A Calling in Leadership

 When was the last time you were moved to emotion during professional development? I can’t say it has ever happened, until this past week. I was able to attend a Women’s in Educational Leadership k12 through Harvard University. I did not really know what to expect when I arrived, I mean Harvard…it carries respect. I have been looking at this class for a while and this year had the courage to apply. This class covered topics such as negotiations, Family engagement in schools, redefining yourself as you age, immigration, and much more. These sessions were taught by professors from many different colleges within Harvard. The women I was learning with were from all over the world and represented many leadership roles throughout school districts, both public and private. The honesty and vulnerability we all had with each other were so powerful! The superintendent down to the many principals in the room all came with the same goal- to learn with and through each other. Between the various backgrounds of the participants and the diverse experiences of the professors, we were able to gain perspective from these different viewpoints which added a layer of discussion that had me really thinking about my practice. 

This class was not solely focused on women, education, or even a specific type of leader. These classes were designed for people who identify with these categories. Did I feel a man would learn a lot in these courses? Yes. Would a man have felt attacked in these courses? I don’t believe so. We discussed the role women have in education and in leadership, we discussed the framework that is currently in place, and we discussed how we should respond to the constraints of the system. One of my favorite quotes from the course is, “ It isn’t your responsibility to finish the fight, but it is your responsibility to take up the fight.” I missed who was credited with the thought, but I loved the idea that the pressure to ‘fix’ the system isn’t mine alone. My job is to make gains for all; I strive for an equitable experience for all. 

The passion that was lit inside me is contagious, I have already had colleagues reach out asking about the training and if we can meet up to discuss all that I have learned. I have also reached out to a colleague to enroll her into my new plan. My social media presence documented my travels and my friends seemed to really enjoy the learning “tidbits” I shared each day.  I feel I am being called to do more, teach others, and guide others to be their best- outside of my role. I am thinking about what this will look like: “How can I make it accessible to anyone who wants to learn with me?,”  “How can I meet the different needs of people who might be interested in learning a few new strategies?” “ How do I get approval to do this within the district?” The ideas are swirling in my mind and I can’t wait to sit down at my (with my big monitor) and map out a plan. 

I really feel this is a point in my life where I will look back and see it as a catalyst moment for me. One where I am stepping out of my comfortable role and putting myself out there as the instructional leader and supporter I am. To show my strengths and skills, which is always better than telling them.

 Watch out world….Growth is happening! 

 

                It is that time of year…

 

The rooms are decorated, the halls are clean, and the lost and found has not one item lying haphazardly on the rack; the beginning of school is here. It does seem to come earlier and earlier each year, but I can honestly say it doesn’t make me sad- it is my favorite time of year. The butterflies that come with meeting a new group of students, the excitement of planning for a new year with all the possibilities, and knowing that I am the best teacher for the students assigned to my class; yes, the beginning of school is the best time of year! Even as the principal, I have the same feelings as I did in the classroom.

As a lifelong learner, I love this time of year. The learning we do as educators to grow in our craft is intense. We dive head-first into new ideas, refreshers on strategies that will be a campus focus, and individual student data. The overwhelming amount of information can be a struggle and how you organize all this information will set the tone for the year.

We have all seen the memes that poke fun at back-to-school Professional Development, administrators who are out of touch, and the fact teachers want to work in their rooms, but this is not the best frame of mind to return to school with. As an administrator, I see these tongue-in-cheek TikToks and Memes and laugh, but I also wonder, “Do my teachers feel this way?” “Do these teachers realize administrators put a lot of work into Professional Development?” “Do these teachers like when parents make these videos and memes about them?” My thoughts range from emotional to reflective; I don’t want my teachers to feel like their time isn’t valuable and respected. Back-to-School Professional Development is a vital time of year for us to set the tone for the year; of course, I want to maximize the time I have with my staff.

Things to think about in your back-to-school plan:

1.      Ask your teachers for feedback: What do they want to learn? Where do they feel the focus should be for the year?

a.      This does not mean you will be able to focus on what all staff members feel is important, but by listening to the ideas of your teachers, you will get a good pulse on what is important to them.

2.      Collaborative Leadership: As the campus leader you must make difficult decisions, but it is important for everyone to have a voice in their work.

a.      Looking at data as a leadership team, looking for trends, having conversations that drive growth within the team, and listening to multiple perspectives are vital for success.

3.      Clear is Kind: While many hate the getting up and interacting activities, many of these activities are necessary to build relationships within the different teacher teams.

a.      Is the “why” behind the activities being shared? If your teachers do not see the connection between the activities they are doing and the work they do it is your responsibility, as the instructional leader, to make that connection clear.

4.      Time: This is a gift that all educators covet. Allow teachers time to work on lessons, in Professional Learning Communities, on their grade level tasks, and in their rooms. It is important to give them time in all areas they have tasks to get done!

a.      There is LOTS of information that has to get to teachers, but really look at what needs to be face-to-face, what is necessary to get out before school, and what can just be an email, then design your plan to reflect this.

This is a magical time of year, even for the kids that act like they do not want to be at school. Seeing their friends, starting a year fresh, the hope that they will be successful, and the possibilities of what will be. Make this time as magical for your staff as you hope they make for their students; be the administrated that you wanted when you were in the classroom. Have a great year!