Lessons in Leadership: Defusing Situations Effectively

Effective leadership is not just about setting goals, improving pedagogy, and making decisions; it's also about managing relationships and resolving conflicts. Adaptability, inspiring trust, and leveraging an empathetic lens are crucial elements for a positive resolution (Kouzes & Posner, 2017; Goleman, 1988; Tannenbaum & Schmidt, 1973).  As a leader, your ability to defuse the situation and restore calm can have a profound impact on the learning environment in your school or district.  

During a coaching visit, a recent situation reminded me of the importance of effectively diffusing situations.   As I provided feedback to the principal, she had to step out repeatedly to deal with a situation in a room next to the office.  It was here that a student was having a severe meltdown that had persisted for over half an hour. Despite the best efforts of school administrators and support staff, they could not calm him down. It was at this point that I asked if I could try. When I offered assistance, I approached the situation with a different perspective, leveraging my experience and understanding of assisting students with unique needs.

I began by showing the student pictures of me with Australian animals on my phone, a subject many kids his age find fascinating. In seconds, he was hooked, trying to touch the screen.  I gently explained that anger and yelling could scare these animals, appealing to his empathy and understanding. To my relief, the student immediately calmed down, his distress visibly subsiding. Within a few minutes, he was back in class, ready to continue his learning.

The experience above underscores the importance of personalized support in leadership. By understanding individuals' unique needs, leaders can tailor their approach to address challenges and foster positive outcomes effectively. In this case, my knowledge of student's interests in kindergarten and my use of a creative, personalized strategy demonstrated the power of empathy and understanding in resolving a difficult situation. There is a connection to leadership here. Leaders who can connect with individuals on a personal level are more likely to inspire trust, build relationships, and achieve lasting results.

Successfully diffusing situations requires a combination of skills, empathy, and strategic thinking. Here are some valuable lessons leaders can learn from such experiences:

• Empathy is Key: Understanding the perspectives and emotions of those involved is crucial. By putting yourself in their shoes, you can respond compassionately and avoid escalating the situation.
• Active Listening: Pay close attention to what others are saying verbally and nonverbally. This shows that you value their input and can help you identify underlying concerns.
• Effective Communication: Use clear, concise language and avoid making assumptions. Choose your words carefully to avoid misunderstandings and maintain a respectful tone. As I shared in Digital Leadership, you won't find and effective leader who is not an effective communicator. 
• Remain Calm: It is essential to control one's emotions. A calm demeanor can help de-escalate tensions and signal to others that the situation can be resolved peacefully.
• Find Common Ground: Look for areas of agreement or shared goals. This can help bridge divides and create a sense of unity.
• Offer Options: Provide choices or solutions that address the concerns of all parties involved. This shows you're willing to compromise and find a mutually beneficial outcome.
• Follow-Up: After a situation is resolved, follow up with the individuals involved to ensure that the issue has been fully addressed and that there are no lingering tensions.

By practicing these skills, leaders can become more effective at diffusing situations and building positive relationships within their staff, schools, and districts. Educational leadership is not just a job; it's a calling. Great leaders can transform schools, shaping the lives of countless students and inspiring a new generation of learners.

Kouzes, J. M., & Posner, B. Z. (2017). Leadership in organizations: Why should anyone follow you? (10th ed.). Jossey-Bass.

Goleman, D. (1998). What makes a leader? Harvard Business Review, 76(6), 67-74. 

Tannenbaum, R., & Schmidt, W. H. (1973). How to choose a leadership pattern. Harvard Business Review, 51(3), 136-148

3 Strategies for Impactful Communication

 “The single biggest problem in communication is the illusion that it has taken place.” - George Bernard Shaw

It is hard to deny how important communication is for any leader, no matter their profession.  In many cases, it will make or break their success.  All too often, we have seen headlines where leaders have come under fire for hiccups or missteps in their area, but it doesn’t have to be this way.  I shared the following in Digital Leadership:

You won’t find an effective leader who isn’t an effective communicator.    Leaders who effectively communicate:  listen intently, facilitate dialogue (hear, respond, add thoughts), ask questions, get to the point clearly and concisely, create an open environment for discussion, and employ a multifaceted approach.  The best communicators focus on being present, consistent, and engaged in getting the right people the right information at the right time.

When it comes to crafting a strategy, it is always critical to think about the following prior to preparing any message or interaction:

• Why is this important to get across, and when?
• How will I convey the information?
• What will tell me if I have been successful?

The above questions provide an excellent foundation for effective communications.  Below are the strategies that can harness these to ensure how you communicate has an impact. 

Get the Message Across

While the above subheader might sound simple to implement in theory, the reality is that it can be a challenge at times.  While developing the message is extremely important, so is the way that it is delivered or facilitated.  By leveraging a situational approach, a leader can determine the best strategy to use that will have the most impact.  Sometimes this might be a memo or email, while other times, it can be a phone call, handwritten note, or social media post that includes text, images, videos, or links. Different situations might call for active listening or the use of non-verbal keys. The bottom line is that getting the message across requires flexibility and an openness to various means at your disposal.

Knowing your audience is also about accepting the fact that you might not be the best person to communicate the message.  Former Duke University basketball coach Mike Krzyzewski shared the following:

“Recognize that yours is not the only voice that your team wants or needs to hear, and be unselfish with your leadership.    By allowing others to lead and by using their voices, you show that you are a stronger leader.    Their voices can help you increase your team’s attention-span window and can often convey a message that resonates in a way that could never have come from the leader.”

Understand Your Audience

Just because you prefer a specific means of communication or technique doesn’t infer that your stakeholders do as well.  The same can be true about the information that you feel is valuable to convey.  I shared the following in Digital Leadership:

Just as teachers differentiate for a variety of learning styles in the classroom, it is important for schools to differentiate their communication efforts if we want true stakeholder partnerships between home, school, and the greater community.    For school leaders, communication and community relations have been identified as one of the nine most important skills to master (Hoyle, English, & Steffy, 1998).

Your audience is comprised of different demographics and age groups.  In the digital age, a multifaceted approach that meets stakeholders where they are at while engaging them in two-way communication is actively embraced.  Popular tools such as Snapchat and Tik Tok are just as valuable, if not more so than Twitter, Facebook, and Instagram.  While social media should play a massive role in engaging your audience and getting the message across, leveraging a brandED mindset and empathetic lens is invaluable as it helps you create powerful relationships through communication pathways.  You can rarely go wrong with stories that pull at different emotions.  Tech is and never will be the end all be all. 

Connect to Learning and School Culture 

Whether it is getting information out, providing feedback, or educating your stakeholders, there needs to be a compelling why, clear how, and definitive what that leads to the message resonating with your audience.  Effective leaders not only address concerns but also proudly share all that is being done to help learners succeed.  While exceptions exist, you can rarely go wrong when you frame communications around learning and a vibrant school culture. 

Impactful communication is a catalyst for meaningful change.  In the words of Dr. Michelle Mazur, “When you start communicating to change people, you leave a lasting legacy.  You profit from your impact, not in spite of it.” 

All Hands On Deck Approach to Connecting with Families

The pandemic has brought to light numerous challenges, many of which were known prior to the rapid spread of COVID-19, that have rocked our world.  Equity, primarily digital, might be at the top of the list. More than ever, schools realize that to facilitate learning in equitable ways, they must provide all learners with personalized supports.  Another pressing challenge is engagement both in and out of the classroom.  Having the right pedagogy in place is a critical step in keeping those who are attending classes, either remote or face-to-face, engaged. However, it is impossible to overlook the need to assist further those who are currently failing or not showing up at all. 

A great deal has been researched on this topic over the years and has provided some crucial aspects to remember. Regardless of family income or background, students whose parents are involved in their schooling are more likely to have higher grades and test scores, attend school regularly, have better social skills, show improved behavior, and adapt well to school (Henderson & Mapp, 2002). Engagement strategies need to start early and be sustained. During elementary school years, parent partnerships build a strong foundation for student success and future engagement opportunities (Dearing et al., 2006). The goal is to have kids engaged in class, but we need to ensure that they are actually attending.  Even after accounting for grade level and previous absences, students with engaged parents report fewer days of school missed overall.

There is a great deal more research out there that makes the connection between student outcomes and family engagement.  As leaders are experiencing difficulty with engaging families across the globe, an “all hands on deck” mentality in terms of the strategies utilized should be embraced.  In a recent post, I provided some detail on ideas that have gained traction during the pandemic.  While these are definitely useful, I am always on the lookout for even more to assist the district and schools I work with on an on-going basis.  Below are some additional strategies to employ for your consideration:

• Houses of worship
• Parent-Teacher Organizations (PTO’s)
• Local businesses
• Alumni networks
• Mainstream media
• Tips from learners who are thriving

Houses of worship are an untapped resource. While many families are not engaging with their schools, they are still attending religious services. Herein lies a great opportunity to provide important messages for families that the leader of the service can read. This idea also solves a problem with language barriers as many houses of worship speak in the native language depending on the denomination.  Another community resource is local businesses.  When I was a principal, I always left paper flyers on the checkout counter and even asked to display some in the windows.  If you have not tapped into these two resources, I hope you now will.

PTOs and alumni groups are also excellent pathways to get information out. Since each group has unique relationships with families, I leveraged them to distribute emails, paper flyers, and social media posts.  While each group was impactful in its own way, the mainstream media had a different type of influence that could not be overlooked. As such, I was always reaching out to newspapers, radio stations, and televised news networks to get powerful stories out there that would improve connections with families.  Do you know what makes a great story that can be shared with the media and through your own channels? Tips and ideas from learners who have excelled during the pandemic!  Getting their insight is invaluable, in my opinion.

Digital leadership calls for a multi-faceted approach to engage families where they are the leads to some form of two-way communication.  Please don’t discount any strategy that can help make a connection, as the impact could be priceless if it helps our learners. I hope you will consider sharing in the comments below specific actions that you have taken that have led to a positive outcome with families.  Stay safe, everyone, and know that your work really matters. 

Epstein, J.L., & Sheldon, S.B. (2004) Getting Students to School: Using Family and Community Involvement to Reduce Chronic Absenteeism. School Community Journal, 14, pp 39-56.

Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and low-income children’s literacy performance: Longitudinal associations between and within families. Journal of Educational Psychology, 98, 653-664.

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory

Strategies to Accelerate Family Engagement

With all its challenges, the pandemic brought to light the need to either rethink or improve various aspects of practice.  When it comes to leadership, the importance of effective communication skills to engage and empower families moved to the forefront.  There are many reasons for this, but the most pressing was the need for information related to COVID-19, especially during the early months of the outbreak.  The move to remote learning, then a hybrid model, and frequent back-and-forth changes necessitated the need for timely and accessible information. 

Over time the emphasis shifted to getting messages to families that student engagement had become a critical issue as the pandemic raged on, even with the approval of two vaccines.  Headline after headline acknowledged that tens of thousands of students had yet to log on to any remote classes during the school year.  Overall attendance was a major issue as concerns over increasing learning gaps grew. If things weren’t challenging enough, the added stress of a lack of engagement by remote learners on video calls compounded things further.  As I write this post, leaders are still currently dealing with these issues. 

There is a need to embrace an all-hands-on-deck approach to engaging families right now.  A focus on solely traditional methods will not cut it, unfortunately.  The same old thinking typically leads to the same old results. Right now, time is of the essence, which is why leaders need to critically reflect on their actions in order to improve the outcomes of any messaging strategy.  Below is a quick list of ideas to consider:

• Social media
• Video streaming (i.e., Facebook Live)
• Notifications (SIS, email, Remind, LMS)
• Virtual events
• Games
• Flyers 
• Infomercials and public service announcements
• Yard signs
• Town Halls
• Testimonials

In Digital Leadership, I wrote about the fundamental need to meet stakeholders where they are and engage them where they are using a multi-faceted approach.  Herein lies why social media has to be a critical component of any strategy. However, leaders must also look beyond Twitter and Facebook and begin to utilize more popular tools now being used by families such as TikTok, Snapchat, Instagram, and Pinterest.  Each of these has the ability to harness the power of images and videos to capture attention while delivering powerful messages. Any tool with video capacity can be used to push out infomercials that highlight both positive aspects of current school culture or pain points.  Consider having students help you create these. Many leaders have turned to live video to not only get information out but to engage families on a weekly basis through the facilitation of town halls where questions are answered. 

Testimonials from students and parents on successful remote or hybrid learning practices can also be shared using social media. With virtual events, leaders can provide insight into how remote and hybrid learning is just as meaningful and challenging as face-to-face. Consider using this strategy as an open house of sorts. Another tried, and true technology option is messages sent through both your student information system (SIS) and learning management system (LMS) as well as Remind. Each can be set up to send out both email and text messages. Back when I was a principal, we embedded critical information on student report cards using our SIS. 

The list above also includes some non-tech options to engage families. It is important to note that digital equity is still an issue, and we cannot assume that everyone can be reached using email or social media.  Paper flyers still have value. Sending them through the mail is always an option, but those whose students continue to either not attend school or be disengaged try taping them to the front door. I know this might seem a bit unconventional and a hassle. However, the fact remains that all options need to be on the table. Some schools have gone as far as installing yard signs to hammer the point home that kids need to attend classes and complete schoolwork. Another idea is to use games such as bingo with incentives such as school swag for families that participate. The example below could be adapted in such away. 

The list I provided outlines a variety of strategies leaders can use at any time to improve family engagement.  Keep in mind the importance of creating messages that resonate. In BrandED, we outlined the importance of promise, result, and image when developing an engagement strategy.

PROMISE

... A compelling core connection to the value we guarantee to our community

RESULT

...A consistent reason to believe by our community 

IMAGE

...Identity that grows awareness of the good we accomplish 

As you work to craft both a communications and public relations plan that includes the above elements remember to use the power of stories. Storytelling impacts the brain in ways that make it easier to remember critical messages by tapping into emotions. It also aids in getting important information out to diverse audiences. Beyond the emotional connectivity, strategic thinking about messages shared enables leaders to set measurable goals that establish and ensure long-term trust. Without trust, there is no relationship. Without relationships, no real learning occurs. There is no better time than now to become the storyteller-in-chief!

As I work with leaders across the globe, family engagement is consistently one of the top challenges that they face.  The ideas in this piece are only suggestions.  When it is all said and done, it’s how these and other practical ideas are put into practice and lead to success.  For more strategies, consider getting your hands on both Digital Leadership and BrandED. 

Give and Take Ideas to Support Teachers

The pandemic has really put a strain on educators, yet they continue to rise to the occasion on behalf of kids. This has come at a cost both mentally, socially, and physically. Something has to give. There has been a great deal of conversation lately about what can be taken off the plates of teachers.  I have to commend those administrators who are working to find ways to put their staff more at ease in these challenging times. While removing specific responsibilities to reduce stress and anxiety is a great start, we must also consider what can be given to them to provide multifaceted support. Giving can be just as, if not more, powerful than taking away, which is typically the more straightforward option. 

Below are some ideas that I have. Some are more doable than others, but all are realistic.

Time

If there is one thing that teachers consistently ask for, it is time to plan, create videos, grade, conference with remote students, update the LMS, etc. I don't want to belabor this point as I recently wrote about the topic. You can view the post HERE. The main takeaway with time though is to develop ways to give it unconditionally to teachers and not schedule or mandate anything else in its place, such as meetings or PLC's. 

Eliminating Meetings

Let's be honest for a minute. No one truly likes meetings, and the value of them is open to interpretation. I, for one, did not find value in them when I was a principal and eliminated most while reducing the time of the ones that were kept. Now I am not saying that all meetings don't have value, but while the pandemic rages on minutes and essential information can be emailed to staff or made part of a collaborative Google Doc. 

Coaching and Feedback

There is a difference between wanting to be left alone and a desire to grow. The majority of educators fall into the latter. Even in the midst of challenging times, growth is necessary to meet the needs of diverse learners. Now is not the time to revert back to traditional observation and evaluation protocols because, quite frankly, they will not result in improved outcomes.  Taking this away and replacing with non-evaluative strategies consisting of coaching and feedback will go a long way towards creating an empathetic environment.  

Prioritize standards

It is unrealistic to try to cover the entire curriculum as educators are implementing hybrid models for the first time, and increasing COVID cases is forcing some schools back to remote learning. An emphasis on priority standards can significantly reduce teachers' burden while streamlining other pedagogy aspects, such as assessment. Other elements to consider are aligning formative tasks and checks for understanding to those prioritized standards so teachers can monitor the learning of students. In the end, more manageable conditions are created for teachers. 

Grading grace periods

There is inequity when it comes to grading, as some subject areas require a great deal more time because of the nature of the content. Additionally, many teachers are still getting used to tasks and assessments in a hybrid environment. Even though deadlines are needed showing a little grace will always be appreciated.

Cover classes

Some districts and schools are hiring substitutes. Others are seeing their administrators offer their time and that of other non-teaching staff members. No matter the route taken, this strategy is sure to build up morale. There should be no catch when a class is covered, and it should be up to the teacher as to how he or she will use this opportunity to either grade, prepare lessons, attend professional learning, observe peers, or just put up their feet and relax. 

Eliminate non-instructional duties 

Many contracts have teachers assume a duty either during the school day or after. These can include cafeteria, hall, in-school suspension, extracurricular, or athletics, where there is no compensation. If possible, try to eliminate all of these. If you can't, consider developing a schedule where administrators and other support staff can fill them in lieu of teachers. 

Choice in professional learning

Forcing educators to engage in one-size-fits-all professional development at this time will tend to be hit or miss depending on the person. Mostly miss as there is a definite need for practical strategies in the areas of remote, hybrid, and blended learning facilitated in practical ways. Growth and improvement are of vital importance, but it needs to be something that educators want to engage in at a time when there are so many challenges. Consider providing different choices such as face-to-face, virtual, blended, or asynchronous options. It is also wise to gather input from staff to determine what they feel is needed. 

Communicate norms to families

One of the most common frustrations I hear from teachers when I am coaching is that they can't keep up with all parent emails that come in after school hours, mostly from remote learners and parents. I have gone as far as to recommend that teachers state they're out of office on their email each evening from 5:00 PM until 7:00 AM. Establishment of, and then clear communication of, norms can go a long way towards taking away some emails and messages, especially late at night and early in the morning. In Digital Leadership, I lay out the importance of using a multifaceted approach to meet stakeholders where they are while reinforcing the vital message at hand. Develop the norms with teachers and then "pound the pavement" with digital communications. 

Mental health days

With a substitute shortage, this could be a bit dicey, but the overall impact far outweighs the short-lived frustration of covering classes in a pinch. Based on the size of a district or school, a determination can be made as to how many of these days can be realistically given to each teacher. 

Empathetic leadership is critical to helping staff get through challenging times. Using a give and take strategy and lessening the burden will create a culture of empowerment.  As people have different needs, it is crucial to consider various options as there is no one right way to help people at any point in time. Work to take things off educators' plates, but also consider what you can personally give. In the end, powerful relationships will be formed, and that benefits everyone.

Tracking COVID Cases to Better Safeguard Students and Educators

Safety is at the top of the minds of all educational stakeholders, especially teachers and parents. News outlets are flooding all channels with advice on what schools should and should not do.  The CDC has also released specific guidelines to help guide the reopening of schools and the subsequent re-entry of students.  There are no easy answers or solutions during these unprecedented times, but we can all agree that the health and safety of every child and adult are of paramount importance.  To that end, it is critical that all groups have a seat at the table to add input and suggestions to any plan being developed.  For some suggestions on how to do this in a meaningful way, check out this post.

All any district can do is meticulously plan while trying to foresee as many possible scenarios that could occur once schools are reopened. Many questions and associated challenges will undoubtedly arise. The key is to be ready for them.  A proactive approach entails the establishment of protocols to track and report COVID cases across a school district while abiding by privacy laws.   Doing so provides an additional safeguard for students and staff to complement social distancing, hybrid learning models, hygiene stations, and facemasks.  It is critical that everyone knows who has been infected or has come in close contact with people that have tested positive for COVID.  Access to this vital information will then allow for staff to quarantine as necessary.  

I recently wrote about a fantastic tool called ZippSlip that every district should consider as a means to streamline communications.  It is a cloud-based mobile app that supports all communication sent from the school to parents like student registration, athletic waivers, permission slips, mass notifications in multiple languages, dynamic use of video, and the list goes on and on. You can now add another essential feature to that list as Zippslip now can seamlessly collect data on COVID for tracking purposes that can assist with safety until the virus is eradicated.  Below are some specific highlights from a brief on their website:

ZippSlip offers a solution to electronically collect and track COVID symptoms and risk information from students' parents attending the school. Quickly deployed, ZippSlip allows parents to securely update their students' information from a browser or via the ZippSlip app. School administrators can track COVID risk information on customizable dashboards that include trend charts, heatmaps, and other relevant analytics. In one glance, administrators can monitor district-wide information and then quickly take mitigation steps. With a couple of clicks on ZippSlip's administrator portal, administrators can find students with symptoms, their siblings, and which schools and classes are at risk.

In addition to collecting data from families regarding students, districts, and schools can also report information related to staff infections or recent contact with others who have the virus.  Together, the data in the dashboard can be used to help adjust plans to keep in-person learning going or make the decision to move to remote learning. In the end, it is just one more resource to help ease the many concerns that are out there. For more detailed information check out this downloadable slide deck.

With many schools implementing a hybrid learning model, a solution such as ZippSlip can help ease, but not eradicate, some concerns while keeping stakeholders constantly up to date. 

Upgrading Family Communications

As technology continues to evolve, it will continue to become an even more embedded component of society. With that being said, it is essential for school leaders to meet their stakeholders where they are at and engage them in two-way communications. Digital leadership calls for a multifaceted approach using both traditional and new-age strategies to ensure that the right message reaches stakeholders in a timely fashion. We can't assume communication staples such as snail mail (i.e., paper mailings), newsletters, or websites are the most effective or the only way to get information out.

In an article for ASCD, I laid out three specific areas that are critical to effective communication:

• Transparency - Leaders can tackle the constant perception battle by providing more frequent and accurate updates about the daily work occurring in schools. 
• Flexibility - A multifaceted digital communications strategy allows all stakeholders a choice as to how they want to consume information and interact with the school.
• Sharing the good news and important information - In a time when the good news about schools is hard to come by in the mainstream media, school leaders can now become the storyteller-in-chief. It is also vital to get needed information to stakeholders quickly and seamlessly.

The COVID crisis has laid bare opportunities to improve how we communicate between schools and parents. Budgets are under stress, so why invest in a mess of multiple communications applications and paper? I'll tell you that I have personally experienced this as a principal and seen in many districts school staff who are asked to print, collate, distribute, collect, read and process all kinds of paper forms and documents. Often these are in multiple languages! School teachers and other staff spend countless hours on this work, and it is taken for granted. Students are then asked to act as couriers carrying paperwork to parents during the school year. The whole chain of communications, when paper is used, involves staff, students, and parents. Is this even effective? It sure is costly in both money and time.

Image credit

What do parents experience? Almost all districts and schools have multiple ways to connect to parents, including paper, email, phone dialers, portals, websites, etc. Is it any wonder that parents are often confused and frustrated with how their districts are communicating? What is this all costing? Now in the COVID era, keeping parents informed and engaged is more important than ever. Furthermore, given the need to reduce costs and unnecessary labor, districts and schools must commit to simplify and become fully electronic in their communications. It is now possible to finally simplify and enhance parent communications, get rid of all the paperwork they have to complete while saving time and costs. But how do we get to this utopia of simplicity, lower costs, and achieve more effective communications? It may not be as hard as you think. Of course, you will hear and face a number of issues within your district or school:

• You may be told or feel that parents won't use an electronic system. This is inaccurate. Yes, there are always a few that will not adopt new technology, but smartphone statistics show that 95% of adults with school children have at least one smartphone at home. Are these really the people who won't connect electronically?
• What about parents with no internet? The good news is that parents with smartphones do have internet even if they don't have cable internet at home.
• You have staff that are reluctant to change. Yes, there is always inertia. On the other hand, who likes paperwork? Does this push-back outweigh the costs?
• You may have too many apps already. Many districts and schools over the years have indeed adopted multiple systems, each solving a specific problem. It's also true this has led to higher costs and more confusion amongst parents and staff. So, the opportunity here is to clean house, simplify, and save costs.

I am reminded of a school communications application I discovered years ago as a principal that directly speaks to these issues. ZippSlip is a cloud-based, mobile app that supports all communication sent from the school to parents like student registration, athletic waivers, permission slips, mass notifications, dynamic use of video, and the list goes on and on.  ZippSlip in one platform that includes multiple types of communications: electronic forms, multimedia, text, and recorded voice, all in multiple languages. The broad set of capabilities will help you consolidate and simplify.

ZippSlip saves costs in three ways:

1. Eliminating paper, printing, and distribution.
2. Replacing other applications such as the mass/emergency notification system, survey tools, email tools, workflow apps, and other communications tools. ZippSlip provides a comprehensive set of communications features for administrators and teachers.
3. A considerable reduction in time spent on paperwork by staff.

There are other issues you may be dealing with consistently. While many schools now commonly use social networks to inform the community, these come with drawbacks. Some adults shy away from social media, making it tough to get high adoption rates.  I am not saying that you shouldn't use these valuable tools, but the goal should be to connect and engage with as many stakeholders as possible.  As a robust alternative to social media, ZippSlip supports ZippGrams. These are multimedia, multilingual newsletters, which include text, video/images, and polls. A regular newsletter complemented with digital assets such as video sent by the principal or superintendent will go a long way in keeping the parents involved. You can even include a poll to elicit quick feedback.

Just as teachers differentiate instruction for a variety of learning styles in the classroom, schools should differentiate their communication efforts if we want true partnerships between home and school. Leaders have the power to shape the culture of our schools. Using a solution like ZippSlip as a lever, you can open the door to new ways of learning, thinking, financial savings, and communicating for all members of your community.

Tips for Engaging Families in Remote Learning

Throughout my #remotelearning series, I have tried to provide practical ideas and strategies that can be used now.  One aspect that needs more attention, at least in my opinion, is how we can assist parents throughout this ordeal. It goes without saying that many of them are dealing with some intense challenges such as equitable access to technology, WIFI availability, finding time to assist their kids with school work, and a general sense of not knowing what to do in a remote learning world. Combine this with the added responsibility of working from home themselves, dealing with impending or current unemployment, the stress of not being able to see older relatives, and being a parent; you can assume that tensions are running high. They need our support and understanding just as much as our learners do. Together we are better, especially in times of crisis. 

Image credit

Educators across the way are stepping up in incredible ways. As I mentioned in a previous post, when it comes to remote learning, there is no one right way. The same can be said in terms of how you engage with parents. Below are some general ideas to consider. By no means is this a comprehensive list. However, as I developed it, I put my parent hat on and took into consideration what I need, expect, and how my home district (Cypress-Fairbanks ISD) is engaging with us. Here are some ideas that you can either embrace if you are a parent/guardian, incorporate into your remote learning plan, or share with those in your community.

Communicate regularly

In times of crisis, there is no such thing as over-communication.  Consider using all assets available such as email, social media, phone calls, and Remind. Phone calls can be a great way to find out or share whether or not technology is available. If it isn’t, then you can consider mailing out messages.

Establish a delivery and pickup location for work  

Students need feedback, especially if technology is not being used.  Parents also want to get an idea of how their child is doing. In my previous post, I shared how one district was using its bus routes. Work with parents to elicit the most practical ideas to make this work in your community. 

Encourage the development of an at-home learning schedule

Some structure is needed to help kids manage their time, complete assigned tasks, and meet deadlines.  Herein lies a great opportunity to work in the competencies of self-management, independent inquiry, pacing, and reflection. For more ideas, check out this post by Adam Drummond.

Ask parents to be honest about what they need

The list here could get relatively long, and I am not even sure if making suggestions is appropriate. However, below are a few considerations:

• Technology for kids to complete work
• WIFI in the form of mobile hotspot for kids to complete work
• Creating an at-home schedule
• SPED accommodations
• Counseling for their kids
• Counseling for themselves
• Work to be picked up and dropped off in a no-contact way
• Ideas on how to help their kids adjust to remote learning

Follow district/school updates  

Obviously, the best way is to use social media. As I emphasized in Digital Leadership, a multi-faced approach that encourages two-way engagement should be employed.  Don’t assume that parents use the same tools as you.  

Incorporate movement and outdoor time (if possible) into the day 

I cannot emphasize enough that one of the potential pitfalls of any type of remote learning is an extended lack of movement.  To counteract this, make parents aware of tools like GoNoodle or encourage them to include movement. There is no better way to incorporate movement while adhering to social distancing than family walks or bike rides.

The ideas above are not the best by any stretch. However, they are practical and can assist with engaging parents and guardians as long as schools are closed. On a side note, my wife and I have used the time we now all have together to enjoy family dinner. It might sound cheesy, but I always start by asking my kids how their day of learning was and if they need help from their teachers, or what else they need to be successful. My wife and I then share what we did for work. Since I have traveled so much over the past couple of years, I can’t begin to explain what this time with my family has meant to me. In many cases, we let life get in the way of what is truly important. Herein lies a great opportunity to re-establish or fortify family bonds.

Please consider sharing some ideas that you have found successful when it comes to engaging families in your community in the comments section below.

Change the Narrative

No matter our level of digital proficiency, educators grapple with the rough-and-tumble pace that professional connectivity demands in our new age.  A change of thinking is in order if we are to face a hyperlinked world of education.  We facilitate learning and lead schools today, preparing our digitally and socially savvy students for success as adults in a future where many of their jobs haven't been created yet. To do this successfully we have to take a critical lens to our work and determine what can be done differently.  

In these changing times, opening the door to sharing and the transparency it brings in a digital age may make you pause. Let's be honest. The old-school one-way messaging behavior for leading a school doesn't jibe with our engaged, digital communication environment. A paradigm shift is in play. It is important to recognize and lean into it: Our community of stakeholders wants us to engage with them-starting with our students and ending with the world beyond our school. In this ever-evolving world of digital communication, a world where information arrives at our digital doorstep without being invited, we have to reset traditional thinking. Our stakeholders' lives are now about exchange powered by inbound social and digital forces. As outlined in BrandED, a new educator mindset is in order: one that calls for the clear, connective, engaging concept of storytelling to build trust and powerful relationships. The bottom line is that if you don't tell your story someone else will. 

Image credit: whitealliesintraining.com/2015/10/05/big-idea-change-narrative/

In today's engaging, digitally empowered school setting, questions arise as to whether schools are best suited for educating their learners. We have to do a better job of communicating what we do and showing how we do it. We must be part of the exchange. It gives us the best chance at connecting with current and potential stakeholders in order to win support for schools. Today's educators who embrace the power of storytelling don't need to be humble. In the noisy digital world, educators must proudly use stories of their classrooms and schools to convey a consistent message about who they are, how results are achieved, what they stand for. The importance of embracing a brandED mindset to become the storyteller-in-chief can't be overstated. 

I cannot overstate the importance of telling good stories to develop a new narrative in the education space.  Science has shown how storytelling impacts the brain and aids in getting an important message across to diverse audiences.  An article by Jonathan Gottschall in Fast Company sums it up well:

"Humans live in a storm of stories. We live in stories all day long, and dream in stories all night long. We communicate through stories and learn from them. We collapse gratefully into stories after a long day at work. Without personal life stories to organize our experience, our own lives would lack coherence and meaning."

Today's schools exist in a digital town square where people meet daily. School value is one of the most discussed topics online. People, both with and without children, search the Internet and consult online real estate sites to find data about their prospective local school. Educators need to be cognizant of this fact and leverage the inherent power of their work to create a narrative that conveys value that speaks in an authentic voice to an audience. Adopting this strategy to benefit kids helps you attain a synthesizing view, preparing you to communicate with the varied segments of stakeholders who will research, observe, and engage with your work online on a daily basis. Today's digital world is driven by mobile content in short form and long form, in text and video just waiting to be taken advantage of. 

When adapted by all educators, the message of all the positive that takes place in classrooms on a daily basis becomes a beacon - the touchstone of why we act the way we do as a school, why we teach and learn the way we do, and how success is measured by so much more beyond a test score. Beyond the emotional connectivity, strategic thinking about messages shared enables educators to set measurable goals that ensure long-term trust. Without trust, there is no relationship. Without relationships, no real learning occurs. 

Change begins with each and every one of us. Together let's use our collective voices to change the narrative to one that clearly depicts all the amazing work that happens in classrooms, schools, and districts across the globe.  

The Lost Art of Listening

Have you ever had a conversation with someone and knew with certainty that he or she was not listening? Of course, you have.  It is fairly easy to tell when someone is not engaged in a conversation either through lack of eye contact, facial expressions, or the loathed phrase "What did you just say?"  The chances are that the shoe has been on the other foot and you have been guilty of the same behavior.  People know when we are distracted and not actually "present". We must rediscover the lost art of listening.

You would be hard-pressed to find an effective leader who is not an effective communicator.  Communication is vital in accomplishing tasks and getting things done, passing on important information, acquiring information, developing a shared vision, reaching decisions through consensus, building relationships, and moving people to embrace change. For many people, communication is viewed through a lens that focuses on why and how information or targeted messages are delivered.  However, the most effective communicators are those people who listen intently.

Image credit

By improving our listening skills, we can become better communicators in our respective positions while simultaneously building better relationships with students, colleagues, and other stakeholders.  Below are some solid tips from Ed Brodow that can help you become a better listener:

• Develop the desire to listen. You must accept the fact that listening to others is your strongest weapon. Given the opportunity, the other person will tell you everything you need to know. If this doesn't create desire, I don't know what will.
• Always let the other person do most of the talking. This is a simple matter of mathematics. I suggest a 70/30 rule. You listen 70% of the time and you talk 30% of the time.
• Don't interrupt.  There is always the temptation to interrupt so you can tell the other person something you think is vitally important. It isn't, so don't. When you are about to speak, ask yourself if it is really necessary.
• Learn active listening.  It's not enough that you're listening to someone - you want to be sure that they know you're listening. Active listening is the art of communicating to the other person that you're hearing their every word.
• Ask for clarification if needed.  This will clear up any misunderstanding you have.
• Get used to 'listening' for nonverbal messages - body language.  The other person may be communicating with you via body language. You need to decode the message.
• Ask a question...then shut up.  This is a foolproof way to listen. Think of yourself as an interviewer - Barbara Walters! She listens and questions - so should you.

In addition to the great tips above, I would add that we must work harder to let other people know that we are actually listening.  The use of eye contact and facial expressions followed up by either additional questions or a synthesis of what was heard conveys to others that you are actually present. If the conversation is happening over the phone or through a digital medium, consider following up with a short summary as to what you heard. The final tip is probably the most important.  The best way to illustrate that you have really listened is to take action in some way so that the other person, or people, know that they were actually heard. The action could be moving an idea forward or explaining your decision to go in another direction.  There are always the times when people just want to vent and be listened to. In these cases, the most important thing you can do is show you care. 

In the digital age, we are all trying so hard to be heard, but are we making the time to listen and reflect?  As I discussed at length in Digital Leadership, social media ushered in a new era of communication and collaboration.  Traditional hurdles such as time, distance, and money have been overcome as more and more tools are available that allow people to share resources, ideas, opinions, and feedback.  For all of us who routinely leverage social media for these purposes, we are a vibrant part of a globally connected community committed to improving professional practice as well as our own lives.  Being able to share information and ideas like never before is exhilarating, but are we taking the time to really listen to what others are sharing? 

The art of listening can be extended to the social media space.  This applies to all of us and I know personally it is an area that I can improve upon.  Consider engaging others in conversations about their ideas and questions by commenting on blog posts or responding to updates on Twitter, LinkedIn, Instagram, or Facebook.  This means more to people than you will ever know, especially if that person doesn't have a large social media following.  It shows that you care and are actually listening in digital spaces. If someone reaches out to you in this space with a question or comment, take the time to reply back. 

As Aristotle once said, "We are what we repeatedly do. Excellence, then, is not an act, but a habit." Make improved listening a habit to move more ideas forward and build positive relationships in the process. 

Our Work is Our Message

The following post is adapted from BrandED: Tell Your Story, Build Relationships, and Empower Learning. 

Branding matters in the changing world of learning, fueled by powerful digital resources (Sheninger, 2014). It’s time to make a choice – define or be defined. Telling a powerful school story and reaching an audience have never been more possible than in today’s digital world, and never more necessary for a leader to embrace in a new world of competition and choice. Early brand adopters such as Brad Currie, Robert Zywicki, Joe Sanfelippo, Tony Sinanis, Angela Maiers, Vicki Davis, and Gwyneth Jones, are already out ahead of the pack on digital media, and they are passionate about what they do. They are inspired by their initial success and have developed professionally in ways that make them unique compared to other leaders. A brandED mindset takes professionals to the next level, adding strategic thinking and action steps for brand sustainability.

School leaders build a positive brand presence in the name of school improvement, to advance better teaching, learning and leadership, and to develop stronger school communities. The work advanced in the area of servant leadership reinforces the importance of having a brandED strategy. Sipe and Frick (2009) identify the following seven pillars of servant leadership:

• Person of character
• Puts people first
• Skilled communicator
• Compassionate collaborator
• Has foresight
• Systems thinker
• Leads with moral authority

The pillars of servant leadership speak to the underlying mission of brandED leaders; they define leadership as something to be shared, distributed, transparent, and focused on success and happiness. BrandED does not rest on the shoulders of one person. It is a distributed, collaborative, service-oriented school improvement effort articulated through the power of storytelling. 

Image credit: wedesign.la/how-to-tell-your-brands-story/

The marketing principle that guides business brand is its drive to build relationships. BrandED educators focus strongly on that aspect. Successful school leadership in today’s digital world is fueled by connectivity. Aren’t educators always building, brokering, and sustaining relationships? Focusing on relationships is a cornerstone of any leadership effort and one that supports a brandED strategy. Relationship building is a never-ending process, and in education it is not a part of a “sales cycle” (Connick, 2012) but is instead a part of an “awareness cycle.” For any school leader, being relational is as important as being knowledgeable.

BrandED behavior strategically focuses on relationships forged and sustained through trust. Mutual trust is a core element of brand loyalty in business and in schools, thanks to the digital age. A great workplace is created through organizational credibility, respect, fairness, and a foundation of trust (Mineo, 2014). The work involved in brandED development relies on building welcoming access in real time and online so that people feel connected and happy in their work. Access is supported by people who know that the calendar isn’t just about scheduling the day’s appointments but also about making time for a ritual of building trust. Your purposeful strategic effort to create relationships is vital.

Image credit: hwww.digibutterfly.com/

As you begin to develop your own brandED mindset and strategy, especially through a time of innovation, the following focus areas are places in which to access new connectivity for your own brand and the school’s brand. In each area, work on building relationships that promote both your brand and the school’s.

• Student achievement. Standardized test scores are most often used to evaluate the overall effectiveness of a school. Public relations and communication efforts focused on evidence of growth in this area and in other academic and nonacademic areas can be conveyed through social media. Doing so will help create and strengthen a school’s brand presence and convey why the brand matters. It is important to remember that this cannot be your only focus, as achievement will never tell the whole story of success (see other pillars below).
• Quality of teachers and administrators. Student learning and achievement are directly linked to the quality of the school staff. Stakeholders are often more than willing to move to towns with higher taxes that attract the best and brightest educators. Utilizing social media to convey staff statistics can build the confidence of any community, which has a positive impact on a school’s brand. Hire, support, and retain the best while also consistently sharing their great work.
• Innovative instructional practices and programs. Course offerings, curricular decisions, unique programs, and innovative instructional practices play a key role in student engagement while also having a positive impact on student outcomes (Whitehurst, 2009). Unique course offerings, curricula, and programs make a school or district stand out. The publication and dissemination of this information sends a powerful message related to college and career readiness and the ability of students to follow their passions.
• Extracurricular activities. Extracurricular, nonacademic activities are a valued component of any school community and help develop well-rounded students. Leaders who use social media as part of a combined communications and public relations strategy spotlight these activities to gain the attention of stakeholders.

Narratives both large and small are valued as tangible evidence of the school’s worth.  Stories come in different sizes and hold different purposes, but simply said they keep the engagement going. Sharing through big and small ideas aligned to the focus areas above will result in greater transparency that will help to build better relationships, support, and admiration for your noble work. It's time to join the brandED conversation.

Connick, W. (2012). The seven stages of the sales cycle. National Association of Sales Professionals. Retrieved from     
     https://www.nasp.com/article/AE1B7061-3F39/the-seven-stages-of-thesales-cycle.html

Mineo, L. D. (2014). The importance of trust in leadership. Research Management Review, 20(1), 1–6.

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin Press.

Sipe, J. W., & Frick, D. M. (2009). Seven pillars of servant leadership: Practicing the wisdom of leading by serving. New 
     York, NY: Paulist Press.

Whitehurst, G. J. (2009). Don’t forget curriculum. Washington, DC: Brookings. Retrieved from 
     www.brookings.edu/papers/2009/1014_curriculum_whitehurst.aspx

The BrandED Conversation

“People will forget what you said, people will forget what you did, but people will never forget how you made them feel.” – Maya Angelou 

When I was asked a while back to write a book for Jossey-Bass, I was relatively non-committal.  I had just finished back-to-back projects that resulted in Digital Leadership and Uncommon Learning, which took up a great deal of my time.  In my mind I needed a break from writing and on top of that really had no clue what to write about. For me, the ultimate goal I establish when taking on a book project is to try to write a unique piece that either greatly enhances existing work in the education and leadership space or creates an entirely new niche. I’m not going to lie – in this bold new digital world this is extremely hard.

The acquisitions editor at the time never gave up on me. This made me think hard and reflect on what topic I was truly passionate about. I eventually settled on branding in education, but not for the reason you might think. During my career as a principal branding became synonymous with the successful digital transformation that occurred at my former school. Using digital tools, we crafted a new narrative about the amazing work that was taking place that was backed by evidence of results.  We showed that embracing innovative practices aligned to a sound pedagogical foundation could create a learning culture rooted in meaningful learning and relationships. Efficacy, in part, was transparently integrated in our stories of struggle, systems change, and success. The power of telling our story galvanized and inspired us in ways we never could have imagined. 

The outcomes described above might never had come to pass had it not been for Trish Rubin.  In 2009 as I began my journey to becoming a digital leader, she relentlessly reached out to me and explained how I was incorporating branding principles in innovative ways.  Trish, a former educator turned business maven, helped me realize that a focus on telling, not selling, was creating unique value to my school community.  As a result we embarked on a journey to delve into how a brandED mindset could help promote, sustain, and amplify the great work taking place every day in schools across the world. We scratched the surface in 2013 as I worked with her to include a chapter on branding in Digital Leadership, which later came out early in 2014.  However, there was more to this story.

Order your copy TODAY!

As I reflected on my journey with Trish my mind became set on writing BrandED as a way to pay if forward with Trish and thank her for how she helped me as a leader. She opened my eyes to a concept that resonated not only with me, but also my stakeholders and countless educators across the world. She helped me address my own bias with a business only view of branding and together we worked to unlock the benefits of become the storyteller-in-chief.  To model this, we wrote the book using a conversational tone. Chapters have been re-titled conversations as we take readers on a journey through the history of brand and how a mindset shift can leverage powerful aspects resulting in an improved learning culture, expanded school performance, and increased resources. 

"If you want to change education, change the story being told." 

With change in education the brandED conversation is more important than ever.  As greatness occurs every single day it is imperative that we share in transparent ways to create a new status quo using brandED strategies. Quite simply, if you don’t tell your story someone else will.  Define before being defined. It is our hope that our book will lay the foundation for all educators to tell their story, empower learning, and build relationships. Relationships are built, in part, on feeling. BrandED illustrates to readers how feeling can be cultivated through image, promise, result, vision, belief, emotion, and value.  Below are some key takeaways:

• Leverage digital tools to become the storyteller-in-chief and build better community relationships
• Strengthen internal and external communications among students, teachers, parents, and other stakeholders
• Increase resources by establishing strategic partnerships and strengthening ties to key stakeholders
• Promote connectivity, transparency, and community to build a positive culture that extends beyond the schoolhouse door to build powerful relationships

As with all books BrandED has been a labor of love.  One thing that Trish and I emphasize throughout the book is how the strategies presented connect to research. Some other key aspects include reflective questions at the end of each conversation to help readers think critically about how to implement the strategies presented.  There are also practitioner stories throughout the book that illustrate how brandED thinking can positively impact learning and leadership. Finally, the book wraps up with numerous resources curated in an appendix including digital tools that can be implemented immediately to begin, sustain, or enhance your brandED journey. 

On behalf of Trish and I we really hope you enjoy reading this book as much as we enjoyed writing it. Grab your copy today and join the conversation on social media by using #brandEDU. Below are a few reviews.

"Branding instead of being branded. Defining instead of being defined. Innovative educators must stand up for their ideas and actions instead of being judged and branded by external agencies using standardized measures. Eric Sheninger and Trish Rubin present an excellent guide for educators and education leaders to tell their stories through BrandED."
—Yong Zhao, PhD, Foundation Distinguished Professor, School of Education, University of Kansas and author of Who's Afraid of the Big Bad Dragon?

"A great resource for educators who want to strengthen their connections with students, teachers, parents, and the wider community. These two innovative leaders don't just capture how to tell the story of a school—they show how to create it."
—Adam Grant, New York Times bestselling author of Originals and Give and Take

"Every day in every one of your schools, great things happen. How does your community know? Schools that are Future Ready boldly engage their community to build relationships and empower both students and families. Powerful yet practical, BrandED is the perfect resource to help your school share its story with the world."
—Thomas C. Murray, Director of Innovation, Future Ready Schools

"Eric and Trish demystify what it means to brand one's school by providing eight compelling conversations that not only lead to a deeper understanding of branding, but provide relevant ways for school leaders to frame their work… . In the vast sea of information in which we currently reside, using the BrandED Leadership methods described in this book will help school leaders reach their audiences in ways that create trusting relationships and loyalty."
—Dwight Carter, Principal, New Albany High School

"Disruption is the new normal. And the great disruptors of our time are shaping the culture itself in innovative ways. Eric and Trish's book BrandED sends a very compelling message to school leaders that developing and executing a smart, innovative brand strategy can disrupt the best practices' conventions of the existing school system. Like great disruptive brands from Apple to Uber, educators now have the ability to get the community engaged and immersed in the school's brand equity—and BrandED provides the roadmap for getting there." 
—Scott Kerr, Executive Director of Strategy and Insights, Time Inc.