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Strategies to avoid #PrincipalPanic in the pandemic…it’s a thing.

March 30, 2020 by Amber Leave a Comment

One little month away from the blog and literally everything has changed. What are you doing as a principal right now to help your people stay calm in this pandemic, while also taking care of you? I’m about ready for our structured, regularly stressful, typical work world to return. (Remember when STAAR test stress was the worst stress? Ugh. I miss those days!)

I’ve seen much on the Facebook or the twitters about what we “should” be doing or what “actually” matters right now. I’m just trying to not kick my children and husband out of the house, 🙂

That being said…I have seen some really good ideas come across and wanted to share some of what we’re doing with you…it’s definitely helping me stay sane and feel productive. There’s nothing worse than an unproductive enneagram 3!

 

Things I am doing for Amber:

  • waking up and working out, just an hour and a half later than usual
  • watching things I don’t usually have time to watch b/c I go to bed at 9pm like a 7th grader
  • walking the dog twice (TWICE!) a day
  • having a “schedule”…even if it’s a made-up in my head schedule that nobody knows about but me
  • eating snacks

 

Things I am doing for staff:

Taking care of my people is LITERALLY one of my favorite parts of my job, so not being able to get to them has been hard.

  • phone calls. ACTUAL voice calls to check in and say hi. I ask how they ARE, not what they’ve been doing. 
  • Sunday night motivation texts to teams, just an image or a gif
  • Keeping emails brief, supportive, and appreciative
  • Letting go of unreasonable expectations, just being REAL PROUD of a pivot none of us saw coming
  • Respecting that some are parenting, wife-ing/husband-ing, and teaching…all at the same time
  • weekly staff meetings, to see all the faces via google meet–trying to make these short, sweet, and involve something FUN!
  • I’m going to mail, as soon as the OCD fireman allows me to, one of these out to everyone
    • Business sized motivation cards
    • Kindness cards
    • Live the life you love postcards (<— these are my favorites! and there are 100 of them!)

 

Things I am doing for lil’Wolves and families:

We are lucky enough to have an engaged community via social media, so I am able to utilize Facebook and know we’re getting exposure. Because I’ve read so much about the different ways Facebook links the algorithms of views and their feed, I know that the more engagement a post has, the more it is going to show up in people’s feeds. That means every time we post something, and we get a comment, the page comments back. This has raised the average view of what we’ve been sharing post-pandemic by 150%. Enlisting some of our professional staff who may not be as busy with our online learning has been a win-win for this strategy. 🙂

  • Coach Kyle, our PE coach, jumping in twice a week with fun workouts for Wolves
  • Read aloud each day at 9 am by a surprise guest reader (Alpha Phonics, ESL, Art…all our people want a turn doing this! Even our lunch lady signed up!)
  • Friday we go live with jokes on Facebook with our assistant principal and myself
  • Our music teacher plays the flute, sings, or has her son play the piano as she announces all the day’s birthdays
  • teachers are making posters/signs for us to share in a video, set to some sappy song I haven’t chosen yet 🙂

Anything that we do live, you could also just record and send links out!

 

What are you doing to avoid #PrincipalPanic right now?

I hope that you are modeling what it looks like to be calm in an absolute season of knowing nothing.

Click To Tweet

It’s ok not to know. And if I could convey peace and assuredness to my people right now, then I can turn everything else off, and hopefully, communicate what is most important…which is that we’re going to be ok.

 

Thinking of you &

Technically, yours Amber Teamann

Filed Under: Principal, Uncategorized Tagged With: #beintentional, #students, #teachers, AmberTeamann

5 ways to make your campus more inclusive as a leader

October 7, 2019 by Amber Leave a Comment

I am privileged enough to work at a campus that is incredibly diverse. From ethnicity to abilities, we are surrounded by Wolves that aren’t all the same. While that is ALWAYS true of all our campuses, I am fortunate enough to have two self contained classrooms that make my heart so happy. In addition, each year, I find myself blessed with Wolves who challenge the ways we have done things and make me more aware of ways I can do better by these babies I am entrusted with each day. It’s always been important to me that my self contained classrooms, those with students with special needs, feel as if they are just as much of a part of our campus family as the other classrooms. I spend time in those classrooms, and give the same feedback as I do with other teachers, and take every chance to share out the great things I see in their rooms like I would a general education classroom. I send positive cards to each of those Wolves, celebrating things that have gone well…and I have even been known to spend some time out at recess, coming when they say come, and going when they say GO.

 

 

Are they connected with appropriate grade level peers?

Beyond during the typical inclusion or lunch/PACK time…we make sure that our families are included with a partner teacher and are on their email list. (They can always opt out, but no one ever has!) They get the newsletters, the contacts, the communication , the curriculum blurbs, etc. They are a part of the classroom Facebook pages. When there are events, I want them to feel just as included in grade level activities and invitations. Programs, socials, etc…they are always invited and we make sure they are able to participate to the best of their abilities. Sometimes, even though something shared isn’t as developmentally appropriate, families can adapt and discuss at home.

Where can you find these friends in your yearbooks?

In addition to listing these students within their class pages for their self contained class & teacher, we also include them with their inclusion class. These are the peers that they interact with throughout the day, during their inclusion , lunch, & recess. They are just as much a part of that room as they are of the other. When they flip through that yearbook later, I want them to see themselves within BOTH groups of friends. We make sure collages also include all the friends…because there are plenty of opportunities to get candid shots of their interactions, if you’re looking for them.

Where do they sit during programs?

When at all possible, we allow students to sit with their inclusion class. Again, an opportunity to socialize with their peers…even if its just sitting and enjoying a program or campus pep rally. Typically, they have a “buddy” a student with a big ol’heart that wants them to sit with them and makes sure they are enjoying them self. They find them at recess and invite them to sit by them at lunch. These are the Wolves that are going to change the world, I have no doubt. Watching these friendships develop is one of the very best parts of my job.

How do you plan their parties/field trips?

We make sure that the self contained classrooms have separate parties scheduled. One with daily friends, with a craft and snack that is appropriate to each student, but we also make sure they have the chance to attend their grade level party. If this means I need to provide additional coverage, I do that. If more bodies are needed on field trips, I find them. It definitely means I consider ALL classrooms when making scheduling decisions, instead of just gen ed ones. We have students who leave for therapies, and I take that into consideration when looking to schedule #allthethings.

How do you communicate your messages and values with your families?

We share a LOT via social media. I like a good font, a fun clip art…and LOVE having props that go with all the crazy fun elementary things we do. We intentionally choose images that represent ALL our friends. From diversity to special needs, it speaks to our campus when they see images or shares that resonate with their ethnicity, culture, or faith. We seek out and include as many as can. Whether this is holiday related or just a regular ol’message…we try to make it as diverse as possible. Seek out parents with different faiths, ask how you can celebrate their culture. Ask what matters to them and be intentional when you reach out and invite them to participate with your campus. It will make you all better! #leadwithappreciation

Principal confession: I got this wrong this year in a pretty big way. Despite making sure communications, posters, flyers, etc. are diverse, we created a photo op of a cowboy/cowgirl that students could take pictures inside of, with a fun face cut out. They were REALLY cute. They were also both very fair skinned/blonde haired. What a missed opportunity for my Wolves with dark hair and dark skin! We could have created one more with a different hairstyle/color that could have included many more of my students. Do I have to make one for every ethnicity we have? No, but it is pretty important to at least give options when I can. This was an easy add that I just missed.  I don’t want them to feel like they have to misappropriate who they are, just to include themselves in the themed fun we have.


If nothing else, please take away that decisions are made on the individual-ness of each student.

There’s no “one size fits all” decision.

Click To Tweet

It’s not made on IQ or disability or placement. We don’t do “these things” for student in wheelchairs or for students with Down Syndrome. I do what Landree needs or what Levi needs. It’s made on whats appropriate, whats most fun, and what each student deserves for us to make happen, no matter what. Sometimes that requires additional staffing, or support from the office, or extra $$$ to support funds and ideas. I am the voice that says YES, how can we instead of YES, but how even could we…this all starts with the principal, or someone asking the principal. 🙂

Making sure I have open lines of communication with my families, ALL my families, means they reach out when they see something that they feel could be handled in a more inclusive and positive manner. It’s always done with respect and the best interest of our Wolves. That can be attributed, I hope, to the fact that I listen when they talk. I don’t take umbrage to the fact that I have been doing something WRONG or that albeit, unintentionally, has left their wolf out. These convos can HURT, but I am always a better leader (and person.) afterwards. All of the things above, that we now do as a norm, are a direct result of mommas (and daddies!) who make me do better, who hold me accountable for doing everything I can to make sure ALL students are Whitt Wolves, to the fullest extent possibly.

Even if they don’t directly apply to the students you have now, I hope you see something that resonates and could make your whole campus feel more included.

 

 

Thinkingly &

 

Filed Under: Leadership Tagged With: #beintentional, #edchat, #students, AmberTeamann

Ways to keep growing as a leader… #taketwo

November 13, 2016 by Amber 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

Filed Under: #taketwo, Principal, Reading, teacher leader, Vision Tagged With: #admin, #ASCD, #beintentional, #students, #teachers, AmberTeamann, technology

PLC conference: Leadership gems

June 15, 2016 by Amber 1 Comment

We have traveled as a district leadership team to the Solution Tree PLC conference. Day 1 involved some powerful examples of what a PLN and PLC led culture can lead to on a campus.

I figured out at my first PLC conference that the PLC mindset was very similar to what I think is the “connected educator” mindset. It’s all about collaboration, sharing information/knowledge to benefit students, growing as a learner, and utilizing the knowledge of the whole to benefit the individual. That being said, I enjoy conferences because I love to learn, and think there is always something else I can do to improve as an educator and as a leader.

Yesterday’s sessions and great thoughts:

Teaching, Leading, and Living a High-Energy and Well-Balanced PLC Life, by  Timothy Kanold            

This session was all about finding that elusive work/life and how necessary it is to keep sane. Relational and emotional intelligence is a REAL thing. Did you know your EQ has a direct correlation to the emotional climate that you create within your campus? Your relationship with your campus/co-members is as important to their success as it is to yours. “Poor relational leaders will drive skilled and motivated workers out of their profession, or even worse, cause them to withhold discretionary effort…” (Hard Facts, Dangerous Half Truths, and Total Nonsense, 2006)

He referenced “The PLC Energy Quadrants”, that I thought was very interesting. It spoke to the need of EVERY day spending time in quadrant II, a place of low positive energy…(reflective, serene, relaxed) in order to balance staying in the “fully engaged, in the flow” quadrant I, a high positive place (helpful, hopeful, connected, joyful).  Ironically enough, this past year, I weeded out almost all of my low positive “actions” instead choosing to be action oriented and focused on my first year as an administrator. 3

Another fun fact: too much time in QI or QIII will send you to Q4.

Leading with Passion and Purpose: The Principal’s Role in a PLC

This session was led by a high school principal from Texas, bonus points! Mr. Jones started with an activity, having us complete an acronym, with the word LEADER. Pausing to think about how as a leader, each one of those letters stand for such BIG THINGS that I am responsible for being…for representing…for modeling was a big pause. He also shared that the principal, by their year 3, has a direct and substantial impact on students results on a campus. (Marzano, 2005) Knowing how difficult it would be for me to manage such a substantial impact on all 54 of my staff members, I can however choose to be that person for my 6 PLC teams.  “No one person can serve 50 masters!”

My two top tweets from his session (I take notes in twitter blurbs…it works for me!)

  • There’s a difference between co-laboring and collaborating. Which one do you do? #atplc Everyone’s shovel is in the ground!
  • If you’re listening…you’re not talking, solving, or rationalizing, you’re being present…be a listening leader! #atplc

He closed talking about something I struggled with this year. His slide was titled “When you’re Famous”…but it asked what evidence you have to show that your students, your teachers, your teams, and your school have accomplished.  

Being a leader isn’t all about you.

Click To Tweet

If you’re the most successful, celebrated, and accomplished person on your campus, you’re doing it all wrong.  The awesome Matt Arend sent me a screen shot this week lauding someone who used to be against many of his initiatives but has, over time, become a huge supporter of the growth changes he’s brought forth. That is a successful leader. That is #realimpact.

“Indeed, there are virtually no documented instances of troubled schools being turned around without intervention by a powerful leader. Many other factors may contribute to such turn-arounds, but leadership is the catalyst.” (Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004)

 

leadership growN,

Amber

 

Filed Under: Uncategorized Tagged With: #admin, #cpchat, #students, #teachers, #vision, AmberTeamann

How do you know if you’re doing a good job? #thefirstyear

March 15, 2016 by Amber 2 Comments

I’ve said before that there is no manual that comes with a leadership role. How very much easier it would be in life if every time you had a question or were presented with a situation, you could simply turn to the relevant page and see how it should be addressed. But we all know that is not true in life, and it’s definitely not true in leadership.

Recently I’ve found myself wondering how do I know if I am doing this whole principal thing right? What are the measurements in being “successful”?  Is it everyone being happy? Is it knowing all that there is to know? (gulp.) Is it happy kids? Is it happy teachers? HOW DO YOU KNOW?

The answer is…..

impossible to measure?

non-discernible?

based on assessments? (but which ones? State? Local? Common, formative? Rabbit trail, that one is…)

popularity?

definitely not easy.

In speaking to those infinitely more wise than me, I think that you just do the every best that you can and know that you are always growing.  Keep yourself surrounded by people that you can have heartfelt, genuine, reflective conversations with, on a regular basis. From your staff to your parents to district leadership…be open in discussing how they are feeling and how they feel the overarching principles that you want to lead by are being received.  Are you fair? Are you consistent? Are you doing things for the right reasons?  Have there been any misunderstandings? Is what you are saying what they are hearing? The answer to that may surprise you…but the only way to KNOW is to ASK. #lessonslearned

 

I’d be interested in hearing from you…what are the markers of you feeling as if you’ve done a good job? How do you know? This question has kept me awake at night lately, and would love to know what you think! And while you’re thinking about it, this post has now gotten THIS SONG stuck in my head. You’re welcome!

 

 

survey seeking,

Amber

Filed Under: #thefirstyear, Principal Tagged With: #students, #teachers, #thefirstyear, AmberTeamann

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