my version of transparent, collaborative leadership...with a Teamann twist

Ways to keep growing as a leader… #taketwo

by Leave a Comment

I’ve mentioned before that one of the things I think that impacted my leadership last year was that I put all of the “me” things on the back burner, including my own growth as a leader. In years previous, I was very active on twitter leader chats, participating in conversations, I was more involved with my local and state leadership opportunities, and would attend several conferences throughout the year. These opportunities helped me stay connected to my PLN (aka: peer friends!), helped me stay abreast of current and emergent leadership trends, and even grounded me as an administrator.

This year, more determined than ever to not lose sight of those things that I truly think help me maintain balance, that myth that we as educators all strive for, I’ve added more to my plate. Contradictory, isn’t it? Last year taught me however that when I spend too much time on the things I HAVE to do, vs the things I enjoy or WANT to do, I am not very good at anything. 

I have the privilege of having been named an ASCD Emerging Leader last year. ASCD has incredible resources to support educators overall, and in particular, those who want to GROW. They’ve been doing the ASCD Learn Teach Lead Radio podcast with BAM Radio for several months now and it’s getting extremely popular. There are great conversations with educationally centered authors on the show, and they are quick and easy to listen too. I’ve begun listening to one each Sunday as I get ready for church. All episodes can be found here. If you’re a teacher, looking for the same kinda knowledge, I can’t recommend Anglea Watson and her “Truth for Teachers“podcast enough. These are 10-15 minutes of PRACTICAL teaching advice, that both newbies and veteran educators can grow from. From genuis hour help to procrastination, she covers the #realtalk part of your world.

Professional reading can take a bad rap, but I again contend that when it’s something I WANT to read, it makes a huge difference. I blogged over the summer about what I was reading to grow, and that hasn’t stopped, even with my busy elementary fall world!

Three books you should stop and get NOW are:

  • Renegade Leadership, by Brad Gustafson. The title is enough, but Brad makes me want to be a better principal. Centered in student learning, he makes it sound SO easy to also be a renegade and push the status quo. My favorite part is that he doesn’t expect you to stop ALL the other pieces that we know being a leader means…the HR side, the finance side, the paperwork side. He shows you to be a renegade in spite of all those necessary components.
  • The Starter Guide to Makerspaces, by Nick Provenzano. Makerspaces are one of the things that I just don’t get. Thankfully, “The Nerdy Teacher” has written a book to help me! I definitely plan on leading my staff this Spring to a place where we can MAKE and MAKE confidently!
  • ROI powers ROI: The ultimate guide to think and communicate for ridiculous results, by Michael Rose. For $9 on Amazon, you can download this book. It just makes me think differently about what I try and communicate to my people. Sometimes the WHAT loses all its importance if you don’t master the HOW. Please see #thefirstyear for more on that! This book has made me pause before I speak and that is a good thing.

Last but not least…conferences. There is such power in connecting, not only myself, but also my teachers. I sent several to go hear George Couros a week or so ago, and EACH ONE OF THEM  have come in to me and asked, in different ways, how they can take a risk or lead differently. It doesn’t matter that I push them WEEKLY, it was hearing him speak that made them step up..and out. GO to a conference. SEND your people to a conference. No money? Find an #edcamp near you.  On my radar for the spring/ summer?

  • TCEA– Haven’t been in several years and am looking forward to presenting with Matt Arend on Snapchat in Schools, and also with him and Sanee Bell on Leadership through Failure.
  • ASCD– Missed last year, and won’t make that mistake again! Early Bird rates are still available!
  • ISTE- Local this year (ish!) and I’m taking a team of teachers…ISTE has come a long way with integrating academic best practices with emergent technology ideas, it’s worth attending every few years!

 

How do you maintain the “growth” part of your role as an educator?

 

Always learning,

Amber

Calm the storm…you’re the principal!

by 1 Comment

Last spring we had a pretty ferocious hail storm that decimated many a home in our little Wylie, Texas. Literally, entire neighborhoods were inhabitable for a time and every roof on my street had to be replaced. Softball sized hail will do that! Now, every time we have thunder and rain, I have students who come down to the office crying, worried about their families and homes. It’s a natural by-product. We’ve combatted that as a staff by being overtly calm and reassuring. We’ve lowered lights, we’ve had conversations, and have even pulled up TV reports or radar to help show students exactly what is happening outside when they hear  a storm.

What I have learned, through that example and several others, is that students (or grown-ups!) are going to take their cue from the way others are acting/reacting around them.

When we get data that comes back lower than what we want to see, how I disseminate it impacts how my teachers react& handle it. If I go in, gun a’blazing, there is a defensive tone in the air. It becomes me against them, which is NEVER good for anyone. If I come in ready and willing to discuss and help with a plan of action, the air of willingness and collaboration is practically tangible.

When we thought that the very last minute that we may be adding an 8th (yes, 8th!! section in a grade level, the level of panic was high. When I was able to be outwardly calm and talk my way through what/how we would handle it if came to be, everyone calmed down. My AP literally said, “If Amber’s not stressed about this, then I’m not going to be stressed about it either.”. It was a huge eye-opener for me. People are looking to leadership to see how they should act/react. Luckily, it didn’t happen, but if it had, we were ready.

In any given situation, the principal is the one who is steering the ship. Without a calm steady hand, that ship will straight up crash. Be calm leaders, be calm…be transparent. Over communicate. Talk your campus leaders through what you’re thinking. OVER communicate.

 

Channeling my inner Dahli Lamma,

Amber

 

 

 

 

 

Generic doesn’t count…or why principals should be SPECIFIC! #taketwo

by 1 Comment

My beast, who is a freshman this year, is taking a heavy course load. She has all Pre-AP or AP classes..has added three clubs to her plate, in addition to playing high school basketball. She is loving it, but…

High school is hard ya’ll. I had to get her two different Cliff’s notes to help support her Biology world, just to supplement what she is covering each day. She has page after page of notes that she prints off religiously, in addition to what she covers in class. I contacted a learning specialist and her teacher earlier in the year to get some tips and tricks, and they helped, but didn’t seem to be what she needed. I then had the specialist follow up with her personally…he went through HER system, HER notes, and got HER thoughts. He was really able to identify where she was struggling.

It made SUCH a difference.

It made me realize how much more impactful advice and suggestions are when they are PERSONAL, tailored to the individual. I send out a weekly newsletter and it’s full of generic advice/reminders. My new goal is to figure out how to communicate growth and coaching tips in a manner that either IS personal or makes it feel that way. Love languages are real…and can ensure that your message is received and heard. I sent a survey to my staff asking how they like to be celebrated, so I know best what makes them valued. I can write happy notes all day long but if it’s a public shoutout that fills someone’s bucket, I’m never going to get through to them the way I want too. Knowing that any change needs a relationship as its foundation…this needs to be our focus.

1

 

 

Bilingually,

Amber

Differentiation is not difficult…3 easy ways to make it happen!

by Leave a Comment

I love that my campus is full of educators who recognize the variances in students abilities. How completely overwhelming to look at 22 (or 44! or 66!) students and realize that in order to make instruction happen at their level, you’re going to have to make some instructional magic happen. We’re really focusing on a workshop model classroom, structuring all instruction around small groups. It’s a work in progress but here by week 5, I am already starting to see it happen!

When looking at ways to differentiate, if you’re not able to make a small group rotation happen, there is always the three C’s:  choice, challenge, and change.

Choice: Whether it is a book at their level or a menu level activity, give students the opportunity to make a choice. Our kinder team worked out a BINGO style activity so that student could be directed to activities they NEEDED to complete, but options were fun enough that the others they wanted to complete. They can create items, whether it be digitally or kinesthetically. The level of engagement and ownership escalates with my first grader when she gets to CHOOSE what her activity work looks like. Even something as basic as flash cards vs an app on the iPad, if it was her choice, she’s more likely to stay all in.

Challenge: How can the activity that the class is working on be tweaked to be more challenging for some students? A Makerspace is a prime example of a station that allows students to be challenged. Allowing students to conduct research on a given topic, or being challenged to find a local “expert” for the class to connect with could also raise the bar on an activity. Technology allows for students to create way more creatively than a paper pencil exercise…from an explain everything video to having a twitter poll…students who feel like they are actively involved in the learning process through a classroom challenge will be more engaged and inherently, stay on task!

Change: Research shows that just making a change can allow for differentiation at times in the classroom. From what the student is asked to complete to the manner in which is delivered to them. What if you recorded instructions for a project/product and a group of students was allowed to receive their directions in that manner? What if one group created a game but another group created a quiz over the same content? I saw students today taking pictures of the different states of matter inside the classroom…what if one group of students were allowed to search outside of the room? An easy change that ups the complexity level of the activity… 

Even within a PLC or planning session, it wouldn’t take too much extra time for a team to throw out several easy ways that an activity could be differentiated. How do you make this happen in your classroom or on your campus?

 

DifferentiateN discussing,

Amber

 

 

Use your words. #taketwo

by 1 Comment

My beast is a freshman this year. As if that isn’t just completely foreign enough, by week 4 she has joined a number of clubs/organizations to fill up all her, you know, free time. With pre-Ap and even an AP class, she just has so much of that. 😉 She originally was going try also be trying out for both the volleyball and basketball teams.  In a relatively small district (16,500 students) sports are a big enough deal that we were really excited for her to represent WHS on those courts. We’ve also invested a considerable amount of money in private lessons, tournament teams, equipment, etc. She wasn’t 100% excited about it, but knew that she wanted to do…something.

Late this summer she attended a basketball camp hosted by the high school coaches, including the girl’s varsity coach. One of the days, he pulled her aside afterwards to ask if she was going to be trying out for the high school team, that he was impressed with her energy and attitude, and was looking forward to working with her….that he saw something in her.

Ya’ll.

My beast is a good player…but she is by no means the best on the court. She hustles, mostly. She shoots, occasionally. We cheer her on, we support her and do all that we can to help build her up. But she came home that day and told me that she was dropping volleyball and going to be solely focused on basketball moving forward. She started asking her dad to come shoot with her, to help run her through dribble drills. His comments literally changed my teenager’s trajectory in high school. From her schedule, to the groups she’d be hanging with, to the energy she’d be expending…it all looked different from that moment.

It changed based on a coach who took the time to say something positive to my kid.

Click To Tweet

 Incredible power that we have, isn’t it?

When you use your words…are you using that power for good? Do you realize the impact, the opportunity, that you have every single day?

I am hopeful that you do, because there are children everywhere who need to hear that someone believes in them, that they can see something in them. I am thankful that someone speaking to my precious beast, the one who made me a momma, recognized that power.

team momN,

Amber