Skip to main content

Tales of a Rookie Principal, Lesson 4: Be the Loudest, Craziest Person in the Room

If you have known me for any amount of time you know that I am an introspective introvert who tries very hard in the school setting to be a school spirited extrovert. I became very intentional in this shift a little under a year ago while I was traveling with our volleyball team to the regional tournament in Abilene. Like the parents that were there, I was sad that we didn't have a student cheering section along with us to power our ladies to victory and knew that we needed to do something about it.

So what is a lone associate principal to do? Lead the cheering of course! Not having been a former cheerleader myself, my efforts consisted mostly of yelling chants that I know. I yelled so loud and so often over the course of two days that I lost my voice by the end of the weekend. The best part was, the volleyball moms joined me in the chants and we helped power our girls to a near-victory in the regional final. It was a fun, but new experience for me to be the loudest and craziest person in those stands. I'm told I even made the end-of-season slide show for the volleyball banquet (I've never seen the pics... need to work on that).

For someone who likes to work behind the scenes by nature, that is a big shift for me, and one that I am working especially hard to embrace in my new role as a principal of a small high school. I didn't even blink when my assistant principal took these pictures at our recent Back to School Bash of me doing the Macarena and dancing to YMCA.


Spoiler alert: Next week, when our learners arrive, I look forward to continuing to be the loudest, craziest person at the school.

Comments

  1. So awesome! It's hard being an extroverted introvert, but so worth it. 😀

    ReplyDelete

Post a Comment

Popular posts from this blog

The Secret to Leading a School: Stay in Love

I had a moment this past week where I was walking around campus and things were just clicking. I was so in love with what I saw, that I went back to my post in the media center (where I prefer to spend my time instead of the office) and grabbed my cell phone so that I could take some pictures. The reason I felt so in love at that particular moment was that we were able to turn a schedule design challenge into something that would directly benefit our learners; and I was seeing the benefits to our learners in action! Our design issues was around the movement of our campus to a modified block bell schedule AND still trying to make time for our cross-grade level advisories that we call Networking. The result of that was the development of flexible days where learners sing up to go to particular classes as needed (or as required). 
What I saw on my walk of the building was the idealization of our goal to provide flexible scheduling to meet needs. There were learners who were having one on…

Leading by Doing: Why I am Using PBL to Design Professional Development

When I was first introduced to Project Based Learning it was as an offshoot to a much larger training that was provided to teachers in my (previous) district. I was in a group of classroom teachers who sought out the challenge of being a 1-to-1 iPad classroom in a school system that had previously not had this level of technology integration. The training was offered in such a way that the primary mechanism for teacher behavior change was through sparking interest and curiosity among educators. The goal being that we would feel comfortable stepping out on a limb and taking risks if we saw that there were other ways of doing things. The introduction went like a lot of professional development in a lot of places: As you can imagine there were a lot of people who were excited to try out Project Based Learning (PBL) and I was definitely one of them. Not long before leaving the classroom, I even launched my own nascent project that I fully regret not staying in the classroom a little longer…

Part 2: Leading by Doing: Why I am Using PBL to Design Professional Development

Identifying the Learning Objective
Recently, I shared the reasons why I am using Project Based Learning as a design model for our professional learning as a campus. This week, I would like to describe the early steps of that process.
I was hired in early July to be the principal of New Tech High @ Coppell. Any time you enter a new system (I was hired from outside the district) and especially a new campus, it can take some time to review the data, make observations, and develop a plan. The goal is to make sure that the plan that is created is not just driven by the traditions of the school or by the proclivities of the new leader, but by the current and future needs of the campus.
The first step in designing a lesson, project, etc. is understanding what standards, objectives, or essential questions that need to be obtained. When designing professional learning, the process begins just the same, the only difference is the question must be answered for adult learners. As a project based cam…

Currently Reading