In Appreciation of the Assistant Principal

By Jamon H. Flowers, M.Ed., SURN

“You never really know a man until you understand things from his point of view…until you climb into his skin and walk around in it.” Harper Lee, To Kill a Mockingbird

APsRock
Dear School Administrators and Teachers:

For several years I walked around in the “skin” of an assistant principal. I am very familiar with the challenges you face, the hours you dedicate to your school, the loyalty you pledge to your principal, and the joy you experience watching students succeed. As a teacher, I distinctly remember thinking about the life of an assistant principal as being stress-free. I formulated a judgment that their administrator duties and responsibilities compared to my teacher work were notably less. At that moment I believed that an assistant principal could use the restroom at their leisure, leave paperwork for the next day, eat lunch uninterrupted, and build relationships with students and parents quickly. I was wrong – what a difference perspective makes!

More than just a “right-hand man or woman” employed to take the excess workload from a public-school principal, the assistant principal is a vital component of a school’s success. They are responsible for handling administrative, disciplinary, and logistical tasks, along with planning activities and monitoring and reporting on the status of the school, its student body, and staff. In some schools, the assistant principal may count teacher or substitute among their list of job roles as well. With that said, assistant principals are the backbone in school building administration.

As an assistant principal, there were moments of uncertainty and worry that I did not make the best decisions. The long hours of supervising sporting events, participating in parent-teacher conferences, attending trainings, conducting home visits, advising students, counseling teachers, etc. did not create a stress-free life.

Although unintentional, the assistant principal job is sometimes unappreciated. This week the nation celebrates the sacrifices and contributions assistant principals make to the American education system. I was fortunate to have strong assistant principals and acknowledge that my success as a principal relied heavily on their shoulders. They were my foundation. Teachers, before you submit that discipline referral or complain about a consequence from a discipline referral, and principals, before you add another task to their already endless list, I challenge you to reflect and try to “understand things from their point of view.” This week and beyond I encourage all principals and teachers to consider the efforts of their assistant principals and share their gratitude for all that they do to support students, teachers, parents and communities.

Educationally yours,

Jamon

Recruiting and Re-recruiting

By Jamon H. Flowers, M.Ed., SURN

teachers_wanted

A top priority for school administrators is to ensure the academic, emotional, and physical safety of students.  Not far behind are recruiting and staffing their schools with the best teachers for their students. We are at the beginning of the hiring season where many administrators join forces with their human resource department to attend job fairs, sift through applications, and conduct interviews, all based on the “intent” of current staff members and expected enrollment.  This process can be daunting and taxing, but, this season provides you an opportunity to revisit the mission and vision of your school to determine the characteristics, talents, and skills needed in order to promote achievement and build capacity.

As you work to recruit teachers, remember these things:

Invite others into the interview room

The interviewing process should not be conducted by administration alone but with a variety of stakeholders. It is important to remember that potential teammates and students are the people who will interact with this individual more frequently, so their presence and voice should be included. A strong interviewing team represents the school and its community. Throughout my tenure as an administrator interview team members included:

  • An assistant principal (preferably over the grade level or subject)
  • A core teacher from the grade level or content
  • An elective teacher
  • A staff member
  • A parent/guardian
  • A community member
  • A representative of the student body (this member was included mostly on the secondary levels)

Conversation v. Interview

Participating in an interview is a high anxiety event and can take a toll physically and mentally on the candidate. Let us not forget, we all have been in their shoes, and we know people’s reactions to interviewing varies.

After introductions, I attempted to make the candidate feel a little more at ease by saying, “We all have been in your shoes, and we encourage you to relax as much as possible. If you need a question repeated, please ask. Let us begin our conversation.” This approach created a warm and welcoming environment that set the stage for a candidate to display their personality and educational beliefs. Do not misinterpret me; this conversation should not mimic the same conversation we might have at a local bar, but it creates space for both parties to learn more about each other and hopefully helps the candidate feel more comfortable with answering and asking questions.

What is their added-value?

Beware of sacrificing your vision of the ideal candidate in an attempt to fill your roster. The campaign to recruit teachers, especially teachers of color and males, is an on-going need. Generally speaking, there is a need for more teachers, especially in specific disciplines and geographical areas. The need is complex and critical, yet I urge you not to sacrifice your students’ education or your vision for learning as the urgency to fill positions grows; rather, I suggest you be extremely intentional about who you are hiring. I learned this valuable lesson as an assistant principal. I worked with a principal who conducted added-value audits of her assistant principals, teachers and staff members. Although testing results were a component in the model, other components included being a team player, coachable, having strong content knowledge, and relationship builder. In other words, she made the audit holistic, which provided information that could be used to have a better sense of their strengths and areas for growth. When you think about recruiting an individual to your staff, think about them holistically.  Ask yourself, what is this individual adding to the cultures and climate of the school? What can this individual add to this community that you do not already have or cannot create with the current staff?

Re-recruiting teachers

Re-recruiting teachers is a key to teacher retention. While you are recruiting new teachers, do not neglect your current faculty and staff. During this time in the school year, teachers need a reminder that their presence and expertise is much appreciated. It is important to thank and celebrate your current staff.  Remember, they have been with you since the beginning of the school year, if not longer. They have worked hard to meet your expectations as well as the students’ needs. Also, make sure you are taking care of their needs. How have you helped them reach their goals? What professional development opportunities have you offered them? How have you recognized your teachers’ contributions?

Looking in the mirror

Often, we focus on what the candidate has to offer the school’s culture, but I challenge you to think about what can you offer the candidate. Ask yourself, why would the ideal teacher want to work at this school? In addition to reviewing your mission and vision statements, revisit your brand. What is the message your website is conveying? Is the website updated or does it still have your welcome back message posted? Are teachers’ pages updated? These are the sorts of methods candidates, community members, and others use to evaluate your school.

Best of luck and happy recruiting!

 

It’s a Process, Not a Technique

By Sarah P. Hylton, M.Ed., SURN

Imagine that you’re observing a class in which the students are working to find text evidence to support opinions they have. After each student locates a piece of evidence, the teacher, Ms. Smith, asks the students to show thumbs up, sideways, or down to indicate how confident they feel that their chosen piece of text evidence effectively proves their opinion. One of the items on your observation checklist is that the teacher effectively uses formative assessment. Would you check that box? Has Ms. Smith used formative assessment? What tells you that she has or hasn’t?

formative

Formative assessment is a process that involves multiple steps (see the image above). The first step in the process involves eliciting and capturing information about what the students know, believe, or can do and how well. The second step in the process requires the teacher (or student) to analyze the information that has been collected and to make appropriate inferences about the nature and degree of student learning. Finally, the teacher must communicate and use the information that was collected. In other words, the teacher should use the results of the analysis to inform instructional decision making and should share the results by providing feedback to students.

Often, our understanding of formative assessment is limited to the first stage of this process. There are seemingly endless lists of techniques that teachers can use to elicit information from students. You’re probably familiar with a litany of these types of techniques: thumbs up/thumbs down, exit slips, individual dry erase boards, think-pair-share, popsicle sticks, four corners. Often these formative assessment techniques are referred to as formative assessment, but this “name game” results in misconceptions about formative assessment. Using a technique is not formative assessment. In order to truly undertake formative assessment, teachers must engage in the subsequent stages of the process.

Teachers at SURN’s Designing Formative Assessment Workshop engage in conversation about the formative assessment process.

Teachers at SURN’s Designing Formative Assessment Workshop engage in conversation about the formative assessment process.

Returning to our original scenario, Ms. Smith does indeed create an opportunity to elicit and capture information from her students about their thinking, in this case, their degree of confidence in their chosen piece of text evidence. What we aren’t told is what happens next. Imagine that Ms. Smith follows the thumbs up/thumbs down responses with a comment such as “It seems like only two people are feeling really confident that they have found a solid piece of evidence. Let’s all look for another piece of evidence that supports our opinion even better.” Such a comment should reasonably convince us that Ms. Smith is actually engaging in formative assessment. Not only did she take time to elicit and capture information about student thinking, she also took time to analyze that information. We only know this because she then communicates that information with the students and uses it to make an instructional decision.

On the other hand, if Ms. Smith had simply said “Okay, great! Let’s move on to the next chapter,” we could be confident that she has not engaged in formative assessment. Yes, she used a formative assessment technique, but her decision to move forward despite only two students feeling that they had found a good piece of text evidence would indicate that she hasn’t engaged in the process.

Remember: formative assessment is not a technique; it’s a process. To truly engage in formative assessment, teachers must not only elicit and capture information; they must also analyze that information and then communicate and use that information.

Healthy Relations Create Equity

By Jamon H. Flowers, M.Ed., SURN

equity
As a principal, highlights in my day were visiting classrooms, interacting with students, and witnessing learning and teaching. By far, my students across grade levels were fortunate to have some great teachers and if I ever had to select the most effective teacher I worked with, indisputably, I could not. Although different in their approach, but sharing the same beliefs about students, these teachers did whatever it took to ensure students received a quality education. They made sure that students were present and engaged. They never allowed their students to fail; this task was easier said than done.  Like most teachers, it was not unusual to find these teachers staying after school to provide extra help, spending their Saturday mornings conducting tutorials in the local library, and communicating with parents on a regular basis. In my previous school, these behaviors were demonstrated by a majority of teachers, at different degrees respectably. However, there were several teachers in particular that received the most accolades from students, parents, and community members. What made these specific teachers so effective and highly requested among students and parents? In my quest to supporting my hypothesis, I visited a kindergarten classroom taught by Mrs. Kaufman, perhaps one of my favorite kindergarten teachers.

Daily, she worked hard to ensure that her students received the best education. This dedication meant never giving up on her students or parents. Throughout the school year, she remained sincere in her teaching style, yet brutally honest in her academic diagnoses, but she would always end those conversations with “we will get them there.” Her classroom was full of energy and love, yet there was a noticeable distinction. Easily to discern to a naïve individual would be race; Mrs. Kaufman was White and her students were Black. While accurate and an essential factor in the equation, race was not the most notable distinction. It was the healthy relationships she had with the students.

The much-needed campaign to recruit teachers of color is germane to the advancement of all students, and vital to building a better narrative for students in education. Some research suggests that teachers of color are likely to be more effective in producing positive academic and behavioral outcomes for same-race students. However, it is not a requirement to have a shared race, background, or experience in order to connect. Mrs. Kaufman’s success illustrates how building a relationship, setting expectations, and working to keep your students engaged are key to creating a conducive learning environment.

While there’s been an increase in the racial diversity in the public school teacher workforce, it is still dominated by white (82 percent), female teachers (76 percent). Local and state agencies struggle with recruiting and retaining teachers, especially teachers of color, for many reasons, and this problem will not be solved quickly. Yet, we are making great strides as programs, such as Call Me MISTER, work tirelessly to help increase the 2 percent of Black males teachers in American schools. More urgently, school districts should focus their efforts on trying to improve the quality of instruction for students of color now.

One necessary part of that work: schools must examine and reform their disciplinary policies and practices. Black students, boys especially, continue to be referred for discipline or suspended from school at alarmingly disproportionate rates. This means that these students become less engaged in their coursework or school as a whole. The instructional time they lose affects their academic progress. State and local educational agencies must work to reduce these referral disparities — and classroom teachers and school building administrators must be at the forefront of this work, increasing their efforts to build healthier relationships with students.

Although administrators are vital key players, teachers play the most critical role in engaging students in learning. Joint efforts among principals, teachers, and students can collaboratively develop effective interventions targeted on improving teachers and schools’ discipline practices — exploring their beliefs and raising expectations for students of color. A clear focus on building relationships with students — much like Mrs. Kaufman did — is likely to reduce biases teachers might hold and increase student engagement in the classroom and the learning process.

Being culturally responsive and sensitive are critical to these efforts, regardless of the race of the teacher or the student. Do not misinterpret me; a teacher’s race matters when teaching students of color, and so does a teacher’s ability to build relationships.

 

Focusing on Classroom Assessment

By Sarah P. Hylton, M. Ed., SURN

We spend a lot of time talking about assessment. Often this conversation is focused on year-end SOL tests, and to be sure, this conversation is warranted. After all, these tests can have significant impacts on our students, our teachers, and ourselves, our schools, and our communities. But these yearly summative evaluations are not the whole assessment picture. Every day, teachers engage in classroom assessment, which Stiggins and Duke (2008) assert is the foundation on which effective systems are built. However, conversations about how best to support its design, implementation, and use have been virtually overlooked.

focusing_assessment

Classroom assessment is fundamentally a teaching tool, intended to provide information about the nature and degree of student learning so that teachers can make sound instructional decisions. The goal of all classroom assessment is to improve student learning. Research has consistently demonstrated the positive impact of effectively designed and implemented classroom assessment on student learning and achievement, yet many teachers report struggling to understand and apply general tenets of assessment in their classrooms. All assessment has intended and unintended consequences, and when classroom assessment is not done well, students suffer. It is imperative, therefore, for all teachers to be assessment literate. They need to know general principles of assessment and be able to apply them in order to design high quality assessments and to use them effectively.

What do teachers need to consider to increase their classroom assessment literacy? To plan and enact effective classroom assessment, teachers should consider the following:

  • the accuracy of the assessment – Does it actually measure what it’s intended to measure? Is it aligned with the content and cognitive rigor of the intended learning outcomes? Are we able to make appropriate inferences about student learning based on this assessment?
  • the quality of the feedback – Is feedback provided regularly and in a timely manner? Are comments to students constructive and specific rather than evaluative? Do they provide information that will help students know how to improve?
  • the involvement of students in the process – Do students know where they currently are? Do they have a sense of what they are supposed to learn? Are they aware of success criteria? Are they being given opportunities to learn how to effectively assess their own efforts?

Teachers need to be championed as they work to enhance their assessment literacy, and principals as instructional leaders, can support their teachers in a number of ways:

  • by creating a culture that values a balanced system of assessment in which assessment is understood as much more than the summative evaluation at the end of the year,
  • by providing space and time for teachers to create assessments together as they plan,
  • by conducting classroom observations with an eye to assessment (yes, principles can observe on a day when a teacher is giving a test!) and engaging in follow-up conversations,
  • by inviting teachers to reflect on objective data about their current practices,
  • by securing training for teachers in all forms of assessment, and
  • by ensuring their own assessment literacy as instructional leaders.

As the second semester begins and attention often turns in earnest to the SOL tests, make room for conversations about classroom assessment. As Stiggins and Duke (2008) contend, “if classroom assessments aren’t working effectively day to day in the classroom, then accountability tests and benchmark assessments cannot pick up the slack…” (p. 286).

 

What’s the Good Word?

By Amy C. Colley, Ed.D.
Executive Director, SURN

Happy New Year, SURN friends and supporters! As we move toward the end of the semester, many of you are collecting data, taking stock, and planning ahead. Me too!

As leaders it’s easy to get bogged down and feel fragmented mid-school year. Thankfully, the calendar year changes too, and we are reminded of the opportunity to re-set and focus our intentions on our aspirations, creating for ourselves some accountability measures and asking others to join us as we move forward. For the past several years, I’ve chosen a word of the year, prompted by Lisa Nelson’s blog at See In Colors. Her template allows me to print, draw and post my word of the year.

This year’s word is PERSIST.

Persist

Implicit in the very definition is the need to carry on, to see something through, despite obstacles, failures, and difficulty. Our work as education leaders during times of accelerated change is challenging, and yet we know we must keep moving forward for our students and the future of learning. I will persist.

What’s your word for the year? What will move you forward with purpose? Think about it and if you choose a word, share it with us!

Leaning into Crisis as an Administrator

Guest post by Jane Core Yatzek

As I write this post many schools are still welcoming students for the first nine weeks of school and establishing routines and procedures.  Children are still learning classmates’ names and nuances, the new bus stop routes, and may even still have a few unsharpened pencils in their school supplies.  Everyone is enjoying the newness and hope that infuses the beginning of the school year.  This is a beautiful time in each school year; until abruptly, one day it is not.

Inevitably someone in your classes, on your staff, or in your school community will experience a crisis this year.  It will cause ripples across your school much like a stone thrown into a calm pool.  Crisis takes an infinite number of forms; it is the death of a parent, the house fire that displaces a family, the tragic accident that injures students in your community or on a national stage, or a staff member diagnosed with a life-threatening illness.  The crises may have different causes and names but they bring out the same fear, hurt, and vulnerability in our school families.  There will be similar symptoms too – tears, withdrawal, anger, acting out, and confusion.

crisis

Our response is what can be unique.  What if instead of just tissues, time, and “soldiering on” we encouraged our students, staff members, and school communities to share our raw feelings and lean into the crisis?  What if we talked openly about the fears and hurt, aware and kind to our own vulnerability and that of others?  What if we acknowledged our self-perceived weaknesses and defined the questions we have as we try to figure out if and how we move forward?  Could we model for our students how to not be paralyzed by our worry?  Would we find that we are almost always more supported than we ever thought possible just by sharing our crises with our trusted school friends, colleagues, and community?

There are many resources for administrators wanting to create a culture of trust for their staff and for helping teachers create a culture of trust in their classrooms.  One idea is to utilize the structures we use for inquiry to support our questions that arise in times of tragedy (Daniels, 2016).  Another idea is to work on building safe spaces to be open to our fearful or anxiety-ridden experiences (Brown, 2016).  Still another idea is to build upon our natural compassion for those feeling distress and reach out to folks within and beyond our circle when they express their uncertainty or discomfort, building a deeper and wider net of compassion and active listening. Finally, offering debriefing time and professional support for all school community members impacted initially or peripherally by crisis is important for physical and mental well-being (UCLA-SMHP, 2016).

Whatever the method, it is universally reassuring to know we are not alone when facing the situations that leave us struggling with hard emotions or feeling exposed.  It helps people to know that others care for them even when their emotions make them feel that they are unlovable. Crisis will happen this year, and when it does, let’s take time discover the growth that can occur in us as individuals and within our school communities when we grapple with the reality that our collective power may reside in our shared weaknesses.

Jane Core Yatzeck is a doctoral student in Curriculum Leadership at William & Mary School of Education.  She has 20 years of experience in education; first as a special education and general education elementary school teacher, and then as a school administrator at the middle and elementary levels.  She can be reached at jacor2@email.wm.edu or on Twitter @jcoreyatzeck.

Resources:

Brown, B. (2012). Daring greatly: How the courage to be vulnerable transforms the way we live, love, parent, and lead.  Gotham Books:  New York, New York.

Daniels, H. (2017) The curious classroom. Heinemann: Portsmouth, New Hampshire

Lichstein, R., Schonfield, D.J. & Kilne, M. (1994). School crisis response: Expecting the  unexpected.  Educational Leadership 52, 3, p. 79-83 Retrieved from:  http://www.ascd.org/publications/educational-leadership/nov94/vol52/num03/School-Crisis-Response@-Expecting-the-Unexpected.aspx

University of California Los Angeles Mental Health in Schools Project (2016).  Responding to a crisis at school: A resource aid.  Retrieved from: http://smhp.psych.ucla.edu/pdfdocs/crisis/crisis.pdf

SURN Principal Academy Delivers Powerful Messages: Communicate, Value Relationships, and Create Your Tribe

By Jamon H. Flowers, M.Ed., SURN

By now the wave of school openings has ended and the school year is well underway. The challenges that accompany the start of the new year are now giving way to the day-to-day work of meeting the high standards we have set for ourselves, our faculties, and our students. Meeting deadlines, managing conflicting obligations, providing direction for teachers, and supporting students can be overwhelming and make it easy to lose sight of our optimism. To help mitigate this, I’d like to remind you of some things you already know but may forget in the daily shuffle.

School leaders model and discuss the importance of communicating SURN Principal Academy expectations to their teachers at the September workshop.

School leaders model and discuss the importance of communicating SURN Principal Academy expectations to their teachers at the September workshop.

Communicate, Communicate, and Communicate! 

Remember to communicate! Effective communication leads to an effective organization. Communication with all stakeholders is a crucial ingredient in the recipe for a productive school year. As a principal, I tried to balance written communication with the powerful communication of my presence. It is no longer enough to just mail documents home. We must also embrace systems such as ConnectEd and School Messenger to stay connected with all members of our community. We also need to remember to post information and publicize school events and accomplishments on the school website and on social media platforms such as Instagram, Facebook, and Twitter. Technology has increased the number of outlets for us to communicate and has made information more accessible to our stakeholders. As a result, we may sometimes worry that we run the risk of over communicating, but this is a preferable position to be in than not having communicated enough. Remember, effective communication builds trust. It puts people at ease (especially newcomers!) and keeps people from having to guess about our expectations.

Being present is a powerful form of communication and a characteristic of effective leadership. It is easy to get trapped in your office, but it’s essential to satisfy the high demand for your presence from both internal and external stakeholders. First and foremost we communicate the value of education by being present for our students. This includes being in the hallways, cafeteria, and extra-curricular activities. Every organization, department, grade level, central office person, and family that is associated with your school wants a piece of your time, and it is important to provide each of them with an opportunity for a face to face meeting. Try to schedule these meetings during your least busy time.

Familiar faces in new places as SURN leaders connect, re-connect, and discover the value of relationships at the SURN Principal Academy.

Familiar faces in new places as SURN leaders connect, re-connect, and discover the value of relationships at the SURN Principal Academy.

Relationship over Achievement

 Student achievement is a source of strength, both for the division and the individual schools. Achievement creates energy which, in turn, fuels further improvement, but too much focus on achievement can actually damage student performance.  For example, as the principal of an unaccredited school, I relentlessly focused on tasks and goals. In the beginning, I commanded and coerced, and as a result, my faculty became more concerned with meeting my expectations than with meeting the needs of students. I should have heeded the caution of Spreier, Fontaine, and Malloy (2018): “Too intense a focus on achievement can demolish trust and undermine morale, measurably reducing workplace productivity” (p. 45). In other words, I should have remembered to coach and collaborate, to take time to learn my faculty, staff, and students. Relationships take time and are made one open-house, one faculty meeting, one classroom visit, and one hello at a time. With relationships and trust fully established, we can get down to the business of improving student learning for every child in our building.

Mentor leaders encourage collaboration, pride, and networking as they develop their tribe.

Creating your TRIBE!

The principalship is a high-demanding, complex, and lonely job. Therefore, experiencing a supportive community of fellow principals is necessary. Principals rarely have opportunities to collaborate with their peers to share ideas, reflect on leading and learning, and discover how to improve their performances. At the beginning of my administrative career, I worked in isolation, but I quickly learned the power of having a community of leaders as a muse. In my latter years of being administrator, I was introduced to SURN. Being new to VA, the network in the Principal Academy helped develop my VA educational leader profile. To this day, I remain in contact with members of my cohort as well as my mentor. I encourage each of you to take advantage of your cohort members and our time together during the Principal Academy. By surrounding yourself with positive people who are in the similar roles, they are going to push you towards greatness.

Learning Leaders: Find Your Joy in Leisure Reading

By Jamon H. Flowers, M.Ed., SURN

The famous Charles Dickens quote, “It was the best of times, it was the worst of times,” refers to both the French Revolution and my first year as a Ph.D. student at William and Mary. This year provided me with meaningful personal and professional growth that I never anticipated.  The first anxiety-filled day of each class was saturated with requirements, explanations of assignments, and seemingly impossible reading lists. I felt like I had been thrown into an extremely difficult culture that provided no time to become acclimated. Despite the initial impossibility of each class assignment list, each semester becomes easier to manage. In a word, Ph.D. means “sacrifice.” It demands late nights and less and less time with friends and family to survive. My initial frustration and self-doubt morphed into self-growth, and all the sacrifice was worth it at the end.

Summer is finally here, and I am no longer committed to a schedule that consumes my time with academia. What will I do with my free time? I will read; I will read for pleasure. This epiphany came to me when I realized I had read the entire May 2018 edition of Educational Leadership in one sitting. I was not compelled by guidelines of an assignment, therefore, I lost track of time while reading each article. Sure, I annotated sections that were thought-provoking, but it was what I chose to do. I became reacquainted with a familiar stranger. For the past nine months, required reading coupled with completing written and oral-speaking assignments temporarily halted my reading for pleasure. Now, I have the opportunity to resume this passion, and I am excited.

leisure

As administrators pleasure reading is often not a routine. We become bombarded with pouring ourselves into our students, staff, and community, and we tend to neglect feeding our appetite for personal and professional growth. Our blazing fire of motivation extinguishes as the school year progresses. However, a great way to rekindle our drive is to read. Reading helps to replenish and to stimulate, setting the stage for novelty and ingenuity. For example, as I read the latest edition of Educational Leadership titled, Bolstering the Teacher Pipeline, Herrmann’s article, Rethinking Teacher Recruitment, triggered in me a “wonder,” a “want,” and a “will.”

  • I wondered how might innovative practices, such as “schools offering internships through which younger college students could shadow teachers, work closely with K-12 students, and support enrichment activities” (p. 21), be implemented in more school divisions, with the hopes of attracting a wider range of candidates.
  • I wanted to learn more about hiring and retaining millennial teachers. Abrams’ article, What Matters to Millennial Teachers: A guide to inspiring, supporting, and retaining the newest generation of educators, provided 6 principles that all administrators would find helpful as they enter the recruiting season.
  • I will share the article, To Diversify the Teacher Workforce, Start Early, with peers in human resources and high school principals. This piece presented by Goings, Brandehoff, and Bianco discusses the power in grow-your-own model and 6 guiding principles to recruiting underrepresented community members into education.

Needless to say, reading something I chose to read for less than an hour resulted in an abundance of learning and pragmatic approaches to improvement. (By the way, I strongly recommend reading this month’s edition!)

The end is near for another school year. I am sure you are exhausted and in need of a well-deserved vacation. As part of self-care, I encourage you to read. Reading literature that piques your interest. If you are like me, you start books but never finish them due a long list of demands. However, this summer I have committed 30 minutes a day to reading. For some of us this time will be the only professional development we receive, so let’s do it! Practice what we encourage our students and staff to do. Reading is a magical portal.

May books always be with you.

On my shelf this summer:

  1. The Principal 50: Critical Leadership for Inspiring Schoolwide Excellence

Author: Barati Kafele

  1. Closing the Attitude Gap

Author Barati Kafele

Jennifer Abrams Helps Us Use Our Best Voice

By SURN Staff

SURN leaders often share the need to continue developing human resources skills and competencies as they strive to cultivate collaborative cultures. This means communicating well, crossing generational divides, and leveraging conflict. We are pleased that Jennifer Abrams, international communications and educational consultant, will join us at the 22nd annual Leadership Conference this year.

Jennifer Abrams is a communications and education consultant and author.

Jennifer Abrams is a communications and education consultant and author.

Jennifer brings a dynamic keynote based on her popular workshop, Swimming in the Deep End – What Does It Take, to open the day Tuesday, June 19. “No matter what role we play in a school or district, we all want to make a difference. However, things move fast in education these days, and often in our communications we are left confused, overwhelmed and not as successful as we could be. We need to build up a skill set of effective decision making capabilities, ‘resistance management’ communication strategies and for the sake of our health, our ‘stress tolerance (Abrams, 2018).’” Additionally, Jennifer will lead a concurrent session later that morning.

Jennifer’s books are best-sellers. In Having Hard Conversations, Jennifer leads us through replicable processes as we navigate work-related difficult situations as leaders. The sequel, Hard Conversations Unpacked: The Whos, the Whens, and the What-Ifs, takes readers on a deeper dive into the nuanced world of communication. The Multigenerational Workplace: Communicate, Collaborate, and Create Community provides readers with tools for navigating beyond their personal “generational filters” as they lead.

We hope you’ll join us as we learn from Jennifer Abrams and our other esteemed presenters at this year’s conference. You will leave with tools, resources, and experiences designed to enhance your leadership performance.

A little more about Jennifer: Jennifer considers herself a “voice coach,” helping others learn how to best use their voices – be it collaborating on a team, presenting in front of an audience, coaching a colleague, supervising an employee and in her new role as an advisor for Reach Capital, an early stage educational technology fund. Jennifer holds a Master’s degree in Education from Stanford University and a Bachelor’s degree in English from Tufts University. She lives in Palo Alto, California (www.jenniferabrams.com/about/).