Education Week - October 30, 2019 - 15

Lessons From Principals' Camp

Jenni Hayes

Principal, Grandview Elementary School, Higginsville, Mo.

ATTENDANCE YEAR: 2014
ONE LESSON: Hayes learned to surround herself with staff who
would ask the right questions and help think through details and
execution of initiatives.
"You learn to really figure out who you are as a decisionmaker and how to rely on other people to help you make better
decisions," she said.
ACTION: Hayes rebuilt her six-member leadership team to add
staff members who were more detailed-oriented. Now the team,
whose members rotate based on the school's needs, is comprised
of people who are big-picture thinkers like Hayes, but also others
who are deeply invested in the process.
"In general, I had surrounded myself with visionaries and quick
starts," she said. "They also were just 'let's try it, let's go.' And I had
a whole staff of people who were going, 'we don't have enough
information. We don't feel comfortable with this. What is our end
goal?"
"I got people who like lists, because I am not [one of those
people]," she said. "They have really helped our entire staff feel
more comfortable having a voice and sharing."

Pablo Flinn

Principal, Normandy High School, Normandy, Mo.

ATTENDANCE YEAR: 2007
ONE LESSON: Flinn learned not to fall for the "aura of consensus,"
From above:
Candace Ramey, an assistant
principal in St. Louis, scales a
pole to climb to an aerial
platform as part of Missouri's
"outdoor leadership experience"
for school leaders. Ramey, right,
receives a hug from retired
superintendent Gena McCluskey

by assuming everyone's on board or understands what he's asking
for just because no one asked questions or viscerally disagreed.
ACTION: Flinn started using a simple tool, one that many teachers
often use to check for student understanding, called the "rule of
thumb."
A thumbs up indicates the person is on board. A thumb to
the side means the person is not 100 percent persuaded, has
questions, but may be willing to move forward. A thumbs down

after completing the climb.

means the person has questions and cannot move forward.

School leaders Marla McBride,

to help this person understand or this person needs to feel heard

left, and Jen Tiller consult a map

"That doesn't say that's a negative," Flinn said. "It just says I need
before we move."

before embarking on a 15-mile
hike through Missouri's Ozark
Mountains.

up further behind, Burlison said.
At 11:30 p.m., they sat down to eat
and made the decision to collect two
more flags before heading back to the
base. Some of the more experienced
hikers wanted to continue, but they
made the decision as a group to end
the journey. Some were tired; knees
and backs ached; and not all shared
the enthusiasm for soldiering on.
"It's the same way in school," he
said. "Not everyone is ready to get it
all done yet. Sometimes you have to sit
back and work your way to that goal."
Burlison, a second-year principal, is
a hunter and outdoorsy guy, but was
reluctant to take time away from his
school. He's glad he did.
A big takeaway, he said, is the importance of being clear and detailed
about his plans with his staff.
"My goal is to start giving more
information to people so that everyone, regardless of how they learn,
they can feel like they have a clear

path on where we are going," he said.
"We might fail on that path ... but this
is a path we, as a team, as a building,
decided to go on. So more open decisionmaking, more conversations
before I pull that trigger on getting it
done."
Having observed how others with
his "quick start" leadership style led in
the woods, Rodney Edington, principal of the high school in Green Ridge,
Mo., said he got greater clarity on why
a program he had tried at his school
had failed.
When he arrived at Green Ridge,
he wanted to transform the 25-minute
advisory period into one that would
provide interventions and supports
for students who were struggling
and enrichment for those who were
on track. He'd had success with that
kind of advisory design as a teacher in
another school, but he did not clearly
communicate the details to his teachers. The initiative petered out because

there was no buy-in from the teachers.
"I wanted them to read my mind
and do it the way that I thought I knew
how to do it, and they've never had
my experience," Edington said. "But
they did not know my plan. ... It definitely was not explained well."
He plans to give the advisory period
another shot next school year, but this
time knowing he needs others to complement his leadership style.
"I know that I need to partner with
one of the teachers in the building that
can articulate the details of the plan,
but still carry the vision that I have,"
Edington said.
Delora Scaggs, an assistant principal at Lewis and Clark Middle School
in Jefferson City, is using what she
learned about building teams to bond
with teachers she's working with for
the first time.
"I just decided that before my
teachers can trust me, they have to
know me," she said.

She's checking with teachers every
morning, not just to see if there's a
problem to be solved, but to get to
know them as individuals. She asks
how she can make things easier for
those who are taking classes at night.
She sends positive messages every
week to let staff and their families
know she appreciates their sacrifices.
In recent years, the program has
evolved to more explicitly connect the
camp's activities to what principals do
in schools, Hayes, the principal/facilitator from Higginsville, said.
The program was incorporated into
the state's leadership development
system, which provides professionallearning for principals at all stages
in their careers. The system is tied to
explicit standards about what school
leaders should know and be able to do.
Networking with school leaders
across the state, including sharing
successes and challenges, is also a key
part of the program.

For Scaggs, an activity called "positive bombardment" left an indelible
impression. Principals were asked to
share what they noticed about their
colleagues while observing them during the camp.
One school leader told Scaggs that
he found it humbling and impressive
to see a leader ask so many questions.
"'You did not care that people
[would] think that you didn't know
something," Scaggs recalled the principal telling her. " 'If you are a leader
and you're not afraid of asking questions, your staff is lucky to have you
because that means that you are going
to show them that it's OK to not know
everything, and you're always wanting to learn.'"
She'd never thought about her need
for details in that way, she said.
"I really appreciated that," she
said. "Because a lot of time educators
don't get positive affirmations, a lot of
'thank yous,' or anything like that."

EDUCATION WEEK | October 30, 2019 | www.edweek.org | 15


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Education Week - October 30, 2019

Table of Contents for the Digital Edition of Education Week - October 30, 2019

Education Week - October 30, 2019
Deep in the Woods, a Test Of Leadership and Resolve
Minimum Wage Hikes Stress Districts
State Bans on Bilingual Ed. Nearly Extinct
Briefly Stated
Q&A: 5 Big Ed-Tech Problems And How to Solve Them
Later Starts: Do They Help?
What the Research Says
Elizabeth Warren’s K-12 Plan Spotlights Funding, Charters
Higher-Ed. Legislation Bubbling in Congress
Raising the Bar for Evidence In Education
An Educator’s Wisdom Is Evidence
Letters to the Editor
EdWeek Top School Jobs
Science Fact vs. Science Fiction
Education Week - October 30, 2019 - State Bans on Bilingual Ed. Nearly Extinct
Education Week - October 30, 2019 - 2
Education Week - October 30, 2019 - Briefly Stated
Education Week - October 30, 2019 - 4
Education Week - October 30, 2019 - Q&A: 5 Big Ed-Tech Problems And How to Solve Them
Education Week - October 30, 2019 - What the Research Says
Education Week - October 30, 2019 - 7
Education Week - October 30, 2019 - Elizabeth Warren’s K-12 Plan Spotlights Funding, Charters
Education Week - October 30, 2019 - Higher-Ed. Legislation Bubbling in Congress
Education Week - October 30, 2019 - 10
Education Week - October 30, 2019 - 11
Education Week - October 30, 2019 - 12
Education Week - October 30, 2019 - 13
Education Week - October 30, 2019 - 14
Education Week - October 30, 2019 - 15
Education Week - October 30, 2019 - An Educator’s Wisdom Is Evidence
Education Week - October 30, 2019 - 17
Education Week - October 30, 2019 - Letters to the Editor
Education Week - October 30, 2019 - EdWeek Top School Jobs
Education Week - October 30, 2019 - Science Fact vs. Science Fiction
Education Week - October 30, 2019 - CW1
Education Week - October 30, 2019 - CW2
Education Week - October 30, 2019 - CW3
Education Week - October 30, 2019 - CW4
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