The $64,000 Question: What Will Your Response Be?

For those that don’t know, The $64,000 Question was a popular TV game show back in the 1950s. It was broadcast between 1955 and 1958.

It is spring, and anyone in education knows that it is the season for hiring. Administrators know it, along with department heads, human resource directors, and superintendents. Hiring most often results from retirements, enrollment needs, new positions, and a variety of other reasons. The season may bring about some trepidation if there are lots of positions to fill, however, it can also be an exciting time where those responsible for hiring get to onboard new educators into their schools and district.

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As a school administrator for 19 years, I’m now well acquainted with the rhythm of the school year (the “ebb and flow” from season to season) and especially the cadence of hiring. While this has become all too familiar to me, I continue to learn and grow and there are things about my own hiring processes that are a work in progress.

Over the course of many years, I’ve interviewed hundreds of people, both at my own school, and while in service to the district.  I’ve also had the good fortune to work with skilled superintendents that have supported the process and taught me along the way. While a principal in Maine in a rural district, I worked at a fairly large elementary school in a three town district.  I remember my former superintendent telling principals that every opportunity you have to hire is always an opportunity to hire better than what you had before. He also shared with principals that when looking at candidates, you could always work to help someone acquire skills, but work ethic and attitude probably “were what they were,” and if a candidate did not have all three, you should look elsewhere.

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For the past eight years I’ve been a principal in Lexington, Massachusetts, and during that time, I’ve continued to grow professionally and explore interviewing and hiring as a means to get the very best possible teaching candidates and educators for the students in my school. Shortly after I started in Lexington, my former superintendent shared an article he had written about the 10 minute screening interview.  The piece was short but insightful. It helped me to maximize my time, and the time spent by interview committees. In essence, you would select a group of possible candidates and bring each one of them in for a short (10 minutes or so) screening interview. You could ask them two to three questions, not necessarily related to the job, but questions that would give you a small window into getting to know them a little better. Based on the screening interview and other qualifications you pre-screened for, you would then bring back a smaller pool for longer interviews with a larger committee.  For instance, if you did approximate 10 minute screening interviews, you could potentially screen about 4-6 people in an hour, and over the course of a few hours, screen upwards of 12-18 people. I’ve done this with my assistant principal and this has helped us narrow down pools of candidates so that when we bring a handful of candidates back to the larger interview team (panel interview), we make the most of the 45 minutes to an hour we have with them.

So you’re probably wondering where the “$64,000 question” comes into play now that I’ve shared a bit about what I’ve learned and the process I use.  Well, to be honest, I did not come up with the question but saw it somewhere else and I knew immediately it would help me get candidates that viewed schools in a way that would demonstrate their commitment to teaching and learning.  During my screening interviews, I always ask the following question:

“Why do you think some schools are successful and other schools are not?”

I generally get a very puzzled look from interviewees after asking it, and I’ve often gotten comments such as, “Wow, that is a great question,” or “Wow, that is a difficult question.”  In all honesty, I do note the reaction to the question and the candidates ability to coherently respond as part of my notes, however, I am generally looking for the content and thought around the answer.

I’d be remiss if I didn’t tell  you that when candidates answer the question with the word(s) “resources, having resources, having a new building, etc,” I generally consider them as less preferred candidates.  I know that, while additional resources are always helpful, I have seen many schools do AMAZING work for students with not a lot of money, material objects or resources.

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The answers I am hoping to hear from candidates could include any one or all of the following:

  • “They hire and retain outstanding, skilled and dedicated teachers” (one of the single most important factors)
  • “There is strong leadership that is student focused” (plays a significant role in a school’s success)
  • “The school promotes and supports parent involvement and the school works to involve parents in multiple ways and venues”
  • “Targeted, thoughtful professional development and a growth mindset for all members of the school contributes to schools being successful”
  • “The school uses high levels of communication regularly with parents to keep them informed about their students”
  • “Diversity, equity and inclusion are taken into account in all aspects of teaching and learning”
  • “The importance of the right relationships are the foundation of all work”

This is not an exhaustive list of answers, however, as you can see, the answers are related to positive school culture and a focus on students and learning. They demonstrate commitment to processes, actions and behaviors, not necessarily getting more “stuff”.

So, whether you are faced with the $64,000 dollar question during a screening interview, or you are an administrator, experienced teacher, office secretary, department head, etc., you are not only thinking about the question, but more importantly, how you will answer or how your actions demonstrate those skills and behaviors that make schools successful, thriving places for students.



Principals: Are you looking ahead, in the rearview mirror, or both?

The end of the school year is an extremely busy time of the year for principals and educators alike.  Not that there isn’t a busy time at any point during the year, but in my opinion, the end of the year is probably the busiest. Some people may think that the start of the year would be the busier, however, the end of the school year requires that for principals, they live in two different worlds; the world of now, and the world of next year.

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After being an administrator for 18 years and seeing lots of social media posts and tweets talking about the end of the year, I began to think about the opportunities that present themselves at the close of each year. Again, these opportunities present themselves in both past and future work.  So, you may ask, where do you place your greatest focus, on the past work, or the future work?  My response would be, both.

The end of the school year always presents principals the opportunity to look back upon the year and think about how the year played out. First and foremost, you should ask yourself if you worked with others and collaborated to create conditions for students to grow and achieve both academically and socially/emotionally. Notice I did not say pass state tests or achieve every grade level standard.  Do I want students to achieve grade level standards and do well on state tests? Absolutely!  However, those “achievements” are based on so many other things and are one small part of the work we do as principals.  Some other questions to ask yourself may be:

  1. Did I grow professionally and improve myself for the benefit of the school community and my profession?

  2. Was I able to create and develop the right relationships with students, teachers, parents and the greater school community?

  3. Were teachers supported in meaningful ways that helped them meet the needs of students?

  4. Did I promote creativity and innovation, model risk taking, and show my own curiosity as a learner?

  5. During the course of my work, was I able to find efficiencies that allowed me to focus on “the right things” that make a difference in the lives of students?

There are MANY other questions you could ask as a principal as you look back upon your school year and reflect on your work.  The key is about being reflective and having “take aways” that enable you to think about where you want to grow and improve, and how you’ll do a better job helping students.

That being said however, you not only have to reflect on the work that you’ve done, you must also live in your future world. The two worlds can not exist on their own.  

Spring means hiring for the upcoming year, and being able to recruit and hire the best qualified people for openings in the upcoming year.  This is crucial, as those teachers carry out the mainstay of the work in our schools and do the heavy lifting of teaching and learning.  You will also find yourself “closing the books” on school improvement plans and budgets, while at the same time, using what you learned in your current school year to begin informing and planning the work you’ll need to do for next year to be ready for students.  Again, the most important question to ask yourself is, “What will I do next year to support the growth and learning for ALL students?” You’ll use what you learned this year and begin laying the foundation for your upcoming year.  Other questions you may think about as you “plan forward” may be:

  1. What types of ways will I support teachers as we begin new initiatives or work during the upcoming school year that will directly impact students?

  2. Am I making sure that I’ve hired the very best educators to work with our students and how do I best support their growth and success for the benefit of students?

  3. What things did we do this year or in past years that maybe have changed and we either no longer need to do OR that we can do more efficiently?

  4. Based on my own actions, beliefs and values, how did I perform last year and where can I grow and do better for the upcoming year?

  5. Did I collaborate with colleagues in meaningful ways to support the work of my students, teachers, school community, district and PLN?


Again, in thinking about your “future work”, there are many other questions you could ask.  The goal in mind being that you will be ready for the new school year and be as prepared as possible to create conditions for success.

Some will debate about how much time you devote to looking “down the road” and some will debate as to how much time you devote to looking “in the rearview mirror”. I think you should spend equal time looking at both, because really, both deserve your attention related to your growth and your ability to lead.  The bigger conundrum would be if you only looked at one or you did not look at either.

When all is said and done, I’d like to offer a few thoughts on looking forward and looking back.  While I’m not an expert on either, I do think I’ve learned a lot over the course of 18 years, and I hope that I’ve got something to contribute to colleagues as they are working during this very busy time of year.  Here are my three big ideas:

  1. As you look forward and look back, don’t lose sight of why you got into education.  You chose this profession to help students and make a difference.  That is and ALWAYS should be your main focus, no matter what.

  2. The very best thing about looking forward and back is that you have the opportunity to learn and grow and then come back and make improvements and do things differently or better.

  3. Successes aren’t the only indicator of learning. So are mistakes. Embrace them.  You won’t necessarily travel back over bumpy roads you’ve traveled already, however, that will inform your journey forward.

As you work through the end of yet another busy school year, be sure to breathe, look ahead and look back, maintain your focus, and be realistic about what you can do and what others can do. Remember, it isn’t about how quickly you get to your next destination, it is about the trip, including what’s in your rearview mirror, and what lies ahead!


Teach Like a Barista…Personalization Matters

Co-authored by Robert Harris and Thomas Martellone

While the following blog entry is not an endorsement of Starbucks over any of its competitors, or is it a criticism of the current state of educational practice, Starbuck’s business model contains some simple suggestions for school improvement.

Every morning, multitudes of educators across America flock to their local Starbucks and frequently wait in  long lines to pick up their favorite specialty coffee drink before the start of their school day. As a note, our individual coffee preferences just happen to be a grande Americano or a grande non-fat cappuccino respectively. 

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While waiting, it’s impressive to see how adept the baristas are at customizing each person’s drink no matter how complicated the order may be. From a consumer’s perspective, customers look forward to drinking top quality coffee that is worth the wait.  They enjoy an environment that is welcoming with jazz or classical music playing in the background. They know that if they’re hungry or need coffee supplies, there are always additional items for purchase, and finally, they can sit comfortably at a table and take advantage of Starbuck’s free WiFi.

However, from our perspective as educational leaders, there are other valuable lessons we believe classroom educators can take away from the Starbuck’s experience.  In the same way that Starbucks trains its baristas to personalize each customer’s coffee drinking experience, educators should be trained to personalize the learning experience for each and every student in their classrooms. Educators should be learning about their students’ individual needs through daily interactions with them; and based on these needs, should be tailoring and delivering personalized instruction for them.  Collectively, educators spend countless hours interacting with students.  Think about the power of knowing what each student’s needs are, and as a result, personalizing instruction to help them succeed – academically, socially, and emotionally.

In the same way Starbucks hopes to gain customer loyalty by offering a high quality, personalized experience; educators should create high quality, engaging, and personalized instruction so that students look forward to coming to school every day. An engaging classroom  should have a ‘buzz’ in the air very similar to the atmosphere in a Starbucks. Students, like Starbucks customers, should be discussing the books they are reading, sharing their ideas and  theories, and refining their understandings about the world they live in by posing and answering critical questions.  

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In the same way that Starbucks offers an array of additional items for sale, educators should provide students with curriculum extensions to support and personalize their learning experience.  Finally, where Starbucks provides its customers with free access to the Internet, schools should be providing students with easily accessible, digitally rich classroom environments. While the most important factor in advancing student growth is still effective teaching; in the 21st century classroom, effective teaching also requires using the right digital tools to personalize instruction.

The next time you’re waiting in a long line at Starbucks, think about teaching like a barista.  Is your student a “grande Americano” or a “non-fat grande cappuccino” drinker, and how will you personalize their learning experience?

Robert Harris is the current Assistant Superintendent for Human Resources in the Lexington Public Schools.  Thomas Martellone is the current principal of Fiske Elementary School in Lexington.


Student Voice, Social Media & Modeling: How My School is Making it Happen For Kids!

I remember my first foray into social media as a young adult.  I think it was AOL, which would be a fairly primitive social media in this day and age.  It’s amazing to think of how much social media has changed, especially with the advent of portable devices.  Over the course of my lifetime thus far, I’ve seen communication go beyond anything I would have ever expected.  I can only imagine what our students will experience during their lifetime. As a result of these reflections, and my current work in education, I’ve been thinking a lot about the intersection of social media and students.

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I’ve always been a student focused educator, making decisions for students first and foremost, but over the last several years, I’ve really wanted to make sure that our students were engaged and that they have a voice in our school.  I think that this has particularly been important to me because of the period of educational change we’ve been living in.  Large scale focuses on accountability, public showcasing of school rankings, pressure on teachers to “perform”. It has just seemed like a great time to continue to place an emphasis on students and their learning, not on all of the other distractions we’ve been faced with in our profession. In particular, I wanted to be sure that students in our school were sharing out the positive things that take place for them every single day.  How else would a student have a voice, and where else could they share out what they are doing where it could potentially be seen by the world?  Of course, Twitter immediately came to mind!

So, about a year ago, I decided to try something which has been somewhat slow to catch on, but no worries; I’m persistent and I’m reflective.  I think constantly about how I can support my school, my students and my staff. So when I thought of creating a “Student Twitter Center”, I wasn’t fully sure of how it would work exactly, but nonetheless, I was willing to give it a try.  

The first thing I did was create the center outside of our school’s cafeteria, complete with some simple directions, some “tweet sheets” and a “tweet box”.  I then made sure to share the idea with staff, and then lastly, we shared it at one of our all school assemblies, modeling for students and showing them just how a tweet was created, how it was tweeted, and what Twitter was all about.  I’m fortunate in the fact that my staff places a lot of trust in me, and I’m enthusiastic enough that students are interested, or so I think, in what I share with them.

In any case, our Twitter center had a relatively slow start, receiving very few tweets.  I have to admit, I did find it a bit disappointing for several reasons.  First and foremost, I was a bit disappointed in the fact that students were not sharing the great things that they are doing every single day.  Seriously, we have great things happening in our school!  Secondly, I was disappointed because I wanted to capitalize on modeling for them how social media is used in a positive way.  There is no large scale digital citizenship lesson or framework attached to the Student Twitter Center, although I am not afraid to capitalize on a teachable moment with it, that is not the focus.  Appropriate use is woven in and modeled, with teachers being able to share out our school Twitter account and tweets with students.  Lastly, I’ve wanted to harness the power of social media for the benefit of my school.  I recently read, and have echoed, “If you aren’t telling your school’s story, who is?”.  Social media is one of the very best platforms that you can use to publicly share out the work of your school.  I dare say that any school administrators would be somewhat foolish to not capitalize on some form of social media to broadcast and share their school events, student learning, and all the positive things that take place in public education every day.

With that all in mind, I’ve come back again this fall with our Student Twitter Center, trying to think creatively on how we can give students voice, model appropriate use of social media, and publicize the great things happening in our school.

A colleague (Edward Cosentino, @PrincipalECos) shared with me this summer at the annual NAESP conference that he knows not all parents are on Twitter, so what he does is use Storify to capture tweets on Twitter and then emails that out to parents.  This helps keep them all informed, even if they don’t use that social media platform. You can check it out at the link below!

Thanks to Ed, some creative thinking, and along with some slight incentivizing, we’ve got some movement going with our Twitter center. I made another attempt to share out with students at our all school assembly this past month how a tweet is made and what Twitter can do.  The students (482 of them) all got to see the live tweet get made and sent out to the world.  I then told them that we would pick one tweet per day, and read that on our morning announcements, along with picking one per month, which would result in the recipient being able to have lunch with me.  We provided Tweet Sheets to teachers and then waited!  

I’ve been amazed….we’ve gotten close to 100 tweets from students ranging from first to fifth grade over the past week.  It is so great to have them share what they are learning and doing in class.  It is also great to be able to model appropriate use of social media with them and show the world what we’re doing at Fiske School.  We share out their tweets with their initials and their grade.  When we publish the activity through Storify, parents can see their student’s tweets if they aren’t on Twitter. For those that follow our school Twitter feed (@FiskeSchool), they can view them live!

I know social media will continue to change for our students, and who knows what it will look like in the future.  There could be vast changes in the next year for all I know.  But, here is what I am sure of…Image result for social media future

Students can always learn, whether through social media or personal interactions, how to treat others and be good citizens.  We are always role models for students, and we owe it to those that we lead and work with to be exemplars of best practice and to have a mindset of putting kids first. Finally, we owe it to our profession and to our school communities to showcase the amazing work educators do every single day!  We can all spread the positives that take place!

Remember, if you aren’t telling your school’s story, someone else is!

Principals-How Mindful Are You?

My school counselor asked me in the late spring if she could work with our school staff and present at some staff meetings on mindfulness.  I was happy to oblige and provide some small windows of time for her to present, not really giving a lot of thought as to what mindfulness meant to me.  Additionally, in my classroom visits, I’ve seen teachers using mindfulness activities with students that they’ve learned from the school counselor, and again, I’ve been appreciative of that work and the benefits it has for students but I did not think of my own mindfulness.

If you’re a school principal, you probably have days that looks like this:

1. (Morning) Arrive at school and put out small fires: substitutes/absent staff, bus issues, E-mail
2. (Midday) Classroom observations, phone calls, meetings, office drop-ins
3. (Evening) School committee meetings, school functions, E-mail, paperwork, projects

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I’m not complaining about the above schedule, primarily because I love my job and I feel that I have found the level of balance I need within my work and personal life.  I’ve written about the demands of the principalship and also about what work life balance means to each of us, or should mean to each of us and how we should find the balance that works best in our daily lives. I also know that the schedule (list) above is abbreviated, not including about another 50-100 things that happen in a day.  I’m in my 18th year as a principal, so you see, I’m accustomed to what happens in most days, and honestly, I’m pretty used to it.

Interesting thing though, and that is my prior lack of attention to my own mindfulness, or level of mindfulness.  I pride myself on how much I get done, and those things I am able to accomplish for the benefit of students and staff, yet, as I sat in the session my school counselor did on mindfulness, I began to think about my own level of mindfulness. It also made me wonder if you thought about yours as well!  After all, if you are getting lots done, and your school is doing well, you must have a great level of mindfulness right?  Hmm…maybe not.

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As defined on, “Mindfulness is a way of paying attention to, and seeing clearly whatever is happening in our lives.” I’m sure many of us principals would say that we are mindful because we manage so many things for so many people, including ourselves.  After all, how could you do all that if you are not paying attention? Yet, the definition of mindfulness is really focused on being aware of the moment you are in.  It is not thinking about the past, and it is not thinking about the future, but really, focusing on the “here and now” and the moment you are in.

My guess is that you’re starting to think the same thing I started thinking…”How mindful am I really being?  Am I really in tune with my own mindfulness, or, am I managing multiple things in my head all the time?” points out the following:

It [mindfulness] will not eliminate life’s pressures, but it can help us respond to them in a calmer manner that benefits our heart, head, and body. It helps us recognize and step away from habitual, often unconscious emotional and physiological reactions to everyday events. It provides us with a scientifically researched approach to cultivating clarity, insight, and understanding. Practicing mindfulness allows us to be fully present in our life and work, and improve our quality of life.

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This exercise in starting to think about my own mindfulness, and hopefully helping you think about yours, has been eye-opening.  It has made me think about the many times during my day when perhaps, although I thought I was being helpful or solving problems, or looking at a particular situation, I was probably not as mindful as I could or should have been.  It also made me think about times outside of school, and despite enjoying my “off work” time, was I truly present and mindful?  Was I in the moment with family and friends?  Have you been mindful and truly in the moment as well?

I’m not thinking that I am going to become a principal turned mindfulness guru overnight, but what I do know is that for us principals, we need to be “in the moment” to best help ourselves and our school communities.  A small amount of time each day may result in improved problem solving, better relationships, and an overall quality of life.  So, I’m going to work on my level of mindfulness a little each day, and now that you may be thinking and evaluating your own level of mindfulness, here are a few things you can do…good luck!

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Student Engagement: A Path to Learning

This summer I was fortunate to be selected as a presenter at NAESP 2016 in National Harbor, Maryland on student engagement as a means to increase student learning. Having been in education now for 23 years, and having seen numerous initiatives and fads come and go, I feel as though student engagement is a mindset and a focus that is perennial to good teaching.

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Over the past seven years, my current position of principal at Fiske Elementary School in Lexington, Massachusetts has allowed me to continue working with staff and students in ways that promote engagement across the school setting. This, in part, has helped us continue to promote high levels of learning in an already high performing school.

I’m well aware of pedagogy and teaching practices that support learning, having been a classroom teacher and an administrator that focused on and still focuses on well developed lessons, appropriate content and objectives, developmentally appropriate teaching, etc. However, even if all of the above things are in place, if students are disengaged, you will not enter into any significant learning.

So what can schools do to promote student engagement during an era of accountability and heavy data use?  There is really no “silver bullet” to student engagement, however, there are simple and thoughtful things schools can do that will promote engagement and support learning.

Most importantly, relationships should be at the forefront.  James Comer noted that “No significant learning happens without a significant relationship.” It is imperative that the belief about forming relationships permeates your school.  That means teacher to student, administrator to student, teacher to teacher and administrator to teacher.

This does not happen overnight…relationships are cultivated over time and built on trust, respect, and honesty.  I’ve always known the importance of these relationships, however, I feel that over the past several years, I’ve worked to place an even heavier emphasis on them for the benefit of students.

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It is crucial that teachers quickly build relationships with students and get to know them as learners and as individuals.  It is also important for administrators to know the students in their school.  I work to try and know every single student in my school.  It is a challenge with almost 500 students, but I feel that it is important to have connections with them and to know about them as much as possible.  I also work hard to know my staff as well.  This doesn’t necessarily mean that I’m best friends with them, however, it means that I know about them as people, celebrating their successes, their challenges, and helping them meet the needs of students.

As we build relationships, we do some of the following activities to promote engagement for all stakeholders in our school:

  • Highlight and promote every student in the school over the course of the year through our “Student of the Week” program.

  • Promote positivity and gratitude with staff through our Golden Owl Award, Give a WHOOT Grams and Thankful Thursdays.

  • Use a student Twitter center as one means to give students voice, share positive information about school and model appropriate social media use.

  • Deliver positive messages to staff and students related to #celebratemonday, valuing students as individuals, and valuing contributions made by both staff and students.

  • Clearly identify expected behaviors and work to support those expectations through our school wide system of PBIS which includes student-administrator lunches, preferred assembly seating and positive phone calls home.

These are just a handful of things we do to promote student engagement.  Our hope is that by working to find ways to engage ALL students, we will capitalize on their level of connectedness to promote and support greater levels of learning.

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Did something here catch your eye?  Want to know more about a specific way we promote student engagement?  You can view my presentation from NAESP2016 at this link: , E-mail me at  or connect with me on Twitter @tommartellone.  


Principal Support: Staying Connected to Teachers

This past week, I was very busy working across many projects to get our school ready for opening day on August 30th.  It wasn’t unlike any other week I have had prior to a school opening.  Hallways had multiple pieces of furniture in them, supplies were being unpacked, students were being registered, and the usual pre-opening of school business was taking place.  As a matter of fact, after being a principal for 18 years, I’d say that the week was mostly quite familiar.

As I walked through the halls, I stuck my head into one teacher’s classroom to check in and see how things were going.  This particular teacher was new to my school and district the year prior, and despite my wanting to keep teachers where they were, she was reassigned to teach first grade, which meant that she inherited a new room and many materials. As I walked into the room and took a quick survey of everything, the teacher said to me, “You don’t like where my word wall is do you?” We both laughed, as she quickly had gotten to know me and knew that I would give some gentle feedback about the word wall and its placement.  Of course, I shared that I thought the word wall was covering up some valuable “real estate” in the classroom (a 4×4 whiteboard near a small group instructional area) and the teacher agreed, also sharing that she was somewhat stuck with all of the “stuff” in the room and how to arrange it.

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I offered to help, saying that I had some thoughts about how she might maximize space in the room and have some varied areas that would support different types of learners and curriculum. I was happy to stay in the classroom for a while and I told the teacher that I thought it would take about 20 minutes.  She was receptive to my help and suggestions and noted that she didn’t want to take me away from my work, which I said wasn’t too much.  I somewhat secretly stretched the truth here….I was buried in work, however, I do love helping teachers and being connected to their classrooms.  And not to be a martyr, but I’d always stop to help a teacher and do my other work later, after all, my job is to support and provide great conditions for teaching and learning.

We went about the room, me making suggestions and visualizing how the room could be arranged, and then both of us moving furniture and placing it around the room to create instructional and learning areas for students.  Each time we’d move some furniture, I’d check in with the teacher to see what she thought of the placement and if she thought it would be conducive to students learning and her teaching.  There were some suggestions that were duds, but most were good and fortunately, she really liked the ideas I had (she seemed to be honest) and I really loved helping set up the classroom.

My goal has always been to stay connected to teachers and kids as an administrator.  It is easy to get pulled away and become detached from what happens or from what the job really entails.  I was actually flattered that the teacher was willing to have me help and I also really enjoyed thinking about how to maximize the spaces around the classroom for learning.  Don’t get me wrong, this teacher was and is very capable and would have gotten the room sorted out and done a fine job.  

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I was lucky that she was open to my ideas and that she wanted to include me in the work.  After a short time (more like 45 minutes or so) we got her room situated to the point where things were in place and she was able to picture what teaching and learning would happen where.  I left to go back to the office to work for a while and when I checked in later, she was “unstuck” and busy putting things in place and preparing for students.

My take aways from my classroom help that day were as follows:

  • Always stay connected to your teachers and students. They are your network and your teachers carry out the heavy lifting of your school. You can not risk not working side by side with them.

  • Be willing to offer help, even when your plate is full.  A small gesture goes a long way and you’ll find a place later to get your work finished.

  • Not every suggestion is a great one.  I made some suggestions that were not the best for the teacher and we navigated changes.  Be open to feedback and be flexible.

  • Be purposeful in everything you do.  I was careful as to what I recommended because I wanted to help the teacher maximize space for the sake of student learning.

  • Love what you do!  I still love setting up a classroom and being a teacher, even though I am a principal and lead a school.  I’ll never forget the joy of creating a great classroom experience for students.

I am so thankful that my teacher welcomed me into her room, trusted me enough to know what I’d give constructive feedback on, and then let me be part of setting up her classroom.  I know that she was appreciative of the help, but honestly, I was the one who was most appreciative for her helping me stay connected! It’s always this type of work that makes me love my job and realize the importance of what I do each and every day. For that, I am extremely grateful.