Control+Alt+Delete: Rebooting Our Minds During Remote Learning

 

School as we knew it has changed, and we are sailing in a different direction. We once worried about students being late for classes and missing assignments, but now our concerns involve students being quarantined and missing instruction with a cloud of COVID fear hovering over their heads. Things are different—there is no doubt about it, so It is time we reboot our minds when it comes to remote learning and truly focus on what matters most in any form of learning—community and relational trust. 

I have always carried this banner and have tried really hard to continue to deliver this message to my staff as we sail into uncharted waters. Today more than ever, our students need us. They are going through a whirlwind of emotions, and they are trying to adapt to this new form of learning that is so foreign to all of us.  As a school leader, I am feeling the stress every day that comes with the new challenges we are facing in education. If I, an adult, have stress and struggles, I can only imagine what our students are going through.

In September, my school district gave parents the choice of what type of learning they wanted for their children, and we started this school year with 60 percent of our students learning in-person and 40 percent learning remotely from home. This alone brought challenges with scheduling and staffing, but we got through it and we hit the ground running. 

Mask mandates, seating charts in classrooms and lunchrooms, one-directional hallways, classroom cleaning during passing time, and so much more were hurdles we got over with barely an issue. But what really started to trip us up was how to build community with our remote students who we can only see from the screens of our computers. Community, connection, and positive relationships are the foundation learning builds upon, and creating a climate hospitable to education is one of the foundational elements of school leadership, according to the Wallace Foundation. Even in the midst of a pandemic, we need to make sure we have a solid foundation to build on. We can show students how to do math, but at the end of the day it will not be truly effective if we don’t show them we care. We need to make sure we have these right factors in our equation in order to see success in our schools.

Below are three simple practices that you as a school leader can implement today to build community with your students and staff. By leading through example and sharing out the positives occurring in your own practice and relationships, your teachers will be more comfortable doing the same. Let’s reboot our mindsets to what truly mattered when school was “normal” and remember we are all in the same boat together.

1. Checking In With Remote Students outside of the Class Period
I ask teachers to share with me names of students who are not connecting with school. I started to reach out to these students weekly over the phone and talk with them and their parents to get a clear picture of what they are going through. I began implementing Zoom sessions after school with the students I felt needed a more intensive intervention. In these Zoom sessions, we talk as a small group and open up about the struggles we are having and then create short and long term goals for ourselves. We meet bi-weekly to hold each other accountable and celebrate our successes. 

2. Being a Helping Hand to Remote Students and Families
Many times in my discussions with families, they bring up specific things they need help with. From lack of food for lunches to school supplies and needed technology, as a school leader you need to be a helping hand and find a way to meet those needs. The biggest hurdle we face is the lack of transportation parents have to come up to the school and get lunches, supplies, and technology. As a school leader, you may need to hop in your car every once in a while and do a porch drop off. If Uber can drop off a meal on a front porch, then we can do the same to ensure our students and families have their needs met as we gain a side of trust in the process. 

3. Being the Voice of  Empathy
Being a teacher is hard, especially today. With trying to do your job in a situation that you did not sign up for, stress can creep in quickly. It is easy to get frustrated with students who do not attend classes, show up late, won’t keep their videos on, and are constantly being distracted by things happening in their homes. What you can do as a school leader is continue to remind your teachers that everyone is trying their best. Conversely, going around the school and complaining about this whole remote learning situation and the frustrations you have with your students and parents will open up a can of worms that is hard to close. By being the voice of empathy, you are modeling empathy to your staff. By looking at the glass half full, you are making this situation easier to swallow. Focusing on the negative and the struggle that is all around us will only make things worse, and as a leader it is your job to make things better, so change the flow and make sure empathy is the captain.

Roger Gurganus is an assistant principal at Brownstown Middle School, a grades 6-7 building in Brownstown, MI. He has a passion for children and education and strives to ensure that every student is connected and feels part of the positive communities he creates. Along with creating a culture of hope and love in his own middle school, Roger also is committed to bringing hope, love, and education to the children of Uganda, Africa, where each summer he travels in hope of making a bigger difference in the lives of students who need it the most. Roger believes that teaching is not a job, but rather a calling and hopes that through his work, lives can be changed, dreams can become reality, and mountains can be moved. Follow his educational and leadership journey on Twitter (@RogerGurganusII) and his blog (https://raiseyouranchor.blogspot.com).

Principal, Parent, and Partner: The Balancing Act of a School Leader

Principal, Parent, and Partner: The Balancing Act of a School Leader

Roger Gurganus II

When I was child, I always wanted to juggle like the showstoppers in the circus and on television. I mastered juggling two balls (not that impressive, I know), but when the third ball entered the mix I could not control it, and I looked like a clown in the worst sense of the word.  As school leaders, we have to juggle all the time. We have our professional and personal roles, and sometimes we sacrifice one for the other, and that’s when everything starts crashing down.

It is important that we look at the three “P” roles in our lives—principal, parent, and partner—and make sure we do everything we can to ensure each gets the time and attention that it needs and deserves. I have learned over the past few years that this is easier said than done.

Last year, a mentor of mine said something that rocked me to the core. He looked me in the eyes and said, “Remember Roger, you are not married to your job.” After hearing those words, shame began to build up as I started to really think about the time I commit to work compared to the time with my wife. I would spend all day at work and when I came home, work was all I would think about. I would sit there and think of all I had to do, look at my calendar, and check emails while I sat on the couch, three feet away from my wife while failing to check on her and build our relationship.  Also, around the same time, more shame filled my heart when my seven-year-old daughter looked at me and said, “Daddy, am I important (as your job) too?” I was guilty of spending more time raising my professional status than raising my children.

After truly evaluating myself, I knew something had to change with the way I was balancing my roles.  This was difficult at first because I didn’t want to be less of a leader to my building and was afraid of what would happen if I decreased the time I spent on that role.  Surprisingly, making these changes made me a better leader because I had more joy and peace from my relationships and positive interactions with my family.

Below are a few changes that I made to bring balance to the two most important “P” roles in my life. Change is hard, but your family is worth it. At the end of the day, it is your family sitting around the dinner table and snuggling with you on the couch, not your job. Put these two roles first, and success in your other roles are sure to follow.

Listen

When you come home for work, stop and give all of your attention to your family. Let your partner and your children tell you all about their days. Show them that what they are saying is the most important thing you have ever heard. Trust me, there will be stories about what happened on the playground and on the drive home from work that you can do without hearing, but by listening you are letting your family know you care about every part of their lives and honor their feelings.

Log Off

When you get home, hug your family and “hang up” your phone. Take your phone to the charger or get a little box that electronics go in for a specific time period. I actually took a small square Amazon box and wrote “No Phones 4pm-7pm,” and that is where we place our electronics when we get home. Nothing says you are important like a cell phone in a box.

Individual Date Nights

You need to make time for your partner and children. Make sure at a minimum you take your spouse on a date twice a month. This is a great way to really connect and grow as you talk without interrupting children. Along with taking your partner on a date, plan individual dates with your children as well. Take your daughter to the movies, your son to the park. Make time for each member of your family so they know they are your top priority.

Get Away

Over the summer and at least once during the school year, take your family on a getaway. It doesn’t have to be expensive; just getting away from it all lets you focus on the things that matter most—your family.

Do Chores Together

On the weekends, clean together. Let your partner know that you value them by grabbing a toilet bowl brush and a vacuum and clean the house together while you make your relationship sparkle and shine. 

Are you giving your partner and parent roles the attention that they need? What are some things in your professional role that are keeping you from your personal roles? Which of those things can you stop juggling and have someone else juggle? Which of the above examples can you start implementing in your life today?

Author Bio:

Roger Gurganus is an Assistant Principal at Brownstown Middle School, a 6-7 building in Brownstown, MI. He has a passion for children and education and strives to ensure that every student is connected and feels part of the positive communities he creates. Along with creating a culture of hope and love in his own middle school, Roger also is committed to bringing hope, love and education to the children of Uganda, Africa where each summer he travels in hope of making a bigger difference in the lives of students who need it the most. Roger believes that teaching is not a job, but rather a calling and hopes that through his work, lives can be changed, dreams can become reality and mountains can be moved.

Follow Roger Gurganus’ educational and leadership journey:
Twitter: @RogerGurganusII
Instagram: @RogerGurganusII
Youtube @BMSWARRIORS67

The Principals’ Secretary: The Roots of Growth for the School and its Leaders

Seven years ago, I stepped foot into my office as the Assistant Principal of a sixth and seventh grade middle school of 800 students. Moving from my third grade classroom to the main office was a hard transition because for the past eight years, I was only responsible for the 20 to 30 students within my own classroom. I went from a world of teaching, assessing, grading and lunch counts to School Improvement Plans, state assessments, district initiatives and free and reduced lunch data (to name a few). I would not have made this transition in a positive way, if it wasn’t for my secretary Teri. Teri is a phenomenal woman and someone who will forever have a special place in my heart. One of the reasons I am in the place I am today and gained success is due to the work Teri did every day and her mindset to make sure that the school and I were the best we could be. 

Two years ago, Teri retired from our school district and even though I am happy for her, we lost a huge part of our family. The five years I was able to have Teri by my side showed me what attributes are needed in a principal’s secretary in order to help keep a continual mindset of growth and achievement. I have thought really hard on all the amazing qualities my secretary had and have broken them down into three main “roots.” I believe these are most needed for growth in a principals’ leadership and the school as a whole. If you are the secretary of an assistant principal, or any principal for that matter, ensure you are bringing 100 percent in these three areas and I guarantee you, your school and your principal will find greater success.

Root One: Empathy and Care
As you know, being a secretary makes you the first face and voice someone sees or hears when they call or come into the school or the main office. The school secretary is your stakeholder’s true litmus test of the school culture and climate, as well as a reflection of the school principals’ vision, beliefs and leadership. As a school principal, it is my job to show empathy and care to every single student, parent, teacher, staff member and member of the community. It is my job to make everyone feel as though they are the most important person at that given time. The same goes for the school secretaries.

That is what was so amazing about Teri. When a student came in with a question, needed to use the phone or had a bloody nose, she never made them feel they were bothering her, but instead gave them the attention they deserved and showed them she was there to help. It was the same for parents, guest and our staff; Teri always went out of her way to let them know they were part of our community and it was her privilege to help and assist them. Along with showing empathy and care to the school, Teri was always there for me. She was always checking on me to make sure I had everything I needed to be successful. From asking me if there was anything she could take off my plate, to putting out “fires” that she could handle without me. There was never a day Teri didn’t ask me how I was feeling or give me an encouraging word. She believed her job was to care for others and that is what is needed in a principal’s secretary and what the school needs as it’s first line of communication with all of its stakeholders.

Root Two: Consistent and Resourceful
Being a school leader has changed tremendously over the past 10 years. The role of a principal has morphed from being a “manager” of the school to the “lead learner” of the school. With that change also comes a change in where the principal spends most of their time. For a school leader to make the largest impact they can, they need to spend more time in the classrooms, hallways and cafeteria, which means less time in their office. With this change of scenery for principals, the administrative secretaries are going to see less of their principals and in return will have to be resourceful in the office. 

Like I shared earlier, Teri was amazing at stepping in and putting out fires so I could give my attention to the things that mattered most. From upset students and parents to jammed copiers, she would always step in and do her part to ensure the issues that could be addressed without my immediate attention were handled in a professional way. This consistency and resourcefulness made me feel comfortable with trusting her judgement when issues would arise. At the end of each day she would always come into my office with a list of these “small fires” and let me know which still may need my attention and then would ask if there was anything I felt should have been handled differently.  Teri always wanted to be the best at what she did and was always looking for guidance and feedback so she could be consistent with the vision of the school and its leadership. She was always eager to learn and lead. That mindset is what made her the best of the best.

Root Three: Shared Vision and Belief in Leadership
As a school secretary you can be empathetic and caring, be consistent and resourceful but none of that will matter if you and your principal do not have a shared vision. School principals need someone who not only works alongside them but also believes in the vision and the work their principal does. If you both do not have the same mindset and vision, neither of you will ever reach your fullest potential. I was lucky to have Teri for so many reasons, but the greatest reason was she believed in me and the vision I had for the school. Teri was always there with an open mind and would walk through any fire or storm; she always believed we were going in the right direction. She knew what I was doing was not what was best for myself, but best for the school. She knew that I would do anything for anyone so she was always willing to do anything for me. 

As a school leader, you have to have someone on your side who will represent you and fight for you when the going gets tough. Never once did I doubt Teri and the work she did. I was so blessed to have someone who supported me and had the attributes needed to make our students, parents, staff and school community grow in the way that it did. The transition to any new position is challenging, but even the toughest changes can be less stressful when you have a partner who believes in you. I am so thankful for Teri, and even though she is no longer with me on a daily basis, the confidence and growth I experienced during our time together still pushes me today. 

School secretaries have the hardest and most important job in the school. Without you, the school cannot function at its highest levels. Everything you do, big or small, makes an impact. So today I hope you take every opportunity to change the lives of everyone you encounter in a positive and life changing way. Remember, without you, your principal and school won’t be able to reach their fullest potential, so bring it every day! Speaking for all principals: we appreciate all you do! 

What roots are you using to help the school and your principal grow in the right direction? What are some ways you can make sure you are showing empathy and compassion to all stakeholders? 

Do you believe in the vision of your principal? 

How can you help your principal’s vision or find a belief in it? 

Author Bio:

Roger Gurganus is an assistant principal at Brownstown Middle School, a 6-7th grade building in Brownstown, Michigan. He has a passion for children and education and strives to ensure that every student is connected and feels part of the positive communities he creates. Along with creating a culture of hope and love in his own middle school, Roger also is committed to bringing hope, love, and education to the children of Uganda, where each summer he travels in hope of making a bigger difference in the lives of students who need it the most. Roger believes that teaching is not a job, but a calling and hopes that through his work, lives can be changed, dreams can become reality, and mountains can be moved. Follow his educational and leadership journey on Twitter (@RogerGurganusII), Instagram (@RogerGurganusII), YouTube (@BMSWARRIORS67), and his blog (https://raiseyouranchor.blogspot.com).

Searching for Wisdom in All the Right Places: Growing as a School Leader

Growing up, some of my favorite movies were part of the Indiana Jones series. I loved how Indy lived a normal life as a professor, lecturing college students on the history of the world. Little did they know their professor lived a secret life full of adventure, excitement, close calls, and possible doom. When Indiana Jones took off his glasses and tie, he evolved from passionate teacher to an adventurous seeker of wisdom. Jones knew he would never grow in the wisdom department by sitting inside the four walls of his stuffy office looking at the curriculum he was paid to teach. He knew wisdom came through experiences and sometimes unrealistic adventures.

As school leaders, we have two options. We can be school leaders who believe prior learning is all the knowledge needed to lead, or we can use our educational background as a foundation and continue to build upon it by seeking wisdom daily. As a school leader, we should constantly be on the hunt for wisdom. We should have our maps and compasses in hand each day, because this hunt for wisdom is actually a journey that lasts a lifetime.

Below are a few Indiana Jones-inspired ways that you can seek wisdom to be the most effective school leader for your staff and students. Some of these wisdom-seeking ideas are easily obtainable with a few changes in your life, but others may take you out of your comfort zone and require a “leap of faith,” as Indy discovered in Indiana Jones and the Last Crusade. So grab your whip, brown sable fedora, and leather satchel, and let’s start this wisdom-seeking adventure together.

Searching for Wisdom through Reading

In the Last Crusade, Jones’ father sends Indy his “Grail Diary” before being kidnapped by the Nazis. The book contained priceless wisdom that guided Indy’s steps through the three trials at the end of the movie. Without the wisdom gained from reading the text, Indy would have (literally) lost his head.

As a school leader, we need to be the lead learner of the school. We need to dive into books that are research-based and relevant to our lives so we can face our leadership trials head on. In my search for wisdom, I have challenged myself to be an avid reader. I have always been told you have to read to lead, and I believe that is 100% accurate.

Last year, I challenged myself to read 60 books plus the Bible from June 20^th to the following June 20^th. I am proud to say that I reached my goal and beyond and read 74 books this year. The knowledge I gained from reaching this goal is immeasurable.  I have a better foundation for decision making and leading than ever before. Was this challenge hard? Yes! Were there days I was tired and didn’t want to read? Of course! Leaders, make it a goal to read daily. Your school deserves someone who can inspire it with your continual wisdom and guidance.

Searching for Wisdom with Other Wisdom Seekers

Indy surrounded himself with wisdom seekers such as his father, Marcus Brody, and Sallah el-Kahir. He knew he would need a strong team if he wanted to achieve his goals. Like Indy, I surround myself with individuals who have the same mindset of wisdom seeking. By doing this, we hold each other accountable for our goals and check on each other often to see how we are progressing. We meet at least once a week to talk about life and our adventures and progress in seeking wisdom. When I struggled with my goal to read daily, the difference was that when doubt crept in, I knew I could reach out to a fellow wisdom seeker for support, and they would help me stay on course.

Everyone experiences life in different ways. When you can experience life through the lens of others with the same passion, convictions, and goals, wisdom comes naturally. Find yourself a small accountability group and use the wisdom gained to motivate yourself to get out in the world and seek wisdom through new experiences.

Searching for Wisdom in the World Around You

Indiana Jones was a master adventurer. He would leave fear in the backseat and set out for whatever he was looking for. This is the area of wisdom seeking I struggle with the most. For me, stepping out of my comfort zone to gain wisdom is a challenge. Seeking wisdom through experiences has many obstacles, such as time and financial commitments, but the biggest obstacle for most (me included) is fear—fear of the unknown, fear of stepping out of your bubble into a vulnerable state where you are not sure what to expect.

In my quest for greater wisdom, I pushed myself way out of my comfortable bubble and traveled to Uganda. I left my family for two weeks and helped train teachers while teaching orphans from four different orphanages. Experiences like these help you see life through a new lens and give you newfound wisdom you never thought you could obtain. Was I scared to death? Heck yes! Did I know what to expect? Not really, but I didn’t let my fear control my adventure.

Seeking wisdom is scary. You never truly know what the journey will bring you. But, even in fear, leaders need to take that next step of wisdom seeking—not only for themselves, but for those they lead. Good luck, leaders, and remember that while you never know where wisdom searching will take you, eventually you will find the Holy Grail!

Which wisdom-seeking ideas do you already practice in your own life? Who could be your accountability partner on your search for wisdom? What is the “Holy Grail” that you have gained through your search for wisdom?

Author Bio:

Roger Gurganus is an assistant principal at Brownstown Middle School, a 6-7^th grade building in Brownstown, Michigan. He has a passion for children and education and strives to ensure that every student is connected and feels part of the positive communities he creates. Along with creating a culture of hope and love in his own middle school, Roger also is committed to bringing hope, love, and education to the children of Uganda, where each summer he travels in hope of making a bigger difference in the lives of students who need it the most. Roger believes that teaching is not a job, but a calling and hopes that through his work, lives can be changed, dreams can become reality, and mountains can be moved. Follow his educational and leadership journey on Twitter (@RogerGurganusII), Instagram (@RogerGurganusII), YouTube (@BMSWARRIORS67), and his blog (https://raiseyouranchor.blogspot.com).

Student Discipline: It Takes More than a Consequence to Change the Future

I vividly remember my middle school principal and the fear that hit my gut every time he would look at me or even walk by. He was six and a half feet tall, weighed close to 400 pounds, and his last name was Kevorkian. Who wouldn’t be afraid of that principal, especially if he never smiled and looked like he could be in the WWF as Andre the Giant’s tag-team partner? 
Now as a middle school principal myself, I look back at the steps I took through the narrow, freshly waxed hallways of my middle school and wish I could have had a positive relationship with my principal during those crucial and fragile years. I wish my principal would have been more of a mentor than a monitor, a sculptor instead of a suspender, more friendly and less formidable.  I truly believe if I had been able to have a relationship with my principal, my middle school and high school career would have been more successful, and my GPA would have exceeded a 2.0. 

The role of school principal has evolved from manager to lead learner and teacher. If that aspect of the job has evolved, my hope is that our mindset and process of school discipline can follow suit. Discipline over the years within the confinements of the “principal’s office” were centered on the concept of fear and consequence. Sure, fear may keep some students in line, but what fear does not do is teach, develop, or mentor. Those three concepts are what truly keep students focusing on what they should be doing—and, most importantly, why they should be doing it.

Before I go any further, let me address the elephant in the room. Some of you out there are thinking, “They need to have a fear of their principal. If they don’t, they will be out of control, and teachers can’t teach and learning won’t happen.” I know this because I had that same mindset when I started my career, because as a student I was brought up to fear those in charge of my education. Unfortunately, I believe that fear is what caused me to never reach my fullest potential. Yes, I would walk (and not run) on the right side of the hallway, raise my hand before answering a question, and stay glued to my seat for 55 minutes at a time because I didn’t want to “get in trouble.” What I didn’t do was find a mentor; someone to sculpt me and show me what I could be. Those things were missing from the discipline tool belt that my principal wore, and until my mindset changed, they were vacant from mine too. 

The irony is that discipline comes from the Latin word disciplina, which means to “instruct, educate, and train.” If that’s what the word is rooted in, why are we not planting those concepts into our discipline interactions and letting them grow? Why are we still making our offices a place of negativity instead of a place of enlightenment, growth, discipleship, and understanding?

Don’t get me wrong. If students misbehave, they need to be held accountable, but they also need to learn how to not make that same mistake again. They need to know they have a tag-team partner in their corner who cares enough to walk alongside them on this path of change. Consequences are important, but what is more important is a relationship with a child—a relationship where you can mentor them to not make that same mistake or decision twice. Receiving a consequence is immediate, but it’s not infinite. The pain of the detention, suspension, or missed recess will sting for a moment, but the lessons we teach alongside those consequences are what last forever.

Disciplining just through giving consequences never was enough, and it never will be. Look at the prison systems in our country — they are full of people who have made mistake after mistake and never learned from them. How many could have learned to change earlier in life if they had a principal who stepped out of their role of lead disciplinarian and entered into the role of lead mentor?

We have to make sure we are not just punishing but developing our students. We need to make sure that we go the extra mile for all students, even those who push us to an inch of our sanity. I ask you to join me and become their lead mentor, instructor, educator, and trainer. You never know—the student’s name on the office referral sitting on your desk right now may be the principal who helps change the lives of future students one day. Don’t miss this opportunity.

Are you more of a consequence giver or a mentor when it comes to discipline? Look back at the principals you had in your education—did you have a positive, impactful relationship with them, or was your relationship built on fear? What is one thing you can change in your practice for the next school year?

Author Bio:

Roger Gurganus is an assistant principal at Brownstown Middle School, a 6-7th grade building in Brownstown, Michigan. He has a passion for children and education and strives to ensure that every student is connected and feels part of the positive communities he creates. Along with creating a culture of hope and love in his own middle school, Roger also is committed to bringing hope, love, and education to the children of Uganda, where each summer he travels in hope of making a bigger difference in the lives of students who need it the most. Roger believes that teaching is not a job, but a calling and hopes that through his work, lives can be changed, dreams can become reality, and mountains can be moved. Follow his educational and leadership journey on Twitter (@RogerGurganusII), Instagram (@RogerGurganusII), YouTube (@BMSWARRIORS67), and his blog (https://raiseyouranchor.blogspot.com).

From Evaluator to Coach: A Needed Change to Teacher Evaluations

If there is one thing many of us can agree upon, it is that being evaluated is a stressful and anxiety filled experience. Knowing the person observing you is watching your every move, listening to your every word and seeing how the students respond to your teaching can make even the most distinguished teacher tense up with nervousness. It is hard not to respond with anxiety and stress when the process for teacher evaluations is set up in a way that makes teachers feel like they are being judged more than supported. That is what is wrong with the evaluation process and something we as school leaders need to change in order for our culture to continue to improve. 

If I had to rank my job requirements from most enjoyable to least, evaluating teachers would be close to the bottom. It is not because of the paperwork, the observations, or the discussions. The reason it is not enjoyable is the engrained mindset that the teacher evaluation is just an opinion of how well someone “feels” another person is doing at their job. Leaders, that is why we need to look at how we do our evaluations and change the process so we can change the mindset of those we evaluate and make evaluations more enjoyable for all of us. We can’t continue doing what we have always done, there has to be change. This cultural change of evaluations has to start now!

In my quest to make teacher evaluations more meaningful, I came across the book, “Lead Like a Pirate” by Shelley Burgess and Beth Houf. The book as a whole is a great reference guide for leaders, but the area of the book that impacted my leadership the most was how  to act as a coach instead of an evaluator. As leaders we need to flip our mindset of our role in the grand scheme of teacher evaluations. We need to look at the system and the process from a different lens and start to understand that our role should move from being an evaluator to being a coach. 

Coaching gets greater results than evaluating because the approach and avenue to reach your goals and dreams look completely different. Look at the famous coaches in professional sports history: Phil Jackson (NBA), Vince Lombardi (NFL), John Wooden (NCAA Basketball); each of

them every day “evaluated” their players: ability, strengths, weaknesses and work ethic. They knew how to push their players and how each player needed to be individually motivated and encouraged. The difference between the processes of coaching and evaluating are when you coach; you don’t just watch as a spectator and give your opinion on how things are and how they should be. Instead you take your observations and show them what they can be and how their skills can continue to grow and encourage them with avenues to get there. That is what school leaders (myself included) need to focus on- helping teachers realize where they are and where they can go if they continue to grow in their abilities as a teacher, colleague and leader.

With that said, leaders beware! With guidance comes great responsibility. If you truly want to be a coach there is much you need to do behind the scenes. Just as coaches watch game footage, study playbooks and plan strategies, evaluators who want to be coaches have to put in the same work. We need to do our own homework on how to help our teachers grow. We need to create a playbook of resources that we have collected from books, websites, conferences, and experts in the field of education. We need to be able to show the way not just through our own opinion but through best practices that have been proven over and over by research and inquiry. Our teachers need to knowthat we knowwhat we are doing and that we have the knowledge and the tools to help them reach their true potential and are not just shooting from the hip with our own opinions. When teachers believe in you and your message, they trust you as their coach and their leader. 

Last year, I started to flip the evaluation process and I have seen some great changes in the relationships I have with many of the teachers. This change is an ongoing process and even though mindsets won’t change in a flash; with time and effort on our part, we can show teachers we are not here to judge them but to coach them to their fullest potential. We can start to tear down the walls of judgement that the evaluation process has mortared together between us and trust between both sides can start to grow. Our teacher evaluation process is in need of a huge makeover if we want culture to change and growth in all stakeholders to grow. This may seem like a daunting task, but just like the answer to the age old question, “How do you eat an elephant?”; you do it one bite at a time. Take your first bite in changing your evaluation process. The first bite is always the hardest but once you take that first bite you will see first-hand how good the switch can taste

Have a hit some bumps in the road? Sure, I have. Are there still mindsets and relationships that I need to work harder at? Of course there are. Every day, every conversation, every action, everything I do will either build up that wall or continue to rip it down. This is why every day I choose to put my judgments aside and work alongside of my teachers so they know we are in this game called education together. My teachers are worth it and I know yours are worth it too.

Are you willing to lay your judgments aside? Are you willing to look from a different lens? What changes do you need to make today, so that your teachers can reach their fullest potential tomorrow? What articles, books, conferences and professionals are you connecting with so your teachers know, that you know how to take them to the next level?

Author Bio: 

Roger Gurganus is an Assistant Principal at Brownstown Middle School, a 6-7 building in Brownstown, MI. He has a passion for children and education and strives to ensure that every student is connected and feels part of the positive communities he creates. Along with creating a culture of hope and love in his own middle school, Roger also is committed to bringing hope, love and education to the children of Uganda, Africa where each summer he travels in hope of making a bigger difference in the lives of students who need it the most. Roger believes that teaching is not a job, but rather a calling and hopes that through his work, lives can be changed, dreams can become reality and mountains can be moved. 

Follow Roger Gurganus’ educational and leadership journey:
Twitter:@RogerGurganusII
Instagram:@RogerGurganusII
Youtube@BMSWARRIORS67

Resources:
Lead Like a Pirate:https://www.daveburgessconsulting.com/books/lead-like-a-pirate/

Making Everyone Happy: The Unreal Mindset of a School Leader

Being a leader means that you have to make decisions, and in my five years as an assistant principal, I have gradually come to accept the fact that not everyone is going to like the decisions that I have to make. Here is my story in a nutshell along with three key criteria I have developed that help me make sound decisions for my school, while dealing better with the inevitable complaints.

When I first started as an assistant principal, I wanted to make everyone happy. But as the first year went on, even basic decisions that seemed simple to me sometimes left people feeling

upset. I felt like I couldn’t win. No matter what I did, people would be upset. I even had people complain about the selection of free meal choices!

I struggled, and at times wanted to go back into the classroom and teach my third-grade students. When I taught, I didn’t have to deal with so many upset people, and the decisions I made never received the same type of backlash from 8-year-old children. What was I supposed to do?

At one point, I had a teacher approach me with a fantastic idea of hosting parent nights to inform parents what their children were learning and show them how to help with homework and studies. Since the idea addressed an important issue of parental involvement, I shared it at the next staff meeting and expected teachers to jump on board. But even before I had finished introducing the idea, a couple of staff members strongly disagreed with the idea. I believe they looked at the idea as another task to complete, instead of seeing it as an opportunity to bridge the gap of school and home. In an effort to keep the peace, I put the parent nights idea on hold. But to be honest, at that point I had just decided to bury the idea rather then do what I felt was right for the students and the teacher who shared the idea. 

Reflecting on that and other missed opportunities a year later, I began to look at the big picture and see what my main goal as a leader was. Was it to make decisions that would please everyone, or was it to make decisions that would push others to meet their potential and do what is best for kids?

I began to take time before making any decisions and see if the decision I was making was best for kids and best for our schools’ success. I also began to run my thoughts on specific decisions past individuals whom I trust and knew would give honest feedback.

Decisions are made only if they hit all 3 main criteria that I have set in place. Is the decision:

• Research-based?
• Centered in the school’s vision?
• Best for students?

If the decision hits all three criteria, then let’s roll! If not, it’s back to the drawing board. When you make a decision through this process, you will feel more confident about your decisions and able to explain your reasoning to others.

Do I still have people upset and unhappy with my decisions? Sure I do. But the difference now is, I don’t take it personally, because my decisions are not personal. My decisions are no longer about what I feel is best for the school but instead what is best for the school.

So, leaders—be leaders. Don’t be afraid to make decisions, and do not be worried about making everyone happy! Dive in and show your leadership skills. At times you will get a 9.8 on a dive and other times you will get a 3.7, but no matter the score your decision receives, you made one and you made it after making sure it was best for your school. That is the first step (or dive) into true leadership.

I end with a great quote that I heard a few years back, and it is so true: “If you want to make everyone happy, don’t be a leader; drive an ice cream truck!”
Those you lead might not light up with huge smiles and cheers every time they see and hear you—but they will know every time they see you that you are fair and have the best interests in mind when you make a decision for them, their students, and the school.

What decisions have you neglected to make because you knew it would upset some people? What steps could you have taken or still take to make sure that decision was best for your school? Who do you think you could choose to be on your “checks and balances” team because you know they would be honest with you?

Author Bio: 

Roger Gurganus is an Assistant Principal at Brownstown Middle School, a 6-7 building in Brownstown, MI. He has a passion for children and education and strives to ensure that every student is connected and feels part of the positive communities he creates. Along with creating a culture of hope and love in his own middle school, Roger also is committed to bringing hope, love and education to the children of Uganda, Africa where each summer he travels in hope of making a bigger difference in the lives of students who need it the most. Roger believes that teaching is not a job, but rather a calling and hopes that through his work, lives can be changed, dreams can become reality and mountains can be moved. 

Follow Roger Gurganus’ educational and leadership journey:
Twitter:@RogerGurganusII
Instagram:@RogerGurganusII
Youtube@BMSWARRIORS67

Making Connections: Lighting a Fire in your Staff and Students

I am not a camper, so I am in no way an expert on building a fire, but I do know (thanks to my high school science classes) that in order for fire to ignite, it needs three elements: heat, fuel and oxygen. On the flip side, being a school leader is something I do know, and culture is something that is talked about all over leadership blogs, articles, books, and tweets. Culture is way more than just a buzzword. Culture is the heart of a school, and the difference-maker between success and failure.

I am going to save you time and money today and help you ignite a positive culture in your school. You don’t need to buy the newest culture book from Amazon or spend your nights ignoring your family in hopes of finding the culture Holy Grail on Twitter.

Culture starts with connections. This is the key to igniting a fire in your staff and students. Without a spark, your culture will never become a wildfire that blazes down the hallways and into the classrooms. And just like an actual fire, for this cultural blaze to ignite you need these three elements:

Element One: Heat Up Some Excitement
We have all had those leaders in our lives that you prayed would finally wake up and show some excitement. I am not saying leaders have to be like Richard Simmons and run at 110 percent energy and excitement all day, every day. That would make those you lead feel anxious and nervous, and we know we don’t want that. What I am saying is, as leaders, we set the tone for the school. One of my favorite people—and who I want to be when I get older—Todd Whitaker, says it best, “When the principal sneezes, the school catches a cold.”

If you want a school culture where people are excited to be there, then YOU need to be excited to be there. If you want teachers to work in PLCs, then you need to be excited about collaboration. If you want your students to connect with the school through sports and clubs, then you need to get your butt in the bleachers and run some clubs. When you lead with excitement for all areas of your school, it becomes contagious and others join to get in on the excitement. It doesn’t matter your personality; you can do it, even if you have to fake it. Here is a simple one you can start first thing tomorrow morning. Take the current book you are reading, throw it under your arm and walk down the hallway looking like you just won the lottery. Trust me, everyone is going to think whatever you are reading and learning from the book is epic. Learning is now modeled through excitement.

Element Two: Fuel the Passion and Love
This second element is crucial to your culture and to the continual burning of that flame. As leaders you need to have passion for your staff and your students. You have to show them that you love them. Yes, I said “love them.” This is easier than you think. Here are two simple ways to show love and can be implemented starting tomorrow. First, listen. When anyone tomorrow talks to you, stop everything that you are doing (yes, put your phone down) and give them all of your attention. Second, respond. Your response is crucial because most leaders (myself included) love talking and are so quick to respond with our thoughts. The key is to respond with passion for whatever is being shared with you—from what the kindergarten student got from Santa to the concerns of your AP Calculus teacher. When you respond with passion, they feel important, which causes the flame to burn.

Element Three: Life-Sustaining Oxygen  
Take a breath. Go ahead, I’m waiting…

Doesn’t it feel good when you can just take a moment and breathe? It does, so as school leaders, it is your job to give your staff and students time to breathe. When we run our schools in a way where everyone feels like they are under the thumb of someone else, it gets really hard to breathe. There have to be moments throughout the day or week that allow your school to breathe and re-energize. These times come in a variety of ways from fun activities: assemblies, games, lunch raffles, outings, and more. When you create avenues in your school where fun can be had and the worries of state test scores and your to-do list can be put briefly in the backseat, your staff and students can see that school is way more than just scores and grades—it’s about life and passion. Don’t wait. Tomorrow, surprise your staff with a great free lunch and have an ice cream day in the cafeteria for your kids.

I hope that you can take these elements—excitement, passion/love, and life—and add them into your daily practice as a school leader. Change the culture for your staff and students. They are worth it!

Are you satisfied with your schools’ culture? Are you connecting with your staff and students? Are you starting a cultural fire or are you just being the extinguisher? What can you do starting tomorrow to light a fire?

Author Bio: 

Roger Gurganus is an Assistant Principal at Brownstown Middle School, a 6-7 building in Brownstown, MI. He has a passion for children and education and strives to ensure that every student is connected and feels part of the positive communities he creates. Along with creating a culture of hope and love in his own middle school, Roger also is committed to bringing hope, love and education to the children of Uganda, Africa where each summer he travels in hope of making a bigger difference in the lives of students who need it the most. Roger believes that teaching is not a job, but rather a calling and hopes that through his work, lives can be changed, dreams can become reality and mountains can be moved. 

Follow Roger Gurganus’ educational and leadership journey:
Twitter:@RogerGurganusII
Instagram:@RogerGurganusII
Youtube@BMSWARRIORS67

Reaching the Masses: Communicating with all Stakeholder

Why do you think companies like Apple and Nike have such a cult following? If you compare their products to their competitors, they are very similar but these two companies are getting consumers to pay more for their product than their competitors are. Why is that? I believe the number one reason is, communication. These companies know how to communicate the “greatness” of their products. From the iPhone to Air Jordan’s, we have been told we can “Be like Mike”, and we can “Think

Different” just by lacing up their sneakers and booting up their computers. In the world of education, we can learn a thing or two from these companies on how we communicate with our stakeholders.

School leaders are the go-to person when students, parents, staff and community members want to know what is going on inside the walls of your school. It is their job to show their community first-hand how their school is set apart from the average school out there. At the end of the day you know more about your school than anyone else, so who better to tell your school’s story? To help you on this endeavor, I am going to share 3 practical easy ways that school leaders can communicate effectively the masses.

All Stakeholders (Social Media)
As a school leader, you need to create a positive Social Media presence. More than likely, all of your stakeholders are on one or more forms of Social Media. They are scrolling on their phones looking to engage; as school leaders we have a great opportunity to meet them right there. Create a school page on Social Media and keep it current. Post what is going on as well as pictures and videos of awesome lessons or activities your staff and students are doing. Bring your school to the screen in the palm of your communities’ hands. It is an easy and powerful way to ensure you are telling your school’s story.

Staff, Students and Parents (Weekly Email Communications)
As lead communicators, administrators need to create an effective way to let staff know of school activities and how they can get plugged in. Every week, I send my staff a “Weekly Warrior”. In this document, I share important info such as: school activities, drills, and even my personal calendar. I also share a “teaching” piece (“From My Desk”) about what I learned from the current book I am reading and how it could be applied in the classroom. By doing this, I am modeling the need of ongoing learning to my staff. There is also a section (“Highlight of My Week”) where I share something that I witnessed that week that made me proud to be a leader in the building. From great things teachers are doing in and out of the classroom, to positive interactions I see between students, this is a great section to brag to and about our stakeholders.  I take this communication one step further to reach the masses. I BCC the email with this document and a video “blog” that I record each week (Youtube: BMSWARRIORS67) to all of Central Office and every administrator in the district. I do this so everyone can see first-hand the great things we are doing and how amazing the staff at my school is. Adding those extra people to a communication that I am already sending, makes this communication even greater and more powerful without any extra effort.

This year, we have also asked our staff members to send a weekly email communication to their students and parents. We have seen huge growth in our effort to bridge the gap between the classroom and home and because of that our culture continues to move in a positive direction.

Students and Parents (Personal Interactions)
As a leader, you can’t always speak from the comfort of our MacBook. There are times you have to lace up your Nike’s and connect with your students and parents in a more personal way. Two ways that have made the most impact for our school are after-school clubs and “principal chats”. Our school culture has grown leaps and bounds over the past few years because of the mindset that every student needs to connect; we will create any avenue possible to do so. When we get students plugged in and they become part of the positive culture, they themselves become a form of communication as they tell our story, through their own personal lense. Their own experiences get posted and snapped every day and because we are hooking students into the culture, the positive light of our school shines through them to a whole new audience.

With parents we try to be transparent and have multiple “experiences” (PTO, Donuts with Principals, orientation…) where they can come in and hear our story. You would be surprised how great communication can be with one hand on a jelly donut and the other greeting parents and welcoming their input. These interactions are worth way more than the cost of a few dozen donuts. It is a priceless investment all leaders need to make.

Communication is key if you want everyone to see your story. The alternative of not telling your own story is that others will tell it for you and let’s be honest,   So “just do it” and start taking your communication to the next level and reach the masses.

do you really want someone else telling your story? I bet I know how you are going to answer that.

How can you start implementing new forms of communication to reach the masses?
Look at what you are doing now and truly take some time and evaluate and ask yourself, is this the most effective way to do this?
Who is telling your story, if you can’t answer with confidence, then ask yourself, “How can I take the wheel back and drive the communication to wear I want it to be?”

If you would like tosee examples of how we engage parents at our school check out our Facebook page. 

Author Bio:

Roger Gurganus is an Assistant Principal at Brownstown Middle School, a 6-7 building in Brownstown, MI. He has a passion for children and education and strives to ensure that every student is connected and feels part of the positive communities he creates. Along with creating a culture of hope and love in his own middle school, Roger also is committed to bringing hope, love and education to the children of Uganda, Africa where each summer he travels in hope of making a bigger difference in the lives of students who need it the most. Roger believes that teaching is not a job, but rather a calling and hopes that through his work, lives can be changed, dreams can become reality and mountains can be moved.

Follow Roger Gurganus’ educational and leadership journey:
Twitter: @RogerGurganusII
Instagram: @RogerGurganusII
Youtube @BMSWARRIORS67