UTI CeC Healing-Centered Leadership PUNTO L ken oa CCR LCS CTC Ue eS aC PLUS Coon amd TT alae Ae TES FeTTo e og eg ae) Sportsmanship’s Wakeup Call, p16 eae et re ode dYN NICs PASA IX p2s Sa VISION AND ACTION FOR TODAY’S LEARNERS ECO MUONS ECHO AC) Tome Cele el cex-caeo TIA colleagues to move your district forward ATA A(0l e-mail Ce Oe ecommendations that provide all Fe VanOM TURN Ae MOOG x Mentoring & Consulting science Dae mmunceod crete X BST Re oleae) elle acy X VOOM aCe E srl nie} X Networking and so much more! pany ees 1 ae ge ere sOGlobol PD teams eaziec. Propel your collaborative te to new levels of learning Global PD Teams is your one-stop digital resource for year-round professional learning. Our new and improved platform provides your entire faculty with real-time access to advice, direction, and strategies from experts you know and trust GET STARTED SolutionTree.com/EmpowerTeams 800.733.678618 25 08 % il 2 32 37 School AUGUST 2022 + NUMBER 7 VOL. 79 Healing-Centered Leadership The challenge of balancing the collective trauma that school communities have experienced with the duty to instract at high levels 21. Sonja Santelises: Healing through entiched learning 23 Practicing mindfulness as a leader Navigating a Pandemic With Moral and Intellectual Leadership lay nut orga ntion pins rts ta their NorthStar when making diel. docisions. 27 Pillars ofthe superintendent as moral and intellectual leader My Quest for Happiness in the Superintendency ‘A school distict leader in Ilinois shares how ereating a state of flow and engagement helps to counter the overheated personal challenges Teacher Morale and Wellness The lurking crisis on staffing in schools requires diagnosis and sustained action. One-off appreciation pestures don't cat it Steering Through Disasters and Tragedy How three superintendents have led ther school communities through devastating natural crises om top. ofa pandemic. 38 Voices of experience on preparing for disaster 40 Rob Clayton: Mobilizing collective leadership 43. Stemming the erosion of instructional time“Solutions are found when we seek a way to climb the proverbial mountain in front of us.” race 1 FRONTLINE Natrl disasters prove unique tough ranted opporuntes for shoal stm leacersip to stn. 6 STATE OF THE SUPERINTENDENCY Years in the Role Tine spent working as superntondnts ‘7 BEST OF THE BLOGS Feur RASA members noteworthy beg post ings on maters of ecuaton leases. Extra Pay During ts School Day Beacoma eres fora school ton move Senate fing a specl ft ring the ema Schoo dy? ret cay 9 LEGAL BRIEF Personal Cellphone Use for Work Purposes few heb res ove byt mine legal wanging oer business ard persoral ses of your phone, 10 BOARD SAVVY SUPERINTENDENT ‘Arime Resource in External Relations Using school board members canbe an asso doang wih te community Sakeholders, samy view Why I'm Comfortable Talking About Equity An aston spores ifennaly Secks aut divested exparinces in ie od tree to expand er posora Bub. ‘About Believing It's Possible Te voice side you ead eter can hap yout! 9 pats foward or pt on bet bon. ‘AWake-up Call for Sportsmanship in Scholastic Sports 1 KARISSAL. NEHOFF School lees have a in enorng song betawora senda to cr the ereaang presence of lense Bene and neppoaie rgunge a athe evens RESOURCES ‘44 B00K REVIEWS > Me Deporte and Courageous ina Ten teaersip cons ar Shi Create High Aheurg Setoa's > tstctinal Leadership: Oeeting Practice Out of Theay » Pubic and Prat Edveaton in Areca: Baring the Foes > wot Your Leadership toy? Schoot Leader's Gude Aiging How You Lead th Who You Are ‘Aso, Amy A. Holcombe, dean othe Stout ScroaofEeucaton, High Pi rive, High Point NC, on iting Seategc et Leadership or ascot: A Protea! oe {48 PRESIDENT'S CORNER It’s What We Do BY SHARIL, CANE The new AASA presents fist colenn dscsses paveg the path fr ersoral wwabess ‘50 EXECUTIVE PERSPECTIVE Opening Our Eyes Again to Overseas Schor ISHS exeatine decor elect on 8 ‘scent cation mission bo tok th ih estoy. '52 SCHOOL SOLUTIONS ‘Academic Return on Investment 1 JOHNL, GATTA ‘uartvng the tudertcutomes of your tergted assures, ‘54 PEOPLE WarcH ‘Our money compton of ASA mab apparent and reteemerts ‘55 PROFILE Kamela Patton BY LUZ GRIFFIN ‘Florida superitendent became a mean. lng presence amerg starts ad Sa Jeacing ta siéng gas overtime. PLUS ‘56 LEADERSHIP ure ‘Scheel Administer (SN 095 13's one meres h ASA The Scho Supt saci. 115 Duke Sadia, A223 Teper: {SSTEONT Fax T8443 femal menowshe Ges ine asckton ze $70 ave merous. kh SID cvs a sbscplan Se Aaa ‘Sau Aan publsod on eee ly Send sos Senos ASS Neanp Ch, Ou Se Alri, W238 Cope 22 BAS. ‘nights revved re in US AUGUST 2022 SCHOOL ADMINISTRATOR 3READERREPLY ‘Thanks to superintendent Mark Lane for the concise, direct and beautifully written My View column (‘Our ‘Sinister’ Agendas”) in the April 2022 issue. He encapsulates ‘the experiences over the past two years (layered on top of COVID-19) in my school district — and just so perfectly sums up ‘what so many of us are experiencing now in school board meetings and elsewhere, My 3,300-student school district just outside of Champaign-Urbana, IIL, is grow- ing more diverse in every way, presenting challenges in that POLITICAL VIEWS ARE BECOMING MORE DIVERSE AND, IN SOME CASES, EXTREME. The demands to remove books from reading lists, micromanage the work of teachers, publicly condemn and criticize and believe a wealth of misinfor- mation can be frustrating and discouraging. Like Lane’s school distriet, we also have our reading materials, standards and essen- tial questions posted on our website. It's a work in progress, so I appreciated reading about Lane's work in Decorah, Iowa. ‘Sinister’ Agendas ‘asa retred, 17-year superintendent ‘ntual ines, was moved by Mark Lane's column. The way he profession. aly defended the wor of oes, aemin- {stration and school boords wes simply evemplay. continue to work with schoo! sets in incis,andtm often frusrted atthe {ack of courage of t0 many supern- teradnts who remain quiet when they clearly see ealleagues and themselves under attack by those who donot take thotime to lear al sides ofa story, Correction ‘Tho table appearing with “Nine Ways of Boing Smart st (Our School (May 2022) by Jason Bach inadvertent reversed two ofthe slogans. “Think fr yousei” should appear asthe slogan elated to Autonomy while “Admit ‘hat you dont know’ should appear with Humility, 4 SCHOOL ADMINISTRATOR AUGUST 2022 Asa superintendent, Youre plenty coftimes when tft ike “the unknowing were making te unwaling do te unnee cesary” Bureaucrats and some wo pre- ‘tend tobe public school advocates do ret have the passion that Lane does. thank him fo is courage Pere lienceas tors asp. Navigating Discussions | want and nee every single student In our cobege’s teacher development program to read Peter Stepleman's ‘Navigating Discussions of Race and Class" orl 2022} Words suchas eauty ar9so abstract unt they soe a leader work in and throughout the community to bring this work ~ the hard, but neces: sary wok of ecity and inclusion —to Ie in our local school istic In ay fle as drectr of elementary education at University of Mssour's Col lege of Eduation and Human Develop ‘ment, | teach aspiring teachers Yet as ry colleagues ae! pees in higher and 12 edueaton know, noting is simple about teaching issues of race aed class. Undoubtedly incredible books and resources and media cis (both socal and traction) are avalable to spark citcal thinking and dialogue among our preservice teachers, However tcan be lift to maka those resources feo ra ‘evant to fel immeclatly useful as our students enter our local schoct sre as cary career preserve teachers Enter Stiopiemar's vee asa vis- lol, loca, perfecly perfect leader. Hishead and heat ae full on ciplay Ini eritcal thougr-pice that is part rule book, prt pay book and part post. {game film — all bound together by his ‘commizment to the greater community he serve, LETTERS SHOULD be accessed 1: Ek, Schoo! Aiistetr, 16% Duke St, Acai, VA 2237, Ea Imagasnedasa org Admunistrator ay elvan ‘scent han Soares How To REACH US tc napisy orbs ecto. Geng ates ore sam ora aes ral eos) ‘ete aay dane lech enciencon, tenemos ‘SEieestictonneoat wots, feet prnon pe ty iru tarysen re 3007508 Dodseceayree St payor each SA Tess spats Aton Diiehiyet aly aber oe ce spp stan orn esK-5 EQUITY-DRIVEN COMPUTER SCIENCE ‘ Inspire students to explore infinite possibilities with computer science education. BootUp's extensive suite of support and coaching provides teachers with resources that bring engaging coding curricula to elementary students in your district. Our unique approach allows students’ interests to guide their learning of coding concepts and practices within personally meaningful projects. Are you ready fo close tech gaps at an age when laialen ele iti bearamaretoridcie eae # about how to spend their futures? Click: 3 Call us at (435) 565-6358 and visit \ here? bootuppd.org for more information, © BootLIp PD. 2022. All rightsSTARTING POINT Dialed in for Disaster NO ONE ENTERS the school leadership field ever expecting to deal with natural disasters, much less studies in doctoral classes how you lead an organization effectively through the worst of times. You ‘might anticipate your toughest challenges right now to come from stafing elass- rooms with talented teachers or address: ing the behavioral needs of students com- ing out ofa public health ersis. ‘Over the last two years, what super intendents Rob Anderson, Karl Bruch= ‘hans and Richard Rye confronted in their school systems in Colorado, Louisiana and Tennessee were raging wildfires, powerful hurricane winds and devastat- ing floods brought on by changing climate conditions. How they steered their school communities through these unforeseen crises, coordinated responses with other ‘public agencies and attempted to preserve instructional time is shared by veteran education writer Bill Graves in his pieee “Steering Through Disasters and Tragedy” (page 37). Sharing these superintendents efforts ‘to lead organizations through unprec- tedented circumstances seemed like an appropriate ft in an issue that starts off ‘vith attention to healing-centered lead- ership (page 18). Jennifer Cheatham, a former superintendent now working at the Harvard Graduate School of Education, dhas been studying this subject and she calls our attention to some role models, notably Baltimore's superintendent Sonja Santelises (page 21). ‘Related contributions on leadership by enrrent and former superintendents Stephen McCammon, Carrie Hruby and Lil Siler also deserve your attention this roa » Y P. GOLDMAN 6 SCHOOL ADMINISTRATOR AUGUST 2022 ussrian year 1-5 venRs 6-10 YEARS 1-15 YEARS 16-20 YEARS 21-25 YENRS 26-30 YERRS 31-35 YERRS 36-40 ‘YEARS 40+ ‘Years 379 STATE OF THE SUPERINTENDENCY eS rr Years in the Role [About 46 percent of all superintendents nation: wide nave nent fewer than five year inthe roe, ‘according © 22022 ASA survey 'A breakdown of he data on experience by gen der showed a marked ference. Neary 59 per- Cent of female superintendents reported they hed spent fewer than five yeas in thet presentrale ‘compared to 42 percent of male superintendents. sounee "2021-22 AASA Superintendent Salary & Benet Stay eeesaite at winnansa.or. “Horry! Try to relox a litte more!”“[D]id you know that just 3.2% of AGEIANM our total budget is spent on system administration? Private industry stan- dards for businesses with budgets the size of our school’s budget set stan- dards in this area at a much higher rate, often 10% or more. Bottom line: The funding we get from our community goes where it needs to go — to direct sup- port for our students’ learning!” From "May 12 Blog Post” by Heather Perry, superintendent, Gorham Scho Distt. Gr ham, Maine on er biog Montay Superintendents Updete “Hope is a more robust Reeth psig ot predictor of future success than the ACT, SAT and a student's GPA. Let “It has been almost a decade and a half since I talked to you about the concept of ‘right sizing’ our district. At the time enrollment was declining and we needed to make an immediate course correction in order to pro- tect the financial solvency of the school district.” Fm "igh Sing Our Dist” by ‘Speier, raion Conmnty Sco Dire Hace Son fone on hs bog Education iowa Puble Schools that sink in — Hope isa “My second most important responsibility better predictor of future as superintendent (Safety is Job #1!) is to success than today’s gold standard measurements of knowledge or academic performance in the collegiate environment.” Fem Mare an Fees ander ofS make sure we cast a wide net to secure smart, creative, hardworking and qualified individuals who are committed to academic excellence, the social and emotional needs of students, and building a dynamic and inclusive community? es" by Matthew Montgomery. supetnten den From “ts Springine: Hein Sebson in the Neen Pubic Schol!” by Danie Guan {Se ove one og Bs oF Leader Superntendent Needham Puble Schoo, Needham, Mass, on is blog Neecham Puble Scheels ‘Supenntender Blog AUGUST 2022 SCHOOL ADMINISTRATOR 7.ETHICALEDUCATOR Extra Pay During School Day SCENARIO: When a suburban school distriet hired anew middle chool band director, he was to continue the school’s prior involvement as a host site for a series of one-day music festivals for students throughout New England. The band director scheduled the popular music festivals at his school over five Fridays, all dur- ing the school day. He received his usual band director salary and was paid a stipend totaling $1,800 by the nonprofit that ran the festivals for sked his work asa site coordinator and a judge. Did the band director commit a conflict of inter- est by accepting the stipend? ‘SHELDON BERMAN: I organizing the festivals an expected responsibilty of the band director the astet has put him in an awkward position. Being psid by ‘nether organization fr work done dung te school day gives the appearance of *doublediping” and could be considered 0 conflet of interest ‘The confit coud be avoided the non. profit donated the funds to the district and the dst created stinend-aoproved poston or aed to the band ciectors jb description ad included the stipend. Insome as- tits, this action CER extais nego EON Goton van ne EM neon Cee ecto board approval ‘Serving asa judge should be voluntary when judges are dstiet employees and judging takes place curing work time ‘Te cstrct shout const its attomey ‘about howto make a conection and shoud ovis ts contictof-ntorest polices and training to avo future cones, Innocent and be much appreciated by the band director, itis important to check the litres policies on extra pay. ‘Stpends usualy ae provided in iu of regular pay. Inthe case ofthe band dectr, the individual alady receives base pay for the assignment, which includes the expecta- tion of continuing involvement asthe host se forthe music fetvals On the ther hand it may be possible to get approval through aboard action that would allow the individual to receive the stipend fr extra responsioties, This approval would be possibie it eid not volate the colective bargaining agreement. ‘Tre employee should check with HR botore accepting or ageing to accept a stipend for extra responsibilities or duties whether within or outside ofthe regular assignment Mako sure thre sa record of the approve ROARK HORN: Because the district has ‘experience hosting previous festivals andthe naw band director does not, the burden rests withthe derct to clarify the ‘expectations for both work product and ‘compensation on festival days based fon precedent the dst has made Clear no akitional stipend shouki be accepted, iRwould be a conf of interest to accept the stipend. Homevor lacking such cary the bang rector probably has not committe 2 core fictofinterest new employee would not want to compromise hs vethood by being unintentional insuborinate and may fee! justified in accepting the stipend due to al the wor forthe fesval performed on his conn tine 8 SCHOOL ADMINISTRATOR AUGUST 2022 Ire distrctis unhappy about te accep tance ofthe spend shoul! ook inward and consider hat dit leadership could {oto avoid this situation CHRIS NICASTRO: R would help to know i this was past practice withthe previous ban rector. Aso new staff member the rector should request clarification trom the principal about the arrangement with the nonprofit. Boer pole toa defines what constites conflict of interest. Unless the music featval required exta time outside ofthe school day, twouk! De sificutto justly a stipend, Furthor, stato law often requires any compensation come ect tom the cstiet to ensure deduction of appropriate taxes and retirement cont butions tthe nonpoft chooses to donate funds to the csi, this would be handed in accordance wth board policy as wel. amon SetAdnis ta tans on ad ‘eames an cal eso ing ‘emsain 2 econ Sapesiow fo cen. rnmaybe sated nape, ‘eal uct and ess SLO ERMAN, ASA ed uprnent, erod, (he ROKK WOR te Pomerat enous poles ineuatoralexalae, nr Pera ove; HRS MAST, omar ‘onset ex, od MARIA OTF, Ing agi A Mate chin vaio ‘aniston, ser Soll in, Uninet of Sores ariakevin t.surtoN | LEGALBRIEF Personal Cellphone Use for Work Purposes PICTURE THE MODERN school administra- ‘tor. While dressed for success and undonbt- edly confident, there's a good chance he or she appears exhausted after two years of pan- demic madness. Ifthe mental image you've conjured is true to life the administrator is clutching a cellphone, a too! more indispens- able to carrying out daily fanetions than paper and pencil. Calls, texts, alerts, news and more at their fingertips 24/7 — whether they ‘want them or not The utility ofthe cellphone is undeniable, Dut scant attention is given to the legal impli cations attached to all the school business. being conclucted on the device. The cellphone is often a personal device, used casmally to respond to messages and crises outside the ‘hours ofthe schoo! day. Casal and routine use has dangers, both folwious and hidden. The primary list of pi falls is an alphabet soup of considerations — FERPA, HIPAA and FOIA to cite a fevs, But ‘having awareness of these entanglements is Just the first step. Ifyour conduct becomes the focus ofa legal action, your messages may end up being disclosed. So how does an administrator navigte ‘these challenges effectively, while avoiding a misstep? ‘A Public Record ‘The first hey is recognizing that any school busi- ness conducted on a cellphone eould be subject ‘to disclosure in some forum. Asa general rule ifthe communication is part ofthe aciminis- ‘rntors exceution of job duties, theresa good chance that the material isa publi record, making it subject to production upan request. While the parameters of each state's sunshine laws differ, all favor diselosnee of public records, even if the record is created on a personal cellphone. Ifthe user is communicating as an administrator, disclosure is more likely Tetakes limited imagination to conjure a list of who might come looking for your texts, e-mails and messages, The parent who is upset about a discipline decision. The local reporter who wants to understand how the school district responded to a threat mace on social media. A disgruntled employee who is convinced that senior lendership in the school district was plotting to terminate him, The possibilities are endless Limiting Wrangling While the complete elimination of the threat to produce your cellphone records is not possible, there are a few helpfil rules to live by to mini- mize legal wrangling, > Have a personal cellphone for personal use and a work cellphone for work use. Carrying yo cellphones isa pain, but maintaining separation between personal and business use may ultimately save headaches. With one phone, business and personal communiea- tions inevitably become intertwined, Sorting. through which bucket the communieations fall into is not only time-constiing, it might not be you, but a judge or an arbitrator who gets to do the sorting, > Limit the amount of official business you conduct through electronic messages. You are "unlikely to eliminate working throngh texts ‘and e-mails completely, and it may sometimes bbe burdensome to have a phone call Stil if ‘yon conduct business via phone call, you can sreatly reduce the number of text messages ‘you will be required to search and produce in response toa legal request for records > Avoid the urge to be casual in your text and e-mail messages. Casual messaging thas many pitfalls. Clumsy or ambiguous word~ ing might make your motives unclear. That's ved meat in litigation and in the publie square. “Treat messages sent from your phone with at least as much formality as emails seat from ‘your desktop. Personal Control ‘Uhimatels, administrators’ days don’t end when they leave the office and there is noth- ing to stop a request for work-related records. But administrators can control the texts and e-mails they ereate. Especially in the enrrent environment where schools are under intense scrutiny with respect to student safety and hot- bution issues, diligence is ertical Be inten tional, vigilant and succinct. “Treat messages sent from your phone with atleast as much formality as e-mails sent from your desktop.” KEVIN SUTTON isa ‘edoeatonatomey wth Tiller Johnson in Dott, Mich E-mat suttonkamileyjomnson. com, Teter oMEd an AUGUST 2022 SCHOOL ADMINISTRATOR 9BOARD-SAVVYSUPERINTENDENT | douc eanie “School board members also bring to the boardroom strong community contacts and affiliation networks and familiarity with the people who elected them.” DOUG EADIE i res dent of Doug Enc Ca. in Clearwater, Fa. Emal Doug dougeaciecom A Prime Resource in External Relations DURING 35-PLUS YEARS of work with superintendents and school boards, Ive been impressed by the ereative, influential role board members can play in the arena of exter- nal and stakeholder relations asthe following ‘wo reablife scenarios demonstrate Passage of a mid-size Midwestern schocl disuit’s property tax ley renewal by a whop- ping margin largely resulted from enthusiastic support ofthe business community. The buildup, of that support began a year before the election, ‘when the school boards community retations commitiee, working closely with the superinten- lent, fashioned a strategy to cement the districts relationship with the chamber of commerce. ‘Two key elements were, fist, to secure the school board presidents appointment to the chamber board and, second, for the chamber president to persuade her board colleagues to create an ad hoe committee to explore practi- cal ways to strengthen the district's ties tothe chamber, whieh was co-chared by the school ‘board president, (Over several meetings and reports to the chamber boa, this ad hoc committee doce ‘mented the tremenclons contribution the dis- ‘trict was making to business attraction and retention in the metropolitan area, demonstrat ing the hanckome return the community was receiving on its investment in K-12 education. In the second ease, a $75,000 grant to a Tange district in the Southwest from the eom= ‘munity fonndation enabled the distiet to retain a consulting firm to assist in developing and piloting a model for blended in-person ‘and virtual instruction at the high school level “The grant award — the first to the district from the foundation — followed two meetings. First, the superintendent and two sehool Doard members recruited by the board exter= nal/stakeholder relations committee met with ‘a senior program officer atthe fialer to dis- cuss the pressing need for a blended instruc tional model. The same distret trio subse quently met with the foundation CEO and the senior program officer to walk them through ‘the grant proposal the district had submitted. Uniquely Positioned A growing number of school districts around ‘the country are capitalizing on their board 40 school ADWINISTRATOR AUGUST 2022 ‘members as an asset in the external/stake- holder relations arena — for good reason. ‘Their position on the school board gives them ‘unique visibility and elout. Not only are they perocived as important community leaders, but they also are seen as above the fray ancl less captive to the system they are responsible for governing than the superintendent and the administrative team. School boared members also bring to the boardroom strong community contacts and peopl into the fabric of the community rather than observing it from a distance, and this uniquely equips board members to reach ont, capturing ‘minds and hearts on behalf oftheir district. ‘There's another important reason to involve schoo! bord members inthe external/stake- holder relations finetion, The work tends to be interesting, enjoyable and frequently ego satis- fying, and hence serves asa form of nonmon- ‘etary compensation for all the time they spend ‘prepauing for board meetings and grappling ‘with dificult and often-negative issues Oversight and Support Experience has taught me that two factors are most important to siccessfal board member ‘engagement in extemal relations: oversight ‘ofa board external relations committee and strong support from district administrators, An external relations committee, working closely with the superintendent, ean ensure that there are clear guidelines for board com= munication with the public that are formally adopted by the board — for example, that ‘the board president/chair or superintendent responds to all media queries. The com ‘mittee can also ensure that board members are appropriately involved in well-planned speaking engagements and meetings with, stakeholders. District adi jstmators can provide board members with detailed issue briefings and talking points to use atthe podium and dur. ing meetings with stakeholders or outside funders. Administrators also ean ensure board ‘members are provided with such visual aids as PowerPoint slides and can arrange for board ‘member rehearsalsDoes Your District Provide Adequate Legal Support? IN-DUES PROFESSIONAL LIABILITY INSURANCE PLAN ~ if you ore s accused of sexual misconduct or face criminal charges arising LEGAL ASSISTANCE PLAN — Reimburses DEFENSE EXPENSE ~ Expanded to cover the or defense of any proceedin: AASA's affiliation with the Trust for Insuring Educators (TIE) possible. Active and small district membership categori jakes this valuable member benefit are eligible for legal support. SnD Your coverage is based on continuous years of Active membership. Sign up as an Active member and start earning your benefits today.MY VIEW | any ituncworra Why I’m Comfortable Talking About Equity DIVERSITY, EQUITY AND INCLU- SION DISCUSSIONS are happening in schools aeross Ameria as dedi- cated educators become aware of how ‘ur institutional systems help some students succeed more than others. ‘The school district where 1 work in southern California is engaged in the work now commonly known as DEI, driven by school board policy that pledges us to “eradicat ‘tional bins. Our district’ equity work involves every staff member, with all participating in three professional learning sessions during the past school year. Becanse I co-facilitate ‘these sessions, often am asked, “Hlow are you so comfortable talking bout race and equity isstes?” Pein ome Sette = Creating Organizational Culture ‘to Maximize Leader and Employee Performance Dr. Donna Marie Cozine Leal Coach |uthor| Soecker Scho Founda | Podcast Host ‘Throughont the last decade, I have made a concerted effort to learn more about diversity, equity and inclusion ast relates to K-12 education, L was prompted by a professor in my doc- {oral program who taught a eonrse ‘on cultural proficiency that opened ay eyes to my own privileges as well as the systemic injustices within our education system, ‘One assignment was to interview someone we knew who had different ‘entity markers than we did. This ‘was my frst “empathy interview" experience, and T chose a former col- league, a Filipino gay man, While we ‘had been friends for years, we hadn't talked about race often, and Uhadn't Jnown his personal history of keeping his sexual orientation a seeret. Listen- ing to someone share their own lived experience, especially when it vastly differs rom your own, is eye-opening. “The empathy assignment gave me an ‘opportunity to hear what life slike in diferent shoes (ora different skin). Seeking Diversity (One of the reasons T moved to San Diego was for more diversity. As Spanish speaker previously living in communities with few other Spanish speakers, Twas drawn to a border city ‘where I could use my language every. day, surrounded by people of cultural backgrounds different from my own. {Lam gratefil for the community 1 ‘uit around myself here, as my fitend sroup is diverse in terms of race and tunity, gender, religion, sexual orientation, able-bodiness, languages spoken and socioeconomic levels, But not everyone has the ability +o diversify their friend group. Ie important to know the bubble you live in so you ean seek out neve per spectives. In addition to listening to iy friends stories, [look to educators in the field of diversity, equity and inclusion, Asan avid reader, I sought fot nonfiction books that tanght me 42 scHooL ADMINISTRATOR AUGUST 2022 About historical perspectives that were Jacking in my ovn education, such as The New Jim Crow by Michelle Alex- sander and Horo the Word Is Passed A Reckoning with the History of Slax ‘ery Across Ameriea by Clint Smith. Theeame more intentional about the fiction books I read, purposefilly finding authors of different races, genders and other identities who ‘wrote about lived experiences unlike my ov, Elena Aguilar’ Coaching for Exquty isa guide that bridges my ‘passion for instructional coaching and the urgency to eradicate bias in the ceducational system. Expanding Identities ‘There are many ways to expand your personal bubble, to ensure yor are hearing different voiees. This ean ‘happen throngh friends and fam- iy; through books and media, and tough travel. As educators, itis our job to recognize the bubble we live in so we can be intentional about bringing in other perspectives for our ‘own knowledge and on behalf of our students, In our equity work, we define rep- resentation as both the opportunity for our students to see themselves in four eurticulum and sehools and for four students to see all identities from around the global world within one schools and curriculum, To make this representation a reality, educators need the autonomy and flexibility to ‘their curricalnms with supple- mental resources. More importantly, edueators need professional learning about individual nd institutional bias, about diversity, ‘equity and inchiston, und our role the lives ofstudents. AMY ILLINGWORTH is esistntsuoetn tender of educational servces in Encrntas, Cal Eat allnguoth22agmat com, Titer avumlingoct. Tis column is ‘adapted from her blog, Refectons on Lead. ership and Leaning,AASA Member Registration oy Trav ate) at NATIONAL CONFERENCE ON EDUCATION Lvs Vel LEAD WELL. February 16-18 | 2023 | San Antonio, TX CRU aU NG AND SAVEMY VIEW | oave eserwein Climbing the Mountain Is About Believing It’s Possible YOU HEAR IT. No one else does. Yet Can Use It)" on the BetterUp website it’s there and plays a significant role where she discusses this particular in howwe succeed. strength. I've borrowed and adapted Its self-talk, and it's a critical com- some of her ideas. ponent of being an effective leader. ‘When we talk about leadership Defining the Practice ‘qualities, most of the conversation Selftallis the stream of conscious- ‘tends to be about what an effective ness in our head every day. Itean be leader does. Leadership is certainly _positive or negative — and typically about doing good stuf mportant stuf and difficult stuff, but at the heart of “Self-talk is the stream every decision and action is having the i right inner voie. Leaders who have it of consciousness in our propel themselves through a solution- head every day. It can be seeking lens of optimism and hope, postive or negative” Jeading us throngh the diffi mes. ‘There's a June 2021 article on se falls in Hine with whether you are gen- talk by Shonna Waters “The Power erally positive or negative person. of Positive Sc Till (and How You _Secessfal people use postive self-talk toovercome any stray negativitis that eer their mind from time to time, Besides the obvious benefit of using positive self-talk asa spring- board to cxeate solutions, there is research that points to some inter esting physical and psychological benefits. These inch a healthier Jmmane gystem, reveed pai, bet ter cardiovascular health, improved ental health, improved sel-estoem, increased vitality, greater life satisfac tion, reduced stress, better physical well-being and increased lifespan. ‘These are big benefits, but what Ihappens when we don't have positive self-talk — when we're ina negative mindset? Repeating Negatives -Romination happens when you find yourself repeating the negative. People SS Sip into this state and become unable peep ere +o move toward a solution. Certainly working through prob- Jems is productive, bt the goal is to eee ee sgetto asolution. Perseverating on the c negative without a solution in sight ean negatively affect your well-being, Iead- School: ing to things like ansiety or depression. ede ebl oe ere are some common examples of what rumination ean fel Tike: 14 ScHOOL ADMINISTRATOR AUGUST 2022 ‘m always in my hea ‘m constantly dwelling on things “Tend to overthink everything” Seeking Solutions Focusing on a problem with the goal of findinga solution isthe key to personal sucess It doesn't mean there won't be slips or falls along the way, but having the comvect self-talk is the crtieal tool in your tool chest for sucess. “1 messed up at work today, but 1 learned something and understand where I went wrong, Tomorrow is nother day. I've got this” ‘Soecessful leaders have many’ ‘things in common. At the heart of them isa can-do approach, a mindset that looks for solutions even within the most daunting of problems. ‘When I think of all of the amazing ‘accomplishments around the world, none of them happened beeause the solution finder focused on the negi- tive, Solutions are found when we seek a way to climb the proverbial ‘mountain in font of us, As former grand chief of the James Bay Cree, Billy Diamond, puts it: “Great obsta- cles make gevat leaders” ‘We've all been through an inered= ‘bly difficult time with the COVID-19 pandemic. As leaders in education, we didnt throw up our hands and give up because of the enormous educa- tional challenges. We forged a path forward beeanse one students needed us, We were solution-focused. ‘Successful leaders are abundantly ‘optimistic. People look to their eaders for inspiration, hope and options. So pay attention to that voice inside your head. Is it helping you find a path forward or iit patting up a wall? Ts ‘yours to choose. DAVE EBERWEN i sueriniendent and CEO of Saanich School District in Sanihon, Bish Cotmbia, Ema: deberven saanichschodlsc. Twitter Davee, ‘The column vas adapted from the author's blog The Power of Wy.New Digital Innovations Help Educators Manage and Reduce Stress Bounceback Deliver On-Demand Wellness Programming — Anytime, Anywhere Dorothy Morelis, the founder and CEO of Bounceback Email: dorothy mybounceback.com EDUCATION HAS ALWAYS been stressful Even before the pandemic, Pennsylvania State University and the Robert Wood Johnson Foundation issued a landmark report drawing attention to America’s educator-wellness crisis. “Teaching has become one of the most stressful occupations, with alarmingly high rates of job dissatisfction and turnover” according to the Penn State and RWJF report. “This escalat- ng criss is affecting students’ educational out comes, impacting teachers’ health, ancl casting, U.S. schools billions of dollars each year. ‘Now, as the nation’s 13,600 school districts prepare for a post-pandemie world, those ‘wonds ring truer than ever, ‘That's why eareer educator Dorothy Morel and her colleagues used their time during school shutdowns to launch Bouneeback — an innovative new stress-management program designed especially for K-l2 educators, admin- istrators, and support employees. ‘During the pandemic, dedicated and talented educators across America proved thelr resilience time and time again," said Morelli, Tounder and CEO of Bounceback. “Our team’ created Bouneeback to help fellow educators successfully navigate stressful situations — now fand in the future.” Bounceback is a digital platform that delivers high-quality wellness program: ‘ming — streaming anytime, anywhere, on any device. Certified instructors demonstrate proven practices to relieve stress — including. evidence-based breathing, movement, and re- laxation techniques, At Key milestones, Bounce- back awards completion eerifieates that educa- tors can use for professional development. Bounceback even gives schools and school districts a simple, scientifically validated too! to check and periodically r-check edueator stress. Polieymakers agree: New resources for professional educators go hand-in-hand with, supports for stadents. In pandemic-reeovery guidance, the US. Department of Edueation noted: “To be effective in meeting student ‘wellbeing and academic needs, the adults in ‘the community must prioritize their own baste ‘mental, emotional, and physical health needs” Looking ahead: New offerings like Bounce Dark ean effectively complement districts’ hhealth and wellness programs. “Supporting ed- ‘ueator health and wellbeing ultimately benefits students,” Morell said. Whieh, of eourse, isthe reason why we all do this incredibly important work” bounceback Becca eet Ran tence an eee ieecrsid elie) cone teak PD points or Paice Neues ele ates Bre Nemec as ries VO est tl For More Information: MyBounceback.com6 | KaRISSA L. NIEHOF A Wake-up Call for Sportsmanship in Scholastic Sports FROM TIME TO time, everyone tings, Inthe past few months, we've needs a wake-up call to get back on witnessed mnfortumate incidents at course, to regain foens and to get with schools nationwide: the program, That time is at hand in high school sports as it relates to The mayor of a small ety in Cali= fornia was ejected from his daughter's high school basketball game after reatening a referee. ‘unsportsmanlike conduct In the 103-year history of the National Federation of State High School Associations and organized A high school volleyball official in sports in the United States, good ‘one community was pursued off the sportsmanship has been one of the court by a coach shouting obscenities. ‘most important ontcomes of these programs. When appropriate behav ior ocenrs, competitive play is more enjoyable for everyone. An increasing presence of offensive behavior and inappropriate language uring high school athletes have A student from the opposing school ‘made them unpleasureable set- shouted racist comments from the A referee was assaulted and ‘knocked unconscious during a basket- Dall tonmnament in Washington, DC, and YouTube has multiple clips of this ‘ype of behavior elsewhere, stands at a high school basketball player on the court. No-Tolerance Policies While al displays of unacceptable Lichavior must stop, the recent occur renees of stadents and other speeta- tors directing huetful, demeaning and hateful language at individuals on the opposing team is heartbreaking High school sports and other activi- tics exist to lift people up, not demean or tear down. Speech that is insulting ‘or hurl ought never be tolerated on the sidelines or in the stands. High schools must establish a culture that values the worth of every ‘competitor, home school ane! oppo- nent. There should be a no-tolen SEE A seo _ re diving Mc VST atu Eau icy Ee aCe ru Sidelight Soe lect eel Eee n cies se nd a note about your distinctive Tee scree) BS CUTIE SCHOOL ADMINISTRATOR AUGUST 2022policy for disrespectful behavior ‘toward another individual “The NFHSS playing rules for each sport encourage sportsmanship, integ- rity and respect. For these ideals to ecur, everybody must do their part = from the superintendent, principal and other school administrators tothe coaches, players and parents at ath- Tetie events. “High schools must establish a culture that values the worth of every competitor, home school and opponent.” If superintendents and other school leaders recognize the valine of school activity programs and lend their sup- port for enforcing strong behavioral standards — and attend events when- fever possible — it makes the task of enfowing sportsmanship standards uch easier for everyone else, Coach’s Duty When it comes to actual high school competition, the person most respon sible for setting the tone is the coach. Tfeoaches actin a sportsmanlike manner, their behavior sets the tone for players, spectators and others. If coaches constantly complain about the decision of contest oficial, spec ‘ators and players are more likely to othe same. A collaborative, working relation- ship between contest officials and ‘game aclministrators ean promote ood sportsmanship and sale conduct at an event. Game officials and referees should foens on the actions of players, coaches and other bench and sideline personnel. Once the contest begins, school administrators are responsible for dealing with unruly proactive approach istrators includes monitoring fan Dehavior and intervening if weeded. If spectators aim demeaning, or profane language at officials or others in the stands or on the playing fields, ‘those individuals must be eantioned ‘or removed from the venue by school administration. High school sporting events need fans — those who support the ‘game officals, the players and the for leadershi eng: Pete ee Raed crest Executive. Coachi for Educational Leaders oa eet unCaaueriat=c i) Peau u ea) ‘coaches — not the fanatics who tear down and do harm to the partici pants, the school and the community. KARISSA NIEHOFF Is ciof secutive officer of te National Federation of Sate High Senoo Associations i Indianapolis, nd. Erma knchofignthorg Instilling hope and supporting leaders Pal L TH Pe UTR Lana! AUGUST 2022 SCHOOL ADMINISTRATOR 17Healing- entered Leadership The challenge of balancing the collective trauma communities have experienced with the responsibility of teaching and learning at high levels BY JENNIFER P, CHEATHAM 2016, she could see that the young peo- ple in her community were in pain. The city as still seeing from the arrest and death of ‘25-year-old Freddie Gray and subsequent cty- ‘wide protests against racial injustice. Black youth, ‘were justifiably angry about the murder ofa Black ‘man in police custody, and their hurt manifested in school walkouts and sit-ins and confrontations swith police Santelises wonld have to adlress her students? need for healing head-on, She also kniew these protests were symptoms ‘ofa larger problem stemming from a long his- tory of planned disinvestment in Baltimore's Black communities. The history of redlining had left whole neighborhoods eut off from essential resources, dramatically affecting the quality of Tife and making, it much mote challenging for ‘hen Sonja Santelises started her job as CEO of the Baltimore City Schools in SCHOOL ADMINISTRATOR AUGUST 2022 residents to attain the well-rounded support their young people needed to excel in and out of school. Twas no wonder deep distrust festered between the community and its institutions, including the school distriet, going back generations. The com ‘munity needed healing, too. So, Santelises worked with her community to design the “Blueprint for Success, a strategy that Detter matched its needs and desires. The strategy ‘would focus on supporting students academically, as well as on their wholeness and wellness as ‘human beings, emphasizing the shared leadership to carry out the plan with the support of teachers and other caring adults. From their focus on teaching local history to ‘heir expansion of youth leadership opport tiesto their commitment to bringing community leaders into classrooms, the approach would cen- ter on the collective healing essential for a generae tion of students to thrive as lamers. i iJason Kamas, superintendent in Richmond, Va, cutvates healing through @ curriculum he helped to launch ‘about the city’s history that includes ettention to its brutal pastas the nations capital of the sive trade. Collective Trauma “Today, school districts across the country are grappling with the eolletive trauma caused by the COVID-19 pandemic. Many schoolehildren were home for 18 months without the stability and human connection needed to lear, They lost Joved ones. And while they are now back in school, ‘many are not emotionally or physically OK. Even in schools with sxpportive cultures, sta- dents are struggling, exhibiting signs of depres- sion and anxiety, bursting into uncontrollable tears or acting out. And in schools whose cultures were not strong, those issues are more frequent and intensified. For school system leaders, the challenge is Dalancing the collective trauma their communi- ties have experienced with the real responsibili~ ties of schools: to teach and help students learn at high levels ‘The situation calls for the kind of healing-cen- tered Jeadership we've seen in communities facing, crisis, But what does it mean to lead for heal- ‘ng? Looking to superintendents like Santelises, ‘who have taken a healing-centered approach to organizational change, may provide clues to help superintendents in every community do more ‘than mitigate the pandemic’ harm but find their way toa better future. ‘Addressing Harm Shawn Ginseight, a professor of education and Aicana studies at San Francisco State who fe quently works with superintendents and other SCHOOL ADMINISTRATOR AUGUST 2022 education leaders on youth development, empl sizes that our work to address tratima must be bout more than addressing individual harm, Inhis article in Moment magazine titled “he Future of Healing: Shifing fiom Trauma Informed Care to Healing Centered Engagement” Ginwright explains: ‘A healing-eentered approach. to addressing tranma requires a different question ‘that moves beyond ‘what happened to you?’ to ‘what's right with you?” and views thase exposed! to tminma as agents in the ereation oftheir well boeing rather than vietims of traumatic events” ‘Shidents today undoubtedly need counseling ‘and mental health support to address individual ‘and acute harm eaused during the pandemic, But to heal collectively in a way that promotes learn- ing, which isa process, they need community “They nied a positive sense of self and agency to rake change. They need exposure to new poss Dilities. And they need their wellness to be priosi~ tized without fail, which means they also need the adults who serve and support them to be well, Here are afew examples demonstrating what it might mean for superintendents to lead for healing now. Teaching Local History One way to cultivate healing and collective well- Icing is to identify spaces and places that pro- ‘mote healthy identity development and a more profound sense of belonging, contiraed on page 22Beyond Trauma-Gazing: Healing Through Hope and Enriched Learning ‘worry that dangerous narrative has ‘emerged! as we have gone about ‘ur workin the wake of a global. pandemic that shuttered schools and Fecked commutes Ie 8 nanative al about trauma and victimhood and brokenness i's @noratve that leaving ‘00 many confused about our oie 25 educators and what our young people in K:2 edueaton need fom us ght now. es nt that trauma fen eal o that we as upeintecents don't havea respon- silty to ensure thet our students get the support they need in academics and otherwise. The pandemic only deepened ‘that need. i's whyin my schoo istrict of Batimore Cy, we have invested in having cial soca workers in al of our schools and why we have forged parnes- ships wih Figh-quality mental health pro- ‘vers to ensure that students who need support tit. ‘Yes, healing canbe found in therapy In mingtuness practices end inal ofthe welloss programming school and distet Jeacers have worked to ensure our st dents can access through pernersspe- Calling in those areas. Rich Learning But we educators mustnotlose sight ‘of our primary charge to create cating learning erironments and provide students with the tools, sls, krowedge {and ich opportunites thet wl hep ther feviion and manifest the futures and Ives they desire, Because deep and ich leerring, 00,5 @ powerful for of healing “The way to hea traumas not 0 sin ull focus on i The way we Reals by building back enienoe caring learr- Ing envionments where young people ‘can be more than what has happened other, It the healing and sense of belong Ing students fee in uncttime chess and ‘rama cubs andin ater school ebotes and debate teams. It's the healing found when students engage wi a curicuum in which they can see the reflections ther histories, Sonja Brookins Santlises (right), CEO of Baltimore City Pubic Schools in Maryland, sees deep learning by students as a powerful form of healing in a school commurity. strength and comtbutions tthe cllec- tive community and word around them, Its the healing found in te new con- fidence and sense of se thet stents experience when they master tut cha lenging content, when they decover a giftin theans or scence, technology or ants. Ins the heating found when students st alongside ther counselors and chat ot thelr postseconcary paths. Its tne nealing found in cassrooms where our young people can be more ‘than their juts or pa, thelr experi. ences or thelr creumstances, where they cn wrest with big Ideas discover ‘ther gis an imagine what they ean do vith them, Optimal Antidote The citcal role of hope in healing is ‘whispered throughout history, fom the observance ofthe Sabbath inthe most harrowing of concentration camps, to songs of praise echoing from Black churches inthe time of Jim Crow and ‘movements to prosowe and honor nate language in schoos in border towns and on reservations. Iti that fight to rebuls and preserve communty and thereat maton of collective stength, worthiness, hope and belonging thet has aly been the antcote. ‘What our students need frm usin the wake of pandemic closures is exactly ‘what they needed befor, ina double dose: eniched lering communities bul on genuine eatonship whore they re seen and heard, valued ad invested in, and believed in deeply. Thatis where heating ane grown happen. Tati — and has alvays been — cur charge as educators and the eore responsibilty of schools SONA SANTELISES is CEO of Balimove Cty Schools in Batimore, Md Esa ciyschoosCEO@bepsK12 mdus. Tite: ‘oSonjaSantelses AUGUST 2022 SCHOOL ADMINISTRATOR 212 continued from page 20 For Jason Kamras, superintendent in Riche ‘mond, Va, ane way 10 do so isto teach a holistic history of one’ Toeal community. Kamas empha- sizes that Richmond has “a tortured history when it comes to race. that easts a long and dark shadow today. These issues are still real and raw Developing and preserving a postive sense of identity requires an authentic exploration of the place in which one lives. Designed in collaboration with community ‘members, ergy and historians and lanehed as aan elective pilot in the 2020-21 school yeas, the district “REAL Richmond” curriculum (REAL stands for Relevant, Engaging, Active and Living) doesn't skirt the bratal realities —incinding the {act that Richmond was, for atime, the county's Teadling capital of the slave trade. But it aso doesn't Teave ont the history of strength and progress. ‘Students explore in thematic units Richmond's ‘economy, its arts its edhication system and more, all culminating in a capstone project for the course When students continually see and experi- cence disparities that fall along racial lines and don't understand their historieal roots, there is areal possibility they may intevnalize oppres- sion or superiority, depending on their racial Dackgrounds, exacerbating the trauma of having to experience those disparities. Likewise, when students get to explore the many strengths of ‘their communities inckiding untold acount, it can help those of every racial background form ‘a more positive sense of identity, possibility and belonging in relation to place. In Baltimore, Santelises considers teaching a well-rounded local history an essential strategy for promoting a healthy identity, as evidenced by Baltimore's BmoreMe curriculum. Teaching the rich history of one’s community can give students protection, she says. Through deop study, students ‘are “inoculated” from internalizing negative nar atives about their communities and buoyed by examples of strength, success and perseverance that she believes offer a “counter to hopelessness.” This exploration is never about telling students what to think, but about giving stucents the chance to make sense ofthis history for them- solves Init, there is healing. Expanding Possibilities To cultivate healing, however, students need to do more than Team how to make sense of the past. They onghtto explore their possible futures ‘Joe Davis, superintendent of the Fenguson Florrisant School District in Hazelwood, Mo, remembers how challenging it was to enter his district in the top leadership pos: in 2014, shortly after the death of 18-year-old Michael Brovn, ‘a graduate of a neighboring district. As part of Davis’ entry process, he invited a transition tea to develop recommendations, In one significant move, instead of emphasiz- ing remedial interventions, the transition team Joe Davis (second from right), superintendent of Ferguson Flonisant School District in Hazetwood, Mo. grappled With the aftermath of the police shooting of 18-year-old Michael Brown J of Ferguson when he assumed his post. SCHOOL ADMINISTRATOR AUGUST 2022Practicing Mindfulness as a Leader bout hve years into my superinten- the nee for moretime. But Ieatzed it! albelt selectively at rst wnich incudes [psrrietee ies Saciestgy weet eae yagi gorse ‘mindfulness retreat and learned the Iwas given the time started to feel Ike "needed to alow myscfto be more Importance of leading and healing. As a enough. human and ust thatthe community would result, began practicing mindfulness as 8 ‘reat me th the love and Kindness we al ‘school system leader and applying what | eS ee deserve. I they didn’, then Ihad a choice, learned during the retreat. Here are three takeaways, > Lesson 1: Pay mineful attention. Its easy to become lost ina sil of ‘hough, eppertuntes and problems tobe solved in jobs such as the superntandency, especially now. "earned that when Iwas present in both ‘mind and bey it made allthe dference. ‘was more compassionate and less defensive, [made fowor assumptions and, utinately.! ‘made bette, more-informed decisions. ‘So stated to take o breath between ‘meetings, preparing my mind for the next ‘ope of ciscussion. resisted the temptation ‘torush from one thing tothe nest because | knew the minute or two that saved from the {act of rushing only made me feel ess pres- lent when | arived. | began practicing how to ‘welcome people Into each meeting and to express my appreciation fr thelr time and attention. Finally, Ibocame more conscious lof my wandeting mind so could practice how t bing it beck into focus. [Eke many leaders, often stuggled with pressed for new challenging programs in seience ‘and technology and gifted education as well as recess to advanced coursework. Davis embraced the strategy. He wanted to show students what ‘was possible instead of simply managing the adverse effects of inequality. “Today, in the districts two STEAM (Science, ‘Technology, Engineering, Arts and Math) schools, tone each at the middle school and high school levels, the majority Aftican-American student body learns roboties, engineering, biomedical science and compnter science. Building on this ‘momentum, the distriet intends to open a new early-college program soon where students ean _graduate with a high school diploma and two-year college degree, an important launching pad for students who are firsl-generation eollege-goers ‘Similarly, Santelises recognizes the importance of exposure. “Sometimes kids don't know what is even possible” she says, pointing to how a single summer roboties program in Baltimore exploded and cous walk aay. also learned I needed tobe kind to myst. In one mndtuness exerese, we were ‘2sked to think of someone who loves us without judgment and put ourselves back in ‘3 lace anc time wt that person. imagined my best teacher rend, who ‘used to run wit regu years ae. put mse ack on one of our favrte tall. I was ‘amazed athow clearly could rememberit— the long grass atthe stat ofthe wal, the rots \we'dhave te jump ove the cimb up te hil ‘utmost remember the beauty of tain, ‘end sometimes not taking at al about ti lumps and iftcutios at work ain te. While twas easy to remember the feeling. Ithurtto fe! too, mainly because rea aed in that exercise VRad fet that human Inawhile realized | was going to ead 2 partelar place, | woukd have t be able to lve ther, too. That meant exercising again. ‘meant teling my own ite story so people new more about me, Uae, meant lowing mysef tabe me, every day — ckop- ‘ing my kel off at school mere often, running i errands, sharing my tuth and my ulners- Lesson 3: Extond love and kindness 10 ‘others. Final, and most important, eared how val it sto practice love and kindness to others. In one exercise, we were asked tosend messages of ove and kindness to those me love those we know, those we dontknow and those who we aren confit with Kis Important to understand that even those ‘whe challenge us sil want the same tings: tobe cared fog to be safe, tobe seen and 10 be appreciated. {also realized | needed to extend love and Kindness more regulay, which Het but nt aways expresso the teachers and ‘aff in my school dstict "aleve to my core that as long as wo stay fithflto our vieion and goals and the ‘vocation ve have chosen, then each day what we do — as educators, as leaders a5 parents, as parners as people — has to be enough. into competitive and award-winning roboties after-school robotics cbs. ‘Whether itis the rapid expansion of roboties in Baltimore or STEAM in Ferguson, when lead- ers introduce these programs through a healing ‘centered fmmework, they are no longer just pro- ‘grams but a liberating expansion of possibilities ‘that promotes students collective healing. ‘Student Agency Not only do students need to make sense of the past and look forward to possibilities, healing also occurs when stidents have the agency to make change. ‘When Santelises originally envisioned the lead ‘ership strategy embedded in Baltimore’ Blueprint for Success, she focused rightly on the leadership ‘of teachers and the other adults who support chil- ddcen, But over tine, she realized student leader ship was essential too, Students deserve opportuni ties to practice problem solving, critical thinking, AUGUST 2022 SCHOOL ADMINISTRATOR 23.24 and eivie responsibilty, but more ‘importantly, they need to ave the authority to make neal change. In Baltimore, the building back of ‘youth organizations with diverse representation from across the city thas boon vital. In addition to providing, feedback on the BmoreMe curriculum, Santelises herself receives feedback regularly from a 12-member Youth Leader- ship Advisory Council. This is the group that advised her on distance learning when the Bal- timore schools went remote in ‘March 2020 and eventnally on new programs and initiatives for ‘now, leaders provide the stability and sense of contro staff need to do their best work. They also are establishing news, permanent leadership and support positions foensing on mental, physical and ‘emotional health with a recogni tion that teachers can’t do it ll ethaps most importantly, district leaders are looking to schools with strong cultures, with ‘healthy and trusting relationships Detween students and adults, for clues about what matters most in schools. Santeliss is exploring Jennifer Cheatham co-diects how schools can use time clfer- the return to school more than a the Publi Education Leadership ently with healing in mind. What year later. "The district also engages shi- dents through focns groups when critical issues arise that affect youth direct. These opportuni- ties do more, however, than gamer much-needed feedback. They give young people space to make sense of their world, Santelises sages that i student focus group, one young female student said, “I thought you just didn’t eare about us” For ‘the student, the realization was eye-opening that the poor condition of her school building and the Jack of public transportation in her neighbor- hood was not intentional but the result ofa larger social system. These conversations alone ean be healing. “The real power, howews, i in following through ‘on the most important issues for students, the ones ‘that will hve an immediate impact on thei lives. During the COVID-19 pandemie, it became readily apparent how nevessary it was for some students 1 be able to work while attending school to have supplemental income, Santelises views these as high-impact problems requiring aggressive action in partnership with students, ‘When students have a seat atthe table and are sganted agency to make change, it fosters thelr collective well-being, Wellness of Adults In every instance, Santelises, Davis and Kamas appear tobe on a mission to prioritize wellness as a permanent way'of working instead of a temporary strategy to address immediate harm. That includes the wellness of the adults who serve ehildren. By offering more unplanned prep time, they are supporting teachers to do what they need to do tobe fully present. By establishing clear pri- rites, which requites limiting or even banning, SCHOOL ADMINISTRATOR AUGUST 2022 Project at Harvard University. does it look like to re-envision the school day and year with an emphasis on student and teacher wellness? Each ofthese district lenders tmelerstands that centering on wellness represents @ necessary change in organizational culture that will take time. Their Own Wellness ‘These leaders also have come to understand that their own wellness matters. Santelises believes the pandemic has given hher permission to “aggressively prioritize” This includes a monthly prayer cirele with leaders from. across the city that she never misses. For Davis wellness means time to work out every day. When asked what he does to stay well, Kamas langhs and says, “My wellness? Mindless NNotflic oF making a good dinner: I married my Dest friend 19 years ago, and wee in it together! For each of them, family, ineluding protected With their own children, has become paramount. In all, these lenders understand that students, families and teachers in every community, no matter its demographics, assays have needed a healing-centered approach to ehange to flourish, not reserved for times of crisis. When we all kad for healing, we lead for the change our students and teachers deserve. i z JENNIFER CHEATHAM, a former superintendent, isa senor lecturer cn education and co-chae of the Public Ecucaton Leadership Project at Harvard Graduate School of Eaucaton in Cambridge, Mass, Shei the author ofa forthcoming book Enty Planning for Equlye Foaused Leaders: Enpoweting Schools and Commun ties. Ema jeer cheatharigse hanard edu. Tite: ‘@JenCreatrant, MERR! ROSENBERG, @trelance education writer, assisted with the inleniens.» Moral and Intellectual Lec ders Clarity about organizational dire ion pointed superi k for making difficult de BY STEPHEN D. MCCAMMON ed Steagall is one of America’s great tail, cowboys easily could point the herd in the cowboy poets and songwriters. Hea wrong direction, As one chorus rings ont: ‘man who emphasizes the importance of Inowing where you're going and how “Cause fede like a grassy se, the trail ain't you plan to ge th aaloays plain In his song “The Wagon Tongue he One may lead to pleasure and another lead to describes how late at night on Tong extle drives, pain the cook would point the tongue ofthe chuck "But you'll never Tae dizwetion, anal yout knove wagon toward the North Star: Tomorrow might just where you are be clonal; the cook would explain. Without If youl always point your wagon tongue toward Tandmarks — tees or mountains — on the that old North Sta” AUGUST 2022 SCHOOL ADMINISTRATOR 25.In the pain-filed past two school years that wwe have all experienced, its dear in the face of atenible pandemic, the best leaders understood ‘their North Star to be commitment to the moral and intellectual foundations of the school district enterprise. ‘This overarching lesson affirms what we at the Schlechty Center, which Eead, and we at the National Superintendents Roundtable, where 1 am executive director, have collectively learned in working with districts and in networking with readers aeross the nation: At its heart, edueation is a moral enterprise, ‘The superintendents and boards of educa tion that understand this have a marker pointing ‘them in the right direction, even amid the darkest nights ofthe soul Culture’s Importance Over this past year, a series of articles written by members of the National Superintendents Romndtable covered topics inchuding duty of. care, monetary concerns, importance of student connection and the value of communication, (The articles were published by Edueation Week under the banner “Leadership Lessons From the ‘Kitchen Table") I read them with great interest. What strikes me is not just the actions of these leaders during the pandemic, but rather the real> iaation that these leaders actions were not part of SCHOOL ADMINISTRATOR AUGUST 2022 Steve McCammon (tang), CEO of the Schlecht Cent in Louse, Ky, leads paticpants hough a practice session on discussion techniques dung a Superintendents Leadership Network Isttute in Ape ‘a wellorchestrated strategie plan, ‘Culture, itis said, trumps strategie plans. “These leaders are clear about what they believe and clear abont the direction of the organiaa- tions they lead. Even ami chaos in a context that lacked, and still Iacks, consensus, they Teaned into ‘their districts’ culture and direction, using them asthe North Star for making difficult deeisions. "To paraphrase what one thoughtful leader shared recently on social media, “The pandemic did not develop character. It demonstrated it” District Direction ‘Much has been written aboot “The Great Resig- nation, a trend showing that workers in many industries began voluntarily leaving theie jobs ‘months into the pandemie. The National Superin- tendents Roundtable, under the direetion of for- mer executive director James Harvey, publishes the “Quitting Report” in September 2021. Init, superintendents responded to this question: Have ‘yon ever considered quitting the field during the great challenges of the ongoing pandemic? "The profornd challenges superintendents face were well- Models and develops trust. Gives > Thinks and ace strategically, prot to uilng personal tust and Employs systems thinking to under- ‘rustin the organizaton. stare how systems are inked to en ‘one ancther anc how they interact. and comtinuousy communicates» Personalizes relationships with ‘ond eties clear ene competing principals. Develops personal rele- Vision of the fur, onshis witha principals inthe dstice > Knows what he or she believes. Understonds the need to be clear Unifiescantratofice stat bout what ne oF she beloves and Eelicates centric stat so they understands that shored beliefs are understand and are commited the foundation ofthe drecton ofthe tothe drecton In which they are organization, bing lee. > Enhances capacity Attends to > Shares authority, Shares author: veloping the capacity of the orga- ty rather than delegates ft. Views rieaton ane the capacity ofthe peo- authority as affective and highly le who are partofthe organization personalized (ORAS pepe et > Edueates community. Eeucates ship with the board. Strives to the community especalyeom- _wotk as pat of ateam wit tho ‘munity leaders, and informs policy: board inorder to focus onthe ‘makers aboutthe condition of ‘needs of chidren an the future education, cof the community. More about the par of leadership canbe found onthe Schlechty Center wabste (wmnuschlechtycentecorg AUGUST 2022 SCHOOL ADMINISTRATOR 2728 Henry Pettegrew (right), superintendent in East Cleveland, Ohio, joined young students from the district's Prospect Academy as they searched for sunspots through a telescope. their people isthe key to suocess, and stand up to dharsh personal criticism for doing the right thing Decanse they know its the right thing todo. ‘Two Exemplars ‘While [could highlight so many leaders who rose to the occasion these past few years, two come to ‘mind who truly embodied the moral and intel- Jeetual leader: One is Michelle Reid, who found ‘herself faving the decision to be the frst school district in the nation to dose schools due to the sudden appearance of COVID-19 when she was superintendent of Northshore School District in ‘Washington. She had no roadmap and no pree- edent to guide the difficult decision. According to Reid, who now leads Faiefax County Va, Public Schools, “We (in Northshore) hhad 72 hours lead time to make the eall. Our pri= ority was the safety and support of our students, staff and the families they went home to at the end of the day ‘The actions of superintendent Henry Pet. tiegrew were another powerful and common example, He leads the East Cleveland City School District, one of the least technologically connected ‘and highest-poverty areas in Ohio, Not surpris- ingly, the distrit faced huge challenges to ereate the infrastruetnee to deal with the state’ executive ‘order to close schools in March 2020, SCHOOL ADMINISTRATOR AUGUST 2022 In addition to providing shelter, food and other supports to stidents and failies, Pttiegrew said his school system had to “blaze a trail to provide the capacity for our students to learn remotely ‘and access the basic resources each child needed uring this unprecedented moment. We trans formed from copying hard-copy packets. toa robust and rich remote-learning experience in a span of several months” “Many examples point to superintendents who found themselves at odds with their om school boards and communities over sueh issues as ‘masking and the overall decision to close schools for virus mitigation purposes. In some eases, lead cers made the moral decision to resign rather than ‘accept putting their students and staf in harmis way during the height ofthe raging pandemic. Lying awake at night worrying about their community and their students, superintendents now exactly where their district's wagon tongne is pointed. They are clear about their North Star. As the last two years have shown, it has made all the difference. STEVE MeCAMMON is resident and CEO ofthe ScHectty Center and executive diectr ofthe National Superintendents Rounable in Lousvile, Ky. Ema: Steveasupedintendentsorum org, Teter: rsteveract ‘An earier version ofthis article appeared in the Natoral Superintendents Roundable newsleter. i 5My Quest for . appiness in the Superintendency Landing in a state of flow and engagement to counter the overheated personal challenges BY CARRIE E. HRUBY appiness in the superinten- Hite rents be oxymoronie although it may earrently fel so because of COVID-19. Our role as super intendents has expanded and ‘become increasingly stressful and demanding over the past 234 years. Like other educators, have experienced the srnity of our leadership ‘work, including over- heated school board ‘meotings riddled with ‘unsubstantiated per~ sonal attacks on school leaders, distractions of social media and false information, public SCHOOL ADMINISTRATOR 29Carrie Hruby, superintendent of O'Fallon, ‘School District 90, created postive connections with staff by launching ‘an online discussion series around the Happiness Lab podcast series, produced by a Yale Unversity psychologist. health-related decisions that required immedi- ate action with little historical experience and the difficulty of communicating to a frustrated public way neighboring districts took contrasting COVID-19 mitigation approaches, Ihvays considered myself a suevessful leader of OFallon School District 90, which serves 4,000 students in central Iliois, and Ive prided ‘myself on my optimistic attitude and my deci sion to choose to be happy. I believe happiness is, a choiee individuals make, Yet as the pandemic ‘wore on, the constant stress led to sleepless nights and restless days that impacted my wellness and the health of other school leaders. At several points, we reached our limit, leaving no eapacity tocope with more pressure. ;perintendents who lead through one crisis after another find themselves emotionally drained and physically exhausted from the time spent Creative plan- a back seat, and ning and inno happiness and personal job satisfaction from, holding a highly regarded leadership position bbs. Turnover rates in the superintendency Mus trate the weight of it all, and the effects on many Ihave been widely reported in the news. As supesintendents, we spend our careers ‘making difficult decisions, often guided by prior SCHOOL ADMINISTRATOR AUGUST 2022 experiences or field research, But even seasoned superintendents like myself found ourselves lack- ing the beacon of prior guidance or experience during a erisis of this magnitude. Not once were wwe able to exclaim, “Ive got this under control. Tve got ital fguied ont!” The uncertainty of the path forward, and the struggle to sce when ont learning cnvisonments would again feel normal feustrated and alarmed us. Leaders experienced a self-imposed pressure to keep staf, students and funilies informed, upbeat and safe, It weighed heavily on our minds every day: Happiness felt as distant and elusive as the end of the pandemic itself Beneficial Resources ‘Was it possible to choase to be happy? In the wake of the pandemic and stressful board moet ings, I asked myself that question. Thirsty for solutions to the ongoing stress of the superinten- dency, I found myself purchasing books and lis tening to podeasts on happiness. I stumbled onto a thought-provoking and well-produced podcast sevies from Yale University professor Laue San tos called The Happiness Lab, Santos, a psychology professor, walks listeners through the benefits of positive psychology and the methods to achieve happiness. One episode‘featured Catherine Price, author of The Power of Fun: How to Feel Alive Again, who shaved the benefits of playiness, connection and flow. The posicast reminded me of the value of connecting ‘0 others and creating space for thoughfil acivi- ‘ties that help spark full engagement. The podeast series also helped me recognize how natural it is ‘0 search for ways to estape stress iy nature, our brains want to survive, hence the desi to eseape or fee stress. We are wired to prioritize the escape over the need for emotional ‘wellbeing and social-emotional support. ‘Many of the activities I engage in daly offer an immediate escape but do not set the stage for ‘he type of flow psychologist Mihaly Cskszentmi- Ihalyl identifies as a key ingredient of happiness For example seroling dhrongh social media and binge-watching a new television series provide jin flow, ora state of flows that offers an iramedti- ate distraction Junk flow activites offer a mind- les eseape from a stressfil day, Int they do not provide the opportanity to be thoughtflly reflec. tive, stimulated or exeative. “After as hour of browsing socal media foes, 1 find Tam no further inthe quest for happiness ‘than prior to picking up my mobile devies. a fact, the time spent on a junk flow activity adds stress because it steals time from more prodnctive ‘tasks. in my quest for happiness I needed to be ‘more intentional with fre time, tit jumk flow activities and porposefully plan time for engage- ‘ment that eretes flow such as learning « new shill listening to muse or reading for enjoyment. Flow and engagement not only make for 8 Ihappy life but also provide superintendents with resilience to bounce hack from stress. In my quest for happiness, 1 didn't expect to replicate the ‘unwavering positivity ofa puppy who is happy regardless ofthe situation nor did I tara a bind eye to challenges. Happiness isnot intended to be a constant state, Rather happiness comes in ‘waves. Its acceptable and natural to feel angry or frustrated at times. The key is in knowing, how to find our way back toa state ofhappiness in the darker and challenging times A Podcast Club Just weeks alter I discovered The Happiness Lab ppodeastsexis, [realized teachers and staff in four district might benefit from the opportunity ‘to hear an expert and share reactions with col- leagues. Nearly 20 people joined the Happiness Podcast Chub to listen to an episode and then ‘meet online to discuss it, much like a book dub. We meet twice a month online so staff can jJoinoon the gp if they need to drive a child 10 ‘an appointment or commute home from work. Because each 85-minute episode is able to stand ‘on ts own, there is a great deal of flexibility for staff to participate. What appreciate most is ‘that we each take something different from the podeast and ean refleet upon our new insight and apply it to our ives. Not ironically, [find Tam in a state of flow and conneetion when we are ‘engaged in good conversations about the topies from the podcasts. “Flow and engagement not only make for a happy life but also provide superintendents with resilience to bounce back from stress. In my quest for happiness, | didn’t expect to replicate the unwavering positivity of a puppy who is happy regardless of the situation nor did | turn a blind eye to challenges.” ‘The quest for happiness includes flow activie ties, but also connection. I eonld ne longer allow ‘myself to remain on an iskand of stress. That ‘meant [had to admit I didn't have every answer and sometimes didn’t have any answers. I needed {to connect to peers and colleagues and share ideas and thoughts. I nesded others, which ean ‘make a leader feel vulnerable when approached ‘authentically. 1 recognize now my quest for happiness in the superintendeney makes me a better superinten= dent. Happiness has health benefits and boosts creativity, which in turn provides the opportunity to remain in a state of productivity exeativity and flow: Superintendents must intentionally guard ‘time for flow and connection. We must walk away from our cellphones, even if it just for an hour ‘ona weekend, to read a book oF write in a grati- ‘tude journal, We shoul make it a habit to close the browser window to our e-mails so our ereat ity cannot be interrupted. As leaders, we cannot give what we don't first possess. We cannot help others find happiness if ‘we are unhappy ourselves, ‘CARRIE HRUBY is superintendent of Calon School District 90 in OFalon, It. Emak: crubyaof90.net. Tater (Geame_jmuby AUGUST 2022 SCHOOL ADMINISTRATOR 31Teacher 32 Ce Morale ana Wellness The new lurking crisis on staffing requires diagnosis and action, not one-off appreciation gestures BY JILL M. SILER 1 January 2020, Georgeanne of Dallas, Texas, She and her two dep: Wamock was an excited first-time uty superintendents delivered Sonic superintendent who had big plans drinks to each classroom, shared for an ineredible entry into her messages of gratitude with school school district. Bot 65 days Inet, stafPand fond other ways to show global pandemic forced her schools appreciation. and others across the nation to close. ‘But curing a teacher advisory ‘Warnock fearlessly led her sta session, a sweet teacher shared that through the year that followed and, while she loved the kind gestures, the like many others, was hopeful the reality was that there were three peo= 2021-22 school year would be better. ple with doctoral degrees delivering, As the past year started, Warnock’s drinks while she and her eolleagnes team was all-in on supporting her were doubled up with classes and los teachers in the 6,000-snudent Terrell ing conference periods beeanse the Independent School District outside staffing shortages were so immense, SCHOOL ADMINISTRATOR AUGUST 2022 ‘Wamock jumped into action and sent many of her centra-office administrators onto campuses to fll in as classroom substitntes. A former English and social studies teacher, she included herself, devoting one day week to subbing. She began to chron- icle her experiences as a substitute teacher on TikTok with the handle of the @subbingsupt, amassing more than 42,000 followers, The things Warnock leamed while subbing were invaluable, She asked the teachers once where the ice ‘machine was located. They chuckled \1d shared that it was broken, She asked how long it had been broken, and they said three years. She asked hhow to make photocopies and learned there were limits on eopying paper: And she saw first-hand the challenges of stndent behavior. "I heard all of this? she said, “but I didn't really get it until I was back in the elassroom.” More Than a Feeling When you step into the superinten: dency, erisis is part of the job. Its not an if but a when, My nine years in the superintendeney were bookmarked by ‘a financial crisis in my frst year and a ‘global pandemic in my last ‘But a new crisis is lurking in edu- cation, We've seen the foundational signs for years: more teachers retiring ‘than entéring the pipeline, coupled swith historically low retention rates, The pandemic has taken aa alrea fragile ecosystem and set it on fire Jenging. You must be all the things: ccurticulum designer, instructional strategist, assessment developer, tionship builder, administration nego- Lintor, kid whisperer, parent mediator, ‘counselor, coach and mentor. And that was before a global pandemic took everything we knew abont teach- ing and learning and turned it upside down As COV schools retuned to in tion, many thought things would get Detter, But 2021-22 was anything but Detter. From shortages among substi tutes and gaps in stadent learning to Dehavior challenges among students, p-19 rates declined and new mandates, increased mental AUGUST 2022 SCHOOL ADMINISTRATOR34 To ease teachers’ stress, Georgeanne Warnock (eft), superintendent of Terrell Independent School District in Tetell, Texas, has provided hands-on support thet included multiple substitute teaching stints health concerns and an exploding political firestorm, serving as a class: room teacher never has been harder "At AASAS 2029 National Conter- cence on Education, a standing-room: ‘only session on “How to (Finally) ‘Crack the Code on Teacher Morale” cored by Wamock and Ben Cou, director of K-12 research at FAB, dise cussed findings on teacher morale and shared practical advice on supporting, ‘teachers. ‘When it comes to teachers expe- riences in the elasssoom, the word ‘morale comes up frequently. Initially, struggled with the word as it indi cates how we feel about the work, yet ‘what is happening to teachers is more ‘than justa feeling, "The truth is that teachers are stressed, burned out, dissatisted, demotivated and demoralized. ‘And morale has plummeted. BABS national survey fonnel that “Teacher ‘morale is at an all-time low. Nearly a third of teachers indicated they had Jow morale and two-thivds of teachers agreed their morale levels are lower today’ than five years ago” We also know that what we're doing to help isn't working, Back in the day, perhaps we could get away with allowing an extra “jeans day” oF bringing in a lunchtime massage ther- apist for stafl. Those one-off gestures don't even come close. Cracking Morale's Nut When it comes to morale, many org nizational leaders focus on “surprise SCHOOL ADMINISTRATOR AUGUST 2022 and delight? the small or lage gestures that show appreciation. EAB, in its 121 Teacher Morale Steves, noted these one-off appreciation efforts along with employee wellness initiatives fall in the “‘earegiver" archetype of attempts to improve morale, whidh is what most, school districts attempt to do. A smaller bot significant pereent- age of districts attempt to operational- ine every morale factor they can find, otherwise known as the “generalist” tarhetype. Just 3 percent of disteiets ‘approach morale like a “doctor” and slow down enough to diagnose the root problem of morale and partier with employees to salve it. (See dia gram on page 35) ‘What matters most is removing, fiction, EAB says. Ifyou want toa 8 i ‘make people happy; make thei lives Tess difficult. Warnock attempted just ‘that in the Terrell Independent School District — and did it im.a pretty simple way: She sent out a survey andl simply asked these three questions: > What comld a classroom fairy bring ‘hat would make your life beter? > What would make your job easier? > What could we take off your plate? She asked. She listened. And she responded, And her teachers noticed. Diagnosis and Action EAB considers this the proper for- mula. To become a “morale doctor” ‘you must create and use a feedback loop to diagnose causes, prioritize ‘threats and co-design solutions, > Diagnose causes. Spoiler Ale ‘Those once-a-year imate surveys are no longer enough. Leaders need actionable data on what the real issues are. The data collection doesn’t need to be elaborate, bt it does need to be frequent. John J. Mumphy notes “8 Steps Leaders Can Take to Sup- port Employees with Bumout” a blog post on the Mindful Leader site, that ‘our job as lenders is to empathize ‘and seck to understand and then understand more deeply. “The frst thing we can do,’ he says, “is seek to understand the situation without fear, resistance, prejudgment and defensiveness. > Prioritize threats. School distrie's ‘must ‘priositize tackling one or two root causes of morale at atime based ‘on potential impact on morale andl the feasibility forthe district” to address effectively the root cause, accoring to the EAB report, > Co-design solutions. Ask what the issues are and understand them ‘Doctor’ Archetype Most Likely to Improve Morale But Also Least Common in Public Education Creed eco eros a Ce in employee wellness ud ta ounce EAB intervows and ats, ad operationalize Ca ee re Pee rt Ee Ptr Corer Peet fet Pars oo \w 5 Lessons to Lighten Teachers’ Loads Georgeanne Warnack, superintendent in ‘orrel, Texas, shared how she has tied to Improve teachor morale by taking things oft teachers plates. » No.4: Lesson plan ae forthe teacher! The school alstrct decided to stop having teach ‘ers tum in sson plans ina particular format rin a certain wey, “if there are concer in the lassroom and there & a lack of evidence of planing, the administator wor with that teacher one-on-one rather than having every- ‘one submit plans. big win with teachers" Weenock sid » No. 2:Reduce the frequency and length of meetings. Consider what truly needs tobe in a fcetoface meeting and what can be con. veyed through mall No. 3: Ask he sta what tasks & can stop ‘doing . and folow trough on stopping tem, People don’ have survey fatigue —they have “nothing ever gets done with tis informa tion” fatgue. “We asked people for feechack ‘and senta fstof 3 immediate responses ‘that cotaled whatwe woul ether de or stop 7 Wamock si. Reduce eres of the evaluation’ appraisal system. Whatoverisin your contro! toreclce, do t. The asl redicd the num- ber of forma observations ints appraisal sys ‘tem from two to one. Having 45 more minutes cof formal observation snot going to move the recee on teaching and lamin No. 5: Press pause where you can. Unde stand how many natives are truly at wok the cisict. "We pressed pause on several new intiatves — even some good ones” Wrneck sd. Pessing pause now doesnt mean we ‘con't reevaluate another tne to bing it back ‘or we may rene we dct realy need the ew tative, ‘Wamock can be found on Tok and ther social media platforms at esubbingsupt AUGUST 2022 SCHOOL ADMINISTRATOR 35.36 deeply enough to prioritize what to address fist. But bringing teach- ers to the table does not mean put- ting the onus on them to solve the problems that they didn't ere EAB says distriets must “find ways to lower the participation barri- rs to solution development and avoid putting teachers on the hook to figure out how to improve their ‘own morale, Instead, distict lead ers should offer a menu of ideas that teachers can help refin EABSs doctor archetype is ako powerful in approaching teacher ‘morale and wellness because men- tal health is snch a critical need among our staff. Catherine Gewertz addressed this in an Education Week artiele on mental health, ng leaders to tall openly about mental health, train teams to identify mental health struggles Dee Rat EAB's Employee Morale Feedback Loop Diagnose Priortize Condesign CAUSES THREATS SOLUTIONS Diognose causes Proriize P2threats__lnvohe teachers cfow moraiewsing tomoraleatatime —_incodesgning ‘aquartetydiagnaste —basedenimpact solutions by lomering system teasiity inputtarrers ounce EAB interiews an sna ‘and create ongoing systems of support. Tn one of my favorite TikTok vid= 108, Warnock shared how she visited ‘one elementary school, where she stepped into classrooms to cheek in and give her teachers breaks. With teamed eyes, she shared, “They fare just so good. Teachers are just so good” ‘The entirety ofthe work we do as leaders to support and serve students rests on the quality of onr teach- ing staff And in whatever way that makes sense for us — stepping into ‘a classroom to allow that teacher to sab a coffe or sending out quarterly checkein reports to find things to take off their plates, we must put teach- ers front and center to diagnose their biggest pain points, prioritize action- able concerns and partner with the to.co-design solutions to improve their work. Becanse, as Warnock said, “Teachers are just 0 good” JILL SILER, a former supeintendert ithe ‘deputy eecuhe drectr forthe Texas Asoc Georgeanne Warnock delivers meals to classrooms for students in Tero, Texas, ation of School Administra in usin, Texas where she serves as the superintendent SCHOOL ADMINISTRATOR AUGUST 2022 mab jsleretasanetog Twiter:@idmslerSteering Through In the past two years, SRT CTS} have faced TRU See Ree Te C/o Berle culls 2020, Karl Bruchhaus, super- 3 debris to his district's eters Ce mail, the internet and computer files and maybe some members of his administrative crisis team, ‘years in the district, his last cight as superin: ode out Grif Coast hurricanes, his time he sheltered with relatives as his staf, 3,000 ents and most parish residents aso evacuated, Hurriane aura had ve Category 4 storm with sus miles per hou, one of the thive largest to hit Louisiana, Like Bruchhaus, Skylar Dever Fe the Caleasieu Parish’ risk manager, drove her jeep the nest morning to the tech center, past destroyed homes, a roofless—E—— 38 LaGrange High School and the Fox News trans mission tower that had tumbled onto the Golden. Corral restaurant. Lake Charles, she says, “looked like a ware wrecked ety By afternoon, Brichhans, Fontenot and three other administrators were in the teeh center, communicating with scattered staf, students and faniles through e-mail. They also sent two re diation companies to assess damage and begin repairing sehools. “The hunvieane was the first of four extreme weather-related events to sttke Caleasieu Parish }20-21. It was followed by a second hurti= ceane, a Febmary deep freeze and major flooding in May. The series of disasters cost 70 instruc tional days and displaced thonsands of students, 4,000 of whom have left the school distict. Weathering Disasters ‘Even as they've waestled with the pandemie over the last two years, sehoo! administrators have led disrets across the nation through hurvicanes, floods, tornadoes and fires that have gown i number, size and strength, The National Cen- ters for Environmental Information reports climate-related events severe enough to cost more than $1 billion each in losses battered the United anual average of States last year, well above the tight such events since 1980. Bruchhaus and other school system leaders \who weathered natural disasters generally had prepared for them and followed similar steps in the aftermath of each, They'assembled aciminis- trative crisis teams and chains of command, who Ted efforts to establish communication; assessed the disasters’ impact on schools, staf and stu Voices of Experience: Preparing a District for Disaster curpies, but there's plenty school system leaders can do to prepare, ‘2ccording to those whove led thei istics trough foods es an storms inthe recent past Education faders must move fast on ‘rultipe fonts after csasor tls they s9y.50 helps to already have estabished ‘crs management team and stong connections with other government are ‘agency leaders. iss teams typically Include a supermtendnt's cabinet mem: bers sk managers, financial offices, ‘counselors and schoo board members. ‘Superintendents put these loaders charge of citcal functions suchas coord nating wih the Federal Emergency Man- ‘agement Agency, securing emergency loans, coordinating donations settng Up trauma support teams, assessing propery Have a backup generator at your main office, a backup computer server and hard copies for citical ict information, sich as bulngs' floorplans and heating and vention systems. Buildup cash reserves Make sure you have adequate insur ‘ance and folow the company’s rules to ‘oid joparding surance cms. Set up a proces for documenting dam. age and fr recovering expenses incud- Ing fines for overtime for stat. > Have prepostoned contracts n place for 2a project manager remediation company ‘and grant consultant fama with FEMA, Move buses to high or safe ground and have sta clean out retigeratorsbetore the clsaster approaches Make a master key to give remediation ‘and other emergency workers access to all schools Many superintendents admit they id rot study how to propae for calamities in thei academic credentiaing oro- ‘rams, may be time, ome say for un versios to offer a course about leading through natural disastersRob Anderson, superintendent ofthe Boulder Valley Schoo! District in Boulder, Colo, overlooks neighborhood. ‘where the Marshall Fite ast December seriously impacted +047 students and 100 staff members, wth about half of students and some staf losing their homes. dents; and coordinated donations and velie sup- plies. They also contacted the Federal Emergency ‘Management Agency, found contractors for repairs ancl coordinated response efforts with city and county leaders, emergency crews and other agencies, A priority forall administrators amidst the crises was to get schools open quickly beeause schools are equipped to offer food and support ‘and a safe place for children while parents get ack on their fet. “Without schools,” says Fon ‘ent, “our city and community cannot recover” ‘Most administrators say COVID-19 protocols dissolved in the frenzy of their disaster responses, Dut remote learning infrastructures built for COVID-19 helped them reach families and offer virtual instruction, Wide Hurricane Damage Calcasien Parish did not have the option to restime classes quickly: The hurricane damaged Duildings on all 76 campuses, peeling roofs off ‘most. Remediation erews told Bruchhaus he couldnt open schools for a year “Lrold them they had 45 days’ says Bruchhaus, ‘who retired from the superintendeney in June. {It took the parish a month to regain water and electricity, and the district then opened 20, schools. Bruchaus says he wanted students back in person in classrooms with teachers, who he says proved that “quality instruction ean happe ‘even in leaky rooms with cement floors and miss- ing lights. “Two weeks later, Hursicane Delta, a Category 2 storm, clobbered the parish, ripping off temporary roofs and soaking classrooms. A Februaty freeze closed the district for another week, All schools ‘were operating on May 17 when 15 inches of rain ‘swamped the distict, The flood tapped students sone schools late into the night until authori= ties were able to rescue them with a high-water vehicle ‘The superintendent, who wained easly in his ‘career asa eettfied public accountant, says one ‘of his major challenges has been rebuilding the district with borrowed money while waiting for FEMA aid. The school district sustained $400 million in damages, yet 21 months after Hiar= it had received only $100 million from FEMA, says Wilfred Bourne, Caleasien’s chief financial offices. Another challenge, according to Bruchhans, is to rwassure emotionally worn students, staff and parents that “we're going to get back to where we need to be” If the superintendent can't project ‘that, he says, “your people can't believe it? AUGUST 2022 SCHOOL ADMINISTRATOR| A Tornado Response that Mobilized Collective Leadership hte apt fo we Wiisenetecincts rt toronto oe Fy rein yard os ea, topcase onr sre Maco chou. Tagen ee beng Cowo'® rirapns he eat Prono won ope ong Snr ger freon yo ‘Soveip ae tected cote Imerseton. tle ei I know out ves would change ony 1 hours liter. The next 10 days would Kentucky. Facing the Marshall Fire Rob Anderson, superintendent ofthe 20,000-st dent Bouldee Valley School District in Colorado, ‘was spending his winter break in the Rocky “Mountains when a wildfire swept through his districts eastem section, burning businesses and 1408# homes, including entire subdivisions Fanned by wind gusts over 100 miles per hou, ‘what wookd be called the Marshall Fire erupted about 11 am. last Dee. 30 and, in just six hours, swept east throngh the subarban towns of Supe rior and Louis “Tammy Lawrence, Boulder Valleys ditwetor of student support services, could see billowing smoke and hear howling wind from her home as she scheduled a vietnal standup with hee three tranma teams for mid-afternoon. Several Boulder Valley school bus drivers vol: _umteered to drive toward the raging fire to evaett ate patients from a memory care home. “There SCHOOL ADMINISTRATOR AUGUST 2022 serve as stretch of tine that willbe etched Into my mind forever as superintendent of ‘Werren County Public Schoo southern ‘Atroughiy 120 am, De. the st of tive tomdoes touched down in Warten County, reducing homes and businesses to rubble, In close proximity to several schoo! buildings, the storms claimed the Ives of 17 ope including four of our students In otal ‘more than $00 fies, including 169 stu dents and 22 staff mombors, were affected coc by the destructive temadoes. At 530 am, lrecsived a eal from ou chet fancialoficer, Chris Mente inform ing me that he authorizes the opening of cone of our schools as acheter for impacted families, Due pethaps to my fatigue or the sattassurance in hs voice, the fl scope of his words fd not resonate inthe moment of his ca Soon ater lost cell service, The goal became lear: had to get toa place with cellphone coverage andfind out what was happening. Once I id so, my phone began pinging ‘raricaly and, much to my dismay, noted 75 text mestages. As began reuing cals | was advised that our Jennings Creek Ele. mentary School nelghborhood hed sustained Signifcant damage. ced tothe area and was shocked to see the level of devastation, Including the destucton of several homes ‘The shock and aisbele diminished when took the efforts of school cst employ lees who aleady were on the scene, provi ing food, sheer and comfort to impacted ‘aris, The li of cassie and certified Sta who tok on significant leadership du- ing the tornado recovery was lengthy Community and business donations to Warten County Pubic Schools in Bowring Green, Ky, following a devastating tomado last December, filed a middle schoo!’ lobby. were literally embers hitting onr bus? says driver Jane Fastenan. “The houses just to the right of us ‘were on fre. Iwas in a propane bus” By 5 p.m, the fire stopped spreading as the wind died. Anderson, Boulder’ superintendent singe 2018, says he Went to bed unsure “if schools were going to bum down, ifmy home was going tobundown” Miraculously, no school structures, not even. those in Superior and Louisville, were harmed, Anderson’ well-organized crisis team had rehearsed disaster drills and knew their roles. After inspecting schools and consulting industrial hygienists, Rob Price, assistant superintendent of operational services, brought in restoration com= panies to serub affected sehools of hazardous ash ‘and debris. The district’ first priority was to find who among students and staff had been displace by the fire and to determine how to help them,A Ready Response How a our schoo! elstret prepare fora moment i this? We have long been 2 nling pertipant in olan ing mectings with our local emergency manage- ‘ment agency. However, this station was unique in ‘that our employees were ‘among te fist responders. Dring the initia storm response, inited commu- cation forced several key organizations, nciuding the school disc, to work ‘ |s restreted staff at various pobetha Families found a warm place to sloop ina sholter opened by Warren Noose UALS TBO Coleboratve leadership County, Ky, Public Schools after a tornado significantly damaged ot cred to make leadership andettecive communica destroyed 500 homes in December 2021, decisions. collaborative tion are key vers inal of four distict’s professional learing, and both event he superintendent was out of pocket. effective communication are vital to increase ‘were citcal in our emergency response. That early December moming, this prepare- leadership capacity Inerent in our dstkts culture and pro: ton was put into play when our chiefnan- Although the experince in Warren County cesses, our execute leadership team, ial officer became the point person for our was heartbreaking, the teamwrk and empa- principals and dstict crecors work closely school listers ret efforts ‘thy demonstrated by our stat continues to ‘together and are givensignfcant autonomy _Withthe storm liming communication for give everyone a great sense of hope and tolead thelr respective areas, This approach some of us, Melnfyre was the fst member of optimism as we conti to help our com ensures efclent operations ina dstict ‘ur executive leadership team whom emer- munity heal. to lead Wehin hours in ser- ice tothe entire impacted ‘community, our district team had established a commend center, set up communty ‘and fis trespondor sho ters, approved processes for transportation, spend: Ing and supply collections, ‘and mobilized food semvice ‘operations. Empowered Staff During emergencies, parti Lary winen commurication leadership approach and course (about 1.000 students and 2900 gency management could reach. Our experi- cempioyees) lence working collaboratively positioned him ROB CLAYTON is superintendent of Waren For to Dec. 1, our emcutive kedership to ead without hesitation. Even as arived County Publ Schoos h Bowling Green, Ky ‘team had prepared for how to respondin the on ste, to minimize confusion, hecontinued Ema: rob. deytonérwarrenkyschook us Anderson says. He gave staff members affected by the fre two weeks of leave and raised substitute teacher pay. The school district created a website forum where families could share information and help produce a list of people seriously affected by the fire, which impacted 1,047 students and about 100 employees. Anderson took in one furl. The administration pushed hard to open schools on Jan, 3. as planned because lelers knew schools con provide food and support services to students while displaced parents fond housing. “Three days aftr the fire, Lawrence and her ‘mental health team set up shop in the adkinis- trative offices in Boulder and invited people to op in. They also sent e-mails to staff, stidents ‘and parents with information on how to make virtual appointments with trauma workers, who counseled and connected people to housing, foot ‘and services. A Tocal foundation supplied 100 affected students with new backpacks, Chrome: books and schoo! supplies. Eventually, with help from neighboring dis triets, Lawrence's team established trauma teams in nine schools. During the frst thre weeks after the wildfire, they fielded more than 900 refer rals from staff and students and made more than 2,000 virtual visits. "We just have to work together” says Law rence, “and get through it togethe A Devastating Downpour Tt wasn’t even raining on Aug. 20 last year when Richard Rye, superintendent ofthe 9,000-student Humphreys County School District, 55 miles west ‘of Nastnille, Tenn, went home after Waverly Cen: teal High's football game. ight hours lates, he stood helpless on the roof. ‘of Waverly Junior High without cellphone service ‘as he watched mucldy flash flood carry the Head AUGUST 2022 SCHOOL ADMINISTRATOR 41