In this episode, Ross Elementary principal, Kelly Mooney and secondary Dean of Instruction for Clear Lake High School, Vena Dass, chat about staying focused on the work and what that means for campus-based leaders.
00;00;08;08 - 00;00;24;12
Speaker 1
Hello, team CCISD. Thank you for joining us for our staff podcast series CCISD Gold Star Leaders, a podcast dedicated to sharing our CCISD leadership beliefs and inspiring leaders at all levels to embrace their own leadership qualities.
00;00;25;27 - 00;00;38;06
Speaker 1
I'm your host, Linsey Hunt and in the studio with me are two leaders who embody our second CCISD leadership belief that a CCISD leader is intentionally focused on the work.
00;00;38;08 - 00;00;45;26
Speaker 1
I want to welcome the principal of Ross Elementary, Kelly Mooney and Vena Dass, secondary Dean of Instruction for Clear Lake High School.
00;00;45;26 - 00;00;49;02
Speaker 1
Thank y’all for being with me.
00;00;49;04 - 00;00;51;04
Speaker 2
Glad to be here.
00;00;51;04 - 00;01;03;22
Speaker 1
So today's topic will be of interest to our campus based leaders. And we're going to talk about staying focused on the work. But what is the work, ladies? What does that mean? Let's start there.
00;01;04;12 - 00;01;49;29
Speaker 3
So I think as a teaching learning organization, when we talk about the work, we're talking about a couple of things. Of course, prioritizing student achievement as a driver of continuous improvement, strengthening and supporting those systems to be able to do that and utilize data informed decision making. So when we focus on the PLSs in CCISD as a professional learning community and being and being a an organization that focuses on students achieving at high levels, we have to make sure that when we're about the work, we're intentionally coming to the table with a lot of data.
00;01;49;29 - 00;02;20;08
Speaker 3
And sometimes the data can be daunting. Sometimes there's too much of it. And so I think when we team up as an instructional learning team and we work closely with our coaches and teacher leaders, we allow some of that hard part to be more clear. And when we focus on the work, we want to bring forward that clarity so that we all have that common language of what we want to accomplish.
00;02;20;10 - 00;02;29;17
Speaker 3
And so I think about the roles that coaches take and I believe a big part of the work includes their expertise.
00;02;29;17 - 00;03;00;18
Speaker 1
Just like Ms.. Mooney said. Any policies, any procedures that are not directed towards student learning or that may hinder student learning have to be looked at very closely and make sure that we are taking away things from the plates of teachers if they are not supporting student learning, for example, I would say our current cellphone policies, you know, we had to redo our entire cell phone policy to make sure that our kids were engaged and learning.
00;03;00;21 - 00;03;07;28
Speaker 1
So again, those policies and procedures have to be looked at again and again to ensure higher levels of learning.
00;03;08;26 - 00;03;13;18
Speaker 1
So how do we ensure those high levels of learning for all of our students?
00;03;13;18 - 00;03;44;00
Speaker 1
So really the professional learning communities do most of the work, and our job as administrator administrators is to empower the professional learning communities and the professional learning communities. Focus on the four questions What are our students going to learn? That's the number one question and identifying those essential standards. And then the second question is how would we know that they have learned it?
00;03;44;03 - 00;04;13;29
Speaker 1
And what do we do when they do not learn it? And what do we do if they have already learned it? So if that PLC focuses on those four questions and everything that they do is aligned to make sure that structured strategies, assignments, assessments are all geared towards that, the learning is bound to happen in the classroom.
00;04;14;20 - 00;04;46;07
Speaker 3
I think another area that we agree on is when we're focusing on the learning to ensure high levels of learning occur. We we're not just talking about students. We were talking about all staff. And I think when we partner in that way and we allow that vulnerability of what do I not know, and how do I ensure to not only learn it, but who's going to partner with me to ensure that I'm implementing it with fidelity?
00;04;46;10 - 00;05;15;22
Speaker 3
I do think we've went back to what is a guiding coalition and how do we use that guiding coalition to focus on learning. It's to lead and influence the work we do, and I think I've become a better instructional leader by having the right people on that coalition to be able to say that's an admirable goal, but that's not a goal that's going to get us the results.
00;05;15;22 - 00;05;55;24
Speaker 3
We're looking for. And they're really helping us go back to what's our absolutes, what are the artifacts, those things that impede us. There's that teacher voice that comes in loud and clear, and that's it's messy work that when we remind ourselves that as a PLC, we’re only as good as the weakest link and we want to ensure that we are emulating that vision of the district, I think it really comes back to being very clear about what we should target, and that's really helped in my work.
00;05;55;24 - 00;06;01;04
Speaker 3
To have that guiding coalition, both in academic language and behavior
00;06;01;04 - 00;06;02;27
Speaker 3
That’s great.
00;06;02;29 - 00;06;14;11
Speaker 1
So if we were to drill down into the focus of the learning or the focus on the work, as we like to say what should our campus based leaders be focusing on
00;06;14;11 - 00;06;45;22
Speaker 1
Collaborative culture. When you put a team of expert teachers together, they will figure it out and we cannot achieve great results in isolation. We may have great teachers, but if they are teaching in silos, we will. You may only have, you know, one classroom having a great learning experience, but if you want to multiply it, you have to put them together and give them the time.
00;06;45;22 - 00;07;14;19
Speaker 1
The structures, for example, we have now put in place instructional planning days, which are huge. Today is one of them. And so giving them that time, having the hard days we have on our campus, and I think they are called different at different campuses. But for an entire day the teachers sit and plan together and they design the campus common assessments, the design, the common formative assessments, the design.
00;07;14;19 - 00;07;29;05
Speaker 1
They're just all activities that will be done in the class together. And it's not your students or my students, but it is our students. And they all work together to make it happen, to make that difference.
00;07;29;07 - 00;07;50;06
Speaker 3
I think an area that we decided to focus on was student center coaching and looking at it through the lens of the student and using student work as evidence of progress or lack of. And I think when we come together in these design days, hard days, it we need to create a culture where we can have crucial.
00;07;50;06 - 00;07;51;23
Speaker 1
Conversations.
00;07;51;25 - 00;08;24;29
Speaker 3
And we have to orchestrate that. And it's easier said than done at times, right? We have some experts that have been doing this for a while and we have new, exciting teachers joining the team. So I think one thing that we both agree on is that as we create an atmosphere of learning and we're going to set priorities of learning, if there is an obstacle or say that we have a problem, practice the student work should guide the next steps.
00;08;24;29 - 00;08;49;12
Speaker 3
And so if you're thinking about how do I get involved, it's really ensuring that you're having crucial conversations that value other work, ensuring that you're a part of it moving forward. And if there's an area that you might be missing, we talk about push in PL all the time. Let me go in and learn it from my peer.
00;08;49;12 - 00;09;17;06
Speaker 3
And we started learning walks and I think there's power in that because I can see I'm in this kind of grade level forward moving. And so I might want to go and see what where they're coming from and where they're headed. And so I think one big win for us is peer learning walk. So if you are interested in how to connect and get involved, that would be a good place to start.
00;09;17;09 - 00;09;31;18
Speaker 1
So for an aspiring leader who might be overwhelmed with kind of their role in a PLC, any entry level starting points or guidance to share with a leader of that nature.
00;09;31;18 - 00;09;57;19
Speaker 1
Go observe a PLC first. You know, on your campus. We all have different PLCs We have strong PLCs. We have PLCs that are not there yet. But from when you sit in on an a PLC meeting, you understand all the procedures and you kind of know you can only support them once you observe and see what their struggles are.
00;09;57;22 - 00;10;20;00
Speaker 1
Because teachers lack the time. So what can we do? What things can we take off from their plates? So we free them up to do the work that really makes the difference. So going into those PLC meetings, working with those teachers, learning from them, listening to them would be the best for an aspiring leader.
00;10;20;00 - 00;10;48;21
Speaker 1
Just like Ms.. Mooney said, the learning walks. You know, you can do a learning walk off your campus PLCs first just to assess. Sometimes you can have the weaker PLCs that are not there yet to go and observed some of the strong PLCs to see what structures have been put in place with them. And when I say strong PLCs and weak PLCs, it's a it's a very fluid term because a PLC can be strong one year and then you add or take away a teacher from there.
00;10;48;28 - 00;11;18;09
Speaker 1
And then suddenly it it's struggling. Right. And so this work is never done. We hit the reset button every August and then reset it again in January. So it's it's this work never, ever stops. And that's the beauty of it, that we learn from each other and we grow. And I think whether it's an aspiring leader or a leader, I've been in education for 30 years, but I'm learning even today my struggles.
00;11;18;09 - 00;11;36;10
Speaker 1
I have to call the other deans on other campuses here how how would you handle this in the same way the aspiring leaders, you know, just talking to PLC leaders, talking to other leaders on their campus, they will figure it out. It's a work that is never done. I.
00;11;36;10 - 00;11;47;28
Speaker 3
think if you aspire in any role here in CCISD, in education, we're in the people business. And I think a a big,
00;11;47;28 - 00;11;50;22
Speaker 3
real piece that maybe
00;11;50;22 - 00;12;10;19
Speaker 3
interrupts the learning or creates divide is when we don't know how to disagree. And so learning to be in a collegial conversation and how do we compromise with purpose? It's definitely an art form.
00;12;10;19 - 00;12;50;28
Speaker 3
I think our coaches talk often about heavy coaching versus light and and knowing when to coach a team and then to give maybe more opportunities for them to have productive struggle. But in in leadership, the biggest piece that we do each day is we work for them. We're a support. So you have to be comfortable in your skin to say, I'm here to support this is how much they need from me that you may see your role differently.
00;12;51;00 - 00;13;24;23
Speaker 3
But I think as we continue to move our organization forward, we have to be reflective and we have to understand where we are in our own practice and have the right people around. And I think our job is if a teacher collaborative is struggling, we bring in those folks that can bring clarity to the work. And so as people want to aspire in their roles, I do think that we gravitate toward what feels right and good.
00;13;24;26 - 00;13;37;14
Speaker 3
And we have to remind ourselves to take be out of that comfort zone and that that's the hardest part. I think it can be really hard.
00;13;37;16 - 00;13;55;14
Speaker 1
So with a focus on the work and then the student performance I guess is being a proof point of that work. What are some best practices that others might utilize in their own leadership journey or a part of the PLC?
00;13;55;14 - 00;14;30;02
Speaker 1
Having great PLCs on campus. You begin with that first making sure that you have the right team members, making sure they have been trained on the RTI practices, your professional learning, the resources that you have. Our allocated towards your needs. So using data to identify where your needs are and then making sure that you align your resources to those needs.
00;14;30;04 - 00;15;01;14
Speaker 1
Your professional learning also has to be aligned to the needs of the students. Basically, everything on campus, the goal is that student learning and student achievement. So in your admin meetings, in your instructional coaches meeting, all these different communities have to come together for that purpose. And I think that is the biggest part, putting those structures in place.
00;15;01;14 - 00;15;15;09
Speaker 1
if we were to go back 25 and 30 years and look at yourselves as first year teachers or professionals, what advice would you have to share with yourself sitting here today?
00;15;15;11 - 00;15;16;07
Speaker 3
my goodness.
00;15;16;07 - 00;15;21;08
Speaker 3
I think we both probably had some humbling experiences, some
00;15;21;08 - 00;15;26;16
Speaker 3
we dared to dream. We were probably very bold and excited and I think
00;15;26;16 - 00;15;30;25
Speaker 3
the biggest takeaway for me as we vet new teachers every year,
00;15;30;25 - 00;15;32;04
Speaker 3
they love kids
00;15;32;04 - 00;15;33;06
Speaker 3
and
00;15;33;06 - 00;15;36;29
Speaker 3
they have control over a few things relationships
00;15;36;29 - 00;15;40;10
Speaker 3
and what they get excited about to teach.
00;15;40;10 - 00;15;43;01
Speaker 3
We create that curriculum for them.
00;15;43;04 - 00;15;47;15
Speaker 3
Principals change schedules, have mandatory meetings.
00;15;47;15 - 00;15;54;21
Speaker 3
I think that keeping true to what got you here, that you're making connections,
00;15;54;21 - 00;16;01;13
Speaker 3
you are changing lives. And it sounds cliche, but I would tell myself 25 years ago,
00;16;01;13 - 00;16;09;22
Speaker 3
when you yoked yourself together with people with this same purpose and it connects to your passion, I do believe that
00;16;09;22 - 00;16;12;10
Speaker 3
a PLC, even one that struggles,
00;16;12;10 - 00;16;16;24
Speaker 3
will meet the needs of kids when it's our number one, right?
00;16;16;24 - 00;16;25;08
Speaker 3
It's the main thing. So in my mind, hiring character, teaching that skill and cultivating that, I would say to my younger self
00;16;25;08 - 00;16;35;08
Speaker 3
that I'm still doing that work as a learner and I'm comfortable enough to say, I don't know, but I know who to ask, and that's okay.
00;16;35;08 - 00;16;45;10
Speaker 1
My first day of teaching. I remember I was given the book 30 years ago and given a room and said, Here, go teach.
00;16;45;10 - 00;17;14;28
Speaker 1
Although I had a bachelor's in education and a master's in science, I still was paranoid. No mentor, nothing. And I had to figure it out. So I would not say teachers have it easy because we didn't have cell phones, so we didn't have a lot of things that the teachers today are facing. No social media, nothing, no distractions like that.
00;17;14;29 - 00;17;15;21
Speaker 1
But.
00;17;15;21 - 00;17;51;03
Speaker 1
We figured it out to myself 30 years ago. I would say, do not be afraid. It is going to be okay. You're going to love it because you love the kids. And that's even today. Any anything. I just keep reminding myself every single time I go out and do education to make a difference and what a great blessing it is to be able to do that every single day, whether you're working with the teachers or whether you're working with the administrators, you get to make that difference and the power that we have.
00;17;51;03 - 00;18;05;08
Speaker 1
To change lives like Ms.. Mooney said, how many people get say that in their jobs? So, yes, very blessed. And that's what I would say. Do not be afraid. It's going to be great. And it has been great.
00;18;05;11 - 00;18;33;27
Speaker 1
I think majority of this district is here for the kids and student success is so important. The ability to help mobilize our teams to be able to achieve that is success. So thank you for what you do and how you inspire others to make a difference on our campuses. That's wonderful. Any other parting words of wisdom, things you would like to share today?
00;18;33;27 - 00;19;12;16
Speaker 1
Focusing on the work. That's our topic. So I would say doing a needs assessment is so important. Knowing where your gaps are and where you want to be and using multiple sources of data to and, you know, to get there, use that data wisely because sometimes we are data rich, but action poor. And profession giving, you know, time to those professional learning communities to figure that out by having great professional learning communities.
00;19;12;18 - 00;19;32;12
Speaker 1
We make sure that every single student gets a great teacher by design and not just by chance. Because when teachers get together and share those practices that we build our capacity and build great teachers, and that should be our focus.
00;19;32;12 - 00;20;22;15
Speaker 3
I think that to echo that sentiment. I would say that a big game changer for me in the last five years is as we focus on this important work. I do believe we didn't have some things as baby teachers so many years ago and there's almost too much out there. It can be overwhelming. And I think that we should continue to leverage those successes that we have and name them for our staff in our community, ensuring that we're lifting up those good things and ensuring that in that empowerment to look through some hard data, we also fall back on what our values are and why we're here and using.
00;20;22;15 - 00;21;03;00
Speaker 3
And we have it. Listen, we have a protocol for everything we love a good protocol, but even our own PLC reminded. We reminded ourselves of, okay, we need to bring back student work or we've fallen short here or wow, we're further along than we thought. What made that happen and why? So I do think having the right people in those conversations, not just, yes, people having people who are willing to talk to you about where they're having dissonance and coming back to the teacher voice and saying, is this clear?
00;21;03;02 - 00;21;38;09
Speaker 3
That's always humbling. And any aspiring leader needs to to know that when we put kids as the reason we're having this discussion, it does make those conversations easier. So we appreciate the opportunity to talk today because what we do, the work that instructional leaders do and the teacher leaders and those who join the CCISD team, I do think that we're only going to continue to improve upon those practices when we do have shared beliefs.
00;21;38;12 - 00;21;49;04
Speaker 3
And so I've enjoyed getting to know my counterpart and sharing at this time, because whether you're elementary or high school and all at the same,
00;21;49;04 - 00;21;54;13
Speaker 1
It really is. It is. It's. It's been a joy working with Miss Mooney.
00;21;55;10 - 00;22;01;07
Speaker 1
We feel it. So I'm sitting here watching y'all collaborate. It's really special.
00;22;02;12 - 00;22;19;02
Speaker 1
Well, this concludes our time today, but I want to thank you both for spending time with me and sharing your experiences as leaders who are focused on this important work. It's apparent that student achievement is truly a pillar of your leadership journeys. And so for that, we're grateful.
00;22;19;04 - 00;22;41;28
Speaker 1
I know those listening can hear the passion from the two of you and will be inspired by the focus that you have. And I want to recap something that Ms. Veena just said, but for our listeners. She said something that's very important. The structures we've discussed today really help us to ensure that every student gets a chance to have a great teacher, not by chance, but by design.
00;22;41;29 - 00;23;01;15
Speaker 1
I think that that's just a beautiful sentiment. And so we know that our professional learning communities are helping us to accomplish just that. So thank you to all who partake in them. And thank you for listening. And we'll be back again soon to discuss our next CCISD Leadership Belief How to be a reflective practitioner. Take care.