometimes when we begin to realize that we are starting to think as administrators in various situations.

Picking Your Battles

                One of the things that I have learned from my time in a middle school is to pick your battles. As a teacher it was very easy to control your own classroom. The students knew you, knew the procedures, and it was all in your control. If someone stepped out of line in my room they knew exactly what would happen. As an administrative intern I tried to be just as consistent but it quickly became apparent to me that the way I reacted in my classroom would not work in my new role.

                In my classroom I felt that I needed to address any behavior issue immediately, as an administrator this is not the case.  I have found that I needed to not only pick my battles strategically but also be very aware of where the battles will take place. For example, if a student walked out of my classroom as a teacher when they were supposed to be in the room I would immediately track them down and bring them back to the classroom. As an administrator when a student walks away from me in the cafeteria, it is not the best idea to immediately chase them down and deal with the issue.

Middle school students like a show and they like to be the star. If an administrator chases a student down in the cafeteria to bring them to their office that student has just put on and starred in their own cafeteria soap opera. The student decides how big the production will be and the principal is just along for the ride.

There are other options than being part of the spectacle. You must pick when and where your conversation with the student will happen. This may mean waiting until there aren’t other students around to speak with a student about their behavior. By waiting until you can have a calm conversation and without other students watching you can have a meaningful conversation that will not become a show for the cafeteria.

I know that this seems like a very easy concept, but the first time a student says “F*** you” to you in front of all their friends it becomes very difficult to think strategically. The key is to control yourself so you can control your situation. Pick your battles, don’t let them pick you.

- Erik 

Growing Leadership

BLOG POST # 3 Growing Leadership

“Leadership is communicating to people their worth and potential so clearly that they are inspired to see it in themselves” –Stephen R. Covey.

I have always loved this quote, because I truly feel that I am in the leadership role I am in today, because I had a leader see potential in me that at the time I didn’t see in myself.  I believe that good leaders build leadership in those within whom they work and interact with.

As I think about the position I hold and the future role as a principal. I think and reflect on this quote and the role I will now be taking in building leadership in those around me. I feel that it is important to a school for the school leader to know their faculty so well that you can see your faculties’ potential and begin to inspire and grow leadership within your organization.

This past week I was able to do some teacher observations. I observed new teachers and veteran teachers. I had to remember to put on my administrative eyes and observe these teachers with their effectiveness and delivery. This was interesting to me as I was no longer watching them for ideas for my own classroom. I had to make sure that I wasn’t being critical of how they spoke or delivered the lesson with my own ideas of how I would change or use things for my own teaching. As I went through my notes and comments on my observation forms. I began to think about my position as a leader and how am I supporting and growing leadership with the faculty in my school. I have an amazing leader who has been a great mentor and friend and I can truly say that because of her leadership strengths she is able to see the potential of her staff members and really takes the time to reflect on what it is she can be doing to help grow her teachers as leaders. She then takes those reflections and incorporates them into her post-conference observation discussions.

I know that this is an area that I need to develop. It is so easy during observations to be so critical of what teachers are doing or not doing. We may not be viewing the potential that our teachers have, or be providing support or opportunities for them to grow and develop them. It was really an eye opening experience for me.

-Alisha 

The Art of Balance

As I sit here writing this blog 4 days late, I find myself thinking about the art of balance.  Right now we are all balancing jobs, masters courses, internship hours, upcoming interviews, families, and friendships.  How do we make it work?  How do we get through each day making sure that our families know that although we are busy, we love them very much, and that although we are spending time with our families our job still needs to and will get done?  It's a hard lesson in life that I think we are all learning right now and it's important to keep in mind, that when we become administrators, it won't slow down. 
So the question is, where do we find this balance?  I think that this venture towards administration is as much a career move as it is a soul searching journey.  It's important that we find the peace within so that we can constantly be moving forward and maintain the balance.  For me, it's appreciating and taking in the little things, the mundane, every day, take advantage of things.
One of my favorite moments of the week is Saturday morning yoga and grocery shopping.  My husband and I go to yoga at 7:30am, this gives me an hour of no technology, just me and my mind.  After, we go to the grocery store.  It's empty still at 8:30 and I find myself enjoying the quiet calm of getting coffee, walking the aisles, and just talking.  We don't have the distractions of t.v., Facebook, work emails and household tasks, it's just us, walking and talking.
So my question is, what is your balance?  What is it that you do to make sure you get it all done without letting the rocks that are all of our responsibilities fall?
-Michelle

Searching for Support

As I have been traveling this path toward administration, I have found most of my experiences to be fascinating and challenging, frightening and fun. I haven’t done everything perfectly by any means, but I feel good about the choices I’ve made and the manner in which I have conducted myself. So far, I have been able to share these experiences with my family, my cohort members and my coworkers. As a person who functions and thrives on relationships, one of the most disconcerting pieces of information that has been brought forth continually throughout the program is the idea that administrators lead a lonely, isolated life. 

You are no longer the teachers’ friend, you are their boss. Silences will ensue when you walk into the faculty room. As the one who evaluates them, they will never fully be able to trust you again. I’ll admit that this type of admonition has caused me to second guess whether or not this is the right trajectory for me. Rather than give in and accept this isolation as inevitable, I decided to pay very close attention while working at my internship sites to see how the various administrators handle this challenge. I have been encouraged to see that there are apparently many ways in which administrators can build connections and support systems in their leadership roles.

In my district, new administrators are put in a cohort and meet periodically throughout the year to discuss the challenges and victories they experience throughout the year. As my principal was questioning whom to talk to about a particular conundrum, she went first to the junior high director. When she couldn’t reach him, her second go-to person was a fellow administrator and then a cohort member. The fact that most administrators get to work as a part of a team can be immensely helpful. The other administrators can be sounding boards, and can add their strengths to your weaknesses. 

I’ve also noticed that when administrators come together to supervise athletic events, they tend to capitalize on the opportunity to discuss how to handle various issues in school, from budgets to teachers to student achievement and climate. Several of the leaders I have observed have also made allies (if not friends) with several key teacher leaders in their school, and take advantage of their insider knowledge and different perspective when making decisions that affect the school. 

Therefore, I have decided not to let a lack of friendship and support be a concern any more. I think any job can be isolating if you let it. After all, we know that working collaboratively with our colleagues is the ideal way to improve student achievement as well as job satisfaction, yet how many of us know educators who still want to close their door and teach in isolation? This seems to me an area where we can make the choice to reach out until we find a pod to join that will be our sanity supporting refuge.

Beggars by Trade

In my internship experience this summer, one of the first tasks I was asked to complete was soliciting donations for meals for professional development. When the principal asked, my heart sank. The idea of calling businesses and asking for something for free was so completely out of my comfort zone. I asked my mentor for some guidance of where to start and began calling. 

As I dialed the first number, I was totally expecting to hear "no." But, to my surprise the very first business I called said yes! I was elated, it made my confidence shoot in the air, "I am amazing," I thought! However, after the business said yes, they wanted to know exactly what I wanted from them...in detail. 

Because I started the task expecting to hear no after no from the businesses I called, I had no idea what exactly I wanted from the potential business partners. I knew I needed food for forty people, but I had not thought about what that entailed. Luckily, I had a very patient business manager working with me. I told him I wasn't sure and that I just needed to feed 40 people breakfast, he asked me to look at their catering menu and to give him a call back. 

I was very embarrassed by this situation because in my nervous excitement to start this task  I had not taken the time to think about what it would entail. I had the opportunity to find three additional donated meals for the two-day professional development. I was turned down by many businesses, but by the end I had found all of the donations and gained a lot of confidence in how to approach a business to make a potential donation contact. So, to save any other future donation solicitor the embarrassment I faced I offer three pieces of advice. 

First,  if you are going to ask a business to partner with your school, you need a clear vision of what you need and a well thought out presentation that you can quickly put across. .  I learned quickly that I needed to research what the company had or could potentially provide and then ask for those specific products or services. I needed to make it easier for the business owner to say “yes” instead of “no.”

Second, going along with the first is to create a relationship of mutual respect. A big part of this is being organized, efficient, and professional in your dealings with the local business which have expressed an interest in helping the school.  Being well prepared for meetings with community partners is of utmost importance. Both parties in the partnership, the school leadership and the local businesspeople, have many commitments and like to feel that their time is not being wasted.

 Finally, It is important to establish the most appropriate methods of communication. Communication breakdowns can cause frustration and bad feelings on both sides of the partnership.  Having a plan for communication and a clear understanding of the best ways and times to be in touch with your business partner makes the relationship effective, convenient, and more beneficial to both parties.

Schools need community and business partners for many things. School leaders often have the task of “selling” their school, program or idea in order to gain support for it. Business partnerships and donations from the community are a way to help support the students and programs at the school. Creating these avenues of communication with businesses can create long term partnerships that can benefit both the school and the community.  

Happy Soliciting!

-Ellen