The HR Impact Show

Summary: Join C.T. and guest Kristin Murphy, principal of Saratoga Elementary School in California, as they explore the development and implementation of the Coordination of Student Supports (COST) process within her district. Kristin shares practical insights on building a cohesive team to address academic, behavioral, and social-emotional needs through coordinated interventions. She discusses establishing structured meeting schedules, creating agendas, and tracking follow-ups to ensure timely and effective support for students. This episode highlights the importance of collaboration, clear roles, data-informed decisions, and district-wide commitment in creating a successful, sustainable system that benefits students across all schools. Key Takeaways: COST Defined: COST (Coordination of Student Supports) is a centralized, collaborative process within MTSS that coordinates academic, behavioral, and social-emotional supports to address the whole child. Importance of Teamwork: Effective COST teams include diverse members such as principals, teachers, specialists, and administrative staff, each bringing unique perspectives to create tailored support for students. Regular, Structured Meetings: Scheduling COST meetings every other week with a clear agenda and timekeeping ensures consistent follow-up and intervention monitoring throughout the school year. Entry and Exit Criteria: Setting specific criteria to determine when students enter or exit interventions helps assess progress, ensures fidelity of support, and allows for data-informed adjustments. Leadership Role: Principals play a crucial role in supporting staff by facilitating meetings, providing resources, and fostering a culture of accountability and teamwork. Overcoming Barriers: Start small by establishing a regular meeting time, build buy-in from district and school staff, and use simple tools like Google Suite to implement COST cost-effectively. Focus on Accountability: Establishing norms for doing what is promised and following up on interventions strengthens the support system and improves student outcomes. Adaptability: The COST process can be adapted for different school levels, and input from all relevant teachers is integrated, especially in middle schools where students have multiple teachers. Chapters: 00:00 Introduction to the Cost Process 00:50 Meet the Expert: Kristen Murphy 02:56 Understanding the Cost Process 06:43 Implementing Cost in Schools 08:46 Key Components and Best Practices 21:07 Effective Meeting Management 23:25 Accountability and Follow-Up 26:01 Building a Supportive School Culture 31:30 Overcoming Implementation Challenges Connect with CT: linkedin.com/in/cheetung Connect with <featured guest>:  Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention. Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week. Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Heidi Fagerness, principal of Chehalis Middle School in Washington State, as they discuss building positive school culture through heart, head, and hands leadership. Heidi shares her daily rituals of gratitude, commitment, and forgiveness that keep her centered and inspired to lead with love and care. Drawing from over 30 years of experience, she emphasizes the power of intentional themes to unify staff and students, fostering hope, perspective, and connection. This episode highlights practical strategies for creating psychological safety, strengthening relationships, and leading with empathy to build a supportive, resilient school community where everyone can thrive. Key Takeaways: Heart, Head, and Hands Leadership: Effective school culture is built through emotional connection (heart), clear thinking and planning (head), and practical action (hands), all infused with love and care. Daily Rituals for Mindset: Practicing gratitude, commitment, and forgiveness daily helps Heidi maintain balance, center herself, and lead with positive energy even on challenging days. Intentional Themes: Setting a meaningful theme each year creates focus, unity, and motivation among staff and students, influencing behavior, mindset, and school climate. Building Trust through Listening: Active listening and creating psychological safety support authentic relationships and empower staff and students to grow and thrive. Restorative Practices: Emphasizing reflection, accountability, and learning from mistakes fosters a supportive discipline approach that prioritizes growth over punishment. Personal Growth and Reflection: Continuous self-awareness and openness to feedback are vital for effective leadership and navigating difficult moments with grace. Community Engagement: Strong partnerships with families, staff, and local organizations contribute to a vibrant, supportive school environment. Chapters: 00:00 Introduction to Building Culture 00:44 Meet Our Inspiring Guest: Heidi Frans 01:27 Heidi's Journey and Leadership Philosophy 06:45 The Role of Gratitude in Leadership 07:18 Daily Rituals for Success 11:19 The Power of Themes in School Culture 17:09 Instilling Hope in Education 17:37 Recognizing and Celebrating Educators 18:16 Empowering Students Through Movement and Voice 18:58 Developing Themes and Collaborative Planning 20:40 Supporting Individual Students 22:24 Creating a Positive Environment for Discipline 26:31 Teaching Behavior and Accountability 27:35 Seeking Inspiration Beyond Borders 30:58 Reflecting on Global Educational Experiences 33:40 Leading with Love and Gratitude Connect with CT: linkedin.com/in/cheetung Connect with Heidi Fagerness: linkedin.com/heidi-fagerness  Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention. Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week. Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest JJ Albert, principal of Mark Twain Elementary School in Central California, as they explore effective staff motivation, onboarding, and curriculum management in a low socioeconomic, transitional community. JJ shares how he builds strong rapport with a small teaching staff through visibility and open communication, fostering psychological safety and collaboration. He discusses redesigning pacing guides into flexible, manageable cycles and providing ready-to-use lesson plans to reduce teacher stress and promote instructional fidelity. The conversation also covers strategies for efficient, focused staff meetings and involving teachers in decision-making. This episode offers practical leadership approaches to support teacher growth and sustain motivation while addressing community challenges. Key Takeaways: Strong Rapport and Visibility: JJ emphasizes building personal relationships with a small staff through classroom visits, open communication, and making teachers feel comfortable and supported. Flexible Pacing Guides: He redesigned pacing guides into manageable 4-6 week cycles aligned to essential standards, allowing adjustments for real-world teaching interruptions, which reduces teacher stress and burnout. Instructional Support: JJ and his academic coaches provide ready-to-use lesson plans linked to curriculum standards, shifting teacher focus from planning to delivery and instructional quality. Collaborative Staff Meetings: He transformed meetings to be more efficient and focused on collaboration and instructional strategies, eliminating lengthy announcements and empowering grade-level teamwork. Inclusive Decision-Making: JJ involves teachers in curriculum and instructional decisions, valuing input while maintaining final administrative responsibility to foster ownership and professional growth. Teacher Onboarding and Ongoing Support: New teachers receive comprehensive onboarding covering both operational details and evaluation processes, supported by academic coaches and a collaborative environment. Focus on Student-Centered Service: JJ views education as a service profession, emphasizing clear expectations, professional responsibility, and creating a culture where staff feel valued and motivated to support students. Addressing Challenges of Transient Population: Leading a school with many students who transition in and out, JJ prioritizes coordination with other principals and aligned curricular efforts to provide cohesive student experiences. Chapters: 00:00 Introduction to Today's Episode 00:48 Meet JJ Albert: An Experienced Educator 01:34 Understanding Mark Twain Elementary 02:14 Challenges of a Unique School Structure 05:58 Building Rapport with Staff 11:31 Onboarding New Teachers 21:50 Rethinking Pacing Guides 28:00 Streamlining Lesson Plans 32:34 Efficient Staff Meetings 37:10 Advice for Admins Connect with CT: linkedin.com/in/cheetung Connect with:  Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention. Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week. Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Ron Polk, principal of James Logan High School in California’s New Haven Unified School District, as they explore leadership in one of Northern California’s largest high schools with 3,200 students. Ron shares how his own journey from ESL teacher to award-winning principal shapes his mission to build a culture of trust, care, and accountability. He emphasizes being present, approachable, and invested in students’ lives, fostering school pride, and supporting new teachers with a coaching mindset. This conversation highlights practical strategies for creating a supportive team environment where students take ownership, guided by authentic relationships and high expectations. Key Takeaways: Leadership Rooted in Care and Presence: Ron Polk emphasizes being a visible, approachable presence on campus, fostering genuine relationships with students to build trust and a sense of family within a large school community of over 3,200 students. Coaching Mindset for Staff Support: He supports both new and veteran teachers through coaching, promoting self-reflection and practical strategies to improve classroom management and student engagement, always prioritizing student success. High Expectations Coupled with Support: Ron balances holding students accountable for their effort and behavior with advocating for them and providing care, encouraging self-advocacy and responsibility as essential life skills. Authenticity and Sharing Personal Journey: By sharing his own life story and challenges, he connects with students authentically to inspire hope and resilience, helping them envision possibilities for their futures. Building School Pride and Community: He works intentionally to cultivate school spirit and pride, encouraging students to see their school as a place they belong and from which they carry lifelong connections. Use of Relational Discipline: When discipline issues arise, Ron handles situations thoughtfully—engaging students directly, encouraging reflection, involving parents appropriately, and focusing on growth rather than punishment alone. Data- and Experience-Informed Practices: His leadership draws on decades of educational experience, blending practical classroom knowledge with a deep understanding of community and student needs. Chapters: 00:00 Introduction to Today's Episode 00:32 Meet Ron Polk: An Inspirational Educator 01:29 Challenges and Community at James Logan High 02:28 Building School Spirit and Pride 04:35 Mentorship and Leadership Qualities 07:31 The Importance of Care and Trust 11:38 Being Present and Accessible 17:28 Supporting New Teachers 30:16 Navigating the Pandemic's Impact Connect with CT: linkedin.com/in/cheetung Connect with Ron Polk: https://www.linkedin.com/in/ron-polk-827015a9/  Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention. Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week. Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Charlotte Pickett, Lead Facilitator at Nea Community Learning Center in Alameda, California, as they explore the art of giving and receiving feedback with care, clarity, and consistency in a diverse TK–8 project-based charter school. Charlotte shares her “Three Cs” leadership framework, emphasizing honest communication, clear expectations, and predictable systems that build trust and support. Drawing from her rich experience in both large districts and small schools, she discusses strategies for creating psychological safety, balancing structure with flexibility, and delivering strength-based feedback that fosters growth and positive relationships among staff, students, and families. Key Takeaways: Three Cs Framework: Leadership anchored in Care, Clarity, and Consistency creates a foundation for trust, respect, and predictable school culture that supports diverse learners and staff. Care as Listening and Honesty: Prioritizing genuine listening, valuing diverse experiences, providing consistent and honest feedback, and fostering open-mindedness strengthen community relationships. Clarity Through Systems: Clear structures, predictable procedures, and transparent communication (especially around behavior and academics) promote fairness and reduce anxiety among students, staff, and families. Consistency Builds Trust: Applying rules and consequences equitably, and maintaining reliable follow-through supports a safe, stable environment. Balancing Structure with Flexibility: Navigating the tension between the intimacy of a small school community and the need for well-defined systems is achieved through feedback cycles and responsiveness to stakeholder input. Effective Feedback Practices: Creating psychological safety for giving and receiving feedback involves honesty, direct but compassionate communication, relationship-building, and follow-up conversations. Personal Growth in Leadership: Charlotte emphasizes ongoing reflection, vulnerability, and support networks as essential for developing the ability to give and receive feedback productively. Project-Based, Inclusive Learning Environment: Nia’s commitment to fostering inquiry, diversity, and student leadership nurtures a rich, culturally responsive educational setting. Chapters: 00:00 Introduction to Feedback in Leadership 00:28 Meet Charlotte Pickett 01:03 Nia Community Learning Center Overview 02:38 Diversity and Inclusion at Nia 05:22 Framework for the School Year: The Three Cs 07:02 Implementing Care, Clarity, and Consistency 11:41 The Art of Giving and Receiving Feedback 16:33 Personal Growth and Leadership 19:48 Balancing Structure and Flexibility Connect with CT: linkedin.com/in/cheetung Connect with Charlotte Pickett: linkedin.com/in/pickettcharlotte/  Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention. Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week. Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Joseph Blasher, principal of Castlemont High School in Oakland, California, as they discuss how data-driven leadership prepares a diverse urban high school for a strong academic year. Joseph shares his six-week planning approach focused on attendance, literacy, and student engagement, aligning staff, students, and families around clear priorities. He highlights the use of empathy interviews by teachers to understand student challenges and the importance of ongoing reflection through department meetings and coaching. This conversation offers practical strategies to build momentum early, adjust plans responsively, and foster a supportive, rigorous school culture. Key Takeaways: Data-Informed Planning: Joseph emphasizes using diverse data sources—attendance, literacy assessments, student surveys—to prioritize focus areas and track progress. Structured Six-Week Cycles: A detailed six-week plan guides student engagement, attendance efforts, and academic interventions, allowing timely reflection and adjustments. Empathy Interviews: Teachers conduct regular qualitative check-ins with students to understand barriers and adapt teaching responsively. Collaborative Practices: Weekly department meetings and coaching encourage continuous improvement, shared strategies, and professional development. Clear Roles and Communication: Defined responsibilities for staff, students, and families create alignment and accountability for meeting school-wide goals. Holistic, Trauma-Informed Approach: Leadership balances academic rigor with social-emotional awareness, responding to community challenges with resilience and care. Chapters: 00:00 Introduction and Overview 00:45 Meet the Principal: Joseph Blecher 01:20 About Castlemont High School 03:10 Challenges and Emotions of Graduation 04:14 Using Data to Prepare for the School Year 06:29 The Six-Week Plan 07:21 Setting Priorities and Goals 25:22 Empathy Interviews and Teacher Support 30:08 Advice for New Principals Connect with CT: linkedin.com/in/cheetung Connect with Joseph Blasher: linkedin.com/in/joseph-blasher-142938b  Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention. Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week. Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Dr. Latora Baldridge, Head of Schools at Lodestar within the Lighthouse Community Public Schools in Oakland, California, as they dive into what it means to lead with intentional presence and foster a sustainable, student-centered culture across a TK–12 campus. This engaging conversation highlights Dr. Baldridge’s holistic leadership approach, her focus on building strong, distributed teams, and the practices that have produced notable gains in student achievement, college readiness, and teacher retention—with a 90% staff retention rate and 88% of graduates meeting California’s A–G college requirements. Key Takeaways: Intentional Presence and Prioritization: Leadership must be intentional about presence, with priorities clearly defined and reflected in daily and weekly schedules. This ensures that staff and student needs are addressed proactively, not reactively. Empowering Teams: Spreading leadership capacity by building strong, empowered teams enhances a school’s ability to meet diverse needs and maintain a cohesive culture across all grade levels. Human-First Culture: Valuing humility and connection above authority creates a culture where everyone—students, teachers, and families—feels seen, heard, and supported. Routine, Purposeful Check-Ins: Regular, informal check-ins (“five-minute good, bad, and ugly”) with staff help surface issues early, prevent small problems from becoming large, and foster a reciprocal, trusting culture. Systems of Student Support: Data-driven, coordinated student support systems (like MTSS and COST) are core to ensuring students get what they need to thrive. This, in turn, directly supports teachers by reducing classroom stress and burnout. Delegation and Focus: Leaders must delegate non-priority tasks, aligning all work to a short list of top priorities, and be willing to let go of activities that do not serve the school’s central mission. Celebrating Community and Milestones: Bringing together the whole TK–12 community for celebrations (e.g., “Declaration Day”) strengthens the “family school” vibe, provides role models for younger students, and fosters a sense of belonging. Special Education as Good Teaching: Supporting students with diverse needs requires systemic, schoolwide attention and communication—not just the efforts of individual teachers. Adaptability and Communication: Systems should be flexible, transparent, and responsive. When interventions do not work, leaders must communicate openly, adjust, and keep the community informed. Chapters: 00:00 Introduction 00:45 Guest Introduction: Dr. Latora Baldridge 01:26 Exploring Lodestar Lighthouse Community Public Schools 02:46 Managing a TK-12 Campus 10:40 Intentional Leadership and Staff Connection 28:41 Prioritizing Student Support Systems 00:00 Introduction and Episode Overview 00:45 Guest Introduction: Dr. Lara Baldridge 01:26 Exploring Lodestar Lighthouse Community Public Schools 02:46 Managing a TK-12 Campus 10:40 Intentional Leadership and Staff Connection 28:41 Prioritizing Student Support Systems 38:50 Advice for School Administrators Connect with CT: linkedin.com/in/cheetung Connect with Dr. Latora Baldridge: linkedin.com/in/latora-baldridge-000  Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention. Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week. Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: CT sits down with William Nee, principal of Oakland Unity High School in Oakland, California, for an in-depth discussion on “active supervision” in school leadership. Rather than adopting a traditional, office-bound approach, William spends most of his school days on his feet, actively engaging with students, staff, and the school environment. This episode explores William’s philosophy and the real-world practicalities of his “mobile office” approach, his focus on relationships, and the outcomes his school has achieved. Key Takeaways: Active supervision is a proactive, intentional strategy that involves moving around, scanning all areas, and frequently interacting with students—whether in classrooms, hallways, playgrounds, or transitions. Prevents and addresses behavioral issues, reduces challenging behaviors, and increases on-task and positive behavior. Fosters student safety by monitoring all students, anticipating risks, and responding quickly to prevent injuries or unsafe situations. Builds stronger relationships between staff and students through regular, informal interactions, encouraging positive feedback, and providing timely support when needed. Increases student engagement and learning assistance by identifying students who need help and offering immediate, developmentally appropriate feedback and redirection. Promotes a positive school culture by reinforcing expectations, prompting appropriate behavior, and delivering corrective actions as needed—all in a fair, consistent, and relational manner. Effective in all settings and age groups, including classrooms, outdoor play, transitions, and after-school activities, and is adaptable to different levels of risk and student independence. Requires minimal resources but yields significant benefits, reducing disruptions and increasing safety with simple strategies like proximity, scanning, and regular student check-ins. Staff training and intentional setup are essential—active supervision works best when the environment is organized for visibility, staff are positioned strategically, and everyone understands their role in supervision Chapters: 00:00 Introduction to Active Supervision 00:57 Meet Principal William Nee 01:12 The Oakland Unity High School Story 03:11 The Evolution of School Discipline 04:42 The Power of Active Supervision 05:49 A Day in the Life of Principal Nee 08:29 The Importance of Presence 09:36 Lessons from the Hallways 13:59 Building Relationships and Community 16:36 The Impact of Active Supervision 17:39 Engaging with Students in the Hallway 18:41 Balancing Administrative Duties and School Culture 19:35 The Importance of Being Present 21:30 Tools and Techniques for Effective Supervision 23:18 Adapting Leadership Styles Post-COVID 25:54 Focusing on Academic Results 31:06 Advice for Implementing Active Supervision Connect with CT: linkedin.com/in/cheetung Connect with William Nee: linkedin.com/in/william-nee-a16b00233  Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention. Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week. Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and the team from Harvest Park Middle School in Pleasanton, California, as they explore the transformative journey that made Harvest Park a statewide model for inclusive education and student wellness. This insightful conversation delves into how Principal Russell Campisi, along with his dedicated team of administrators, counselors, and special education staff, led the school to win the prestigious CSBA Golden Bell Award for their innovative inclusion programming. Key Takeaways: Shift to Inclusion: Harvest Park transformed from separating students with IEPs in self-contained classes to including them in general education settings, dramatically increasing access to electives and college-prep coursework. Least Restrictive Environment: The school committed to the principle of educating students with disabilities alongside their peers whenever possible, raising the percentage of time students with IEPs spend in general education from 66% to nearly 80%. Master Schedule Overhaul: The team spent months redesigning the master schedule to ensure students with IEPs could access both their required services and the full range of general education classes, while balancing class sizes and teacher workloads. Team Effort: Success required close, ongoing collaboration between administrators, counselors, and special education staff, with regular dialogue and hand-scheduling to avoid clustering and ensure even distribution of students with IEPs. Holistic Approach: Harvest Park focuses on the whole child, supporting both academic and emotional needs through a remodeled wellness center that offers therapy groups, restorative circles, and animal-assisted interventions. PBIS & MTSS Integration: The school rebuilt its Positive Behavior Interventions and Supports (PBIS) framework post-COVID, connecting it to a multi-tiered system of supports (MTSS) to address the needs of all students and foster a sense of belonging. Chapters: 00:00 Introduction 00:11 Harvest Park's Journey to Inclusion 01:57 Meet the Team Behind the Transformation 03:21 Challenges and Adjustments in Scheduling 12:39 Implementing the Multi-Tiered System of Supports (MTSS) 20:05 Designing an Inclusive Wellness Center 25:08 Finding the Vision and Setting Goals 25:18 Practical Implementation and Community Partnerships 25:31 Utilizing Data and Student Feedback 27:12 Engaging Students with Interactive Tools 29:38 Reorganizing Case Manager Responsibilities 33:29 Collaborative Culture and Teacher Support 38:40 Positive Student Outcomes and Systemic Changes 40:53 Essential Elements for Success Connect with CT: linkedin.com/in/cheetung  Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention. Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week. Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Jeremy “Paco” Furlan, Principal of John Muir Elementary School in Berkeley, California, as they explore the remarkable turnaround that transformed a school deeply impacted by the challenges of COVID-19 into a nationally recognized model of excellence. This insightful conversation delves into how John Muir, a diverse, Title I school serving students from over 21 language backgrounds and a wide socioeconomic spectrum, overcame significant struggles in math, ELA, reading, and chronic absenteeism to earn both the US Department of Education Blue Ribbon Award and the California Distinguished School Award in just three years. Key Takeaways: Focused Leadership: Paco applied the “hedgehog concept” by concentrating on one clear priority—mastering a guaranteed, viable curriculum in reading and math—to drive schoolwide improvement. Data Transparency: Sharing honest, disaggregated data with staff and families helped build a shared understanding of challenges and galvanized community support. Collaborative Resource Allocation: Reallocating resources, including funding additional reading and math specialists, required tough conversations but was essential for targeted student support. Master Scheduling: Creating a master schedule that coordinated specialist push-ins and interventions ensured consistent, effective instruction for all students. Community Rebuilding Post-COVID: Emphasizing relationship-building, reopening the school as a community hub, and implementing positive behavior systems helped restore trust and engagement. Addressing Chronic Absenteeism: Persistent communication with families, attendance tracking tools, and incentives reduced chronic absenteeism from over 20% to 7%. Restorative Discipline Practices: Moving away from suspensions toward restorative justice and coordinated support teams improved school climate and kept students engaged. Academic Gains: Through focused efforts, student achievement increased by approximately 20 percentage points, closing achievement gaps and earning prestigious awards. Chapters: 00:00 Introduction: Turning Challenges into Triumphs 00:38 Meet the Principal: Jeremy Paco Furlan 01:37 The Diverse Community of John Muir Elementary 03:16 COVID-19 Impact and Initial Challenges 07:59 Strategic Planning and Data-Driven Decisions 10:46 Implementing Changes: Curriculum and Scheduling 16:34 Building Community and Overcoming Obstacles 23:15 Recognizing Success: Awards and Achievements 25:37 Improving Attendance and Behavior 30:54 Staff and Community Engagement Connect with CT: linkedin.com/in/cheetung  Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention. Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week. Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Russell Campisi, Principal of Harvest Park Middle School in Pleasanton, California, as they explore the organic, community-driven leadership approach that has earned the school multiple accolades, including the prestigious Golden Bell Award for transformative special education programming. Key Takeaways: Organic Leadership & Community: Russell leads with an organic, community-driven approach, empowering passionate teachers and staff to create “islands of awesome” that foster innovation and engagement across the school. Award-Winning Inclusion: Harvest Park earned the prestigious Golden Bell Award for transformative special education programming by dramatically increasing inclusion and creating successful pathways for students with IEPs. High Student Connectedness: The school boasts an exceptional 80% student connectedness rate, reflecting strong relationships and a supportive environment. Engaged Families & Diverse Community: Families intentionally choose the area for its supportive, emotionally and academically enriching environment, contributing to a diverse, motivated community invested in student success. Distributed Leadership & Implementation: Russell acts as a “party planner,” facilitating and aligning resources and people to ensure initiatives are implemented effectively without micromanaging, allowing individual passions to drive innovation. Balancing Coherence and Creativity: While maintaining a clear district-aligned vision and framework, the school encourages creativity and diverse “passion projects,” ensuring they align enough to build a cohesive, thriving school culture. Focus on Access & Equity: Programs like sports and extracurriculars are designed to be inclusive, with supports in place to ensure all students can participate fully. Sustainable, Scalable Innovation: The school’s inclusive practices and innovations are sustainable and serve as a model that can be replicated across other districts. Chapters: 00:00 Introduction 01:09 Meet the Principal: Russell Campisi 02:06 Community and School Dynamics 03:19 Engagement and High Expectations 05:58 Creating Islands of Awesome 11:58 Inclusive Programming and Special Education 14:53 Data-Driven Leadership 22:38 Significant Drop in Grades: A Case Study 23:17 Understanding Teacher Assumptions and Beliefs 23:41 Addressing Student Challenges and Data Interpretation 25:09 Sustainable Implementation and Administrative Support 26:15 Clarifying Standards and Accommodations 27:40 Co-Teaching and Systemized Support 28:57 Inclusive Decision-Making and Community Involvement 32:27 Iterative Clarifications and Frameworks 35:31 Heuristics and Leadership Philosophies Connect with CT: linkedin.com/in/cheetung Connect with Russell Campisi: linkedin.com/in/russell-campisi-96b251167  Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention. Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week. Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Miranda Thorman, Executive Director of East Bay Innovation Academy (EBIA) in Oakland, California, as they explore the transformative power of competency-based learning in a diverse, STEM-focused public charter school. This insightful conversation delves into how EBIA serves students from sixth through twelfth grade with a curriculum centered on project-based, hands-on learning that emphasizes real-world application over traditional testing. Key Takeaways: Competency-Based Learning: This approach flips traditional education by focusing on students mastering skills and concepts to apply them in real-world, novel projects rather than just preparing for tests, fostering deeper engagement and relevance. Growth Mindset and Allowing Failure: Students are encouraged to learn at their own pace and are allowed to fail and retry, mirroring real-world learning and promoting a growth mindset among both students and staff. Project-Based, Hands-On Curriculum: Across subjects, students engage in meaningful projects—such as debates or building scale models—that require applying knowledge, making learning active and connected to real challenges. Diverse, STEM-Focused Community: EBIA serves a highly diverse student population with a strong emphasis on science, technology, engineering, and math, including career pathways with internships and work-based learning. Formative and Summative Assessments: The school uses frequent formative assessments with feedback to guide learning, culminating in summative demonstrations of competency, which may differ from traditional grading systems. Challenges of Systemic Change: Implementing competency-based education within traditional school structures involves navigating entrenched systems like grade levels and standardized testing, requiring teacher training, coaching, and buy-in. Personalization and Real-World Preparation: Competency-based models support personalized learning paths and prepare students for college and careers by building portfolios of demonstrated skills applicable beyond school. Chapters: 00:00 Introduction to Competency-Based Learning 00:44 Meet Miranda Thorman 01:11 Overview of East Bay Innovation Academy 01:52 STEM Focus and Project-Based Learning 03:47 Competency-Based Learning Explained 07:07 Implementing Competency-Based Learning 14:07 Challenges and Teacher Preparation 16:15 Competency vs Traditional Models 25:29 Student and Family Transition 29:07 Growth Mindset and Final Thoughts Connect with CT: linkedin.com/in/cheetung Connect with Miranda Thorman: linkedin.com/in/miranda-thorman-0835a9292  Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention. Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week. Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Clark Conover, principal of Granada High School in Livermore, California, as they explore the strategies behind maintaining a strong sense of belonging and high attendance rates at a large high school. With 26 years of experience at Granada, Clark shares how the school fosters student engagement through a wide variety of athletics, clubs, and arts programs, encouraging every student to get involved in something meaningful. Key Takeaways: Strong Sense of Belonging: Encouraging students to get involved in athletics, clubs, or start their own groups fosters a deep connection to the school, which supports high attendance rates above 95%. Teacher Engagement: Many teachers live in the local community and actively participate as coaches or club advisors, strengthening relationships with students beyond the classroom. Student-Centered Decisions: School schedules and activities are designed with student needs in mind, balancing what students want with what is educationally best for them. Flexible and Responsive Scheduling: The school regularly updates its bell schedule based on feedback and research to better support students, including built-in access periods for extra help. Open Communication and Listening: Clark emphasizes one-on-one conversations with staff, students, and parents to gather feedback, address concerns, and maintain a safe, welcoming environment. Presence and Visibility: The principal spends significant time on campus interacting with students, greeting them personally to understand their needs and connect them with resources. Support for Underrepresented Groups: Targeted efforts, including dedicated staff connections and culturally responsive engagement, help ensure all students feel safe and supported. High Post-Secondary Enrollment: About 89% of graduates enroll in post-secondary education, reflecting the school’s commitment to academic achievement and student success. Chapters: 00:00 Introduction to the Principal and School 00:30 Clark Conover's Background and Achievements 01:06 Granada High School's Student Involvement 02:23 Building a Strong School Culture 04:40 Creating a Safe and Welcoming Environment 05:26 Adapting and Improving School Schedules 08:38 Engaging with Students and Staff 12:37 Supporting Underrepresented Student Groups 13:40 Principal's Weekly Routine and Time Management 15:59 Aligning Staff and Communication 18:13 Community Trust and Leadership Style 20:50 Setting Goals and Using Data Connect with CT: linkedin.com/in/cheetung Connect with Clark Conover: linkedin.com/in/clark-conover-a645a118  Whether you're currently wearing the principal badge, aspiring to the big chair, or teaching while secretly taking notes on what you'd do differently, Principal Office Hours delivers actionable strategies you can implement faster than a student being sent to detention. Subscribe now and join the faculty lounge conversation that's too real for the school board meeting. New episodes drop every week. Warning: May cause spontaneous leadership growth and occasional inappropriate laughter during staff meetings.

Summary: Join C.T. and guest Seth Feldman, Executive Director of Bay Area Technology School (Bay Tech) in Oakland, California, as they explore the transformative leadership and data-driven strategies that have revitalized this 6–12 public charter school. This compelling conversation highlights Dr. Feldman’s journey from international teaching to leading Bay Tech through financial recovery, cultural renewal, and academic innovation. Key Takeaways: Turnaround Leadership: Dr. Feldman led Bay Tech through a major turnaround, cleaning up finances, revamping curriculum, and restoring the school’s reputation1. Live Data Over “Autopsy Data”: The school uses real-time (“live”) data to make immediate instructional changes, rather than relying on end-of-year test results (“autopsy data”)1. Student-Centered Outcomes: Bay Tech prioritizes assessments and achievements that matter to students, such as AP, SAT, and ACT scores, over state-mandated standardized tests1. Personalized Learning: Assistive technology enables instruction at each student’s level, supporting both remediation and acceleration, and helping students gain multiple years of skill growth in a single year1. High Teacher Retention: Teachers are empowered to innovate and see the direct impact of their work, leading to high retention—even among those eligible for retirement1. Behavior and Culture: The behaviors allowed on campus define the school’s culture; positive, growth-oriented behaviors are modeled and expected from everyone1. Agile Interventions: Creative use of data, such as analyzing bathroom logs, enables rapid, meaningful interventions to support student learning and well-being1. Holistic Support: Bay Tech surrounds its high-needs student population with academic, social-emotional, and career supports, ensuring every student has a pathway to success Chapters: 00:00 Introduction 00:33 Meet Seth Feldman: The Superman of Education 01:36 Bay Tech: A Community of Excellence 05:13 Challenges and Triumphs at Bay Tech 07:52 The Power of Live Data in Education 19:41 Focusing on Real-World Skills 23:30 Innovative Teaching Approaches 25:45 Personalized Learning with Assistive Technology 26:46 The Impact of Data on Student Engagement 27:31 Addressing Literacy and Math Gaps 34:44 Behavioral Insights from Bathroom Logs 40:56 Implementing Immediate Changes for Improvement Connect with CT: linkedin.com/in/cheetung Connect with Seth Feldman: linkedin.com/in/seth-feldman-2356586  Join us at Engaging Leadership to learn and connect with a community of leaders in education just like you. This is the space where top people leaders share actionable insights and practical playbooks in fostering a high-performing workplace of the future. Sign up as a member today for community updates on the latest leadership resources and exclusive event invites: www.engagingleadershipshow.com/subscribe

Summary: Join C.T. and guest Beth Silbergeld, principal of Branham High School in San Jose, California, as they explore the challenges and opportunities of leading a large, diverse high school within the Campbell Union High School District. This insightful conversation delves into Beth’s experience transitioning from small to large schools and how she applies universal leadership principles—such as clear communication, vulnerability, and being human—to drive innovation and foster community in a school of nearly 1,850 students. Key Takeaways: Leadership in Large Schools: Leading a large high school requires balancing innovation with respect for existing structures and agreements, as change tends to move more slowly due to the complexity and scale of the organization. Community of Communities: In large schools, fostering a sense of community involves linking together many smaller communities, such as departments, clubs, and student groups, to create a cohesive school culture. Every Student Known by an Adult: While small schools can more easily ensure each student is known well by at least one adult through advisory programs, large schools use structures like counseling teams and student life activities to build connections, though the scale makes this more challenging. Diversity and Student Engagement: Branham High serves a diverse student body with a wide range of clubs (over 99), athletics, and arts programs, providing multiple avenues for students to connect, find their passions, and feel part of the school community. Experience Across Different School Sizes and Regions: Beth’s leadership is informed by her experience in various school sizes and regions, helping her apply universal leadership principles such as clear communication, vulnerability, and being human to bring her team along. Innovative Scheduling: Branham recently implemented a new bell schedule that includes a mandatory 30-minute tutorial period, providing targeted academic support as part of a Multi-Tiered System of Supports (MTSS). Balancing Tradition and Innovation: Change in large schools requires navigating contractual agreements and established processes, making leadership a balancing act between honoring what works and introducing new ideas thoughtfully. Chapters: 00:00 Introduction 00:43 Beth Silbergeld's Background and Achievements 01:20 Overview of Brandham High School 01:49 School Culture and Student Life at Brandham 04:35 Beth's Transition from Small to Large Schools 14:27 Innovative Practices and Challenges in Large Schools 18:16 Decision Making and Leadership in Education 29:55 Future Plans and Vision for Brandham High Connect with CT: linkedin.com/in/cheetung Connect with Beth Silbergeld: linkedin.com/in/beth-silbergeld-37934238  Join us at Engaging Leadership to learn and connect with a community of leaders in education just like you. This is the space where top people leaders share actionable insights and practical playbooks in fostering a high-performing workplace of the future. Sign up as a member today for community updates on the latest leadership resources and exclusive event invites: www.engagingleadershipshow.com/subscribe

Summary: Join C.T. and guest Tauvia Harrigan, principal of Earl Frost Elementary School in San Jose, California, as they explore her inspiring philosophy centered on love, laughter, and learning that shapes a vibrant and inclusive school environment. With over three decades of experience in education leadership, Tauvia shares how her diverse school community—representing 14 different home languages and a wide range of cultural backgrounds—thrives through a culture of acceptance and unity.  Key Takeaways: Love as the Foundation: Love for the students and the work is essential; it creates a positive environment where both staff and students are motivated and engaged, making learning a two-way, infectious process. Learning through Fun and Engagement: Learning must be fun, relevant, and stimulating to keep students’ brains active. Boredom shuts down learning, so lessons should be designed from the child’s perspective to be exciting and engaging. Diversity and Inclusion: Earl Frost Elementary embraces its rich cultural and linguistic diversity, fostering a community where differences are celebrated and unity is promoted through shared values and traditions. Mindset, Motivation, and Monitoring (the 3 Ms): Mindset: High expectations and belief in every student’s potential are crucial. Teachers and students alike need a positive, growth-oriented mindset. Motivation: Combines intrinsic and extrinsic motivation, using strategies like VIP parties to reward goal achievement and build confidence, gradually fostering intrinsic motivation. Monitoring: Continuous data review is vital to assess student progress and instructional effectiveness, balanced with fun activities to keep staff morale high during data analysis. Modern Educational Approach: Recognizing that today’s children are wired differently due to technology, teaching methods must evolve beyond traditional models to incorporate relevant, motivating tools that resonate with students’ experiences. Leadership Philosophy: Tauvia’s leadership is characterized by passion, energy, and a commitment to creating a joyful, inclusive school culture where students feel valued and empowered to succeed. Chapters: 00:00 Introduction 00:37 Meet Tauvia Harrigan: A Leader in Education 01:33 The Unique Diversity of Earl Frost Elementary 05:26 Philosophy of Love, Laughter, and Learning 11:28 Motivation and Mindset: The Three M's 23:25 The Journey to Leadership 28:19 Advice for Aspiring Leaders Connect with CT: linkedin.com/in/cheetung Connect with Tauvia Harrigan: frost.ogsd.net/about/principal  Join us at Engaging Leadership to learn and connect with a community of leaders in education just like you. This is the space where top people leaders share actionable insights and practical playbooks in fostering a high-performing workplace of the future. Sign up as a member today for community updates on the latest leadership resources and exclusive event invites: www.engagingleadershipshow.com/subscribe

Summary: Join C.T. and guest Sean Priest, Principal of Sequoia High School in Redwood City, California, as they explore how a historic school embraces diversity, tradition, and innovation to foster student growth. This insightful conversation delves into Sequoia’s rich legacy as one of the oldest high schools in the Bay Area, its stunning campus, and its commitment to serving a diverse student body with rigorous International Baccalaureate (IB) programs. Key Takeaways: School & Community-Sequoia High School is a historic, architecturally stunning campus serving a highly diverse student body, including multigenerational local families and recent immigrants. Tradition & Innovation-The school balances its rich traditions and history with a commitment to adopting innovative, research-based teaching practices. Curriculum & Learning-As an International Baccalaureate (IB) school, Sequoia offers rigorous, inclusive programs that emphasize critical thinking and knowledge exploration. Staff Culture-Lifelong learning, collaboration, and embracing diversity are core values for both staff and students. Technology & Change-The school continually adapts to technological changes, from debates about Wikipedia to integrating AI, focusing on authentic and equitable learning experiences. Leadership & Values-Sean leads with moral authority and personal reflection, using shared values to communicate goals and foster community. Student Engagement-Students take pride in their unique campus, demonstrating responsibility and a strong sense of belonging. Leadership Philosophy-Sean adapts his leadership style to different roles and situations, encouraging risk-taking, authenticity, and growth. Chapters: 0:00 Introduction 00:35 Meet Sean Priest: Principal of Sequoia High School 01:07 Exploring Sequoia High School's Unique Campus and Community 04:49 Balancing Tradition and Diversity in Education 08:25 Challenges and Changes in Education 14:10 Core Values and Leadership Philosophy 29:17 Creating Goals and Accountability in Schools 35:29 Advice for Aspiring Educational Leaders Connect with CT: linkedin.com/in/cheetung Connect with Sean Priest: linkedin.com/in/sean-priest-0176b7b2  Join us at Engaging Leadership to learn and connect with a community of leaders in education just like you. This is the space where top people leaders share actionable insights and practical playbooks in fostering a high-performing workplace of the future. Sign up as a member today for community updates on the latest leadership resources and exclusive event invites: www.engagingleadershipshow.com/subscribe

Summary: Join C.T. and guest Lisa Aguerria Lewis, Principal of Luigi Aprea Elementary School in Gilroy Unified School District, California, as they explore the challenges and opportunities of leading a large, diverse elementary school through times of change. This insightful conversation delves into Lisa’s approach to uniting two distinct communities after a school closure, emphasizing the importance of listening sessions conducted in multiple languages to understand historical context and community needs.  Key Takeaways: Leading in Complexity: Lisa leads a large, diverse elementary school of about 740 students, recently integrating two distinct communities after a nearby school closure, requiring intentional community building and healing post-COVID. Listening as Foundation: She prioritizes extensive listening sessions with students, staff, and families—conducted in English and Spanish—to understand needs, historical context, and build trust, using feedback to guide actionable changes. Balancing Relationships and Systems: Lisa emphasizes the importance of building strong relationships while simultaneously establishing clear systems and structures to run a large school effectively. Curiosity and Reflection: She practices curiosity by asking open-ended questions like “Tell me more about…” to uncover deeper insights, and reflects continuously on her leadership to improve listening and decision-making. Ego Management and Patience: Lisa stresses putting ego aside, moving slowly, and being open to adjusting her vision based on community input to foster genuine buy-in and avoid repeating past mistakes. Chapters: 00:00 Introduction 00:33 Meet Lisa Lewis 01:31 Challenges and Community Building 03:23 Leadership Practices and Listening Sessions 10:59 Balancing Standardization and Autonomy 15:27 Building Effective Systems 24:54 Professional Development Strategies 29:29 The Importance of Reflection 32:02 Coaching and Leadership Advice Connect with CT: linkedin.com/in/cheetung Connect with Lisa Aguerria Lewis: linkedin.com/in/lisa-aguerria-lewis-96b425205 Join us at Engaging Leadership to learn and connect with a community of leaders in education just like you. This is the space where top people leaders share actionable insights and practical playbooks in fostering a high-performing workplace of the future. Sign up as a member today for community updates on the latest leadership resources and exclusive event invites: www.engagingleadershipshow.com/subscribe

Summary: Join C.T. and guest Julie MacArthur, Principal of Brewer Island Elementary School in Foster City, California, as they explore how a strong focus on social-emotional learning (SEL) shapes a joyful and inclusive school community.  Key Takeaways: Diverse, Joyful Environment: Brewer Island is a small, culturally rich school with over 300 students speaking 30+ languages, creating a vibrant and inclusive atmosphere. Strong Staff Community: Many teachers and staff have worked at the school for decades, fostering deep relationships and stability. SEL as a Foundational Lens: SEL is not an add-on, but the lens through which all learning and teaching occur at Brewer Island. It’s about helping students develop a strong sense of self, emotional literacy, and the ability to navigate challenges. Beyond “Soft Skills”: SEL is deeply embedded in academic learning, not just about feelings or “soft skills.” It’s essential for academic success and lifelong well-being. Teaching Grit and Perseverance: Students are explicitly taught to value effort, perseverance, and optimism, especially when facing challenges in subjects like math. Productive Struggle: The school encourages students to embrace struggle as a normal and necessary part of learning, helping them build resilience and confidence. Chapters: 00:00 Introduction: Raising Happy and Healthy Adults 00:37 Meet Julie MacArthur: Principal of Brewer Island Elementary 01:18 The Diverse Community of Brewer Island 04:34 Understanding Social Emotional Learning (SEL) 08:12 SEL in Mathematics: Embracing Productive Struggle 15:13 Embedding SEL in the Curriculum 22:16 The Importance of Failure and Grit 25:08 Leadership and SEL: Building a Supportive Community 29:39 Julie MacArthur's Journey to Administration 33:05 Advice for Aspiring Educational Leaders Connect with CT: linkedin.com/in/cheetung Connect with Julie MacArthur: linkedin.com/in/julie-m-91168951  Join us at Engaging Leadership to learn and connect with a community of leaders in education just like you. This is the space where top people leaders share actionable insights and practical playbooks in fostering a high-performing workplace of the future. Sign up as a member today for community updates on the latest leadership resources and exclusive event invites: www.engagingleadershipshow.com/subscribe

Summary: Join C.T. and guest Dr. Bryan Ballenger, Superintendent of Gustine Unified School District in California, as they explore the district’s journey to full inclusion for all students, K through 12th grade. This insightful conversation delves into Gustine’s innovative approach to special education, moving away from traditional pullout models to a co-teaching and full inclusion framework where special education staff support students directly in general education classrooms.  Key Takeaways: Background and Leadership: Dr. Ballenger began his career as a special education teacher and has extensive experience as a principal and administrator, bringing a deep understanding of student discipline, instruction, and school governance to his role as superintendent1. Commitment to Inclusion: Gustine USD has transitioned from segregated special education settings to a full inclusion model, serving most students with disabilities in their home schools alongside general education peers3. Shared Vision and Collaboration: The district emphasizes building consensus around inclusive education, fostering collaboration among special and general education staff, and adopting a “servant to servant” approach to family engagement3. Student-Centered Decision Making: Gustine uses Instructional Support Teams (IST) and data-driven processes to tailor supports, focusing on academic achievement and social-emotional development, especially for English learners, students with disabilities, and socioeconomically disadvantaged students23. Professional Development and Capacity Building: The district invests in ongoing training for administrators and teachers to improve inclusive practices, clarify roles, and enhance instructional excellence3. Parent and Community Partnerships: Gustine prioritizes respectful, productive relationships with families through special needs PTAs, webinars, and increased opportunities for parent involvement and training3. Chapters: 00:00 Full Inclusion in Education 00:29 Meet Dr. Bryan Ballenger 01:06 Overview of Gustine Unified School District 02:24 Dr. Ballinger's Journey in Special Education 04:51 Implementing Full Inclusion at Gustine 08:15 Benefits of Full Inclusion 10:40 Challenges and Adaptations 18:51 Mental Health and Emotional Support 24:12 Personal Leadership Journey 33:57 Advice for Aspiring Leaders Connect with CT: linkedin.com/in/cheetung Connect with Dr. Bryan Ballenger: linkedin.com/in/bryan-ballenger-79972647 Music Credit: Shake it Up - Fesliyanstudios.com - David Renda  Join us at Engaging Leadership to learn and connect with a community of leaders in education just like you. This is the space where top people leaders share actionable insights and practical playbooks in fostering a high-performing workplace of the future. Sign up as a member today for community updates on the latest leadership resources and exclusive event invites: www.engagingleadershipshow.com/subscribe