Tag Archives: principal

Dearest Principal

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I mentioned in my podcast with Dean Shareski that a favourite part of my job is asking myself, “How do I get to ‘Yes’?” when students come to me with big ideas and challenges that are not easy accommodate in a school. Yesterday I had an easy one, any easy ‘Yes’ when a student came to me wanting us to purchase a silk screen printing kit.

The student came to my office with the pitch just a couple minutes before I was set to have an online meeting. I told her that I had the meeting coming up and asked if she could email me, and one of my teachers, and explain why this was something good for the school, and to provide me with an Amazon link to the kit she wanted to purchase. Knowing the kid, I probably should have expected what I got from her 35 minutes later, but still, I had to chuckle at her email. Here it is in full. If you don’t want to read it all, the funniest ‘justifications’ were #12 and #15. Also noteworthy is #6, her commitment to make it easier for others to use.

Dearest Mr.Truss,

We have gathered here today to discuss the impacts a screen printer would serve this school, If you kindly agree to the purchase.

PROS

Number one. It will elevate the school’s shirt making/crafting personality. As you may know the school already own a Cricut (only cuts one colour) and a sublimation printer (only prints on white polyester shirts). We need to fill an obvious gap. We need a tool that can print multiple colours on a darker coloured shirt. A screen printer would be able to achieve this and not only that but….

Number two. It saves on material/waste used. As you may or may not have noticed but the Cricut requires the user to weed our bits of material that is unwanted in a design, creating lots of little bits of garbage. The sublimation printer uses entire sheets of paper per design. The screen printer however would not add to the amount of waste produced from our shirt making machine collection. 

Number three. I have talked with Mr.Hopkins and he thinks it’s a good idea. He mentioned that he would consider making it a media arts project so other student would be able to learn how the process works. 

Number four. The screen printer is not even a machine tbh. It’s literally just a frame and some ink. So it wouldn’t take up much space in the classroom. 

Number five. Though you might think that the ink will be messy, I assure you that I will personally make sure that anyone using it will have the proper coverage on the surfaces they’re working on. 

Number six. I will create a document with step by step instructions so people can refer to it if they need reminders or instruction on how to work it. 

Number seven. Because the screen printing screens are reusable and because screen printing itself is long lasting. It opens the possibility to mass produce clothing. Similar to the pink shirt day assembly line, we could possibly make clothing or designs for the school. 

Number eight. The Amazon kit that I am proposing provides a light. We could use the light for Media Arts as well. 

Number nine. Your students will be amazed. Incoming students will be impressed with the amount of tools at their disposal. There are many students who are interested in fashion, so they could perhaps use this new system to create their own clothing designs. 

Number ten. It does not require the use of the heat press. Unlike the Cricut and sublimation printer you won’t have to worry about students burning or pinching themselves in a hot press. 

Number eleven. The kit itself is reusable, with the photo emulsion remover you’ll be able to put different design on the screen, so you won’t have to spend more money on more screens. And even if, for whatever reason it does need a new screen, you can probably go to fabricana to get some cheaper screen and purchase it by the yard. 

Number twelve. If you desire I could make u a complimentary shirt. 

Number thirteen. If you’re gonna mass produce shirts for the school, maybe you could create shirts to sell to other people and earn more than the money you invested into this kit. I’m just saying, you’ve got students who are good graphic designers, it may be time to put them to work. 

Number fourteen. Mr. Sarte was talking to me about how beneficial a screen printer could be last year, so he’ll probably be happy if you get it too. 

Number fifteen. As a student I really value my time, but I’m sure you can imagine how much time it has taken me to write this email, thus i think it is important and worth my limited time. I could be working on my UBC personal profile right now…..

Number sixteen. This screen printer will bring you’re students closer together. It is with this screen printer that we will become an even tighter knit community. I mean you could create intramural shirts with this thing. 

CONS

Number one. It doesn’t come with yellow ink, so could we please get some so we’ll have all the primary colours and can mix different colours from there?

Thank you for considering this purchase. I’d be deeply grateful if you gifted the school with a screen printer. 

Here is a link to the Amazon kit that has all the tools we would need. [Link to item]

Here is a link to some yellow ink. [Link to item]

Much appreciation,
[Student full name]

All that for a $180 purchase of an item the whole school can use. Here was my response:

Thank you for using your valuable time for this proposal [Student name]!

My concern isn’t the cost of the purchase, but rather the quality.
I’ve asked a few teachers if this will do, or if we should spend a bit more on a kit that is more durable/better quality… You too can make suggestions (if you have time).

Thanks,
Dave

If I didn’t have a meeting that I had to attend just a couple minutes after this student came to my office, this would probably just have been a short conversation and an easy ‘Yes’. As much as the bad timing created a lot more ‘work’ for the student, I’m glad that it happened this way. I think it’s a valuable process for a student to through, and if I’m honest, reading her email was the highlight of my day.

Scope and sequence

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As a principal of two very different schools, I juggle a lot of timelines and deadlines that are different for each school. My ‘regular’ school isn’t so regular, being very small and having year-long courses unlike the rest of the district high schools that have 2 semesters. My online school has thousands of part-time students, and 3 different funding periods compared to just one for all the other schools in the district. For that school, I have over 30 teachers in the 8 other high schools that have to meet different funding criteria for me compared to what they have to do for courses they teach in the high school… Everywhere I turn, I have timelines, expectations, and differentiated learning opportunities that are not the same in other schools.

As I approach retirement in the next few years, I realize that my position would be somewhat overwhelming to come into. This is true mostly around understanding the timing of everything needed to be done. The reality is that there are many people I know that could step into my job and do great things… but they would also feel like the first year was only about managing all the pieces and not about actually leading.

So, I’m starting the year with a focus on scope and sequence. It’s time for me to track all the timelines that for me are on autopilot, and I just get done. I’m going to lay out a year long plan for items and procedures that I normally just do, with a specific focus on the things that are not part of the usual processes that happen in other schools.

I enjoy the environments I’ve worked in with these two schools. There is a lot of opportunity for out-of-the-box thinking. With that comes some diverse needs and skills that really fit outside of ‘normal’. A detailed scope and sequence will help make the transition into this role much smoother than it would be without one.

The Finger

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At almost any other school this would have been an immediate suspension. But this was an alternate school, and attendance for this high needs kid was more important than a consequence that kept him out of school. He had already been sent home the day before and it was the morning of the next school day. I had the kid in my office with his foster mom. We discussed what was done, the seriousness of it, and laid out future consequences if it were to happen again.

This kid sat silently staring at me the whole time. In the year and a half or so that I’d been principal of the school I think he’d never kept eye contact with me for more than a second, but now his stare was unwavering. His foster mom, whom he had a very good connection with, spoke on his behalf while he sat staring at me, no emotion expressed on his face.

This was a first offence and I didn’t believe it would happen again so I looked at him and said, “All you need to do now is tell me that you won’t do this again and you can head to class.” He sat and stared. In these situations I allow a lot of silent pause time. I don’t get uncomfortable with silence nearly as quickly as others, so I waited. It only took four to five seconds then he moved.

He slowly took his hands out of his pockets, staring at me the whole time. Then looking me right in the eyes he said, “Every time I see your face, my fingers get a boner.” And his hands made fists resting on his legs, with both his middle fingers stick up in the air at me.

His foster mom breathed out a sigh, and said under her breath, “Oh Jesus,” as she turned her head to look out the window. I bit my cheek. I wanted to burst out laughing but that would have been the wrong kind of encouragement for this kid. I bit harder, forcing myself not to laugh, trying to show as little affect as this kid was showing me. He slowly lowered his finger boners and tucked his hands back into his pockets.

Silence.

“All you need to do is tell me that you won’t do this again and you can head to class.”

Silence.

He stared. I waited. The wait time didn’t seem to bother either of us, but his poor step mom looked tortured. It had to be about a 10-12 second pause. An eternity of silence in the moment. Then he spoke up.

“I won’t do it again… can I go now?”

“Yes.”

The only further consequence was that I didn’t get any eye contact from him the rest of the year. At first I would walk in the room and see him turn away, and I wouldn’t address him at all, I gave him space. Later I’d greet him with a ‘good morning’ just as I would any other student, and he’d turn away and ignore me. It took until June before he’d even acknowledge that I was in the room.

He graduated that year without any other incidences.

The Reality of the Job

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I just did a meditation that led to a short nap, and now I’m reflecting on my day ‘off’.

There are some jobs that you never have to take home with you. A Starbucks barista doesn’t have to think about their job when they aren’t working. Even when I was a Starbucks manager, there were many days when my shift was over and I didn’t think much about work until I returned for my next shift… although there were times I ended up working much more than an 8 hour day. However, I didn’t enjoy being a Starbucks manager nearly as much as being a teacher or principal of a school… but those are two very different jobs than the ones at Starbucks. The reality of being in education is that you take the job home with you.

I’ve been sick and away from work most of this week. And for a lot of it, I was truly off. A low-grade but persistent headache, flu symptoms and unpleasant coughing kept me from work, both physically and mentally. But it’s hiring time for next year and a couple positions I posted closed last night. And so today I spent most of the day coughing my way through interviews, catching up  on emails, and making some phone calls. I worked a 6+ hour day, despite it being a sick day. That’s the nature of work sometimes. I’m not complaining. I really rested yesterday and feel a lot better (though I sound a lot worse) today. It would have been nice to take today fully off too, but the reality is that some jobs just aren’t like that… and I chose a job that’s just not like that.

It’s pretty awesome being in a job with so many caring and thoughtful people that are dedicated to their jobs. It inspires me and makes days like this, days where I’m off, but not really off, to appreciate the dedication of others who do the same, don’t complain, and do a fantastic job. Whenever I hear someone complain about teachers having it easy, and having summers off, or any talk like that, it usually comes from one of two places: Either it’s from someone who doesn’t take their work home with them, or it’s from someone who does, but also benefits financially from doing so (working towards commission, a bonus, or getting paid overtime). Meanwhile teachers and principals work many extra unpaid hours and even when not well, despite having hundreds of sick days accumulated… And they put time in on weekends marking, and stay after school to prepare lessons, coach, and run events well into the evenings.

It’s the reality of the job, and it’s done for the love of serving others… Even when we aren’t at 100%.

The good news is that my headache has subsided, and I’m on the mend. I’m going to spend my weekend catching up on some shows I’ve neglected and getting a bit more sleep. I need to give myself the time I need to fully recover, to ensure that I stay healthy for the crazy month ahead.

 

Remembering No Office Day

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I forgot all about this until a Facebook Memory came up a few days ago.

“My ‘No Office Day’ Post , (December 11th, 2010) was inspired by a busy schedule whereby I promised my staff I’d see more of them and then promptly got stuck in an almost all-day meeting. The following day, I didn’t bring my laptop to school and spent the entire day in classrooms. I chronicled my day by taking some photos on my phone and uploading them to twitter with the hashtag #noofficeday.”

That quote was taken from my ‘International No Office Day’ post, at the end of August 2011. I feel like I wrote these blog posts a full lifetime ago. It’s kind of neat that this one No Office Day that I had in Dalian, China became an international event. It was fun to read blog posts, news clips, and even watch YouTube videos about other principals spending the full day in classrooms and not their office.

I just dug this up with a Google search. Beyond the Open-Door Policy, and I chuckle at the reporting which stated I had only done ‘scheduled walkthroughs’ for nearly a month. I tried to visit every classroom every day, and said that visit could be a simple walkthrough, but I didn’t have a formal schedule. I also remember this day getting a bit of criticism too, but I don’t remember the specifics.

Still the experience I shared was a wonderful event, and I love looking back at the pictures I took in classrooms. The fact that it became an event and was shared by many others makes me smile. I think some day early next year I might hold another one of these days. I might only do a morning because my one school is so small, I can hit all 4 grades in 4 blocks… and my online school doesn’t have classes I can join.

It will be fun to revive this day and spend a bit more time in classes with kids.

Grad speech

For our small school we invite the entire community to watch our grad. So since our first grad in 2016, I’ve written a completely different grad speech each year. I have a former student who has seen at least the last 5, and he is very honest about what he thinks of them… and I value his feedback.

This year I’m struggling with the topic. I usually have the frame of the speech completed by now, if not the whole thing written. I’m still deciding on my theme. So, tonight I write, tomorrow I rehearse, and Wednesday I am on stage sharing it. I don’t mind a tight timeline, but I do wish I was a little further along right now.

In the end, it’s not about me, it’s about the grads… I just want to share something not too long, and respectful to our grads and our community. And maybe, if I’m lucky, get a small chuckle or two. Wish me luck!

Nobody told me

Nobody told me that there would be days where all I do is go to meetings and deal with emergent issues. Or how important it would be to deal with these emergent issues immediately. Nobody told me that my priorities would be whatever other’s priorities are, and that my priorities would take a back seat on my to-do-list truck of things that need to get done.

But that is the job. It’s about getting everyone on the same truck, going the same direction, while emergent issues come at you from any and every direction. The biggest challenge: making sure you have enough gas in the tank… both metaphorically and literally.

Nobody told me there would be days like these. Strange days indeed!

‘A’ Game

I had a conversation with a colleague in another district yesterday. I was thanking him for suggesting a great book I’m listening to. We talked about the unique nature of our jobs and he said something that hit a chord with me. He said that while he likes his job as an online school principal, and how unique the challenges are, he’s tired of feeling like there are too many things that come at him at once to give his ‘A’ game all the time. He mentioned that it feels like the best he can do is a ‘C’ or a ‘C+’.

He said, “But that’s not how I like to operate. When I was a teacher I had a lot of control about what my day looked like. Sure, I couldn’t bring my ‘A’ game to every single thing I did, but most of my day was determined by me, and I could regularly bring my ‘A’ game. I can’t do that in this job even though I want to.”

I totally get it. It’s like this job is a juggling act and every time you think you can put on a good show, someone adds one more ball to the balls you are juggling. You looked and felt confident juggling 4 balls, and suddenly you are fumbling with a 5th. Just as you feel good about the 5th ball, a 6th is thrown in. You spend more time picking up the balls than you do juggling. A juggler isn’t showing you their ‘A’ game when they are picking balls up off the floor.

My colleague and I both agreed that we like our jobs, and we want to stay where we are, but lamented about our ability to have control over our days… to decide at the start of the day how many balls we were going to juggle that day. I think that’s something every principal feels and understands. We like our jobs, we just wish we could bring our ‘A’ game to it a little more often.

Holiday message

After sharing our Superintendent’s holiday message attachment, and the link to find the latest district pandemic response, this was my holiday message from the principal that I sent out yesterday:

—

Beyond our control:

It’s was a bit hard today to hear that new restrictions are being implemented or re-implemented to deal with the Omicron variant, and that we still seem to be in pandemic rather then endemic times. In the Fall of 2020 I ruled out any recovery for 2021 and started saying, “Things will start to get better in January 2022.” Even in July of this year, as we were dealing with the Delta Variant, I wrote in my daily blog that I was still optimistic. I thought my timeline left room for error, but I was wrong. Still, while things may not be better in January, I hold a lot of optimism about what 2022 holds in store for us. I hope you do too. 

Within our control:

We all need to do our part. The holiday season is a time when families get together, and students connect with friends. We all need to do this with caution and follow the requested guidelines. When we think about the good of the greater community, we all benefit. “Be safe, be smart,” is my new mantra I share with my daughters, and I share it with you now too. Let’s all do our part.

Story time:

I wear two hats as Principal, one for Inquiry Hub and one for Coquitlam Open Learning (COL). My responsibilities for COL dominated my attention for the past couple weeks. While I was running around trying to do too many things at once, one of my teachers reminded me to ‘be present’ when I was trying to do two other things while also carrying on a conversation with the teacher. This was a good reminder for me.

I have a mentor who I was talking to, many years ago, about trying to juggle everything I was dealing with. The metaphor I used was that I keep adding things to the back of my truck, and things were starting to fall off. My mentor said, “Stuff, not people.”

“Pardon?” I asked.

He responded, “Stuff, not people. When things get really busy, and you can’t do everything, things will ‘fall off the back of your truck’. When that happens, make sure that it’s stuff, and not people.”

My teacher reminded me of this. I was trying to do many things, and in my effort, I was not attentive to the person, while I was being attentive to the ‘stuff’ I was dealing with.

At this time when we don’t have a lot of control over imposed restrictions, and doing what’s best for our community, we do have control over our own attention. Students and parents alike, when you are having a conversation, put your devices away. Have technology free meals. Play a board game instead of watching TV. Be present with each other… that’s the best gift you can give each other.

Happy holidays to you all… Be safe, be smart,

Dave

The Big Shebang

Part 1

I had a really funny exchange in the office with three Grade 10 students. They were talking to my secretaries when I came in and they told me how good their presentation was in their last class. The Grade 10’s are in scrum teams researching books like: Good to Great, Dare to Lead, Atomic Habits, and The Practice, and creating presentations that summarize the book and run students they are presenting to through an activity to learn a concept or two from the book.

One of the girls was sharing some strategies they used to keep students engaged, and another one said, “It was so good, we were awesome. I wish you were there to see it… Actually, no, I’m glad you weren’t because we were already nervous enough.” To this I responded, “You see me in your class all the time and I stay and watch presentations whenever I can. Have I ever been scary? Why would me watching make you nervous?”

She responded, “Well… because… you’re the Big Shebang!”

I laughed and told my secretaries that I needed a new name plate for my office.

Part 2

One of the other projects that Grade 10’s are working on is to make improvements at the school. Four of the groups have decided to do murals and part of the process created by the teacher is “Mr. Truss’ approval”. This has been great and has given me the opportunity to share some feedback. Often, I’m very aware that my suggestions can come off as instructions, and I have to be careful not to derail their plans or vision by making an off-the-cuff suggestion that they think they now need to meet to get approval. While on the other hand, some suggestions just make sense and should be done.

An example of the latter is a mural with 3 panels, and in the middle panel a small item (a blueprint) was coloured a different colour than everything else in the mural. I suggested they use one of the colours of the image the blueprint was about, visible on both the other panels. This simple change took attention away from this small item, and created continuity for the piece. That suggestion was given as, “Try changing the blueprint colour to one of the colours of the item it’s a blueprint of, and see if that ties the 3 drawings together.” And they came back agreeing that it did.

I was far less pushy with another suggestion about an identical grass silhouette at the base of each hill they are drawing, to suggest that these panels are of the same hill rather than 3 different ones. While I like this idea, I didn’t push it the same way, because it was a suggestion that they could take or leave. It would tie things together, but it’s not as compositionally important, compared to an out-of-place, uniquely coloured item pulling attention to it unnecessarily, like the blueprint.

What I’ve really enjoyed is that “Mr. Truss’ approval’ is a big thing. It’s an affirmation that their work meets a standard of expectation. What I’m keenly aware of is that as the approval giver, I can overshadow or derail the vision of the students if I’m not aware of how my feedback can be taken.

Part 3

Inquiry Hub is a very unique school. As principal I get to see students visit my office with ideas, suggestions, and permission requests all the time. While I’ve dealt with minor discipline issues, they tend to be so minor that they don’t even make it into my office. So, I don’t hold the presence of a scary principal. Furthermore, I’m invited into classes all the time to see presentations (I wish I had more time to actually go sometimes). Yet, there are still times when students get nervous that I’m watching. There is the Big Shebang effect. To me it’s humourous, but I need to remember that to some students, it’s a big deal.