Before we get started, I have two quick announcements

1.     I’ve been hearing a strong interest in how to support beginning teachers. I went into some key practices last year in episodes 214 and 215, so if you are in the mode to think about how to support your BTs (and ECTs), give a listen to episodes 214 and 215

2.     The July 22 episode of The Assistant Principal Podcast we feature a panel discussion with myself and five assistant principals. Some are national/state AP of the Year awardees and others are just wrapping up their first year as assist principals. The focus of our discussion is being a first year AP! We would love to hear from you. If you have questions, topics, advice, or stories, please consider sharing. Please email them to me at [email protected]. I would love to be able to name contributors but will only do so if you explicitly give permission for us to include your name and affiliation. We are recording on July 15, so don’t wait.

Okay, now onto the episode…

Show Notes, Episode 97: Every building, every class, every day!

About this show:
Unless you are a first-time listener, you have heard me talk about the flywheel – the core set of
instructional practices that drive continual teacher growth. But what does this flywheel look like
in practice, in a real school? We explore the answer today with a special principal who has a
reputation for supporting and growing teachers.

Notable Quotes

Eleanor:
We're putting systems here in place at Fairview that will long outlast individuals, and I
think some of the problem is that we rely on certain people and we're trying to create a
system so that it doesn't matter who the principal is, it doesn't matter who the assistant
principal is, because the systems will be in place. So, when that leadership changes and
our teachers change, that system is still going to work and that's our goal.
The goal is to get through every building, every class, every day.
I do feel like the game changer is that accountability piece, and that intentional planning,
and really breaking down those standards so they know exactly what they're teaching.
There's no questions. And then the coaches do a great job not only planning with them
but pushing into their classrooms. So, they're in their classrooms seeing how it works. It
could be a Co teaching lesson, it could be you know, just a concern with that group of
kids. And so, they have really fostered such positive relationships because it's non
evaluative. They're their support and so they're coming in to support.
It's not a one-person show.
Sometimes I think that we get so caught up in having to do all this work that we forget to
take a deep breath and take that time to enjoy the adults around you and the kids around
you.

Frederick:
Faculty meetings, I think, are one of those things that exist almost universally that we
think they're important, but they're really not because there are so many other ways that
we can get that information out to people.

Improving life and leadership of assistant principals

https://www.frederickbuskey.com/appodcast.html 2
You're building the systems and supports and I think one of the pieces that I want
listeners to really take away, is that you have to protect that time, but you can protect
that time. But it is a conscious choice, right. You are thinking you know the interruptions
will occur if you don't do something. So, you look at your resources and build the
systems in place so that that time is protected.
I think we sometimes underappreciate how complex the observation process is and the
different ways that we can do it in order to achieve different ends and support people in
different ways.

Frederick’s Links:
Email: [email protected]
Website: https://www.frederickbuskey.com/
LinkedIn: http://www.linkedin.com/in/strategicleadershipconsulting
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