Dec. 22, 2024
Episode 10: Coach'EM Up Leadership Series: Establishing a Vision and Setting Expectations!
Fan Mail! Unlock the secrets to effective educational leadership as we explore the dynamic role of school leaders who, much like skilled coaches, inspire their teams through collaboration and empathy. Discover how to establish a shared vision, set clear expectations, and foster a culture of high expectations within your school. Through personal anecdotes, we reveal innovative strategies such as forming a school improvement team, addressing common challenges like cell phone usage and attendanc...
Unlock the secrets to effective educational leadership as we explore the dynamic role of school leaders who, much like skilled coaches, inspire their teams through collaboration and empathy. Discover how to establish a shared vision, set clear expectations, and foster a culture of high expectations within your school. Through personal anecdotes, we reveal innovative strategies such as forming a school improvement team, addressing common challenges like cell phone usage and attendance, and the power of collaborative problem-solving. This episode is packed with practical insights and humor, emphasizing that leadership is not about managing tasks but about inspiring a collective effort toward common goals.
In the latter half of this episode, we delve into cultivating excellence and accountability in schools by involving staff in the vision-making process, ensuring their needs are understood and fostering a supportive culture. We advocate for embracing a growth mindset and encouraging risk-taking among educators to innovate without fear of failure. Learn about the importance of modeling excellence and maintaining accountability through shared commitments, all while creating a positive school culture that celebrates milestones and recognizes success. By setting the right tone and leading with adaptability and humor, school leaders can create thriving environments where both teachers and students can excel.
Connect with Principal JL Click Here:
Want to be a guest on Educational Leadership with Principal JL?
Send Principal JL a message on PodMatch, here: https://www.podmatch.com/hostdetailpreview/1742787866678447e5bdb89c1
01:08 - Establishing Vision and Setting Expectations
16:54 - Cultivating Excellence and Accountability
29:49 - Creating a Positive School Culture
WEBVTT
00:00:10.051 --> 00:00:14.135
Hey there, educational leaders, it's great to be back with you guys today.
00:00:14.135 --> 00:00:17.771
Today we're going to continue our Coach Em Up leadership series.
00:00:17.771 --> 00:00:23.353
This episode is about establishing a vision and setting expectations.
00:00:23.353 --> 00:00:35.188
So we're going to kind of take a step back from what we talked about in the last episode and really kind of hone in on these couple of areas to try to help you become a better educational leader.
00:00:35.628 --> 00:00:42.469
Now, if you guys know, if you think about it, you know educational leadership doesn't have to be fancy.
00:00:42.469 --> 00:00:47.040
It doesn't have to be something that doesn't have to be fancy.
00:00:47.040 --> 00:00:48.043
It doesn't have to be something that you know.
00:00:48.043 --> 00:00:48.646
You have to make it difficult.
00:00:48.646 --> 00:00:51.854
Basically, what I'm trying to say is to be a good educational leader.
00:00:51.854 --> 00:00:54.503
All you have to do is be a good coach.
00:00:54.503 --> 00:00:55.485
All right.
00:00:56.188 --> 00:00:57.610
As a coach, what do we do?
00:00:57.610 --> 00:00:59.052
We have a vision.
00:00:59.052 --> 00:01:01.244
We create a vision for our team.
00:01:01.244 --> 00:01:04.751
We say, ok, this is where our team is at, this is where we need to go.
00:01:04.751 --> 00:01:08.039
For our team, we say, okay, this is where our team is at, this is where we need to go.
00:01:08.039 --> 00:01:15.673
But how you do that is you have to work with, you have to collaborate with your coaching staff and you have to collaborate with your players.
00:01:15.673 --> 00:01:17.177
You have to create buy-in, all right.
00:01:17.177 --> 00:01:20.766
Then you got to embed the things that you do in practice.
00:01:20.766 --> 00:01:25.768
You know, and that's part of building that culture you have to lead by example.
00:01:25.768 --> 00:01:34.725
You always have to be able to adapt from one thing to the next because, you know, in coaching things change and you have to learn to adapt to that.
00:01:34.725 --> 00:01:45.411
And then you got to celebrate milestones and with that you also got to set expectations within your team so you can get the results that you want.
00:01:45.411 --> 00:01:54.933
Now, if you take that type of mindset as a coach and apply it as an educational leader, there's really no difference.
00:01:54.933 --> 00:02:01.373
Okay, leadership and education isn't about managing the day-to-day task all the time.
00:02:01.373 --> 00:02:06.451
It's about inspiring your team to aim higher and move forward together.
00:02:07.441 --> 00:02:21.901
So in this episode, we're going to break down how to craft a shared now keyword shared vision and foster a culture of high expectations in schools using collaboration, empathy and you know what Even humor.
00:02:21.901 --> 00:02:31.409
First thing we're going to talk about today is we're going to talk about creating a shared vision.
00:02:31.409 --> 00:02:34.673
Now, listen to what I just said.
00:02:34.673 --> 00:02:39.157
I'm talking about creating a shared vision.
00:02:39.157 --> 00:02:49.379
This isn't a vision that, as a leader, you just dream up and you say this is what we're going to do.
00:02:52.219 --> 00:02:54.245
When I got into being a principal, I really didn't understand how to create a vision.
00:02:54.245 --> 00:02:56.530
I didn't know really where to go, how to start.
00:02:56.530 --> 00:02:57.412
They don't teach you that.
00:02:57.412 --> 00:02:58.400
All right.
00:02:58.400 --> 00:03:04.931
You go to school, you get your educational administration master's and you just kind of learn, you kind of wing things.
00:03:04.931 --> 00:03:12.641
Unless you have a good mentor and people you can talk to and rely on and building a good network, you kind of are out there winging it at times.
00:03:13.163 --> 00:03:23.687
Now, what I did is not necessarily what you have to do, but this is kind of how I, my approach to creating that shared vision works.
00:03:23.687 --> 00:03:31.205
So I didn't just come in and say this is what we're going to do, this is our vision, this is our path.
00:03:31.205 --> 00:03:33.287
I didn't do that.
00:03:33.287 --> 00:03:42.301
I actually took a step back and I just observed, I watched, I monitored, I talked to people, I listened.
00:03:42.301 --> 00:03:44.004
I talked to people, I listened.
00:03:44.004 --> 00:04:04.509
Ok, I was trying to figure out what were the problems that the staff and the teachers were facing, and once we can identify what those problems were, then we look to create solutions for those issues.
00:04:04.509 --> 00:04:05.574
So I didn't sit here and just create this vision.
00:04:05.574 --> 00:04:11.487
I collaborated with my teachers to help create the vision, if that makes sense.
00:04:12.969 --> 00:04:21.127
So, when creating this shared vision, you need to create a team of teachers and staff members.
00:04:21.127 --> 00:04:25.113
You need to create what we call a school improvement team.
00:04:25.113 --> 00:04:31.889
All right, now we have teachers from each department in our school improvement team.
00:04:31.889 --> 00:04:38.853
Now I have taught, or I've coached and taught, and I've been a principal, in small rural school.
00:04:38.853 --> 00:04:45.670
I've also coached and taught in metropolitan areas in bigger schools, like I'm at right now.
00:04:45.670 --> 00:04:49.928
Now, in a small school, you can still create a collaborative team.
00:04:49.928 --> 00:04:56.170
You can still create a team of teachers and have representation from your ability to create that vision.
00:04:56.170 --> 00:04:58.120
All right, you can.
00:04:58.120 --> 00:05:01.295
In the larger district you have, you can still do that as well.
00:05:01.295 --> 00:05:03.601
You're just going to have a bigger school improvement.
00:05:03.601 --> 00:05:05.406
You have more teachers involved.
00:05:05.406 --> 00:05:11.043
I think at my smaller district, we probably had a good five, six, maybe seven people involved.
00:05:11.043 --> 00:05:18.064
In my larger district, we have around 15 to almost 18 people involved with the school improvement team.
00:05:18.103 --> 00:05:22.894
Now, with that, the team was really really important.
00:05:22.894 --> 00:05:25.285
All right, that's where I had to listen to.
00:05:25.285 --> 00:05:28.432
What is the things that we want to solve?
00:05:28.432 --> 00:05:31.750
What are the issues that teachers are having?
00:05:31.750 --> 00:05:38.105
It could be in the classroom, it could be building-wise, it could be whatever issue, what is it?
00:05:38.105 --> 00:05:41.509
And then how are we as a team going to solve that problem?
00:05:41.509 --> 00:05:44.249
So I'm going to go ahead and give you an example.
00:05:44.420 --> 00:05:50.673
So our school improvement team a few years back identified hey, cell phones in the classroom is an issue.
00:05:50.673 --> 00:05:53.305
Kids are wandering the hallways.
00:05:53.305 --> 00:05:55.971
All right, we're not getting kids in class.
00:05:55.971 --> 00:05:57.562
You know that's an issue.
00:05:57.562 --> 00:05:58.745
So how do we solve it?
00:05:58.745 --> 00:06:08.024
Well, school improvement team, school improvement team sat down, got together and they ended up creating solutions for the problems.
00:06:08.024 --> 00:06:11.019
Now, there's a lot of different ways we looked at it, but guess what?
00:06:11.019 --> 00:06:13.504
Everybody that was in that room had a say.
00:06:13.504 --> 00:06:17.690
They had their thoughts, opinions and ideas.
00:06:17.690 --> 00:06:22.468
The goal was to create something that we all can get together on.
00:06:22.769 --> 00:06:23.069
Okay.
00:06:23.069 --> 00:06:27.843
So when we're creating this share vision, we're collaborating.
00:06:27.843 --> 00:06:31.552
And the reason why we're collaborating is because we're creating buy-in.
00:06:31.552 --> 00:06:38.567
Okay, as a leader, you got to have your teachers buy in to that vision.
00:06:38.567 --> 00:06:43.067
They got to buy in to the solution of the issue that you're facing.
00:06:43.067 --> 00:06:47.995
If they don't buy in, they're not going to take ownership in that vision.
00:06:47.995 --> 00:07:01.935
And also, as a leader, when you have that buy in and you collaborate and you have that solution to that issue, you can also go back and say, hey, this is what we decided on as a team.
00:07:01.935 --> 00:07:10.139
We need to make sure we're tight on this and we are doing the best we can so we can get to the goals that we needed to get to.
00:07:10.781 --> 00:07:19.805
So with that, with our cell phone policy and our issues with kids not being in class and wandering, we ended up creating a new cell phone policy.
00:07:19.805 --> 00:07:30.483
We ended up having an e-haul pass system put in place, and then we also created an extra duty called hall monitors to make sure kids are where they need to be.
00:07:30.483 --> 00:07:38.581
All right, we did all that in one year and we implemented it and we ended up getting some really good success.
00:07:38.581 --> 00:07:40.357
So we had more kids in class.
00:07:40.357 --> 00:07:56.963
Cell phones became less of an issue because we had a policy that basically hold everybody accountable, and then, with that, the hallways got clear because we have an e-hall pass system, which which ended up creating more accountability.
00:07:56.963 --> 00:08:01.779
The hall monitors were in there, helping the kids get to where they need to be.
00:08:01.779 --> 00:08:04.024
That was great to see.
00:08:04.084 --> 00:08:12.583
Now, if you go into our school, there's less kids wandering, more kids in class and less kids on their phone because of these things that we did as a team.
00:08:12.583 --> 00:08:14.410
Now, what they would do as a team.
00:08:14.410 --> 00:08:17.863
We'd create this solution, but they would take it out to the staff that weren't in those meetings and they would do as a team.
00:08:17.863 --> 00:08:20.574
We'd create this solution, but they would take it out to the staff that weren't in those meetings and they would have discussions.
00:08:20.574 --> 00:08:24.887
Then we would bring it back into the meeting and talk about OK, this is where we're at.
00:08:24.887 --> 00:08:25.894
What are people saying?
00:08:25.894 --> 00:08:33.139
Because you got to realize, we have 15, 18 people in a group making decisions for the rest of the building.
00:08:33.139 --> 00:08:36.361
I have about 74, 75 teachers on top of that.
00:08:36.361 --> 00:08:42.985
I got another 55, 60-ish, depending on the day, support staff on top of that.
00:08:42.985 --> 00:08:46.047
So I have about 135 people in my building.
00:08:46.047 --> 00:08:49.769
And when we're creating these solutions, we're creating it for everyone.
00:08:49.769 --> 00:08:55.493
But we wanted everybody to kind of have a seat at the table and have input, and that's kind of what we did.
00:08:55.493 --> 00:08:59.197
So we were able to collaborate, create buy-in.
00:08:59.216 --> 00:09:09.106
Now, the way we had to do it, especially with, like the cell phone policy, the e-hall pass, um, we had to embed that in for, embed that into our day-to-day practices.
00:09:09.106 --> 00:09:13.339
Okay, so, our hall monitors every day we'd have a rehaul pass system.
00:09:13.339 --> 00:09:15.686
They'd go out, make sure kids were where they need to be.
00:09:15.686 --> 00:09:17.480
Okay, that was step one.
00:09:17.480 --> 00:09:23.297
And then the cell phones.
00:09:23.297 --> 00:09:28.368
The teachers all together worked on hey, this is our expectation with the cell phones, and if you don't comply by it, this is what your consequences are going to be.
00:09:28.368 --> 00:09:55.878
So I'm not going to really get into all that, but what I'm going to say is, with the teachers buying in and collaborating, those policies and those procedures got embedded into our day-to-day routines, and it made a huge difference to creating a great school environment and getting kids where they need to be so they can learn, but also being able to learn more effectively in class because of these policies that we created.
00:09:56.337 --> 00:10:04.961
Now we did the same thing with our attendance policy, and I'm going to tell you right now, our attendance policy after a semester is working really, really well.
00:10:04.961 --> 00:10:15.299
But I don't think our attendance policy works as well if we didn't have the other things solved first, and so that's kind of how we are envisioning our school is figuring out.
00:10:15.299 --> 00:10:16.445
These are issues.
00:10:16.445 --> 00:10:29.869
We want our kids to have a great education, we want them to be present, we want them be engaged, we want them to learn and become successful adults, but we have to be able to do these things together in order to get there.
00:10:29.869 --> 00:10:51.847
And so we are able to embed these things into our in our day-to-day life, in our day-to-day interactions or day-to-day life in our day-to-day interactions, our day-to-day processes and systems, and we utilize an MTSS process when we go with our attendance this year, just like we would do with our academics, our behavior and our mental health or our social-emotional learning as well.
00:10:52.335 --> 00:10:58.085
And so, with that said, as a leader, when you have these things there, you have to lead by example.
00:10:58.085 --> 00:10:59.587
We have to lead like I have to show that you, a leader, when you have these things there, you have to lead by example.
00:10:59.587 --> 00:11:02.279
We have to lead like I have to show that you know what.
00:11:02.279 --> 00:11:06.239
When I'm teaching, I'm not going to have my phone out, right, hey?
00:11:06.239 --> 00:11:10.432
When I, I shouldn't be out in the hallway running around on my phone.
00:11:10.432 --> 00:11:15.301
As a leader, if we tell them not to, now I try to do that inside my closed door.
00:11:15.301 --> 00:11:21.928
There's times I have to take calls while I'm on the run, but once in a while we want to lead by example so we can show people.
00:11:21.928 --> 00:11:23.370
This is the expectation.
00:11:23.370 --> 00:11:45.878
Like we require students to wear IDs, I wear my ID everywhere I go because I want the kids to know that it's important to follow the expectations we have on the, that we have in our building, because, a it keeps them safe, but B it helps us identify yep, this student belongs to us, but we also could help them get to where they need to be so they could be in class and learning and everything.
00:11:46.339 --> 00:11:55.465
And so being able to be visible and leading by example with your school improvement team, with that shared vision, is very, very important.
00:11:55.465 --> 00:12:03.184
And the next thing you have to understand that when you create these different solutions to your issues, you have to be able to adapt.
00:12:03.184 --> 00:12:09.025
You gotta be able to look at them and say, hey, what we're doing, is it working?
00:12:09.025 --> 00:12:10.801
How is it working?
00:12:10.801 --> 00:12:16.863
Because you wanna have some metrics and things in place to kind of go okay, this is the data, what the data's telling me.
00:12:16.863 --> 00:12:22.091
So we know that the things that are in place are working and so those are things to keep in mind.
00:12:22.091 --> 00:12:24.883
So when the data says something, how do you readjust it?
00:12:24.883 --> 00:12:28.157
And we always go back and talk to it as the school improvement.
00:12:28.216 --> 00:12:32.375
Even this year, at the beginning of the year, I was saying hey, this is our cell phone policy.
00:12:32.375 --> 00:12:43.596
Do we want to tweak it a little bit and make it a little bit more rigorous than it already is, because it's where it's at now and we kind of talked about it, but we felt like the policy worked really well last year.
00:12:43.596 --> 00:12:47.988
We're going to continue on because the kids understand that expectation.
00:12:47.988 --> 00:12:57.126
We really didn't want to tweak it and go further than what we've done already, but what we do is working because we have that collaboration and buy-in from that.
00:12:57.126 --> 00:13:11.534
You have to be able to adapt and revisit those things that you are finding solutions to so you can make things better Because, like this year with the attendance policy, we are learning things as we go and we're learning.
00:13:11.534 --> 00:13:19.048
Okay, this is how we do this, this is how we do that, and we're tweaking things throughout the semester to make it better.
00:13:19.048 --> 00:13:31.030
And so those are things that we have to do as a leader to make sure that the shared vision you guys have as a leadership team and as a school improvement team is being successful.
00:13:31.030 --> 00:13:35.942
And then the last thing is celebrate the milestones in that shared vision.
00:13:36.323 --> 00:13:47.181
So what I will do sometimes and I'll just talk about our attendance policy I'll go back and I'll run the data on our daily average attendance rate and I'll run it on our chronic absenteeism and then I'll share it out.
00:13:47.181 --> 00:13:52.485
I'll share it out to all my staff so they can know what we're doing makes a difference.
00:13:52.485 --> 00:14:00.331
I'll tell them thank you for everything you've done and I really appreciate the hard work you're doing because I want them to know that they are making a difference.
00:14:00.331 --> 00:14:07.797
My assistant's principals bust their rear on this attendance policy and I want them to know like hey, here's what the data's telling me.
00:14:07.797 --> 00:14:09.821
What you're doing is mattering.
00:14:09.821 --> 00:14:16.527
What you're doing is having a positive effect on our students and on our school and on our culture.
00:14:16.527 --> 00:14:32.907
So, being able to celebrate those things, because you're going to boost their morale and you're going to keep their commitment within the things that you've already put in there, because you work through that and you want them to be able to say, yes, the things we're doing are working, and they get really excited.
00:14:32.907 --> 00:15:08.078
Even you know, talking to my school improvement team, you know, over the last two and a half years, they're excited because we're actually creating solutions to issues that they've been talking about for a long time, created a systems and the checks and all the things we've done together has worked and it's created momentum for us to continue to solve problems in our school so we can have the school run the way that we would like to.
00:15:08.679 --> 00:15:12.248
Therefore, that's where creating that shared vision comes in.
00:15:12.248 --> 00:15:16.202
It's not just the leader coming and saying this is my vision for the school.
00:15:16.202 --> 00:15:26.239
No, you don't really come in with a vision until you work with those staff members and understand the needs that they need to have so you can support them.
00:15:26.239 --> 00:15:36.475
Because when you do that, you can always come back and say, hey, these are the things that we agreed to be tied on and that's our expectation, this is the culture we want to set.
00:15:36.475 --> 00:15:40.278
So that's where I'm going to end.
00:15:40.379 --> 00:15:49.625
When we come to just sharing a vision, the next thing we're going to go into is setting high expectations, and what I'm talking about setting high expectations.
00:15:49.625 --> 00:16:04.605
This is so you can set the expectations, so you can support the shared vision that you just created.
00:16:04.605 --> 00:16:09.883
But, yeah, you have people understand like, hey, we're serious about what we want to do here.
00:16:09.883 --> 00:16:14.346
We're we're committed to making you the best student as possible.
00:16:14.346 --> 00:16:16.996
We're committed to making you the best teacher as possible.
00:16:16.996 --> 00:16:21.003
So you want to really go.
00:16:21.003 --> 00:16:33.142
You want to kind of shift your focus for metrics, because a lot of times we talk about hey, we want to see 10% growth on our math, at our math standards, or we want to see 5% growth in reading.
00:16:33.142 --> 00:16:52.207
I mean, those are all good, good things to have and all good goals to have, but I think really what you want to get down to is the culture and environment you're building, because you want to create a growth mindset for your teachers, but also for your students, and if you embed that growth mindset throughout, you're able to set a high standard.
00:16:52.207 --> 00:16:57.811
All right, and then you'll be able to provide support, and you can provide support in a lot of ways.
00:16:57.811 --> 00:16:59.017
There could be mentorships.
00:16:59.017 --> 00:17:02.635
You collaborate opportunities, so our school improvement team is a collaborative effort.
00:17:02.635 --> 00:17:08.451
So that's an opportunity for teachers to get supported through that and help create that share of vision.
00:17:09.039 --> 00:17:11.905
Professional development so we create professional development.
00:17:11.905 --> 00:17:12.628
That's meaningful.
00:17:12.628 --> 00:17:18.633
I don't want to set my staff through professional development that doesn't do anything to help us move the needle.
00:17:18.633 --> 00:17:25.567
So I want to make sure they get the things they need so they can become the better teacher, and I encourage risk-taking.
00:17:25.567 --> 00:17:30.848
I tell teachers don't be afraid to fail as a leader.
00:17:30.848 --> 00:17:32.551
I can't be afraid to fail.
00:17:32.551 --> 00:17:36.707
For us as a leadership team and for us as a school improvement team.
00:17:36.707 --> 00:17:38.150
We can't be afraid to fail.
00:17:38.150 --> 00:17:46.834
We have to try some, and this attendance policy that we implemented is a testament to that, because we were like going you know what?
00:17:46.834 --> 00:17:56.672
What we're seeing isn't improving and we are going to try something different and if we fail, at least we can say we tried All right.
00:17:58.259 --> 00:17:59.909
Encourage risk taking is important.
00:17:59.909 --> 00:18:04.211
I tell staff all the time if you have a new teaching strategy you want to do, try it.
00:18:04.211 --> 00:18:06.067
If you fail, so what?
00:18:06.067 --> 00:18:06.982
You learn from it?
00:18:06.982 --> 00:18:19.565
Because we learn from our failures and I want them to be OK to try new things and take risks, because if you're not, if you're afraid to fail, you're never going to step out of your comfort zone and get better, never going to grow that way.
00:18:19.565 --> 00:18:26.221
Make it OK for teachers to fail, it's all right, then you're.
00:18:26.221 --> 00:18:27.744
When you're there, you help, support them and build them back up.
00:18:27.744 --> 00:18:30.551
When they do so, you can show them that you're there to support them.
00:18:30.551 --> 00:18:34.349
Even though they're not, you know they're failing at something, it's okay.
00:18:34.349 --> 00:18:37.565
Okay, we call that productive struggle All right.
00:18:37.565 --> 00:18:40.230
As a math teacher, I use perfect the struggle a lot.
00:18:40.230 --> 00:18:49.990
I had a lot of kids that didn't like math, so I used productive struggle strategies in order to help them overcome some of their mistakes and be able to be okay.
00:18:49.990 --> 00:18:50.912
It's okay to fail.
00:18:51.961 --> 00:18:55.768
Next thing I'm going to talk about is modeling excellence.
00:18:55.768 --> 00:19:00.963
So when we set high expectations for our staff, you need to model it.
00:19:00.963 --> 00:19:09.336
I will never tell my staff to do something that I either haven't done or be willing to do as a teacher.
00:19:09.336 --> 00:19:16.615
And I think that's so important because if I expect my teachers to uphold the expectations in the building, dang it.
00:19:16.615 --> 00:19:26.804
I better hold the expectations myself, because I am not being a good leader if I'm not being able to model and lead by example and modeling what this looks like.
00:19:26.804 --> 00:19:30.253
It comes down to how do you approach people, how do you talk to people?
00:19:30.253 --> 00:19:31.342
How do you interact with people?
00:19:31.342 --> 00:19:40.692
You model that because, as a building leader, they're watching you All right, and they're going to see what you do and how you interact, and those things matter.
00:19:40.692 --> 00:19:47.868
And that's the thing we forget about sometimes is we forget that people are watching you when you don't at least expect it.
00:19:47.868 --> 00:19:56.001
So being able to model the excellence is super important, because when you hold yourself to a high standard, then everybody else is going to come up to that.
00:19:56.001 --> 00:20:00.050
Okay, because when you set the bar and ask people to meet it.
00:20:00.050 --> 00:20:10.362
I'm telling you they'll meet it and that's proof in the pudding from what I've seen the last two and a half years in the school I'm currently a principal at, because we're setting expectations for our students.
00:20:10.362 --> 00:20:13.128
We set the expectations for our staff and guess what?
00:20:13.128 --> 00:20:14.332
They're accomplishing it?
00:20:14.332 --> 00:20:16.625
They're, they're meeting those expectations.
00:20:17.226 --> 00:20:47.786
Now we also have to have accountability and, as a leader, my best way to have accountability is through the school improvement team, because when the school improvement team decides this is how we're going to do things, because this is important to us and we feel like it's what's best for our staff and our students, I can always go back and say hey, remember when we had these conversations and these are the things you said that we want to be tight on, and you said this is we're going to do it.
00:20:47.786 --> 00:20:48.647
We're all in.
00:20:48.647 --> 00:20:52.845
We need you all in on this, because if we're not, it's not going to work.
00:20:52.845 --> 00:20:59.226
And so I have to send out reminders of hey, here's some things we're slipping on, we need to get better and it's okay.
00:20:59.226 --> 00:21:00.307
It's just more of a reminder.
00:21:00.307 --> 00:21:03.144
Remember, these are the things we decided to be tight on.
00:21:03.144 --> 00:21:05.388
Let's make sure we're doing the things we decided to be tight on.
00:21:05.388 --> 00:21:06.673
Let's make sure we're doing the things we need to be tight on.
00:21:06.692 --> 00:21:08.817
That's part of my job is holding people accountable.
00:21:08.817 --> 00:21:14.942
Holding not just staff but also students accountable to things like, especially like the IDs we have.
00:21:14.942 --> 00:21:28.954
I'll sit out there and I will talk to kids about their IDs, making sure they have them, give them a temporary talk to them about making sure they're doing the things they're supposed to be doing, but I will also say, hey, you're doing a great job modeling today.
00:21:28.954 --> 00:21:31.388
I really love the fact that you have your ID on.
00:21:31.388 --> 00:21:35.128
You're a role model today because you're doing the things you're supposed to be doing.
00:21:35.128 --> 00:21:37.020
Thank you for that, you know.
00:21:37.020 --> 00:21:49.444
So giving positive feedback as well is also another way to ensure some accountability, but also to show people that you are modeling and holding things accountable as you go through.
00:21:49.826 --> 00:21:54.545
And then the next thing is recognizing success, recognizing when things do well.
00:21:54.545 --> 00:22:09.210
So if you guys just listen to what I just did there when I had a student wearing their ID and I would talk about, hey, how it's so great to see them in their ID, that's me reinforcing them being successful on doing something that is an expectation of ours.
00:22:09.210 --> 00:22:12.240
And so that's another thing recognizing the success.
00:22:12.240 --> 00:22:21.845
Just this last couple of weeks ago, our business teacher did an outstanding job of working with another company.
00:22:21.845 --> 00:22:26.192
They actually this company donated t-shirts for every student.
00:22:26.192 --> 00:22:34.473
They also donated polos to every staff, but I had a staff member that was in charge of that.
00:22:34.473 --> 00:22:37.872
He did a great job and I I couldn't thank the staff member enough.
00:22:37.872 --> 00:22:40.821
I was always thanking him and saying doing a great job.
00:22:40.821 --> 00:22:53.968
I appreciate all the things you're doing because, with them taking the bull by the horn and doing things for the students and the staff, it was just really great to see and that just shows the type of people that I have.
00:22:53.968 --> 00:23:04.909
I have great people that I work with and it's an honor and a privilege to be their leader in their school and to be their principal and to go on this journey with them.
00:23:05.570 --> 00:23:09.523
The last thing we're going to talk about is the power of humor.
00:23:09.523 --> 00:23:35.748
If you guys don't know me personally, I I like to joke around, I like to have fun, I like to be funny, I like to help people understand that, yes, I am a principal, I am a leader, but I'm also a human being and I'm going to get frustrated just like they are, but I also don't want to take myself too seriously.
00:23:35.748 --> 00:23:43.830
I want people to know that when we come to work, we're going to have some fun, and so I do like to joke around with my staff.
00:23:43.830 --> 00:23:45.734
I like to joke around with the students.
00:23:45.734 --> 00:23:47.604
I like to have fun in those ways.
00:23:48.384 --> 00:24:02.328
Just this past week it took two and a half years but my students found me on TikTok and it was kind of funny because they started like talking to me about my TikTok and you know the things I'm doing on there, and it's kind of interesting.
00:24:02.328 --> 00:24:10.392
They actually kind of liked it, like the fact that, hey, this is pretty cool and I'm like, ok, and I kind of joke around with them.
00:24:10.392 --> 00:24:14.330
Oh, that's not me, you know, that's my doppelganger, that's somebody you don't know.
00:24:14.330 --> 00:24:34.345
It is fun to joke around with your students, but with your staff as well, because they got to know that you are human, you are a person just like them and you're going to have your ups and downs, and to be able to use humor and have understanding and empathy is key.
00:24:34.345 --> 00:24:37.335
Now, some people aren't wired that way.
00:24:37.335 --> 00:24:38.720
That's just the way I'm wired.
00:00:10.051 --> 00:00:14.135
00:00:14.135 --> 00:00:17.771
00:00:17.771 --> 00:00:23.353
00:00:23.353 --> 00:00:35.188
00:00:35.628 --> 00:00:42.469
00:00:42.469 --> 00:00:47.040
00:00:47.040 --> 00:00:48.043
00:00:48.043 --> 00:00:48.646
00:00:48.646 --> 00:00:51.854
00:00:51.854 --> 00:00:54.503
00:00:54.503 --> 00:00:55.485
00:00:56.188 --> 00:00:57.610
00:00:57.610 --> 00:00:59.052
00:00:59.052 --> 00:01:01.244
00:01:01.244 --> 00:01:04.751
00:01:04.751 --> 00:01:08.039
00:01:08.039 --> 00:01:15.673
00:01:15.673 --> 00:01:17.177
00:01:17.177 --> 00:01:20.766
00:01:20.766 --> 00:01:25.768
00:01:25.768 --> 00:01:34.725
00:01:34.725 --> 00:01:45.411
00:01:45.411 --> 00:01:54.933
00:01:54.933 --> 00:02:01.373
00:02:01.373 --> 00:02:06.451
00:02:07.441 --> 00:02:21.901
00:02:21.901 --> 00:02:31.409
00:02:31.409 --> 00:02:34.673
00:02:34.673 --> 00:02:39.157
00:02:39.157 --> 00:02:49.379
00:02:52.219 --> 00:02:54.245
00:02:54.245 --> 00:02:56.530
00:02:56.530 --> 00:02:57.412
00:02:57.412 --> 00:02:58.400
00:02:58.400 --> 00:03:04.931
00:03:04.931 --> 00:03:12.641
00:03:13.163 --> 00:03:23.687
00:03:23.687 --> 00:03:31.205
00:03:31.205 --> 00:03:33.287
00:03:33.287 --> 00:03:42.301
00:03:42.301 --> 00:03:44.004
00:03:44.004 --> 00:04:04.509
00:04:04.509 --> 00:04:05.574
00:04:05.574 --> 00:04:11.487
00:04:12.969 --> 00:04:21.127
00:04:21.127 --> 00:04:25.113
00:04:25.113 --> 00:04:31.889
00:04:31.889 --> 00:04:38.853
00:04:38.853 --> 00:04:45.670
00:04:45.670 --> 00:04:49.928
00:04:49.928 --> 00:04:56.170
00:04:56.170 --> 00:04:58.120
00:04:58.120 --> 00:05:01.295
00:05:01.295 --> 00:05:03.601
00:05:03.601 --> 00:05:05.406
00:05:05.406 --> 00:05:11.043
00:05:11.043 --> 00:05:18.064
00:05:18.103 --> 00:05:22.894
00:05:22.894 --> 00:05:25.285
00:05:25.285 --> 00:05:28.432
00:05:28.432 --> 00:05:31.750
00:05:31.750 --> 00:05:38.105
00:05:38.105 --> 00:05:41.509
00:05:41.509 --> 00:05:44.249
00:05:44.420 --> 00:05:50.673
00:05:50.673 --> 00:05:53.305
00:05:53.305 --> 00:05:55.971
00:05:55.971 --> 00:05:57.562
00:05:57.562 --> 00:05:58.745
00:05:58.745 --> 00:06:08.024
00:06:08.024 --> 00:06:11.019
00:06:11.019 --> 00:06:13.504
00:06:13.504 --> 00:06:17.690
00:06:17.690 --> 00:06:22.468
00:06:22.769 --> 00:06:23.069
00:06:23.069 --> 00:06:27.843
00:06:27.843 --> 00:06:31.552
00:06:31.552 --> 00:06:38.567
00:06:38.567 --> 00:06:43.067
00:06:43.067 --> 00:06:47.995
00:06:47.995 --> 00:07:01.935
00:07:01.935 --> 00:07:10.139
00:07:10.781 --> 00:07:19.805
00:07:19.805 --> 00:07:30.483
00:07:30.483 --> 00:07:38.581
00:07:38.581 --> 00:07:40.357
00:07:40.357 --> 00:07:56.963
00:07:56.963 --> 00:08:01.779
00:08:01.779 --> 00:08:04.024
00:08:04.084 --> 00:08:12.583
00:08:12.583 --> 00:08:14.410
00:08:14.410 --> 00:08:17.863
00:08:17.863 --> 00:08:20.574
00:08:20.574 --> 00:08:24.887
00:08:24.887 --> 00:08:25.894
00:08:25.894 --> 00:08:33.139
00:08:33.139 --> 00:08:36.361
00:08:36.361 --> 00:08:42.985
00:08:42.985 --> 00:08:46.047
00:08:46.047 --> 00:08:49.769
00:08:49.769 --> 00:08:55.493
00:08:55.493 --> 00:08:59.197
00:08:59.216 --> 00:09:09.106
00:09:09.106 --> 00:09:13.339
00:09:13.339 --> 00:09:15.686
00:09:15.686 --> 00:09:17.480
00:09:17.480 --> 00:09:23.297
00:09:23.297 --> 00:09:28.368
00:09:28.368 --> 00:09:55.878
00:09:56.337 --> 00:10:04.961
00:10:04.961 --> 00:10:15.299
00:10:15.299 --> 00:10:16.445
00:10:16.445 --> 00:10:29.869
00:10:29.869 --> 00:10:51.847
00:10:52.335 --> 00:10:58.085
00:10:58.085 --> 00:10:59.587
00:10:59.587 --> 00:11:02.279
00:11:02.279 --> 00:11:06.239
00:11:06.239 --> 00:11:10.432
00:11:10.432 --> 00:11:15.301
00:11:15.301 --> 00:11:21.928
00:11:21.928 --> 00:11:23.370
00:11:23.370 --> 00:11:45.878
00:11:46.339 --> 00:11:55.465
00:11:55.465 --> 00:12:03.184
00:12:03.184 --> 00:12:09.025
00:12:09.025 --> 00:12:10.801
00:12:10.801 --> 00:12:16.863
00:12:16.863 --> 00:12:22.091
00:12:22.091 --> 00:12:24.883
00:12:24.883 --> 00:12:28.157
00:12:28.216 --> 00:12:32.375
00:12:32.375 --> 00:12:43.596
00:12:43.596 --> 00:12:47.988
00:12:47.988 --> 00:12:57.126
00:12:57.126 --> 00:13:11.534
00:13:11.534 --> 00:13:19.048
00:13:19.048 --> 00:13:31.030
00:13:31.030 --> 00:13:35.942
00:13:36.323 --> 00:13:47.181
00:13:47.181 --> 00:13:52.485
00:13:52.485 --> 00:14:00.331
00:14:00.331 --> 00:14:07.797
00:14:07.797 --> 00:14:09.821
00:14:09.821 --> 00:14:16.527
00:14:16.527 --> 00:14:32.907
00:14:32.907 --> 00:15:08.078
00:15:08.679 --> 00:15:12.248
00:15:12.248 --> 00:15:16.202
00:15:16.202 --> 00:15:26.239
00:15:26.239 --> 00:15:36.475
00:15:36.475 --> 00:15:40.278
00:15:40.379 --> 00:15:49.625
00:15:49.625 --> 00:16:04.605
00:16:04.605 --> 00:16:09.883
00:16:09.883 --> 00:16:14.346
00:16:14.346 --> 00:16:16.996
00:16:16.996 --> 00:16:21.003
00:16:21.003 --> 00:16:33.142
00:16:33.142 --> 00:16:52.207
00:16:52.207 --> 00:16:57.811
00:16:57.811 --> 00:16:59.017
00:16:59.017 --> 00:17:02.635
00:17:02.635 --> 00:17:08.451
00:17:09.039 --> 00:17:11.905
00:17:11.905 --> 00:17:12.628
00:17:12.628 --> 00:17:18.633
00:17:18.633 --> 00:17:25.567
00:17:25.567 --> 00:17:30.848
00:17:30.848 --> 00:17:32.551
00:17:32.551 --> 00:17:36.707
00:17:36.707 --> 00:17:38.150
00:17:38.150 --> 00:17:46.834
00:17:46.834 --> 00:17:56.672
00:17:58.259 --> 00:17:59.909
00:17:59.909 --> 00:18:04.211
00:18:04.211 --> 00:18:06.067
00:18:06.067 --> 00:18:06.982
00:18:06.982 --> 00:18:19.565
00:18:19.565 --> 00:18:26.221
00:18:26.221 --> 00:18:27.744
00:18:27.744 --> 00:18:30.551
00:18:30.551 --> 00:18:34.349
00:18:34.349 --> 00:18:37.565
00:18:37.565 --> 00:18:40.230
00:18:40.230 --> 00:18:49.990
00:18:49.990 --> 00:18:50.912
00:18:51.961 --> 00:18:55.768
00:18:55.768 --> 00:19:00.963
00:19:00.963 --> 00:19:09.336
00:19:09.336 --> 00:19:16.615
00:19:16.615 --> 00:19:26.804
00:19:26.804 --> 00:19:30.253
00:19:30.253 --> 00:19:31.342
00:19:31.342 --> 00:19:40.692
00:19:40.692 --> 00:19:47.868
00:19:47.868 --> 00:19:56.001
00:19:56.001 --> 00:20:00.050
00:20:00.050 --> 00:20:10.362
00:20:10.362 --> 00:20:13.128
00:20:13.128 --> 00:20:14.332
00:20:14.332 --> 00:20:16.625
00:20:17.226 --> 00:20:47.786
00:20:47.786 --> 00:20:48.647
00:20:48.647 --> 00:20:52.845
00:20:52.845 --> 00:20:59.226
00:20:59.226 --> 00:21:00.307
00:21:00.307 --> 00:21:03.144
00:21:03.144 --> 00:21:05.388
00:21:05.388 --> 00:21:06.673
00:21:06.692 --> 00:21:08.817
00:21:08.817 --> 00:21:14.942
00:21:14.942 --> 00:21:28.954
00:21:28.954 --> 00:21:31.388
00:21:31.388 --> 00:21:35.128
00:21:35.128 --> 00:21:37.020
00:21:37.020 --> 00:21:49.444
00:21:49.826 --> 00:21:54.545
00:21:54.545 --> 00:22:09.210
00:22:09.210 --> 00:22:12.240
00:22:12.240 --> 00:22:21.845
00:22:21.845 --> 00:22:26.192
00:22:26.192 --> 00:22:34.473
00:22:34.473 --> 00:22:37.872
00:22:37.872 --> 00:22:40.821
00:22:40.821 --> 00:22:53.968
00:22:53.968 --> 00:23:04.909
00:23:05.570 --> 00:23:09.523
00:23:09.523 --> 00:23:35.748
00:23:35.748 --> 00:23:43.830
00:23:43.830 --> 00:23:45.734
00:23:45.734 --> 00:23:47.604
00:23:48.384 --> 00:24:02.328
00:24:02.328 --> 00:24:10.392
00:24:10.392 --> 00:24:14.330
00:24:14.330 --> 00:24:34.345
00:24:34.345 --> 00:24:37.335
00:24:37.335 --> 00:24:38.720