The Empowered Principal® Podcast Angela Kelly | Overcoming Insufficiency

Do you ever feel like you’re just not enough? Does it seem like no matter how hard you try, you can’t seem to measure up to your own expectations or the demands of your role? If so, you’re not alone. 

The fear of insufficiency is a universal emotion that plagues everyone from leaders to students. The good news is that while our brains love to seek evidence for all the ways we’re insufficient in both school leadership and our lives outside of work, we get to redirect and reframe our thoughts, and I show you how in this episode. 

Join me this week to learn what it means to feel insufficient and how we can overcome this debilitating fear. You’ll hear why our brains want us to fear insufficiency, the difference between actual insufficiency versus perceived insufficiency, and a new perspective that will help you harness self-love and self-acceptance the next time insufficiency rears its ugly head. 

 

If you enjoy the podcast, I invite you to join The Empowered Principal® Collaborative. It’s my latest offer for aspiring and current school leaders who want to create exceptional impact and enjoy the school leadership experience. Join us today to become a member of the only certified life and leadership coaching program for school leaders in the country by clicking here.

 

What You’ll Learn From this Episode:

  • The difference between feeling insufficient and fearing insufficiency.
  • How to identify the specific areas where you feel insufficient as a leader.
  • Why your brain wants you to believe you’re insufficient.
  • The two types of insufficiency and how to reframe each one.
  • How to motivate yourself with empowering thoughts instead of self-deprecation.

 

Listen to the Full Episode:

 

Featured on the Show:

Full Episode Transcript:

Hello empowered principals. Welcome to episode 352. 

Welcome to The Empowered Principal® Podcast, a not so typical educational resource that will teach you how to gain control of your career and get emotionally fit to lead your school and your life with joy by refining your most powerful tool, your mind. Here’s your host certified life coach Angela Kelly Robeck. 

Well, hello, my Empowered Principals. Happy Tuesday. Welcome to the podcast. So happy to be here with you today.

I have hopefully a very empowering episode for you because I think it is a universal emotion that people feel at some point, whether you are a school leader, a teacher, a student, a parent, any job in the world, any position in the world. And that is the emotion of insufficiency. So I want to talk about today how to overcome the fear of insufficiency. There is a difference between feeling insufficient and the fear of being insufficient.

So let us first talk about what insufficiency means, the definition of insufficient. When we think about the definition of insufficient, the word means not sufficient, not enough, inadequate. When we think about the word inadequate, it feels like it is a personal flaw. When we think that we are insufficient or not enough, we are inadequate, we feel flawed, and we think it is a personal character defect in something that we either should be able to control or that we inherently do not have control over.

So what is interesting about insufficiency is that we think that we are insufficient and we should control that insufficiency, or we think it is just something within us that we are not capable of changing, okay? It feels like it is very all or none. I should be doing it, but I am not, or I am trying to control it, but I cannot. It is just who I am.

So let us talk about this. When you think about feeling inadequate or feeling insufficient, the reason you are feeling that way is because of the way you are thinking about yourself, the identity that you currently have about yourself in whatever capacity you feel insufficient.

So for example, if you are a school leader and your thought is, I am feeling insufficient, I am feeling inadequate, I am not doing enough. Do you see how it goes into the thoughts about yourself? There is something about you as a leader in the identity of a school leader that you feel that you are not meeting the standard. You are not being sufficient.

You are not doing enough. You do not know enough. You are not capable enough. You are not skilled enough, knowledgeable enough, influential enough, empowered enough, there is something about insufficiency that feels very personal.

So I walked a client through this and I am going to walk you through this because if there is anything, any aspect of school leadership or furthermore, any aspect of your life where you are feeling inadequate, insufficient in your relationship as a parent, as a daughter, a son, a brother, a sister, anything, a friend. If you are feeling insufficient or inadequate in some way, I want to walk you through this.

So what I want you to do is I want you to think about what specific area do you feel insufficient in? And even within school leadership, I will use that of course, because that is what this podcast is about. If you are feeling insufficient in some way as a school leader, can you identify and nail it down? What actually are you feeling insufficient in?

Is it time management, planning? Is it having work-life balance?

Is it your relationships at work? Is it your leadership skill set? Is it communication? Is it mastering your calendar and honoring it and being able to be in control of your schedule and your calendar?

Is it energetics, like do you feel like your energy is depleted all the time and you are just insufficient, like you are just tired all the time or you cannot seem to keep up or go fast enough? What specific area? Is it emotional regulation? Do you feel like you cannot manage your emotions and you want to be more mature as a leader in terms of not reacting to your emotions but intentionally responding as the version of you that you want to be?

Think about the area where you feel insufficient. Be specific with yourself and then notice when you are thinking about that part of you that is insufficient, it is going to show up somewhere in your body, somewhere in your stomach or maybe your chest, maybe your heart races, maybe you feel a tightness in your chest, maybe you feel tightness in your neck or your jaw or your shoulders kind of come up and clench in, maybe you feel an overall tightness. Maybe your mind goes kind of cloudy, notice how your body reacts when you are believing the thoughts that you are insufficient in some way. And then look, I know what is going to happen.

Your brain is going to say, but it is true. Here is all the evidence I have been collecting to prove myself true. You are insufficient here and here and hereYou messed this up. You forgot that email. You were late to this meeting. You went home late three times last week.

You cannot manage your time. See, I told you so. Your brain is going to be very convincing because it wants you to believe you are insufficient. Why do we do this to ourselves? Why does your brain want you to be insufficient? Because you think that if you are insufficient and you are telling yourself that, then you are going to continue to seek the solution to become sufficient.

So I want you to think about what are the triggers, what thoughts trigger you into believing you are insufficient in some capacity. Usually it is along the lines of I am not doing enough, there is too much to do and not enough time, it is overall not working, like whatever I am doing, whatever approach I am taking, it is not working. It is not working fast enough, it is not working big enough, I am not enough to get to all of the things, the people are not happy enough, my teachers are stressed, they are not happy enough, there must be something I am doing wrong. I want you to redirect your thoughts and reframe them. There are two kinds of insufficiency. You are either new at something and you are learning the skill set, or you actually are skilled at it, but you are telling yourself you are not.

So you are either brand new and you are like, I have some skills I have to learn. I am a brand new first-year leader. Or this is my first year at this school. I have some things to learn about this school and these people and this community. There is an insufficiency that is unknown. You are like, I am new, I need this skill, or I need to hone this about myself, or I am working on my emotional regulation.

I know that I tend to get angry quickly. I am working on learning a skill.

But you do not make it mean that there is something wrong with you for not having yet learned that skill. You just simply have not learned it yet. So there is being new and being technically insufficient because you are learning a new skill, but you are not framing it as insufficient. You are like, of course I do not know, I am new.

This is new for me. I have never done this experience before.

You can be a 20 year veteran and have a situation at school come up that you have never had to deal with before and it feels new. And you might feel insufficient at the knowledge or the skill or the understanding of how to approach that new thing. But it does not mean you are incompetent or insufficient as a school leader. It just means you are learning something new today.

And then there is what most of us are doing. We are not looking at our strengths and our talent and the skills we do have and the experience we have gained and our past practice and knowledge and wisdom. We are not looking at all of that and giving it any credit. We are only focusing on what is not done, what we did not do well, the people who are not happy versus the people who are, we are just looking at all the nots versus the what is, the things that are working, what is going well, the skillsets I do have, the talents I do have. We want to redirect back to okay. When I am feeling insufficient and I am feeling all this tightness in my body, the truth is I am either learning a new skill and I am new at something but I am learning it and that is okay because of course I am new at lots of things all of the time.

That is the goal, to be continuous, lifelong learners, to expand ourselves and continually develop ourselves personally and professionally. Of course, I am learning something new and that is good. That is a good thing. I am proud of that. I am proud that I am actively learning new things.

You are either in that camp or you forgot that you have tons of amazing skills that you can apply to this new situation or you can apply to your thoughts and your mental management and your emotional management so that you can lead yourself, self-leadership through this new situation based on what is working. The people who are happy, the things you did get done today, the things that are going right, the amount of students who are proficient, the amount of kids who are in attendance, the amount of teachers who love working at this school.

We want to redirect our brain because it just wants to give us all this BS, basically. I do not know why it does that. Maybe because it wants to keep us on alert, but the truth is that you are safe. You are sufficient. You are adequate.

You are more than adequate. You got hired for the job. If you were not adequate, you would not be in the job. So the fact that you are in the position means you are adequate. You are doing it. You are sufficient.

So what about the thoughts around when I think that I am insufficient, I feel compelled to do better and do more. I expect more of myself. I see so many more things that can be improved. It motivates me. How does it feel in your body? I am insufficient.

The thought, the belief, I am insufficient. How is that motivating? That is demotivating. I am learning. I am growing, I am expanding, I am widening my skill set. Those are empowering thoughts.

Those are motivating thoughts. This is working. What else is working? Can you imagine if we were able to get this done? Oh my goodness, would not that feel so good? Good thoughts feel good.

Empowering thoughts feel empowering. Insufficiency falls flat. It does not feel good. So do not motivate yourself with a demotivating thought. It is like whipping yourself into like, oh, I am so fat, I better go work out. Oh, that feels good.

Or I am so lazy, I should get up and be more productive. What identity is that? That it is a self-scathing identity. You are self-deprecating, you are self-loathing. It does not feel good, that is not motivating.

We would not ever say that to another human.

We would not say that to a teacher, you are so lazy. Pick it up, pick up the pace, or to a student. You are so this, you are so that, you are so incompetent, you are so insufficient. When are you going to get it together and learn your ABCs? Right, we would never speak to others, to students, to staff, to our loved ones in the way that we speak to ourself.

So this is actually an act of self-love and self-acceptance to remind yourself how adequate you are. Not only that, you are amazing, you are empowered, you are brilliant. You have talents and genius within you. You are wise. So when the feelings of insufficiency come up, remind yourself, I am in one of two camps. I am either brand new, learning something new, and that is a good thing, or I just forgot that I am not new, and I know what I am doing, and I forgot to focus on what is working and all the accomplishments I have made.

You cannot be insufficient if you are learning something new and trying and going for it, or if you are looking for the ways in which you do have the skillset. You cannot land in insufficiency when you are either excited to learn something new or applying your current wisdom, the knowledge you already have, and applying it to a new situation. Those are your options. So let us eliminate insufficient the best we can from our vocabulary, from our emotional state. And anytime it comes up for you, remind yourself, I am either learning something new or I forgot that I already know what I am doing. I hope this landed for you. Have an amazing week.

You guys are doing so well. I am so proud of you. I am cheering you on. I hope you are coming to EPC. The next time the doors open in November, we look forward to having you get on in here. There is no insufficiency up in here.

All right, my friends, have a great week. I will talk to you next week. Take good care of yourselves, bye. 

Thanks for listening to this episode of The Empowered Principal® Podcast. If you enjoyed this episode and want to learn more, please visit angelakellycoaching.com where you can sign up for weekly updates and learn more about the tools that will help you become an emotionally fit school leader.

 

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The Empowered Principal® Podcast Angela Kelly | How Taking on a New Challenge Will Transform Your Leadership with Wendy Cohen

How can taking on new challenges and celebrating your wins in your personal life boost your professional development as a school leader? In this episode, I talk with my long-time client Wendy Cohen, an assistant principal in New York City, about her journey of becoming a runner and how it accelerated her growth as a school leader. 

Wendy overcame her initial resistance to running and embraced the challenge as an opportunity for personal growth. Coaching has taught her many lessons that have helped her navigate the ups and downs of training for a 25K trail race. But the biggest one is the power of celebrating small wins, reframing challenges as opportunities, and the importance of focusing on one area of growth at a time. 

Tune in this week to discover the difference it makes when you can celebrate every little win as a school leader. Wendy shares valuable insights on time management, maintaining a growth mindset, and how the skills she developed through running have translated to her role as a school leader.

 

If you enjoy the podcast, I invite you to join The Empowered Principal® Collaborative. It’s my latest offer for aspiring and current school leaders who want to create exceptional impact and enjoy the school leadership experience. Join us today to become a member of the only certified life and leadership coaching program for school leaders in the country by clicking here.

 

What You’ll Learn From this Episode:

  • How to embrace the discomfort of being a beginner and use it as an opportunity for growth.
  • Why celebrating small wins is crucial for staying motivated and recognizing progress.
  • The importance of focusing on one area of growth at a time to avoid overwhelm and create lasting change.
  • How to apply lessons learned from personal challenges to your professional life as a school leader.
  • Strategies for effective time management when taking on a new challenge or goal.
  • The power of reframing challenges as opportunities and maintaining a growth mindset.
  • Why reflecting on your journey and acknowledging how far you’ve come is essential for continued growth and success.

 

Listen to the Full Episode:

 

Featured on the Show:

Full Episode Transcript:

Hello empowered principals. Welcome to episode 351. 

Welcome to The Empowered Principal® Podcast, a not so typical educational resource that will teach you how to gain control of your career and get emotionally fit to lead your school and your life with joy by refining your most powerful tool, your mind. Here’s your host certified life coach Angela Kelly Robeck. 

Angela: Hello, my empowered leaders. Happy Tuesday. Welcome to the podcast. I have a very special and dear guest on the podcast today. Her name is Wendy Cohen. She is an AP in New York City, which I think is amazing. She has been working with me for how long, Wendy? 

Wendy: Since spring of 2020. 

Angela: Yes, we have been on a journey together, and we’re so excited to have this conversation with you all today. Wendy has had some amazing gains, amazing wins, and we’re just here to talk about it and share with you guys the power of coaching, the beauty of coaching. Really, what I invited her on the podcast, in my heart, the intention of this podcast is to celebrate her success. She has so many things to share with you today, and we’re going to dive right in and talk about it. 

But really, my intention is to celebrate her life, celebrate her professional life, her personal life, and to invite you in, all of you as the listeners, into celebrating because this can also be your experience and her experience is just one of many empowered principal experiences. But hers has been so delightful and such a joy to witness that I wanted her to share her story with you in her own way, in her own words. So welcome to the podcast, Wendy. 

Wendy: Thank you. thank you for saying that. It is felt and deeply appreciated. Yeah, I think it’s really just a continuation or a summary of our last three coaching sessions that we’ve had toward the end of June and into July and integrating a lot of things that we’ve coached on over four years, but in particular, in the last six weeks or so. 

Sort of this theme of facing new challenges and feeling like you’re a novice and you’re brand new at something and growing through it and how your identity shifts through that process. Then as you move through, feeling proud about your progress. And, like you said, taking the time to celebrate and reflect and feel like we don’t do that enough as school leaders or in general. So it’s welcome as an opportunity to take a little bit of time to look back on the journey and feel like, wow, look how far we’ve come. 

Angela: Yes, it really is. I am actually working on that myself and going deeper in planning with intention my life in all of the aspects in business, in professional, personal relationships, health, just anything. I’m really shifting from this idea of like having a goal to creating a plan because a goal, to me, is like a to-do list. It’s like you hit it or you didn’t, you check it off or you don’t. It feels like it’s an experience that you have for a moment when it’s a goal, right? 

We’re going to talk about this because Wendy did something new in her life this year that it was a goal, but it really turned into a journey and into it’s an evolution. It was more of a plan and an identity shift. But a goal is I’m going to run this race. Then you check it off. I ran the race. I crossed the finish line. I started, I finished, I crossed it off. That’s a goal. That’s exciting for that moment that you crossed the line or maybe that day. You bask in the glory and then it’s gone. 

But the journey and the intention and the identity shift and the plan of becoming a runner who runs races, that’s a different approach to your life planning. So can you tell them about your experience? 

This has just been such a fun thing to talk with you because I am a former runner. I used to run long distance, short distance. I was really into racing, but I did not start running until I moved to California. So I did not start running until my mid-twenties, but it became such an integral part of my life until my body decided that running was maybe something I wasn’t going to do on the daily. But tell the listeners your experience, Wendy, of becoming a new runner, being a runner.

Wendy: The connection with coaching on the school leadership side and coaching in the personal side really came through in this running journey because there are so many lessons that I learned through coaching as a new leader that I applied to the running journey. Now having checked off my goal, but also gone through this whole transformation through the training months that I’m now bringing back to school leadership as well. It’s sort of feeding this cycle of building a new sense of self and this new identity and new confidence as a result.

But going back to the beginning of the running journey, I have so many friends and family members who run. They love it. It’s their life. My husband is a runner, and I’m someone who never even ran the mile in high school when we had to do the fitness test every year. I faked it. I walked, and I never got it.

Angela: I got sick. 

Wendy: Oh no.

Angela: It really made me sick. I ran, and it made me, they made us run like our senior year a mile. I was like I can’t do that. I physically got sick. 

Wendy: I never got it. It was just not something that I was interested in. Or when New Year’s resolutions come around, everyone’s like, this is the year I’m going to run a marathon. Never really crossed my mind to even add that to my list of goals or things that I was interested in. But this year I reconsidered it, and I said, you know what? This would be a way to challenge myself. Go outside of my comfort zone. Try something new. See if I like it. I might surprise myself and actually find out that I really enjoy it. 

Also to be able to have this shared interest with those in my community. My husband, my in-laws, his sister, it was part of this race. When they signed up for this 25K, now they signed up for it last year and ran in 2023. I said, nope, this is not the year for me. I’m planning a wedding. I have other things I’m working on. Not the time, but maybe next year.

So January 2024 comes around, and they say, we’re signing up for that race again. Last year you said you would think about it. I said, you know what? Let me give this a try. In the past, I would have thought there’s a steep learning curve. I have zero confidence as a runner, especially around people who do have experience with this. 

That feeling of being new at something and just being scared of that uncertainty, the lack of confidence, there’s certain lingo and jargon. I don’t know what intervals are. I don’t know what tapering is. I don’t know how to do the electrolytes and gels. There’s a whole world, a whole subculture of running that was unfamiliar to me that I was really afraid to explore, I think, because of that new feeling. This year I said, you know what? Let’s try it. 

Being new at something in general can be scary. I remember when I was a new AP, being very impatient with that beginner mindset and being new at something and wanting to know how to do everything right away, wanting to go from A to Z overnight and realizing that you don’t start by running 13 miles. You start by maybe walk and run one mile and that you do have to work to get there. So this being new as a runner, I thought, well, let me take what I’ve learned and try and apply it, go outside my comfort zone, and make it an opportunity to grow and expand.

I think when we talked about it in coaching, it was really a conversation about the fear of being uncomfortable, being worth going through that because the things that you might be missing out on and taking a risk knowing that it could be like an assessment of what the outcome might be on the other side of that risk. Am I going to feel embarrassed? Am I going to fall and scrape my knees? I did the fear of all those things. 

It’s worth going through that process of feeling uncomfortable because of what can happen on the other side. I think in becoming a new runner, I said, you know what? Let’s take this risk because it probably will be worth it. Let’s see what comes out of it knowing it will get easier. Knowing I’m not going to know how to do it right away, knowing I have to start with one mile and I would work my way up. 

But through coaching was able to sort of see how in the past, my experiences as a new leader and being new at things, being newly engaged, moving to a new apartment, all these things we’ve coached on over four years of becoming an AP, getting engaged, buying a car, moving to a new apartment, getting married, all of these experiences when I was new or in transition and realizing what could come on the other side of it.

I said, you know what? Let’s commit to this training cycle. Let’s go through these 14 weeks, pretty much 16 weeks with a little bit of a base building in the beginning there. I said you know what? We’re going to jump in, and we’re going to try it. 

Angela: It has been so fun to watch you go through being new in multiple facets of your life because with full transparency, being new feels scary. I think it’s scarier for adults than it is for kids. Like we do feel scared at certain things as a child in our lives, like maybe the amusement park felt scary for the first time or going to somebody’s house you didn’t know, those things. 

But also I think about kindergartners when they walk into a room, they are so excited for the new. They have a sense of humor with the new. Like if they don’t know it, they don’t feel embarrassed. They just ask, what’s this? What’s that? Can I touch this? Can I do that? Bringing that lightheartedness, that sense of humor, just being like, oops, sorry. I didn’t know. I’m new, right? Like having some levity around being new.

You did kind of a trail run. It wasn’t just, so when you said you fell down and scraped your knee, it’s not like you were just running and tripped. It was you were probably on a trail where there was some rigorous hiking or all of that.

But I just love watching you be new over and over again because there’s still that ledge o, as you’re making the decision, there’s this teetering of like, am I going to jump? Am I going to take the leap? Am I going to try the new thing? The fear never stops coming up. 

But what I’ve witnessed in you, Wendy, is the ability to like, I recognize this stage. I know that this feeling is temporary. I know that after I jump, after I say yes, and when I do commit to trying the new thing, being in it and falling and scraping, those things aren’t actually as bad as we anticipate they will feel because you know you’ve handled it time and time again. 

Buying the new car, that actually felt like one of the scariest things you ever did, right? Then the moving was another big thing. Then getting married was a huge deal for you. The process of allowing yourself to be a bride while maintaining the integrity of your school and leading a school, especially in a high power, high stakes situation, state, school, all of that. 

Being new in all these facets has really just blossomed you into a person. I’ve seen the identity shift in I can do hard things. I can handle anything that comes my way. I’m really okay with being new. Being new isn’t a bad thing. It’s actually what I want. I want to be new at new things. 

Wendy: Yeah, and through all of those experiences and coaching the mindset shift from this is so scary that I’m going to shy away from it to it’s an opportunity for growth and an opportunity for expansion and up leveling. This idea of if you’re not growing, you’re staying the same. I actually don’t want to stay the same. I actually do want to grow. 

Knowing, as you said, it’s like phase one of a transformation is oh, this feels a little sticky. Uh-oh, this is uncomfortable. But knowing that it will get easier and being able to take the time to look back and reflect, even on the little gains. Like when on my little running app, I would see it went from one mile to three miles and then from three to four. I was like, wow, I can run a 5k now. I couldn’t even run a 5k a month ago. 

I think seeing that little bit of progress and taking the time to look and see where you’ve come from through this conversation, even, and all the things that we just mentioned through what we’ve coached through over these last couple of years. It’s a nice reminder of like, I remember when I was in the new phase. Even going back to being a brand new teacher, a first year teacher. Like, yeah, like that was a hard year. I got through it. I even ended up becoming a school leader after all of that growth. 

Angela: Yes. I love the part where you were talking about if you’re not expanding, if you’re not trying new things, you’re stagnating. I think there’s a place where people are like what’s too much? Like, am I just going to live in discomfort every single day in order to grow and evolve? You can if you want to. But sometimes we reach a plateau where we take a moment and we look around, and we’re like, I know what I’m doing. I’m not new right now. Things feel really good. 

I say get on that little, I picture like floating out down the river, right? You’re in your floaty. You’ve got a refreshment in hand and life is so good. Take that all in. That’s a beautiful space to be in it. I don’t think consider it a plateau at all. I consider it the celebration phase. 

But if you only — like there is a moment where you start to feel stagnation. It shifts from like everything’s going so great. I love my life. I love my job. Everything’s going great. I think we’re wired as humans that dissonance comes back and there’s this little urge or this like desire for something new or different. 

We actually do want things to be new and different and exciting and challenging and fun. That being new is not all scary and bad. It’s actually engaging and exciting, and it’s curiosity, and it’s growth. So there’s both. There’s the growth. There’s running up that mountain, literally in your case, right? Running up those trails, falling, scraping. It’s that journey and that discomfort and the grit and the strength and getting up earlier, like feeling tired the next day, but feeling good tired. There’s growth. Then there’s the celebration. But eventually you’re right. That tickle of desire for the next growth does come in.

If you’re afraid, if that calling makes you feel afraid of the growth, there are people who literally stay in the same job at the same place for 40 years. that’s all they do. If that continued to feel good for 40 years, do it. But the empowered principals that I attract into my world tend to be people who are like this is fun for this amount of time. Then what else? And what else and what else and what else.

Wendy: Yeah. As I’m getting to know my own tendencies, we’ve coached over the years of how do you know that it’s an authentic one? How do you know when you’re just feeling kind of pressured, or you’re feeling that rushing pace? I remember moving into this apartment and being like well, in three years, we’re going to be buying a house. So I don’t want to buy a couch because we can’t get furniture now because I’m going to have to get new furniture. 

You’re like hold on. We just finished one transition and you’re already rushing forward to the next one. I had to learn that was one of my tendencies of okay, let me sit and bask in the moment of now of being in this apartment and not worry about is the couch going to fit in my house? Because the future is coming up down the line. 

I think going through the new leader process, that was a push year in the professional sphere. Going through the engagement and the wedding planning process, that was a push in my personal life and in that atmosphere. There was a reason that I didn’t sign up to do that run last year when I was invited to because I think I knew that I was expanding in a different way and was wanting to really be present in that aspect of my life.

In this newlywed year, deepening my connection with my new husband through this running journey, it felt like an aligned thing to do in this year, in this time. But notice I’m not searching for a house. I’m not looking for a new job. I’m not trying to do some of these other things because I think we can get on the roller coaster of what’s next, what’s next. 

Sort of finding the happy medium between I love my life, I’m soaking it all in, things are perfect and I love and accept myself just as I am now. I want to grow, I want to expand, I want to up-level. When the time is right, I’m going to have another push year in some aspect of my life to evolve myself and evolve my identity. I do have future goals. I would love to own a house. I’d love to start a family. 

Professionally, I may not be an assistant principal forever. When the time comes to make a transition, I think we’ll be coaching on it, but I’m sure I’ll be feeling into the timing. Does this feel aligned in this moment? 

For me, this year running, it was the time to finally give it a try after seeing other people go through it and knowing that it wasn’t always my challenge or it wasn’t always the right time. This did feel like an aligned time to take on this type of challenge and this type of personal growth. 

We’re school leaders. We’re kind of on the type A. We’re kind of in the personal development world. We’re life coaching all of our staff members on a day-to-day basis. We’re growing small humans in our schools. It’s very tempting to sort of sign up for every challenge and want to sort of fast forward the process on some of these changes. 

In this moment, I’m grateful that we’ve coached so much on the slowing down and the checking in and the why does this feel like the right time versus is it really coming from within, or is it an outside pressure? Is it judgment of myself? Is it perceived judgment from other people? Trying to really turn off the outside noise and really listen to my why and coming from within from me of why is this the time and what is my reason for wanting to do this? 

If it was just to be able to post a picture on Instagram at the end, that was not a good enough why to be coming home after a long day and putting on the shoes and going. You really have to want to do it for a compelling reason to sign up for a 25K trail race, which actually ended up being 17 and a half miles, not 15. But you don’t just do that because you feel like it or because you want to post a picture at the end. 

Knowing your why and knowing that it was an aligned choice, I think through coaching and being able to feel really confident with the decision helped me to be successful through the whole training. Not just checking off the goal, but evolving through the process of going through it.

Angela: I really love, and I want to reiterate something that you said where we are people that love the drive of the thing, right? We are goal-driven. We’re plan-driven. We are achievement-driven, accomplishment-driven. what burns us out faster than anything or what feels actually less fulfilling is to try and have push. I love how you said that like a push area. Like to be pushing in all areas of your life and being new in something all around in all aspects, that is what thins out the process. 

I love your like alignment with yourself. Where is the area I’m going to push this year? We don’t need to push in everything all at once. That’s where you get overwhelmed and discombobulated, but it ultimately, it discourages you. It defeats you. You feel deflated because you can’t be growing in every area all at once. But when you focus on one, it impacts all of the others. That is so, so powerful.

I wanted to reiterate that because we think we’ve got to be healthy and we’ve got to be the best parent and we’ve got to be the best partner and we’ve got to be the best principal and we’re going to do, that’s like New Year’s resolution energy. Then it fizzles because it’s too much. The brain’s just like, I can’t do, the body can’t do all of this. 

But when you focus on with intention, what’s my one area of growth that I want for me that matters to me this year? Maybe it is health. Maybe it is professional. Maybe it is personal. Being decisive about that and sticking to it, knowing there’s plenty of time and space for the rest of it.

Like last year was about the wedding and being a principal and being a partner. But the wedding was the focus, the new. Before that, it was the move. Before that, it was the car. Before that, it was the AP. Now this year was the running. This was the focus. Then you’ll choose something next year, which I think is, it’s a brilliant way. 

This is the concept that I teach in the Balance Mastery Program where balance looks different every single year, every single three-month plan you create, depending on your focus for that time of your life. 

Wendy: Yeah. I 100% agree with, as you said, the connections between these different areas of your life. Last year as I was planning a wedding, I was thinking to myself, if I can evacuate my building for a fire drill and have 500 people get out in four minutes, I can figure out how everyone’s going to get from the ceremony to the cocktail area and then from the cocktail area to the reception. So having gone through that growth as an AP helped me on my journey of the wedding planning. 

Now in this running journey saying to myself, well, I had to figure out how to do time management when I was planning a wedding on top of my job, and I had to figure out how to be more intentional with my time. Now I have to figure out how to fit training for this run into my life. 

Well, let me take what I learned through my wedding planning journey, through my new AP journey, and apply that to how am I going to fit this running training into my schedule. It all is integrated, and it all does apply. Because, at the end of the day, I’m one person, and I have 24 hours in my day, whether I’m wearing my AP hat, my wife hat, my runner hat. It did seamlessly kind of dovetail on all of the coaching we’ve done around expanding my concept of time and not having that scarcity mindset approach to time. 

Because training for a half marathon for 25K, if you’re running 25 miles a week, you’re dedicating four, five, six, seven hours, and that’s not even including eating enough, stretching before and after, all those extra showers, changing clothes, all the other things that go into it. 

I don’t think if we hadn’t coached around time so much when I was a new leader, or if I had gone through some of the other transitions that I’ve gone through, it would have come as easily with this new challenge in the running sphere, just knowing that so many of those coaching principals apply and crossover.

Angela: Yeah. Let’s talk, I was, you read my mind about the time management thing because people are all sitting here listening like, oh my gosh. Like I’m barely able to figure out how to fit work into my life, let alone any other kind of personal project, whether it’s for pleasure or just personal growth or gain. Just can you tell them the process of how you personally were able to do this? 

Wendy: In my 2023 fitness life was not a runner, but liked to think that I was someone who was kind of active. I like to go to Pilates. I would squeeze that in probably three times a week. So I was already making my health a priority to some extent. Now this was like expanding to another level of commitment to physical health. 

The good thing with growing as a runner is that you do have to start small, and that forces you to not overdo it right in the beginning. If I had tried to run five miles in the beginning, I probably would have gotten injured and would have gotten discouraged and just quit. So knowing that all I had to do was go out and do one mile, and it would take 15, 20 minutes and I would come home after. That was all I had to do. It’s kind of hard to talk yourself out of 15 minutes.

 Like if you can’t find 15 minutes for yourself in the day, it’s an opportunity to reflect and see like, how long am I on Twitter? How many hours a day am I looking at emails? How many hours a day am I spending doing things that maybe could be delegated or could be reallocated in another space and time or just done more efficiently? Staying up late instead of going to bed early and then being able to wake up early and having that time. 

So starting out small with that 15 minutes, I said okay, we can get one mile in. I would do that largely on the weekend, but I did try and incorporate it probably two days a week during the work week as well. Then as the months go on, when you start going from one mile to two miles and two miles to three miles and building upon it. 

Knowing that I didn’t have to go home and carve out 15 minutes, but I had to go home and carve out 45 minutes, I would sort of backwards plan and say okay, if I know that I need to run for 45 minutes after work, I’m not going to have time to meal prep on that day. I’m going to make sure that I take care of that on Sunday, or I’m going to make a double batch of this the other day. 

As that grew and then you’re doing eight, 10, 12 mile training runs, and that was like just a Sunday thing, I really made it a point to carve out that time for myself on Sunday and try and front load other things during the week, on the weekend, trying to just be more efficient. Working as a team with my husband made a big difference with that as well. I knew which days he was training, which days I was training. 

We tried to collaborate, but it did kind of force us to zoom out and take a bird’s eye view of the week and where my time was going and do a little audit of some of the ways that I could take time back. Whether that was leaving earlier so I didn’t have to sit in as much traffic and getting that time back when I came home, or perhaps some of the meal planning stuff for the weeknights or going to bed earlier so I would wake up earlier.

It was a little bit challenging in the beginning, but I’m actually shocked at how much time you have if you are intentional with it. When you are very honest and self-reflective, your phone does tell you how much time you spend on apps. I don’t need to be spending an hour on Twitter every day. That hour could easily go towards running, even if I’m using it professionally, even if I’m using it as a healthy outlet and not something like a phone addiction situation. It’s not an essential. 

If it’s a priority, and it’s important to me, and my values are I want to focus on my health and I want to accomplish this goal, and I want to be committed and dedicated to the training plan that I’ve made, you set up a calendar, you write the miles on it, you cross out each day and you go through and you say well, that was the priority. It wasn’t a priority to talk on the phone, to go on Twitter, to stay up late watching a show.

I was able to check in with my values and audit my time and find the time. Just the nitty gritty, knowing that I was going to be building it out over the months, it also helped. Starting small and then okay, what else can I reallocate? What else can I move around? How else can I find more time in my day and building it over the months? 

By the time I was running for four hours on a Sunday, when the race was done, I was like, I just got four hours back. Now look at all these things that I could do now that I have all this time that I’ve created and all this space in my schedule, just from it’s like a secondary bonus of having gone through this process of learning this new point of view about how I want to spend my days, my weeks, my months, and really that becomes your life. 

I mean, that’s my life over the course of 2024 is I spent all that time dedicated to improving my health, to running, and opens up so many new possibilities moving forward that I wasn’t even anticipating that as like a secondary bonus of this whole training cycle. 

Angela: Yeah, here’s what I hear. The theme that I’m hearing is once you decide, you make a decision that something is a priority and you put that first on the calendar. You’re like this is, it’s a non-negotiable. It has to go on the calendar. Then you reallocate, you redistribute the other tasks. 

What you find is that what you end up shaving off are things that were just kind of consuming time versus being the most intentional about the time. Again, there’s nothing wrong with being on social media or watching Netflix or any of that, as long as you’re doing it with intention, and it’s healthy. But when you do have a goal or you have a desire or you commit to it and you prioritize it. 

When that goes in first, it feels like it’s almost seamless or magical that like everything that needed to get done still gets done. But now this running thing is just a part of your new identity. It’s a part of who you are as a person. I’m a runner. It goes into my calendar. I’m a school leader. That goes into my calendar. I’m a wife. That goes into my calendar. 

Now, what I want to say is for those of you who are principals, spouses, maybe you’re caretaking for elderly family members, or you have young children, and you’re listening to this and we’re talking about prioritizing physical health and running or some kind of movement, physical movement in your life, but you are caretaking for young children, older adults, or you are prioritizing other things in your life. Here’s what I want to say. 

Again, be intentional with those priorities and do not use Wendy’s experience to beat yourself up. If you are prioritizing childcare or healthcare of a loved one and you’re thinking to yourself, well, I’m lazy or I’m not managing my time well enough because I’m not running on top of all of these things.

Remember, your push year, what you’re doing is you’re choosing to build up your relationship with your children and your parenting skills, maybe your spouse and your relationship and co-parenting with your spouse or caretaking. I’m just thinking of a couple examples here, but there’s a lot of things that we have to prioritize in our lives. I’ve done this personally. 

So I’m speaking to it because it’s very easy to hear Wendy’s story and say well, like, oh, it’s easy for you. You don’t have kids, or you’re young, but everybody has dualities in their life. Everybody has something else going on in addition to school leadership. Your extra things may be childcare. It may be adult care, healthcare. It may be planning a wedding. It may be going through a divorce. It may be moving that year.

Or I mean, there’s an endless realm of what would I call them? Pivotal moments or like chapters that you go through that you might not be able to go for a run. Just as Wendy said the year before, it was about her wedding. So she said maybe another time.

Just know this. If you’re in a chapter of child rearing or you’re in a chapter of parent care or you’re in a chapter of getting married or getting divorced or relationship changes, family changes, anything personal that’s big and you’re prioritizing it, be still with that. Be at peace with that. Remind yourself, I’m choosing to focus on this right now as my area of newness and growth knowing that it’s a chapter. It is a chapter and it’s a beautiful chapter. Some child rearing is a long chapter. 

Maybe, I know my sister and I are caring for elderly parents right now. I just went home to take care of my dad, and it’s a chapter, right? So I might not be going to the gym five times a week or four times a week anymore. It might be once or twice because my priority is my dad’s wellbeing and taking care of my sister, who’s the caretaker, right? 

So just know that everyone has duality in their lives. You’re never just a school principal. Even if you’re a single person with no children and no home, even if there’s not a lot of other attachments, there’s still the version of you that’s a principal, and there’s other things going on in your life. It’s okay to not be trying to do it all at once.

Again, I just want to reiterate, that is when you go a mile wide, you only go an inch deep. So I invite you to consider one thing at a time. If you have a wipeout year or a wipeout day or unexpected, unforeseen circumstances come up that re-shift your priorities, allow that.

One of the things my coach is teaching me to do, and I’m going to add this to the three-month planning because it’s so valuable. She takes the priorities, and she puts them on Post-its. Because instead of scratching it out or erasing it and say I failed. This was a wipeout. We’re never going to accomplish that. You just move it. You just move it. Because for Wendy, it was never that she said I’m never going to be a runner because she was planning a wedding. She just said, I’m going to move that to another chapter, to another timeframe. 

Where we get caught up in planning and balance and prep and expanding and growing and expanding our identities is we want it to be in this certain timeframe. We want it to happen right here, right now by this date. if it doesn’t, it’s this very all or none feeling. 

But that feels terrible. It’s discouraging. It’s defeating. It’s like graspy. It’s well, you guys know the energy where like I need this to happen right here, right now. We try to control and coerce and force things to happen. Versus this goal is on a Post-it, and the Post-it is going to keep coming with me. If I just find the space and time when I can actually prioritize the running and put it in three days a week and from 15 minutes to 45 minutes to however hours probably when you’re trail running, eventually it comes together into this moment of accomplishment.

Now, Wendy, I guess I want to transition to asking you tell them about. Actually, you have a great story about the actual experience because there was the anticipation of the experience, what you thought it was going to look and feel like. Then there was the actual race day. That’s a great story in and of itself. 

But I’m curious to know for you, what is your identity after the goal, right? The actual moment of goal was checked off, but there’s an identity shift in you. Let’s talk about your identity as a runner in future terms. Like, is it going to be something you continue to do? Is it just something I’ve done. I’ve accomplished. It was a one and done. Is it going to be this balance? Like, let’s first tell the story because it’s so good about the day of. Then I’d love to hear your thoughts on your identity moving forward. 

Wendy: Yeah. So as far as the actual race day, end of June, months and months of training and planning, I did my final longest long run, which was a full half marathon, 13.1 miles. Was so thrilled with that and was feeling like, you know what? I was consistently training. I showed up. I got to see the little chart on my app going up and up. I was proud of myself just for following through and committing to the plan. 

At that point I had sort of said to myself, you know what? Regardless of what happens on race day, I know that I got this far, and I accomplished the training. At that point, even after having run a half marathon and running 20 something miles a week and four days a week, all of this, I will say that I don’t know if I ever really took on the identity of and I’m a runner. I realize that sounds silly because if you’re running, you’re a runner. If you’re running four days a week, you are a runner. 

The same thing happened to me as a new AP as well, where I was like I’m still in this sort of mindset of I’m in this imposter syndrome mode, or I’m still transitioning from teacher to leader. I think I had to remind myself like if your job is an AP, and you come to the school every day and you’re a school leader, you are a school leader. 

So the same happened with the running of all right, I’ve gone through this training process. I’m a runner. I’m going to show up to this race. I accomplished this whole training cycle. I know I can run the distance. I’m proud of myself. Let’s see what happens on race day. Regardless of if I make any special time or anything, I will have succeeded.

Of course on race day, it was pouring thunderstorms, a tornado warning. The trails were completely washed out with mud. All the rocks were extremely slick where people were slipping and falling. I think one girl had to get stitches because she had fallen at some point during the race, like at mile 10 or something. 

So the morning of the race, I said you know what? The goal the whole time was just to finish and not get injured. That’s exactly what I’m going to do, whether it’s sunshine, rain, mud, freezing cold, regardless, heat stroke. We were sort of going in knowing that it wasn’t going to be ideal conditions and knowing that the times were probably going to reflect that. 

By the end of the 17 and a half that we ended up running, we’re soaked through to the bone. Our shoes were muddy. Like every step was like, I had to take my glasses off because I couldn’t see, obviously. The rain was all fogging up my glasses and the water droplets and everything. So none of that was what I had envisioned for how the day was going to go.

At the end, what we thought was going to happen was we crossed the finish line. We’d have a nice celebration. It was a camping situation. So we were going to camp out that night and have a fire and celebrate and have a few drinks with some of the other runners and connect. 

Of course we get back to the campsite after running and we say okay, let’s get out of these wet clothes and change. The tent is blown over. The poles are bent in half. We said I think we got to pack up and head home. That’s exactly what we did. So none of that celebration happened that night anyway. 

We go home. We had to cut our weekend short. We didn’t get to hang out with my sister-in-law and my brother-in-law and my nephew who all ran the race as well and drove from the other side of the state, six hour drive to get home. We unpacked the car. We’re hosing down everything because it’s covered in mud. The next day I said we didn’t really get to have our little celebration. We had gotten some fancy drinks or something, like a non-alcoholic cider, whatever. 

We said, you know what? We’re going to uncork this drink. We’re going to have a little cheers. We’re going to have a little moment, even if it’s not at the finish line with the other runners in Western Pennsylvania in the middle of this town where everyone’s doing the trail run. It’s a whole big deal. I said we’re going to have our own celebration at home because we still accomplished something. We still finished the race. It’s still something to feel proud of. 

Coaching with Angela actually even enhanced that thought to say, not only did you finish, you finished in spite of probably the worst conditions possible and didn’t get injured, didn’t get discouraged. I’m sure there are people who saw the weather forecast and said you know what? I’ll eat the $50 registration fee and just say whatever because I don’t really feel like going out for five hours in the pouring rain and getting soaking wet. We did it anyway. 

Just showing up for the actual race and finishing the same way, just showing up throughout training that alone is something to be proud of. So we had to kind of create our own new vision of what the celebration looked like. We had to change our expectations of what the race was going to feel like in the moment. But we made sure to find a little bit of time to celebrate and to have that standing on top of the mountain feeling at the end. 

Because I don’t want to say that we were denied that, but it just didn’t go the way that we envisioned, or we didn’t have the weekend that we had planned. Yet we still accomplished something great. We still set out to run a certain distance, and we did it. So we said we’re not going to miss out on our celebration. We’re going to still have that moment for ourselves. 

Angela: Yes. This is very important. Wendy and I just talked about this like this week. Celebration is very underrated, and it’s very easy to overlook it. But it’s the one thing that we actually want most when it comes to any goal, challenge, adversity situation. We want the celebration. We need to honor and acknowledge the hard work we’ve done. 

It’s like when you’re in a classroom with a student, and they’re struggling and struggling and then they get it. Oftentimes the kids kind of excited, they’re kind of in shock that they got it. They’re like wow, I just did that. You are celebrating the heck out of this kid because they stuck with it, and it was hard, and they couldn’t get it. There were probably tears and torn papers and eraser marks. Then they get it. When we celebrate them, it teaches them to celebrate them. We as school leaders must celebrate little tiny wins, great big wins, and all the wins in between. 

One of the things that you said, Wendy, that I also want to highlight is that you said you started with that one mile walking or half running. But you had an app that was reminding you of the progress. What your brain was doing was looking for all the evidence that it’s working, and I’m moving forward, and I’m on track, and I’m growing. It is working. The process of learning how to run a, was it 15 mile, 17 mile race? Was you start with walking one mile. 

In school leadership, the race is a race that never ends. Like there are some milestones, some beginnings and ends of school years, but your profession, it is the longest marathon of your life. You can look at the scrapes, the fails, the time that slowed you down. You can look at all of that and you can say well, I didn’t make it this time and look for evidence to kind of bring yourself down. 

Or you can look at the app and say I went from two to three today. Or like this was just the perfect running conditions this afternoon, or Saturday morning, like I really had a great time just running, just being free, like looking for all the little things to keep you motivated and keep you going. 

I wish we had an app. Maybe I need to develop one where we were like looking for the milestones because it’s easy to get bogged down in what isn’t working in school leadership, but it’s also just as easy to focus on what is. 

Wendy: I think it was easier for me to see those small gains with this running journey because every day I would check off my, I had a physical counter, and I would draw an X. I know some people would take those gold foil star stickers and just stick them right on the 1.5 today. Check. I don’t think I did that as much in my first years as an AP. 

It’s a good reminder that it might be my job to show up every day at work and be an AP, but I have finished four years now in the role, and I have grown. Maybe I don’t always take the time to look at that, but even through the journey going from lacking confidence and maybe my identity not really catching up yet. I know that now when I think about my day to day, I feel more confident with decision making and my interactions with staff and with families. 

I have fewer moments of sort of self-doubt and uncertainty in that imposter syndrome. The way I look at challenges now versus when I first started has changed. I’m less scared of not knowing something. I know that I’m still learning new skills, and it’s an ongoing thing in life to be new at something. It’s a pattern that’s going to continue and just gets easier every time you do it. Embracing the challenges, going outside your comfort zone, reminding yourself you can do hard things, and it doesn’t have to be perfect. 

The same way I feel proud of myself for sticking with the running, I also feel proud of myself in the ways that I’ve evolved as a school leader. Doing things scared, feeling like a novice, going for it anyway. Then seeing on the other side once you’ve done it that it wasn’t really about running the 25K. It was really about showing up every day and proving to myself that I could do the training.

Even as an AP, like getting tenure is one thing, but improving every year and doing things better every year and seeing the ways that things are getting easier. Wedding planning, it wasn’t about the wedding. It was about the process of going through the planning and evolving my identity and my relationship with my partner. 

In the future, I have goals of starting a family and becoming a homeowner, growing in my career. I feel a sense of confidence that I can do those things because I’ve taken the time to reflect on all these other challenges and seeing that I have done things before where I felt new and uncertain and moved through the uncomfortable emotions and gone through the process of coming to the other side of it. I think all of the different areas in which I’ve had different practice with this, it just feeds each other and helps it to become easier each time.

Angela: It’s so true. The way we do one thing is the way we do everything. We can focus on one area of being new, one little push area, one little growth. This is something I’m going to invite you guys to do. So this podcast is dropping around mid to late September. It’s the beginning of the school year. I invite you to decide what’s the one area of growth that I want, that I really want for myself. What feels most aligned to me? 

If you tune in, if you listen, it will come to the surface. Is it something professional? Is it something personal? Is it your health, your relationships, your finances, your relationship with your kids or your family? Or maybe you are single, and you want to date or you want to like expand your friendship circles or you want to expand your spirituality and connection with a higher power of your understanding. 

Pick one because when you pick one and focus on that, you’ll be able to see, just like Wendy did, you can apply the growth, the learning, the journey to all of the other areas. It’s how you expedite your identity expansion and what you feel is possible. So maybe it’s time management this year. 

Like in EPC, we have the six pillars. We’ve got time, balance, planning, relationships, leadership, emotional regulation. I also am adding communication. I think that’s an essential part of school leadership. Yeah. Just like the art of and mastery of communication with ourselves and with others. 

But pick one area and just try that for one year knowing it’s going to expand the other ones. Then you don’t feel so overwhelmed that you have to fix yourself or improve all of this all at once because that’s where we jump right into the overwhelm cycle. Then we spin, spin, spin out. So Wendy, oh gosh, there’s so much I know we could share, but do you have any like last words that you want to share with listeners, fellow principals just like you who are out there? What is it that you’d like to say and share with them? 

Wendy: I think the biggest takeaway is you might surprise yourself with how much growth and how much you can get out of something that at first really scares you and makes you doubt yourself, but stay with it because whether that’s taking a new job or accomplishing some other goal, there’s so much that can come out of that process of discomfort. We’ve coached over the years about not wanting to feel that discomfort, and I purposely did something that I knew was going to bring that on, and I don’t regret it one bit. I don’t regret it one bit. 

Angela: Yeah, I cannot wait to see what this year unfolds for you. Do you have any thoughts about what your push area is going to be for this coming year? 

Wendy: Not so much the coming year, but the current moment, we’re still planning a honeymoon, and that is a whole team process that there’s a reason that you plan a big trip after you get married. You learn so much from going on a big international trip together, and we haven’t even left yet, but the planning itself has been a very enlightening experience.

I think building on my health goals probably to get us to a place where we feel good about making other life transitions. I think feeling healthy enough to start a family, healthy enough to take on a challenge, whether that’s moving or taking a new position. I think starting with a healthy foundation is going to help in all areas. 

I kind of knew that going into the running process too I want to get to be the healthiest version of me that I can while I don’t have kids, while I’m not in a new role, when I’m not making up another big life transition, knowing that it was going to set me up for success with whatever’s next. 

Angela: Yeah.

Wendy: Right now is the honeymoon planning, so I’ll let you know how our trip goes in a couple of weeks. 

Angela: I cannot wait to hear about it. I can’t believe you’re going. It’s so exciting. 

Wendy: Not to mention that 25K trail run is going to help us to hike Machu Picchu, so it’s all connected. 

Angela: Yes, oh gosh. This is where it all blends together, and it’s such a beautiful experience to watch. I’m so honored to be your coach, I really am, and to call you a friend and to see you grow. I mean, it goes beyond words, like the emotions and the fulfillment I have in seeing you blossom and be this best version of yourself. You embody personal empowerment. You embody personal growth. 

What’s so cool about it is that you take this with you for the rest of your life. You can’t unlearn this, you can’t unknow this, you can’t undo this. It only expands you more and more. So I’m just so happy for you. Congratulations, not just on the run, but on the journey. 

Wendy: Thank you. When we started, and I was 29, and you said, you’re doing this work now because it’s like compound interest, and it’s going to pay dividends down the line. In four years of coaching, I’m already feeling different and seeing things differently. It just gets me so excited for how much more growth is ahead. With your support, it’s been not always easy, but it’s been a very rewarding journey. That’s for sure. 

Angela: So fun. It’s so fun. Thank you for your time on the podcast today, Wendy, and for sharing your story with us. I really appreciate it.

Wendy: Thank you for having me. Best of luck with the new school year to all the other school leaders out there. 

Angela: Yes. Yes. Happy New Year, everybody. We’ll talk to you next week. Take good care. Bye. 

Hey empowered principal. If you enjoyed the content in this podcast, I invite you to join the Empowered Principal® Collaborative. It’s my latest offer for aspiring and current school leaders who want to experience exceptional impact and enjoy the school leadership experience. 

Look, you don’t have to overwork and overexert to be a successful school leader. You’ll be mentored weekly and surrounded by supportive likeminded colleagues who truly understand what it means to be a school leader. So join us today and become a member of the only certified life and leadership coaching program for school leaders in the country. Just head on over to angelakellycoaching.com/work-with-me to learn more and join. I’ll see you inside of the Empowered Principal® Collaborative. 

Thanks for listening to this episode of The Empowered Principal® Podcast. If you enjoyed this episode and want to learn more, please visit angelakellycoaching.com where you can sign up for weekly updates and learn more about the tools that will help you become an emotionally fit school leader.

 

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The Empowered Principal® Podcast Angela Kelly | Being Organized

Do you ever feel like you’re constantly chasing organization but never quite achieving it? How often do you catch yourself saying, “I need to get organized”? If you’re ready to finally break free from the endless cycle of chasing organization and step into your most organized self yet, you’re in the right place.

The truth is, organization starts from within. When you tell yourself you’re not organized and need to get organized, it may feel like productive momentum, but it’s actually coming from a place of insufficiency. Instead, what if you approached organization from the belief that you are inherently organized?

Tune in this week to learn what it really means to be an organized principal and leader, and how one subtle mindset shift can make all the difference. You’ll hear practical strategies to assess your current level of organization, and how to shift from a scarcity mindset around organization to one of sufficiency and ease.

 

If you enjoy the podcast, I invite you to join The Empowered Principal® Collaborative. It’s my latest offer for aspiring and current school leaders who want to create exceptional impact and enjoy the school leadership experience. Join us today to become a member of the only certified life and leadership coaching program for school leaders in the country by clicking here.

 

What You’ll Learn From this Episode:

  • Why telling yourself “I need to get organized” can actually backfire.
  • How to identify what aspect of your life currently feels the most unorganized.
  • Why your external physical space often reflects your internal state.
  • Practical tips to create more organization in your mind, emotions, and physical surroundings.

 

Listen to the Full Episode:

 

Featured on the Show:

Full Episode Transcript:

Hello empowered principals. Welcome to episode 350. 

Welcome to The Empowered Principal® Podcast, a not so typical educational resource that will teach you how to gain control of your career and get emotionally fit to lead your school and your life with joy by refining your most powerful tool, your mind. Here’s your host certified life coach Angela Kelly Robeck. 

Well, hello, my empowered leaders. Here we are, 350 episodes into The Empowered Principal® Podcast. Can you believe it? Wow. What a celebration. It’s so fun. This is my favorite thing to do. I love this podcast. And if this is the first time you’ve ever been listening, I hope you reach out and say, hello. I’d love to meet you.

Let me know what’s working with the podcast, what would you like to hear more of? Is there anything that you don’t understand and you’d like me to explain it? Just simply let us know and we will give you everything you need.

So with that said, I want to talk about being organized. This is going to be a very short and sweet episode because I know this time of year, you feel very unorganized. You can feel very overwhelmed and you want to be organized at the beginning of the year, right? So what our brain is going to offer us is that we’re not organized and that we need to get organized. It’s telling you, it’s barking orders at you that you should get organized.

I want you to think about this for a minute. When you believe that you are not organized, you’re going to feel some anxiety. “I’ve got to get organized.” There’s some energy behind that. There is momentum being created, but I want you to see the nuance behind this.

If you’re thinking “I’m not organized and I need to get organized,” it feels like momentum, but it’s actually being fueled from insufficiency. Because you’re saying to yourself, “I’m not organized and I’ve got to get organized. I’m not sufficient, I’ve got to get sufficient. Got to get organized.”

And it’s tricky because it feels like momentum. It feels like you’re telling yourself, “Get busy, get going, create momentum, get into action.” But there is this nuance. Here it is. “I’m ready to sit down and plan with intention because I’m an organized person.” That feels more grounded. It feels calm. It feels like sufficiency. It feels confident. I’m getting organized because I am organized.

I’m going to sit down and plan, and a part of the work that I’m going to do for today is to sit down and get organized because I’m an organized person. It’s organization fueled by organization. I sit down and plan and prepare myself and I get organized because that’s who I am. It’s not panicky or anxiety-ridden, or it’s not this like rush, rush, I’ve got to get it done.

Versus “I have to sit down and plan because I’m not an organized person and there’s so much to do and not enough time and I have to organize, but I don’t have time to organize.” Do you see the difference? You might sit down and organize, but it’s coming from the belief, from the fuel that you are not an organized person.

So I’m going to give you some prompts, some questions to help you identify what organization means to you. So do you identify as an organized person on the regular? Where are you organized in your life and at work? Where are you not organized at life and in work? What does it mean to be organized for you? How do you know that you’re organized? How do you know that you’re not organized? Define this for yourself.

Now, there are different ways to feel and be organized in our lives. You can feel organized in your physical surroundings, you can feel organized in your mind, clarity, calmness, alignment, certainty, groundedness, or you can feel organized emotionally, emotional maturity, emotionally regulated, emotionally competent, emotionally introspective, where you understand what you’re feeling and why you’re feeling it.

So when your brain offers to you, “I’m not organized, I need to get organized.” You can ask it, well, first of all, what kind of organization do we need to do here? Is it physical surroundings like my office, my desk, my home, my car? Do I need to get physically organized? And I will tell you that your physical surroundings are a window into the organization internally. So your internal organization is going to be reflected in your external organization.

So if your car is a mess because you’re rushing and your house is a mess because you’re rushing and your office is a mess because you’re rushing. Internally, you’re not organized. You’re not organized mentally or emotionally. You’re not tuning in and cleaning up and getting organized. So, do you feel dysregulated in terms of your organization with physical surroundings, or is it a mental disorganization? Do you feel dysregulated mentally? You’ve got so many thoughts, too much to do, not enough time. 

Do you have clarity in your thoughts, priorities, and actions, or are you spinning out? “I’m overwhelmed. I’m confused. I’m frustrated. I’m in a distraction,” and you’re just bouncing all around from one thing to the next because you have so much going on in your brain and you haven’t slowed down to create a plan of value, that valuable plan I’ve been talking about. 

Check in with yourself. Most likely, if your physical surroundings are a mess, I’m going to guess like we haven’t taken some time to clean up that mental organization and get organized in your mind. This is who I am. This is what I’m doing. These are my priorities. I have a plan in place. This is what I want to experience.

I’m going to design this experience for the year and I want it to be organized. I want to feel organized and different people have different tolerances for organization. There are some people who when you walk into their office, it looks like it’s a mess, but they know where everything is at. They know exactly where to go. They don’t waste time, even though to you it might be, you know, chaos.

For them, it’s organized because they know where it’s at. They’re calm. They know where to find it, what it is, where to look for it, where to put it back. And then there is emotional organization. I know how I’m feeling. I take ownership for my feelings. I’m responsible for how I feel. I check in with myself. I hold space for myself. I allow myself to express my feelings and process my feelings and put closure to my feelings.

Or are you bottling them up, dismissing them, avoiding them, trying to run from them, and they feel very messy and you actually don’t even know how you feel or why you’re feeling it. You feel like you’re on the edge. You ever had that time where you feel like you’re on the edge of an emotion like, “Oh, I feel like I could cry right now, but I can’t, I can’t do it right now. Stuff it down.”

Or, “Oh, I’m feeling really angry right now, but no, can’t do it. Got to run away from it, have to hide, have to do this. I can’t do that.” And it’s sitting inside of you, and it starts to just feel buzzy because there’s no release. The pressure valve hasn’t been released yet on the emotions.

But I will tell you that the most empowered principals, the most organized principals, they check in first. When it comes to organization, is my mind organized? Are my emotions organized? Have I validated my thoughts and feelings? Have I checked in with myself? Am I in a calm, organized state internally? And then I can take action to organize myself externally.

Is your calendar, is your time organized? Is your energy organized? Think about your assets, the different currencies you use, your time, your money, your energy, your attention, focus, all of those things. Something is unorganized. Usually it’s internal, which creates external disorganization.

So here are the steps. Just identify what aspect feels unorganized. Is it your physical surroundings? That’s just a window into the internal disorganization. Then you check in with yourself. Is it your mind and your thoughts? Do you have clarity or confusion? Or is it emotional?

Maybe you’ve gone through something very emotional, but you haven’t given space and time to allow for that, to ground yourself, to regulate yourself, to feel aligned or that dissonance. It’s a really uncomfortable feeling. For me, when I am emotionally unregulated, but I haven’t checked in to regulate myself, I tend to feel restless. There is a restlessness inside of me. It’s kind of a buzzy feeling. I can’t be comfortable, my body responds restlessly, my mind feels restless, it’s not focused.

And normally, when I know myself enough to know that when I’m in that state, there is an emotion that I haven’t acknowledged or allowed or processed. So check in with yourself. Now, if you’re feeling unorganized and you’re telling yourself you have to get organized, ask yourself, why am I feeling unorganized? And what would make me feel organized?

A lot of times we stay unorganized because we think it’s going to take a ton of time, so much time to get organized, but you waste time thinking about how disorganized you are and you spend more time spinning out, thinking about how unorganized you are and how much time it’s going to take to take versus just sitting down and doing it.

So to get organized, it doesn’t take time as much as it takes the willingness to slow down and identify what needs organizing and then having the courage and commitment to organizing it. The hardest thing we do is to allow ourselves to an experience and emotion we don’t want to feel and that we’ve been avoiding for a long time and to question the thoughts that don’t feel good.

When you have thoughts about yourself particularly, opinions, judgments, criticisms that feel terrible, then you’re feeling terrible about yourself. “I’m not an organized person.” You’re not identifying as an organized person. You feel bad about that and then you live that out.

You believe you’re not organized and therefore life continues to feel chronically unorganized. So if you want to identify as an organized principal, you create that organization in your mind and in your emotions. Give it a try and let me know how it goes. Have an amazing week. And I’ll talk to you guys next week. Take good care. Bye.

Thanks for listening to this episode of The Empowered Principal® Podcast. If you enjoyed this episode and want to learn more, please visit angelakellycoaching.com where you can sign up for weekly updates and learn more about the tools that will help you become an emotionally fit school leader.

 

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The Empowered Principal® Podcast Angela Kelly | How to Handle Parent Emotions Around Classroom Placements

Are you dreading the inevitable parent requests to change their child’s classroom assignment? As a school leader, these conversations can feel like a minefield – challenging your expertise, creating extra work, and putting you on the defensive. But what if there were a way to approach these requests that felt like a win-win for everyone involved?

A conversation with a parent about a classroom assignment change doesn’t have to be contentious, anxiety-ridden, or reflect negatively on you as a principal. It’s not about your expertise, professionalism, or ability to make decisions. It’s about a parent who wants the best for their child, and in this episode, you’ll learn how to respond to these requests with intention rather than reaction.

Join me this week to learn how to handle even the most challenging class assignment requests with confidence and grace. You’ll hear practical strategies for getting to the root of a parent’s concerns, the importance of validating their emotions without giving in to demands, and my top tips for finding creative solutions that work for everyone.

 

The next round of The Empowered Principal® Collaborative starts Wednesday, September 4th 2024! This is the time to decide: do you want to lead your school for the rest of the year as you are right now, or take your leadership skills to the next level? Join us today to become a member of the only certified life and leadership coaching program for school leaders in the country by clicking here.

 

What You’ll Learn From this Episode:

  • Why parents often make class assignment change requests and what emotions may be driving them.
  • How to regulate your own thoughts and emotions when a parent approaches you with a request.
  • The importance of validating the parent’s feelings and perspective, even if you disagree with their request.
  • How to ask questions that will uncover the real issue behind the request.
  • Why setting a 30-day trial period can ease parent anxiety while maintaining appropriate boundaries.
  • Tips for communicating your decision in a way that maintains a positive relationship with the parent.
  • How to look for win-win solutions that give both the student and teacher a chance to be successful.

 

Listen to the Full Episode:

 

Featured on the Show:

Full Episode Transcript:

Hello empowered principals. Welcome to episode 349. 

Welcome to The Empowered Principal® Podcast, a not so typical educational resource that will teach you how to gain control of your career and get emotionally fit to lead your school and your life with joy by refining your most powerful tool, your mind. Here’s your host certified life coach Angela Kelly Robeck. 

Well, hello, my Empowered Principals. Happy Tuesday. Welcome to the podcast. Hey, I am actually recording this in place of another podcast episode I had because this came up in a conversation with a client and I wanted it to go on the podcast immediately in real time because this is a topic that comes up for almost every school leader at the beginning of the year. So we’re going to put it here in 349 beginning of September and the topic is this class assignment requests.

So some of you have already started school and you’ve already been through this but some of you have not or some of you are in the middle of it right now and I want to ensure that you have some tools and strategies for the moment and the situation in which a parent or a family member comes and says, hey, I would like to select my class. I would like my child to have X teacher. I would like you to move my child out of this classroom and into that classroom, you know what I’m talking about. Parents who want to request their child’s class assignment.

This typically happens in elementary school, but I suppose, I have not taught middle and high school, I do suppose it happens there from time to time when a student comes home and says, I don’t like my teacher, or I want a different math teacher, or I don’t like this, you know, whatever. I don’t like this teacher, I want a different teacher. So it can happen probably at any level. So most likely you’re going to experience this at some point if you haven’t already. So let’s talk about it.

Let’s say a parent requests a certain teacher or asks for their child to be reassigned to a different teacher. Now the first thing that’s going to happen in your brain is you’re going to have thoughts and opinions about the request. And sometimes your brain is like, you know what, that’s a valid request. They stated what they wanted, why they wanted the impact of the request, why they think it’s reasonable and you’re on board. That might happen. Most of the time not, but it might happen. If it does, that’s amazing. It’s a win-win right off the bat.

Most of the time, principals feel somewhat offended by the request or annoyed by the request. Two, they’re going to have to have a conversation. Three, it impacts a lot of people. Four, there’s a lot of moving parts. And five, you might feel personally offended. I was talking with a client, and she said, hey, I don’t feel respected. I don’t feel that they’re respecting my authority, my professionalism, my expertise. I’m doing the best I can. There’s no perfect placements. They’re just trying to get their way. They’re telling me how to do the job. They think they know what’s best.

Those are very common feelings. Those are very common thoughts, I should say. They generate emotion. If you’re thinking you’re not respected, you might be a little offended or that they’re not appreciating your professional opinion. You might just be annoyed if you think they’re trying to get their way, they’re trying to bully you, they’re trying to tell you how to do your job. Maybe it makes you feel a little incompetent or a little indignant that they think you are incompetent. You might feel defensive, right? Notice this.

When a parent or a family member asks for a request to reassign their child or to put them in a particular teacher’s room, you might have some personal opinion about that. That’s your right as a human on the planet. You’re going to have thoughts. It’s okay. But the key here is to not react to those thoughts without being aware of those thoughts. So when somebody asks you for a class assignment change, you need to check in with yourself first.

Now, obviously, if it’s happening in real time, if they like approach you, they’re at the Lemonade Social looking at the class list and they’re like, I want my class change. They’re going to do that. You’re going to breathe deeply. You might want to have a plan ahead of time to say like, we’re not going to change anything in this moment. If you’d like to send me an email or make an appointment with the secretary, get on my calendar, we’ll have a conversation. don’t feel pressured.

In real time, when they’re coming to you and you do have the time, you can take a deep breath and you can sit with them and just hear them out and say, hey, I’m willing to hear you out. Tell me everything. What’s coming up for you? How are you feeling? What is your concern? What is your worry? Why are you feeling this way? You’re just going to ask them a bunch of questions to gain information. You want to get into their steer cycle. You want to understand What are they thinking? What are their emotions? What is it they’re worried about? What are their fears? what is the outcome that they’re trying to create. You just take it all in, okay? But first of all, you want to notice your thoughts.

So if you have the opportunity to self-coach before you meet with this person, this is ideal. If not, you’re just going to take the information in and tell them you’re going to contemplate it and you’re going to get back to them within 24 hours. You thank them for sharing everything with you. You need to look at numbers. You need to think about how this impacts, there’s a lot of moving parts, and you’ll get back to them in 24 hours. You do that to give yourself time and space to process your own thoughts and feelings about it, okay?

So when somebody’s asking you this and you’re feeling offended or defensive, it’s probably because it’s feeling like some form of attack on your character or your professional opinion or an attack on your level of knowledge or expertise or even your positional authority. So it’s okay if you feel resistant, just notice that. We don’t want to use that energy to retaliate or to react to that parent.

What you want to do is notice how you’re feeling. Notice the urge to want to dig your heels in. This is the way it’s going to be because I said so. Kind of authoritative or authoritarian, whatever it’s called. The strict kind of like because I’m the boss and that’s how it goes and because I said so. Notice if you’re feeling that way.

Now, you probably aren’t not going to want to give in. You’re going to want to prove your authority or your expert position or opinion on this. But if you make decisions and communicate to the parent, to the family, from this mindset and energy, oftentimes what happens is now we’re in a tug of war. We’ve gone into battle. They don’t get what they want. They’re going to go to the superintendent and they’re going to work their way up so that they can get what they want because you’ve locked in with them. you’ve engaged in battle.

It becomes a win-lose or a lose-win. Somebody’s going to win, somebody’s going to lose. It becomes a competition versus trying to see the land of and. What they’re trying to do when they don’t feel heard or they don’t feel seen or they don’t feel validated or acknowledged is that they’re going to try and get those feelings from somebody. If it’s not you, they’re going to go up the chain. They’re going to go to the superintendent. They’re going to want to talk to your boss. They’re going to want to get what they want even deeper than before.

They’re going to make a bigger scene. They’re going to go to the school board, the local paper, the blogs, whatever, Facebook. They’re going to find their validation somewhere else if they don’t feel validated from you. I’m saying this ahead of time if you haven’t had this experience yet because the goal here is to understand the emotion, the energy fueling the request. It’s not as much about the request as it is about what’s fueling the request. The fuel may be valid. It might not be appropriate. We don’t know yet until we have a conversation with them.

But what you need to know is when somebody comes to you and says, I want a classroom change, I want assignment change, there’s a reason that that parent is requesting this. Your goal is to neutralize what you’re making it mean about you and sit down and ask them so you can understand how to approach them. We don’t know how to approach them, and we don’t want to assume that we know, oh, they’re just trying to get their way, or they’re just trying to tell me how to do my job, or they think they know better than me, or they just listen to gossip and hear that teacher, and then all of a sudden nobody wants the teacher.

Well, now we have a teacher’s feelings involved here, too. There’s a student, there’s a family, there’s a teacher, there’s you. And it also impacts, if you’re moving numbers around, now it’s impacting the whole grade level or the whole department depending on what level you’re leading, okay?

So what happens is when people’s emotions don’t get validated, not the request but the emotions, they will seek out a way to get those feelings acknowledged, validated, vented out. It oftentimes can turn into a very big problem. People will turn little problems into big problems because their emotional regulation has not been reconciled.

Now I get it. In a perfect world, adults would learn and know, because we would have taught them in schools, how to emotionally regulate and how to tune into their emotions and understand what they’re asking for and why and where it’s coming from and the fuel and is this a projection of themselves? Of course, we would want every human to be in their personal power, in personal development, getting this. But because we don’t teach it in our schools, you coming here to this podcast, I’m teaching it to you now as an adult.

So our job is to first regulate ourselves emotionally and neutralize the situation by looking at what are we making this mean about ourselves? What are we making the request mean about them? What are we making it mean about the teachers that are involved here, about the student? You got to clarify, what am I making this mean? How am I interpreting this request? Is it firing me up? Does it not bother me at all? Am I curious as to what’s going on with the family? Do I understand already? Do I have some perspective? Do I need to talk to the teachers about what’s going on?

What are you making this situation mean about you, about them, about the greater good here? You’ve got to clarify your own thoughts and opinions first. Why do you think they’re asking for this? Notice what comes up for you. And then you want to think about, let’s look at this from the perspective of the student, the teacher, and the parent. Why might they be asking? If we put our emotions aside just for a minute, what’s going on for this parent? Why do we think they’re asking? Or does the teacher have any information? Or what’s going on with the student?

Maybe the student has a 504 or an IEP and there is a specific conversation that needs to be had in one of those meetings. There is always a reason a parent is asking. Our first step can be to get curious and explore with that parent why the request. And when they meet with you, they’re going to feel very, very validated as to their reasons. Their reasons feel very true for them and it seems like the only response. You can let them have that opinion for a while as you’re taking it all in.

But I also want you to think about the idea that this isn’t a reflection on you as a leader. It’s a conversation to get curious about what’s coming up for them, what’s coming up for their student. And if it is feedback about your leadership, now we’re getting into a conversation around receiving feedback. And if maybe we did oversight something, maybe we agreed at the end of the year, this child wasn’t going to be placed with that child, but we missed that. And they’re together in the same class and we need to rectify it. No problem. It doesn’t mean you’re a bad leader. It means you’re a human who just had an oversight, not a problem.

Maybe we agreed that this child needs a particular style of teacher, or we had agreed this child was going to be in that teacher’s class. And sometimes it just happens. We can’t remember every little detail, every conversation we had last year. So it might be valid. The request might be simple. But when you’re coming from the place of they’re thinking X about me, or they’re judging me, they’re criticizing me, what happens is you do the flip. You also get into judgment and criticism.

You want to dig your heels in because you think they’re digging their heels in. Notice the energy, okay? So instead of responding with reaction, emotional burst of energy, you want to respond with intention. We want to look for the win-win, win-win here. Because oftentimes it feels like it’s an all or none. Either you have to hold firm or you have to give in. It feels like just give in, let them have what they want, make my life easier, they get what they want, but now everybody’s going to demand that, and I can’t possibly get everybody’s requests in, or I have to hold firm and then weather the storm and it escalates up.

It feels like those are the only two options. The empowered principle approach here is where is the win-win? Where might this be a win-win? We have to find out what they want, why they want it, what’s the emotion, how are they feeling, what is their concern? and consider the request from the lens of the parent. What might they be thinking? What might they be feeling? What do they want below the surface of the request? It’s basically they want to feel certainty. They want to be assured. They want to feel like they’re a good parent. They want to feel like they’re in the best placement possible for their child. They’re advocating for their child.

You want to consider what else the request might mean. Can you separate yourself from the request completely? If the request had nothing to do with you, what else would be going on for these people? And is there a win-win here? Sometimes, the best decision to make is to do the change and to have a rationale as to why. Other times, the easiest thing to do is to say, hey, let’s try this. Let’s try it for 30 days, and if it doesn’t work out, we’ll discuss a change of placement.

If it’s truly not working out, this teacher truly isn’t providing the service your child needs, if you’re truly unsatisfied, if the child’s distressed, at any time in these 30 days, we’re going to try it for 30 days. I’m going to observe. We’re going to check in each week, see how it’s going, and after 30 days, if it’s still not a fit, let’s talk about a placement change.

Oftentimes what happens, people are anxious because they hear rumors. about a teacher, or they’re like, I’ve heard that teacher’s mean, or that teacher’s no good, or I had a conflict with that teacher, that teacher’s terrible at, you know, parent communication. They’ll hear something from one person and extract that to mean it’s going to be a horrible year for them, for the kid, for everybody. And so they come to you in a panic.

When we give it a go, if there’s no valid reason, if there’s nothing you can really ground yourself in, and you have strong parameters about a not-appropriate request for a change in placement. You can say, let’s give it 30 days. Let’s try it. I’ll check in with your kiddo. I’ll be in there observing. If I see anything, I’m going to let you know. Let’s do a weekly check-in. If something comes up, you call me. We will be in touch. I want you to be reassured. I’m hearing you.

And we also want to give students an opportunity to try a new environment. Let’s see how it goes. we’ll do it with support, and we will give your student every opportunity to be successful, because the goal is for your child to be successful in any environment, to know how to understand and adapt and advocate, and if there truly is anything harmful going on in a classroom, I want to know as soon as possible. I will be in there monitoring. Let’s check on it for 30 days. Can we give it 30 days? How would that feel for you? What would you need to feel reassured that your student’s in good hands?

I want this to be a win-win. I want your student to be happy. I want you to be reassured that they’re safe, that they’re going to learn, that it’s going to be a great year. What will help you with that? Can we allow 30 days and see what they say? This question is typically so much deeper than what you see on the surface. It’s more about a parent’s insecurities, a parent’s fears, a parent’s anxiety, a parent’s worry. A lot of times it’s playground talk between the parents or now Facebook talk. They’re talking coffee shop talk, talking about teachers, but we want to be respectful of the teacher, the student, and give that child the opportunity to be successful, that teacher to be successful.

What would it look like if it was an amazing fit? What if this is the best fit for your child? We won’t know unless we give it 30 days to try it out. How are you feeling about that? So a conversation with a parent about a classroom placement change doesn’t have to be contentious. It doesn’t have to be anxiety-ridden. It doesn’t have to mean anything about you as a school leader, your capacity to lead, your ability to make decisions. It’s not about your expertise or professionalism. It’s about a parent who’s worried about having the best of the best for their kiddo.

When we can talk from human to human, especially if you’re a parent, you can relate as a parent advocating for your child, wanting the best for them. But what the parent wants in most cases is reassurance. I want to be reassured that this is the best place, the right place, and they want to know that they have some kind of an out if it truly is not a good environment for their student. And that’s where the win-win comes in. Let’s give it a try. Let’s assume and give positive intention and give this child an opportunity to thrive. Give the teacher the opportunity to be successful. And if we need to have a conversation with the teacher or with the student or all together, let’s do it as a team. Let’s make this decision as a team. How does that feel for you? Can you get on board with that?

So again, when you’re working with a parent, you want to look below the surface. You want to focus on how they’re feeling and how they want to feel. You want to give the teacher and the student an opportunity for success. We can’t know unless we try, but the parent needs to be reassured they’re going to be okay, they have a voice, they’re validated, it’s acknowledged, we’re hearing you, and let’s give this a go. Or you might just decide not to. You have to work with individuals, which is why it’s important to have parameters.

But in the end, you want to look for the win-win for them, for you, for the greater good of the student, the teacher, and your school at large. This is about a policy, this is about having a plan and a practice in place, but treating students and teachers and parents as individuals and having a conversation on an individual basis, it’s not a flat one-size-fits-all because there’s different reasons, there’s different emotions, there’s different fears, different outcomes and expectations. You want to get into that individual conversation to see what the next best move is.

So I wish you an amazing start to the new year. Happy New Year! Happy September! And if you’re brand new to the podcast, welcome to the podcast and congratulations! on your school leadership experience. I hope you find this podcast to be extremely helpful. If you do, give us five-star rating, give us a little comment. The more we get five-star ratings, the more we get comments, the more the algorithm allows more people to find us. I’m here to serve you in any way that I can. And as these topics come up, it is my honor, my pleasure to give you as much free coaching as you can.

And of course, you’re always invited into the Empowered Principal Collaborative. Have an amazing week. Happy New Year. I’ll talk to you soon. Take good care. Bye.

Thanks for listening to this episode of The Empowered Principal® Podcast. If you enjoyed this episode and want to learn more, please visit angelakellycoaching.com where you can sign up for weekly updates and learn more about the tools that will help you become an emotionally fit school leader.

 

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