The Principal's Handbook

Getting Ready for a New School Year: A Conversation with Mike Geraghty
[00:00:00] Welcome to the Principal's Handbook, your go to resource for principals looking to revamp their leadership approach and prioritize self care. I'm Barb Flowers, a certified life coach with eight years of experience as an elementary principal. Tune in each week as we delve into strategies for boosting mental resilience, managing time effectively, and nurturing overall wellness.
From tackling daily challenges to maintaining a healthy work life balance, I'm Barb Flowers. We'll navigate the complexities of school leadership together. Join me in fostering your sense of purpose as a principal and reigniting your passion for the job. Welcome to a podcast where your wellbeing is the top priority.
Welcome to the principles handbook today. I'm excited. We have Mike Garrity, who is a principal and I'm going to let him introduce himself and talk about his experiences in education, but I had the opportunity to work with Mike when I was a principal.
We worked in the same district and worked about the same amount of time. He's got a lot of knowledge and [00:01:00] experience that I thought he could share with us today on the podcast. So welcome, Mike. Hey, Barb. Thanks for having me. Yeah. You and I were, we were actually, we were both board approved at the same meeting.
Yes. I think it was, I think it was about nine years ago, actually. 2016. It doesn't say so eight years ago, I'm going into my ninth year. Yeah. Yeah. I was, I was board approved as the. athletic director and you were board approved as the assistant principal. I remember that. Yeah. Yeah. . So my background in education is a little unorthodox.
I didn't go into education traditionally when I was in college. I graduated from Bowling Green and I was looking to go into, possibly law school. However, I did something very unique, I suppose, that I joined the Navy and I went to officer candidate school in Pensacola, Florida, right out of, college.
And I spent six years as an officer in the Navy. My final rank was a Lieutenant. And, I knew I didn't want to do that for the rest [00:02:00] of my life. You know, I deployed several times and I was looking to make a change. , I'd always had great experiences with many of my teachers and coaches. And being a teacher is something that I thought about early on, but didn't pursue when I was in college.
So when I got out, I started taking some classes working towards education and, I became a science teacher and we moved back home and I went to Ken state and I got my master's of arts and teaching to teach science. I taught chemistry, biology, physical science, environmental science, just about every science.
And I was a teacher for six years. I started out in Florida, Florida for two years, and then we moved back home when my wife and I got married a few years prior, and we had our son. So then we moved back, and I got a job at a couple of high schools, and I was an all teacher for six years, like I said, and [00:03:00] at the same time, over the summer, I was working on my, uh, Principal's license and I crammed that in.
I don't know how in about 20 months I crammed in my principal's license and I started interviewing and I was a finalist at a few places and I said I'm prepared to go back and be a teacher. I was also a football coach and then I received an offer. And I took it offer as an athletic director and I didn't look back.
And from there, I was lucky enough to get the opportunity to become a principal. And since then, I've been an administrator since just like you, 2016, and it's been a great experience. Yeah, and it's been really cool. , I think working together because I've got to see, you know, you grow in the high school change and evolve.
So that's been a fun experience. So today I just wanted to talk about as we get ready for back to school, giving [00:04:00] Principles advice for like ways that they can get ready for back to school. And I thought it would be great to have you because I can talk the elementary background and perspective and you can talk the high school perspective because, it's such a different world, not one that I'm used to.
So I think we can bring two different perspectives to this. It is. Yeah, I agree. And, and I recently I've reached out to you for some strategies on how to, work in PLCs because. Like you said, it's almost like apples and oranges. Just the attitudes from the high school to compare to the middle school to the elementary.
Not not bad or worse, but just different attitudes working with the different age ranges. Yeah, and I think you just have to approach it so differently. Anytime in the podcast, I think you can take anything and adapt it. But I think this will be good to have both perspectives. First thing I want to start with.
So what are the key priorities and objectives you have coming up for your building this school year? And how do you choose what those objectives are going into the year? Well, [00:05:00] getting ready to go back to the year, I've learned don't do too much, especially at the very beginning. People are coming back.
They're fresh. Some people are ready to go. And some people may be a little more tentative still in summer mode. So don't overwhelm your staff by having too many directives. Too much new stuff, if you will. One of the things that we focused on in the last couple of years is just focus on good teaching, focus on building relationships with the kids, and then Everything else will fall into line.
That will be, that'll be the big message is, Hey, what's changed, what's different. Of course, there's going to be some new things that you hear about, but teaching doesn't change. And you have to be, that strong adult that the kids look up to, and you have to learn to get to know them and build relationships with them because they're going to remember that.
over any content that you taught to them. [00:06:00] So of course, we'll have our goals for, you know, improving and the course exam scores, by certain percentages. We went up in some last year and I just want to look to continue to improve and, other arenas, continuing to improve our PLC work.
We really started doing that probably two years ago. But just last year, probably in the winter time, , we started becoming more intentional with how we ran our PLCs. For example, they're broken down into content areas, obviously, but even more specifically in an end of course exam subject area. So like an English 10 or algebra one, which are state tests that students need to graduate with.
And we worked at working together with. Analyzing the the data from our map testing, looking at some of the areas and value added that needed improved. [00:07:00] And, also, we were very intentional about using, the released items from prior and the course exam tests. That is something that actually that I reached out to you about is just improving how we work together in our PLCs, and those take place during the school day during , our enrichment period for probably, Once every six or seven school days.
So the priorities are going to be, of course, we have all these big goals that we work on, which we achieve many of them at the end of the year, but the main message is going to be. Focus on your content, focus on collaborating with other teachers, get to know your kids, build relationships. And if you focus on good teaching, everything else will fall into line.
And I think that that's such a great thing when you're going back to school to have a clear message like that, that you can then just reiterate throughout the school year. And then teachers know that that's the focus because It's [00:08:00] easy to go into the school year feeling super overwhelmed with all the things that we have to do and not having a clear message of what you want to get across to your staff.
So I think that as principals, it's really important that we do have an idea of what we want the year to look like. It also gives them a vision of, what's important for you as the leader. And what you want to see happening in the building. And I think that that's a good thing that you want to make sure to articulate with your staff.
I also love that you talked about PLCs and just having these little goals with PLCs. Like maybe if you're in a district or a building that's already started PLCs, it's just tweaking them. Because even in the building I was in, I think we had done PLCs for five or six years, but every year a goal was just to make them better.
Because I remember the first year I started them, I wanted them To be perfect. And I realized over time that doesn't happen. It's like these small wins that you have every year with them to make them just a little bit better and more collaborative. I agree. And when, when we started them, I, I [00:09:00] had just enough experience to know that this wasn't going to go perfectly, well ever, but it wasn't going to go as well as they could go without at least.
You know, a year and a half, two years of, of them running them on their own. Yeah. And I think when you're thinking of goals, it's always good to go back to the things that you're doing. And one thing, when I first took over, I remember a complaint from teachers is they just always felt like a new principal because when I first came, it was like every three years there was a new principal and they would complain Okay, we were doing this initiative and then a new principal came and it was something new.
So I think always going back, whether you're a newer principal or you've been in the building for a while to just make sure that we're constantly revisiting things that we've put in place to just make things better and not just, Oh, we should know how to do that. It's just like with kids, right? Every year you reteach kids expectations, you go over what they should be doing.
[00:10:00] Even though, you know, they already should know, but you just want to reiterate those things. You have new staff members that come in, you want to make sure that people know it's a priority. So I think those are all good suggestions. Absolutely. And luckily, there is some consistency. Like I said, I'm going into year number nine and, you know, the message is, is going to stay the same.
Yeah, that's good. How important is community engagement in preparing for the school year? What initiatives does the school undertake that involve the parents and the community? So community engagement is very important. We have Our local groups, we have our, our athletic booster club.
We have our band booster club. We have the PTA and we also have a local group of alumni that raise a lot of funds for the community. I incorporate them by including them in some of our, our building leadership team. They actually, some of them have input even with our, our PBIS as far [00:11:00] as knowing what we're doing and providing some school wide incentives for students.
At the beginning of the year, we have a couple of big things coming up. We have what's called it's called our local fast, our falcon fast and it's like a community. I'm almost like, like, like a small carnival and it takes place, three hours before our first home football game. So I'm in contact with, with several community leaders.
Some local business leaders, some of the, the local, trustees, all of our fundraising groups, but, just getting on the same page with them, how they can, how they can be included, what they can do to assist, like things that they'll sell, like one group will sell like sausage sandwiches, another group sells donuts.
Another group sells t shirts, things like that, which is giving them a stake in the game so that they feel included, during Falcon Fest. And, and also we have a couple other things we're getting a [00:12:00] turf stadium this year for the first year. It's very exciting. Yeah, that is exciting. , we'll have some inaugural events.
We'll have our inaugural soccer event for boys and girls soccer. And then we'll have our inaugural football game. , we have a coach, that is getting ready to achieve a milestone and , there's plans for that. But that'll be, that'll be exciting.
They're included with, with our dances, like homecoming or, or prom or winter formal, things like that. They're included in all of the extracurricular stuff, whether it's sporting events or, you know, some of the community events. And they also get to see a little bit behind the curtain for.
Our academic things like how we collect data, what types of tests kids are taking and how the specific content area teachers will break down scores and what they need to work on. And I always apologize to them when we start talking about the data saying, Hey, you know, [00:13:00] this is gonna be pretty boring for you.
You guys don't have to stick around for this, but, the two community leaders that are on our building leadership team always find it interesting and engaging. So, you know, that's, good to include them. And we'll ask a question like when your son or daughter graduated, you know, how did they find this test?
Or, did we do enough to prepare them for college? Things like that. Are lots of people that. We'll reach out and they're included, but I have a, a mainstay of about five or six main community leaders that, that I talk with often. So I think community engagement is very important, especially over the summer to set the tone for the beginning of the year.
Yeah, and I know in the elementaries, the building I was in, and we actually took the idea from the other elementary principal, she started an open house where we had community booths at the open house, so different groups, we had youth football, youth cheerleading, all the different [00:14:00] sports and groups that were available, and so if a student was new to the area or So, Parents were just interested in something.
It was a way that they could kind of connect with the community at that first open house and, the one elementary has been doing that. I think about three or four years and, we had started later, but it was very positive. We got a lot of positive feedback about that and just it was good to get the community involved and feel like they were part of the school district, to come and kick off the start of the year, especially when everybody's excited for school to start.
I agree, and all are welcome, and I think this year, this will be our seventh annual FalconFest. We missed a year for COVID, it gets bigger, , and better every single year. And it's a, it's a great way to get everyone together before our first home football game.
As you start the school year, what do you do to just ensure student success as they transition from the middle school to the high school or even just, you know, new students, , getting kids acclimated to school? [00:15:00] What do you do for that? So for the past, this will be our third year, We have a freshman first day of school.
So the middle school does a sixth grade first day of school because that's a new building for them. The sixth graders over at the middle school and obviously freshmen are new to us. So we have a day that's completely dedicated to them. And it's a regular school day. However, we have, different activities for them to participate in.
We begin by bringing them all in and we bring them in the, into the cafeteria and they're organized in different groups and tables. Everyone has a t shirt for their freshman first day. And the staff basically cheers them on, claps them in for their very first day of school.
And then, myself and the admin team will go over some of the rules and then some of the expectations and just welcome, just a brief 15, 20 minute welcome to high school. And then from there. They'll walk their bell schedule. So [00:16:00] they won't have a full class, but they'll go through their eight period bell schedule for 15 minutes each.
And it just gives them a chance to know where they're going and to meet their teacher. And every teacher, all they do in that 15 minutes is introduce themselves, take attendance. And they all have, an activity that they do in every class and they have their freshman first day of school handbook and they'll do things like they'll do like a bingo game or some type of trivia or some other type of icebreaker activity.
, at the end of the day, we collect that because for their last class period will have them give like a small reflection of what their concerns are, about high school, or what do they find interesting and what do they have questions about. And we take all those freshmen. First day of school handbooks, and they'll go and they'll do another reflection at the end of their next year, like their sophomore year.
[00:17:00] So we have two classes worth of those books, and it's just kind of a cool thing to look back to see what they were worried about and, and how they had grown. That's something that they would take with them once we've gone through four years. For graduation, but that is how we welcome our freshmen into the into the high school.
It's not a huge school is about 600 plus students. , between the high school building and the students that go to the vocational center, but I've gotten to know the freshmen just from that one day far better than I ever have, even if I don't know their names.
I recognize them a lot sooner and able to have conversations with them because the entire focus of that day is on the freshman class. I love that the middle school does that too, because I know just having fifth graders, they're so nervous to transition to that next building because they've gone, you know, so long in their previous building.
So that's a big transition. So I think that's a great way. To help them transition with that. [00:18:00] And then the elementaries, we do a staggered kindergarten start, but they actually start later than the other students, but that's a great way to just allow teachers to get their kindergarten testing done.
And then we stagger them by last name. So a through L and M through Z, they go on different days. Half the class gets to go for two days and then the rest of the, the next half goes for two days and then they come together, and that's And I think that that is really helpful. And we also do a kindergarten jumpstart.
That's three days to allow kindergarten just to get acclimated to the building before school starts. Last year was the first year and that was a success. So, yeah, the freshmen are nervous too. , you know, I think they maybe try and play it off because they were the big men on campus at the middle school.
And then when they come over, it's the first day and, really, I mean, they are overlooked before we had this and they're really nervous that first day with everybody else. And so it just gives them a chance to acclimate just a little bit and to settle in and be more comfortable [00:19:00] before, before everybody shows up because there's a big age difference.
You've got 14 year olds from middle school, and they're going to be in the same building, walking the same halls as a 17 and 18 year old kid. And that's a vast difference. So, right. Yeah, right. Just developmentally and where some kids are as a freshman compared to senior. So what do you do for teachers, to help them get acclimated back to school?
We talked a little bit about, setting that up with the first day of school meeting and really sharing expectations, but how do you help those new teachers transition? It seems like you've had some new teachers every year. So how do you help them? Transition of the building and help them get acclimated to being in the school.
Yeah, we have a pretty young staff. I would say just about half are about seven, eight years or less of experience. So the brand new teachers to the building, some might be fresh from [00:20:00] college or some might be new to us from another district. The district sets it up where they. Work two days early, they have new teacher indoctrination days before the whole staff comes.
So it's like a. Almost kind of like a freshman first experience, but for staff members. And they'll come in and they, there's, there's a lot of administrative things that need to be take place, just to make sure that they're set up in the system with insurance. They hear from the curriculum director, they hear from the director of special services.
They hear from our school resource officer about safety and security in the building. And then, of course, they are indoctrinated with their, with their union and, you know, they spend some time with their union president and their, their teachers union leaders and they're given information about, you know, how to handle things moving forward.
And then there is about a two hour block of time. Carved out in one of the days where they'll sit [00:21:00] with, , the assistant principal and myself, and I'll just go over some broad expectations. It's like drinking from a fire hose. And I want them to hear as much as they can before we go to the. entire faculty opening meeting.
That's a good way for them to get a sneak preview. Basically, the message that that we give to them is asking for help is not a sign of weakness. It's a sign of strength. And we have people that are here to help you. So please ask questions. I'll be their evaluator as a principal in their first year.
So I'll be checking in on them often. And depending on where they are with their license, they'll be assigned. A resident educated mentor. But we also will assign them just a staff mentor to just check in just informally about this is when you're supposed to stand your duty or where you're supposed to go for that like in the parking lot [00:22:00] or, student supervision.
I mean, we go over all that stuff too, but things are going to come up and they need to be able to go to someone, whether it's in their department or, someone in the room next door to them. But I think it's also important that they have someone to reach out to that. That they don't work with on a daily basis, like someone in another department.
So it's not always official with their resident educator, requirements that they need to complete for the state of Ohio, but also just. sort of a buddy, a friend that they can, they can reach out to during, work. And we in Ohio have a pretty in depth, observation rubric. So it's always good to have that mentor to go over that rubric and let them know what resources they have for their evaluation.
Because as a new teacher, you can look at that rubric and become overwhelmed very quickly. So absolutely. Yeah. I know every state has different ways that Danielson framework or just different ways that they evaluate, but. Having someone to go over that with, that's not [00:23:00] the evaluator or even we've had teachers in on the post conferences if needed, you know, after evaluating, if they just want somebody else to help them implement some of the things that the evaluator suggests or the administrator.
So just having that person, I think, as someone to talk to is really important. And I'll ask them if they're comfortable with it, they usually are. The teacher has said, why don't you have your mentor come sit in on this or, maybe not necessarily the evaluation itself, but why don't you have them come to the pre conference and the post conference?
And that way they'll be able to Maybe translate better what I'm looking for based on the requirements of our evaluation rubric, but that's a big help. And, I think we have a very good culture and climate where I work and people are are there to help and collaborate and having a veteran.
Is a lot better than trying to go it alone. And when I was a brand new teacher, I was part of the resident [00:24:00] educator program. It was a requirement that I had to go observe other teachers. I, forget how many, but I did it a lot and it's not anymore, but I still recommend to teachers to take half a day, take a full day, , professional day and go observe people in the district.
Our elementary, there's two. So even if it's a different building, but Find people who just have good teaching strategies, even if it's not exactly what that person teaches. If you're in a smaller district and have them observe, especially with classroom management, I think that's huge. So that's something we do and it's no, it's not a requirement anymore.
I think I caught the tail end of that like in 2010 I don't really remember but I did a watered down version version of the resident educator, but I'll have the mentor set that up go watch go watch your mentor teach and. I'll cover them for a few periods here and there. And then after they, they're comfortable with that, someone in their content area, , there are [00:25:00] some very good teachers that are veterans.
And I'll say, Hey, this person teaches math. And I know you're an English teacher. Why don't you go watch this math teacher just from the very beginning to the end of class. Just watch how they do it and then go watch this Spanish teacher and then go watch this history teacher. And it just gives you a, better, broader perspective on how others do it.
And, , makes them feel more included as well. Yeah. Another thing I always tried to do was put in my calendar to check in with the new teachers. And if I didn't put it in my Google calendar, I wouldn't do it. So I would try monthly to just check in with them because what I found is I think I'm pretty approachable and easy to talk to, but then teachers would come and be like, They're afraid to tell you this, you know, right.
So I would have to reach out and make sure that I was checking in with them because some of the new teachers are really young and they're intimidated and they just want to do a good job, you know, and as much as we can say , Hey, we want you to ask questions. There are some people that just won't do that unless we're [00:26:00] constantly checking in with them.
So I think that's something to keep in mind too, as you meet your new teachers, know their personalities, know who needs to be. . Checked in on more who might not share if they're struggling. Yeah, I agree. Google Calendar, that dictates my day. And if I don't put that in there. , you know, the day can get away from you and you're right.
It's not that you're not approachable. They just perceive what you're doing. Oh, you're so busy all the time, or I don't want to bother you, but really you do want to know how they're doing. So I'll put those little 10 minute checks in there. , once or twice a month, if not more, in addition to the walkthroughs, I'll just walk in.
And the more I walk in and the more comfortable they'll get. I'm not here to evaluate or write anything down. I'm just coming in to see how you're doing, see how you're fitting in. And then the students are used to that as well. It's not out of the ordinary. Yeah. And I, always like to explain to new teachers that I walk through a lot and it has nothing to do [00:27:00] with them being new.
However, when I think my principal did that when I was teaching he'd walk in my classroom when I was brand new three times a day, which was a lot. But I do think it's good. And then the feedback you get when you walk in classrooms a lot is usually teachers really appreciate it and like it.
I've never heard a teacher say please stay out of my classroom, because they actually feel supported. So I think that's a good expectation to put right up there up front from them that you'll be in their classroom. It's a great time if they need anything to touch base with you. You're just it's Checking in showing your support for them and students that you're engaged in their learning.
Anything else you want to share, for principals just as they get ready for the beginning of the year that you wish you would have known as a new principal or just something you've learned over the years that you think is a good practice that you do? Well, I've learned to scale things back and less is more.
Like I said at the beginning, you know that there, that you have things that you're required to do by the state. You, you have new [00:28:00] initiatives every year. Don't overwhelm people, especially at the very beginning of the year. And always focus on building relationships with students. And then as the principal building relationships with the staff and students and keeping the message simple, easy things like have your objectives written on the board, teach to the objective, keep your keep your students engaged throughout the class. Build relationships. Once again, get to know them. You get to know them, they'll know you care and you're going to have better classroom management and you're going to be more successful. So that would be the beginning. Keep it simple. Focus on the students. That's why we're here. I would give advice at the beginning of the year.
To any administrator is live in the hallways, especially the first two, three weeks be visible, trying not to get sucked into your office and behind your desk at an email. And one of the things that, I just started doing probably a little while ago, five, [00:29:00] six years ago, and I get made fun of for it by some people, but that's okay, is I have a rolling desk.
It's like , a standup desk with wheels. And, I take my laptop and I just take a, a, a notepad and a pen and it's just my, satellite desk. And I travel into rooms and, you know, it's sort of an icebreaker, like, what is this guy doing? Coming in with his desk? And that's how I do my teacher check-ins or my quote unquote walkthroughs.
And then during hallway changes, I'm , in a different area of the building, basically all throughout the day. I really do, especially at the beginning of the year, like I said, first two, three weeks, I am in the hallways and I'm in the cafeteria, , during the lunch periods and I'm just accessible and I'm out and about and the older students are used to it.
And, I have conversations and the new students or the freshmen see that, Hey, this guy is weird rolling around on his desk, but Hey, he's out there and he's. [00:30:00] He's talking to people and, he's accessible. And I think the teachers like that. Not just you, but, you know, your assistants as well.
Just be out and about, be friendly and accessible. And, , I think, I think the year will get off to a great start that way. Yeah, I think that's great advice. Be visible. I've once, , read in a book that she said, see every student every day, you know, whether that's through lunch, bus, arrival and dismissal, being in classrooms.
And I've always tried to, just keep that in the back of my head to make sure to see every student every day. So that they know that you're there, if you're not, if you can't get out, you will have to be in your office and you will have to have meetings, but it quick, easy way. It's not quick is be out in the front of the building or in the foyer it, , at arrival and at dismissal, and then make appearances for 15 minutes in all the lunch periods.
And then if you don't see them, they're definitely going to see you. That's good advice. Well, thank you for being here today on the principal's handbook. It was great having you [00:31:00] talk about the beginning of the school year, and I'm going to put Mike's contact information in the show notes. So if there was something he talked about today that you want to reach out to him and ask him any other questions, you could send him an email and contact him that way.
All right. Thanks for having me, Barbara. I really appreciate it. Of course.
Music