Transformative Principal
Discover the secrets of school leadership in this weekly interview podcast with top leaders in education.

Please take a moment to rate this podcast in iTunes or on Stitcher

Please follow me on Twitter: @jethrojones for the host and @TrnFrmPrincipal for the show.

Show notes on TransformativePrincipal.com

Download Paperless Principal.  

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Please take a moment to rate this podcast in iTunes or on Stitcher

Please follow me on Twitter: @jethrojones for the host and @TrnFrmPrincipal for the show.

Show notes on TransformativePrincipal.com

Download Paperless Principal.  

Direct download: 51_Establishing_Trust_with_Theresa_Stager_Transformative_Principal_051.m4a
Category:general -- posted at: 6:07pm MST
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Please take a moment to rate this podcast in iTunes or on Stitcher

Please follow me on Twitter: @jethrojones for the host and @TrnFrmPrincipal for the show.

Show notes on TransformativePrincipal.com

Download Paperless Principal.  

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Show notes on TransformativePrincipal.com

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Show notes on TransformativePrincipal.com

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Show notes and listener survey on http://transformativeprincipal.com

Direct download: 47_Mastery_Learning_with_Ken_Daly_Transformative_Principal_047.mp3
Category:podcasts -- posted at: 12:00pm MST
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Show notes at http://transformativeprincipal.com/ken-daly. Please take the listener survey at http://transformativeprincipal.com

Direct download: 46_Innovation_Team_with_Ken_Daly_Transformative_Principal_046.mp3
Category:podcasts -- posted at: 12:00pm MST
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Show notes at http://transformativeprincipal.com

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Show notes at http://transformativeprincipal.com

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Technology Workflows with Mike Rogers Transformative Principal 043

Mike is a principal of a pre-K–8 school. He is a great principal and also really great at using technology in unique ways. You can follow him on Twitter (@Techedvance). Spending a few minutes on his web site will teach you a ton about how to use technology to improve your professional practice.

  • Turning off the red badge for email notifications. Blog Post
  • Classroom Walkthroughs with Drafts
  • The Drafts app.
  • Dealing with things that come up through the day (do it now, or save for later).
  • Mac Power Users Podcast appearance.
  • Plain text notes held together by Dropbox is Byword, NVAlt, Fantasical all make him a better leader.
  • How to be a transformative principal: Find one way that you can use technology to do your job. If you carry around a smart phone and you can’t answer the question, how does my phone help me be a better principal, make it a goal to find out how it does help you do your job.
  • What keeps him inspired: The things in my office that remind me of my faith and my daughter starting in preschool at my school.

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Direct download: 43_Technology_Workflows_with_Mike_Rogers_Transformative_Principal_043.mp3
Category:podcasts -- posted at: 12:00pm MST
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Learning Whenever You Can with Mike Rogers Transformative Principal 042

 

Mike is a principal of a pre-K–8 school. He is a great principal and also really great at using technology in unique ways. You can follow him on Twitter (@Techedvance). Spending a few minutes on his web site will teach you a ton about how to use technology to improve your professional practice.

  • How Mike got into administration.
  • The difference between public schools and private (religious) schools. Doing more with less. Relying on fundraising.
  • We need to strike the right balance between instructional leadership and all the other stuff we are tempted to spend our time on.
  • The most important aspects of Mike’s leadership.
  • There is a little more flexibility in how things are done in the private school, and they are able to meet the needs differently.
  • How to challenge teachers to do better.
  • Hiring makes a huge difference.
  • We give teachers tools and an opportunity to learn on their own, share with their colleagues and grow.
  • What kind of people Mike is looking for as teachers: What is it about this age group of students that makes you want to teach them?
  • Systematic Podcast appearance
  • Mac Power Users Podcast appearance.
  • Why Mike likes to share what he is learning and doing.
  • The podcasts Mike listens to: 5by5 network (MPU, Back to Work, Systematic). Out of School, 99 percent invisible, Workflowing.

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Part 2 of my interview with Colin Andrews.

  • How Colin hires great teachers
  • Colin doesn’t ask any interview questions, he just listens to his VPs ask all the questions.
  • An online form for parents to fill out student’s absences.
  • How Colin inspires people to be the best they can be and ensure students have global, authentic connections.
  • Sister schools in China, Korea, Japan, mainland USA and Kodiak, AK.
  • How he gets connections with other schools in the country.
  • How he took the school from $800 in the bank when he started to $200K for materials and PD.
  • Global connections so kids can think about how to talk to kids across the ocean.
  • Goal to connect each class to two overseas classrooms.
  • Picks books relevant to his locale’s native culture and other native cultures in the other schools and share them with the students.
  • How Colin started connecting with the schools he partners with now (No mention of Twitter!)
  • How to be a transformative principal: Open doors for other people. “Give it a Go”
  • What keeps him going: his grandchildren.
  • Connect with Colin

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Direct download: 41_Give_it_a_Go_with_Colin_Andrews_Transformative_Principal_041.mp3
Category:podcasts -- posted at: 11:13am MST
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This week I interview Colin Andrews, principal of Blockhouse Bay Intermediate School in Auckland, New Zealand. Mr. Andrews is inspiring. He is doing so much cool stuff, we didn’t have time to get to everything.

  • We start by talking about the learning fellowship that Mr. Andrews did many years ago. A four way study looking at transition from elementary to middle and then to high school.
  • Forest, outdoor classroom, pest control, projects all directed by the kids.
  • Envirokids, through process of inquiry and student voice that create amazing things.
  • Pathway and other Envirokids project
  • It is the ability of the teacher to be able to spot a question and really pursue it.
  • Structure of envirokids: two-three blocks of time on Fridays, one teacher, about 30 kids.
  • Working days for the families, kids need to bring one parent with them to participate in the work day (on the weekend).
  • How to make manual labor sound exciting?
  • 4 Ethics - Academics, cultural, sporting, and service to the community. Recognized through everything they do all the year long.
  • Role of the advisor of Envirokids. One teacher teaches all academic subjects, so she changes her teaching on Friday to focus on the Envirokids.

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Direct download: 40_Envirokids_with_Colin_Andrews_Transformative_Principal_040.mp3
Category:general -- posted at: 12:00pm MST
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In part two of my interview with Jordan Collier, we dive into his plan for observations. Really informative stuff, and a good plan for any administrator.

  • Observations - daily schedule.
  • Jordan focuses on helping teachers when doing observations.
  • Attempting to alleviate fears of observations by building relationships.
  • How to facilitate a role-play to help teachers see what it is like to do an observation.
  • How a two-minute conversation can change a teacher’s practice.
  • The importance of set meeting times with teachers to talk about what they are doing.
  • The schedule process.
  • The greatest compliment in the world, “You’re never in your office.”
  • Trying to get kids to think you are following them because you are in their classes so often.
  • You have arrived when you are being invited to teachers’ classrooms.
  • How to have the positive conversation and still focus on improvement.
  • Dealing with uncomfortable situations.
  • Freaky Friday folder.
  • Staff Culture Check! Sign up fo
  • Leverage Leadership
  • Looking for consistency for staff culture check.
  • Friday newsletter.
  • What you can do to be a transformative principal like Jordan: Be obnoxiously positive about your school.

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Jordan Collier, the principal of Central Arkansas Secondary School is an amazing principal. We barely scratch the surface of what he is doing in this first part of the interview!

  • Jordan shares how powerful this podcast has been for him, especially the interview with Sam LeDeaux
  • How it is different at a religious school compared to a public school.
  • Discipline issues at a private christian school.
  • Using Bible study time to work on issues with students.
  • Telling the story of @CACMustangs. How the students get in on telling the story.
  • Mustang Missions. - Helping kids serve others, love them, and be there for others.

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Direct download: 38_Being_Positive_with_Jordan_Collier_Transformative_Principal_038.mp3
Category:podcasts -- posted at: 11:57pm MST
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Part two of my interview with Sam LeDeaux. You’re going to love it. Here is his blog

  • How to balance the need for caring about the teacher with meeting the demands of the state and evaluation system. Evaluation in two simple steps
  • Perspective of evaluation “your performance” vs. “service to kids”.
  • I want teachers to invite me in for lessons that could go any way and possibly be really different.
  • Leaders, strive to be the weak link
  • How Twitter has changed his practice. Parents want to observe the classroom to ensure they like what is happening only when you are not transparent.
  • Dedicating entire days to being in classrooms, while still managing requirements of his job. The more I am out and about, the less things there will be that pin me in my office. Goal: 8 full days in the class per month.
  • Sharing what he learns and fails at with the staff.
  • Inspiring Twitterers: @gcouros @justintarte @8amber8, chats, and anyone who is willing to share something is really inspiring.
  • How to be a transformative principal: be patiently perseverant.
  • What inspires him: his son, is he meeting his son’s expectations for school, because all his students are his sons and daughters!

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Direct download: 37_Evalution_with_Caring_with_Sam_LeDeaux_Transformative_Principal_037.mp3
Category:podcasts -- posted at: 12:00pm MST
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Sam LeDeaux is a principal at a K–5 school in metropolitan Chicago. His forté is working well with his parents and staff.

  • 62 staff members and 869 parents working together to make things happen!
  • Learning that people “somewhere” doing things were actually people who were doing these things right around him.
  • Twitter and Social networking have been incredibly transformative and empowering. [#mannschool](https://twitter.com/MsKCairns/status/497443796661960704)
  • Transparency is what makes him effective.
  • Parents suggest and respond to ways to make his school better through social media.
  • We can grow in ways that we never before thought was possible.
  • Continuous sharing and positive collaboration makes technology transformative.
  • You don’t need to have common planning periods to have time to collaborate.
  • How to balance the difficult issues with being transparent.
  • It is not about personal performance, it is about service to kids.
  • When it is seen as a personal attack, you shut down when you are evaluated. When you see it as improving service to kids, you don’t get upset.
  • Peer observations - invite and show the value.
  • We do not let schedules get in our way of improving and service to students.
  • What is the purpose of peer observations?
  • Evaluations should be about growth.

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5 Things to ROAR about with Shawn Davids Transformative Principal 035

Shawn is a principal in British Columbia and is doing some amazing things with technology at his school, including having kindergartners use iPads to create amazing projects. In this interview, we discuss the following:

  • What Shawn is most excited about relating to technology in his school.
  • Why do we use technology in schools?
  • Learning as scaffolding and focusing on learning first, and technology second.
  • Blended learning as having digital and physical tools in front of the student at the same time.
  • Powerful for learning are situations that capture what a student is thinking.
  • Shawn’s role as principal to teachers regarding technology in the school: Permission to try, permission to fail.
  • How to gain trust from your faculty. We are in a relationship business.
  • They need me to support them when they need support and challenge them when they need to be challenged.
  • Reflecting in front of your teachers and being vulnerable in front of them.
  • H/T to @ChrisWejr about 5 things to roar about blog posts.
  • Positive blog posts went from no big deal to students finding those positive events in the school.
  • Key elements to 5 things to roar about posts: celebrate success (student and staff successes) and give parents an idea of what learning looks like in our school.
  • What can we do to be a transformative principal? Mindset, tell the story of your school and do it wherever you are comfortable.
  • What reminds him about why he is doing this great work? For his own kids.

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The second half of my interview with Dr. Briscoe, the new superintendent of Canyons District.

  • The strengths of Canyons school district.
  • The importance of the involvement of families.
  • We should try to do what we are doing even better. Teacher and principal input needs to be truly valued.
  • Making sure everyone in the organization feels valued.
  • Honoring the past before you build for the future.
  • Principal qualities Dr. Briscoe is looking for: having a vision compared to implementing a vision. Humility. Accessible and visible. Patience. Admit mistakes. Regardless of the other person’s opinion, you need to respect the person and take their opinion or concern seriously.
  • Focus on the vision and goal of your school, just take the time to meet with people and explain your rationale.
  • Most of the time, if you explain what you’re thinking, the people who disagree are OK with your decision, even if they don’t agree with it.
  • Don’t ask people for their input if you have already made your decision.
  • How to deal with taking the hits: exercise, without your health, you can’t do anything.
  • The importance of being recognizable. Walk up and introduce yourself to people out and about, and ask them if they have school-age kids.
  • A school leader is a leader in the community. You must get out and meet with local clubs and groups.
  • The benefit of being from a small district and being involved in every department in the district.
  • How to be a transformative principal: Take a risk!
  • What is in his office to keep him motivated? A poster that says, “If you don’t climb the mountain, you can’t enjoy the view.”

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My (former) school district recently hired a new superintendent, and I was able to sit down and chat with him. I think he is just what the district needs and I am really excited for what he will bring to the table. We talked about the following:

  • Where Dr. Briscoe got his start in education and in administration
  • His diverse experience as a leader of schools that were from incredibly high-achieving to greatly struggling.
  • Engaging in the community by being involved in community issues (building new police station, hospital, etc.)
  • The political struggles that lead Dr. Briscoe to retirement from his school district.
  • Why he felt like Canyons School District was a good match for him.
  • Why it is so important to be out and about and seen.
  • How to build trust. Time.
  • What happened in the past, is in the past. Let’s not worry about it.
  • The culture he wants to create: Trust & Collaboration.
  • Honoring the past.
  • How he measures the success of his superintendency, not to be confused with his job description.
  • Why that measure of success is so important.

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My wife and I decided that we wanted an adventure a few months ago, and so we started looking around for principal positions that would be new and different for us. 

 

We found one! 

Direct download: DV-2014-07-19-211408.mp3
Category:podcasts -- posted at: 9:24am MST
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This second interview with Bob Sonju is really great. You will enjoy every minute of it! We talk about the following:

  • How to deal with cynical stakeholders.
  • Why people need to be ready to change to make things better.
  • How to make a good school even better.
  • Why you wake up with panic attacks in the middle of the night as a transformative principal.
  • The best time to change education was 20 years ago, the second best time to change education is today!
  • The excuses we make to not make changes.
  • There is no such thing as an optimal time to make changes, but we need to have a sense of urgency.
  • The state of Utah lost 19% of students (that didn’t graduate with a diploma). That is 1 in 5 kids! Unacceptable!
  • If you don’t find a better way… You fall back to how you did it before. We need to focus on using research-based best practices to help our students.
  • The importance of the Professional Learning Communities and Response to Intervention.
  • We don’t need to find new things, we just need to get good at PLCs and RTI.
  • There is no quick fix for schools.
  • We need to remove the things that
  • A super quick overview of PLCs and RTI in case you aren’t familiar with them. Based mostly on the work of DuFour and Eaker in Learning by Doing
  • What a principal can do to be a transformative principal today: Identify the research that drives your day-to-day work and recognize the sense of urgency we have to ensure that learning is not optional.
  • What he has in his office or a story: Simplify and focus. Story about teacher telling him that he is right in pushing forward.
  • How to get ahold of him (He is not on the Twitter, but he is willing to help you by giving his email address. Bob [dot] sonju at wash.k12.ut.us)

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Direct download: 32_PLCs_and_RtI_with_Bob_Sonju_Transformative_Principal_032.mp3
Category:podcasts -- posted at: 12:00pm MST
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Bob Sonju is the Director of K–12 Learning in Washington School District in Southern Utah.

In this first part of the interview, we discuss the following:

  • A little about Bob’s history and what he learned to help him become prepared for being a transformative principal.
  • Bob focuses on making sure all students are doing their best, not just particular subgroups.
  • What prepared Bob to be a principal: being a coach and a special education teacher.
  • What barriers prevent a school from being ready for change.
  • Three fundamentals that are needed to change:
    1. Why do we exist
    2. Describing a perfect school
    3. What are we going to do to make sure we get there!
  • Conversations about structural change take time and informal and formal conversations with teachers, students, parents, and other stakeholders.
  • All the voices have to be in the room!
  • Establishment of norms are critical for the success of our school, and while we want to hear everyone’s concerns, we will move forward with the will of the group.
  • The norms for Bob’s schools.
  • The need for “critical friends”.
  • How he deals with the fact of hearing that he is doing something wrong.
  • One of the best interview questions: “Anticipate a mistake you are going to make, and how you will resolve that!”

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This second part of the interview with Tom Whitford delves deeper into the great things he is doing. We discuss the following:

  • Working with 3 different schools
  • How he manages dealing with all that they have going on.
  • Dealing with the new teacher evaluation system using the Danielson model
  • What he has been focusing on as a leader in the three schools: PBIS and RTI.
  • What RTI looks like on a day-to-day basis in his school(s).
  • What ICE looks like at his school(s). What data they use, and how fluid their groups are.
  • Why some students might get less support by entering Special Education than if they stay in their intervention groups.
  • How to create opportunities for fluid movement and appropriate support between groups to meet the needs of the students.
  • WADITW (We’ve Always Done it this Way)
  • What advice would he give to principals? Relationships
  • How being out in the hallways is beneficial (even during parent teacher conferences).
  • What is in his office to motivate him? Great sayings in his office and his kids.
  • Voxer usage helping him communicate with other principals.
  • Shoutout to @gcouros and @mmiller

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Direct download: 30_Daily_RTI_Process_with_Tom_Whitford_Transformative_Principal_030.mp3
Category:general -- posted at: 12:00pm MST
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This week’s interview is with Tom Whitford, an amazing principal of 3(!) schools in Wisconsin.

  • His mentor that taught him a lot about how to be a leader and how to push yourself and others to be better, book reads, and more.
  • Professional Learning Communities in Tom’s ideal world.
  • PLCs require a whole philosophy change to be effective.
  • How to set the stage to be successful in having discussions with teachers. Power of change comes from stories.
  • Create opportunities for conversation.
  • How can administrators tell stories? Start with true stories. (Don’t make things up.) Provide opportunities for real conversation.
  • What can we do to make this work, and what will prevent us from being successful?
  • It is too easy for things to get said behind closed doors, and we need to address challenges early on, and then address issues as they arise.
  • Focus the conversations on continuous improvement on faculty meeting time.
  • “Jumpstart Fridays” - aides and others work with kids so they can do collaboration times.
  • How Tom gets teachers to feel comfortable sharing their stories with Tom and the other teachers.
  • Speed of Trust” By Stephen M.R. Covey
  • We don’t get better, unless we can talk about the mistakes that we made.
  • How Tom figured out that his faculty did not like his strategy for getting them to have fun with his emails. (Background blog post - “Learning with your mistakes”)

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My second part interview with the great Alice Peck. In this episode we focus on her new assignment as a principal of a Title I school in our district.

  • What is Alice going to take with her to her new Title I school?
  • What is Alice anxious about in going to her new school?
  • Why Alice is excited about change.
  • “If you’re not nervous, you probably shouldn’t be doing this!”
  • How Alice is going to overcome her fears.
  • “The greatest way to overcome fear is to face it and address it!”
  • How Alice will deal with building trust as fast as she can. Hint: you can’t speed up trust.
  • The importance of visibility as a school leader.
  • Modeling the kind of work ethic she wants her staff to have.
  • What advice does Alice have to be a transformative principal? Surround yourself with smart people.
  • What helps Alice focus on what is most important? (I forgot to take a picture before I left her office! I’ll see if you can send me one.)

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Today, I have the pleasure of introducing you to Alice Peck, one of the best principals I have ever worked with. You’ll love to get to know her in this episode.

  • How she came to be where she is at.
  • What she noticed coming from Texas to Utah.
  • What she really enjoys about how things have changed since she came to her current position.
  • How she got her staff on board right from the beginning with PBIS.
  • The art program at Oakdale.
  • The process of starting PBIS at her school. Practical advice of how to get things going.
  • How important it is to have the whole staff involved in school-wide initiatives (speaking of PBIS specifically).
  • Why an actual form for Office Discipline Referral form is important.
  • Where to go when processes are established and ready to maintain.

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  • How to manage time on social media with being a principal, doctoral student, etc. How to connect with others.
  • It is about connections that is most beneficial.
  • Connecting with Bill Ferriter and John Pederson
  • It isn’t about the tech itself, it is about the real.
  • Technology just helps you connect with others.
  • What Curt is most proud of that is happening at his school right now.
  • Remodeling his school thanks to a funding referendum his community.
  • Student-produced newscast. (Led by Crystal Brunelle)
  • His school’s Facebook page
  • Going out in the school and snapping pictures.
  • International Happy Day “Wouldn’t this be cool to do?” - said a teacher at his school.
  • People make stuff up on the Internet
  • Humility - Curt is constantly deferring praise to others and deflecting praise and comments to his staff and other people around him.
  • Strengths-Based Leadership Great book!
  • Great leaders need to be excellent listeners.
  • How Curt grew to learn about himself. Evaluating others.
  • Giving feedback that is based on what is seen in other classrooms, rather than, “When I was a teacher…”
  • We have to notice others around us.
  • Spend time to get to know people. Make sure you’re winning hearts and minds before you try to do anything.
  • We aren’t a bunch of independent contractor.
  • Techlandia podcast. And on Twitter - If you listen to this on Sunday, you’ll find something that you can put to use on Monday.
  • How to be a Transformative Principal: Be well read.
  • What motivates him: Nice notes from teachers, parents, students.
  • “You are responsible for the energy you bring into this space.”

Shoutouts: Bill Ferriter Solution tree Crystal brunelle

Direct download: 26_Building_Relationships_with_Curt_Rees_Transformative_Principal_026.mp3
Category:general -- posted at: 12:00pm MST
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Curt Rees Twitter is a tech-minded principal at Northern Hills Elementary School in Onalaska, WI. He is also one of the hosts of the Techlandia Podcast, a great education podcast.

  • Experience as a principal and a teacher around the country.
  • Why he has moved around so much.
  • Doctoral Program and how he balances that with being a principal and what he hopes to get out of it.
  • Clay Shirky Cognitive Surplus
  • Every single day I learn something about being a school leader.
  • The 4 C’s: Communication, Collaboration, Critical Thinking, Creativity
  • Ninja video by his kids. (And the Harlem Shake)
  • Technology as a tool that supports the kind of learning we want for our kids.
  • Voxer App. Sharing things a little more privately and allowing for a little more emotion.
Direct download: 25_The_4_C_s_with_Curt_Rees_Transformative_Principal_025.mp3
Category:general -- posted at: 12:00pm MST
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William D. Parker is the principal of Skiatook High School. His web site and Twitter. He has also done some amazing interviews himself. I have learned a ton from reading those, and I am sure you will, as well.

Due to technical difficulties, we recorded our phone conversation, so the quality is a little old school. But, I almost felt like a radio DJ with a call-in show.

  • What he learned as the Assistant Principal to the Principal at his school, who recently retired.
  • Bonuses for students who take all the assessments they are required to.
  • What skills he had to learn as an educational leader, that he wasn’t taught in school.
  • Key Responsibilities Areas from Entreleadership tells people who is in charge of what area. Here is his blog post about KRAs.
  • Michael Hyatt leadership podcasts.
  • How he has dealt with student loss. They have tragically had 2 student deaths this year.
    1. Excellent and a lot of communication.
    2. Be visible.
    3. Maintain as much stability as possible.
    4. Open to creative and spontaneous.
    5. Show appreciation to the kids who are present.
    6. Tried to communicate well to media.
    7. Allow yourself to grieve.
  • How he knew what the right thing to do was. Be part of a good team. Trust your people.
  • How he has established collaborative culture of trust.
  • Hiring great instructors and compassionate people.
  • Treat teachers how you would want to be treated. Shotgun blast of directives is not effective.
  • Relationships matter.
  • His blog rocks!
  • Give him some more followers on Twitter, because he has great things to say. I have learned so much from Will.
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Doug Robertson (Twitter) teaches 3rd grade in Southern Oregon.

Here’s his blog or media empire homepage.

Youtube Channel

Facebook Fan page

He is the author of “He’s the Weird Teacher” (paperback) (Kindle edition).

I interviewed Doug because I read his book and was really fascinated by it. I have learned that not everyone teaches the same way (DUH!). But, also, our own life experiences have taught us and shaped us into the people we are today. To be a great teacher, you don’t need to be like [Enter Great Teacher’s Name]. Doug and every excellent “popular” or famous or movie teacher have two things in common:

  1. A strong desire to be your own person, regardless of the status quo or anybody else’s judgments.
  2. A passion to help kids learn.

As part of this podcast, I want to start interviewing master teachers who are really great at what they do. I am especially interested in teachers that are great at making their kids enjoy class and learn life lessons, not just making sure they are acing the tests. ;)

Notes from my conversation with Doug:

  • He used to teach in Hawaii, so we talked a little about that before the official interview started, but it was fascinating, so I included it.
  • Teaching is a performance art
  • Acting vs. Teaching.
  • Importance of trust in teaching.
  • What happens in my classroom happens because I want it to.
  • To Principals: You hired me to do my job, now let me do it.
  • Chris Hardwick
  • How he takes away the opportunity to make excuses.
  • How swimming helped him learn to stop making excuses.
  • Why you can’t keep complaining without doing something to fix it.
  • It is OK to vent about kids. “But, my kids don’t give me much to complain about.” (That is because if they did, he would take responsibility for it!)
  • “My classroom is noisy because it has to be noisy.”
  • “My students are weird, what am I doing to make them weird.”
  • I give two cents on why I like a noisy cafeteria.
  • Some discussion on the term “digital native”.
  • We should call what we do “Practicing Education” just like lawyers practice law and doctors practice medicine.
  • How being a good teacher and establishing the basics allows us to know how we can change things up as we go along.
  • What kind of an environment does Doug need to thrive? Trust!
  • How trusting students is an extension of the trust from administration.
  • Teach Like Your Hair is on Fire by Rafe Esquith
  • How to have your own style. Don’t teach like someone else. Teach like yourself.
  • Some kids don’t respond well to the style of Doug’s teaching.
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What Makes it all Worth it with Chris Wejr Transformative Principal 022

 

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In this second part of my interview with the amazing Chris Wejr, we go deeper into the ideas of student discipline and learning. We also discuss some other cool things that are happening at his school.

  • Punishment. How to approach it correctly.
  • How do we help students with disabilities.
  • How to deal with parents of victims that are upset that there are not visible consequences for misbehavior.
  • If we don’t teach this child, he will continue doing this.
  • Following up with parents a couple weeks after an incident to ensure it is not still happening.
  • Restorative practices - should be tied to negative behaviors.
  • Finding opportunities for kids to serve others.
  • Be proactive to find opportunities to prevent problems that may arise.
  • FedEx Prep - giving teachers time to be innovative and productive on their own with their own passions.
  • Advice for being a transformative principal. “It comes from the teachers, of course. I can’t transform something in a classroom.”
  • Something in his office that motivates him. I asked him to send me the picture of him with the paddle.
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I was super excited to interview Chris Wejr. He is one of those principals that I have been following for a long time and his take on discipline and behavior is inspiring.

  • Moving from a lower SES school to a higher SES school.
  • If kids are driven by rewards, then they are across all areas.
  • It is very easy to go too far with rewards, and focus only on providing rewards for kids to “get us through the day.”
  • The problem with determining how to properly implement PBIS.
  • The complexities of correcting a student’s behavior by giving them a reward when they behave correctly.
  • How important it is to have sense of belonging to help students avoid negative behaviors.
  • Strategies to help students who struggle with negative behavior overcome those struggles.
  • It sometimes takes 2 years to get kids to overcome their struggles.
  • How to buy yourself some time to make decisions and help get through the day to make sure you help kids who are struggling.
  • The bouncy ball trick that worked for me every time after I interviewed him.
  • The difference between a program and a system.

This is a great interview. Chris is amazing!

Direct download: 21_Positive_Behavior_with_Chris_Wejr_Transformative_Principal_021.mp3
Category:podcasts -- posted at: 12:00pm MST
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Making sure the Brand Experience Matches the Brand Promise with Tony Sinanis Transformative Principal 020

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  • Why are we going to let other people tell our story?

  • What they believe in.

  • Every choice they make is thoughtful.

  • How Tony shares his story daily.

  • Storify - An example of how Tony uses Storify.

  • Cantiague Hashtag

  • Video updates

  • Touchcast app

  • How he shifted brand management from him to the staff and the kids

  • How to make sure the brand experience matches the brand promise. For example, here is an exchange between Tony and someone who knows what his school’s brand promise is:

  • Transparency has changed the relationship between the school and community.

  • PTA meetings have taken a new direction since they are so open.

  • Build it from the inside.

  • Faculty Enhancement opportunities instead of faculty meetings

  • How to be a transformative principal like Tony.
    1. It’s not about you!
    2. Stay current on research.
    3. Don’t take yourself too seriously, but take the work you do seriously.
  • What he has in his office to keep him focused on how to be the best principal he can be.

  • Jericho Schools

You have to make sure the brand experience matches brand promise As the principal, you need to be learning the most.

Direct download: 20_Making_sure_the_Brand_Experience_Matches_the_Brand_Promise.mp3
Category:podcasts -- posted at: 12:00pm MST
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A few weeks ago I had the great pleasure of interviewing Tony Sinanis. Little did I know, that he would be named the New York Elementary Principal of the Year! So, I interviewed him before he was famous. Tony Twitter is a great principal and one who is eager to share what he is doing well. He is also incredibly humble and self-aware. I hope you enjoy his interview. I sure learned a lot from him. Here is his BrandED podcast

  • Tony discusses his background and how he is a first-generation college graduate, and not only that, he is working on his PhD and already has two Masters!
  • Tony still keeps in contact with his first year’s class. Wow!
  • Moving into his first school. Tony’s humility recognizing that he wasn’t the right fit for the school.
  • Separating Tony the principal from Tony the Person.
  • Recognizing that his cultural perspectives that were wrong for his school.
  • The difference between white guilt and recognizing differences.
  • Education is more than just the Common Core and High-Stakes Testing. We are disconnected from what the real world is.
  • We try to make kids fit into this little box, totally discongruent to how the world works.
  • He calls himself the Lead Learner, not the principal, because there is a real difference between the two.
  • How Cantiague gives voice to the students.
  • He demonstrates his learning whenever he can. He pushes himself out of his comfort zone as often as he can.
  • The post about the term Lead Learner by Pernille Ripp
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It is about Relationships with George Couros Transformative Principal 018

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I had the great pleasure to attend (and present) the UCET (Utah Coalition for Educational Technology) Conference this last Thursday and Friday. While it was a lot of fun, it was also ver powerful and transformative for me. I solidified some educational philosophies and had some time to actually think about what I am doing every day and how I am inspiring (or not) my teachers. George’s keynote was very inspiring, but it was also practical, and I love practical presentations. I loved meeting George after following him for so long. This was a great interview.

One thing that was really awesome was that he made me wait a few extra minutes to ensure that he had gone through and read every single tweet about his keynote, and replied to those that he felt needed a response. it was amazing to hear him say three or four times, "Just a minute, I need to get through all these tweets. There were a ton of tweets!" 

  • His keynote called “Innovate! Create! Voice!” and what he was trying to communicate with that.
  • The importance of creating and sharing with others.
  • How he encourages teachers and principals to create and share.
  • What the remix culture is about.
  • Why it is important to focus on what is really helping kids.
  • What it means to be a school teacher.
  • If you don’t know what a hashtag and twitter are, you are illiterate. Why does George believe this?
  • How you can leverage your network to make things happen.
  • Why Twitter is about learning and sharing.
  • How do we do things when our leaders aren’t on board, yet?
  • We need people who are willing to push.
  • The one thing you can do to be a transformative principal.
  • Connected Principals ([#cpchat](https://twitter.com/search?q=%23cpchat)) and how to get in touch with him (follow him on Twitter: @gcourous)
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I had the great pleasure of speaking with Dr. Fidel Montero, the principal of Alta High School (Twitter) in Sandy, Utah. Fidel is inspiring from the first moment that you speak with him. He is incredibly smart, very caring, and wants students to be the most successful people they can be. Here is his TEDxCSDTeachers talk: Care. This is part two of my interview with him. I hope you enjoy it. We barely scratched the surface of what makes him transformative.

  • How he counsels teachers and puts them in their areas of strength.
  • How he evaluates himself and the initiatives he implements.
  • How he delegates and guides the implementation of his vision.
  • Michael Barber - Deliverology
  • Some missteps the school took as they rolled out some new initiatives.
  • How he responds when people complain about being overworked.
  • How he gets feedback from teachers.
  • What you can do to be a transformative principal. The President’s Club
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I had the great pleasure of speaking with Fidel Montero, the principal of Alta High School (Twitter) in Sandy, Utah. Fidel is inspiring from the first moment that you speak with him. He is incredibly smart, very caring, and wants students to be the most successful people they can be. Here is his TEDxCSDTeachers talk: Care

  • The Doctoral research that Fidel conducted for his degree in urban school management.
  • Parents pick up on who is being supportive, regardless of whether or not they spoke the native language of the parents.
  • The demographic shift that Utah is currently experiencing, and why he wanted to conduct his research in Utah.
  • Specific strategies for engaging and supporting Latino families in your school.
  • Microagression
  • The balance of talking about race when your race is either the same as your demographics or different.
  • How including multicultural families in your school and recognizing their heritage and history actually encourages them to feel more pride in your country.
  • His work with Greta Pruitt in Los Angeles Unified School District to teach parents to work together.
  • His thoughts on School Improvement versus CSIP plans.

Thanks for tuning in! Have a Good Life.

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Show Notes

Andy Greene is a transformative principal at Candlewood Middle School. We talk mostly about professional practice and professional development. Andy is a master at these two things. I learned so much from Andy, and I am so thankful he took the time to speak with me.

Here are some bullet points from our discussion:

  • How he ensures that teachers are continuous learners

  • How he ensures that faculty meetings are like miniature college courses.

  • How he uses backwards design for his faculty meetings.

  • How he ensures that teachers come to faculty meeting and make sure that they all get something out of it.

  • Mission and Vision Document

  • Professional Expectations Document

  • How he helps everyone see they are a member of a team.

  • What it means to bow low.

  • This:

  • How he has hard conversations with teachers and balances that with positive feedback.

  • When he decides to divulge information to teachers about how they are perceived.

  • The importance of having staff that can tell you how things are really playing out among the staff.

  • The intentional things Andy does to make sure his staff feels that they are in a comfortable learning atmosphere.

  • Seek first to understand before being understood.

  • How Andy would approach a staff that he needs to “clean up.”

He sent a bunch of stuff over to me, and sharing is caring, so here it is for you. First, he sent two files that I read from in the interview:

Expectations 2014 (Word Doc) - This document goes over the expectations he has for the staff at his school. Updated as often as needed, and discussed just as often. There are some great gems in this document.

Mission and Values (Word Doc) - This document discusses what the mission and values of Candlewood Middle School are. Again, there is some great information here.

PLCs (Word Doc) - We didn’t get a chance to discuss this document, but it includes a lot of great information about PLCs and some great quotes to get people thinking about them.

The following are emails that Andy sends out to his staff after each mini-university-course faculty meeting. You can tell that he spends time thinking about what to say to his staff, how to motivate them, and encourage a culture of learning. He pretty much never lets up.

An example of a “post-discussion” faculty meeting conversation

    Good discussion on objectives yesterday…[refer to the packet from yesterday for other examples]

A personal example to help clarify!

Faculty Meeting

Big Idea For the Year-Staff will understand that standards are not curriculum: curriculum needs to reflect best practice and user needs while also honoring standards. Essential Question-What is understanding? What follows for curriculum and unit writing? Faculty Meeting Instructional Objective-At the end of the meeting, staff will be able to identify the three types of “learning” for their upcoming unit: acquisition, meaning-making, and transfer.  

Other example

Big Idea: Student should understand that good readers employ specific techniques to help them make meaning of what the text says.

Essential Question-What do good readers do, especially when they don’t comprehend a text?

Lesson Instructional Objective-Student will be able to use identify the two persuasive techniques the author employs in  _____.

Let’s continue the discussion! A reminder…please have a manila folder for each faculty meeting so you can keep the handouts that are given out… Yesterday, there was a packet that we did not have a chance to get to but we will use it in October. To save paper, I do not want to make other copies!

Thanks

Andy

Another example of CC vocabulary for all classes…

Good Morning,

As I start to look at some of the assessments that faculty members are sending in, I want to encourage everyone to use the verbs we have discussed not only as you ask student questions in class, but how you frame your questions on assessments.   Here are some suggestions:

  • Instead of saying “Which inequality is represented in the graph below,” add the word “Evaluate” at the start of the sentence [e.g., “Evaluate which inequality is represented in the graph below, and pick the best response from the choices listed.”

  • Instead of saying “Which is the best title for the series of maps at right,” add the word “Suggest” [e.g.,  “As you look at the graph to the right, what would you suggest would be the best title from the choices below.”

  • In music, tech, art, LOTE, etc, use sentences such as “What conclusion can you draw from the information presented?” “In measures 15–20, cite the key signature and dynamic levels.” “Summarize the information regarding the best tool for this particular job and explain why it is the one you would recommend.” “Distinguish between the choices below; which country is considered to be the birthplace of the Spanish language.”    I encourage everyone to plan your lessons keeping the vocabulary words “upfront and center.”

(:

Andy

Cognitive/Conative

Per our discussion at the faculty meeting…

Whenever you can integrate the cognitive and the conative skills identified below into your unit plans, please do so. In addition to the vocabulary terms we have discussed, these are skills that every teacher can incorporate [where applicable]. Use your creative juices to determine where-in your content area-these would work best.

Cognitive skills are traditionally defined as those needed to effectively process information and complete tasks.  Cognitive skills are required for tasks involving retrieval, comprehension, analysis, and utilization of knowledge.  The majority of the practice standard skills from the CCSS are best classified as primarily cognitive in nature.

Conative skills are traditionally defined as the skills that allow a person to examine his or her knowledge and emotions in order to choose an appropriate future course of actions.  A useful way to think about conative skills is in terms of interacting with others and controlling oneself.

Within the framework, Marzano and Heflebower (2012) identified specific classroom strategies that teachers can employ to teach cognitive and conative skills in their classrooms.  This category included key words and phrases such as:

  • Construct arguments
  • Develop ideas
  • Build on others’ ideas
  • Integrate information
  • Respond to others’ arguments
  • Compare arguments
  • Explain flaws in arguments
  • Decide if arguments make sense
  • Decide if arguments are correct
  • Determine domains to which an argument applies
  • Clarify arguments
  • Improve arguments
  • Draw conclusions
  • Justify conclusions

To help teachers address this category of skills, we identified three specific cognitive strategies from the Marzano and Heflebower (2012) framework:

  1. Generating conclusions
  2. Identifying common logical errors
  3. Presenting and supporting claims

Another category of practice skills that we identified was perspectives.  This category included key words and phrases such as:

  • Points of view
  • Open-minded
  • Divergent cultures, experiences, and perspectives
  • Varied Backgrounds
  • Collaborate
  • Interact with others
  • Reflect
  • Step back
  • Shift perspective
  • Different approaches

To help teachers address these skills, we identified four specific conative strategies from the Marzano and Heflebower (2012) framework:

1. Becoming aware of the power of interpretations 1. Taking various perspectives 1. Interacting responsibly 1. Handling controversy and conflict resolution

In effect, we selected specific classroom strategies for each of the categories of practice standard skills that we identified in the CCSS.

Cognitive Strategies

Teachers can use the following ten strategies in the classroom to embed the cognitive strategies found in the ELA and mathematics practice standards into instruction:

1. General conclusions 2. Identifying common logical errors 3. Presenting and supporting claims 4. Navigating digital sources 5. Problem solving 6. Decision making 7. Experimenting 8. Investigating 9. Identifying basic relationship between ideas 10. Generating and manipulating mental images

Andy

Visible Learning…

Expert teachers can identify the most important ways in which to represent the subject that they teach.

In Visible Learning, it was shown that teachers’ subject-matter knowledge had little effect on the quality of student outcomes!  The distinction, however, is less the ‘amount’ of knowledge and less the ‘pedagogical content knowledge’, but more about how teachers see the surface and the deeper understandings of the subjects that they teach, as well as their beliefs about how to teach and understand when students are learning and have learned the subject.  Expert teachers and experienced teachers do not differ in the amount of knowledge that they have about curriculum matters or knowledge about teaching strategies but expert teachers do differ in how they organize and use this content knowledge.  Experts possess knowledge that is more integrated, in that they combine the introduction of new subject knowledge with students’ prior knowledge; they can relate current lesson content to other subjects in the curriculum; and they make lessons uniquely their own by changing, combining, and adding to the lessons according to their student’s needs and their own teaching goals.

As a consequence of the way in which they view and organize their approach, expert teachers can quickly recognize sequences of events occurring in the classroom that in some way affect the learning and teaching of a topic.  They can detect and concentrate more on information that has most relevance, they can make better predictions based on their representations about the classroom, and they can identify a greater store of strategies that students might use when solving a particular problem.  They are therefore able to predict and determine the types of error that students might make, and thus they can be much more responsive to students.  This allows expert teachers to build understandings as to the how and why of student success. They are more able to reorganize their problem-solving in light of ongoing classroom activities, they can readily formulate a more extensive range of likely solutions, and they are more able to check and test out their hypotheses or strategies.  They seek negative evidence about their impact (who has not learnt, who is not making progress) in the hurly-burly of the classroom, and use it to make adaptations and to problem-solve.

These teachers maintain a passionate belief that students can learn the content and understandings included in the learning intentions of the lesson(s).  This claim about the ability to have a deep understanding of the various relationships also helps to explain why some teachers are often anchored in the details of the classroom, and find it hard to think outside the specifics of their classrooms and students.  Generalization is not always their strength.

The results are clear:  expert teachers do differ from experienced teachers – particularly in the degree of challenge that they present to students, and, most critically, in the depth to which students learn to process information.  Students who are taught by expert teachers exhibit an understanding of the concepts targeted in the instruction that is more integrated, more coherent, and at a higher level of abstraction than the understanding achieved by students in classes taught by experienced but not expert, teachers.

Andy

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In this second part interview, Sharyle and I discuss the following:

 

  • Community helping out those who need it.
  • What the best parts are of having a new intern every year.
  • She answers the question of how to be a transformative principal. Look at the big picture.
  • She answers the question of what is in her office that inspires her. Then we talk about all the great ways she has involved her community in her travels, and how she gets them to see the big picture of helping others.
  • Because she is so involved in her community, she knows what skills and
  • Partnership with Apa Sherpa Foundation and Healthy Draper. Article about Apa Sherpa’s retirement
  • Going to Peru and involving the whole school.
  • Going to Africa and involving the community and school.
  • How she convinces parents and her community to get on board with her ideas.
  • How she connected Meet the Masters art program with music and dance.

 

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Establishing Roots in the Community with Sharyle Karren - Transformative Principal Episode 013

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Sharyle Karren has been a principal for the last 22 years! She has a lot of experience and this interview is a really great opportunity to learn from a great principal about how much she has helped students over the years.

In this interview, we talk about the following:

  • Her history as a principal and some of the trials she went through.
  • The common theme through her experiences is that she had a positive attitude and knew that the people she worked with were amazing individuals.
  • How she opened a new school, her current school.
  • Establishing positive community relationships.
  • How she went to each local organization and “dug her roots into the community”.
  • How she established walking field trips to further establish a positive community relationship.
  • How she manages intern principals. She has a great balance of allowing interns to make decisions, but making sure that they know that they need to talk to her. She gives them an opportunity to learn, but allows them the authority to make decisions
  • What things she keeps for herself and refuses to delegate to her AP or interns.
  • Challenges associated with training interns and Assistants.
  • How she establishes relationships with schools that are close by.

 

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I’m really excited about this interview with Eric Sheninger@NMHS_Principal.

Eric goes over the 7 pillars of Digital Leadership in his new book:

  • Communication
  • Public Relations
  • Branding
  • Student Engagement/Learning
  • Professional Growth/Development
  • Reenvisioning Learning Spaces and Environments
  • Opportunity

Eric talks about how his school’s journey and how that can be a template for changing from a mandate-driven school to one of empowerment.

Our conversation includes the following:

  • How social media has changed and pushed his view of the world.
  • What we don’t know we fear.
  • Why it is important to give students a voice.
  • How to get students to be the focus on the essential skill sets.
  • How to make learning for students applicable to their (and our) real lives.
  • How to change midstream from one way to do things to how he does them now.
  • We need to be the lead learners.
  • How to get all teachers on board with a vision (hint: it is all about mindset).
  • How he gives his teachers autonomy in what they are doing in their classrooms.
  • How making learning fun contributes to higher scores, graduation rates, and college graduation rates.
  • What you can do to be a transformative principal today. Get on Social Media and don’t reinvent the wheel.
  • What motivates and inspires him. His students. He has pictures on his walls in his office that help him focus on what is most important.

Eric talks about how he pulled 5 teachers aside in 2009 to instill his vision in their minds. He joined Twitter in March 2009, and so he really did have a change of heart. He shows that when he learns something new, he knows that it is important to implement it and change his life.

Have a Good Life.

Eric's Book Summary:

It’s time for the next generation of leadership. Digital leadership is a strategic mindset and set of behaviors that leverages resources to create a meaningful, transparent, and engaging school culture. It takes into account recent changes such as ubiquitous connectivity, open-source technology, mobile devices, and personalization to dramatically shift how schools have been run and structured for over a century.  Leading in education becomes exponentially powerful when using technology to your advantage.



Eric Sheninger—“Principal Twitter”—shares his Pillars of Digital Leadership to help readers:

• Transform school culture by initiating sustainable change
• Use free social media tools to improve communication, enhance public relations, and create a positive brand presence 
• Integrate digital tools into the classroom to increase student engagement and achievement 
• Facilitate professional learning and access new opportunities and resources

The time is now, whether you are a building level or teacher leader, to boldly move schools forward in the digital age.

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In this episode I have the great opportunity to interview Melinda Miller (@mmiller7571). I have followed her for a long time on Twitter, and I loved the podcast she did with @ScottElias called Practical Principals. That great podcast partly inspired me to start this podcast. I still haven't found a podcast that talks about the real issues that are facing to

Our conversation covers these topics:

  1. Positive intentions - how she approaches teachers who need to be corrected.
  2. Turnover and how she gets great people to come to her school.
  3. Her quick-start personality and how she shares results of her evaluations with the teachers.
  4. Adaptive schools trainings were conducted at her school, and here is more information about it.
  5. How she uses Twitter for her own learning and how she teaches others, she is a Twitter grandmother according toSpike Cook.
  6. How she uses Pinterest to help her teachers.
  7. Using a Voxer group of principals to talk a little more privately about topics that are
  8. Jethro's Twitter failure when he was a teacher.
  9. What is one thing a principal can do to be a transformative principal like you are?
  10. What is something in her office that is meaningful to you?

She has a lot of great information on her blog. If you read blogs by principals and you aren't reading hers, you are missing out.

Have a Good Life.

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Flipped Faculty Meetings, Technology, and More with Melinda Miller - Transformative Principal 010

In this episode I have the great opportunity to interview Melinda Miller (@mmiller7571). I have followed her for a long time on Twitter, and I loved the podcast she did with @ScottElias called Practical Principals. That great podcast partly inspired me to start this podcast. I still haven't found a podcast that talks about the real issues that are facing to

Our conversation covers these topics:

  1. How she gets teachers on board with technology.
  2. How she allows teachers to filter out what she says and when.
  3. She gives her thoughts on requirements for teacher's blogs, which are a requirement for her.
  4. How Melinda deals with the roadblocks of implementing new things (including technology).
  5. How she knows how hard to push her teachers, and what to focus on when she is pushing her teachers.
  6. How she allows her faculty to talk to her about when she is pushing too hard.
  7. How she implemented 1:1 Chromebooks in 4th grade when a bunch of other stuff was coming down the pike.
  8. How she prepares for the beginning of a new school year. (And here is the ASCD article on her flipped faculty meeting.) Keep your flipped faculty meetings short, to the point, and give teachers plenty of time to look at the information.
  9. Most important tip for starting flipped facutly meetings.
  10. How important it is to have video or audio to help people not misunderstand what they are doing wrong.
Direct download: 10_Transformative_Principal_010.mp3
Category:podcasts -- posted at: 9:00am MST
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In this second part of the interview, I am priveleged to talk with Doug Hallenbeck. Doug was recently named the Assistant Principal of the year from the Utah Association of Secondary School Principals. Doug has worked under four really great principals and he shares some great insight about how to be an amazing assistant principal.

I wanted to interview Doug because he has a great story. He is a thoughtful, caring, and transformative leader. He has been a guiding force in our district since its inception. We are very fortunate to work with him.

In this second part of the interview, Doug discusses:

  • How to attract and retain great talent.
  • A nice little side discussion about general trends in teaching hiring.
  • His advice for an assistant principal to be a transformative assistant principal like him.
  • What special thing he has in his office.
  • His experience discussing education with Chinese educational leaders.
  • How he makes parents feel good when their kids get in trouble.
  • What he suggests APs should do to be transformative Assistant Principals.

Here is more information about the Tier 2 retirement in Utah

You'll really enjoy this interview with Doug. He is amazing.

Let's make sure to give him a few hundred more followers on Twitter. He is @Hallen100.

Direct download: Transformative_Principal_009_-_Doug_Hallenbeck_Part_2.mp3
Category:podcasts -- posted at: 10:00am MST
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In this episode, I am priveleged to interview Doug Hallenbeck. Doug was recently named the Assistant Principal of the year from the Utah Association of Secondary School Principals. Doug has worked under four really great principals and he shares some great insight about how to be an amazing assistant principal.

I wanted to interview Doug because he has a great story. He is a thoughtful, caring, and transformative leader. He has been a guiding force in our district since its inception. We are very fortunate to work with him.

In this first part of the interview, Doug discusses:

  • How he got to where he is.
  • How he manages working under someone who has a different leadership style and may make different decisions than he.
  • The mentors that have helped him become a better leader.
  • Why he turned down a principalship and stayed as an assistant.
  • Advice for new principals from his perspective as an Assistant Principal.

You'll really enjoy this interview with Doug. He is amazing.

Let's make sure to give him a few hundred more followers on Twitter. He is @Hallen100.

Direct download: Transformative_Principal_008_-_Doug_Hallenbeck_Part_1.mp3
Category:general -- posted at: 10:00am MST
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In this second part of the interview with Jeff Paul, we will learn about:

  • How he handles the stress of being a principal
  • How you can be a transformative principal
  • Why you should follow the people below on Twitter
  • The special thing in his office

Jeff says these are the twitter accounts to follow:

@williamparker, @KleinErin, @principalspage (MichaelSmithSupt), @ToddWhitaker, @educationweek, @NMHS_Principal (Eric Sheninger), @drjolly (Darin Jolly), @principalJ, @andyrgreene.

Direct download: Transformative_Principal_007_-_Jeff_Paul_Part_2.mp3
Category:podcasts -- posted at: 9:00am MST
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Jethro is joined by Jeff Paul (@okprincipal), principal of Smith Elementary, where he had the unique opportunity to take over for a principal who had been there for the previous 25 years! 

In this part of the two-part interview, Jeff talks about the challenges and positives associated with his unique situation. He also talks about the evaluation system his district recently started. 

I hope you enjoy this. Please tweet, post on facebook, or email to share it with your principal friends. 

Also, if you have someone that you think is a transformative principal, please let me know who they are by emailing me at jethro.jones@gmail.com. Or you can hit me up on twitter @jethrojones

Direct download: Transformative_Principal_006_-_Jeff_Paul.mp3
Category:podcasts -- posted at: 10:00am MST
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Sandra is a great principal at Sandy Elementary. She has received numerous awards in her 7 years as an administrator:

  • Community Leader of the Year 
  • Rookie of the Year 
  • Distinguished Principal of the Year 
  • CITES Recognition 
  • National Board Certified Teacher

And, she is pretty much always being praised and recognized by her peers. I am fortunate to be able to work with her.

Here is Sandy’s web site and Twitter.

Big Goals: Wants to make people feel like they are at home-that her school is a family. Wants to be with the children as much as possible. Wants to provide a holistic education, especially to her disadvantaged students.

It is interesting to hear that she strives to really know her students, but is ok with not knowing every student’s name. I find this fascinating. In the last episode, Dr. Villar was very focused on knowing every student’s name. I don’t know that either way is the best method, but I do believe that their intent is the same. They both want their students to know that they are cared for and feel safe. That is what matters.

Direct download: Transformative_Principal_005_-_Sandra_Dahl-Houlihan.mp3
Category:podcasts -- posted at: 10:00am MST
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