Thankful for Partnerships

Administrators in the SURN Principal Academy help shape an educational partnership that spans the state.

Administrators in the SURN Principal Academy help shape an educational partnership that spans the state.

At this time of year, many of us engage in reflection on the many things for which we are grateful. At SURN we pause a moment this week to acknowledge our gratitude for the many meaningful partnerships that breathe life and purpose into the School Leadership Institute. Our connection with William & Mary School of Education runs deep, and the support we receive from faculty and staff provides a foundation for reaching beyond the university and into the K-12 classrooms and schools we serve.

We collaborate and work with our 30 Virginia school divisions to bring quality professional learning and development to educators across the Commonwealth. Through these collaborations and experiences at William & Mary School of Education, leaders have established relationships far beyond our walls. This fall principals willingly opened the doors of their schools to allow their colleagues an opportunity to develop their skills in instructional leadership as they complete collaborative walk throughs together.

The opportunity to network and to collaborate with peers is cited as a strength of virtually every workshop and program at SURN. Learning and innovating together to enhance student achievement is a hallmark of what we accomplish in partnership with each other, and relationships are at the core of this. We look forward to continued growth in our partnerships with all of you.

Happy Thanksgiving from all of us at SURN!

EPPL Goes to Washington

By Sarah P. Hylton, SURN

EPPL students take part in a policy field trip to Washington, D.C.

EPPL students take part in a policy field trip to Washington, D.C.

At SURN’s Board Meeting on Wednesday, Dr. Mike DiPaola promoted William and Mary’s EPPL cohort and its goal to develop capable school leaders. The EPPL acronym stands for educational policy, planning, and leadership, and students in the program take courses in each of these areas, ultimately synthesizing those classroom experiences during comprehensive examinations. The natural extension, of course, is how these areas will interact in their professional lives as school leaders. Students in the program are reminded often of the necessity of leaders being conscious of the policy process in order to be able to engage positively and intentionally in that process.

Students currently doing policy coursework, including SURN Graduate Assistants Jamon Flowers and Sarah Hylton, took part in a policy field trip to Washington, D.C. on October 27, 2017. The trip, organized by Dr. Pamela Eddy, provided us with the opportunity to meet with K12 and higher education interest groups and with congressional education legislative aids and staff. We were reminded of how critical it is for school leaders to envision themselves as policy actors and to foster relationships with a broad swath of individuals and organizations. Those we spoke to urged us as school leaders to know our own narrative and to use it to shape our policy goals and aspirations. Faithful commitment to the organization’s best interests framed consistently and positively serves schools leaders well as they navigate policy issues at the local, state, and even federal levels.

A Principal Returns to SURN: Familiar Face in New Space

October 23, 2017

By Jamon H. Flowers, M.Ed.

As the SURN Principal Academy began its sixth cohort of principals from across the state this summer, we were joined by a familiar face in a new space. Jamon H. Flowers, M.Ed., joined the EPPL program as a full time doctoral student and joined SURN as a graduate assistant. Jamon was familiar with SURN as a principal participant in the Principal Academy during his tenure in Roanoke Schools. He agreed to share his thoughts on his return to William & Mary School of Education and SURN with us in the following blog post.

Jamon Flowers of SURN returns to William & Mary in a new capacity.

Jamon Flowers, center, returns to the SURN Principal Academy in a new capacity.


During my tenure as a principal, I spent most of my time coaching, supporting, inspiring, and problem-solving for others, but that all changed in 2012 when I became a participant in the SURN Principal Academy. My eyes were opened to how incredibly valuable it was to take time outside of my school for my own professional learning so that I could return and make school an even better place for learning.

Through the SURN Principal Academy, I had opportunities to connect with other principals from our network, including schools similar to mine and schools that were vastly different. Our collaboration increased my effectiveness as a principal and attracted me to actively participate in the on-going research and professional development initiatives, such as Visible Teaching, Assessment, Learning and Leading that promoted quality teaching and learning. Connecting with a diverse group of principals proved that the most valuable resource that all principals have is one other. Without collaboration, our growth is limited.

Now it is four years later and I have returned “home,” but in a different capacity. Instead of being a principal participant, I am a graduate assistant at SURN. In this role, I meet and work with principals who have a wide range of years of experiences, serve different school types, and strongly desire to improve the quality of teaching and learning within their buildings. Each peer offers fresh perspectives and a myriad of ideas. As a mentor, I am able to share my experiences, collaborate with others, and learn alongside principals across the state.

Commitment to ensuring that every student within the SURN school division network encounters an effective principal is a driving force in my dedication and excitement to work in this institute. As the old adage states, “home is where the heart is;” it is good to be home.

We agree, Jamon. Welcome back!