Tag Archives: school leadership

Three leaders on schooling during the COVID-19 pandemic

It’s been almost a full year since the pandemic transformed our nation’s schools, and we find ourselves in yet another time of rising COVID-19 cases, hospitalizations, and deaths. Schools have seen nearly every possible iteration of virtual, in-person, and hybrid learning, but the leaders we work with have proven incredibly adaptable and graceful in the face of constant changes and stress.

Back in April 2020, we interviewed four leaders who piloted some of our tips and shared these video conversations. We recently followed up with two of those leaders and engaged a third to ask about their progress and lessons learned.

Watch our new three-part series with short videos from Jessica Nauiokas of Mott Haven Academy Charter School, Daniela Anello of D.C. Bilingual, and Jennifer Benavides of Fox Tech High School. What will they leave behind — and take away — from this incredibly challenging year?

Here are a few lessons from these inspiring women:

Ask how students feel before assuming they are ready to learn

Especially in schools that serve populations of predominantly low-income students and/or students of color, students may be under intense stress. They may have family members newly sick, out of work, or experiencing housing insecurity. Students may have more people under one roof than ever before, making it difficult to focus on learning. The adults in their lives are likely stretched thin and worried about events in the news.

All three leaders spoke of their intentional efforts to understand and address students’ emotional state and wellness regularly. For D.C. Bilingual, this meant checking in weekly on each family from March to June 2020, and doing so on a biweekly basis during this new school year. For Mott Haven, this has meant capturing students’ written and spoken feelings about dealing with the uncertainty in the world.

Fox Tech is piloting the Rhithm app to get a quick snapshot of how students are feeling and who has optimal capacity for learning. The tool allows the school to direct counselors or district social workers to those most struggling.

Some aspects of school or instruction may remain virtual even after the pandemic

For Nauiokas and her team, student-teacher conferences during COVID have seen higher rates of attendance and levels of parent engagement. Students can participate from home “at a time that’s convenient for the family,” she says, and the adult team can all join the line at the same time, helping students see the collective effort supporting their success. Mott Haven expects to keep these conferences virtual moving forward.

At DC Bilingual, Anello and her team are attentive to making sure students get a developmentally appropriate amount of screen time. She also believes that overall, student exposure to and mastery of technology will be beneficial in the long term. “It can help [students] navigate state tests that are on the computer,” offers Anello, in addition to giving them a chance to practice sharing their knowledge using slide decks and presentations, skills that will be useful throughout their schooling and careers.

Students need to be talking to one another

The loss of peer engagement and socialization is particularly tough for the youngest learners, so schools need to create ways for students to engage not just with teachers but with one another. These leaders have tried different virtual platforms for student-to-student engagement. Benavides’ teachers host break out rooms on Zoom or Google Classrooms, encourage students to leave comments on others’ work, and use the web application Pear Deck to allow students to engage back and forth.

Our video series is live here. If our team can support your school with curriculum, instruction, culture, or assessment planning, please contact us.

Five Lessons From a Year of Nutritional Coaching (That I Wish I Learned as a School Leader)

Last February (and not because of a New Year’s resolution, if you’re wondering), I decided to sign up for a nutritional coaching program with a trainer at my gym. Over the last 11 months, I’ve learned a tremendous amount. Yet what I’ve learned has very little to do with “diets” or figuring out what to eat. Instead, the program has helped me build some critical habits that not only helped me improve my relationship to food, they also helped me reflect on my time as a school leader and what I wish I did differently.  

If you’re resolving to be healthier in the new year, thinking about how to improve your school next year, or both(!), I hope some of the five lessons I learned can be helpful to you:

  1. Start with why, not what

Let’s face it: becoming a healthier person or improving a school is hard work. It’s hard to skip the chocolate cake and substitute carrots. It’s hard to hold teachers and students accountable to your high standards and way easier to just “let the small things slide.” Continue reading

We Don’t Know What the Superintendency Looks Like, and That’s a Problem.

This post is part of a week-long series about educator and leader pipelines. Read the rest of the series here.

We’ve talked a lot this week about the teacher pipeline. My colleagues have dug into issues like innate inequities in teacher hiring and the retention of high-performing teachers. There’s absolutely work to be done to ensure districts recruit, train, and retain high-quality educators, and we’re able to ground these efforts in demographic data, with insight into teacher and principal demographics from the Department of Education’s National Center on Education Statistics’ Schools and Staffing Survey. As we make efforts to diversify and expand our teacher pipeline, it’s valuable to know what our current teacher workforce looks like, especially on a state-by-state level.

First graders answer questions for a project about bees. Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

What we don’t have though, is reliable, state-level data on school superintendent demographics. While we look to improve teacher pipelines, we should not ignore leadership pipelines. And if we don’t know what our existing superintendent pool looks like, it can be challenging to determine how or even if that network could be expanded.

The American Association of School Administrators prints an annual Salary and Benefits Study, which includes survey data capturing school leader demographics. Unfortunately, the survey’s 15 percent response rate prevents it from being truly representative. While we can make broad estimates about the country’s 13,674 districts and their respective leaders based on national figures, there is not, to my knowledge, a publicly available data set of state-level superintendent demographics across race and gender. Anyone know of such a set? I’d love to talk: kirsten.schmitz@bellwethereducation.org.

These roles are powerful, and representation matters. If we can’t analyze broad trends in school leadership at the state level, we miss opportunities to highlight states with diverse administrators, as well as those which may benefit from targeted outreach and recommendations. The same questions we ask about educator diversity — like “is our teacher workforce representative of our student population?” — can be applied to superintendents. We could further answer equity questions around wage gaps, mentoring, and access to leadership opportunities. And finally, as several of the nation’s largest school districts scramble to appoint new superintendents from a finite applicant pool, this field landscaping work becomes especially valuable.

We can and should work to improve our teacher pipeline. But we should also strive to know more about our school leaders. Knowing where we stand is the baseline first step, and it shouldn’t be this challenging to get there.

What I Learned About Retaining Teachers From Having Done It Badly as a New Principal

Photo via Flickr user jeffdjevdet

This post is part of a week-long series about educator and leader pipelines. Read the rest of the series here.

As schools across the nation get back into gear, top of mind for principals and leaders is how to keep the teachers they’ve hired. I can tell you now: free coffee in the workroom, t-shirts during teacher appreciation week, “carrot and stick” methods, or other gimmicks by themselves don’t keep teachers. Teachers stay when they experience genuine care and investment from their school leaders and managers. Gallup’s well-known research, which led to the creation of the Q12 survey to assess employee engagement, points directly to the impact of a strong manager. Their research reiterates the common idea that “employees don’t leave companies, they leave managers.” Similarly, teachers don’t leave schools, they leave principals and leaders who haven’t been able to engage them. I learned this the hard way.

At the start of my first year as a principal, I hired a team of twenty one. By the end of the school year, only seventeen remained. Of the seventeen, only seven continued on into the following school year. While some of the seventeen were let go, I knew that too many of them had quit.

I felt frustrated and exhausted. I remember taking those seven remaining teachers out for dinner and asking them: “Why did you stay?” Their responses became my first leadership lesson as a new manager: They said: “We were the ones you invested in,” “we were the ones you trusted and gave leadership to,” and “we were the ones who you showed that you cared [about personally].”

This was hard to hear but true: these were the teachers who I invested in more, trusted, and encouraged, especially when they were struggling. I was thankful for this feedback. Moving forward, I tried each year to create this feeling for my whole team and not just a select few.

Here are some of the key changes I made and the ones I suggest to leaders:

Know the individuals on your team

No matter how big your school is, you need to know the individuals on your team. Know their strengths, areas of growth, interests, and aspirations. Ask about their significant others, kids, and life outside of the school — take a personal interest in them. Leverage a situational leadership style to tailor your support of them. Use your head and your heart when working with them. If you hired them, hopefully you care enough to see them not just as the teacher who teaches in room 202 but as a whole person.

Coach and develop your team

Make sure they have a coach who is providing personalized development, even if it’s not you. Ensure this is happening on a consistent and regular basis, and regularly make time to check in with them yourself on how their coaching and support is going. This includes joining coaching sessions to offer input and push the quality further. Plan professional development that is tailored and differentiated, whether that includes choice in sessions or structured pathways such as teaching fellow programs. Create stretch opportunities for them to grow in areas they may not even recognize as strengths yet.

Ask questions and listen to them

Be genuinely curious about their opinions and feedback, even if you don’t use all of it. Create the space for them to share constructive ideas and thoughts about improvement. Let them know when you have used their feedback or ideas. Gallup’s research affirms that employees who feel like significant contributors to their organization and believe their “opinion counts” experience a higher level of satisfaction in their workplace. If I had not taken my seven returners to dinner, asked them for their honest feedback, and genuinely listened to it, I would have missed out on a vital leadership growth opportunity for myself.

Be patient with them

Understand that they will make mistakes, drop balls, miss deadlines, arrive late, call out sick last minute, etc. Use these moments as a learning opportunity to reset expectations and plan for the future with them as opposed to becoming annoyed, holding a grudge, or looking for their next mistake. Keep the bar high and provide direction, support, and scaffolds to help your teachers get there.

Empower them

Create opportunities for as many team members as possible to lead and shape aspects of the school. Create opportunities for your teachers to start and lead initiatives that allow them to bring other aspects of their personal life into the school. This spreads leadership and ownership of the school while also enriching it with diverse perspectives and points of view. I remember the day my principal asked me to lead my grade-level team even though there were more experienced teachers on it. He and I didn’t know then that he had sowed the seeds of school leadership by recognizing something in me.

Show your appreciation

You should be your teachers’ biggest fan. Celebrate your teachers’ growth and accomplishments. And just like in an interpersonal relationship, don’t wait for Valentine’s Day or birthdays to show appreciation. Take a page out of the 5 Love Languages and demonstrate your appreciation in a variety of ways, like by saying “it was great watching you in action with your kids today…” or by genuinely spending time with your teachers. I fondly remember chatting it up with my teachers as they headed home after school.

Become the kind of manager our teams need us to be — our kids and communities can’t afford a revolving door of teachers.

Four Lessons for School Leaders from STEM School Principals

 

By Johannes Rössel [Public domain], from Wikimedia Commons

Career and technical education (CTE) is having something of a moment. An October Brookings report found that media mentions of the term, which commonly refers to programs teaching specific career-oriented and technical skills, have quadrupled in the past four years, and in 2015, 39 states instituted new CTE-related policies, many of which increased program funding.

While researching high-performing CTE programs, I was able to connect with two school leaders: Earl Moore, principal of Highlands, New Jersey’s Marine Academy of Science and Technology (M.A.S.T), and Jeff Brown, principal of Strathmore, California’s Harmony Magnet Academy. Both schools have a STEM focus, and while the institutions have their differences, four shared lessons emerged:

1. Career and technical education isn’t what it used to be — we’ve come a long way

When I think about vocational programs, I immediately visualize my own eighth grade shop class. It was a six week crash course — a literal crash, we hung drywall and then smashed it to patch it — and while I took away some foundational hammering and sanding skills, the background wasn’t connected to my eventual career aspirations.

But that’s not what many of today’s CTE programs look like, and it’s certainly not the case at M.A.S.T. or Harmony. In recent years, Harmony has added a student-run enterprise program, courses in biomedicine, and a summer coding camp targeting young women. Brown spoke to Harmony’s engineering program’s constant innovation cycle: “We’re always pushing the envelope to develop new opportunities for students; we’re constantly working to find a new way to make it more real.” Moore credited his school’s success to its ability to reinvent itself: “M.A.S.T. today is not what it was in 1981…the key to a successful CTE program is the ability to change with the times.”

2. Get you a program that does both — combining an academic core with STEM-centered courses prepares students for high-value jobs after college graduation

Both M.A.S.T. and Harmony pair traditional academic core classes with CTE-specific coursework. Both leaders found integrating a technical curriculum with a college prep foundation to be especially powerful. “Teaching academic subjects through a technical lens provides immediate opportunities for application, and students really learn at a higher level. We can’t be just a school,” says Brown. M.A.S.T. also combines CTE-specific experiences with traditional academies. All students take four years of Math, English, Social Studies, and Naval Science, but they also have the opportunity to learn on a 65-foot research vessel called the “Blue Sea.” In addition, all M.A.S.T. students participate in the Naval Junior Reserve Officer Training Corps.

3. Teacher preparation and professional development matter more than ever

Just as CTE has changed over time, how we teach it has changed, too. It’s critical for teacher preparation and development to evolve with the field. Moore links his staff’s ability to prepare M.A.S.T. students appropriately to an increase in ongoing professional development offered at the school and an awareness of the constantly changing skills and knowledge industry leaders are prioritizing, which are reinforced through partnerships with local businesses. “It’s an investment in money and resources,” he says, “but you need to give educators the professional development they need to achieve the goals of the program.”

4. It takes a village — and also local businesses — to get it right

No school is an island — not even a marine sciences academy. Both Brown and Moore underscored the support of local industry and community partners, from college professors to government officials, in developing their curriculum to align with workforce needs. Says Moore, “Vocational schools really need to be in tune with their local businesses.”

Region-specific programs can foster mutually beneficial relationships. Student interns are both learning and contributing to their community.

Researchers found high school CTE participants are more likely to graduate on time and less likely to drop out than students who do not take CTE courses. At the same time, some policy makers voice concerns around equity and access, as well as wide variation in CTE program quality. There’s a lot to unpack, but programs like M.A.S.T. and Harmony show positive student outcomes using hybrid vocational and academic curriculum are possible.