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

Expecting vs extending grace as a leader…

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Have you ever been pulled over? This may surprise you, cough cough, but my driving style is a lot like the way I talk…and write. Fast and furious, always trying to get somewhere. Last weekend, with an unexpected afternoon of sunshine, I was out running errands, and inadvertently didn’t pay enough attention to a new posted neighborhood speed. When I saw those lights, gulp. My first immediate thought was, “Ohhhhhhh, MT is going to kill me!’ The second was, “Ohhhhhhh, please don’t give me a ticket! Just a warning, just a warning!”

Luckily, I did just get a warning that day. As I was driving away, I thought how ironic it was that as administrator, working with both adults and students, I am a big rules/policies girl. I like to know the parameters of an environment/situation and think that they are in place for a reason. I’m quick to want accountability and feel that individuals should be held responsible.

But when I get pulled over, my first instinct is to want grace. I want to explain, to rationalize, to make sure you understand the circumstances.

I was so much more cognizant of my speed this week. I was appreciative of the chance to do better. I was respectful of the officer’s power of a punitive action, but that he chose to give me the benefit of a learning experience. Had I gotten a ticket, would I have reflected on it so objectively? Or would I have been bitter and resentful? Been annoyed as I watched others fly by, getting away with their hurried pace, while I sat as the “one who got caught”… been focused on more of the consequence, than the actions that I had done to get myself there?

I don’t know for sure. But it definitely made me think about how I handle situations on my campus. Do I want the reflection, or do I want the finality of a judgement/consequence?

I know what I want for students…and myself. That surely transfers…

It was a very poignant reminder that as a leader, 

I have the opportunity to give grace, and that more can actually be accomplished by doing so.

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Reminded,

Amber

Help curb teacher burnout with Fab Fridays in February!

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Teacher burnout…it’s a real thing. This stretch in the winter/spring is a LONG chunk of instructional intensity. You’ve got middle of the year data, you have testing awareness creeping up on you, and spring break is just outta reach. The genius of Melinda Miller introduced me to Fab Fridays in February several years ago and I have loved coming up with fun things to do with my staff each year.

While it may seem like a lot of work, really, your teachers are doing the heavy lifting this time of year. And if your team is like mine, they easily over commit in order to help their students succeed. The benefits of building and supporting a positive school climate far out-weigh the time and effort required.  

I would also take a guess that a positive school climate can help bring the joy and fun back into teaching and learning.

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Who wouldn’t want to be part of a school like that?

Here’s what we’re doing this year! (You can also download it here!)What do you do to love on and support your teams?

 

FabFri loveN,

Amber

Calm the storm…you’re the principal!

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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

 

 

 

 

 

#TXASCD Groundshaking moves for Integration Success

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I had the pleasure of presenting at the Texas ASCD conference this week with a principal here in the Wylie ISD. We were a part of an iPad roll out last year and wanted to speak to our experience. It was a lively group and we were able to get into some great conversations. Below are the challenges we discussed, and the presentation itself.

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October challenge!

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Speedgeeking!

And our presentation! Please let me know if you have any questions!

 

November integration,

Amber

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

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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.

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Bilingually,

Amber