I usually arrive early each morning.  I like to check the building and be there as teachers arrive.  After morning announcements, I like to stroll through the building.  From there, there is never a typical day. I may never have to deal with any issues and stay in my office to complete reports, etc.  Or, I may never sit down after I arrive because there are people or situations that need attention.  A typical day is that I never know what to expect.

I support teachers first and foremost by listening to what they say.  I want them to know that I am there for them and that I am hearing them.  I make it a point each month to recognize teachers with some token of appreciation, from a Sonic drink to a full meal.  But, the biggest support I give is to listen and follow through. I begin every school year conducting individual conferences with each teacher.  The conversation is centered around, “What is your goal for the year, and how can I help you accomplish that?” It is a question that allows them think about what they want to accomplish and that I will be there every step with them.  I also established an active Leadership Team.  This team of teachers can bring things to the table that I sometimes miss.  I like for the Leadership Team to meet with teachers for input on scheduling, events, etc., and bring their ideas to the table.

My biggest challenges come from the lack of support from the community or negative comments about the school.   Middle school is a difficult age level for students, and the changes taking place for students many times are projected as problems with the school community. We work consistently to support parents and students to change that perception.

Many times, as is the case in my system, the money for resources is not always available.  I encourage teachers to use other teachers, to communicate with other systems, to share what they can.  The best advice I have for teachers selecting materials for the classroom is to know the standards. If they do, they will be able to select quality resources that strongly, adequately, and effectively support teaching and learning.

What I seek in classrooms for strong discipline is a teacher who is confident in the content being taught and conducts himself/herself as a leader.  Students perceive a teacher who is not confident or not a good leader.   Teachers need to show students that you want them to succeed. When students are engaged in learning, discipline will take care of itself.  What doesn’t work is trying to be a friend.  Being a friend and being friendly are not the same thing.  You can earn respect from students if you show you care about their education. Never give “free time.” Even reward time can be a learning experience. My advice is to ask yourself this: “What do you want for these students, and how are you going to help them accomplishments that?”

I would like for teachers to know that “Teachers do hold the success for our future in their classrooms.”  Challenge those minds. Teach students to think and seek not only answers, but also to ask questions that lead to further thinking.

After the interview, Ms. Dunn said it was a bit difficult answering questions about herself.  I get that. Principals and teachers aren’t typically focused on themselves, and we don’t often stop to think about why we do what we do.   We chatted about how reflection, though, is such a huge part of growth for the person who is reflecting and those who benefit from the ideas shared out.  The veterans in the profession have so much experience and knowledge to share; I encourage you to see those people out in your building and district.  Thank you, Ms. Dunn, for being willing to reflect and share this point of view.

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