Transformative Principal

In this informative interview, Jennifer Jennings, a school communication specialist, discusses the crucial role of effective communication in schools. She emphasizes the significance of building trust and engaging parents and the community through transparent and informative communication. Jennings provides practical strategies to help schools develop an overall communication plan, showcase their positive aspects, and avoid overwhelming their audience with excessive information. She also shares successful examples of schools that have implemented effective communication strategies, such as utilizing visual displays, digital signage, and a variety of communication channels.Why communication with the community is so important. How schools can communicate more effectively. Schools need to have an overall communication plan. Consistent messageConsistent brandingShowcase your school in the best light possible. Don’t bombard people. having visual displays has increased attendance at clubs, sport games, and events. Cannon Falls.Digital signage is a great way to expand on a school’s safety plan: see Necedah Schools in Wisconsin.New Prague in MinnesotaAppleTV as a PBIS MotivatorIf it’s not easy, people aren’t going to do it. Start in a small, manageable way. Set up your system so you can delegate properly. Make it part of your weekly routine so it is used consistently and routinely. Involve people who are excited about it. How to be a transformative principal? Find one person who loves graphic design and get them involved in creating content. Connect with Jennifer JenningsAbout Jennifer JenningsJennifer Jennings is a seasoned growth marketing manager with over a year of experience at Rise Vision, the leading digital signage software for K-12 schools. With a keen understanding of the education landscape, Jennifer is passionate about leveraging technology to enhance school communication, safety measures, and the overall school atmosphere.Throughout her tenure at Rise Vision, Jennifer has worked closely with schools to understand their unique challenges and develop customized solutions. Her expertise lies in identifying communication gaps, creating positive school cultures, and implementing strategies to increase building security. Jennifer is known for her ability to translate complex technical concepts into accessible and actionable insights for school administrators and educators.As a thought leader in the edtech industry, Jennifer is frequently sought out as a speaker at conferences and events. Her insights on the intersection of technology and education have been featured in various publications and media outlets. Jennifer's dedication to improving the learning environment for students and educators alike has made her a valuable asset to Rise Vision and the education community at large.

Welcome to Transformative Principal. Today, we are joined by Dr. Kenny Rodrequez, Superintendent of Grandview C-4 School District in Missouri. With over two decades of educational leadership experience, Dr. Rodrequez has been a pivotal figure in driving innovative strategies to enhance school culture and student success. His dedication to fostering an inclusive and dynamic learning environment makes him an ideal guest as we explore the transformative potential of AI in building district culture. Why using specific AI Agents is valuable for our work. How to engage with staff differently600 staff membersLebra is an engagement tool. Automatically creates a prompt for meBecause it knows our vision and plans, it incorporates those things into what we do. Between the work anniversaries and birthdays, it’s communicating 10-15 people per day.Understanding what we are focused on in our district.Being able to build relationships and culture through small simple acts. There’s just not enough time in the day.How using Lebra is improving the culture. Feedback from staff receiving AI messagesLeveraging technology to make you successful.How to be a transformative principal? Stop and take a breath. Improve one connection every day. About Kenny RodrequezDr. Kenny Rodrequez became Superintendent of the Grandview C-4 School District in July 2016. Before serving as Superintendent, Dr. Rodrequez served for two years as the Assistant Superintendent of Curriculum and Instruction in the Grandview C-4 School District. His responsibilities included the direction and overall delivery of K-12 curriculum programs, the developing, implementing, and evaluation of educational services for the district, and providing leadership for all Elementary and Secondary schools. Dr. Rodrequez has served in several capacities throughout his career. He was a music educator for 8 years in two different states, including being a band director, percussion instructor, and district music resource teacher. Dr. Rodrequez moved into school administration more than 10 years ago and has held site level positions of assistant principal and principal before moving into district-level positions of director and assistant superintendent. He was selected to create and implement the first Early College High School program in Tulsa through a partnership with Tulsa Community College. He directed the Tulsa Innovative School network, which served 1,200 plus students in grades K-12, and served as a lead examiner for the Oklahoma Quality Award Foundation, based upon the Baldrige process. In both Oklahoma and Missouri, he has done extensive work on the implementation of new teacher evaluation systems in an effort to raise academic achievement and build collaborative relationships between teachers and administrators. Dr. Rodrequez has a Bachelors degree from Oklahoma State University in Music Education, a Master of Science degree from Oklahoma State University in School Leadership, and completed his Doctorate degree from Baker University in School Administration. He has been happily married for more than 25 years to his wife Tracie. They have two wonderful children, Izzy and Jackson.

This comprehensive discussion explores the intricate distinctions between leadership, leadership development, and leader development, emphasizing their intertwined nature and the importance of understanding the context in which they exist. The conversation delves into the dynamic roles of leaders and followers, underscoring the value of meeting individuals where they are in their professional journey, with respect to their unique backgrounds and experiences. Emphasizing continuous, incremental growth, it highlights the significance of self-awareness, reflection, and the necessity of adapting leadership strategies to suit diverse environments, from educational settings to global contexts. The dialogue further addresses the challenges of maintaining authenticity while navigating the expectations of different organizational cultures, and the potential obstacles faced by individuals from underrepresented groups in leadership positions. Central to the discussion is the potent role of self-reflection, facilitated by practices such as journaling, in personal and professional development, providing insights into identifying growth opportunities, leveraging personal strengths, and making impactful decisions in leadership roles.Leadership Development, leaders, followersMeeting people where they are at. See where the gaps are.Leverage the people around you. Who you are five years ago is not who you are today.VUCA: volatility, uncertainty, complexity, ambiguity.Knowing who you are. What level of assimilation are you comfortable with? The role is correct but the context isn’t. How to reflect: 1. Spouse 2. JournalingHow to Take Smart NotesThe Book: MaximizeHow to be a transformative principal? Start journalingAbout Dr. Peter RiosDr. Peter Rios is the Founder of Peter Rios Consulting and the author of Untold Stories: The Latinx Leadership Experience in Higher Education and Maximize!: 12 Keys to Unlocking Your Greatest Potential. He has served diverse organizations including businesses, religious institutions/churches, government, higher education and non-profits in the areas of organizational diversity, equity and inclusion; leadership development and innovation. His extensive experience and doctoral education in strategic leadership and intercultural studies has made him a sought-out keynote and conference speaker. Rios has been invited to speak and train leaders, nationally and internationally. In the United States Marines Corps he gained global leadership experience while stationed in Okinawa Japan and South Korea, and most recently has lived in Barbados and St. Maarten.Peter currently serves as a lecturer of leadership studies at Penn State and has been an adjunct professor at Colorado State University-Global Campus and Indiana Wesleyan University, teaching undergraduate and graduate students in organizational leadership, religious and cultural studies, and business management. Rios has also been a vice president at two universities. Prior to academia, Peter was involved in pastoral ministry for over ten years and has over twenty years of leadership development experience. Rios holds a PhD in Intercultural Studies from Fuller Graduate Schools, a Doctorate in Strategic Leadership (DSL) from Regent University School of Business and Leadership, completed doctoral work at the University of Southern California-Rossier School of Education, and an MA from Northeastern Seminary. He is married to Dr. Ruby Gonzalez-Rios, a cancer and infectious disease researcher.

In this podcast episode, hosts and guest Curtis discuss the concept of collaborative response, an educational framework designed to replace traditional multi-tiered systems of supports (MTSS) and response to intervention (RTI) models. The collaborative response model is outlined as consisting of three foundational components: setting up collaborative structures and processes in schools, utilizing data and evidence to inform conversations, and developing a continuum of supports tiered for different needs but not labeling students by tiers. The discussion highlights the importance of focusing on supports rather than labeling students, breaking down the first tier into two to ensure universal supports are coherent across classrooms, and establishing a culture where teacher ego is set aside to facilitate a genuine collaborative environment. The episode explores practical approaches to implementing this model in schools, emphasizing the significance of structured processes, the setting of clear roles and responsibilities, and the cultivation of a collaborative culture that prioritizes student success and involves all educators in a continuous learning process.Collaborative Response vs RTI and MTSS. Four tiersTier 1 - All instructionTier 2 - Supports, but still by the classroom teacherTier 3 - Supports provided by someone other than teacherTier 4 - Supports provided by outside the schoolTiering supports vs. Tiering studentsResponsibility of student successCollaborative team meetingsA key issue that a student is facing. Collaborative cultureSo much more powerful to have the culture and then document it, rather than announce it aspirationally. 5 ways to transform meetings free guideAbout Kurtis HewsonKurtis Hewson is an award-winning former administrator and teacher, as well as teaching faculty at the post-secondary level.  He is the co-founder of Jigsaw Learning, a co-author of the text Collaborative Response: Three Foundational Components That Transform How We Respond to the Needs of Learners (Corwin, 2022), and currently works with districts and schools nationally and internationally establishing Collaborative Response frameworks and interacting with thousands of educators annually.

In the podcast episode with Barb Flowers on Transformative Principal with Jethro Jones, the discussion centered around self-efficacy and its relation to leadership. Self-efficacy is distinct from confidence and involves an individual's perception of their strengths and weaknesses. Building self-efficacy begins with awareness, humility, and recognizing that family comes first, establishing healthy boundaries. The episode also explored how a leader's self-efficacy impacts the culture and climate of their school. Practical strategies were shared to enhance self-efficacy, such as identifying small achievements, cultivating an adaptive and resilient leadership approach, and recognizing that giving 110% all the time is unsustainable. The conversation emphasized the importance of looking for small wins, challenging negative thoughts, and understanding the link between thoughts, emotions, and actions.Different from confidence - self-efficacy is about what you believe your weaknesses and strengths are. How self-efficacy relates to imposter syndrome. Awareness is the first step in building self-efficacy. It’s a blind spot. Humility vs. prideFamily comes first - having boundaries. There’s no recovering from giving 110% all the time. Committee chair - if I can’t be there, others can be there. Exploring how leaders’ self-efficacy contributes to the culture and climate of their schools.Sharing practical, evidence-based strategies that leaders can employ to boost their self-efficacy.Look for small things you’re doing well. 3 wins - can sometimes be hard to find them. Your thoughts create your emotions and your actions. Highlighting the outcomes of enhanced self-efficacy, including the development of a more adaptive and resilient leadership approach.About Barbara FlowersBarb Flowers, an educator with 6 years of experience in teaching and 8 years in educational leadership, including roles as a principal and assistant principal.Beyond her experience in education, she is a certified life coach whose core mission is to support educators and leaders by focusing on their well-being and improving their mindset, thereby boosting their career performance. She is also the host of the Principal’s Handbook and Teacher Burnout podcastsHer passion lies in supporting individuals who struggle with recognizing their worth, feeling inadequate despite their extensive experiences and achievements. Through her coaching, she aims to address these feelings, guiding her clients toward a healthier self-perception and more effective professional engagement.Her experience includes coaching teachers experiencing burnout, working with school leaders on prioritizing their personal well-being, and mentoring new administrators as they navigate the complexities of their roles. These experiences have enriched her understanding and approach to coaching, allowing her to offer nuanced and impactful guidance.She would love the opportunity to work with the client or their teams, guiding them to realize their worth and attain a more rewarding professional and personal life.

Today, Damon Hargraves, host of the WorkflowED podcast turned the mic on me and interviewed me for the 100th episode of the Transformative Principal Podcast. I can’t believe I have done 100 episodes of this podcast. Thank you so much for listening to this and helping me make it better.RTI idea was in place, but we needed a little kick in the pants.Value of getting away from the day-to-day issues at school.How to keep it going when you come back from conferences: hang up the poster.Reducing ELA from 90 minutes per day to 45 minutes per day, with students who need 90 minutes still getting that much time.How to get teachers to agree to reduce the number of minutes for their content area.Yolanda WesterbergWe can always be better, so let’s always improve.There is a story written before you. Accept the story that has been there before your chapter 1 starts.How to have solid forward momentum as you make changes, and not get stalled.Meeting with the correct people so you don’t get stalled.Getting feedback and adjusting course.Schedules Explained for Teachers videoSchedules Explained for Parents videoMaking sure that the right people had the information at the right time.The schedule we creating had a place for every student in the school.How to design software for your school when you don’t have what you need.Having plans in place even if it is going to be very difficult.Guru Technologies - the company we hired to develop the app for us.The app you can actually use yourself: Pickr AppTeacher choice tutorial - kids know they aren’t performing and are eager to have the extra help.Be simple about what you’re trying to implement.MVP - minimum viable productGoals for moving forward: anticipate needs earlier.The book by Austin Buffum and Mike Mattos: It’s About Time

This is a special episode of another show on the BE Podcast Network. I recently had John Milhalyo as a guest on Transformative Principal and to I'm sharing one of his best episodes yet on why your fundraiser flopped. In this episode, John Mihalyo discusses effective strategies for Catholic school leaders to analyze and improve their advancement, development, and fundraising efforts. Drawing from his experience and expertise, John highlights common pitfalls in setting goals that are either too high or too low and emphasizes the importance of realistic planning, communication, sponsorship, budgeting, and offering desirable items or experiences at fundraising events. He also stresses the significance of timing, venue selection, and the power of saying 'thank you' to sponsors and donors. Throughout the episode, John offers practical advice on creating a culture of giving and forging strong community partnerships to support Catholic education worldwide.00:00 Introduction to the Catholic School Leaders Podcast00:34 Reflecting on the School Year and Advancement Efforts01:06 Analyzing Fundraising Efforts and Identifying Improvement Areas02:19 Common Reasons for Not Meeting Fundraising Goals05:01 The Importance of Proper Event Planning and Timing07:16 Maximizing Communication and Sponsorship Opportunities16:49 Ensuring Your Fundraising Offers What People Want20:29 Choosing the Right Venue and Recognizing Sponsors24:43 Avoiding Donor Fatigue with Strategic Fundraising27:18 Budgeting and Event Feedback for Future Success31:05 Conclusion and Invitation to Connect

The difference between a catholic school and a public school. System of Schools rather than a school system. Creating a culture of giving in the school community.What’s the cost to educate?How to be clear on what you’re doing as the advancement progresses.Friendraising vs. Fundraising The foundations we have come from elementary schoolsIt takes time to grow the office, have a clear purpose for the goals of the offices. Catholic Schools compete against themselves in fundraising. Get everyone on the same page. Moved their role from fundraising entities to friendraising entities. Have the visionHelp people put their guards down and put the vision of the school first. It’s very personal to them. Bring them into the fold and have them help the advancement office. No Fuss Fundraising Tie it to a vision and people get the value. Don’t put your fundraising into salaries. 90% of problems - consistency, communication, curb appeal.Connecting Catholic School LeadersNeeding to refresh and grow together. About John MihalyoJohn Mihalyo has served as a Catholic school principal for the past 15 years. In that time, he worked for preschools, K-8 schools, and a high school. He has worked for six pastors, two bishops, five superintendents, two dioceses in multiple states, and thousands of parents and constituents. He has found new and creative ways to partner with parents to keep Christ’s light alive in our parochial schools. After 15 years in Catholic schools and 25 years in education, he created Elementary Advancement Solutions LLC as a way to help other school leaders win in advancement, leadership, and recruitment! As principal, he has overseen the creation of two Advancement Offices. His schools have raised over $1.8 million in funding through annual funds, special events, grants, and other programs by using the methods being offered to you through Elementary Advancement Solutions LLC. He also led a $6 million renovation to his first school as a high school principal. In addition to his successful track record in fundraising, his schools have seen an average increase in enrollment of 21% from his start date to the end of his tenure. John has worked with and been trained by numerous organizations over his 15 years. He has seen what works and what doesn’t and has developed a strategy specific to teach elementary schools to win at advancement, recruitment, and leadership not just today, but for the future! He is eager to bring this strategy to individual schools to work directly with them to help them meet their advancement needs. He believes in taking a personal approach to help each school he works with find its success based on its specific needs.

Michael Fullan, the internationally known authority on educational leadership and proponent of whole system reform, joins us for this episode. No doubt, many of you listeners have been influenced by Michael’s work over the years. The former Dean of the Ontario Institute for Studies in Education and Professor Emeritus of the University of Toronto, he is co-leader of the New Pedagogies for Deep Learning global initiative, served as Premier Dalton’s Special Policy Adviser in Ontario from 2003-2013, and received the Order of Canada (OC) in December 2012.Michael is the author of numerous books, including the focus of today’s episode: The Principal 2.0: Three Keys to Maximizing Impact (Jossey-Bass).We discuss:The Principal 2.0 (2023) is 90% new material from The Principal (2014). We cover the events that caused Michael to undertake such a significant revisitation.The disruptions of the past few years are forcing change in schools – which can turn out for better or worse depending on the evolving role of the principal. What forces have traditionally boxed principals into a narrower role?Spirit WorkGlobal evidence for these principlesSystemness in Action Connected Autonomy The Drivers – system change from the bottom upReasons for optimism about the futureFind The Principal 2.0 here: https://bit.ly/3TYJZx4 About today’s guestMichael Fullan is an internationally known authority on educational leadership. Professor emeritus at the Ontario Institute for Studies in Education at the University of Toronto, Fullan is Global Co-Director of New Pedagogies for Deep Learning. He is an adviser and consultant on major education reform initiatives around the world. His previous books include Change Leader, The Six Secrets of Change, and Leading in a Culture of Change. Learn more: https://michaelfullan.ca/About the hostRoss Romano is a co-founder of the Be Podcast Network and CEO of September Strategies, a coaching and consulting firm that helps organizations and high-performing leaders in the K-12 education industry communicate their vision and make strategic decisions that lead to long-term success. Connect on Twitter @RossBRomano or https://www.linkedin.com/in/rossromano I also host Sideline Sessions, a podcast for coaches and parents of student-athletes. The show features conversations with coaches and performance experts in the NFL, NBA, NCAA, Olympics, and more. Listen here: https://bit.ly/3Rp0QGt

Dr. Thomas R. Guskey is Professor Emeritus in the College of Education at the University of Kentucky. He is known throughout the world for his work on student assessment, grading and reporting, professional learning, and educational research. Guskey is author/editor of thirty books, including his latest, Engaging Parents and Families in Grading Reforms (Corwin).We discuss:What is the purpose of grading?“Is my purpose as a teacher to select talent or develop talent?”The state of grading practices in US schoolsCommunicating grading — what families want to knowConnotations around the phrase “grading reform”What do families oppose?Purposefully engaging families: understanding roles and making it authenticWhat leaders get wrong about the change processExamples of successful grading reform in school districtsFind Engaging Parents and Families in Grading Reforms from Corwin or wherever you get your books. Learn more at www.tguskey.com. About today’s guestThomas R. Guskey, PhD, is Professor Emeritus in the College of Education at the University of Kentucky. A graduate of the University of Chicago’s renowned Measurement, Evaluation, and Statistical Analysis (MESA) program, he began his career in education as a middle school teacher, served as an administrator in the Chicago Public Schools, and was the first Director of the Center for the Improvement of Teaching and Learning, a national educational research center. Dr. Guskey served on the Policy Research Team of the National Commission on Teaching and America’s Future, and on the task force to develop the National Standards for Professional Development. He was named a Fellow in the American Educational Research Association and was awarded the Association’s prestigious Relating Research to Practice Award. He is author/editor of thirty books and over three hundred published articles and book chapters on educational assessment, program evaluation, and grading and reporting. He may be contacted by email at guskey@uky.edu, Twitter at @tguskey, or at www.tguskey.com. About the hostRoss Romano is a co-founder of the Be Podcast Network and CEO of September Strategies, a coaching and consulting firm that helps organizations and high-performing leaders in the K-12 education industry communicate their vision and make strategic decisions that lead to long-term success. Connect on Twitter @RossBRomano or https://www.linkedin.com/in/rossromano Ross also host Sideline Sessions, a podcast for coaches and parents of student-athletes. The show features conversations with coaches and performance experts in the NFL, NBA, NCAA, Olympics, and more. Listen here: https://bit.ly/3Rp0QGt