Keeping Up with Mr. Jones

Keeping Up with Mr. Jones The OAESA Roadshow

with Associate Executive Director Mark Jones

With a new Executive Director, many new board members since 2020, and the worst of the pandemic behind us, we thought it would be a great idea to take the show on the road and check out all the great things OAESA board members are doing for their school communities. We are so grateful to our board members welcoming us into their buildings and districts. You have so much to be proud of! Here are a few of the highlights.

Joe Jasinski, AP Rep

Assistant Principal, Goshen Lane and Royal Manor Elementary, Gahanna-Jefferson City Schools

Goshen Lane was a lively and energetic environment. It was clear that the students and teachers felt empowered and excited to be there.

Sue Brackenhoff, Zone 3 Director

Director of Curriculum & Instruction, Fairborn City Schools

Toured 2020 Hall of Fame school, Fairborn Primary, where they clearly included student voice into the design of their school.

Michael Emmert, Zone 10 Director

Director of Human Resources, Zanesville City Schools Shared his role in bringing an elementary voice to the district office as they increase their data driven learning.

Director of Leadership and Learning, North Point ESC

Great to get the whole team together in June to kick off the Roadshow with our 2022-23 Board President.

Audrey Staton-Thompson, Minority Rep

Executive Director of Contract Implementation, Cleveland Metropolitan Schools

Witnessed the inner workings of the Cleveland district offices and all they do to support Cleveland’s students and families.

Colleen Mudore, Zone 5 Director

Principal, Knollwood Elementary, Sheffield-Sheffield Lake City Schools

This vibrant learning environment was filled with evidence of strong relationships with students and a love of learning.

Katie Nowak, President-Elect

Director of Assessment and Accountability, New AlbanyPlain Local Schools

They thought of everything to enhance the 21st century learning model in the thoughtful design of their schools.

Principal, Wayne Trail Elementary, Maumee City Schools

Our student tour guides shared their pride of the many student driven initiatives at this school.

Lori Green, Zone 10 Director

Principal, Dunloe Elementary, Groveport Madison Local Schools

Instantly felt welcomed as part of the Dunloe family! The staff engagement made it clear that this is a learning environment that’s full of love.

Ryan McGraw, Zone 1 Director

Principal, Minford Elementary, Minford Local Schools

Dedication to the needs of students was clear here, and they house the only pre-K program in the county.

Bob Buck, Central Office Rep

Assoc. Dir. of Elem. Teaching and Learning, Forest Hills Local Schools

What a visionary! The innovative and collaborative professional learning opportunites being developed in Forest Hills are exemplary.

Lori Green, Zone 10 Director

Principal, Dunloe Elementary, Groveport Madison Local Schools Instantly felt welcomed as part of the Dunloe family! The staff engagement made it clear that this is a learning environment

Andrew Smith, Columbus Rep

Principal, Valley Forge Elementary, Columbus City Schools

Purposeful leadership here creates a calm, peaceful learning space where educators can serve the whole child and meet each student’s needs.

Susanne Waltman, NAESP Rep

Principal, Strausser Elementary, Jackson Local Schools

There was a strong community pride in their beautiful building. Students LOVE going to school here!

Chad Hinton, Zone 2 Director

Principal, Maude Marshall Elementary, Talawanda Schools

What a bright, colorful, fun place to be a learner! Beautiful setting just outside of town.

Ali Nannicola, Zone 7 Director

Principal, Champion Central Elementary, Champion Local Schools

Beautiful new school building with an interactive design for creative, hands-on and collaborative learning experiences.

Abbey Bolton, Past-President

Principal, Davey Elementary, Kent City Schools

The building itself is quite a historical gemstone, housing a true family of diverse learners where the educators excel at meeting the needs of each student.

Felecia Evans, Federal Relations Rep

Director of School Leadership, Shaker Heights Schools

Beautiful old building, complete with student art galleries in the hallways and International Baccalaureate (IB) Primary Years Programme (PYP).

Principal, Louisville Middle School, Louisville Schools

Impressed us with the wide variety of programs to meet the needs and interests of each student.

Matt Bradley, Middle School Rep

Principal, HIghland Middle School, Highland Local Schools

It was clear that the community takes great pride in their school and students feel ‘known’ here.

Tamika Taylor-Ivory, Cleveland Rep

Principal, Miles Park Elementary, Cleveland Metropolitan Schools So much pride in all that the staff and students have accomplished here! Warm environment serving a wide-range of student needs.

T.J. Ebert, Zone 6 Director

Principal, Independence Primary School, Independence Local Schools

Got to meet some very enthusiastic learners who were eager to tell us all about their book vending machine and student-led conferences.

tHe teacHer ’ S PrinciPal

How to SuPPort and motivate teacHerS

BY DR. JEN SCHWANKE

Ithink a lot about the word “support” and how we use it in education. The first time a teacher told me he felt I hadn’t supported him, I was crushed. The situation had involved a complicated discipline situation. In hindsight, I have come to understand that the teacher felt unsupported because he hadn’t gotten his way. Unfortunate, perhaps, but it didn’t mean I didn’t “support” him. On the contrary, I’d taken his perspective as part of a multi-day investigation and done the best I could to support the needs of the students involved. In our schools, “support” has been used in so many contexts that it has taken on multiple, varied meanings. Some people think of it as agreement, or assistance, or concurrence. “Support” might be seen as help, consent, advocacy, or as an actual action in which someone simply takes over for someone else when something gets complicated or difficult. Teachers want the support of their principals, but support does not mean the principal simply agrees with the teacher, especially when it is to the detriment of students or parents. Sometimes, support involves complicated conversations. It involves helping a teacher move away from what is easy and toward what is right. It was my ambivalence about “support” that led me to write an entire book about how principals can best support their teachers. The idea for The Teacher’s Principal, recently published by ASCD, came when I began to think about what teachers really need. The answer is complicated, because teachers’ needs are dependent on countless factors. A teaching career is long, often spanning more than three decades. Times change; methods change; children change; technology changes. Someone teaching today could have potentially started their career in 1987, but now, in 2022, they have completely different job requirements than they did on their first day of teaching. It’s not just their classroom setup that has changed; it is likely also their colleagues, their community, and their home lives. They may have had children, raised those children into adults, and transitioned into grandparenthood. They may have changed homes, managed death or divorce, or experienced financial challenges or windfalls. And so on. Through it all—decades!— still there is the teaching. The act of teaching foundational skills, guiding children as they grow, and providing a positive school experience—that part is still the same. For principals, it helps to consider how to meet the needs of teachers in an ever-changing work environment while also insisting that the core work—that of working with students— remains at the top of the outcome list.

In thinking this through, it occurred to me that teachers have certain motivators. What is it that drives teachers to get up every morning? What makes them continue to enjoy the work? How can a principal make sure teaching is just as joyful on the last day of a teacher’s career as it was on the first? In my mind, there are three things that motivate teachers. I liken them to the roots, trunk, and leaves of a tree. The roots are a teacher’s purpose for teaching; the trunk is the priorities that drive their decisions, and the leaves are the patterns and habits that lead to daily routines. Let’s take a deeper look.

Purpose:

Purpose is a teacher’s root system. Most teachers have a strong, student-centered purpose. They truly want to make a positive difference with students. Supporting and motivating purpose-driven teachers can be done through positive reinforcement, timely feedback, providing opportunities for professional growth, and the encouragement of self-reflection, self-direction, and professional autonomy. Of course, some teachers have a weak purpose that manifests itself in chronic absences, negativity, and toxic influence on others. It is difficult to motivate teachers with negative purpose, but it can be done with time, patience, and judgment-free guidance. It will also require an insistence on adherence to professional requirements and expectations. Principals don’t have significant influence on a teacher’s core purpose, but they can impact how it manifests itself in the classroom.

Priorities:

A teacher’s priorities are the trunk and core of a teacher’s motivation, but they shift, change, grow, and adjust with time. Priorities guide a teacher’s daily decisions, and they define the actions a teacher uses when planning and teaching. As a

teacher works through a career, these priorities may ebb and flow. Teachers will have more to give, then less to give, then more again—it’s fluid, and cyclical, and depends on countless factors in a teacher’s life. We shouldn’t expect or insist a teacher always prioritize their work; instead, it is wise to offer grace and understanding when teachers manage life’s priorities. Staying connected to teachers through constant and collaborative conversation can have a profound impact on a teacher’s priorities.

Patterns:

Habits, routines, rhythms—these are the leaves of the “motivation tree,” and they are the most susceptible to outside influences, either positive or negative. Patterns motivate a teacher’s day-to-day behaviors. Teachers that are always on time, communicate consistently with parents, and invest in thoughtful instructional planning—these all indicate a teacher has positive patterns. Principals can help teachers by setting and communicating clear and reasonable norms and by giving teachers immediate feedback when patterns have a positive impact on students and the school community, or, if needed, by addressing negative habits with clarity in expectations. Understanding purpose, priorities, and patterns isn’t an extra thing principals need to do. It is simply a framework to explain why teachers do what they do—or don’t do what we would like them to do. Principals can improve or enhance a teacher’s work by making sure they are all seen, valued, welcomed, and heard. When teachers underperform or create a negative culture in a school, intervening quickly and with empathetic honesty will not only help the underperformer, but will also garner respect from other teachers in the building who are eager to see signs of fair, consistent, and applicable responses to problems. When troubling behaviors emerge—those that might lead to marginalization of minority groups, neglect of students, or threats to a school’s larger mission—a swift identification of the “why” behind the behavior—whether it is purpose, priorities, or patterns— will help a principal intervene in ways that will improve the entire school community. And that, I believe, is what we really mean when we talk about support.

About the Author Jen Schwanke, Ed.D., has been an educator for 24 years, teaching or leading at all levels. She is the author of three books, including the just-released, The Teacher’s Principal: How School Leaders Can Support and Motivate Their Teachers. She has written and presented for multiple state and local education organizations. She is an instructor in educational administration at Miami University and currently serves as a Deputy Superintendent at Dublin City Schools.

Systems Development & Improvement Center

Two Grant-Funded Opportunities to Build

Inclusive Instructional Leadership

Ohio Leadership for Inclusion, Implementation, & Instructional Improvement (OLi 4 )

A two-year professional learning program for school principals, assistant principals, and teacher-leaders. Advancing Inclusive Principal Leadership (AIPL)

Selected districts will participate in eight monthly synchronous sessions with a $5,000 honorarium to offset costs.

This program prepares leaders to support system-wide and sustainable improvements in teaching and learning on behalf of all children. Built to address the challenge of improving learning for every single student, including students from marginalized groups, through the development of inclusive instructional and organizational leadership capacity.

Research-based theory of action that treats improved performance and increased equity as inseparable Continuously evaluated and revised based on new research and evidence based data Cultivates a reflective approach to leadership through building trust, collaboration, and a system-wide culture of inquiry and learning Focus on inclusive instructional leadership as a key function of the interlocking teams that form the foundation of the Ohio Improvement Process Opportunity for in-district virtual process coaching with the team Access to resources, team time, reflection, and cross-district conversations Option to pursue more in-depth learning during a second year of involvement

This virtual professional development series supports partner districts in developing or strengthening shared leadership team structures for improving teaching and learning across the district. Districts will identify a seven-member vertical team in order to augment systemic district-wide continuous improvement efforts.

A PROGRAM BUILT BY EDUCATIONAL LEADERS FOR EDUCATIONAL LEADERS The 2022-2023 cohorts filled up fast! Don't miss out on your chance to join this opportunity...be on the lookout for information about registration for the 2023-2024 cohort.

whY won’ T You sTaY?

BY DR. JULIE E. KENNEY

The words “staying power” make me think of the energizer bunny commercial. You know the one: The bunny runs around beating his drum and keeps going, and going, and going. I think our society expects the same from our school teachers in America.

No matter what happens, how many students fill your seats in class, no matter how many budget cuts exist, no matter how many safety issues crop up, no matter how many times the pandemic keeps coming back to haunt us and our results, it seems our American society expects educators to keep on going, no matter what.

Can we be honest for a moment? I mean really honest, brutally honest. It’s just not possible! Educators cannot continue to be beaten down and still expected to come to work every day just to get beaten up again. Talk about an abusive relationship! It’s no wonder we’re experiencing a teacher shortage. Why would we keep coming back— day after day, year after year— just to be questioned about our professionalism, our ability to choose much less teach curriculum, or endanger our minds and bodies with physical and emotional safety risks?

Someone has to do something. Can our local, state, and national associations band together and overpower the nonsense that is happening every day? Can we, as individual educators, do anything to help this situation? I think many of us can agree that the key to successful education is relationships. We build relationships with our students, our parents, our teachers, other administrative staff, and district office. The golden nugget behind true and lasting relationships is knowledge. Knowing who your people are and what

they like or dislike, what makes them enjoy life, and how we best interact with each other is the secret sauce to loving each other. When we love each other, we love our jobs, love our lives, and work harder to improve our surroundings together. The way we grow to love each other is to learn about each other and to KNOW each other. window provides a tool to examine this belief I have about myself: • Do others see me as responsive? • Is it known to others that I am reactive in situations or do I just see myself that way? • Am I known to be a patient person to others, or is it just my own perception?

There is a really neat little program out there called the Johari Window. This program reminds me of the Meyers Briggs or Keirsey Temperament Sorter but with a twist. This Johari Window allows us to look at other people’s personalities and figure out how we deal with each other in certain situations. The Johari Window sorts out our known characteristics and compares them to our unknown character traits. Using a tool like the Johari Window would allow us as educators to learn about our own blind spots, which in turn will help us broker more meaningful relationships with others. You can learn more about this technique by visiting www.communicationtheory.org/the-johariwindow-model/. If you would like to try it for yourself or your staff you can go to https://kevan.org/johari to find an interactive tool.

It forces one to answer the question: Is what I think about myself matching what others think about me? Using the Johari Window as a self-mapping tool to discover characteristics about ourselves and then compare those characteristics to what others think about us is an interesting exercise. It is easy to think that the way one thinks about one’s self would be easily identifiable by others, especially those that are friends. However, the evidence proves otherwise for the most part.

For example, I would consider myself responsive to situations and needs of those around me. The Johari Gaining a deeper understanding of ourselves in relation to how we come across to others is integral to building strong relationships with those we lead. I recently had the opportunity to use a really great resource in Ohio that addresses this exact issue. Brad Schneider, owner of The Growth Coach, is a local entrepreneur offering real strategies for team building, leveraging our strengths, and unlocking our great potential, all through the power of building relationships. We can even use these strategies if we want to bring this concept to our schools for professional development with a twist! To reach him, access his website at www.thegrowthcoach.com/ central-ohio-north/. You won’t be disappointed. For years, when I interview potential teaching candidates, I’ve been asked what is my number one look-for in a candidate. My answer is always the same. I want educators that love children and can build relationships. We can teach you content and curriculum. It’s much harder to teach a person how to build relationships. I truly believe this is the key to sustaining our teaching staff and building a better educational system for our students and their future.

About the Author: Dr. Julie Kenney is in her 27th year of education, formerly a teacher and principal, currently serving as the Director of Personnel and Operations for Marion City Schools. She is a member of OAESA’s communication team, a court-appointed special advocate for children, published author, and mom. She can be reached at jkenney@mcspresidents.org.

JFinding tHe oy in education

BY JOLENE D. REINHART

The joy! Where did it go? When I saw “finding the joy in education” on the list of focus topics for this edition of the Principal Navigator, I immediately asked myself that question. How is it that we have arrived at a point in our noble profession that we are looking for the joy? After all, we work with children! Perhaps the thief is the fact that we now work with countless ‘things’ that seem to pull us more and more away from the kids. I know we can list them.

I started teaching in 1983. My first class had 33 first graders, including 6 retained students repeating first grade. Thank goodness for naivete! None of my joy was stolen. I was filled with joy, and gratitude (for a full time job), and hope, and excitement, and vision. My 40-year career was beginning. Needless to say, a lot has changed in education since 1983, some of it for the better, but some of it can certainly be the culprit for stealing our joy. It’s time to find it again! Why? Why not?! Let’s begin. What does the research say about joy and happiness?

Did you know there is a course at Harvard on happiness?! Yep, it’s true. The professor is Arthur Brooks and the course is so popular that there is a lottery for admission with a very lengthy wait list of students who don’t get in. The course fills up in less than a few minutes once it is opened. So apparently, even Harvard grad students are also interested in finding the joy. You can learn more about this course, the ends in mind, and the related research by listening to Arthur Brooks on this podcast episode with Rich Roll. Emerging research on joy and happiness also comes from the world of neuroscience and the gut-brain connection. It’s more complex, of course, filled with very long, multisyllabic words, but basically it points out the importance of gut health, the hormones dopamine and serotonin, and mindfulness. Leading experts in this research are psychiatrist Dr. Daniel Amen, MD, and neurologist Dr. David Perlmutter, MD. Both are globally renowned for their work in the area of gut-brain connection and neuroscience. Our lifestyle choices, what we eat, how we move, how we sleep, and manage stress can all contribute to, or steal, our joy.

What about choosing and creating joy? There are many scholarly articles about joy and happiness which point out the obvious, or perhaps the not-so-obvious. Joy and happiness are choices. We CHOOSE joy! Some of you reading this may have that very mantra posted in your school somewhere. And it’s true ~ we are free to choose how we see the day, to put a smile on our face and greet people, say good morning, ask ‘how are you doing today?’, offer to help a colleague or student or guest to our school, and intentionally look for the good in anyone and any situation.

We are also free to choose

not to do any of those things on any given day. So the argument stands; we ARE free to choose joy. How often are we choosing it? Or do we let the ‘joy thieves’ succeed?

As leaders, we can also CREATE joy. We can focus on the intentionality we have around celebrations and assess the cadence of celebration in our school and/ or classrooms. We must ask ourselves these critical questions: • How often do we model and encourage celebrating successes, small ones and huge victories? • What system do we have for ongoing celebrations? • How does celebrating contribute to the culture, traditions, and mission of our school? • How often do we emphasize the wins? • When was the last time we cheered together as a team?

We can create joy when we recognize others and the impact they have. Most days, as a building principal, I prioritized a little bit of time to write a quick note to a staff member recognizing what they did that day and the difference it made for our school. A five-minute task had an immeasurable ROI. Human beings have an innate need to be seen, heard, and validated. By intentionally recognizing others we are filling a basic human need — and creating joy. Keep in mind that this recognition does not have to be done only by adults. Create opportunities in your school for students to recognize other students and staff members; this practice brings a lot of joy. Lastly, it is important to note another purpose for finding joy emphasized in the research - a happy brain is capable of learning more. Joy helps us learn better. And isn’t that what we are all about?

Many are familiar with the quote, “Comparison is the thief of joy.” Standardized testing practices, especially for young children, have only intensified the culture of comparison. What if I just compare myself to myself? What if I have the chance to see my own growth and learning? What systems and structures do you have in place that provide students the ongoing opportunity to see and celebrate their own learning, progress, and growth? This kind of comparison doesn’t steal their joy, it contributes to it. How do your teachers emphasize and showcase students’ individual progress and growth? Do your students set their own goals and support each other in attaining those goals? Do they celebrate? And celebrate each other? Don’t let comparison to others steal joy in your classrooms. Let comparison to self bring more joy, motivation, and success! One last thought on finding the joy in education. When was the last time we talked about hopes and dreams with our students? Without hopes and dreams, we lose the joy. Bringing intention to the importance of having hopes and dreams is a great place to begin. Share your own hopes and dreams. What is your biggest hope for your staff and students this year? What is your dream for your school? How can you share those with transparency and energy? What if every student in your school had a specific hope for this year and defined their dream? What if we all were working each and every day on action steps that were tied to our dream? Imagine the joy! My hope is this has been a gentle reminder of why joy is important, how we might simply, and in a doable fashion, find more joy by choosing and/or creating it to help our staff, students, and families experience a more joyful school year! My dream has always been to be a learner and a teacher --- because that’s what brings me joy. Interested in joining the conversation for more ideas and connections? Reach out with interest and I will gladly send the invite to my FREE monthly masterclass: “In This Together ~ A Curious Group of Thought Partners Becoming Healthy, Happy, & Highly Effective Leaders”: Third Tuesday of every month, 7:00 - 8:00pm EST via Zoom.

About the Author: Jolene D. Reinhart is a former teacher, principal, ESC consultant, and leadership coach, having served 39 years in the Summit and Cuyahoga County areas. Her vast opportunities to be a leader and to research leadership are some of her greatest gifts of the profession. She is now semi-retired, still passionate about being a lead learner, and choosing joy every day. You can learn more about Ms. Reinhart here @ https://jolenedreinhart.wordpress.com/ about/ or email her at jdgreinhart@gmail.com

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tHe PrinciPalSHiP

is a tougH Job

BY PAUL G. YOUNG, PH.D.

Consider this important question. Do you think most of the people you work closely with (teachers, staff, parents, students, principal colleagues, central office staff, etc.) want you to succeed? Or not?

Chances are you haven’t spent a lot of time thinking about this question. Because people often mask their opinions, you may not know how people really feel and what they think about your work. Those who openly call you out, as hard as it may be to accept their criticism, actually do you a favor. Whether what they say is brutally honest, or not, at least they put their issues front and center for everyone to see and deal with.

The reality is that most people hide their feelings of jealousy and resentment behind a façade. Some call this type of expression being two-faced, saying one thing but doing another. Those individuals likely sabotage your work (and perhaps your career) in subtle ways, sometimes without your awareness.

In sports, things can be even more brutal. Many people have strong loyalties to teams and root for them to win. They genuinely want them to do well. But when they do not, the scuttlebutt begins in a variety of public and private forums, and often the coach (principal) takes the fall for ineffective performance of others.

Do your union leaders and members want you to succeed? You may have previously worked side-by-side with many of them. But once you became a principal, and crossed to the ‘other’ team, did you notice any of their expectations and loyalties change? It is important that you always know who is rooting for you and who is not. Wise principals know this, but even still, too many do not want to talk about acceptance or resistance issues, because they are often very personal. But when you bottle up your feelings, frustrations, and fears, you eventually blow up, break down, or burnout. The principalship is a tough job – always has been and always will be! To maintain your staying power and passion for the principalship, the people in your sphere of influence need to root for, rather than against you.

How Do You Cope with the Tough Days?

You can reduce your stress level by having a critical, heart-to-heart conversation with your mentor. That individual must be someone you trust and will maintain confidentiality when you share your most personal thoughts and feelings. You will likely have several types of mentors, and even coaches, during the course of your career. Wise principals intentionally connect with and seek support from those who understand, listen, accept, guide, support, and continuously learn with them. Side-by-side, they find ways to deal with the toughest dilemmas principals must face. Going things alone is foolhardy.

How Do You Avoid an Ambush?

In John Maxwell’s book, Leadership 101, he discusses essential and time-tested qualities necessary for true leadership -- influence, integrity, attitude, vision, problem-solving, and self-discipline. He outlines five practical steps that all leaders must understand and progress through to attain success. You may have heard other principals say that success is all about relationships. No doubt, rapport is important, but Maxwell focuses on relationship-building at the second step (the permission level) of his five-step outline of effective leadership. You will never develop

effective relationships if the opinions of those who work closely with you indicate you have deficiencies at the first step – the position level (see Figure 1). If you lack any of the competencies and skills outlined in typical job descriptions (Position Level – Step 1), you will quickly discover that the principalship is a very tough and disheartening job, just as teaching can be, if your fundamental skills are inadequate. The buck stops (or should) with you, just as it should between teachers and students in classrooms. You are the face of the school. You set the goals, administer policies, communicate a vision of discipline and learning – all while overseeing your school’s day-to-day operations, managing a budget, and hiring teachers and other personnel. It is a demanding, time-consuming job. A full plate. It is middle management. If you display any weakness in what people think you should know and be able to do at the position level, the cracks will become exposed, sabotage efforts will begin, and you will soon be deposed.

How Do You Structure Critical Conversations with Your Mentor?

It is best that you and your mentor meet face-to-face or develop some form of mutually scheduled routine form of communication. With frequent talks over coffee, lunch, or anytime over the phone, the mentor can notice issues you may not be able to sense. Good mentors ask probing, thought-provoking questions that help their mentee reflect and learn. Effective mentors have a record of success and accomplishment with Maxwell’s first three steps. Their experience is valuable, and they are passionate about sharing it with their mentee. They want all principals to succeed. When their mentee(s) succeeds, they both thrive. Pick up the phone, schedule a talk, and share what troubles you most. Together, you will find a way to cope with the toughest issues.

If You Aren’t Connected, How Do You Find a Mentor?

According to the Wallace Foundation, more than half the states have adopted some form of mentoring requirement for principals. The Ohio Association of Elementary School Administrators (OAESA) and the Ohio Association of Secondary School Administrators (OASSA), with funding from the Ohio Department of Education, offer the AMP-4 Program. It is designed to build capacity for first-and-second year building administrators to help them hone their skills, enhance their practices, redefine their roles and exercise effective leadership. New administrators work with a trained mentor to set clear, professional SMART goals based on the Ohio Principal Standards.

If you are a teacher leader, an assistant principal, or an early career principal looking to build your leadership knowledge, skills, and dispositions to create a culture for improved student learning, then the National Aspiring Principals Academy (NAPA), provided by the National Association of Elementary School Principals (NAESP), is the program for you. Most importantly, you need a mentor with whom you can work and learn throughout your career. You’ll find those kind of caring, committed, experienced principal mentors all throughout OAESA and NAESP. You simply have to commit to becoming involved and develop relationships that fit your needs. Plan to attend Zone Meetings, the annual professional conference, and many of the other professional development gatherings of principals that occur in various locations in Ohio and the nation. Seek and you will find! Open yourself to intentionally learning and sharing with others. You will not regret it.

Summary

One of the most unnerving moments of my career was when I was told I could attend an association

meeting, but I might not have a job when I got back to my district. I didn’t know how to respond or what to think. Should I attend or not? The perceived lack of support and encouragement was terrifying. Fortunately, I had begun forming a mentoring partnership with some of the association’s leaders who helped guide me in my pursuits to expand my professional network while never abandoning responsibilities within my school district.

No matter how hard you try, you will have sleepless nights and periods of elevated anxiety. But principals who intentionally connect with their colleagues, expand their geographic realm of influence, and work to develop a strong relationship with a mentor(s) of their choosing will experience fewer rough patches. As they say, misery loves company. Your mentor

makes that company tough to pass up!

Build Skilled Readers from Foundations to Fluency

About the Author: Paul G. Young, Ph.D., is retired from professional service as a teacher, Lancaster elementary school principal, afterschool program director, and an adjunct professor at Ohio University-Lancaster. He served as president of the Ohio Association of Elementary School Administrators (OAESA), the National Association of Elementary School Principals (NAESP), and as President & CEO of the National AfterSchool Association (NAA). He is the author of numerous books and articles for principals, teachers, aspiring teachers, and afterschool professionals. He writes monthly articles for principals which can be found at https://www.edutopia.org/topic/ school-leadership. He is a frequent presenter at OAESA, NAESP, Ohio Music Education Association, and the Ohio Afterschool Network conferences. He can be reached at paulyoungohio@gmail.com and on Twitter at @ paulyoungohio.

Recommended Reading Maxwell, J. (2002). Leadership 101: What Every Leader Needs to Know. Nashville, Thomas Nelson Publishers. Wallace Foundation. (2007). Getting Principal Mentoring Right: Lessons from the Field

Learn more about the NEW Magnetic Reading for Grades K–5, its roots in the Science of Reading, and how it all comes together to drive student success.

Explore Magnetic Reading for Grades K–5.

Learn more at MagneticReading.com/RL.

SHow tHem tHat you care

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BY KATY NAGAJ

As leaders, we strive to create and sustain a culture of positivity, empathy, and productivity in our buildings and in the mindset of all who spend their days there. While the concept seems pretty simple, the reality of it can be challenging. “Rest and self-care are so important. When you take time to replenish your spirit, it allows you to serve others from the overflow. You can’t serve from an empty vessel,” is a powerful quote by Eleanor Brown that I share with my staff often. But it doesn’t stop there. Caring for and supporting our current educators is imperative now more than ever, as we all come out from a long span of illness, worry, and constant change. Educators are service providers, caring for our students academically and emotionally. Teachers build relationships, provide a safe environment to learn in, offer guidance, teach the content, respond to needs, and so much more. But who provides for them? That question is one that I take very seriously as a building leader. From principal to teacher, the approach should be similar as we expect for it to be from teacher to student. Caring for and supporting our educators begins with building relationships and listening. What are their needs? How can I help these needs be met so that they can be successful in their work as teachers? I break the plan into three steps: Listen, support, and check-in.

Listen to specific concerns when they are brought to us, general chatter among the staff as they go about their day, reading written communication responses, interpreting body language and demeanor are all ways of listening to the adults around us. Support the physical and emotional wellness of the team. This is a continuous goal, as I see it necessary for us to thrive and succeed. The challenge - the differences among the group; values, capabilities, outlooks. The approach - a variety of offerings. In the simplest form, being a listener is powerful. Showing empathy, support, positivity and genuine concern goes a long way. Fill each other’s buckets. Remember things they tell us, ask questions, show concern, be available. As I remind my staff that self-care is critical, I encourage them to address it, and offer a variety of wellness-related opportunities for them to choose from: • Wellness choice time on professional development days (meditation, yoga, walking, boot camp class, pickleball) • Monthly wellness challenges (team and/or individual) to

support physical and/or mental wellness • steps challenge, hydration challenge, gratitude journaling, recipe swap, etc. • Monthly staff potluck lunches • Opportunities to meet outside of school for a walk, a happy hour, or a team-building activity Finding balance is key. Offer activities regularly, offer choices that appeal to a variety of people, and participate alongside them to show that we are all in this together. Team-building activities, notes of affirmation, or a simple thank you - all go a long way. Check-in - Follow-up, listen to feedback, take recommendations, and gauge the impact of our intentions. Affirm the successes, celebrate what is happening (personally and professionally) and show that you care enough to check in on your team! Give these ideas a try: • Begin each staff meeting with celebrations • Drop a note in mailboxes to say… thank you... great job ...hang in there ... I noticed… • Showcase the work of your educators on social media or in a staff newsletter • Offer to cover a class here and there

Supporting educators will make them feel joy, and have a direct impact on retaining them. People want to feel cared for, connected, supported, appreciated, and rejuvenated. One of the many roles of a leader is to create and support an environment in which great things happen. Wellness is one of those great things. If there is an evident value for wellness, the educators around us will be more likely to take part in activities that support their mental and physical well-being, thus avoiding the burned out feelings of exhaustion and defeat, and hopefully replace them with a feeling of joy in being at school each day.

About the Author: Katy Nagaj is the principal at Kirtland Elementary School, a K-5 building, in Kirtland, Ohio. Before becoming a building principal she was an elementary school teacher in the primary grades. Connect with Katy via email, katy.nagaj@kirtlandschools.org, or Twitter, @mrsnagaj

feature story

embark

A Journey to Teacher Fulfillment

BY ANGIE GARBER, ALLY PETREK, ERICKA THOMPSON & MICHALE SANKER

Forest Hills School District is invested in the development and retention of highly effective educators. In 2020, Forest Hills began developing an onboarding program called Embark. Embark was designed to be a flexible and engaging system of support which incorporated collaborative, communitybased learning experiences, and personalized one-onone coaching. Through the Embark program, Forest Hills hoped to create a K-12 district-wide cohort of educators that would experience a two-year journey of reflection, collaboration, inspiration, and learning. Throughout their two years, teachers would be immersed in personalized professional development and activities aligned to district initiatives. With nine different buildings within the district, Forest Hills aimed to create equity for all students and to positively impact the quality of education for every student through the development and coaching of these teachers.

Cohort Meetings

The Embark cohorts are diverse in teacher experience, ranging from first-year teachers to veterans. The learning environments these teachers lead are also diverse: kindergarten rooms, calculus classrooms, intervention specialists, school psychologists, etc. One of the main goals for the Embark experience was to share a common philosophy and a shared vision of education in Forest Hills, which we refer to as the “Forest Hills Way”. To address the need to build common practices across the district, yet personalize the experience for each participant, we developed an overall focus for each cohort session, intentionally empathizing with the common needs of educators in each season of the school year. The focus for our cohort meetings are outlined below: • Know your district - Introduce the district vision and guiding principles • Know your students - Build impactful relationships with students and their families • Know your colleagues - Develop relationships within the Embark cohort • Know your balance - Reflect on and refine your balance of work and home • Know the data -

“There was so much value in Interpret the strengths and needs of students meeting with other educators in using data their first year in the district... Cohort Relationships

Embark offered a myriad of At Forest Hills, we value impactful opportunities for us. ” all staff members and believe in developing -Joey Loebker, Embark participant a strong collaborative community of educators. For this reason, Embark was designed as a K-12 cohort, with representation from each of our nine school buildings. Embark facilitators, also known as ambassadors, intentionally design sessions that allow participants to connect, reflect, and grow with other educators in the district in various grade

levels, subject areas, and buildings. After hearing diverse perspectives from across the district at each cohort meeting, Embark participants leave feeling connected to others and being part of a larger community within our district. “Embark helped me to get a better understanding of the culture of Forest Hills.” -Caroline Lyons, Embark participant

Hills is open, committed, non-judgmental, and non-evaluative. Along with cohort meetings and relationships, our coaching model throughout the Embark program creates a robust foundation of support for all individuals.

“Embark was a great way for me to meet other people throughout the district and build a sense of community and support through my first year at Forest Hills.” -Natalie Gould, Embark participant

Coaching and Mentoring

Throughout the duration of the Embark program, our district’s four instructional coaches offer personalized professional development and coaching to each of the participants. Our coaches quickly and effectively make contact with participants who request support with any topic that arises throughout the school year. By offering one-on-one relationships with our participants, our coaches work to build capacity within teachers to reflect, revise, and grow as learners. Embark participants can be assured that any coaching relationship at Forest Forest Hills strives for Embark participants to function as a dynamic community that continually refines and improves their instructional practice and is committed to ensuring success for all students.

About the Authors: Angie, Ally, Ericka and Michale have over 80 combined years of working alongside students, teachers, and administrators. They are passionate about providing equitable educational experiences for students by developing teacher expertise and common practice. They serve as instructional leaders in Forest Hills by coaching, guiding and driving instructional change. Connect with them via email or Twitter: Angie: angiegarber@foresthills.edu, @AngieGarber Ally: allysonpetrek@foresthills.edu,@Ally_Petrek, Ericka: erickathompson@foresthills.edu, @ErickaTAyer Michale: michalesanker@foresthills.edu, @GirlMike513